year 11 12 vce - strathmore secondary college · in 2016 you will be studying the victorian...

Y E A R 1 1 & 1 2 V C E Information Handbook

In 2016 you will be studying the Victorian

Certificate of Education (VCE). This booklet has

been prepared to help you plan your two-year

study program at Strathmore Secondary College.

The decision about which units to study is a very

important one. You would be well advised to seek

and take the advice of your Team Coordinator

and Leader, the Careers Advisors,

your teachers, parents or guardians.

It is also vital that you contact individual

institutions for advice about pre-requisites and

recommended studies for particular tertiary

courses and career paths.

GLOSSARYTerm Definition

Assessing School School responsible for providing the assessment for one or more units for a student, where the school differs from the ‘home’ school.

Authentication Authentication is the process of ensuring that the work submitted by students for assessment is their own. The student must follow the rules set by the VCAA to ensure that the teacher can authenticate the work.

ATAR Australian Tertiary Admission Rank.

Derived Examination Scores (DES)

The Derived Examination Score (DES) is calculated by the VCAA and may be used as the student’s examination result where the student has met the eligibility requirements for the provision. The DES is intended for the student who is ill or affected by other personal circumstances at the time of an examination and whose examination result is unlikely to be a fair or accurate indication of their learning or achievement in the study.

GAT The General Achievement Test. The GAT is a test taken by all students doing a Unit 3 and 4 sequence. It is used by VCAA to check that a school’s assessments and external examinations have been accurately assessed.

Home School Student’s major school. Responsible for ensuring that ALL their students have been allocated to an examination centre/room

Outcomes Outcomes are what a student must know, or be able to do, in order to satisfactorily complete a unit as specified in the Study Design.

SAC School Assessed Coursework. School Assessed Coursework is made up of a number of assessment activities specified in the Study Design. These activities are used to assess the learning outcomes.

SAT School Assessed Tasks. These are extended assessment tasks in studies such as Art, Visual Communication, Product Design and Technology, Media and Studio Arts, where products and/or models are assessed.

Satisfactory Completion For Satisfactory Completion of a unit, a student must demonstrate achievement of each of the outcomes for that unit as specified in the Study Design

Scaling A study score provides an indication of a student’s relative performance in a particular study. Scaling adjusts for differences in abilities of students undertaking different studies, so that the scaled study scores are comparable across different studies. It ensures that students are neither advantaged or disadvantaged on the basis of the studies they choose. All VCAA study scores are scaled by VTAC.

Special Entry Access Schemes (SEAS)

SEAS Applications are handled by the Victorian Tertiary Admission Centre (VTAC) for tertiary entrance purposes. Students are eligible to apply for this if they experience continuing personal circumstances affecting their performance in their Year 12 program. Eligible students are advised to discuss their situation with the Senior School Coordinator or Careers Counsellor

Special Provision VCAA acknowledges that sometimes things get in the way of a student completing their VCE studies. This includes physical or mental disabilities, illness, personal problems or other impairments. In any of these cases, students and families are advised to immediately inform the student’s Team Coordinator. There are official forms and procedures which must be adhered to.

Study Design A Study Design is the curriculum and learning outcomes for a sequence of 4 units e.g. English Units 1 - 4.

Student number Is the unique number assigned to each student enrolled in VCE, VCE VET and VCAL. Student numbers must be kept confidential.

Study Scores Is a score from zero to 50 which shows how a student performed in a VCE study, relative to all other Victorian students enrolled in that same study in a result year. It is based on the student’s results in school assessments and examinations.

Units A self-contained study of a semester’s length. VCE studies are made up of four units numbered 1, 2, 3 or 4

Units 1 and 2 Level of difficulty usually associated with Year 11. Units 1 and 2 may be done separately or as a sequence.

Units 3 & 4 Level of difficulty usually associated with Year 12. Units 3 and 4 must be done as a sequence (e.g. English Units 3 and 4).

VCAA The Victorian Curriculum and Assessment Authority. VCAA is responsible for the development and administration of the VCE, as well as the curriculum for Primary and Years 7-10 students.

VCE The Victorian Certificate of Education.

VCE (Baccalaureate) An additional form of recognition for those students who choose to undertake the demands of studying both a higher level of mathematics (Mathematical Methods and/or Specialist) and a language (LOTE) in their VCE program both at Unit 3 and 4 (sequence) level, as well as meeting certain standards in their English Studies

VCAL The Victorian Certificate of Applied Learning.

VET Vocational Education and Training programs. Also known as VETiS, Vocational Education and Training in Schools.

VTAC The Victorian Tertiary Admissions Centre. VTAC manages the majority of tertiary offers and enrolments.

3Y E A R 11 & 1 2 V C E I N F O R M A T I O N H A N D B O O K 2 0 1 6

TABLE OF CONTENTS

Senior Secondary School ..................................6

What to consider when choosing your course ....8

Pathway options ..............................................10

Selecting a two year VCE program ................... 11

VCE units offered 2016 ....................................13

Year 1O into VCE pathways ..............................14

English ...........................................................17

Literature .......................................................20

English Language ..........................................22

English as an Additional Language (EAL) .......24

Notes ............................................................25

Mathematics .................................................27

General Mathematics – Units 1 and 2 Further Mathematics – Units 3 and 4 ..............28

Mathematical Methods (Cas) .........................30

Specialist Mathematics ..................................32

Algorithmics – Units 3 and 4 ..........................34

Science ..........................................................37

Chemistry ......................................................38

Physics..........................................................40

Biology ..........................................................42

Psychology ....................................................44

Technology ....................................................47

Computing – Units 1 and 2 Informatics – Units 3 and 4 Software Development – Units 3 and 4 ..........48

Food Technology ...........................................50

Product Design and Technology (Textiles) .....52

Product Design and Technology (Wood) .......54

Arts & Performing Arts ................................57

Art .................................................................58

Studio Arts ....................................................60

Visual Communication ...................................62

Media Studies ...............................................64

Dance ...........................................................66

Drama ...........................................................68

Music Performance .......................................70

Humanities ....................................................73

Geography .................................................... 74

History ..........................................................76

Accounting ....................................................77

Philosophy ....................................................78

Australian Global Politics ...............................80

Business Management ..................................82

Economics ....................................................83

Legal Studies ................................................84

Health & Physical Education .......................87

Health & Human Development .......................88

Outdoor & Environmental Studies ..................90

Physical Education ........................................92

Languages ....................................................95

Greek ............................................................97

Italian ............................................................98

Japanese ......................................................99

Chinese As A First Language .......................100

Sample Courses ............................................ 101

My Potential Year 11 & 12 Courses ................105

SENIOR SECONDARY SCHOOL

VCEThe VCE (Victorian Certificate of Education) is the certificate

that most students in Victoria receive on satisfactory

completion of their secondary education. It is a qualification

that is recognised around the world, normally completed over

two years (Year 11 and Year 12). The VCE provides pathways

to further study or training at university or TAFE and to

employment. It is through the VCE that a student can received

an ATAR or an overall ranking score and gain a University place.

The Victorian Certificate of Education is typically a two year

program of study which includes Years 11 and 12. Each school

year is divided into two semesters and students are required

to study units of work at both levels. The VCE units have

been designed by the Victorian Curriculum and Assessment

Authority (VCAA).

At Strathmore Secondary College, Year 11 students are required

to study twelve units (six per semester) and at Year 12 ten units

(five per semester). Units 1 and 2 can be completed as single

units, however, Units 3 and 4 must be studied as a sequence.

Inclusion of a Unit 1 and 2 Study in a Year 10 Course

Students who have achieved a consistently high level of

achievement in ALL Year 9 subjects and have demonstrated

excellent work habits may apply for recommendation to include

a Unit 1 and 2 Study in their Year 10 course. These students

should bear in mind that the vast majority of them will continue

on to Year 12. It is important that students see their Year 11

course as part of a two-year plan.

Inclusion of a Unit 3 and 4 Study in a Year 11 Course

Students who have achieved a consistently high level of

achievement in their Unit 1 and 2 Study in their Year 10 course

and have demonstrated excellent work habits will be offered

the opportunity to include a Unit 3 and 4 Study in their Year

11 course. Students must take into account that subjects at

Units 3 and 4 must be taken as a sequence. It is important that

students discuss this matter with their Student Coordinator, the

Careers, Pathways and Vocational Education Officer, teachers,

parents or guardians. Students should only attempt one Unit 3

and 4 Study during Year 11.

VCE Assessment

Year 11 Units 1 and 2

For Units 1 and 2 the VCAA prescribes a set of learning

outcomes. In order for a student to gain an “S” (satisfactory

completion) for a unit they are required to complete all

assessment tasks and to demonstrate an understanding of the

outcomes for each unit. It does not report upon the standard of

performance.

In Year 11 the College is responsible for assessing student

performance. At the end of each unit school-based

examinations are held in all subjects. Grades from A+ to E are

assigned to each assessment task. These grades provide an

indication of the standard of work completed throughout the

unit, including examinations. These grades will be referred to

when students are selecting subjects in Units 3 and 4.

Year 12 Units 3 and 4

For Units 3 and 4 the VCAA prescribes a set of learning

outcomes for each unit. A student is awarded an “S” (satisfactory

completion) if he or she demonstrates achievement of all the

outcomes for each unit. If these outcomes are not met an “N”

(not satisfactory) will be given for the Unit.

Student performance in each subject is assessed by

achievement in a number of assessment components. These

assessment components include:

• Official VCAA examinations

• School assessed coursework (SAC)

• School assessed task (SAT). In subjects with a major

practical focus, a school assessed task involving production

of a folio is also included as an assessment component.

The following subjects involve the production of a folio: Art,

Studio Art, Product Design & Technology, Food & Technology,

Media and Visual Communication. For 2016 and beyond,

both Year 12 Information Technology subjects will involve the

production of a folio. It is recommended that students should

do no more than 2 folio-based subjects at Year 11 or 12 due to

the heavy workload.

6 Y E A R 11 & 1 2 V C E I N F O R M A T I O N H A N D B O O K 2 0 1 6

VCE Reporting

The VCAA issues certificates and statements of results.

Strathmore Secondary College issues a school report at the

end of each semester for Units 1 and 2. For Unit 3, a progress

report is issued during Term 1 and a school report is completed

at the end of Semester 1.

Satisfactory Completion of the VCE

The VCAA issues a Statement of Results and the VCE

Certificate to students who have satisfactorily completed:

• at least 16 units of study;

• three units from the English group, with at least one unit

at Unit 3 and 4;

• at least three sequences of Units 3 and 4 other than English

The three units of English may be selected from; English/EAL

Units 1–4; English Language Units 1–4; and Literature Units 1–4.

VCE Policy – Strathmore Secondary College

At the beginning of the school year Strathmore Secondary

College will mail home to all parents and guardians a document

outlining policies related to the organisation of the VCE at

Strathmore Secondary College. These policies include:

• Absences

• Re-scheduling of SACs

• Unsatisfactory completion of work

• SAC calendar for Units 1 and 2; Units 3 and 4

• Extension of time form

VETVET (Vocational Education Training) courses provide additional

breadth to the VCE. They give students a nationally recognized

training credential endorsed by industry. These programs

are completed over 2 years (Years 10 and 11) and provide a

qualification or partial completion of a Certificate II or III. VET

programs can contribute to the VCE and most contribute

towards a study score that counts towards a students

Australian Tertiary Admission Rank (ATAR).

At Strathmore Secondary College, a maximum of one VET

subject may be taken as part of a student’s course and no VET

subjects may be taken as part of a Year 12 course. VET subject

offerings are restricted to only those offered by particular

providers. Please see one of the College’s Careers Advisors for

details regarding VET.

VCALThe alternative Year 12 certificate is VCAL or the Victorian

Certificate of Applied Learning. VCAL is a more hands-on

learning option for Year 11 and 12 students. Through VCAL,

students gain practical work-related experience, employability

skills, literacy and numeracy skills, personal skills that are

important for life and work.

VCAL is a specialised program with different requirements to

the VCE. While we do not offer it here at Strathmore Secondary

College, there are a number of excellent VCAL providers

with which we have relationships with. Should VCAL be your

student’s preferred way of learning we will work with them to

transition into a quality program.


WHAT TO CONSIDER WHEN CHOOSING YOUR COURSE

Study choice is a personal decision and requires students to

think carefully about what they are good at, what they are

interested in and what studies help keep their options open for

tertiary entrance or employment. While all students will be

assisted to select an appropriate course during Term 3, it

is important that students prepare themselves for this by

doing independent research so that they can make informed

decisions. Research activities should include:

• Accessing VTAC publications such as the VTAC guide

or ‘course search’ on the VTAC website (www.vtac.

edu.au). Other VTAC publications such as the VICTER

and CHOICE are also essential research tools. These

publications are available for download from the VTAC

website (http://www.vtac.edu.au/publications.html).

• Reviewing the Job Guide to look at specific careers.

(http://www.jobguide.thegoodguides.com.au)

• Using the Myfuture website (www.myfuture.edu.au) to

work out a career interest area or a career pathway plan.

• Look over the ‘Where to Now?’ booklet published by

VCAA (www.vcaa.vic.edu.au/pages/vce/publications/

WhereToNow/default.aspx)

• Attend University or TAFE Open Days.

• Read all of the subject descriptors in this booklet

carefully.

• Complete a Career Action Plan. This is a structured

activity which helps students to focus on their goals

and plans for the future and ensure they are making

appropriate subject choices which will assist them to

achieve these.

• Visit the Careers Room located in the school’s library.

• Talk to one of the College’s Careers Advisors and student

Coordinators.

Tertiary EntranceEntry into most tertiary courses is based on one of or a

combination of the ATAR, prerequisites and extra requirements.

What is the ATAR?ATAR stands for Australian Tertiary Admission Rank. The

Victorian Tertiary Admissions Centre or VTAC calculates

a student’s ATAR using the study scores for Unit 3 and 4

subjects. The ATAR is an overall percentile ranking reflecting

a student’s Year 12 performance. The ATAR allows tertiary

institutions to compare students who have completed different

combinations of VCE studies. It is calculated by VTAC solely

for use by institutions. The ATAR is reported as a rank between

0.00 and 99.95 with increments of 0.05. An ATAR of 75.00

means that a student with that ATAR has achieved VCE results

above 75% of the population of the relevant age group.

A student’s ATAR is developed from an aggregate produced

by adding:

• The scaled study score in one of: English, English (EAL),

Literature or English Language

• The three next highest scaled study scores permissible

(which together with the English study make the “primary

four”)

• 10% of any fifth and sixth permissible scores that are

available (these are called increments).

• Up to six study scores may be used in calculating the

aggregate, and all study scores are adjusted to reflect

differences in the cohort of students taking the study

compared to other studies and differences in the

difficulties of the studies.

• In each of the study areas of English, mathematics,

history, information technology, languages other than

English and music:

❱ at most two results from each study area can

contribute to the Primary Four

❱ at most three results from each study area can

contribute to the ATAR, the third being counted as a

10% increment for a fifth or sixth study only

Note: Students who opt for non-graded assessment at Year

12 will receive the VCE certificate but not an ATAR for the

purposes of tertiary selection. For more information regarding

the ATAR and scaling please refer VCAA publications such the

VICTER and the ABC of Scaling.


What is meant by prerequisites?Prerequisite studies are those VCE studies and study scores

that a student must have successfully completed and achieved

in order to qualify for a course.

What is meant by subject bonuses?Subject bonuses provide additional bonuses to the ATAR – they

can assist students to get into a specific course if their ATAR is

a bit lower than the ATAR required.

What is meant by extra requirements?Many courses have extra requirements such as: a folio,

an interview, a performance audition, completion of a

questionnaire or a test such as the UMAT. If a student wishes to

be considered for a particular course, they must meet the extra

requirements.

For more information regarding specific tertiary course

requirements refer to the VICTER, VTAC guide of the

VTAC website.

Interests and AptitudeWhen choosing subjects it is important for students to think

realistically about their academic skills and abilities. Students

should also consider what their interests are and what they

enjoy doing. Doing the subjects you love is the best route to a

course and career you’ll also love!

At course selection time students are encouraged to talk with

their parents, guardians and classroom teachers and review

their academic reports. These are available on Compass.

Important Considerations about ATARs and Scaling When choosing subjects for next year it is important that

students do not choose to study particular subjects just

because they think doing those studies will help them get a

higher ATAR. An ATAR represents a student’s performance

across all of their studies and they are more likely to do well at

subjects they enjoy.

It is also important that students do not choose to study

a subject based on scaling. There is no point in a student

selecting a study that they struggle with simply because it

has traditionally been scaled up. Scaling is dependent on the

performance of the students studying in a particular year.

Therefore, it can change year to year.


PATHWAY OPTIONS

All education and career pathways should be personal. When

planning a pathway, students should to consider:

• What they enjoy

• What is important to them

• What they are good at

• The people they know who may be able to help them.

It is important for students to think about their past decisions

and experiences, their existing skills, their ambitions for the

future and any information or advice they have discovered

about the career they have chosen.

There are many options for students to explore as they

develop their career. A university degree, a TAFE course, or an

apprenticeship/traineeship can help them get the qualifications

they need to reach their career goals.

The more training and education they have, the better

their chance of getting full-time, long-term and well-paid

employment. Most school leavers go on to do more study at

TAFE, university or a registered training organisation.

University and TAFE courses

University studies generally concentrate on theoretical and

technical knowledge and critical understanding, so that

students can analyse and solve problems in their area of study.

Australia’s universities are among the best in the world, and

their degrees are recognised by most overseas employers.

TAFE or other registered training organisations are more

focused on learning for work or learning at work. The skills

learnt will improve a student’s chances of finding work as well

as their ability to adapt to changes in the workplace.

TAFE colleges offer courses in a wide variety of interest areas.

There are plenty of advanced courses students can do to

get further qualifications when they have finished their basic

TAFE course. Students can, for example, move from electrical

engineering to medical electronics, from carpentry to licensed

building, from accounting to tax agency, or from horticulture to

landscape design.

It is worth remembering that many TAFE courses can qualify

you for entry into degree courses at universities, with credits for

your TAFE studies.

Many TAFE courses require satisfactory completion of VCE.

Some may require employment or previous work experience in

a relevant area. Others may have education requirements such

as a particular subject or subjects. Some courses may require

candidates to present a folio of work, while others may require

them to attend an interview or sit an aptitude test.

Apprenticeships and Traineeships

An apprenticeship or traineeship is a way to learn a vocation

and to be paid while learning. It combines on-the-job training

with formal TAFE studies. Many employers prefer their new

apprentices to have satisfactorily completed their Year 12 and

have their driver’s license. TAFE colleges also offer courses to

help prepare for an apprenticeship and to assist students in

finding an employer.

There are more than 100 declared vocations (trades) to choose

from, covering the automotive, building, electrical, food,

furniture, metal, printing, agriculture and horticulture, personal

and fashion industries.

Working

Students planning to leave school are encouraged to see one

of the College’s Careers Advisors for information and advice on

looking for jobs, making applications and preparing for interviews.

If a student already has a job to go into straight from school,

they should remember that further training or study will help

their career. There are many flexible study arrangements

available, including part-time, online and on-campus.


SELECTING A TWO YEAR VCE PROGRAM

What a student must do over two years:

• At least 12 units in Year 11

• At least 10 units in Year 12

• Four units of an English*

• At least six units consisting of three pairs of Units 3 and 4

of particular studies, in addition to an English 3 & 4.

*The English units may be selected from English/EAL 1-4,

English Language 1-4 and Literature 1-4.

Although students may freely choose from the units offered in

this booklet, they should be guided by their ability, intended

career and requirements for subsequent study. Indeed, the

study program chosen should be cohesive - i.e. the units

chosen should have a common focus and generally should

follow a chosen vocational pathway. Read the ‘hints, advice

and tips’ on each subject page and the ‘Sample Course

Pathways’ section at the back of the handbook to consider

subjects that complement each other.

Year 10 students should select their subjects with both years

of VCE taken into consideration. Their subjects undertaken

at Year 12 should align with those completed in Year 11 to

maximise their potential success. Students are expected to

complete both Units 1 and 2 of their chosen subjects. Students

need to think carefully before selecting preliminary courses as

changing their course at a later date is not recommended. It

is very difficult to complete a Unit 3-4 subject without having

completed Unit 1-2, due to the amount of course content they

will have missed. Changes during VCE will only be considered

under exceptional circumstances. Students must complete

Unit 3 in a subject as a prerequisite for Unit 4.

Accelerated subjects

Some students may have already completed a Unit 1-2 of a

subject during Year 10. It is expected that students will continue

this into Unit 3-4 while they are in Year 11. This means they will

have already completed a ‘sixth’ subject that will count towards

their ATAR when they complete Year 12.

If students complete this option, they need to be mindful that

they will only select five Unit 1-2 subjects in Year 11 to make up

their twelve units. It is expected they will follow these five Unit

1-2 subjects into Unit 3-4 in Year 12.

YEAR 11

ENG 16 subjects 12 units

ENG 2

YEAR 12

ENG 3Study Period

5 subjects10 units

ENG 4Study Period

Four* Units of an English


When choosing a VCE course it is important to be mindful of several key points. English

On subject from the English group (English/English Language/

Literature/EAL) must be included as it is necessary in order for

a students to satisfactorily complete their VCE and gain entry

into a tertiary level course.

Mathematics

The decision regarding whether or not to include a Mathematics

subject in a student’s VCE course places restrictions on their

ability to gain entry into particular tertiary courses. It is therefore

important that students take the Mathematics which best suits

their abilities and meets the requirements of any tertiary courses

they wish to apply for. Students may choose not to include a

Mathematics subject in their VCE course but they need to carefully

check the implications of this. For example; a failure to do any

Mathematics in Units 1 and 2 means that a student will be unable

to gain entry into any Teaching programs at University level.

Science

Particular science subjects are also demanded for a range

of science related specialisations. Chemistry is probably

the one science subject that keeps more doors open than

any other, however, students need to conduct research

into any specific courses they are interested in to check the

prerequisite requirements.

Visual and Performing Arts

Students are strongly discouraged from taking more than

two Visual and Performing Arts subjects. This is a means of

assisting students to manage their workload, as having more

than two folios due during Term 3 is very demanding on a

student’s time. It also ensures that students have time to work

on unstructured and independent creative projects, such as

gallery exhibitions, art competitions, set design and production

costuming, outside of class time. Many tertiary institutions like

students to present projects such as these along side their

formal folio during the interview phase of selection process,

which the majority of Visual and Performing Arts courses require.


VCE UNITS OFFERED 2016

Year 12 Subjects and CodesAccounting AC033

Algorithmics AL033

Art AR033

Biology BI033

Business Management BM033

Chemistry CH033

Chinese (first language) LO043

Dance DA033

Drama DR033

Economics EC033

English as an Additional Language EN093

English EN013

English Language EL013

Food and Technology FY033

Further Maths MA073

Geography GE033

Greek LO223

Global Politics PS053

Health and Human Development HH033

History Revolutions HI033

Information Technology - Informatics IT023

Information Technology – Software Development IT033

Italian LO143

Japanese (second language) LO463

Legal Studies LS033

Literature LI033

Mathematical Methods (CAS) MA113

Media ME033

Music Performance MC023

Philosophy PL033

Physical Education PE033

Physics PH033

Product Design & Tech – Wood DT033

Product Design & Tech – Textiles DT033

Psychology PY033

Specialist Maths MA093

Studio Arts SA033

Visual Communication and Design VC033

Year 11 Subjects and CodesAccounting AC011

Art AR011

Australian & Global Politics PS041

Biology BI011

Business Management BM011

Chemistry CH011

Chinese (first language) LO041

Dance DA011

Drama DR011

Economics EC011

English as an Additional Language EN091

English EN011

English Language EL011

Food and Technology FY011

General Maths MA071

Specialist Maths MA091

Geography GE011

Health and Human Development HH011

History – 20th Century History HI031

Information Technology – Computing IT011

Italian LO141

Japanese (second language) LO461

Greek LO221

Legal Studies LS011

Literature LI011

Mathematical Methods (CAS) MA111

Media ME011

Music Performance MC011

Outdoor & Environmental Studies Unit 3 and 4 (available to Year 11 students only)

OS033

Philosophy PL011

Physical Education PE011

Physics PH011

Product Design & Tech – Wood DT011

Product Design & Tech – Textiles DT011

Psychology PY011

Studio Arts SA011

Visual Communication and Design VC011


YEAR 1O INTO VCE PATHWAYS

Year 10 Year 11 Year 12

ENGLISH

• English (compulsory)

• EAL

• Literature

• Film Studies

Must do one of…

• English

• EAL

• Literature

• English Language

Must do one of…

• English

• EAL

• Literature


MATHEMATICS

Must do one of…

• Maths B – equivalent to

General Maths

Or

• Maths A – equivalent to

Maths Methods

• Mathematical Informatics

• General Maths

• Maths Methods (CAS)

• Specialist Maths

• Further Maths



• Algorithmics (HESS)

SCIENCE

• Human Science

• Life Science

• Chemistry

• Physics

• Chemistry

• Physics

• Biology

• Psychology

• Chemistry

• Physics

• Biology

• Psychology

TECHNOLOGY

• Food For Life

• Food Technology (Adv)

• Food Technology

• Information Technology

• Technology Design (Adv)

• Technology Design – Materials

• Technology Design – Textiles

• Food & Technology

• Computing (formerly

Information Technology)

• Product Design & Technology

(Textiles)


(Wood)


• Informatics

• Software Development


(Textiles)


(Wood)

ARTS & PERFORMING

ARTS

• Art

• Sculpture and Ceramics

• Studio Arts

• Visual Communication

• Folio Focus (Adv)

• Media Studies

• Australian Theatre Studies

• Dance

• Drama

• Music

• Art

• Studio Arts

• Visual Communication &

Design

• Media Studies

• Dance

• Drama

• Music Performance

• Art

• Studio Arts


Design

• Media Studies

• Dance

• Drama





HUMANITIES

• Australian Society

(compulsory)

• Current World Issues

• Geography

• History 1 and 2

• Philosophy

BUSINESS


(compulsory)

• Commerce

• Geography

• 20th Century History

• Philosophy

• Australian & Global Politics

BUSINESS

• Accounting

• Business Management

• Economics

• Legal Studies

• Geography

• History - Revolutions

• Philosophy

• Global Politics

BUSINESS

• Accounting


• Economics

• Legal Studies

HEALTH & PHYSICAL

EDUCATION

• Activity for Life• Ball Sports• Game Play • Human Relations

(compulsory)• Youth & Community Health• Outdoor & Environment

Studies (Units 1 and 2)• Physical Education (Adv)

• Health & Human

Development

• Outdoor& Environment

Studies (Units 3 and 4)

• Physical Education

• Health & Human

Development


LANGUAGES

• Greek

• Italian

• Japanese

• Chinese 1st Language

• Greek

• Italian

• Japanese


• Greek

• Italian

• Japanese


English


ENGLISH

• English (compulsory)

• EAL

• Literature

• Film Studies

Must do one of…

• English

• EAL

• Literature


Must do one of…

• English

• EAL

• Literature




ENGLISH

Advice & PathwaysStudents studying English should consider the following

This subject will suit you if you enjoy...- An ability and interest in reading texts independently;

- A general knowledge of current issues;

- An ability to make connections between what you are studying and the ‘real world’;

- An ability to write extended responses in a variety of different styles. No short answer responses; and

- An interest in improving writing.

This subject can lead to a career pathway in the following areas...Journalism, Teaching, Acting, Historian, Speech Pathology, Marketing, Media, Publishing, Librarian, Writer, Editor.

Other subjects that complement this subject include...- Humanity subjects such as History and Politics, which include skills that transfer into the analysis of texts; and

- Philosophy and other subjects which ponder the nature of our existence.

Further considerationsThis is the subject most VCE students take because it is a good ‘all round’ subject. The range of skills and texts covered is

broad and complement the skill you need in most career pathways. You will learn to think critically and analyse, which are

important skills you need in any career. There are a variety of texts studied, from novels to plays and shorter articles.

VCAA will be making changes to Units 3 and 4 of the Study Design in 2017.


Unit DescriptionThis study aims to develop competence in the understanding and use of English for a variety of purposes in order to meet the demands of post-school employment, further education, and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening, and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language development and thus grow in confidence and in language skill and understanding.

New Areas of Study for 2016Unit 1 Area of Study 1: Reading and Creating Texts (writing both analytical and creative responses to set texts)Unit 1 Area of Study 2: Analysing and Presenting Argument Unit 2 Area of Study 1: Reading and Comparing Texts (comparing two set texts with similar themes)

Unit 2 Area of Study 2: Analysing and Presenting Argument

Unit 3 and 4 Areas of Study in 2016Area of Study 1: Reading and Responding (a study of a set text)Area of Study 2: Creating and Presenting (a study of a thematic area- based on a set text and additional texts)Area of Study 3 (Unit 3 only): Using Language to Persuade (a study of how writers use language to influence an audience) Equal weight is given to each Area of Study in Unit 3 and 4.

UNIT 1 AND 2 (YEAR 11)

The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written and oral texts.

UNIT 3 (YEAR 12)

The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.

UNIT 4 (YEAR 12)

The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

LEVELS OF ACHIEVEMENT

UNIT 1 AND 2 UNIT 3 AND 4

Individual school decision on levels of achievement. School-assessed coursework and examinations.

Unit 3 school-assessed coursework: 25 %


End-of-year examination: 50 %

ENGLISH Continued…


LITERATURE

Advice & PathwaysStudents choosing to study English Literature should consider the following

This subject will suit you if you enjoy...- An ability to independently read texts and to form original ideas about the ideas and language;

- Interpretation skills which enable you to understand what writers are saying about the society and behaviours of

different time periods;

- Forming your own ideas and interpretations about texts;

- Responding in different ways to texts – analysis writing, creative writing, group presentations;

- Writing skills with which you can respond to texts in various forms, showing complex ideas;

- An ability to form a close analysis of how language creates meaning; and

- An interest in learning more about society and human nature.

This subject can lead to a career pathway in the following areas...Journalism, Teaching, Acting, Historian, Speech Pathology, Marketing, Media, Publishing, Librarian, Writer, Editor.

Other subjects that complement this subject include...- English;

- History and how it links to our modern world; and

- Humanities subjects such as Political and Social subjects.

Further considerationsYou need to be an open-minded reader who likes a challenge. You will be required to read adult texts so therefore you will need

to enjoy reading and writing.



Unit DescriptionLiterature involves the study and enjoyment of a wide range of literary texts - classical, popular, traditional and modern. Its distinctive focus is on the use of language to illuminate and give insight into the nature of experience. Literature is an interactive study between the text, the social, political and economic context in which the text was produced, and the experience of life and of literature that the reader brings to the text.

UNIT 1: APPROACHES TO LITERATURE

In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature.

UNIT 2: CONTEXT AND CONNECTIONS

In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

UNITS 3 AND 4

The study of literature is a means of exploring human experience. It involves asking questions such as: whose experiences and what experiences are given voice in the text? How are they created through the text’s use of language and literary devices? What does the text’s representation of characters and events suggest about the values and views of the text?

These units examine such questions and involve students in analysing a range of texts, developing skills in reading closely and critically, and discussing and debating various ways of interpreting and evaluating texts.



Individual school decision on levels of achievement. School assessed coursework and an end-of-year examination



Units 3 and 4 examination: 50 %

LITERATURE Continued…


Advice & PathwaysStudents choosing to study English Language should consider the following

This subject will suit you if you enjoy...- Logical thinking;

- An interest in the world, in words, in language, education and politics;

- Facts over interpretations; objective analysis of language;

- An interest in understanding how language shapes the way we think, the way we see the world and the way we

manipulate people; and

- An interest in analysing language in systematic, scientific ways – this subject is about dissecting language.

This subject can lead to a career pathway in the following areas...Linguistics, Speech Pathology, Audiology, Science, Psychology, Marketing, Communications, Journalism, Advertising,

Computer Science, Philosophy, Anthropology, Engineering

Other subjects that complement this subject include...- English – for fluent writing and analysis skills;

- Science – for dissecting language;

- Maths – for logical conclusions;

- Music – for melody, sound and acoustics;

- Philosophy – for deeper thinking and insight;

- Politics – for language manipulation to achieve a purpose;

- History – for placing modern language use into historical context;

- Software Development – technology and its firm links to language – computer science; and

- Algorithmics Unit 3 and 4 – reasoning, problem solving and deduction.

Further considerationsIn English Language, you will be exposed to many dozens of different text types. You will examine information from Multiple

sources including: YouTube, recorded conversation, radio, television, novels, poems, emails, letters, speeches, skits, gossip

talk, banter, chats in the yard, horoscopes, puns, comedy, etc. You will still be required to write essays.


ENGLISH LANGUAGE


Unit DescriptionLanguage is a powerful tool and this study combines learning about the nature of language and communication and how language relates to human thought and communicative practice. English Language is a linguistics course that scientifically explores the nature of English.

Prerequisite No prerequisites or entry to Units 1, 2 and 3.

Students must undertake Unit 3 prior to undertaking Unit 4.

UNIT 1: LANGUAGE AND COMMUNICATION

Language is an essential aspect of human behaviour. This unit explores how individuals relate to the world, each other and the communities around them. Students consider the way language is organised and explore the nature of language through situational and cultural contexts. Students investigate the ability of children to acquire language and the stages of first and additional language acquisition across a range of subsystems.

UNIT 2: LANGUAGE CHANGE

Languages are dynamic and change is an inevitable and continued process. Students consider factors contributing to change over time in the English language and factors contributing to the spread of English. They consider the linguistic and cultural repercussions of the spread of English in relation to diversification, geographic and ethnic varieties and the decline of indigenous languages.

UNIT 3: LANGUAGE VARIATION AND SOCIAL PURPOSE

Students investigate English in Australian contemporary society. Language is a means of social interaction and the manipulation of language controls how we communicate information, ideas, attitudes, prejudices and ideological stances. Students focus on the features of formal and informal language and how texts are influenced by the situational and cultural contexts in which they occur. Students also examine how language choices can indicate relationships, power and authority and purpose.

UNIT 4: LANGUAGE VARIATION AND IDENTITY

Students focus on the role of language in establishing and challenging different identities. This unit is an exploration of the prestige status of Australian varieties of English and the role they play in establishing a national identity. Students consider the ways different identities are constructed and explore how our sense of who we are is constantly evolving. Students explore how language can distinguish between ‘us’ and ‘them’, thus reinforcing the degree of social distance or solidarity that exists between people.



Individual school decision on levels of achievement. School-assessed work and end-of-year examination.


Unit 4 school assessed coursework: 25 %

Units 3 and 4 examinations: 50%

ENGLISH LANGUAGE Continued…


Unit DescriptionThis study aims to develop competence in the understanding and use of English for a variety of purposes in order to meet the demands of post-school employment, further education, and participation in a democratic society.

It emphasises the integration of reading, writing, speaking, listening, and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language development and thus grow in confidence and in language skill and understanding.

New Areas of Study for 2016

Unit 1 Area of Study 1: Reading and Creating Texts (writing both analytical and creative responses to set texts)


Unit 2 Area of Study 1: Reading and Comparing Texts (comparing two set texts with similar themes)


Unit 3 and 4 Areas of Study in 2016

Area of Study 1: Reading and Responding (a study of a set text)

Area of Study 2: Creating and Presenting (a study of a thematic area- based on a set text and additional texts)

Area of Study 3 (Unit 3 only): Using Language to Persuade (a study of how writers use language to influence an audience)

Equal weight is given to each Area of Study in Unit 3 and 4.

UNIT 1 AND 2 (YEAR 11)

The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate, analyse and compare the ways in which texts are constructed and interpreted. Students will develop competence and confidence in written and oral texts, in different writing forms such as creative, analytical and persuasive.

Note: Unit 1 and 2 are new study designs for 2016. Unit 3 and 4 will change in 2017. Year 11 students undertaking Unit 1 and 2 English in 2016 will complete a different Unit 3 and 4 course in 2017 to the one stated below.

UNIT 3 (YEAR 12)

The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.

UNIT 4 (YEAR 12)

The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.



Individual school decision on levels of achievement. School-assessed coursework and examinations.



End-of-year examination: 50 %

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)


NOTES


Mathematics


MATHEMATICS

Must do one of…

• Maths B – equivalent to

General Maths

Or

• Maths A – equivalent to

Maths Methods

• Mathematical Informatics

• General Maths



• Further Maths



• Algorithmics (HESS)



GENERAL MATHEMATICS – UNITS 1 and 2 FURTHER MATHEMATICS – UNITS 3 and 4

Advice & PathwaysStudents choosing to study General Mathematics should consider the following

This subject will suit you if you enjoy...- Memorizing facts, data, vocabulary and problem solving; and

- Advanced General Mathematics Units 1 and 2 is designed for students who like Maths and who cope very well with

the challenge of heavy algebra, complex calculations and abstract concepts.

This subject can lead to a career pathway in the following areas...Business, Accounting, Teaching, Administration

Other subjects that complement this subject include...- Psychology;

- Biology; and

- Economics.

Further considerationsCheck that this subject meets the requirements for any tertiary courses you are considering. Although this is often considered the

‘easiest’ of the Year 11 Maths subjects, this does not mean that it is an easy subject. General Mathematics Units 1 and 2 is designed for

students who would like to continue Maths into VCE, but who find heavy algebra and complex calculations difficult to manage. Students

MUST purchase the CAS calculator for this course since one of the outcomes is your proven ability to use the CAS technology.


Unit DescriptionMathematics is the study of relationships and patterns in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage their environment. Essential mathematical activities include abstracting, applying, investigating, modelling and problem solving. A CAS calculator is an essential tool in all VCE Mathematics units.

UNIT 1 AND 2: GENERAL MATHEMATICS

General Mathematics is designed to be widely accessible for students and leads to Further Mathematics Units 3&4.

Prerequisite Average grades of D or above in Year 10 Maths A or Average grades of C and above in Maths B.

UNITS 3 AND 4: FURTHER MATHEMATICS

Further Mathematics consists of a compulsory area of study ‘Data analysis’ and then a selection of three modules in the ‘Applications’ area of study. The modules to be studied are selected by the school.

Prerequisite Average grades of C or above in General Mathematics 1&2.



Individual school decision on levels of achievement. School-assessed coursework (34%) and two externally assessed end of year examinations (66%) as follows:

Unit 3 school-assessed course work: 20%


Exam 1 (technology active): 33%


GENERAL MATHEMATICS – UNITS 1 and 2 FURTHER MATHEMATICS – UNITS 3 and 4 Continued…


MATHEMATICAL METHODS (CAS)

Advice & PathwaysStudents choosing to study Mathematical Methods should consider the following

This subject will suit you if you enjoy...- Memorizing facts, data, vocabulary, problem solving; and

- Algebra, complex calculations and abstract concepts.

This subject can lead to a career pathway in the following areas...Statistician, any sort of Engineering, Surveyor, Mathematician, Economist, Scientist, Architect, Pilot, Commerce

Other subjects that complement this subject include...- Chemistry;

- Physics;

- Economics; and

- Software Development.

Further considerationsCheck that this subject meets the requirements for any tertiary courses you are considering.

These are the two main reasons you should study 2 Maths subjects at Year 11 if you plan to do Methods at Year 12.

1. Recommended by the VCAA (Victorian Curriculum and Assessment Authority) the people in charge of the VCE

Maths curriculum - “Although it is possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only

Mathematical Methods (CAS) Units 1 and 2, a much firmer basis is obtained by also studying General Mathematics

Units 1 and 2.” (VCAA (2010) VCE Mathematics study design. pg10 http://www.vcaa.vic.edu.au/vce/studies/

mathematics/mathsstd.pdf)

2. To compete with other Year 12 Methods students for a better study score. The Year 12 Methods study score is the

result of all students being placed into rank order based on their overall results regardless of how many VCE Maths

subjects they have studied. Year 12 Methods students who do only Methods 1 & 2 are the lowest 43% of students

in terms of Mathematical background. These students are competing for rank against students who have also

completed Advanced General Maths 1 & 2 or General Maths and also possibly Specialist Maths. (Data from VCAA

Data analysis unit)



UNIT 1 AND 2

The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Rates of change and calculus’ and ‘Probability’. Students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration with and without the use of computer algebra system (CAS) technology, as applicable.

Prerequisite

Average grades of B and above in Year 10 Mathematics A and at least a C grade on the Year 10 Mathematics A Semester 2 exam. Students studying Mathematics Methods (CAS) units 1 and 2 are strongly advised to also be studying Unit 1 and 2 Specialist Mathematics

UNITS 3 AND 4

Mathematical Methods CAS Units 3 and 4 consists of the following areas of study: ‘Functions and Graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’. These areas of study are covered in a progression from Unit 3 to Unit 4.

Prerequisite

Students must have achieved at least a C grade on the end of year Mathematical Methods Unit 2 exam.



Individual school decision on levels of achievement. School-assessed coursework (34%) and two externally assessed end of year examinations (66%) as follows: Mathematical Methods (CAS ) Unit 3 school-assessed course work: 20%


Exam 1 (technology free): 22%


MATHEMATICAL METHODS (CAS) Continued…


SPECIALIST MATHEMATICS

Advice & PathwaysStudents choosing to study Specialist Mathematics should consider the following

This subject will suit you if you enjoy...- Memorizing facts; and

- Data, vocabulary and problem solving;

- Maths and consider it to be your strongest subject; and

- Maths and if you are considering studying Engineering at University.

This subject can lead to a career pathway in the following areas...Statistician, any sort of Engineering, Surveyor, Mathematician, Economist, Scientist

Other subjects that complement this subject include...- Physics;

- Economics;

- Students studying Specialist Mathematics Units 3 and 4 should also consider studying Mathematics Methods 3 & 4.

Further considerationsCheck that this subject meets the requirements for any tertiary courses you are considering.

Specialist Maths 1 & 2 contains assumed knowledge and skills for Specialist Maths 3 & 4. Students considering Specialist

Maths for Year 12 are strongly advised to study this subject in Year 11.



UNIT 1 AND 2

Designed for students who are also studying Mathematical Methods (CAS) Units 1 and 2 and to enhance their study of Mathematical Methods (CAS) Units 3 and 4. It leads on to Specialist Mathematics Units 3 and 4.

Prerequiste Average grades of B+ and above in Year 10 Mathematics A and minimum B grade on the end of Year 10 Mathematics A exam.

UNITS 3 AND 4

Specialist Mathematics consists of the following areas of study: ‘Functions, relations and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors in two and three dimensions’ and ‘Mechanics’. The course content focuses on mathematical structure and proof and is covered in a progression from Unit 3 to Unit 4.

Prerequisite Must have at least a C grade on the end of year exams for both Mathematical Methods (CAS) Unit 1 and 2 and Specialist Mathematics Unit 1 and 2. Note: Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, or previous completion of, Mathematical Methods (CAS) Units 3 and 4.



Individual school decision on levels of achievement. School-assessed coursework (34%) and two externally assessed end of year examinations (66%) as follows:

Specialist Mathematics Unit 3 school-assessed course work: 14%


Exam 1 (technology free): 22%


SPECIALIST MATHEMATICS Continued…


Advice & PathwaysStudents choosing to study Algorithmics should consider the following

This subject will suit you if you enjoy...- Problem-solving, independent research, logical thinking, thinking outside of the box, scientific creativity;

- Solving big problems. Exploring ideas and issues that don’t necessarily have an easy answers or simple solution, in fact,

getting the wrong answer or failing in an experiment you see as an opportunity and a challenge rather than something

that’s bad;

- Seeing failure as a chance to try something different, to explore another avenue, to take risks and to take non-standard

approaches;

- Logical curiosity; and

- Challenging the status quo with more interest in the ‘what if’s’ and the ‘why nots’ than ‘this is just how it’s done’.

This subject can lead to a career pathway in the following areas...Science, Engineering, Medicine, Biomedicine, Mathematics, Technology, Computer Science, Software Engineering, Design

And Technology.

Other subjects that complement this subject include...- Mathematics (any);

- Science (any); and

- Software Development - Students who have already completed Software Development as a Year 11 are particularly

encouraged to consider taking the subject. Knowledge of programming, however, is not a pre-requisite.

Further considerations

Students who successfully complete Units 3 and 4 of VCE Algorithmics (HESS) will be eligible for two units of first year credit

towards the following degrees:

- Bachelor of Computer Science, Bachelor of Information Technology (Monash University)

- Bachelor of Science, Bachelor of Biomedicine (University of Melbourne).

Students will also receive prerequisite waivers that allow them to directly enter second year Computer Science studies at both

Monash University and University of Melbourne. For more information please contact the VCAA Curriculum Manager, Digital

Technologies on (03) 9032 1724.

ALGORITHMICS – UNITS 3 and 4


ALGORITHMICS Continued…

Unit DescriptionVCE Algorithmics is a relatively new subject in the Victorian Certificate of Education that is the first of its kind. It is part of a new category of Unit 3 and 4 subjects called ‘HESS’ – a Higher Education Scored Study – note that this is not the same as a higher education extension study (HES). A ‘scored study’ means it is a fully scored VCE subject that is considered to be of a higher qualification level over traditional Unit 3 and 4 subjects.

Algorithmics focuses on a new approach to solving real-world problems using algorithmic techniques. It examines how information about the world can be systematically represented and processed, and how such processes can be made explicit and precise enough that they can be used for analysing real world problems. It explores the design of algorithms, resulting in a powerful approach to manipulating and reasoning about structured information. This study will provide a conceptual framework for structured problem solving in STEM (Science, Technology, Engineering and Mathematics) and in other disciplines that involve formal reasoning. Algorithmics also covers deeper topics in computer science such as the possibility of artificial intelligence and prospects for new models of computation inspired by physical and biological systems.

Pre- and Co-requisites: Students are expected to be currently enrolled in, or have successfully completed, VCE Mathematical Methods Units 1 and 2.

UNIT 3: ALGORITHMIC PROBLEM SOLVING

This unit focuses on how algorithms are used for solving complex problems. Algorithms are systematic problem-solving procedures, which exist independently of computers. Algorithmic problem solving lies at the heart of computer science but is also a technique that can be applied very broadly in addressing a wide range of complex practical problems.

In Area of Study 1, students acquire and apply a range of knowledge and skills to model practical information. This includes the design of data structures for a problem that will be further considered in Area of Study 2, for example, those related to networks such as social networks and transport networks. In Area of Study 2, students learn how to design algorithms following a variety of simple algorithm design patterns. They apply this knowledge to design and implement the algorithm that works on the data structures determined in Area of Study 1. In Area of Study 3, students acquire and apply knowledge and skills for testing, evaluating the adequacy of, and documenting solutions.

UNIT 4: DESIGNING INTELLIGENT ALGORITHMS

This unit focuses on the algorithm design process. Students develop knowledge and skills in identifying the resources that an algorithm needs in order to function effectively. In Area of Study 1, students develop knowledge and skills to investigate the correctness and efficiency of algorithms and apply these to the formal analysis of a given problem. They look at non-digital mechanisms for computation that provide a basis for overcoming soft limits, specifically with DNA computing. In Area of Study 2, students look at more sophisticated algorithm design patterns and apply their knowledge of these to construct an improved solution for the problem posed in Area of Study 1. In Area of Study 3, students learn about the limits of computability and that there are computational problems which cannot be solved using any kind of computational machinery. They investigate the prospects for automatic reasoning, and engage with the philosophical debate about whether artificial intelligence is truly possible. Studying these topics in historical context allow students to understand the past and present connections between computer science, mathematics and philosophy.



Nil Unit 3 School-assessed Coursework: 5 per cent

Unit 4 School-assessed Coursework: 5 per cent

School-assessed Task, Unit 3: 15 per cent

School-assessed Task, Unit 4: 15 per cent

End-of-year examination: 60 per cent


Science


SCIENCE

• Human Science

• Life Science

• Chemistry

• Physics

• Chemistry

• Physics

• Biology

• Psychology

• Chemistry

• Physics

• Biology

• Psychology



CHEMISTRY

Advice & PathwaysStudents choosing to study Chemistry should consider the following

This subject will suit you if you enjoy...- Conducting experimental investigations;

- Reading and summarise scientific texts;

- Memorise details and facts such as the names and formulae and produce;

- Presenting and analysing data;

- Using specific vocabulary related to key chemical principles and concepts;

- Conducting independent and collaborative research; and

- Solving problems; many of which will require proficiency in Mathematics.

This subject can lead to a career pathway in the following areas...Chemistry leads to a range of careers and studies such as those in; the health and medical sciences, sports sciences, food

sciences, agriculture, engineering, geological sciences, microbiology, oceanography and science education; to name just a few.

Chemistry provides students with excellent preparation to undertake a range of studies post Year 12 e.g. Tertiary courses in a

range of studies at many universities, as well as a range of TAFE courses in similar and related career and vocations to those

listed above.

Other subjects that complement this subject include...Chemistry can be undertaken with a range of other studies in the sciences, humanities and mathematics areas; and can be

seen as part of a balanced set of studies where breadth of experience is seen as worthwhile. It is typically studied with Physics

or Biology, as well as Mathematics. Many students choose to study Chemistry together with a range of studies drawn from the

humanities, HPE, Arts/Technology LOTE areas.

Further considerationsChemistry is a key science in explaining the workings of our universe through an understanding of the properties and

interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the

complex biological interactions occurring in cells, can be described by chemical theories. Chemistry is used to explain natural

phenomena at the molecular level, as well as create new materials such as medicines and polymers.



Unit DescriptionChemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers. Structure The study is made up of four units.

Prerequisite

There are no prerequisites for entry to Unit 1. Unit 2 should be completed prior to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4 and in view of the sequenced nature of the study it is advisable that students undertake Units 1 to 4.

UNIT 1: HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

Students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances.

UNIT 2: WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?

Students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants.

UNIT 3: CHEMICAL PATHWAYS

This unit focuses on techniques of analyses with an emphasis on how properties (structure and bonding) influence choice of analyses. There is an increased emphasis on the role of functional groups in organic reactions and the design of reaction pathways using organic molecules. This unit looks at IR and NMR techniques of analysis and forensic analysis.

UNIT 4: CHEMISTRY AT WORK

This unit includes the factors that affect the rate and extent of a chemical reaction. It looks at waste management, health and safety and sustainability of energy sources (fuels) generally and in Victoria in particular. There is an emphasis on energy transformations with a focus on the principles of redox and electrolysis in predicting reactions and products and future developments in fuels, cells and batteries.



Individual school decision on levels of achievement. School-assessed coursework and end-of-year examination




CHEMISTRY Continued…


PHYSICS

Advice & PathwaysStudents choosing to study Physics should consider the following


- Reading and summarising scientific texts;

- Memorising details and facts such as the names and formulae which describe physical phenomena and produce;

- Presenting and analysing data often requiring mathematical interpretation;

- Using specific vocabulary related to key physical principles and concepts;


- Solving problems; most of which will require proficiency in Mathematics.

This subject can lead to a career pathway in the following areas...Physics leads to a range of careers and studies such as those in the Health and Medical Sciences, Telecommunications,

Meteorology, Architecture, a wide variety of Engineering disciplines, Geophysical sciences, Microbiology, Oceanography and

Science Education; to name just a few.

Physics provides students with excellent and in some cases prerequisite preparation to undertake a range of studies post Year

12 e.g. Tertiary courses in a range of studies at many universities, as well as a range of TAFE courses in similar and related

career and vocations to those listed above. [Note: Students should always check with Careers specialists for prerequisite

studies for tertiary courses]

Other subjects that complement this subject include...Physics can be undertaken with a range of other studies in the Sciences, Humanities and Mathematics areas; and can be seen

as part of a balanced set of studies where breadth of experience is seen as worthwhile. It is typically studied with Mathematics.

Many students choose to study Physics together with a range of studies drawn from mathematics, humanities, HPE, Arts/

Technology and LOTE areas.

Further considerationsThe study of Physics has led to developments that have profoundly influenced the world. This study covers the areas that

traditionally are the basis of courses at this level, with an emphasis on the foundation areas of mechanics and electricity. A

contextual approach to the study has been adopted so that students appreciate the relevance of physics to the physical,

technological and social worlds.



Unit DescriptionThe study of Physics, has led to developments, which have profoundly influenced the world. This study covers the areas that traditionally are the basis of courses at this level, with an emphasis on the foundation areas of mechanics and electricity. A contextual approach to the study has been adopted so that students appreciate the relevance of physics to the physical, technological and social worlds. The development of practical skills is an essential part of all units.

Prerequisite

There are no prerequisites for entry into Units 1, 2 and 3, although students are advised to take Unit 1 and 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by the teacher. Students must undertake Unit 3 prior to Unit 4.

UNIT 1: WHAT IDEAS EXPLAIN THE PHYSICAL WORLD?

This unit focuses on Physics as a human endeavour. Observations and ideas about the physical world related to aspects of energy are organised and explained through the use of conceptual models. The detailed studies explore the application of energy concepts and models in nuclear energy, sustainable energy sources, flight, space and medical contexts. Unit 1 consists of two prescribed areas of study: Nuclear physics and radioactivity; and Electricity, and a detailed study of Sustainable Energy Sources.

UNIT 2: WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?

This unit focuses on the application of models to more complex phenomena – motion and light. Newtonian ideas of motion are extended to include a range of movements and more abstract ideas, while the wave and particle models of light provide a framework for exploring light phenomena in real world applications. The detailed studies provide opportunities to explore motion and/or light in nuclear, sustainable energy, flight space and medical contexts. Unit 2 consists of two prescribed areas of study: Motion and Wave-like Properties of Light, and a detailed study of Flight.

UNIT 3: FOCUSES ON THE IDEAS THAT UNDERPIN MUCH OF THE TECHNOLOGY

This unit focuses on the ideas that underpin much of the technology. Motion in one and two dimensions is introduced and applied to moving objects on Earth and in space. Circuit models are applied to further aspects of electricity and electronics, and the operation and use of photonic devices are introduced. Unit 3 consists of two prescribed areas of study: Motion in one and two dimensions, Electronics and Photonics, and a detailed study of Materials and their use in structures.

UNIT 4: FOCUSES ON THE DEVELOPMENT OF MODELS IN EXPLAINING PHYSICAL PHENOMENA

This unit focuses on the development of models in explaining physical phenomena. A field model of electromagnetism is applied to the generation of electricity. The detailed studies provide examples of innovative technologies used for research and communication. Students design and carry out investigations, collect accurate data, evaluate the quality of data and measurement processes and make conclusions. Unit 4 consists of two prescribed areas of study: Electric Power, Interactions of Light and Matter, and a detailed study of Sound.




Unit 3 school-assessed coursework (not including assessment of the detailed study): 16 %

Unit 4 school-assessed coursework (including assessment of the detailed study: 24 %


PHYSICS Continued…


BIOLOGY

Advice & PathwaysStudents choosing to study Biology should consider the following


- Reading and summarise scientific texts;

- Memorise details and facts such as the names and functions of specific biological structures and produce;


- Using specific vocabulary related to key biological principles and concepts;


- Solving problems.

This subject can lead to a career pathway in the following areas...Biology can lead to a range of careers and studies such as: the Health and Medical Sciences, Sports Science, Agriculture,

Animal and Veterinary studies and Science Education; to name just a few.

Biology provides students with excellent preparation to undertake a range of studies post Year 12 e.g. Tertiary courses in a

range of studies at many universities, as well as a range of TAFE courses in similar and related career and vocations to those

listed above.

Other subjects that complement this subject include...Biology can be undertaken with a range of other studies in the Sciences, Humanities and Mathematics areas; and can be seen

as part of a balanced set of studies where breadth of experience is seen as worthwhile. It is typically studied with Chemistry

and/or Psychology, as well as Mathematics. Many students choose to study Biology together with studies drawn from the

humanities, HPE, Arts/Technology LOTE areas.

Further considerationsBiology is the study of living organisms, of life processes, and of the different levels of organisation from the cell to the

biosphere. It includes the study of interactions between organisms and between organisms and their environments. It

considers the unity and continuity of life as well as diversity and change.

Students should always check with Careers specialists for prerequisite studies for tertiary courses.



Unit DescriptionBiology is the study of living organisms, of life processes, and of the different levels of organisation from the cell to the biosphere. It includes the study of interactions between organisms and between organisms and their environments. It considers the unity and continuity of life as well as diversity and change.

Prerequisite There are no prerequisites for entry to Units 1 and 2. Unit 2 should be completed prior to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.

UNIT 1: HOW DO LIVING THINGS STAY ALIVE?

In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population.

UNIT 2: HOW IS CONTINUITY OF LIFE MAINTAINED?

Students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that about cells and examine the process of DNA replication. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider their advantages and disadvantages. The role of stem cells is examined, and their potential use in medical therapies is considered. We consider the inheritance of characteristics, interpret pedigree charts and predict outcomes of genetic crosses. They investigate the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

UNIT 3: SIGNATURES OF LIFE

This unit examines the challenges to survival and the mechanisms, which enhance the survival of unicellular and multicellular organisms in the face of changing conditions, environmental extremes and challenges from other organisms. The use of modern technology to increase the chance of survival of an organism when its control systems or defences against infection and disease are inadequate, are also considered.

UNIT 4: CONTINUITY AND CHANGE

This unit explores the mechanisms of inheritance, genes, DNA, mitosis and meiosis, and the causes of variation, leading to investigation of the origins and diversity of living organisms. Recent advances in technology, including biotechnology, are also considered.







BIOLOGY Continued…


PSYCHOLOGY

Advice & PathwaysStudents choosing to study Psychology should consider the following

This subject will suit you if you enjoy...- Conducting investigations;

- Reading and summarising scientific texts;

- Memorising details and facts such as the names and functions of specific neural structures and produce;


- Using specific vocabulary related to key psychological principles and concepts;


- Solving problems.

This subject can lead to a career pathway in the following areas...Psychology can lead to a range of careers and studies such as those in the Health and Medical Sciences, Welfare, Social Work

and Justice areas: to name just a few.

Psychology provides students with excellent preparation to undertake a range of studies post Year 12 e.g. Tertiary courses in

a range of studies at many universities, as well as a range of TAFE courses in similar and related career and vocations to those

listed above.

Other subjects that complement this subject include...

Psychology can be undertaken with a range of other studies in the sciences, humanities and mathematics areas; and can be

seen as part of a balanced set of studies where breadth of experience is seen as worthwhile. It is typically studied with a variety

of other studies. Many students choose to study Psychology together with studies drawn from other Sciences, Mathematics,

Humanities, HPE, Arts/Technology and LOTE areas.

Further considerationsPsychology concerns itself with the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive

and socio cultural perspectives inform the way Psychologist approach and conduct their research into the human condition.

Students should always check with Careers specialists for prerequisite studies for tertiary courses.



Unit DescriptionPsychology is the scientific study of mental processes and behaviour in humans. Different philosophical and scientific perspectives have informed the way psychologists approach their research into biological, psychological and social factors that are associated with the human condition.

Prerequisite There are no prerequisites for entry in Units 1, 2 and 3; however, students who enter the study at Unit 3 may need to undertake preparatory work. Students must undertake Unit 3 prior to undertaking Unit 4.

UNIT 1: HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

In this unit, students investigate the development of human cognition, emotion and behaviour. They learn about the structure and functions of the human brain and the role it plays in the nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where it may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

UNIT 2: HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?

A person’s thoughts, feelings and behaviours are influenced by a variety of factors. In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how this perception can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perceptions of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

UNIT 3: THE CONSCIOUS SELF

This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory. Students study the structure and functioning of the human brain and nervous system, and explore the nature of consciousness and altered states of consciousness including sleep. They consider the function of the nervous system in memory and investigate the ways in which information is processed, stored and utilised. Students will apply different theories of memory and forgetting to their everyday learning experiences.

UNIT 4: BRAIN, BEHAVIOUR AND EXPERIENCE

This unit focuses on the interrelationship between learning, the brain and its responses to experiences, and behaviour. Students investigate learning as a mental process that leads to the acquisition of knowledge, development of new capacities and changed behaviours. Students will build on their conceptual understanding of learning to consider it as one of several important facets involved in a biopsychosocial approach to the analysis of mental health and illness. The intent of the study is not that of diagnosis and treatment but to explore causes of mental illness, avenues of assistance and factors that promote mental wellbeing.







PSYCHOLOGY Continued…


Technology


TECHNOLOGY

• Food For Life

• Food Technology (Adv)

• Food Technology

• Information Technology

• Technology Design (Adv)

• Technology Design – Materials

• Technology Design – Textiles


• Computing (formerly

Information Technology)

• Product Design &

Technology (Textiles)


Technology (Wood)


• Informatics

• Software Development


Technology (Textiles)


Technology (Wood)



Unit DescriptionThis study equips students with the knowledge and skills to be discerning users of digital systems, data and information and creators of digital solutions. They are equipped to apply new ways of thinking as well as technical and social protocols when developing intellectual and social capital. It provides students with practical opportunities to create digital solutions for real-world problems in a range of settings, developing an essential tool set for current and future learning, work and social endeavours. It provides a pathway to further studies in areas such as computer science, information systems, business, systems engineering, robotics, linguistics, logistics, database management and software development, and to careers in digital-technologies based areas such as information architecture, web design, business analysis and project management.

Structure The study is made up of 6 units. Unit 1: Computing, Unit 2: Computing, Unit 3: Informatics Unit 4: Informatics Unit 3: Software Development, Unit 4: Software development.

Prerequisite No prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Students may choose to complete both Unit 3 + 4 sequences for credit towards the VCE. Students are recommended to be concurrently enrolled in at least one Mathematics if choosing Software Development.

COMPUTING – UNITS 1 and 2 INFORMATICS – UNITS 3 and 4 SOFTWARE DEVELOPMENT – UNITS 3 and 4

Advice & PathwaysStudents choosing to study Computing, Informatics and Software Development should consider the following.

This subject will suit you if you enjoy...- Logical thinking and problem solving;

- Thinking outside the box;

- Creativity; and

- Mathematics.

This subject can lead to a career pathway in the following areas...

Computer Science, Software Engineering, Design and Technology, Science.

Other subjects that complement this subject include...- Any Mathematics subject;

- Any Science subject;

- Algorithmics;

- Product Design and Technology;

- Media Studies; and

- Visual Communications

Further considerationsThe programming language traditionally taught at the College is Python. To find out more about Python, students should visit:

- https://www.python.org/

- http://en.wikipedia.org/wiki/Python_%28programming_language%2


UNIT 1: COMPUTING

This unit focuses on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented. In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue.

UNIT 2: COMPUTING

Unit 2 focuses on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions the a database system.

UNIT 3: INFORMATICS

Unit 3 focuses on data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1, students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution.

UNIT 4: INFORMATICS

Unit 4 focuses on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project.

UNIT 3: SOFTWARE DEVELOPMENT

Unit 3 students focus on the application of a problem-solving methodology and underlying skills to create solutions using a programming language, normally Python. Students develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology. They respond to given software designs and develop a set of working modules, examining a range of software design. Students analyse a need or opportunity, plan and design a solution and develop computational, design and systems thinking skills. This forms the first part of a project that is completed in Unit 4.

UNIT 4: SOFTWARE DEVELOPMENT

Unit 3 students focus on the application of a problem-solving methodology and underlying skills to create solutions using a programming language, normally Python. Students develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology. They respond to given software designs and develop a set of working modules, examining a range of software design. Students analyse a need or opportunity, plan and design a solution and develop computational, design and systems thinking skills. This forms the first part of a project that is completed in Unit 4.




Unit 3 school-assessed coursework: 10%

Unit 4 school assessed coursework: 10 %

SAT (electronic folio): 30 %

Units 3 and 4 examinations: 50


FOOD TECHNOLOGY

Advice & PathwaysStudents choosing to study Food Technology should consider the following

This subject will suit you if you enjoy...- Hands on/practical processes, vocabulary

and independent research;

- Design focus problem solving;

- Product development and creativity;

- Team and individual work; and

- Analysing the properties of food.

This subject can lead to a career pathway in the following areas...Nutritionist, Dietician, Consumer Science, Food Technology Educators, Hospitality Industry, Product Developers, Food Stylist,

Food Photographer and Food Scientist.

Other subjects that complement this subject include...- Chemistry;

- Geography;

- Business Management; and

- Health and Human Development.

Further considerationsStudents should have a passion for food and a willingness to experiment with new ingredients. This course involves both

theoretical and practical work.


Unit DescriptionThis study focuses on the importance of food in our daily lives from both a theoretical and practical point of view. This study enables students to apply their understanding of the relationship between food and technology as they develop skills in food preparation.

Please note: The fees outlined for these units of study covers the cost of the ingredients used by individual students in class. If the fee is not paid, students will be expected to supply their own ingredients.

UNIT 1: FOOD SAFETY AND PROPERTIES OF FOOD

Students study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and apply these practices in the preparation of food. They will focus on food preparation practices suitable for a small-scale food operation.

UNIT 2: PLANNING AND PREPARATION OF FOOD

In this unit students investigate the most appropriate tools and equipment to produce optimum results, including the latest developments in food technology. They research, analyse and apply the most suitable food preparation, processing and cooking techniques to optimise the physical, sensory and chemical properties of food.

UNIT 3: FOOD PREPARATION, PROCESSING AND FOOD CONTROLS

Students develop and understanding of food safety in Australia and the relevant national, state and local authorities and their regulations. They investigate the causes of food spoilage and food poisoning and apply safe work practises while preparing food.

UNIT 4: FOOD PRODUCT DEVELOPMENT AND EMERGING TRENDS

Students prepare and evaluate individual food products to meet the needs of a design brief developed in Unit 3. They examine food product development, and research and analyse driving forces that have contributed to product development.




Unit 3 school-assessed coursework 18%

Unit 4 school-assessed coursework 12%

Unit 4 school-assessed task 40%

Units 3 and 4 examination 30%

FOOD TECHNOLOGY Continued…


PRODUCT DESIGN AND TECHNOLOGY (TEXTILES)

Advice & PathwaysStudents choosing to study Product Design & Technology (Wood and Textiles)should consider the following.

This subject will suit you if you enjoy...- Incorporating a range of learning styles including reading, research, creating and solving problems;

- Design and design discussions;

- Working systematically and independently; and

- Working from drawings and your own design to create product.

This subject can lead to a career pathway in the following areas...In Technology Product and Design students will learn how to use tools and machinery safely to create product from their own

designs!

There is an interesting and wide range of design fields that product design leads to such as industrial design (Automotive,

Furniture, Products), Textile Design, Engineering, Fashion and Architecture. Many ex-students comment on how valuable being

able to think and work in 3D is for their studies. You may also be a student who likes to work with their hands, with the goal of

taking an apprenticeship in the future. Where might this lead you? Design is everywhere!

Other subjects that complement this subject include...- Art;

- Visual Communication;

- Physics;

- Visual Media;

- Drama;

- History;

- English; and

- Maths.

Further considerationsYour folio and product will illustrate to any future employer that you can manage a project, complete a major task, that you have

tenacity, that you can express your ideas in a range of ways.

This wonderful hands-on subject, gives you a chance to express your ideas and make something wonderful.


PRODUCT DESIGN AND TECHNOLOGY (TEXTILES) Continued…

Unit DescriptionDesigners play an important part in our daily lives. In this study students transform drawings and plans into the creation of useful products. They take into account the sustainability of resources and develop skills in critically analysing existing products.

UNIT 1: PRODUCT RE-DESIGN AND SUSTAINABILITY

In this unit students will re-design a product with the aim of improving its aesthetics, functionality and/or quality. They will use a range of materials, tools, equipment and processes to compare their product or prototype to their original drawings.

UNIT 2: COLLABORATIVE DESIGN

Students will work individually and in a team to develop a response to a design brief based on a common theme. They will design and produce a product that meets the needs outlined in the brief.

UNIT 3: APPLYING THE PRODUCT DESIGN PROCESS

Students use the product design process to work as a designer with a client. They develop a design brief and produce a folio that documents all stages of the process.

UNIT 4: PRODUCT DEVELOPMENT AND EVALUATION

In this unit students produce the product designed in Unit 3 and evaluate the outcome of the designing, planning and production activities. Students also undertake a comparison between their product and similar commercial items.



Individual school decision on levels of achievement. Unit 3 school-assessed coursework: 12 %


Unit 4 school-assessed task: 50 %



PRODUCT DESIGN AND TECHNOLOGY (WOOD)

Advice & PathwaysStudents choosing to study Product Design & Technology (Wood and Textiles)should consider the following.

This subject will suit you if you enjoy...- Incorporating a range of learning styles including reading, research, creating and solving problems;

- Design and design discussions;

- Working systematically and independently; and

- Working from drawings and your own design to create product.

This subject can lead to a career pathway in the following areas...In Technology Product and Design students will learn how to use tools and machinery safely to create product from their

own designs! There is an interesting and wide range of design fields that product design leads to such as industrial design

(Automotive, Furniture, Products), Textile Design, Engineering, Fashion and Architecture. Many ex-students comment on how

valuable being able to think and work in 3D is for their studies. You may also be a student who likes to work with their hands,

with the goal of taking an apprenticeship in the future. Where might this lead you? Design is everywhere!



- Physics;

- Visual Media;

- Drama;

- History;

- English; and

- Maths.

Further considerationsYour folio and product will illustrate to any future employer that you can manage a project, complete a major task, that you have

tenacity, that you can express your ideas in a range of ways.

This wonderful hands-on subject, gives you a chance to express your ideas and make something wonderful.


PRODUCT DESIGN AND TECHNOLOGY (WOOD) Continued…

Unit DescriptionDesigners play an important part in our daily lives. In this study students transform drawings and plans into the creation of useful products. They take into account the sustainability of resources and develop skills in critically analysing existing products.

UNIT 1: PRODUCT RE-DESIGN AND SUSTAINABILITY

In this unit students will re-design a product with the aim of improving its aesthetics, functionality and/or quality. They will use a range of materials, tools, equipment and processes to compare their product or prototype to their original drawings.

UNIT 2: COLLABORATIVE DESIGN

Students will work individually and in a team to develop a response to a design brief based on a common theme. They will design and produce a product that meets the needs outlined in the brief.

UNIT 3: APPLYING THE PRODUCT DESIGN PROCESS

Students use the product design process to work as a designer with a client. They develop a design brief and produce a folio that documents all stages of the process.

UNIT 4: PRODUCT DEVELOPMENT AND EVALUATION

In this unit students produce the product designed in Unit 3 and evaluate the outcome of the designing, planning and production activities. Students also undertake a comparison between their product and similar commercial items.



Individual school decision on levels of achievement. Unit 3 school-assessed coursework: 12 %


Unit 4 school-assessed task: 50 %



Arts & Performing Arts


ARTS & PERFORMING

ARTS

• Art

• Sculpture and Ceramics

• Studio Arts

• Visual Communication

• Folio Focus (Adv)

• Media Studies

• Australian Theatre Studies

• Dance

• Drama

• Music

• Art

• Studio Arts


Design

• Media Studies

• Dance

• Drama


• Art

• Studio Arts


Design

• Media Studies

• Dance

• Drama




ART

Advice & PathwaysStudents choosing to study Art should consider the following.

This subject will suit you if you enjoy...- Practical and hands on work;

- Creative and inquisitive thinking;

- Experimenting and problem solving;

- Exploring and developing ideas prior to creating artworks; and

- Discussing, analysing and drawing meaning from artwork.

This subject can lead to a career pathway in the following areas...Possible career paths include but are not limited to: Artist, Graphic Artist, Animation, Architect, Art Advisor, Art Appraiser,

Art Auctioneer, Art Conservator, Art Critic, Art Preservationist, Art Therapist, Calligraphy, Cartoonist, Ceramicist, Colour

Consultant, Art Teacher, Fabric Designer, Exhibition Manager, Illustrator, Florist, Art Direction, Graphic Design, Interior

Decorator, Landscape Architect, Muralist, Set Design and Construction, Sign Painting, Gallery Education Officer, Concept

Design.

Other subjects that complement this subject include...- Visual Communication and Design;

- Studio Art;

- English and English Literature;

- History; and

- Product Design and Technology.

Further considerationsArt does not only suit students who are ‘good at drawing’. Students who excel in art need to be creative and willing to

experiment and explore new ideas, materials and techniques. Students will need to have good organisational and time

management skills.


ART Continued…

Unit DescriptionThis study encourages students to explore ideas and to demonstrate effective working methods in a variety of media and a range of technical skills through exploration and experimentation. Throughout their study, students develop skills in research, analysis and arts criticism to interpret and debate art issues and form and support personal points of view. Within the VCE Art study, theoretical research and investigation informs the practical work. In the initial stages, guided tasks will be set, with students progressively developing their own artworks.

Students develop their visual language through personal and independent learning by combining a focused study of artworks with practical art making. They are also expected to develop their knowledge of art language for the purpose of documentation and annotation.

PrerequisiteThere are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

UNIT 1: ART AND MEANING

This unit encourages the imaginative exploration of art elements, materials, techniques and working methods, demonstrating visual solutions to set tasks. Students examine artists in different societies and cultures, and historical periods, and develop their own points of view about the meanings and messages of the studied artworks. They explore the work of artists who have been inspired by ideas relating to personal and cultural identity.

UNIT 2: ART AND CULTURE

This unit focuses on the development of art works demonstrating effective working methods. In their practical work, students continue to explore techniques and develop personal and creative responses in their art making. They look at the effects on their own artwork of cultural contexts and social attitudes to art. Using the cultural framework, students explore art across cultures and examine how art is influenced by time, place, beliefs and traditions.

UNIT 3

In this unit, students study selected artists who have produced works before 1970 and selected artists who have produced works since 1970. They link their growing theoretical understanding of art to their own practice. Students’ art making is supported through investigation, exploration and application of a variety of materials and techniques. Part of the folio needs to be submitted in this unit as students continue to develop the body of work that will be completed at the end of Unit 4.

UNIT 4

Students continue to develop personal points of view and informed opinions about art ideas or issues and support them with evidence. They build their learning and conceptual understanding around the discussion and debate of broad themes or issues. At the end of this unit, students present a body of work that demonstrates creativity, imagination and innovation, with at least one finished artwork to complete the folio. This is to be accompanied by documentation of thinking and working practices.



Individual school decision on levels of achievement. School-assessed task, school-assessed coursework and an end-of-year examination



Units 3 and 4 school-assessed task: 50 %



STUDIO ARTS

Advice & PathwaysStudents choosing to study Studio Arts should consider the following.

This subject will suit you if you enjoy...- Problem solving (brainstorming, researching, finding inspirations and background material, trialling and selecting best

visual outcomes);

- Hands-on practical application including taking photographs using film and/or digital;

- Using materials and techniques (including the darkroom and computers/ computer software, such as Photoshop -

related to photography;

- Incorporating mixed media where appropriate, presenting final work as a Folio;

- The ability to express in verbal and written forms (write an exploration proposal to guide ideas and directions);

- Being able to annotate images (inspirations and own photos), record and explain processes;

- Being able to analyse and write about art works in essays and short answers;

- Participating in discussions in class.


Studio Arts may lead to a career in Photography (artistic, advertising and commercial, fashion, wedding, sports, photo-

journalist, medical/forensic, designer), Teacher (secondary school and tertiary).

Most photography careers, except for industrial, scientific, and photojournalism fields, do not require a photography degree.

However, with a degree, Photographer career options increase exponentially since visual artists are needed across many

different industries, including Advertising, Film, Television, Fashion, Geological Surveillance and Architecture.



- Media and Materials Technology (Textiles or Food) can complement the direction, ideas and style used in Studio Arts.

For example, photography can be used to create a magazine layout, a fashion shoot, food shoot, tell a story/ be of a

narrative nature; and

- Other subjects can support and reinforce the use of art elements and principles, the creation of a visual diary and the

design processes that are part of Studio Arts.


For Studio Arts, it is helpful but not essential for students to have personal access to a camera to use outside of school hours,

the camera can be analogue and/or digital.

Students will need to display perseverance with planning and processes: thinking of creative ways ideas can be expressed,

and being able to use time effectively to produce work. Students will need adequate writing skills or willingness to improve, as

there are written exams in Years 11 and 12. Studying more than 2 Folio subjects in VCE is not recommended.


STUDIO ARTS Continued…

Unit DescriptionStudio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. It enables students to specialise in a particular form of studio production. Students generate, explore and communicate ideas through specific studio forms and develop and use specialised skills in a range of media and techniques. The theoretical component of the study informs students practice through an investigation of how photography has developed, an examination of artists’ working methods and a study of professional practices. The Studio Arts Study Design at Strathmore Secondary College uses Photography (both analogue and digital) as the basis for the creation of the folio of works.

UNIT 1: ARTISTIC INSPIRATION AND TECHNIQUES

This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range of materials and techniques to communicate ideas, observations and experiences.

Students also explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks.

UNIT 2: DESIGN EXPLORATION AND CONCEPTS

The focus of this unit is to establish the use of a design process to produce artworks, including locating sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks.

Students develop skills in the visual analysis of artworks made by artists from different times and cultures

UNIT 3: STUDIO PRODUCTION AND PROFESSIONAL ART PRACTICES

This unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.

Students also examine traditional and contemporary practices of artists, together with the ways in which artists develop distinctive styles and approaches to subject matter.

UNIT 4: STUDIO PRODUCTION AND ART INDUSTRY CONTEXTS

This unit focuses on the production of a cohesive folio of finished art works that resolves the aims and intentions set out in the Exploration Proposal formulated in Unit 3. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks.

Students also examine different components of the arts industry relating to display, promotion and critique of artworks. They are expected to visit at least two different exhibition spaces in their current year of study.



Individual school decision on levels of achievement. School-assessed tasks and an end-of-year examinationUnit 3 school-assessed coursework: 33 %Unit 4 school-assessed task: 33 %Units 3 and 4 examination: 34 %


VISUAL COMMUNICATION

Advice & PathwaysStudents choosing to study Visual Communications should consider the following.

This subject will suit you if you enjoy...- Hands on problem solving;

- Independent research; and

- 3D visualising.


Visual Communications may lead to a career in Graphic/Communication Design, Architecture, Illustration, Industrial Design,

Visual Merchandising, Interior Design, and/or Art.

Other subjects that complement this subject include...- Product Design & Technology;

- Studio Art;

- Art;

- English (any);

- Media; and

- Mathematics.


For Visual Arts, an ability to draw is advantageous. There are a number of written components in Visual Arts; it is not 100%

practical. Computers are utilized as a tool in the classroom, but are also not used 100% of the time and students will be

required to have good time management and organisation skills to be successful in this subject.

Studying more than 2 folio subjects in VCE is not recommended.


VISUAL COMMUNICATION Continued…

Unit DescriptionThis study is intended to assist students in the understanding, use and interpretation of a range of visual communications within the areas of Industrial, Environmental and Communication design. It involves a study of the vocabulary of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, and principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life.

UNIT 1: INTRODUCTION INTO VISUAL COMMUNICATION DESIGN

This unit will enable students to use visual language to communicate messages, ideas and concepts, through instrumental, visualisation, observational and presentation drawing methods. Design elements and principles are explored, applied and analysed. Students study the history of design, and will be introduced to the first stages of the visual communication design process.

UNIT 2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN

This unit will enable students to apply design knowledge, thinking skills and drawing methods to create visual communications that meet specific purposes. The fields of environmental, industrial and communication design will be covered. Typography will be a focus of communication design. The visual communication production process will be applied to generate and develop concepts in response to a brief.

UNIT 3: DESIGN THINKING AND PRACTICE

In this unit students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. Students will use research and analysis of designers to support their own work. They establish a brief, with two distinctly different needs, and apply design thinking skills through the design process. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4.

UNIT 4: DESIGN DEVELOPMENT AND PRESENTATION

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Students evaluate their visual communications and devise a pitch to communicate their design thinking to an audience.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examination.Unit 3 school-assessed coursework: 33 %Unit 4 school-assessed task: 33 %Units 3 and 4 examination: 34 %


MEDIA STUDIES

Advice & PathwaysStudents choosing to study Media should consider the following.

This subject will suit you if you enjoy...- A hands-on, practical study;

- Viewing and analysing and writing extended responses;

- Discussion and argumentative discussion;

- Editing and Film-making; and

- Collaboration (working with a group).


Media allows students to develop a range of skills across the board including Communications, Journalism, Advertising, Film-

Making, Editing, Film Industry Roles (Camera Operator, Etc), Cinema Students, Copy-writing, Screen Writing, Photography,

Animation, Gaming Industry, Public Relations, Event Management, Social Media Consultancy.


- English (all);

- Drama;

- Computing;

- Studio Arts;

- Visual Communications;

- Year 7, 9 and 10 Media;

- Year 8 Film Production and Analysis;

- Year 9 Social Media and Journalism; and

- Year 10 Film Studies.


In Media, there is an equal amount of practical and written work. Students will be expected to work on practical tasks in their

own time, in additional to class time. Students will not be spending the whole year watching movies.

Studying more than 2 folio subjects in VCE is not recommended.


MEDIA STUDIES Continued…

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

UNIT 1: REPRESENTATION AND TECHNOLOGIES OF REPRESENTATION

In this unit students develop an understanding of the relationship between the media, technology and the representations present in media forms. Students develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the creation of meaning in media products, the role and significance of selection processes in their construction, the role audiences play in constructing meaning from media representations, and the creative and cultural impact of new media technologies.

UNIT 2: MEDIA PRODUCTION AND THE MEDIA INDUSTRY

In this unit students develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students participate in specific stages of a media production, developing practical skills in their designated role. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

UNIT 3: NARRATIVE AND MEDIA PRODUCTION DESIGN

In this unit students develop an understanding of film production and story elements, and learn to recognise the role and significance of narrative organisation in fictional film texts. Students examine how production and story elements work together to structure meaning in narratives to engage audiences. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They complete a media production design plan for a specific media form and audience. They present the relevant specifications as a written planning document, with visual representations that employ media planning conventions appropriate to the media form in which the student chooses to work.

UNIT 4: MEDIA: PROCESS, INFLUENCE AD SOCIETY’S VALUES

In this unit, students further develop practical skills in the production of media products to realise the production design plan completed during Unit 3. Students analyse the relationship between media texts, social values and discourses in the media. The nature and extent of media influence, the relationship between the media, media audiences and media regulation are also critically analysed in this unit.



Individual school decision on levels of achievement. School Assessed coursework, school assessed task and end of year examination.Unit 3 school assessed course work: 8%Unit 4 school assessed course work: 12%Unit 3 and 4 school assessed task: 35%Unit 3 and 4 end of year examination: 45%


DANCE

Advice & PathwaysStudents choosing to study Dance should consider the following.

This subject will suit you if you enjoy...- Practical activities;

- Choreography and Dance;

- Viewing and analysing;

- Discussion, research, creating and performing;

- Memorising vocabulary; and

- Collaboration (working with a group).

This subject can lead to a career pathway in the following areas...Dance allows students to develop a range of skills across the board including - but not limited to - communication, planning,

organising, teamwork, problem solving, and self-management. Study in Dance may also lead to career opportunities in

Performance, Musical Theatre, Acting), Education, Dance Teaching in local dance schools, Physical Education, Fitness, Stage

Management, Events Coordinator, Director, Choreographer, employment in the Arts Industry, performing Arts projects. It will

also allow you to further continue doing something that you really enjoy!

Other subjects that complement this subject include...- English;

- Drama;

- Physical Education;

- Year 7, 8, 9 and 10 Dance; and

- Year 8 & 9 Musical Theatre and Performance.

Further considerationsIn Dance, there is an equal amount of practical and written work. Students will be expected to work on practical tasks in their own

time, in addition to class time. If a student was unable to study Dance at Year 10, they are still able to undertake VCE Dance.


DANCE Continued…

Unit DescriptionThis study is designed to develop student’s understanding and appreciation of dance as an art form that is based on the investigation and communication of ideas, concepts and themes. The study focuses on development of students’ technical and physical skills, personal movement vocabulary, and application of choreographic and analytical principals.

UNIT 1

This unit encourages the imaginative exploration of art elements, materials, techniques and working methods, demonstrating visual solutions to set tasks. Students examine artists in different societies and cultures, and historical periods, and develop their own points of view about the meanings and messages of the studied artworks. They explore the work of artists who have been inspired by ideas relating to personal and cultural identity.

UNIT 2

This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement, time, space and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes.

UNIT 3 AND 4

In these units students learn a dance work created by another choreographer as well as perform a unified solo dance work. Students also document and analyse the dance-making and performance processes. They focus on twentieth and/or twenty-first century choreographers in their analysis of expressive movement and group structures.



Individual school decision on levels of achievement. School-assessed coursework and two end-of-year examinations.

Units 3 and 4 school-assessed coursework: 25%

Units 3 and 4 written examination: 25%

Unit 4 Performance examination: 50%


DRAMA

Advice & PathwaysStudents choosing to study Drama should consider the following.

This subject will suit you if you enjoy...- Hands on, practical performance;

- Independent research;

- Vocabulary and key terms memorizing;

- Analysing, cooperating, communicating, and problem solving; and

- Performing.


Drama allows students to develop a range of skills across the board including communication, planning, organizing, teamwork,

problem solving, self-management. Study in Drama may also lead to career opportunities in Performing (Acting), Education,

Journalism, Stage Management, Scriptwriting, Events Coordinator, Writer, Director, employment in the Arts Industry.

Other subjects that complement this subject include...- English and English Literature;

- History;

- Art;

- Studio Arts;

- Media;

- Music;

- Year 7 & 8 Drama;

- Year 8 & 9 Musical Theatre and Performance;

- Year 9 Acting and Drama Skills;

- Year 10 Contemporary Drama; and

- Year 10 Theatre Studies.


In Drama, there is a lot of written work in addition to the performance assessments so students will need to have solid

analytical and writing skills. Students will be required to see professional performance in order to complete SACs for Units 1,

2 and 3. These have an additional cost and may occur outside of class time. Unit 4 also requires students to participate in a

workshop to develop your solo.

Every unit requires you to present your work at evening performances in front of an audience and therefore Drama students

require excellent organizational skills and commitment.

If a student was unable to study Year 10 Australian Theatre Studies, they are still able to undertake VCE Drama.


DRAMA Continued…

Unit DescriptionIn this study student’s draw on a range of content and use role and expressive skills to create, embody and present dramatic works. They analyse the development of their performances and explore the actor-audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to selected performance styles.

Students are expected to attend a minimum of three prescribed performances and two workshops as preparation for practical and written exams.

UNIT 1: DRAMATIC STORY TELLING

This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters. Students examine storytelling through the creation of solo and/or ensemble performances and manipulate expressive skills in the creation and presentation of characters.

UNIT 2: CREATING AUSTRALIAN DRAMA

This unit focuses on the use and documentation of the processes involved in constructing a solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from contemporary or historical Australian contexts.

UNITS 3: ENSEMBLE PERFORMANCE

This unit focuses on non-naturalistic drama from a diverse range of contemporary and/or cultural performance traditions. Non-naturalistic performance styles and associated theatrical conventions are explored in the creation, development and presentation of an ensemble performance. Collaboration to create, develop and present ensemble performance is central to this performance. They select stagecraft and theatrical conventions as appropriate to the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

UNIT 4: SOLO PERFORMANCE

This unit focuses on the use of stimulus material and resources from a variety of sources to create and develop character/s within a solo performance. Students complete two solo performances. For a short solo performance they develop practical skills of researching, creating, presenting, documenting and analysing a solo performance work. In the development of a second solo performance, they devise, rehearse and perform an extended solo performance in response to a prescribed structure published by the Victorian Curriculum and Assessment Authority.



Individual school decision on levels of achievement. School-assessed coursework and two end-of-year examinations.

Units 3 and 4 school-assessed coursework: 40%

Units 3 and 4 written examination: 25%

Unit 4 Performance examination: 35%


MUSIC PERFORMANCE

Advice & PathwaysStudents choosing to study Music should consider the following.

This subject will suit you if you enjoy...- Practical performance;

- Memorization and application of theory;

- Individual research – compare and contrast music styles;

- Score reading and listening analysis – develop music vocabulary;

- Developing process and strategies needed to develop practical performance and listening analysis skills; and

- Developing critical analysis skills and abilities to use self-reflection to develop strategies for improving skills.


- Bachelor of Music, Melbourne Conservatorium of Music, VCA;

- Music performance opportunities (bands/choirs etc);

- Composition and arranging opportunities;

- Musicology Field (research); and

- Music Teaching.


- All subjects.

Further considerationsIn Music, Students must participate in a school ensemble to meet performance criteria. Students entering Unit 1 to 2 Music

Performance must be auditioned if they did not complete classroom music in Years 7 to 10, in consultation with the relevant

instrumental teacher. It is assumed that all students have undertaken classroom music in Years 7 to 10.


MUSIC PERFORMANCEUnit DescriptionThis study develops intellectual, aesthetic and cultural understanding of the value and importance of music in solo and group settings. As soloists and members of groups, students develop skills in preparing programs of music works, and apply musicianship as they create music and interpret and analyse solo and ensemble works in a range of styles.

PrerequisiteTo undertake Units 1 and 2 it is recommended that students have successfully completed Year 10 Music.

To undertake Units 3 and 4 Solo Performance students should have four years’ experience prior to Year 11 on a musical instrument or voice and have reached the level of AMEB music theory grades 1 and 2. Students are required to participate in the College’s bands, orchestras or choirs.

Students must undertake Unit 3 prior to undertaking Unit 4. Levies are applicable for students who have instrumental lessons at the College and/or who hire a school instrument.

UNIT 1

In this unit students develop an understanding of the relationship between the media, technology and the representations present in media forms. Students develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the creation of meaning in media products, the role and significance of selection processes in their construction, the role audiences play in constructing meaning from media representations, and the creative and cultural impact of new media technologies.

UNIT 2

In this unit students develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students participate in specific stages of a media production, developing practical skills in their designated role. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

UNITS 3 AND 4: SOLO PERFORMANCE

In this unit students develop an understanding of film production and story elements, and learn to recognise the role and significance of narrative organisation in fictional film texts. Students examine how production and story elements work together to structure meaning in narratives to engage audiences. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They complete a media production design plan for a specific media form and audience. They present the relevant specifications as a written planning document, with visual representations that employ media planning conventions appropriate to the media form in which the student chooses to work.



Individual school decision on levels of achievement. School-assessed coursework and two end-of-year examinations.Unit 3 school-assessed coursework: 20%Unit 4 school-assessed coursework: 10 %Units 3 & 4 aural and written exam: 20%Units 3 & 4 performance exam: 50%


Humanities


HUMANITIES


(compulsory)

• Current World Issues

• Geography

• History 1 and 2

• Philosophy

BUSINESS


(compulsory)

• Commerce

• Geography

• 20th Century History

• Philosophy

• Australian & Global Politics

BUSINESS

• Accounting


• Economics

• Legal Studies

• Geography

• History - Revolutions

• Philosophy

• Global Politics

BUSINESS

• Accounting


• Economics

• Legal Studies



GEOGRAPHY

Advice & PathwaysStudents choosing to study Geography should consider the following.

This subject will suit you if you enjoy...- Hands on learning;

- Being globally minded and open to different ways of knowing;

- Being able to interpret satellite images, topographic and political maps;

- Data analysis, critical thinking and making connections between two elements;

- Independent research and fieldwork (collecting data in the field and writing a report); and

- Incorporating spatial concepts (such as location, distribution, and spatial change over time) into your writing.

This subject can lead to a career pathway in the following areas...Degrees that include Geography studies include: Bachelor of Science, Bachelor of Environments, Bachelor of Arts.

The study of Geography may lead to a career path working in Climate Change, Disaster Management, Tourism And Ecotourism,

Natural Resource Management, Geomorphology, Surveying, Mapping (Google), Strategic Planning, Social Planning, Town

Planning, Aid, International Relations, Diplomatic Services, Wildlife Management, Urban Planner, Conservation, Social Services

and Welfare, Real Estate, Meteorology, Regional Planning, Remote Sensing, International Development, Oceanography, Gis, Local

And Regional Development, Geology, Resource Management, Ngos, International Trade, Government.

Other subjects that complement this subject include...- Global Politics;

- Health & Human Development;

- Outdoor Education;

- Biology;

- Chemistry;

- Physics;

- Psychology;

- Maths; and

- Economics.


Fieldwork is compulsory and a lot of fun (a minimum of one day per unit will be spent outside of the school).

It helps if you are concerned with the environment and have an interest in people.


Unit DescriptionThis study focuses on the geography of the natural world and how humans interact within it. Geographers develop a wide of skills to investigate the changing patterns of place using a range of geographical resources, including investigations in the field. Through these skills you develop a keen sense of spatial awareness about your place in society and the world around you. Geography is a well-rounded discipline that provides you knowledge about our rapidly changing world and how humans are impacting it, ensuring you become a well-educated global citizen. There is a compulsory fieldwork component in Units 1, 2 & 3.

UNIT 1: NATURAL ENVIRONMENTS

This unit focuses on the geographic characteristics of natural environments and landforms and the natural processes that shape and change the Earth’s surface. It also examines how the interactions between natural processes and human activities can also change natural environments. Students study two natural environments such as volcanic or coastal environments. Fieldwork to a natural environment is compulsory.

UNIT 2: HUMAN ENVIRONMENTS

This unit focuses on the characteristics of human environments and changes in them. It considers the dynamic nature of rural and urban environments. Students study two human environments, one rural environment and one urban environment. Fieldwork is conducted to propose recommendations for urban growth strategies in various suburbs of the city.

UNIT 3: RESOURCES

This unit investigates regional and local resources, and the variations in their use over time and place. In the first area of study students will develop a clear understanding of the Murray Darling Basin. The second area of study is investigating a local resource. This requires attending a compulsory fieldwork in the chosen location.

UNIT 4: GLOBAL PERSPECTIVES

This unit investigates the geographic characteristics of global phenomena and their impact on people and places. The first global phenomenon studied is Human Population through a number of key case studies and data analysis. The second area of study is another Global Phenomena, such as Disease, Fishing, Climate Change or Desertification.



Individual school decision on levels of achievement. School-assessed coursework and examinationsUnit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examination: 50 %

GEOGRAPHY Continued…


Unit DescriptionHistory is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies. It builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It develops the skills necessary to analyse visual, oral and written records.The study of history draws links between the social/political institutions and language of contemporary society and its history. It sets accounts of the past within the framework of the values and interests of that time.

UNIT 1: TWENTIETH-CENTURY HISTORY (1900-1945)

The topics studied are Stalin’s regime, Weimar Germany and Nazi Germany.

UNIT 2: TWENTIETH-CENTURY HISTORY (SINCE 1945)

The topics studied are The Vietnam War, Protest Movements of the 1950s to 1970s and the End of Apartheid in South Africa.

UNIT 3 AND 4: REVOLUTIONS

The Russian and Chinese revolutions are examined in this subject that looks at the pre-revolutionary regime, the revolution and its leaders and the nature of the new society created by the revolution.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examination.




HISTORY

Advice & PathwaysStudents choosing to study History should consider the following.

This subject will suit you if you enjoy...- Independent thinking, reading, independent research, and developing critical thinking skills; and

- Being able to look at sources and examine their strengths and weaknesses.

This subject can lead to a career pathway in the following areas...History is a great pathway into many higher education courses, including Arts degrees, and other Social Sciences.

Employers like it because it demonstrates good independent learning skills, research, and critical thinking skills. Employment

opportunities include Historian, Public Servant, Teacher, Archivist, Journalist, Detective, to name a few.

Other subjects that complement this subject include...- Politics;

- Legal Studies;

- Economics;

- Geography;

- Art; and

- Other investigative subjects.


‘To understand our present and future, we must understand our past.’


Advice & PathwaysStudents choosing to study Accounting should consider the following.

This subject will suit you if you enjoy…- Reading and memorising of principles and characteristics of accounting; and

- Hands-on practical problem solving.

This subject can lead to a career pathway in the following areas…The study of Accounting will provide a strong foundation for business and commerce related courses. This subject can lead to

a career such as a Corporate Accountant, Tax Accountant, Forensic Accountant, Auditor and Finance Manager or Director.

Other subjects that complement this subject include…- Business Management

- Economics

- Further Maths

Further considerationsAccounting skills are required in every industry and you can work anywhere in the world.

Unit DescriptionAccounting is the process of recording, reporting, analysing and interpreting financial data and information which is then communicated to internal and external users of the information. It plays an integral role in the successful operation and management of a small business.

All units focus on accounting and finance for sole-proprietor small business. It is expected that students will be introduced to the use of information technology in accounting procedures in all units.

UNIT 1: ESTABLISHING AND OPERATING A SERVICE BUSINESS

This unit focuses on the establishment of a small business and the accounting and financial management of a business. Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information used by internal and external users.

UNIT 2: ACCOUNTING FOR A TRADING BUSINESS

This unit focuses on accounting for a single activity trading business. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions. They use financial and non-financial information to evaluate the performance of a business.

UNIT 3: RECORDING AND REPORTING FOR A TRADING BUSINESS

This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of recording using the accrual basis of accounting.

UNIT 4: CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit covers the accrual recording and reporting system for a single activity trading business using the perpetual inventory recording system and double entry accounting system.



Individual school decision on levels of achievement. School-assessed coursework and examinationsUnit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %End-of-year examination: 50 %

ACCOUNTING


PHILOSOPHY

Advice & PathwaysStudents choosing to study Philosophy should consider the following.

This subject will suit you if you enjoy...- THINKING;

- ‘Community of inquiry’-based learning;

- Lots of group discussion;

- Independent research tasks, reading texts and articles and written reflections; and

- Being challenged because Philosophy covers some content matter that is ‘outside the square’ and often complicated in

that there is no clear ‘right or wrong’ answer.

This subject can lead to a career pathway in the following areas...Law, Arts, Fine Arts, any Medical field where they have to consider ethics eg: Biology, Psychology, Government. The skills

developed in Psychology also assist in design and planning or anything where you need to think logically.

Other subjects that complement this subject include...- English and English Literature;

- Politics;

- Economics;

- Sciences- where you need to consider the validity of science and truth; and

- Psychology - looking at the brain.

Further considerationsStudents need to keep an open mind to study Philosophy.


Unit Description Philosophy is the oldest academic discipline. It is broadly concerned with ethics, epistemology(philosophy of knowledge) and metaphysics. It is the founding discipline of logic, and continues to develop and refine the tools of critical reasoning, influencing approaches in mathematics, science and the humanities.

UNIT 1 AND 2

Unit I investigates questions such as: What is the nature of reality? How can we acquire certain knowledge? These are some of the questions that have challenged humans for millennia and underpin ongoing endeavours in areas as diverse as science, justice and the arts. This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’ – and hence the study and practice of techniques of logic are central to this unit. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. Students investigate relevant debates in applied epistemology and metaphysics, and consider whether the philosophical bases of these debates continue to have relevance in contemporary society and our everyday lives.

In Unit 2 the focus shifts to understanding how humans frame judgements and understand values. What are the foundations of our judgments about value? What is the relationship between different types of value? How, if at all, can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates.

UNIT 3 AND 4

Unit 3 considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to contemporary debates. It is important for students to understand that arguments make a claim supported by reasons and reasoning, whereas a viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.

Unit 4 considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well lived life? Is morality central to a good life? How does our social context impact on our conception of a good life? In this unit, students explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life. Students critically compare the viewpoints and arguments in set texts from both ancient and modern periods to their own views on how we should live, and use their understandings to inform their analysis of contemporary debates. It is important for students to understand that arguments make a claim supported by reasons and reasoning, whereas a viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examination.Unit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 - examination: 50 %

PHILOSOPHY Continued…


AUSTRALIAN GLOBAL POLITICS

Advice & PathwaysStudents choosing to study Australian & Global Politics should consider the following.

This subject will suit you if you enjoy...- Discussions, debates and philosophising;

- Establishing an opinion, justifying arguments;

- Making connections between situations and events;

- Vocabulary and meta-language, analytical writing and remembering key facts and dates; and

- Being globally minded.

This subject can lead to a career pathway in the following areas...Politics (local/state/federal government), International Development, International Relations, Strategic Planning, Journalism,

Media, Diplomatic Services, Legal services, Finance, International Trade, NGOs, International Agencies, Aid, Public Affairs,

Public Relations, Lobbyist, Social Researcher, HR.

Other subjects that complement this subject include...- History;

- Geography;

- English Literature and English Language;

- Philosophy;

- Economics;

- Legal Studies; and

- Business Management.


Unit 1 focuses on Australian politics very similar to the topic on Politics students studied in Australian Society in Year 10.


Unit DescriptionAustralian & Global Politics is made up of four units offered at Strathmore Secondary College. The course was formerly known as International Politics (Unit 1-2) and International Studies (Units 3-4).

UNIT 1: AUSTRALIAN & GLOBAL POLITICS: THE NATIONAL CITIZEN

In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship. The nature of and philosophical ideas behind democracy are studies, as well as the operation and nature of contemporary Australian representative democracy. Students examine the reason why people seek political power, the characteristics of successful political activist and leaders, and the political ideas that motivate them. The ways in which political power is exercised and how that power is challenged and resisted by others is explored. Students also examine the role and influence of social and political movements as methods of organising political ideas and action.

UNIT 2: AUSTRALIAN & GLOBAL POLITICS: THE GLOBAL CITIZEN

This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. In Area of Study 1 they explore the myriad of ways their lives have been affected by the increased interconnectedness – the global threads – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which the notion of an international community exists, and investigate its ability to manage areas of global cooperation and respond to issues of global conflict and instability.

UNIT 3: GLOBAL POLITICS: GLOBAL ACTORS

In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific state uses power within the region to achieve its objectives.

For purposes of this study, the term ‘non-state actors’ covers a range of global actors: altruistic non-government organisations (NGOs), for example Amnesty International and Green Peace’ Organised religions; terrorist movements and organised crime syndicates.

UNIT 4: GLOBAL POLITICS: GLOBAL CHALLENGES

In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises, and consider the varying effectiveness of responses and challenges to solving them



Individual school decision on levels of achievement. School-assessed coursework and end-of-year examinationUnit 3 school-assessed coursework:25%Unit 4 school-assessed coursework:25%Units 3 and 4 examination: 50%

AUSTRALIAN GLOBAL POLITICS Continued…


Unit DescriptionBusiness Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the challenges; complexity and rewards that come from business management and gain insight into the various ways resources can be managed in small, medium and large-scale organisations.

UNIT 1: SMALL BUSINESS MANAGEMENT

Small rather than large businesses make up the vast majority of all businesses in the Australian economy. This unit provides students with the opportunity to explore the operations of a small business and its likelihood of success.

UNIT 2: COMMUNICATION AND MANAGEMENT

This unit focuses on the importance of effective communication in achieving business objectives with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts.

UNIT 3: CORPORATE MANAGEMENT

In this unit students investigate how large-scale organisations operate. They develop an understanding of the complexity and challenge of managing large organisations and have the opportunity to compare theoretical perspectives with practical applications.

UNIT 4: MANAGING PEOPLE AND CHANGE

This unit commences with a focus on the human resource management function. It then progresses to the analysis of the management of change. Students learn about the key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance.



Individual school decision on levels of achievement. School-assessed coursework and end-of-year examinationUnit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examination: 50 %

BUSINESS MANAGEMENT

Advice & PathwaysStudents choosing to study Business Management should consider the following.

This subject will suit you if you enjoy...- Discussions; and

- Memorising Facts and vocabulary.


Business Manager or Self-employed

Other subjects that complement this subject include...- Accounting;

- IT Computing;

- Economics; and

- Legal Studies.


This subject focuses on how to open up your own business, type of businesses, staff management and public relations.


Unit DescriptionEconomics focuses on decisions about how production occurs, how resources are allocated and how proceeds of production are distributed. These economic decisions not only affect the wellbeing of particular nations and their people but also increasingly influence living standards regionally and globally.

UNIT 1: THE AUSTRALIAN ECONOMY

The focus of this unit is the study of economic decision making and economic issues of importance to the Australian economy in the twenty-first century.

UNIT 2: AUSTRALIA AND THE GLOBAL ECONOMY

The focus of this unit is the study of Australia’s external relationships and economic issues of importance in the global economy in the twenty-first century.

UNIT 3: ECONOMIC ACTIVITY AND GOALS

The focus of this unit is the study of economic activity in Australia and the factors that affect achievement of the goals of the Australian economy.

UNIT 4: ECONOMIC MANAGEMENT

The study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examinationUnit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examination: 50 %

ECONOMICS

Advice & PathwaysStudents choosing to study Economics should consider the following.

This subject will suit you if you enjoy...- Reading and memorising economic definitions;

- Problem solving and independent research; and

- Predicting the health of the economy based on current economic growth data.


The study of Economics may lead to a career path working as an Economist in a Financial Institution e.g. Bank and/or major

large scale organization, working in the finance department of an organization or working within a government department.

Other subjects that complement this subject include...- Accounting;

- Business Management; and

- Legal Studies.


With the advent of globalisation, this degree and the skills gained in Economics can be transferred to any economy in the

world. i.e. can work in any country.


LEGAL STUDIES

Advice & PathwaysStudents choosing to study Legal Studies should consider the following.

This subject will suit you if you enjoy...- Memorising facts and vocabulary;

- Argumentative discussion; and

- Being process driven.


Solicitor, Barrister, Legal Assistant, Judge, and Police Officer.

Other subjects that complement this subject include...- Business Management; and

- Economics.

Further considerationsUnit 1 focuses on Criminal Law

Unit 2 focuses on Civil Law


Unit DescriptionThis study is about the way the law relates to and serves both individuals and the community. It focuses on developing an understanding of the way in which law is generated, structured and operates in Australia.

UNIT 1: CRIMINAL LAW IN ACTION

Students examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities in law enforcement and adjudication in Victoria. Students also investigate the processes and procedures followed by courts in hearing and resolving criminal cases.

UNIT 2: ISSUES IN CIVIL LAW

Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil laws in society and how it affects them as individuals. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies.

UNIT 3: LAW-MAKING

In this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law to keep up to date with changes in society. Central to the investigation is the role played by the Commonwealth Constitution. Students learn of the role played by the Constitution and the High Court in interpreting and enforcing the Constitution, and ensuring that parliaments do not act outside their areas of power.

UNIT 4: RESOLUTION AND JUSTICE

Students examine the institutions that adjudicate criminal cases and civil disputes. They investigate methods of dispute resolution that can be used. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examUnit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examination: 50 %

LEGAL STUDIES Continued…


Health & Physical Education


HEALTH & PHYSICAL

EDUCATION

• Activity for Life• Ball Sports• Game Play • Human Relations

(compulsory)• Youth & Community Health• Outdoor & Environment

Studies (Unit 1&2)• Physical Education (Adv)

• Health & Human

Development

• Outdoor& Environment

Studies (Unit 3&4)


• Health & Human

Development




HEALTH & HUMAN DEVELOPMENT

Advice & PathwaysStudents choosing to study Health & Human Development should consider the following.

This subject will suit you if you enjoy...- Lots hands on discussion;

- Analysis of data and linking of key material; and

- Memorising specific definitions and understandings that are applied consistently throughout the course.

This subject can lead to a career pathway in the following areas...The career prospects from the subject are broad. In terms of university courses it leads to courses such as (but not limited to);

Health Science, Health Promotion, Nursing, International Studies and Aid, Nutrition, Community Health Research and Policy

Development, Humanitarian Aid Work, Allied Health Practices, Education and other types of health professions.

In terms of career pathways examples (not limited to this list) include; Nutritionist, Health Promotion Project Officer, Aid Worker,

Nurse, Community Health Officer, Youth Worker.

Other subjects that complement this subject include...- Physical Education

- Physical Education

- Food and Technology

- Psychology

- Biology


Unit DescriptionHealth and Human Development provides students with the skills and knowledge to make informed decisions about their own health and to recognise the importance of health in society. In undertaking this study, they will be able to actively participate in making appropriate choices that allow for good health and be able to seek appropriate advice. Health and Human Development enables students to understand the current ideologies of health and human development in contemporary society. Students critically evaluate the health and development of the individual across the lifespan in the context of both Australia’s and global health and human development.

UNIT 1: THE HEALTH AND DEVELOPMENT OF AUSTRALIA’S YOUTH

In this unit students are introduced to the concepts of health and individual human development. Students develop an understanding of the physical, social, emotional and intellectual changes associated with the developmental stage of youth. Students investigate one health issue in detail and analyse personal, community and government strategies or programs that affect youth health and individual human development. They also explore the importance of nutrition for the provision of energy and growth.

UNIT 2: INDIVIDUAL HUMAN DEVELOPMENT AND HEALTH ISSUES

This unit focuses on prenatal health and on the lifespan stages of childhood and adulthood. Students study the physical changes that occur from conception to birth. Students develop an understanding of the health and individual development of Australia’s children and adults, including the elderly. They explore the physical, social, emotional and intellectual changes that occur. Students will identify a range of health issues that are having an impact on Australia’s health system.

UNIT 3: AUSTRALIA’S HEALTH

Australians generally enjoy good health and are among the healthiest people in the world. The health status of Australians can be measured in many ways, such as consideration of burden of disease, health adjusted life expectancy, disability adjusted life years (DALYs), life expectancy, under-five mortality rate, mortality and morbidity rates, incidence and prevalence of disease. Despite Australia’s good health status, there is still potential for improvements. The National Health Priority Areas (NHPAs) initiative provides a national approach that aims to improve health status in the areas that contribute most of the burden of disease in Australia. Regardless of how health is measured, health is not shared equally by all Australians. Different levels of health are experienced by different groups, which can be attributed to the determinants of health, including the physical environment, biological, behavioural and social.

UNIT 4: GLOBAL HEALTH AND DEVELOPMENT

This unit takes a global perspective on achieving sustainable improvements in health and human development. In the context of this unit human development is about creating an environment in which people can develop to their full potential and lead productive, creative lives in accord with their needs and interests. It is about expanding people’s choices and enhancing capabilities (the range of things people can 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 (adapted from the United Nations Development Programme, 1990). Sustainability ‘implies meeting the needs of the present without compromising the ability of future generations to meet their own needs’ (96th plenary meeting of the UN, December 1987).



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examination.Unit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 end of year examination: 50%

HEALTH & HUMAN DEVELOPMENT Continued…


OUTDOOR & ENVIRONMENTAL STUDIES

Advice & PathwaysStudents choosing to study Outdoor and Environmental Studies should consider the following.

This subject will suit you if you enjoy...- Drawing information from your own experiences and interactions with particular outdoor environments such as rivers,

mountains, bushland, urban parks, mining/logging sites, farms and state or national parks;

- Reflecting on these environments and discussing sustainable practices and the importance of environmental health; and

- Remembering, understanding, applying, reflection and researching.

This subject can lead to a career pathway in the following areas...The career prospects from the subject are broad. In terms of university courses it leads to courses such as Environmental

Science, Outdoor Education, Sport and Outdoor Recreation.

In terms of career pathways examples are not limited to this list but could include; Environmental Conservationist, National Park

Ranger, Outdoor Recreation Officer, Outdoor Education Teacher, Environmental Scientist and Aboriginal Education Officer.

Other subjects that complement this subject include...- Physical Education;

- Health and Human Development;

- Geography; and

- Biology.

Further considerationsOutdoor and Environmental Studies is a Unit 3 and 4 subject that is offered in Year 11 only. There is an expectation and

assessment requirements that you attend all of the camps and practical experiences. In combination with this there is a

significant theoretical component to complement the practical experiences, which focuses not only on outdoor recreation but

also heavily on the environment and human interaction with the environment.


Unit DescriptionVCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments. The blend of direct practical experience of outdoor environments with more theoretical ways of knowing, enables informed understanding of human relationships with nature. Historically, humans have modified outdoor environments to meet survival, commercial, conservation and recreation needs. For many, outdoor environments have become places of adventure, relaxation, scientific study, social action and enterprise. Outdoor environments also provide space for connectedness with nature and opportunities for reflection upon the past, present and future. These varying values and approaches generate differing impacts and can cause pressures and tensions between user groups, leading to issues concerning the preservation and sustainability of outdoor environments.

PrerequisiteUnit 1 and 2 is available to Year 10 students only Unit 3 and 4 is available to Year 11 students only. Student may select Unit 3 and 4 without having done Unit 1 and 2.

UNIT 1: EXPLORING OUTDOOR EXPERIENCES

This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Students understand the links between practical experiences and theoretical investigations, gaining insight into a variety of responses to, and relationships with, nature.

UNIT 2: DISCOVERING OUTDOOR ENVIRONMENTS

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise human impact on outdoor environments. Students are provided with practical experiences as the basis for comparison between outdoor environments and reflection to develop theoretical knowledge about natural environments

UNIT 3: RELATIONSHIPS WITH OUTDOOR ENVIRONMENTS

Students explores how Australians have understood and interacted with outdoor environments over time. Students examine the unique nature of Australian outdoor environments and investigate a range of human relationships with outdoor environments, from various Indigenous cultural experiences, through to the influence of a number of major events and issues subsequent to European settlement. Students examine current relationships between humans and outdoor environments. They examine a number of ways outdoor environments are portrayed in different media; the dynamic nature of relationships between humans and their environment; and the social, cultural, economic and political factors that influence these relationships. Students engage in practical outdoor experiences that enable them to further their understanding of these key concepts.

UNIT 4: SUSTAINABLE OUTDOOR RELATIONSHIPS

This area of study explores the contemporary state of environments in Australia and the importance of natural environments for individuals and society. Students examine the nature of sustainability and, using key indicators, evaluate the health of outdoor environments. They investigate current and potential impacts of damage to outdoor environments. Students focus on the sustainability of environments in order to support the future needs of ecosystems, individuals and society, and the skills needed to be an environmentally responsible citizen.. Students develop an understanding that management strategies and policies, together with legislation and agreements, contribute to maintaining the health and sustainability of outdoor environments in contemporary Australian society. Students use their outdoor experiences to enhance their understanding and skills



Individual school decision on levels of achievement. Unit 3 School-assessed Coursework: 25%Unit 4 School-assessed Coursework: 25%End-of-year examination: 50%

OUTDOOR & ENVIRONMENTAL STUDIES Continued…


PHYSICAL EDUCATION

Advice & PathwaysStudents choosing to study Physical Education should consider the following.

This subject will suit you if you enjoy...- Developing an understanding of theoretical knowledge and then applying this knowledge in a practical setting.

This subject can lead to a career pathway in the following areas...The career prospects from the subject are broad. In terms of university courses it leads to courses such as (but not limited

to); Exercise Science, Human Movement, Physiotherapy and other related courses, Health Sciences, Sports Management,

Community Health courses and Physical Education Teaching.

In terms of career pathways examples (not limited to this list) include; Sport Scientist, Strength and Conditioning Coach,

PE Teacher, Health Promotion Officer, Community Health Project Officer, Sports Coach, Fitness Instructor, Personal Trainer,

Physiotherapist, Sports Administration, Massage Therapist.

Other subjects that complement this subject include...- Physical Education;

- Health and Human Development;

- Biology;

- Outdoor and Environmental studies; and

- Psychology.

Further considerationsOutdoor and Environmental Studies is a Unit 3 and 4 subject that is offered in Year 11 only. There is an expectation and

assessment requirements that you attend all of the camps and practical experiences. In combination with this there is a

significant theoretical component to complement the practical experiences, which focuses not only on outdoor recreation but

also heavily on the environment and human interaction with the environment.


Unit DescriptionPhysical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people. The study enables the integration of theoretical knowledge with practical application through participation in physical activities. There are opportunities for students to apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation.

UNIT 1: BODIES IN MOTION

In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Through practical activities students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement and the basic characteristics of each pathway. Students apply biomechanical principles to improve and refine movement. They use practical activities to demonstrate biomechanical principles and how the correct application of biomechanics can lead to improved performance in sport and physical activity. In Area of Study 3, there are two detailed studies: Technological advancements from a biomechanical perspective and Injury prevention and rehabilitation, 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 2: SPORTS COACHING AND PHYSICALLY ACTIVE LIFESTYLES

This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. The way in which a coach influences an athlete can have a significant effect on performance. The approach a coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching. Students are introduced to physical activity and the role it plays in the health and wellbeing of the population. Through a series of practical activities, students gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence participation in regular physical activity, and collect data to identify perceived barriers and the ways in which these barriers can be overcome.

UNIT 3: PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE

This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to Australia’s Physical Activity and Sedentary Behaviour Guidelines. Students study and apply the social-ecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.

UNIT 4: ENHANCING PERFORMANCE

Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition.



Individual school decision on levels of achievement. School-assessed coursework and an end-of-year examination.Unit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examination: 50 %

PHYSICAL EDUCATION Continued…


Languages


LANGUAGES• Greek

• Italian

• Japanese


• Greek

• Italian

• Japanese


• Greek

• Italian

• Japanese



LANGUAGES

Advice & PathwaysStudents choosing to study a Language should consider the following.

This subject will suit you if you enjoy...- Memorizing vocabulary;

- Analysing and applying new grammar;

- Listening and reading comprehension;

- Writing and speaking (solo, pair, group); and

- Being a self-disciplined and organised learner who is interested in other cultures and wants to gain cross-cultural

understandings and communication skills.

This subject can lead to a career pathway in the following areas...Languages complements all areas of studies at tertiary levels including Humanities, Sciences, Medicine, Engineering, Business

and Vocational studies. Languages are also particularly useful in careers related to Education, Law, Business, Tourism,

Hospitality, Politics, Art and Media.

Language learning could open an opportunity to study and work abroad. LOTE skills will enhance one’s study and work and

make overseas experiences more enjoyable

Other subjects that complement this subject include...- English and English Language;

- History;

- Science;

- Politics;

- Art;

- Food;

- Computing; and

- Commerce.

Further considerationsStudents need to have satisfactory skills in the LOTE to continue the subject. Consultation with the language teacher is required

for students who have background in the language and have not completed the subject in the previous year.

As a result of government policy to encourage the study of languages, a further adjustment is made during the scaling process.

Each VCE Language is adjusted up by adding five (or more) to the initial VTAC scaled study score average. All students of a

VCE Language receive an adjustment, but it is not a uniform adjustment. For study scores at or close to 30, the adjustment is

5, but the adjustment decreases as the study score moves away from 30. As an example, Japanese is scaled up about 8.

Chinese First Language classes are timetabled outside of the school day, normally an intensive session run once a week on

a Wednesday, Thursday afternoon or Saturday. The study is available to both local and international students who meet the

requirements for enrolment.


Unit DescriptionGreek is one of the most widely used languages in Australia. Historically, Greeks have made and continue to make a significant contribution to the development of Australian society. The study of Greek contributes to the overall education of students, particularly in the area of communication, but also in cross-cultural understanding, cognitive development, and literacy. Prerequisite Greek is designed for students who will, typically, have studied Greek for at least 400 hours at the completion of Year 12. It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully.

UNIT 1

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will also be taught to produce written texts independently in a range of different styles. This unit requires students to establish and maintain a spoken exchange about their personal world. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Greek. Students will also be required to produce a personal written response to a text focusing on a real or imaginary experience.

UNIT 2

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will be taught to produce written texts independently in a range of different styles. This unit requires students to participate in a role play which involves the resolution of an issue. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Greek. Students will also be required to produce a personal written text or narrative.

UNIT 3 AND 4

The areas of study comprise a range of different topics relating to the Individual, Greek-Speaking Communities and the Changing World. In Unit 4 students undertake a detailed study based on selected prescribed texts. Students should be able to express ideas through the production of original written texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts which reflect aspects of the language and culture of Greek-speaking communities.



Individual school decision on levels of achievement. School-assessed coursework and two end-of-year examinations.Unit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Units 3 and 4 examinations: 50 %

GREEK


Unit DescriptionThis study develops students’ ability to understand and use a language that is one of the official languages of the European Union and the second most widely spoken language in Australia. It also provides students with a direct means of access to the rich and varied culture of the many communities around the world for whom Italian is a major means of communication. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development and literacy. Prerequisite Italian is designed for students who will, typically, have studied Italian for at least 400 hours at the completion of Year 12. It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully. Students must also undertake Unit 3 prior to undertaking Unit 4.

UNIT 1

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will also be taught to produce written texts independently in a range of different styles. This unit requires students to establish and maintain a spoken exchange about their personal world. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Italian. Students will also be required to produce a personal written response to a text focusing on a real or imaginary experience.

UNIT 2

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will be taught to produce written texts independently in a range of different styles. This unit requires students to participate in a role play which involves the resolution of an issue. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Italian. Students will also be required to produce a personal written text or narrative.

UNIT 3 AND 4

The areas of study comprise a range of different topics relating to the Individual, Italian- Speaking Communities and the Changing World. In Unit 4 students undertake a detailed study based on selected prescribed texts. Students should be able to express ideas through the production of original written texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts which reflect aspects of the language and culture of Italian-speaking communities.




ITALIAN


Unit DescriptionJapanese has been identified as one of the priority languages from the Asia-Pacific region to be taught in Australian schools. This recognises the close economic and cultural ties between the two countries. The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also the areas of cross-cultural understanding, cognitive development, literacy and general knowledge.

PrerequisiteJapanese Second Language is designed for students who do not have a Japanese background, that is, students who have learnt all the Japanese they know in an Australian school or similar environment. These students will, typically, have studied Japanese for at least 400 hours at completion of Year 12. It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully. Students must complete application forms giving details of their background in Japanese if they wish to enrol in this study. Students must also undertake Unit 3 prior to undertaking Unit 4.

UNIT 1

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will also be taught to produce written texts independently in a range of different styles. This unit requires students to establish and maintain a spoken exchange about their personal world. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Japanese. Students will also be required to produce a personal written response to a text focusing on a real or imaginary experience.

UNIT 2

The areas of study comprise a range of themes and topics as prescribed in the VCE Study Design. A vast range of grammar is explicitly taught as a means of enhancing students’ ability to communicate orally and in writing. They will be taught to produce written texts independently in a range of different styles. This unit requires students to participate in a role-play, which involves the resolution of an issue. They are also expected to demonstrate an understanding of spoken and written texts by completing set tasks in both English and Japanese. Students will also be required to produce a personal written text or narrative.

UNIT 3 AND 4

The areas of study comprise a range of different topics relating to the Individual, Japanese- Speaking Communities and the Changing World. In Unit 4 students undertake a detailed study based on selected prescribed texts. Students should be able to express ideas through the production of original written texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Japanese-speaking communities.




JAPANESE


Unit DescriptionThe study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia.Studying Chinese can provide a basis for continued learning and a pathway for students into a number of post-secondary options. Knowledge of Chinese can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting.

PrerequisiteStudents must have Chinese as their first language to enrol in this subject. It is recommended, but not mandatory that students have completed Chinese First Language Units 1 and 2.

UNITS 3 AND 4

The areas of study for Chinese First Language comprise themes and topics, text types, kinds of writing, vocabulary and grammar. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes. The student is required to undertake a detailed study during Units 3 and 4: Language and culture through Literature and the Arts. This detailed study should enable the student to understand and appreciate aspects of language and culture through the study of texts in Chinese drawn from Literature and the Arts. It will include study of the author’s/director’s/composer’s intent, as well as the relationship between the context in which the text was produced, the text itself, the author and the audience. Students will express ideas through the production of original texts, analyse and use information from spoken texts, exchange information, opinions and experiences, analyse and use information from written texts and respond critically to spoken and written texts which reflect aspects of language and culture.



Nil School-assessed coursework and two end-of-year examinations.Unit 3 school-assessed coursework: 25 %Unit 4 school-assessed coursework: 25 %Examinations*: oral component 10% written component 40%

CHINESE as a first language


SAMPLE COURSESThe following are sample courses, which students may choose to take if their interest lies in a particular area. Please note these are

not pre set combinations of subjects but rather suggested combinations that may assist students in constructing their own VCE

program.

When choosing a VCE course it is important to remember several key points. The first being that a subject from the English group

(English/English Language/Literature/EAL) must be included as it is necessary in order for a students to satisfactorily complete their

VCE and gain entry into a tertiary level course.

The decision regarding whether or not to include a Mathematics subject in a student’s VCE course places restrictions on their

ability to gain entry into particular tertiary courses. It is therefore important that students take the Mathematics which best suits

their abilities and meets the requirements of any tertiary courses they wish to apply for. Students may choose not to include a

Mathematics subject in their VCE course but they need to carefully check the implications of this. For example, a failure to do any

Mathematics in Units 1 and 2 means that a student will be unable to gain entry into any teaching programs at University level.

Particular science subjects are also demanded for a range of science related specialisations. Chemistry is probably the one science

subject that keeps more doors open than any other, however, students need to conduct research into any specific courses they are

interested in to check the prerequisite requirements.

Students are strongly discouraged from taking more than 2 visual and performing arts subjects. We do it to assist students

managing their workload and so that they have time to work on unstructured independent projects, which tertiary institutions like to

see students present during the interview selection process, which many visual and performing arts courses require.

Sample Course Pathway - TeachingThe following diagram offers an example of suitable sample courses for students interested in becoming a Teacher. Please

note these are not pre set combinations of subjects but rather suggested combinations that may assist students in

constructing their own VCE program.

1 2 3 4 5 6

YE

AR

11 Semester 1 English

Unit 1

Health and Human

DevelopmentUnit 1

PsychologyUnit 1

LiteratureUnit 1

HistoryUnit 1

General MathsUnit 1

Semester 2 English Unit 2

Health and Human

DevelopmentUnit 2

PsychologyUnit 2

LiteratureUnit 2

HistoryUnit 2

General MathsUnit 2

YE

AR


Unit 3

Health and Human

DevelopmentUnit 3

PsychologyUnit 3

LiteratureUnit 3

HistoryUnit 3

PrivateStudy


Health and Human

DevelopmentUnit 4

PsychologyUnit 4

LiteratureUnit 4

HistoryUnit 4

PrivateStudy

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in Children’s Services, Educational Support

University: Courses at various institutions in Teaching/Education.


SAMPLE COURSES Continued…

Sample Course Pathway - Health ScienceThe following diagram offers an example of suitable sample courses for students choosing to study Science subjects. Please note

these are not pre set combinations of subjects but rather suggested combinations that may assist students in constructing their

own VCE program.

1 2 3 4 5 6

YE

AR


Unit 1

Maths Methods

Unit 1

Specialist Maths Unit 1

Chemistry Unit 1

Biology Unit 1

Physics Unit 1


Maths Methods

Unit 2


Chemistry Unit 2

Biology Unit 2

Physics Unit 2

YE

AR


Unit 3

Maths Methods

Unit 3


Chemistry Unit 3

Biology Unit 3

PrivateStudy


Maths Methods

Unit 4


Chemistry Unit 4

Biology Unit 4

PrivateStudy

This program may lead to further tertiary education and training at…TAFE: TAFE: Studying Certificates or Diplomas in Science, Laboratory Skills or Animals Technology

University: Courses at various institutions in Science and Applied Science, Biomedical Science,

Physiotherapy, Nutrition, Food Science.

Sample Course Pathway - Engineering / Info TechnologyThe following diagram offers an example of suitable sample courses for students choosing to study Incormation Technology

subjects, which may lead to a career in the Engineering or Technology fields. Please note these are not pre set combinations of

subjects but rather suggested combinations that may assist students in constructing their own VCE program.

1 2 3 4 5 6

YE

AR


Unit 1

Maths Methods

Unit 1

General Maths Adv.

Unit 1

Information Technology

Unit 1

Product DesignUnit 1

Physics Unit 1


Maths Methods

Unit 2

General Maths Unit 2


Unit 2


Physics Unit 2

YE

AR


Unit 3

Maths Methods

Unit 3

Further Maths Unit 3


Unit 3


PrivateStudy


Maths Methods

Unit 4

Further Maths Unit 4


Unit 4


PrivateStudy

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in Information Technology, Networking, Web Design, Engineering (civil, mechanical, electrical).

University: Courses at various institutions in Engineering, Environmental Science, Computer Science.



Sample Course Pathway - Art & DesignThe following diagram offers an example of suitable sample courses for students choosing to study Art and Design subjects.

Please note these are not pre set combinations of subjects but rather suggested combinations that may assist students in


1 2 3 4 5 6

YE

AR


Unit 1Art

Unit 1MediaUnit 1

HistoryUnit 1

Philosophy Unit 1



ArtUnit 2

MediaUnit 2

HistoryUnit 2

Philosophy Unit 2


YE

AR


Unit 3Art

Unit 3MediaUnit 3

HistoryUnit 3

Philosophy Unit 3

PrivateStudy


ArtUnit 4

MediaUnit 4

HistoryUnit 4

Philosophy Unit 4

PrivateStudy

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in 2D/3D Design, Visual Arts, Visual Merchandising.

University: Courses at various institutions in Visual Arts Education, Fine Arts, Advertising, Industrial Design,

Communication Design, Architecture.

Sample Course Pathway - Performing ArtsThe following diagram offers an example of suitable sample courses for students choosing to study Performing Arts subjects.

Please note these are not pre set combinations of subjects but rather suggested combinations that may assist students in


1 2 3 4 5 6

YE

AR


Unit 1DramaUnit 1

MusicUnit 1

General MathsUnit 1

Psychology Unit 1

Health and Human

DevelopmentUnit 1


DramaUnit 2

MusicUnit 2

General MathsUnit 2

Psychology Unit 2

Health and Human

DevelopmentUnit 2

YE

AR


Unit 3DramaUnit 3

MusicUnit 3

General MathsUnit 3

Psychology Unit 3

PrivateStudy


DramaUnit 4

MusicUnit 4

General MathsUnit 4

Psychology Unit 4

PrivateStudy

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in 2D/3D Design, Visual Arts, Visual Merchandising.

University: Courses at various institutions in Visual Arts Education, Fine Arts, Advertising, Industrial Design,

Communication Design, Architecture.



Sample Course Pathway - HumanitiesThe diagrams on the following pages offer an example of suitable sample courses for students choosing to study Humanities

subjects. Please note these are not pre set combinations of subjects but rather suggested combinations that may assist students

in constructing their own VCE program.

1 2 3 4 5 6

YE

AR


Unit 1HistoryUnit 1

GeographyUnit 1

Legal StudiesUnit 1

LOTE ItalianUnit 1



History Unit 2

Geography Unit 2

Legal Studies Unit 2

LOTE Italian Unit 1


YE

AR


Unit 3History Unit 3

Geography Unit 3


LOTE Italian Unit 1

Private Study


History Unit 4

Geography Unit 4


LOTE Italian Unit 1

Private Study

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in Liberal Arts, Justice.

University: Courses at various institutions in Law, Arts, Social Science, Social/Youth Work, Politics, Policy Development,

International Relations.

Sample Course Pathway - Commerce and BusinessThe following diagram offers an example of suitable sample courses for students choosing to study Humanities subjects,

specialising in Commerce and Business subjects. Please note these are not pre set combinations of subjects but rather

suggested combinations that may assist students in constructing their own VCE program.

1 2 3 4 5 6

YE

AR


Unit 1

Maths Methods

Unit 1

Legal StudiesUnit 1

Business Management

Unit 1

Accounting Unit 1

General MathsUnit 1


Maths Methods

Unit 2

Legal StudiesUnit 2

Business Management

Unit 2

Accounting Unit 2

General MathsUnit 2

YE

AR


Unit 3

Maths Methods

Unit 3

Legal StudiesUnit 3

Business Management

Unit 3

Accounting Unit 3

PrivateStudy


Maths Methods

Unit 4

Legal StudiesUnit 4

Business Management

Unit 4

Accounting Unit 4

PrivateStudy

This program may lead to further tertiary education and training at…TAFE: Studying Certificates or Diplomas in Accounting, Business Administration.

University: Courses at various institutions in Commerce, Business, Marketing, Economics and Finance , International Trade, Management,

Human Resource Management.


COMPULSARY STUDENT CHOICES

YEAR 11

English subject Unit 1 and 2:

YEAR 12


Study Periods


YEAR 11


YEAR 12


Study Periods


YEAR 11


YEAR 12


Study Periods

MY POTENTIAL YEAR 11 AND 12 COURSES



YEAR 11


YEAR 12


Study Periods


YEAR 11


YEAR 12


Study Periods


YEAR 11


YEAR 12


Study Periods

MY POTENTIAL YEAR 11 AND 12 COURSES


NOTES


Pascoe Vale Road, Strathmore Victoria 3041

Phone: 03 9379 7999 Fax: 03 9379 2812

Web: www.strathmore.vic.edu.au

University of Melbourne RMIT University

Australian Catholic UniversityBus

Route 512

Northern Metrolpolitan Institute of TAFE (NMIT)

BELL STCR

AIGIEBURN TRAIN LIN

E

WOODLAND ST

PASC

OE V

ALE

RD

PASCOE VALE RD

REYNARD ST

Victoria University

MelbourneAirport

KANGAN Institute

Cross KeysReserve

Kelvin Thomson

Park

TULLAMARINE FWY M2

TULLAMARINE FW

Y M2

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year 11 12 vce - strathmore secondary college · in 2016 you will be studying the victorian...

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