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2021

Course

Selection Guide

Years 9, 10, 11 & 12

Mount Eliza Secondary College

2

Course Selection Guide 2021

The distribution of this Course Selection Guide is an important part of the process designed to help you make informed choices for your future pathway, both here at the College, over the next four years, and beyond. Mount Eliza Secondary College offers an outstanding range of possibilities, to cater for all students. During Year 9 you will be able to select several elective subjects to support your learning in a variety of Learning Areas. You will also be able to choose subjects in which you have a particular talent or interest. Year 10 students will be able to choose either a specific VCAL pathway or one designed for either VCE or VCAL in the later years. In Years 11 and 12 students will choose to study either for their VCAL or VCE or VCE (Baccalaureate) certificate. Within either of these certificates students may study VET subjects.

To assist you in this important decision making process you will have access to advice from a course counselling team. They will be able to answer questions and give recommendations based on your interests, future career aspirations and past academic performance. It is imperative that you have undertaken thorough preparation for the counselling sessions.

The Year 9 curriculum at Mount Eliza Secondary College is based on a core and elective program. It is designed to provide students with the skills and knowledge for entry to VCE or VCAL. Students will select a program that will consist of six units for each semester giving a total of 12 units in all. The Year 10 curriculum at Mount Eliza Secondary College is based on a core and elective program. It is designed to provide students with the skills and knowledge for entry to either a VCE or VCAL pathway. Students will select a program that will consist of six units for each semester giving a total of 12 units in all. Students should note that to be eligible for the award of the VCE (Baccalaureate), students will be required to meet the requirements of satisfactory completion of the VCE and:

• satisfactorily complete a Units 3 and 4 sequence from English or Literature or English Language with a minimum study score of 30 or English as an Additional Language (EAL) with a minimum study score of 33

• satisfactorily complete a Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics

• satisfactorily complete a Units 3 and 4 sequence in a VCE Language. VCE students will need to study 12 (semester length) units in Year 11, and 10 (semester length) units in Year 12. The page ‘Selecting your Units of Study’ and the descriptions of subjects offered will assist in planning your course. VCAL students will undertake a course of core subjects at school each semester in addition to a VET course and a Work Placement. Details about any VCAA courses or subjects can be found on the website at www.vcaa.vic.edu.au. You will be informed about the detailed rules and requirements of VCE, VCAL and VET as you are introduced to your senior years. A Senior School Administrative Handbook will also be available on Compass. We wish you well in your deliberations and study.

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Table of Contents

Title Page

YEAR 9 COURSE INFORMATION

Selecting Subjects at Year 9 4

Subject Levies and Dates 5

Year 9 Core Subjects 6

Year 9 Elective Subjects 10

YEAR 10 COURSE INFORMATION

Selecting Subjects at Year 10 18

Subject Levies and Dates 22

Year 10 Core Subjects 23

Year 10 Elective Subjects 26

YEARS 11 and 12 COURSE INFORMATION

Senior Program Options - What is VCE, VCAL & VET? 33

Selecting your VCE subjects 36

VCAL Studies 38

Dates 40

Subject Levies 41

Subject Listing (VCE) 42

Subject Listing (VCAL information) 81

Vocational Education and Training (VET) 85

School Based Apprenticeship & Traineeship (SBAT) 86

VET subjects and descriptions 87

Useful Websites 123

Course Counselling interviews this year will be conducted via Teams. Bookings can be made via

Compass. A notification will appear on your dashboard. Please follow the link to make an appointment and a member of our leadership team will contact you at the appointed time.

Parents/guardians must be available with their student to use Microsoft Teams.

4

Selecting Subjects at Year 9

The Year 9 curriculum at Mount Eliza Secondary College is based on an International Baccalaureate core and elective program. It is designed to provide students with a further opportunity to apply inquiry skills and learner profile attributes specific to each domain of learning. Throughout the year, students will study Language and Literature, Individuals and Societies, Mathematics, Language Acquisition (Indonesian), Science and Health and PE for the entire year. Students will be able to choose electives to supplement this core program. Each study will adopt the IB inquiry model, while maintaining expectations from the Victorian Curriculum Framework. We ask students to choose carefully. Assistance in making choices can be gained from several areas: your mentor, the careers coordinator, subject teachers, and the Wellbeing Leaders are happy to provide advice. When making choices, students should give thought to what they are interested in and what they are good at and select subjects based on their own preference, NOT those of their friends. If students choose a subject that they are good at and enjoy, there is a good chance of success. Each unit is assessed fully during each semester. Therefore it is essential that students keep up with their assessment tasks and submit work by the due date. Many practical subjects also have large written components which are compulsory. A small number of subjects incur additional materials costs. A place in these units is contingent on payment of materials costs.

The following information is a guide to subject selection.

1. Students must complete the following compulsory units. a. LANGUAGE and LITERATURE Semester 1 and 2 b. INDIVIDUALS and SOCIETIES Semester 1 and 2 c. MATHEMATICS Semester 1 and 2 d. LANGUAGE ACQUISITION (Indonesian) Semester 1 and 2 e. SCIENCE Semester 1 and 2 f. HEALTH AND PE Semester 1 and 2

2. All Year 9 students are encouraged to select elective subjects from most of the following broad

Areas of Learning: i. The Arts

ii. Humanities iii. Technology iv. Outdoor Education v. Science

During the counselling process the breadth of student’s subject selections will be examined and adjustments made if required.

5

Subject Levies at Year 9

The following charges will be required to be paid by all students enrolling in the subject indicated

below. These charges represent extra materials that are required to complete the course and

enrolment will only be confirmed when these payments are made.

To secure enrolment all payments for electives are required by Friday 20th November

LEARNING AREA SUBJECT NAME YEAR LEVEL LEVY

CONNECT Semester 1 and 2 Year 9 $100

THE ARTS

Dance Elective Year 9 $100

Media Elective Year 9 $90

Performance Arts Year 9 $35

Visual Arts Elective Year 9 $95

Visual Communication Design Elective Year 9 $85

ENGLISH & HUMANITIES

Creative Literature Year 9 $20

Language and Literature Semester 1 and 2 Year 9 $30

Individuals & Societies Semester 1 and 2 Year 9 $30

Humanities Elective Year 9 $20

HEALTH AND PHYSICAL EDUCATION

Health & Physical Education Semester 1 & 2 Year 9 $150

Outdoor Education Semester 1 (Surf) Year 9 $320

Outdoor Education Semester 2 (Snow) Year 9 $410

LANGUAGE ACQUISITION

Indonesian Semester 1 and 2 Year 9 $80

MATHEMATICS

Mathematics Semester 1 and 2 Year 9 $90

SCIENCE

Science Core Semester 1 and 2 Year 9 $90

Forensic Science Elective Year 9 $50

DESIGN, CREATIVITY & TECHNOLOGY

Food Elective Year 9 $200

Design Technology in Wood & Metal Elective Year 9 $90

Textiles Elective Year 9 $80

IMPORTANT DATES TO REMEMBER

EVENT DATE

Last day to book Course Counselling Interview - parent Friday 21st August

Compass Publication of Levies to families – families are able to pay in full or take up the option to pay by 4 equal instalments or payment plans

Monday 26th Oct(week of)

Payment Plans of differing intervals and options available at the office, if you would like to take this option, please do so by this date

Monday 9th November

VET fees due in full Friday 20th November

Subject Descriptions for Year 9 Students in Year 9 are part of the International Baccalaureate Middle Years Program. The core subjects that students experience are developed with the IB philosophy in mind, and assessed against the IB MYP and Victorian Curriculum Frameworks. Further information on MYP at Mount Eliza Secondary College can be found in the MYP Handbook on our website. Further information on the Victorian Curriculum can be found via https://www.vcaa.vic.edu.au/foundation10/Pages/f10index.aspx

CORE SUBJECTS AT YEAR 9

Year 9 CONNECT PROGRAM Core (Compulsory Unit for each Semester)

In Year 9, students will participate in Immersion Days that focus upon Service Learning, Careers, and Wellbeing. Students collaborate with teachers and external facilitators to reflect upon the impact of their choices, to act with integrity and to further develop their resilience. A transition program for the senior pathway also provides students with the opportunity to evaluate their current interests and skills. Immersion days may include:

- Careers development sessions to develop employability skills, personal interests, resume and cover letter support. Students also undertake a personalised careers assessment and have 1:1 interviews to discuss the results of the assessment.

- Personal development workshops delivered by external support agencies such as the Reach Foundation, Tomorrow Man and Rustic Pathways

- Elevate study practices Proposed Subject Cost: CONNECT Semester 1 & 2: $100 per year

Year 9 LANGUAGE & LITERATURE Core (Compulsory Unit for each Semester)

These units are designed to further develop students’ ability to speak, listen, read, view and write with enjoyment, purpose, effect and confidence. It also encourages understanding of the ways in which language varies according to context, purpose, audience and content. A broad range of texts is studied, and the focus is the capacity to discuss and analyse critically. Proposed Subject Cost: Language and Literature Semester 1 & 2: $30 per year

https://www.vcaa.vic.edu.au/foundation10/Pages/f10index.aspx

7

Year 9 INDIVIDUALS & SOCIETIES Core (Compulsory Unit for each Semester)

Individuals and Societies incorporates disciplines traditionally studied in the Humanities, such as History, Geography, Civics and Citizenship and Economics. The subject aims to explore the processes that have shaped and which continue to shape different societies and cultures, to appreciate the common humanity shared across time and distance, and to evaluate the ways in which humans have faced and continue to face different challenges. Students collect, describe and analyse data used in studies of societies, and learn how to interpret complex information, including original source material.

Proposed Subject Cost: Individuals and Societies Semester 1 & 2: $30 per year

Year 9 HEALTH & PHYSICAL EDUCATION Core (Compulsory Unit for each Semester)

Health and Physical Education in Year 9 at Mt Eliza Secondary College will expose students to a balance of practical and theoretical experiences. There will be a focus on developing movement skills and concepts students require to participate in physical activities with confidence and competence. The knowledge, understanding, skills and disposition students develop through movement in health and physical education at our College will encourage ongoing participation across their lifespan and in turn lead to positive health outcomes. In addition, students will develop and use strategies to promote a sense of personal identity and well-being and to build and manage respectful relationships. An extensive personal, social and community health program will be delivered which will include personal development workshops. These workshops will be supplemented with support from external providers.

Practical classes, Sport Education and some sporting events, will expose students to a range of

activities that could include team sports and individual challenges. Regular involvement in both

elements of the course is compulsory to assist the students in understanding and learning through, in

and about movement.

Proposed Subject Cost: Health & PE Semester 1 & 2: $150.00 per year

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Year 9 SCIENCE Core (Compulsory Unit for each Semester)

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world by exploring the unknown, investigating universal mysteries, making predictions and solving problems. The Science curriculum provides opportunities for students to develop an understanding of important scientific concepts and processes, the practices used to develop scientific knowledge, the contribution of science to our culture and society, and its applications in our lives.

During Year 9 and Year 10 all students will study a core Science subject for the whole of each year. In

addition, students can choose an additional elective in each semester of both Year 9 and Year 10.

Students who wish to study sciences in VCE are strongly encouraged to enrol in the electives.

Proposed Subject Cost: Science Semester 1 & 2: $90 per year

Year 9 LANGUAGE ACQUISITION (Indonesian) Core (Compulsory Unit for each Semester)

The study of language prepares students for a world in which intercultural communication and

understanding are becoming increasingly important. Students learn to understand the multicultural

and multilingual nature of Australian society and a globalising world which is and highly mobile.

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world. The acquisition of the language is valued as central to developing critical thinking, and is considered essential for the cultivation of intercultural awareness and the development of internationally minded and responsible members of local, national and global communities. (MYP Language acquisition guide)

• Cooking

• Teen life

• Travel

• Arts and entertainment

• Climate and environment

Study Tours are offered to students of Indonesian, where possible.

Proposed Subject Cost: Language Acquisition (Indonesian) Semester 1 & 2: $80.00 per year

9

Year 9 MATHEMATICS Core (Compulsory Unit for each Semester)

During Year 9 all students will study Mathematics for both Semester 1 and Semester 2.

On completion of this Mathematics programme students studying Mathematics successfully at Vic

Curriculum level 10 would most likely choose to study General Mathematics at VCE level. Students

who consistently achieve above Level 10 assessments may choose to study VCE Mathematical

Methods/Specialist Mathematics when in Year 11.

The diagram represents the most common pathways in Mathematics although there are many other combinations of pathways to suit student needs

YEAR 9 YEAR 10 YEARS 11 and 12

Specialist Mathematics

Working towards Vic Curr Level 10

Working at Vic Curr 10A

Mathematical Methods

Achieving Vic Curr Level 9


General/Further

Mathematics Working towards

Vic Curr Level 9


VCAL Numeracy

Proposed Subject Cost: Mathematics Semester 1 & 2: $90 per year

Need above the

standard results

10

ELECTIVE SUBJECTS AT YEAR 9

Year 9 CREATIVE LITERATURE ELECTIVE This elective invites students to explore their own creativity by studying works of literature, their genre, their ideas, and how they are crafted. Students will gain insight into how to develop their own voice through studying the techniques of other writers and will be encouraged to experiment and take risks when creating their own work. Some of the areas explored will include genre, characterisation, figures of speech, setting, and themes. The range of text types may include novels, short stories, speeches, drama, song, graphic novels and poetry. Students will be able to make choices based on their areas of interest. Proposed Subject Cost: Creative Literature Elective $20 per semester Confirmation of enrolment will not be made until payment is received. To secure enrolment in this elective please

pay via Compass (instalment or in full) or organise a tailored Payment Plan at the office by 9th November. If

arrangements are not made by this date, full payment for this elective will be expected by 20th November. As an

elective, this subject will only proceed if enough interest is sought and confirmed

Year 9 DANCE ELECTIVE

In Year 9 Dance students will be provided with opportunities to experience and enjoy dance as an art form as they perform, compose and appreciate dance works from a range of styles and genres (ballet, jazz, contemporary, hip/hop and street). Students study an integrated course whereby the skills and practices of performance, compositions and analysis are developed. Students will work on technique development through practical workshops (both in the classroom and out in the dance industry) and learning a whole class dance work. This subject enables students to express ideas creatively to communicate ideas and themes physically through the development of their own personal movement vocabulary. Course Content Includes:

• Introduction to anatomy and safe dance practices

• Introduction to technical skills and body actions

• Exploration of elements of movement (space, time and energy) in manipulating the qualities

of movement

• Importance of spatial awareness and organisation when working in groups

• Introduction to the principals of choreography through structured improvisation and

through own routines.

• Investigation into the evolution of particular dance genres/styles.

Proposed Subject Cost: Dance Elective: $100.00 per Semester

Confirmation of enrolment will not be made until payment is received. To secure enrolment in this elective please




11

Year 9 VISUAL ARTS ELECTIVE

For the past 65,000 years art has been one of the most important means of communicating ideas and images, from Cave Art to Street Art. It defines who we are as individuals and our identity as a nation. Art is a powerful tool which encourages you to become a more aware, curious and creative person who can positively impact our world. In Visual Arts students create artworks based on their own personal experiences and surroundings. Themes explored provide the student with a deeper understanding of their own environment and culture and the world of Art. The course aims to encourage students to: ● Think and act creatively and to think critically ● Encourage visual imagination ● Develop practical skills in a wide range of artistic techniques and media areas such as drawing, painting, printmaking, stencilling, ceramics and sculpture. Students will keep a Visual Arts Process Diary in which they will document their different experiences during the art course. The Visual Arts course in Years 9 and 10 is a perfect way to lead into the VCE Studio Arts Unit 1 & 2 study. *You do not have to a great artist to elect Visual Arts; we will teach you the skills. All that you need is to be enthusiastic and open to new ideas.

Proposed Subject Cost: Visual Arts Elective: $95.00 per Semester





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Year 9 VISUAL COMMUNICATION DESIGN ELECTIVE

Link to course information podcast

The Visual Communication Design course aims to develop an understanding and awareness of design in both a historical and modern era. Students will develop a range of technical skills and rendering techniques and increase their understanding and use of methods, media and materials.

Students will learn how to design and communicate information visually and understand the difference between graphic design and designing in the environment. Students will learn a range of drawing techniques including observational sketches, perspective drawings, orthogonal, freehand drawing and also rendering with a range of media use. Students will become skilled in identifying and using the Design Elements and Design Principles and build skills with Adobe Photoshop, Illustrator and Archicad design software.

Proposed Subject Cost: Visual Communication Design Elective $85 per semester Confirmation of enrolment will not be made until payment is received. To secure enrolment in this elective please




Year 9 PERFORMANCE ARTS ELECTIVE


Link to student description podcast

Do you dream of being on stage? Perhaps you enjoy being involved behind the scenes as a director, sound manager or choreographer? In this elective, students will gain experience in developing their communication, collaboration and creativity skills in a supportive and fun environment, presenting student devised and scripted performances for audiences. Students will have the opportunity to explore ways of expressing themselves, incorporating elements of drama, movement and music from a variety of styles and cultures. Students will develop their expressive skills (voice, movement, facial expressions) and performance skills (focus, timing, actor/audience relationship) and expand their knowledge on the use of stagecraft to enhance performance. They will view and evaluate student devised and professional performances.

Proposed Subject Cost: Performance Arts Elective: $35.00 per Semester





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Visual-Communication-Design-VCD-Course-outline-7fc8

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Performing-Arts-Year-9-Course-Outline-d033

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Performing-Arts-Year-9-Student-experience-6a7e

13

Year 9 MEDIA ELECTIVE



The world of Media is constantly changing and growing. Every day we engage with a variety of forms

on various devices. Would you like to become a content creator in this exciting digital future?

This course will explore a range of media such as photos, film, music videos, animations, video games,

social media, radio, websites, print media, documentaries and graphic novels, in order to understand,

analyse and create. Students who undertake Media will engage in the program as both creator and

audience, enabling students to improve their creative, digital communication and critical thinking

skills. This course is highly beneficial for those looking to pursue Media and will provide a number of

skills that will support learning across the curriculum and in our increasingly digital society.

Proposed Subject Cost: Media Elective: $90.00 per Semester





Year 9 FORENSIC SCIENCE ELECTIVE


This elective will cover various aspects of forensic science and does not repeat the core science curriculum.

This elective explores the science behind the ever changing world of the Forensic Investigator. Topics covered include:

• Fingerprints • Hair and fibre • Blood, blood splatter and DNA • Entomology, death and decay • Crime scene analysis • Ballistics, impact and collisions • Anthropology, facial reconstruction • Soil analysis • Forensic chemistry

Proposed Subject Cost: Forensic Science Elective $50 per semester





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Media-Year-9-10-Course-Outline-b9c7

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Media-Student-experience-7865

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Forensic-Science-Year-9-Course-Outline-8526

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Year 9 OUTDOOR EDUCATION ELECTIVE

Outdoor Education involves the study of natural ecosystems and the techniques required to journey

through these environments. Students study the history, characteristics, flora, fauna, human uses and

conservation of a range of ecosystems and participate in a series of excursions and camps.

Students will develop skills to effectively respond to environmental, social and economic challenges

required by young people to be creative, innovative, enterprising and adaptable, with the motivation,

confidence and skills to use critical and creative thinking purposefully to their surrounds. The outdoor

environment will be used as a landscape to explicitly evaluate and apply thinking skills which enables

students to develop an increasingly sophisticated understanding of the processes they can employ

whenever they encounter both the familiar and unfamiliar adventure scenarios.

Students planning to study VCE Outdoor and Environmental Studies are advised to study a minimum

of one semester of Outdoor Education.

OUTDOOR EDUCATION SURF: (SEMESTER 1)

Students complete a study of coastal environments and the skills required for safe surfing and other

aquatic activities. Topics covered include flora and fauna of the coast, wave formation, weather, water

safety, and basic surf skills. Students develop their practical skills through:

• surf lessons

• 2-day surf camp

Students complete study of forest environments and skills required to complete an overnight

bushwalk. Topics covered include Victorian forest types, map reading, navigation, menu planning,

minimal impact and categories of National Parks. Students develop their practical skills through:

• a Trangia cooking session

• 2-3 day bushwalking camp

• Camp preparation

Proposed Subject Cost: Outdoor Education Surf Elective: $320.00 per Semester





15

OUTDOOR EDUCATION SNOW: (SEMESTER 2)

Students complete a study of alpine environments and the skills required to cross-country ski. Topics

covered include characteristics of snow, equipment and clothing, role of technology, hypothermia,

snow safety and conservation of alpine environments. Students develop their practical skills through:

• Ice skating excursion

• Ski experience

Students complete a study of river environments and the skills required to complete a 2-day canoe

camp. Topics covered include the water cycle, water as a finite resource, historical and contemporary

uses of rivers and paddling skills and techniques. Students develop their practical skills through:

• Canoeing practice session

• Overnight canoe camp

Proposed Subject Cost: Outdoor Education Snow Elective: $410.00 per Semester

Confirmation of enrolment will not be made until payment is received. To secure enrolment in this

elective please pay via Compass (instalment or in full) or organise a tailored Payment Plan at the office by 9 th

November. If arrangements are not made by this date, full payment for this elective will be expected by 20th

November. As an elective, this subject will only proceed if enough interest is sought and confirmed

Year 9 HUMANITIES ELECTIVE

THE WORLD IN WHICH WE LIVE This elective invites students to explore the world past, present and future, through the lens of the Victorian Curriculum Capabilities. Using an Inquiry approach, students will have freedom to explore notable individuals and events that have had an impact on societies around the globe. Some areas covered will be slavery, civil rights (USA), and environmental movements. If you have a keen interest in History, Economics, Geography and Civics & Citizenship, this elective will further develop skills and knowledge as you progress into senior pathways. Some big questions you may explore are……

• What is the future of communication?

• Are all human beings essentially the same?

• Can we truly understand each other?

• Are walls and borders necessary?

• Are we really a global community?

• What environmental choices have an impact on societies?

Proposed Subject Cost: Humanities Elective $20 per semester





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Year 9 FOOD ELECTIVE

Link to course information podcast Food coursework gives students an opportunity to have hands on experience with a range of ingredients, equipment and preparation and processing techniques. The MYP Design Cycle is followed and over the Semester two Units are completed. The weekly double lesson is conducted in the Food Studies kitchen where students are involved in food preparation/cooking and inquiring/analysing along with developing ideas takes place in the single lesson. Global Food: This unit will focus on food from around the world and the function of ingredients in a recipe. Students will explore Indigenous foods and flavours and investigate the major influences on the Australian food culture and the kinds of foods/dishes different countries have introduced into our homes, supermarkets and restaurants and cook some of these foods. Students will also select a country to complete an inquiry based research task. Back in Time for Dinner: Students go on a time-travelling adventure to discover how the food we eat transformed the way we live, the fabric of the nation and defined family roles - starting in post-war 1950s. Students explore how a family's palate goes on a culinary tour as they experience the changing face of Aussie cuisine. After travelling 60 years back in time, students forge into the future and get a glimpse of what may likely be on our plates.

As with all year levels in Food there is a focus on safety and hygiene and food preparation skills and techniques. Every lesson students receive feedback from the teacher which reflects the student’s classroom behaviour, time management, cleaning and overall quality of their product. Proposed Subject Cost: Food Elective $200 per semester





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Food-Technology-Year-9-Course-Outline-8772

17

Year 9 TEXTILES ELECTIVE



Do you like designing, sewing, knitting, weaving, constructing, and creating from a variety of materials and are you interested in the notion of using materials in a sustainable way? Or, would you just love to learn to use a sewing machine? Then Textiles is for you! You will be working on an individual project that provides a sustainable solution to an everyday problem - such as up-cycling clothing, making products from a range of materials into wearable items such as clothes, bags, hats, shoes or decorative products such as cushions, wall hangings and pictures. In the MYP option you will research your family history and look at fashion, culture and transfer that

information to your design

Proposed Subject Cost: Textiles Elective: $80.00 per Semester





Year 9 DESIGN TECHNOLOGY IN WOOD & METAL ELECTIVE

Link to course information podcast Youtube Information: https://youtu.be/1GIyOMoFpks

We live in a changing world with a rapidly growing population and we have natural resources that we need to protect, so it is vital to learn how to utilise design to create environments that are healthy and sustainable. The Design Technology curriculum is one of the few opportunities that students have to develop a way of thinking that involves the need to test ideas and think outside of the square.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Textiles-Year-9-10-Course-Outline-99cc

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Textiles-Year-9-10-Student-experience-523d

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Design-Technology-Course-Outline-b68b

https://youtu.be/1GIyOMoFpks

18

The skills and knowledge which students establish in Design Technology are transferrable to all walks of life. The primary skills which you will learn are the ability to think critically and creatively, to be able to brainstorm ideas and then to deliver a variety of solutions to any particular given complex design situation. Students engage in a range of practical activities during the development of a design project. The syllabus focuses on students using a variety of technologies and tools in the production of quality design projects. They will work in three different spaces throughout the semester including the Wood and Metal workshops and the Design Studio. Students are required to complete a minimum of three and a maximum five units of work which address at least three areas of design. In each of the projects, students will learn how to be creative in their thinking, planning and designing whilst developing a wide range of useful skills. Students enjoy the variety of tasks and challenging nature of design and technology, which enables them to maximise their individual talents and capabilities for life-long learning. This is the ideal subject if you are interested in working creatively with your hands. You will learn about hand and power tools and how to use them safely and effectively, how to weld using a MIG and Oxygen/Acetylene welders, participate in practical workshops and build your own unique projects. Proposed Subject Cost: Design Technology in Wood & Metal Elective $90.00 per semester





Selecting Subjects at Year 10

The Year 10 curriculum at Mount Eliza Secondary College is based on a core and elective program. It is designed to provide students with the skills and knowledge for entry to either a VCE or VCAL pathway. Students in year 10 will be exposed to the same expectations in Senior School, giving them an opportunity to experience curriculum and learning relevant to potential senior pathways. Some students will choose a pathway which will allow them to begin working on the Victorian Certificate of Applied Learning. Students working towards their Victorian Certificate of Applied Learning certificate will undertake a school-based program for 3 days per week where they will study a =core curriculum covering Literacy, Numeracy, Personal Development and Work-Related Skills. For the other 2 days per week, Year 10 students undertaking this pathway will study a VETiS certificate and will undertake Structured Workplace Learning. This may be structured within a School Based Apprenticeship and Training program (SBAT).

The remaining students will participate in a CONNECT programme designed to provide students

with the skills and knowledge for entry into VCE. This pathway will also develop students’ skills for

entry into VCAL at Year 11. All students will study Mathematics, English, Science and Health and PE

for the entire year and will participate in a CONNECT programme. These students will study a Unit

1/2 (Year 11) subject. Over the year the students will study a further 4 semester length elective

subjects. This program is designed to provide students with the opportunity to develop their skills

and knowledge in preparation for Years 11 and 12 across a wide variety of subjects whilst providing

an opportunity for students to pursue study within areas of particular interest to them.

We ask students to choose carefully. Assistance in making choices can be gained from a number

of areas: your mentor, the careers co-ordinator, subject teachers, and the Year 10 and 11 co-

ordinators are happy to provide advice.

When making choices students should give thought to their career aspirations and select subjects

based on their own preference NOT those of their friends. If students choose a subject that they

are good at and enjoy, there is a good chance of success.

Each unit is assessed fully during each semester. Therefore, it is essential that students keep up

with their assessment tasks and submit work by the required due dates. Many practical subjects

also have large written components which are compulsory.

A small number of subjects incur additional materials costs. A place in these units is contingent on

payment of materials costs.

The following information is a guide to subject selection.

20

PATHWAY 1: Towards VCE

1. All students complete the CONNECT programme throughout Year 10.

2. Students must complete the following compulsory units.

a. ENGLISH Semester 1 and 2 b. MATHEMATICS Semester 1 and 2 c. SCIENCE Semester 1 and 2 d. HEALTH AND PE Semester 1 and 2

3. Students are encouraged to complete a VCE subject during Semester 1 & 2. The VCE subject could be a VET subject (students wishing to study a VET subject are highly encouraged to begin study in Year 10). During Course Counselling, Personal Learning reports and Academic results will be used to determine appropriate subject selection.

The purpose of this is to:

• provide opportunities for students to extend and challenge themselves beyond the

programs offered at Year 10;

• stimulate the ongoing development of a culture supportive of striving for excellence;

• provide opportunities for students to increase their university entrance scores by

completing a program of six studies with study scores;

• introduce students to the demands of VCE studies.

Please refer to the description of VCE and VET subjects in the second half of this booklet.

The recommendation is to choose subjects which:

• you like and are interested in;

• you are good at; and ones where

• you would like to further develop your skills.

Students should also think about what they would like to study in Years 11 and 12 to ensure

that they develop the necessary skills and knowledge in these areas during Year 10.

a. Students may choose to expand their learning in Languages by choosing to study:

i. a Language Other than English elective (INDONESIAN)

• This elective runs for the entire year so counts as two electives.

• If students wish to be eligible for the VCE (Baccalaureate) one of the requirements is to complete a VCE Language at VCE Units 3 and 4. If students wish to be eligible for the VCE (Baccalaureate) they will also need to study this language throughout Years 9-11.

ii. an English elective

b. All Year 10 students are encouraged to select subjects from most, if not all of the following broad Areas of Learning:

i. The Arts ii. Humanities

iii. Technology iv. Outdoor Education v. Science

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During the counselling process the breadth of student’s subject selections will be examined and adjustments made if required.

PATHWAY 2: VCAL

1. Students undertaking this pathway will undertake a core program of Literacy, Numeracy,

Personal Development and Work-Related Skills.

2. Students are required to complete a VETiS subject and Work Placement or an SBAT during

Semester 1 and 2.

The purpose of this is to provide opportunities for students to:

• extend and challenge themselves beyond the programs offered at Year 10

• begin working towards a qualification – VET certificate

• commence a compulsory aspect of the VCAL certificate.

Please note: It is each student’s responsibility to source and organise their own Work Placement.

At time the Career’s Counsellor may be able to provide some initial contact details.

Please refer to the description of VETiS / SBAT subjects in the second half of this booklet. The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for Year 10 students. The

VCAL gives you practical, work related experience, as well as literacy and numeracy skills and the

opportunity to build personal skills that are important for life and work. Students who choose to do

the VCAL are likely to be interested in going on to training at TAFE, doing an apprenticeship, or getting

a job after completing school.

VCAL will be useful for students whose planned career pathway does not require an ATAR score.

VCAL is studied under five compulsory strands:

Strand 1: Literacy Skills.

Strand 2: Numeracy Skills.

Strand 3: Industry Specific skills are usually drawn from Vocational Education and Training (VET)

programs, VCE VET subjects or through the training component of a Traineeship or a

School Based Apprenticeship & Traineeship (SBAT).

Strand 4: Work Related Skills are undertaken through participation in a school-based course.

Strand 5: Personal Development Skills requires you to participate in team-based projects and / or

structured activities that will develop your teamwork skills, self-confidence and other

skills important for life and work. Project work will be through school based activities.

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VCAL has three levels – Foundation, Intermediate and Senior. Certificates are awarded for the

successful completion of each of the levels. It is envisaged at MESC that, in most cases, Year 10

students will study for the Foundation Certificate.

VCAL courses are designed to suit individual needs and students electing this pathway will have

extensive course counselling with the Student Pathways Coordinator and / or Year 10 Coordinators.

Vocational Education and Training (VET)

The Vocational Education and Training (VET) in schools program combines general VCAL studies

with vocational training and hands-on training and practice in the workplace. VET in schools

programs are fully recognised by the VCAA and contribute to a unit 1-4 sequence OR a unit 1-2

sequence.

Successful completion of a VET in the VCAL program provides students with the ability to articulate

into further vocational education and training courses with, in many cases, credit being given

towards an apprenticeship.

Students may be required to complete 40— 80 hours of Structured Workplace Learning (SWL) out

of school hours, usually during the holidays.

Programs are optional, and they do involve additional costs: Full payment of VET levies must be made before enrolment is confirmed with the course providers.

School Based Apprenticeship & Traineeship (SBAT)

School Based Apprenticeships & Traineeships are also a recognised program within VCAL.

In order to participate in this programme, students need to find an employer willing to participate

in the scheme. The College will then assist the student and the employer to make the necessary

arrangements with a registered training organisation. An additional cost is associated with the

monitoring of the apprenticeship.

**Any student interested in a VET subject should discuss this with Mrs Leanne Paterson, Student

Pathways Coordinator. Many of the VET courses available are listed later in this booklet.

For more detailed information please see VCAL Senior Program options page 38 and 81

Students selecting a VCAL program will be required to choose either a VET course or organise a

Traineeship / School Based Apprenticeship & Traineeship (SBAT). If these requirements are not met,

the student will not be enrolled in VCAL and will be required to select a general Year 10 course.

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YEAR 10 SUBJECT LEVIES The following charges will be required to be paid by all students enrolling in the subject indicated


enrolment will only be confirmed when these payments are made.


LEARNING AREA SUBJECT NAME YEAR LEVEL LEVY

CONNECT Semester 1 and 2 Year 10 $100

VCAL

VCAL Year 10 $490

VET Year 10 Various

SBAT Year 10 Various

THE ARTS

Media Elective Year 10 $90

Drama Elective Year 10 $35

Studio Arts Elective Year 10 $95

Visual Communication Design Elective Year 10 $90

ENGLISH & HUMANITIES

English Semester 1 & 2 Year 10 $60

Humanities Elective Year 10 $20

HEALTH AND PHYSICAL EDUCATION

Health & Physical Education Semester 1 & 2 Year 10 $70

Advanced Health & PE Elective Year 10 $40

LANGUAGE

Indonesian Semester 1 and 2 Year 10 $135

MATHEMATICS

Mathematics Semester 1 and 2 Year 10 $90

SCIENCE

Science Semester 1 and 2 Year 10 $90

Advanced Science Elective Year 10 $50

DESIGN, CREATIVITY & TECHNOLOGY

Food Studies Elective Year 10 $200

Product Design and Technology Elective Year 10 $90

Textiles Elective Year 10 $90


EVENT DATE

VET deposits due ($100 non-refundable) Friday 16th October




Monday 9th November


CORE SUBJECTS AT YEAR 10

CONNECT PROGRAM Core (Compulsory Unit for each Semester)

All year 10 students are involved in the CONNECT programme. The programme offers students with the opportunity to work in small teams in a broad set of learning activities.

- Sport Education classes three weeks prior to term by term interschool sport competitions - Various activities including excursions and incursions - Careers development sessions to develop employability skills, personal interests, resume

and cover letter support - An extensive personal, social and community health program in Term 3 - Personal development workshops delivered by external support agencies such as the Reach

Foundation, Tomorrow Man and Rustic Pathways

Proposed Subject Cost: CONNECT Semester 1 & 2: $100 per year

YEAR 10 ENGLISH Core (Compulsory Unit for each Semester)

These units are designed to further develop students’ ability to speak, listen, read, view and write with

enjoyment, purpose, effect and confidence. It also encourages understanding of the ways in which

language varies according to context, purpose, audience and content. A broad range of texts is

studied, and the focus is the capacity to discuss and analyse texts and language critically. The course

also aims at exposing students to the requirements of VCE English. Proposed Subject Cost: English Semester 1 & 2: $60 per year

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Year 10 HEALTH & PHYSICAL EDUCATION Core (Compulsory Unit for

each Semester)

The year 10 Health and Physical Education program will expose students to a balance of practical and theoretical experiences. There will be a focus on developing movement skills and concepts students require to participate in physical activities with confidence and competence. The knowledge, understanding, skills and disposition students develop through movement in Health and Physical Education at our College will encourage ongoing participation across their lifespan and in turn lead to positive health outcomes. In addition, students will access and evaluate information to take positive action to protect, enhance and advocate for their own and others health, well-being, safety, and physical activity across their life span.

Practical experiences will expose students to a range of activities that could include team sports and individual challenges. Regular involvement in both elements of the course is compulsory to assist the students in understanding and learning through, in and about movement.

Proposed Subject Cost: Health & PE Semester 1 & 2: $70 per year

Year 10 SCIENCE Core (Compulsory Unit for each Semester)

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world by exploring the unknown, investigating universal mysteries, making predictions and solving problems. The Science curriculum provides opportunities for students to develop an understanding of important scientific concepts and processes, the practices used to develop scientific knowledge, the contribution of science to our culture and society, and its applications in our lives.

During Year 9 and Year 10 all students will study a core Science subject for the whole of each year. =Students can choose an additional elective in each semester of both Year 9 and Year 10. Students who wish to study sciences in VCE are strongly encouraged to enrol in the electives.

Year 9 Science will include the study of body systems, ecosystems and global cycles, atomic structure, materials and chemical reactions, and electric circuits.

Year 10 Science will include the study of genetics and inheritance, evolution, chemical reactions, electromagnetism, Newton’s Laws, plate tectonics and astrophysics.

Proposed Subject Cost: Science Semester 1 & 2: $90 per year

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Year 10 MATHEMATICS Core (Compulsory Unit for each Semester)

During Year 10 all students will study Mathematics for both Semester 1 and Semester 2. All students

in Year 10 study Mathematics at the same time. This allows greater flexibility in arranging focus groups

to better meet the needs of students.

On completion of this Mathematics programme students studying Mathematics successfully at

Victorian Curriculum level 10 would most likely choose to study General Mathematics at VCE level.

Students who consistently achieve above Level 10 assessments may choose to study VCE

Mathematical Methods/Specialist Mathematics when in Year 11.

The diagram represents the most common pathways in Mathematics although there are many other combinations of pathways to suit student needs

YEAR 9 YEAR 10 YEARS 11 and 12



Working at Vic Curr 10A

Mathematical Methods



General/Further

Mathematics Working towards

Vic Curr Level 9


VCAL Numeracy

Proposed Subject Cost: Mathematics Semester 1 & 2: $90

Need above the

standard results

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ELECTIVE SUBJECTS AT YEAR 10

Year 10 DRAMA ELECTIVE



Do you dream of contributing to the exciting world of performing arts? In this elective, students will expand their communication and collaboration skills to explore and respond creatively to drama, in a variety of performance styles. Students will have the opportunity to refine their use of playmaking skills (including brainstorming, improvisation and rehearsal) to create and present both student devised and scripted performances for audiences. Students will engage in practical workshops to develop their expressive skills (voice, movement, facial expressions) and performance skills (focus, timing, actor/audience relationship) and expand their knowledge on the use of production areas to enhance performance. They will document their playmaking process and view and evaluate student devised and professional performances. This subject is an excellent choice for students interested in pursuing pathways into VCE Performing Arts. Proposed Subject Cost: Drama Elective: $35.00 per Semester





Year 10 MEDIA ELECTIVE


Within an increasingly digital society, interaction with media technologies is an essential part of

everyday life. Would you like to learn the skills to master media communication and creation?

Media offers students opportunities to engage with media & technology to understand, analyse and

create media products. This course will explore a range of media forms including: photography, film,

animation, radio, print and digital media. When exploring these forms, students will be using media

technology from cameras and micro drones to studio lighting and Photoshop. Students who undertake

Media Arts will engage in the program not just as a creator but also as a critical audience member,

learning about the various techniques utilised by Media creators to engage and influence audience

members within different forms and genres of media. Through this course, students will improve their

creative, digital communication and critical thinking skills. This course is highly beneficial for those

looking to pursue VCE Media Studies.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Drama-Year-10-Course-Outline-2bea

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Drama-Year-10-Student-experience-3eb2

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Media-Year-9-10-Course-Outline-b9c7

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Proposed Subject Cost: Media Elective: $90 per semester





Year 10 STUDIO ARTS ELECTIVE

For the past 65,000 years art has been one of the most important means of communicating ideas and images, from Cave Art to Street Art. It defines who we are as individuals and our identity as a nation. Art is a powerful tool which encourages you to become a more aware, curious and creative person who can positively impact our world. In Visual Arts students create artworks based on their own personal experiences and surroundings. Themes explored provide the student with a deeper understanding of their own environment and culture and the world of Art. The course aims to encourage students to: ● Think and act creatively and to think critically ● Encourage visual imagination ● Develop practical skills in a wide range of artistic techniques and media areas such as drawing, painting, printmaking, stencilling, ceramics and sculpture. Students will keep a Visual Arts Process Diary in which they will document their different experiences during the art course. The Visual Arts course in Years 10 is a perfect way to lead into the VCE Studio Arts Unit 1 & 2 study. *You do not have to a great artist to elect Visual Arts; we will teach you the skills. All that you need is to be enthusiastic and open to new ideas.

Proposed Subject Cost: Studio Arts Elective: $95 per Semester





Year 10 VISUAL COMMUNICATION DESIGN ELECTIVE


In this study students learn the basis of all design – The Design Elements & Design Principles. They learn how to draw in freehand and use drawing instruments. Students use computer software and manual methods to develop designs for clients and specific target audiences. Students explore communication, industrial and environmental design, including; Architectural, Fashion and Promotional design.

Students will develop an understanding of how ideas and information can be shown visually and learn how to research and analyse examples of visual communication to inform and influence their own work. Students will also develop skills in research, using different media, materials, methods and working to a given design brief.

Proposed Subject Cost: Visual Communication Design Elective: $90 per semester





Year 10 ADVANCED HEALTH & PHYSICAL EDUCATION ELECTIVE


The Health and Physical Education elective at Year 10 provides a sound introduction to the content

students will learn in the VCE subjects:

• Physical Education

• Health and Human Development

The physical education component of the course will allow students an opportunity to develop and

acquire an understanding of the sports science behind how the body functions and moves.

Theoretical concepts will include a range of anatomical, biomechanical, physiological and skill

acquisition principles.

In relation to health, students will examine health and wellbeing as dynamic concepts that are influenced by various health indicators. Students will consider Australian and global contexts as they investigate variations in health status between populations at local, regional and global levels. Practical lessons will be used to apply theory and consolidate learning.

Proposed Subject Cost: Advanced Health Elective: $40 per semester

Confirmation of enrolment will not be made until payment is received. To secure enrolment in this elective

please pay via Compass (instalment or in full) or organise a tailored Payment Plan at the office by 9th

November. If arrangements are not made by this date, full payment for this elective will be expected by 20th

November. As an elective, this subject will only proceed if enough interest is sought and confirmed


http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Advanced-Physical-Education-Year-10-Course-Outline-8a03

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Year 10 ADVANCED SCIENCE ELECTIVE


This elective will cover various aspects of advanced science across the subjects offered in VCE- Chemistry, Physics, Biology and Psychology.

This elective will cover topics across Chemistry, Biology, Physics and Psychology to an advanced level in preparation for VCE studies, covering the key science skills including experimental design and the scientific posters.

Topics covered may include the following:

Biology Chemistry Physics Psychology

• Cells structure and function

• Mitosis/meiosis • Osmosis/diffusion • Photosynthesis and

respiration

• Formula writing and balancing equations

• The mole • Organic chemistry • Types of bonding

• Mechanics • Electricity/electroni

cs • Vectors • Light

• Neurons and synapses

• The brain • Neurotransmitters

and the effects of drugs

• Memory and intelligence

Proposed Subject Cost: Science Elective: $50 per semester





Year 10 HUMANITIES ELECTIVE

This elective provides an opportunity for students to consider these important questions through learning and understanding how societies are influenced by historical, geographical, economic and social factors. The program will provide students with the opportunities to explore world events and their impact on rights and freedoms and they will apply their learning to identify and investigate an area of personal interest. Areas of study may include WWII and other conflicts, civil rights issues and the impact of globalisation in areas such as popular culture, the environment movement, migration experiences and politics. Some of the big questions may explore are …

• Rights and freedoms - does everyone have them?

• Should we accept all refugees?

• Do we need war to achieve peace?

• Freedom fighters or terrorists?

• Does anyone really win a war?

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Advanced-Science-Year-10-Course-Outline-94fd

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• Environmental sustainability - is it a myth?

• Can I make a difference?

Proposed Subject Cost: Humanities Elective: $20 per semester





Year 10 FOOD STUDIES ELECTIVE Link to course information podcast Food Studies coursework gives students an opportunity to have hands on experience with a range of ingredients, equipment and preparation and processing techniques. Each week students will investigate and generate ideas in single lessons and be provided the time to cook a product in double lessons. Master Chef: This Unit in Year 10 Food will focus on the science of food. Just like Heston Blumenthal and other famous chefs you will investigate the wonders of the kitchen and cook using your understanding of ingredients. For example, why does sugar turn into toffee when heated to a very high temperature or how do the properties of eggs allow a quiche to set. Learning about food science gives you a greater understanding of what role each ingredient plays in a recipe and therefore the knowledge to modify or create your own recipe.

Becoming an informed Foodie: This Unit in Year 10 Food will focus on food production and the environment. Topics that will be explored include farming practices and sustainability; choosing seasonal produce and ethically sound foods; developments in new technologies and feeding an increasing world population. Double lessons will involve cooking products based on these topics. As with all year levels in Food Studies there is a focus on safety and hygiene and food preparation skills and techniques. Each lesson students receive feedback from the teacher which reflects the student’s classroom behaviour, time management, cleaning and overall quality of their product.

Proposed Subject Cost: Food Studies Elective: $200.00 per Semester





Year 10 INDONESIAN ELECTIVE

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Food-Technology-Year-10-Course-Outline-d15a

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The study of language prepares students for a world in which intercultural communication and

understanding are becoming increasingly important. Students learn to understand the multicultural

and multilingual nature of Australian society and a world that is globalising and highly mobile.

The study of a language at this level is connected to all fields relevant to the students such as their

future pathways of study and their possible careers. Texts, activities and domains are selected that

draw on the contexts in which languages such as Indonesian is used in Australian society, including

the many study and occupational fields in which a second language is useful, locally and globally. By

the end of Year 10, students will have a functional level of competency in Indonesian.

Language must be studied continuously as the skills and content are cumulative. Please note that it is

not possible to commence the study of a language in Year 11. If a student wishes to continue their

study of a language into Year 11 and 12 they must study the language for both semesters in Year 10.

In this course, students will deepen their understanding and appreciation of the Indonesian language

as they develop their listening, speaking, reading and writing skills. Students will learn about the

Indonesian-speaking world and through this, gain a greater understanding of their own language and

culture.

This course will build upon the knowledge acquired from Years 7 to 9. Students’ knowledge and

understanding of Indonesian structures will increase and their communication skills in listening,

speaking, reading and writing will develop through the study of Indonesian in context. Topics students

will study include:

• Food and the market (which may include a restaurant visit)

• Film studies including film reviews

• Jobs and careers

• How to ask for and give directions, using current city maps, including a city scavenger hunt

• Environmental issues

• Students will participate in a Melbourne Zoo tiger behind the scenes experience (included in

cost)

Study Tours are offered to continuing Language students in Indonesian, where possible.

Proposed Subject Cost: Indonesian Elective: $135.00 per year





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Indonesian-Year-10-Course-Outline-d0c7

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Indonesian-VCE-Student-experience-1673

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Year 10 PRODUCT DESIGN AND TECHNOLOGY ELECTIVE

Link to course information podcast YouTube Link: https://youtu.be/1GIyOMoFpks

We live in a changing world with a rapidly growing population and we have natural resources that we need to protect, so it is vital to learn how to utilise design to create environments that are healthy and sustainable. The Design Technology curriculum is one of the few opportunities that students have to develop a way of thinking that involves the need to test ideas and think outside of the square. The skills and knowledge which students establish in Design Technology are transferrable to all walks of life. The primary skills which you will learn are the ability to think critically and creatively, to be able to brainstorm ideas and then to deliver a variety of solutions to any particular given complex design situation. Students engage in a range of practical activities during the development of a design project. The syllabus focuses on students using a variety of technologies and tools in the production of quality design projects. They will work in three different spaces throughout the semester including the Wood and Metal workshops and the Design Studio. Students are required to complete a minimum of three and a maximum five units of work which address at least three areas of design. In each of the projects, students will learn how to be creative in their thinking, planning and designing whilst developing a wide range of useful skills. Students enjoy the variety of tasks and challenging nature of design and technology, which enables them to maximise their individual talents and capabilities for life-long learning. This is the ideal subject if you are interested in working creatively with your hands. You will learn about hand and power tools and how to use them safely and effectively, how to weld using a MIG and Oxygen/Acetylene welders, participate in practical workshops and build your own unique projects.

Proposed Subject Cost: Product Design and Technology Elective: $90.00 per Semester







34

Year 10 TEXTILES ELECTIVE



Are you into fashion and design? Do you like sewing or have a good eye for what you could make out

of a piece of material? Then Textiles is for you!

In this course you will be given the opportunity to design and construct

your own creations both from a recycled garment and from a pattern

and your choice of material.

You will research a fashion designer of your choice and investigate

their design ideas and garments and earn how to read and sew from a

pattern to make a garment of your choice.

Theory and practical sewing are components of this course and all lessons will be hands on using sewing machines and hand sewing techniques. Proposed Subject Cost: Textiles Elective: $90.00 per Semester





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Textiles-Year-9-10-Course-Outline-99cc

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Textiles-Year-9-10-Student-experience-523d

Senior Program Options Year 11 & 12

Year 12 Orientation Camp

All students completing year 12 in 2021 will be expected to attend a three-day orientation camp at

The Summit, Trafalgar. The camp has an emphasis on team building, goal setting, facing your fears and

how to mentally prepare for year 12. The camp runs the last three days of the 2020 school year,

usually just before Jump Start (dates to be confirmed).

What are VCE, VCAL and VET?

General Information

Mount Eliza Secondary College offers a range of post-compulsory education courses and subjects. The courses have four main pathways— Scored VCE (Baccalaureate), Scored VCE, Non-Assessment VCE and VCAL. The College also offers a number of Vocational Education and Training (VET) programs.

VCE: VICTORIAN CERTIFICATE OF EDUCATION

The Victorian Certificate of Education (VCE) is the certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment. The Victorian Certificate of Education is generally taught in Year 11 and 12. All VCE studies are organised into units (VCE subjects typically consist of four units; each unit covers one semester of study). Each unit comprises a set number of outcomes (usually two or three); an outcome describes the knowledge and skills that a student should demonstrate by the time the unit is completed. On completing a unit, a student receives either a 'satisfactory' (S) or 'non-satisfactory' (N) result. Students are not required to complete all the units of a subject as part of the VCE course, meaning they are able to change subject choice between Year 11 and Year 12.

Minimum Requirements The minimum requirements for a student’s program for satisfactory completion of a VCE Pathway is 16 units which includes:

• at least THREE consecutive units from the English Group, TWO of which must be a Unit 3–4 sequence (English, English EAL or Literature)

AND • THREE sequences of other Units 3 and 4 studies other than English, which can

include VCE VET sequence.

At MESC students study more than the minimum 16 units so that they have a ‘top 4’ selection and gain ‘bonus’ results.

36

VCE (Baccalaureate)

The Victorian Government, through VCAA, developed a new award the VCE (Baccalaureate). To be eligible for the award of the VCE (Baccalaureate), students will be required to meet the requirements of satisfactory completion of the VCE and:

• satisfactorily complete a Units 3 and 4 sequence from English or Literature or English Language

with a minimum study score of 30 or English as an Additional Language (EAL) with a minimum

study score of 33

• satisfactorily complete a Units 3 and 4 sequence in either Mathematics Methods or Specialist

Mathematics

• satisfactorily complete a Units 3 and 4 sequence in a VCE Language.

If a student does wish to study at a course at tertiary level which requires an ATAR then a student must satisfactorily complete their VCE with both “S” results for Units 3 and 4 in any subject in the English field (at least one English field subject is compulsory) and at least sixteen units in total. They will need to complete all of their SACs and sit all their end of Year 12 examinations.

The Victorian Certificate of Applied Learning (VCAL)

VCAL is a hands-on option for students in Years 10 - 12. VCAL gives students practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is an accredited secondary certificate. Students completing their VCAL certificate will not obtain an ATAR.

VET in SCHOOLS (VETiS)

VET in Schools (VETiS) is designed to expand opportunities and pathways for senior secondary students. VETiS comprises nationally recognised VET certificates undertaken by secondary school students as part of their Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL). VETiS provides a vocationally oriented program of studies and are typically delivered through partnership between the school, industry and Registered Training Organisations. Some certificates include opportunities for students to participate in structured workplace learning. Students enrolled in VETiS may also combine study and employment through School Based Apprenticeships and Traineeships which allow students to do an apprenticeship or traineeship while they undertake their VCAL. Entry to VCE and VCAL is not automatic

The Year 11 and 12 Coordinators have a responsibility to ensure that each student puts forward a program of study that allows them to succeed at this level. It is each student’s responsibility to demonstrate, during Year 10, that he or she has developed the range of skills necessary to enable him or her to confidently take on their chosen VCE or VCAL program. It would be irresponsible of the College to allow any student to proceed with a program if the student had not been judged as being capable of satisfactorily completing such a program. The three key areas that will be assessed in each case are:

1. Attendance;

2. Academic ability; and

3. Work ethic.

Specific judgments about the suitability of a student to enter a particular pathway, and to take up particular subjects, will include but not be limited to:

37

4. The student needs to have a very good attendance record. In Years 11 and 12 students must

have less than a 5% VCE/VCAL unapproved absence rate to satisfactorily complete their

subjects. Students need to demonstrate the ability to meet this requirement during Year 10.

5. VCAL requires a wide variety of skills including the ability to work independently and within

teams. Students need to be able to follow directions and need to demonstrate a solid work

ethic. Students need to demonstrate these skills clearly during Year 10.

6. The student must have achieved an ‘At the AUSVELS standard’ result in English to undertake

VCE Units 1/2 English;

7. The student must have achieved an ‘At the AUSVELS standard’ result for the vast majority of

assessments completed during Year 10 in most of their subjects. A student not obtaining this

result would be considered an unlikely candidate for the VCE program since; at this level it

would be unlikely that the student would achieve success;

8. The student must have achieved an ‘At the AUSVELS standard’ result in Year 10 subjects

relevant to the VCE Units 1/2 subjects they wish to study;

9. In most situations to undertake study in a particular VCE subject at the Unit 3/4 level

students need to satisfactorily complete at least one Unit of this subject at Year 11 level and

must achieve C results in the majority of their assessments in this subject.

10. To undertake a full Unit 3/4 VCE program, students need to satisfactorily complete at least 4

subjects (8 units) at the Unit 1/2 level. Students not achieving this should consider an

alternative pathway or may be eligible to complete a three year VCE program.

The College believes that, in the majority of cases where students have performed poorly at a level leading up to the Senior School, they should attempt to satisfy the requirements of that level in order to adequately develop the skills required to succeed at Year 11 and 12.Students who achieve outstanding results after undertaking a Unit 3/4 sequence at Year 11 may also have the opportunity of undertaking a first year university (Year 13) subject during Year 12. Entry into such programs, where available, would need to be discussed with the Senior School Coordinators.

Student Declaration

Before undertaking any VCE or VCAL studies, all students must sign an agreement to abide by the VCAA regulations. It is therefore important to recognise that by undertaking these studies it is the individual student who is responsible for supplying ‘complete and accurate information’ to the Authority with regard to personal details, and that it is the student who agrees to the rules and instructions relating to the VCE and VCAL assessment programs and matters of discipline. Early next year each student will be able to access the College Administrative Handbook on Compass. The Handbook will contain detailed information about the rules the VCAA, the College and students adhere to in implementing the VCE and VCAL programs.

Attendance

“Students need to attend sufficient class time to undertake the course work and associated assessment tasks. Work done in class time is necessary to allow work to be authenticated.” [VCAA VCE/VCAL Administrative Handbook]. Students must attend 95% of all timetabled classes. Where attendance is unsatisfactory the student may be awarded ‘N’ (Not Satisfactory) for Unit Outcomes and therefore will not be able to satisfactorily complete the Unit. Any absences must be approved by the Senior School Leader through the submission of either a Medical Certificate OR additional

documentation.

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Selecting your VCE subjects

Before you select a course of study it is important that you consider the following questions:

Student Pathways

What do I want to do in the future? What are my goals?

• Go to university or T.A.F.E.?

• Do an apprenticeship?

• Get a job?

Whatever your ambitions, be sure you know what is required to be studied at Year 11 and 12 to assist you in achieving your goals. Some tertiary institutions set out particular subjects that are prerequisites to qualify for admittance; some courses give strong recommendations of what subjects should have been studied. Details of prerequisite subjects can be obtained from the Student Pathways Coordinator (Careers Advisor), Year Level Coordinators and tertiary institutions.

Do I have the ability to handle the subjects or course I wish to undertake?

Generally, a positive performance (at the standard or better in at least some assessment tasks) in that subject (or a closely related subject) can be a good indication of likely achievement at the Year 11 level. If for example, you have struggled with Mathematics in previous years, it would be most difficult to cope with a full Mathematics course at Year 11 or 12.

Does that subject interest me?

This is important because if you have a definite interest in a subject, or a related area, this is a good indicator that you are likely to succeed in that subject.

Does the subject choice provide for a balanced course?

If you are not completely sure about your future career choice, be careful to choose subjects that leave your options open. A broad course provides for flexibility so that if you do not obtain your first career choice, you can change your mind about the career you have chosen.

Do I understand the nature of the subject(s) I am selecting?

Students are faced with selecting subjects which are new to them as there are no Year 10 direct counterparts in some subjects. It is therefore crucial to work carefully through the description of each

subject so that you have a proper understanding of what that subject involves.

DO NOT choose subjects on the basis of who the teacher may be, or what

your friends may choose.

N.B: Course specialisation is greater at Year 11 than in any previous year, therefore,

an inappropriate decision now may be difficult to reverse at a later date.

CONSULT with your Mentor, Course Counsellor, Senior School Leaders,

the Careers Coordinator, subject teachers, parents and other appropriate

persons before making final decisions.

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Requirements of VCE Areas of Study

There are over 40 individual studies in the VCE, including Vocational Education and Training (VET) programs, organised into different fields of study. Of these studies, the majority will be available next year. Of these, only English Units 1 & 2 are compulsory in Year 11.

Unit Outcomes & School Assessed Coursework

Outcomes refer to key knowledge and key skills specified in each study. Each VCE unit includes a set of two to four outcomes which must be achieved for satisfactory completion of the unit.

Achievement of the outcomes is based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.

School assessed coursework is made up of the assessment tasks specified in the study design. The assessment tasks are part of the regular teaching and learning program; they must be completed mainly in class time within a limited time frame.

At Units 3 & 4, marks will be allocated for the coursework assessment tasks and will contribute to the final study score. These marks will be reported to VCAA. Marks in Units 1 & 2 will be used only for internal reporting and do not contribute to the ATAR. (Australian Tertiary Admission Rank).

The final study score issued for Units 3 & 4 will be a compilation of marks allocated for coursework marks and exam results.

VCAA Requirements:

NOTE: To obtain an ATAR, satisfactory completion of both Units 3 & 4 of an

English study is required.

It is essential that prospective Year 11 students plan a full 22-unit

program prior to commencing their Year 11 studies.

In order to attain your VCE Certificate, you must satisfactorily complete a minimum of

16 units including:

3 units from the English group (2 of these must be from Units 3 & 4)

3 other Unit 3 & 4 sequences (6 units which could include a VET sequence)

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VCAL Studies

Victorian Certificate of Applied Learning (VCAL)

The Victorian Certificate of Applied Learning (VCAL) is a senior secondary accredited certificate for students in Years 10 – 12. VCAL allows flexible entry and exit at each year level within a set of school set criteria. Completion of VCAL is awarded at three levels, at year 10 Foundation certificate, at year 11 Intermediate certificate and year 12 Senior certificate. A VCAL week is structured as follows:

- 3 school days - 1 day to complete a VET certificate - 1 day to gain work experience or SBAT (School based apprenticeship/traineeship).

School days are structured to explore numeracy, literacy, personal development and work-related skills. VCAL students will not receive an ATAR.

Victorian Certificate of Applied Learning (VCAL)

The Victorian Certificate of Applied Learning (VCAL) is a senior secondary accredited certificate for students in Years 10 – 12. VCAL allows flexible entry and exit at each year level within a set of school criteria. Completion of VCAL is awarded at three levels, at year 10; Foundation certificate, at year 11; Intermediate certificate and year 12; Senior certificate. A VCAL week is structured as follows:

- 3 school days (with a 1.15pm finish of formal classes to allow for community work/catch up/personal development set on an individual student basis)

- 1 day to complete a VET certificate - 1 day to gain work experience or SBAT (School based apprenticeship/traineeship).

School days are structured to explore numeracy, literacy, personal development and work-related skills. VCAL students will not receive an ATAR.

VCAL is studied under five compulsory strands:

Strand 1 - Literacy Skills

Strand 2 - Numeracy Skills

Strand 3 - Industry Specific skills; Vocational Education and Training (VET) and School Based Apprenticeship & Traineeship (SBAT)

Strand 4 - Work Related Skills are undertaken through participation in a school based course.

Strand 5 - Personal Development Skills require you to participate in team based student led projects that may be school or community based.

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To be awarded a VCAL qualification, students must successfully complete a program that contains a minimum of 10 credits. A credit is gained for successful completion of a unit of study. A unit of study can be:

1. one VCAL unit 2. one VCE unit 3. 90 hours of completed VET modules or units of competence and/or FE modules.

It is compulsory at the Intermediate and Senior levels that students complete an accredited VET unit to meet the Industry Specific skills strand. At MESC we also require students at Intermediate and Senior levels to complete work experience on one of their non-school days.

SBAT

A School Based Apprenticeship & Traineeship (SBATs) allows you to work as a paid part time trainee or apprentice whilst completing your secondary education at school. The program offers you a chance to get a head start in the industry you choose whilst completing the last two or three years of your education. For further information you must see Mrs. Leanne Paterson, Student Pathways Coordinator.

SBAT’s are normally undertaken by VCAL students and usually satisfy the industry related skills strand. VCE students wishing to do an SBAT need to proceed with approval from senior school and pathways office – SBAT’s can contribute to VCE as a 10 % increment /block credit. Part time traineeships done outside school hours can also contribute to VCE and VCAL – students undertaking training in their part time job should bring their training plan to Leanne Paterson in the careers office in order for these to be applied to your studies.

Vocational Education and Training (VET)

The Vocational Education and Training (VET) in schools program combines general VCE / VCAL studies with vocational training and hands-on training and practice in the workplace. VET in schools programs are fully recognised by the VCAA and contribute to a unit 1-4 sequence OR a unit 1-2 sequence.

Successful completion of a VET in the VCE/VCAL program provides students with:

· two qualifications: a Victorian Certificate of Education or a Victorian Certificate of Applied Learning issued by the VCAA and a nationally recognised VET Certificate issued by a Registered Training Organisation (RTO);

· two Statements of Results issued by the VCAA giving details of units completed in the VCE and competencies completed in the VET qualification;

· the ability to articulate into further vocational education and training courses with, in many cases, credit being given towards an apprenticeship.

· the opportunity to have a positive effect on VCE student’s Australian Tertiary Admission Rank (ATAR) which can improve access to further education. These effects only occur if the Unit of Competencies undertaken within the certificate are the correct AQF level. In some programs this means the student will receive a Study Score in the same way they would for a traditional VCE

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subject. This can count as one of their top 4 subjects as contributing fully towards the ATAR. If this does not occur the student gains an increment towards their ATAR;

Students may be required to complete 40— 80 hours of Structured Workplace Learning (SWL) out of school hours, usually during the holidays.

Programs are optional, and they do involve additional costs: Full payment of VET levies must be made before enrolment is confirmed with the course providers.


EVENT DATE

VET deposits due ($100 non-refundable) Friday 16th October




Monday 9thNovember


Most Unit 3 and 4 subjects include a levy to cover the cost of producing revision booklets and providing practice examinations. Some Unit 1- 4 subjects include a levy which will subsidise the cost of students accessing online video lectures and practice examinations developed by Edrolo. Each subject typically has 6-10 hours of videos which students can access 24/7 for 12 months. Students can use these videos to prepare for the study of a new topic, to consolidate learning during class time, to support their revision for SACs and in their preparation for their examinations. Students may watch the videos as many times as they like, they may pause videos so they can make notes and they can bookmark videos and assess their learning so that they know what learning they need to consolidate later. If students purchased this access directly from the company they would typically pay $99 per subject.

YEAR 11 & 12 SUBJECT LEVIES The following charges will be required to be paid by all students enrolling in the subject indicated


enrolment will only be confirmed when these payments are made. Unpaid charges may result in your

place being given to another student


SUBJECT Units 1 & 2 Units 3 & 4

VCAL Year 11 $490 Year 12 $490

Year 12 Orientation Camp $350

The Arts

Drama $92 $92

Media $120 $120

Studio Arts $127 $178

Visual Communication Design $127 $178

Music $200 $200

VET Music (Tech Production) Cert III $600 $600

VET Music (Music Performance) Cert III $600 $600

English

English $52 $92

English as a Second Language (EAL) $52 $92

Literature $52 $67

Health and Physical Education

Health & Human Development $74 $89

Outdoor & Environmental Studies $898 $898

Physical Education $159 $174

Languages

Indonesian as a Second Language $31 $61

Chinese as a First Language $31 $31

Mathematics

General Mathematics Year 11 $110 N/A

Further Mathematics Year 12 N/A $175

Mathematical Methods $65 $100

Specialist Mathematics $65 $100

Science

Biology $130 $175

Chemistry $110 $120

Physics $150 $150

Psychology $150 $155

The Humanities

Accounting $52 $67

Business Management $52 $67

History $52 $67

Legal Studies $52 $67

Technology

Food Studies $350 $300

Product Design & Technology $118 $164

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Alphabetical listing of subjects

ACCOUNTING VCE Accounting explores the financial recording, reporting, analysis and decision-making processes

of a sole proprietor small business. Students study both theoretical and practical aspects of

accounting. They collect, record, report and analyse financial data, and report, classify, verify and

interpret accounting information, using both manual methods and information and communications

technology (ICT). Students apply critical thinking skills to a range of business situations to model

alternative outcomes and to provide accounting advice to business owners. In business decision-

making, financial as well as ethical considerations (incorporating social and environmental aspects)

should be taken into account.

Accounting involves modelling, forecasting and providing advice to stakeholders through the process

of collecting, recording, reporting, analysing and interpreting financial and non-financial data and

accounting information. This data and information is communicated to internal and external

stakeholders and is used to inform decision-making within the business with a view to improving

business performance. Accounting plays an integral role in the successful operation and

management of businesses. VCE Accounting prepares students for a university or TAFE vocational

study pathway to commerce, management and accounting, leading to careers in areas such as

financial accounting, management accounting, forensic/ investigative accounting, taxation,

environmental accounting, management and corporate or personal financial planning.

Unit 1: Role of accounting in business

Unit 2: Accounting and decision-making for a trading business Introduction VCE Accounting 2019–

2023 5 February 2019

Unit 3: Financial accounting for a trading business

Unit 4: Recording, reporting, budgeting and decision-making Each unit deals with specific content

contained in areas of study and is designed to enable students to achieve a set of outcomes for that

unit. Each outcome is described in terms of key knowledge and key skills.

Proposed Subject Cost: ACCOUNTING 1 & 2: $52 ACCOUNTING 3 & 4: $67





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BIOLOGY Link to course information podcast


Biology is the study of life. In Biology, students will study the processes that sustain and maintain life at a cellular, system, species and ecosystem level. Students will also use key science skills to undertake investigations into these processes in a variety of contexts. These contexts include:

• The structure and function of cells and how the shape of a cell is related to its function.

• How substances move in and out of a cell and how this affects the survival of plants, animals and

other organisms.

• How the body maintains a constant environment, how this can be disrupted due to illness and

how by maintaining this constant environment assists animals and plants to survive in extreme

conditions.

• The relationships between an organism and the ecosystem it lives in and how the environment

affects where and how different species live.

• How genetic traits are passed from one generation to another, how DNA is organised and how

DNA can be manipulated in a laboratory to diagnose and treat different conditions.

• How the process of evolution occurs and how evidence of evolution is constantly being

discovered, including the discovery of new human ancestors.

• How humans respond when infected with a pathogen and how humans have developed

strategies to deal with pandemics and epidemics given how connected the modern world is.

Unit 1 Biology – How do organisms function?

• Cell size, structure and function

• Crossing the plasma membrane

• Energy transformations

• Functioning systems

• Survival through adaptations and regulation

• Organising biodiversity

• Relationships between organisms within an ecosystem

Unit 2 Biology - How does reproduction maintain the continuity of life?

• The cell cycle

• Asexual reproduction

• Sexual reproduction

• Cell growth and cell differentiation

• Genomes, genes and alleles

• Chromosomes

• Genotypes and Phenotypes

• Pedigree charts, genetic cross outcomes and genetic decision-making

• Issues in genetic / reproductive science

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Biology-VCE-Course-Outline-1c67

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Biology-VCE-Student-experience-6e85

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Unit 3 Biology – How do Cells maintain life?

• Plasma membranes

• Nucleic acids and proteins

• Gene structure and regulation

• Structure and regulation of biochemical pathways

• Photosynthesis

• Cellular Respiration

• Cellular signals

• Responding to antigens

• Immunity

Unit 4 Biology - How does life change and respond to challenges over time?

• Changes in the genetic makeup of a population

• Changes in biodiversity over time

• Determining relatedness between species

• Human change over time

• DNA manipulation

• Biological knowledge and society

Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Proposed Subject Cost: BIOLOGY 1 & 2: $130 BIOLOGY 3 & 4: $175





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Business Management Link to course information podcast


In contemporary Australian society, there is a wide variety of business organisations which vary in terms of size, ownership, objectives, resources and location. These organisations are managed by people who put in place systems and processes to achieve a range of objectives. Business 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. The study recognises that there is a range of management theories rather than a single theory of management. Each unit examines some of these theories and, through exposure to real business scenarios and/or direct contact with business, tests them against management in practice. In studying Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community, and as informed citizens, consumers and investors. Structure: The study is made up of four units:

Unit 1: Planning a business

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a business

This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Business-Management-VCE-Course-Outline-d564

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Business-Management-VCE-Student-experience-266a

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Unit 3: Managing a business

In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice.

Unit 4: Transforming a business

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.

Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

Proposed Subject Cost: BUSINESS MANAGEMENT 1 & 2: $52

BUSINESS MANAGEMENT 3 & 4: $67





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Chemistry Link to course information podcast

Chemistry is at the core of every technology we enjoy today, including foods, fuels for homes and transport, medicines and drugs to fight diseases, and new materials such as fibreglass for surfboards and Kevlar for bulletproof vests. Chemical processes are also important in improving human health, preventing environmental problems and rehabilitating degraded environments. By studying Chemistry, students will be able to investigate, explore and solve qualitative and quantitative chemical problems and discuss chemical concepts and issues. Chemistry units have a significant experimental/laboratory component. Unit 1: How can the diversity of materials be explained?

• Atomic theory • Periodic table • Bonding - ionic, covalent and metallic • The mole and stoichiometry • Organic chemistry and Polymers

Unit 2: What makes water such a unique chemical?

• Water properties and aqueous solutions • Acids and bases • Redox reactions • Chemical analysis of aqueous solutions • Volumetric analysis

Unit 3: How can chemical processes be designed to optimise efficiency?

• Fuels and energy • Gas laws • Redox reactions • Fuel and galvanic cells • Reaction rates and equilibrium • Electrolysis

Unit 4: How are organic compounds categorised, analysed and used?

• Organic compounds and reaction pathways • Chemical analysis of organic compounds • Volumetric analysis • Structure and bonding of food molecules • Metabolism of food in the body • Energy content of food

Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students who enter the study at Unit 2 or 3 may need to undertake preparatory work. 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.

Proposed Subject Cost: CHEMISTRY 1 & 2: $110 CHEMISTRY 3 & 4: $120





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Chemistry-VCE-Course-Outline-4c4c

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Chinese – As a First Language (Chinese speaking students)

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

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

Structure: The study is made up of four units.

Unit 1: The three outcomes are: Outcome 1 - On completion of this unit the student should be able to establish and maintain a spoken or written exchange related to an issue of interest or concern. Outcome 2 - On completion of this unit the student should be able to listen to, read and reorganise information and ideas from spoken and written texts. Outcome 3 - On completion of this unit the student should be able to produce a personal response to a fictional text.

Unit 2: The three outcomes are: Outcome 1 - On completion of this unit the student should be able to participate in a spoken or written exchange focusing on the resolution of an issue. Outcome 2 - On completion of this unit the student should be able to listen to, read, and extract and compare information and ideas from spoken and written texts. Outcome 3 - On completion of this unit the student should be able to produce an imaginative piece in spoken or written form.

Unit 3: The three outcomes are: Outcome 1 - On completion of this unit the student should be able to express ideas through the production of original texts. Outcome 2 - On completion of this unit the student should be able to analyse and use information from spoken texts. Outcome 3 - On completion of this unit the student should be able to exchange information, opinions and experiences.

Unit 4: The two outcomes are: Outcome 1 - On completion of this unit the student should be able to analyse and use information from written texts. Outcome 2 - On completion of this unit the student should be able to respond critically to spoken and written texts which reflect aspects of the language and culture.

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

Proposed Subject Cost: CHINESE AS A FIRST LANGUAGE 1 & 2: $31

CHINESE AS A FIRST LANGUAGE 3 & 4: $31





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Drama



Unit 1: Introducing performance styles This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers. Students study three or more performance styles from a range of social, historical and cultural contexts. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. They document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles. Unit 2: Australian identity In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. 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 a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students analyse their own performance work as well as undertaking an analysis of a performance of an Australian work, where possible, by professional actors. Unit 3: Devised ensemble performance In this unit students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website. Unit 4: Devised solo performance This unit focuses on the development and the presentation of devised solo performances. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work. They consider the use of production areas to enhance their performance and the application of symbol and transformations. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Drama-VCE-Course-Outline-9f05

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Drama-VCE-Student-experience-e180

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Proposed Subject Cost: DRAMA 1 & 2: $92 DRAMA 3 & 4: $92





English or

English as a Second Language (EAL)

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community. This study will build on the learning established through VicCurric English in the key discipline concepts of language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing. Unit 1

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in written and aural texts.

Unit 4

In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.

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Proposed Subject Cost: ENGLISH or ENGLISH AS A SECOND LANGUAGE 1 & 2: $52

ENGLISH or ENGLISH AS A SECOND LANGUAGE 3 & 4: $92





Food Studies Link to course information podcast


Food Studies Structure: The study is made up of four units. Unit 1: Food origins This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humanity has historically sourced its food, examining the general progression from hunter gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others. Unit 2: Food makers In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Food-Studies-VCE-Course-Outline-35b5

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Food-Studies-VCE-Student-experience-36d1

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Unit 3: Food in daily life This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and develop their understanding of diverse nutrient requirements. Area of Study 2 focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns. Unit 4: Food issues, challenges and futures In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Students research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures. Area of Study 2 focuses on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. Students consider how to assess information and draw evidence-based conclusions. They apply this methodology to navigate contemporary food fads, trends and diets. They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging. The practical component of this unit provides students with opportunities to apply their responses to environmental and ethical food issues, and to extend their food production repertoire reflecting the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

Proposed Subject Cost: Food Studies 1 & 2: $350

Food Studies 3 & 4: $300





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Health and Human Development

Link to course information podcast Unit 1 and 2

Link to course information podcast Unit 3 and 4

Unit 1 Understanding Health and Wellbeing In this unit students identify personal perspectives and

priorities relating to health and wellbeing, and enquire into factors that influence health attitudes,

beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at

multiple dimensions of health and wellbeing, the complex interplay of influences on health and

wellbeing and the indicators used to measure and evaluate health status. With a focus on youth,

students consider their own health as individuals and as a cohort. They build health literacy through

interpreting and using data, through investigating the role of food, and through extended inquiry

into one youth health focus area.

Unit 2 Managing Health and Development This unit investigates transitions in health and wellbeing,

and development, from lifespan and societal perspectives. Students look at changes and

expectations that are part of the progression from youth to adulthood. This unit promotes the

application of health literacy skills through an examination of adulthood as a time of increasing

independence and responsibility, involving the establishment of long-term relationships, possible

considerations of parenthood and management of health-related milestones and changes. Students

enquires into the Australian healthcare system and extend their capacity to access and analyse

health information. They investigate the challenges and opportunities presented by digital media

and health technologies, and consider issues surrounding the use of health data and access to

quality health care

Both of these Units can be studied without having had completed Unit 1 and 2 Health and Human

Development.

Unit 3 Australia’s Health in a Globalised World

Area of study one looks at health, wellbeing and illness and identifies the reasons why people are

falling ill and which ages and population groups are suffering. Students learn about the impact of a

range of factors on the physical, social, emotional, mental and spiritual health. These include the

impact of poor nutrition, lack of exercise, smoking, alcohol consumption and other behavioural

considerations. Population groups including the low socio-economic and Indigenous are studied and

an understanding of their health issues and the factors responsible are explored in detail. There is a

focus on how diseases affect the functioning of the body including diabetes, cardiovascular diseases

and cancers. Area of Study 2 then focuses on how to improve Australia’s health. We look at the

different approaches to healthcare across the last century and then focus on the important role

health promotion now plays. Students learn how Medicare, the PBS, NDIS and Private health

Insurance work and how they contribute to improvements in population health. They then look at

the role of nutrition promotion strategies and other programs such as Nutrition Australia and the

Cancer Council’s QUIT program and evaluate the impact of these strategies.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Health-and-Human-Development-Unit-1-and-2-Course-Outline-7018

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Health-and-Human-Development-Unit-3-and-4-Course-Outline-d722

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Unit 4 Health and Human Development in a globalised context

This unit examines health and wellbeing, and human development in a global context. Students use

data to investigate health status and burden of disease in different countries, and now explore

factors that contribute to health inequalities between and within countries, including the physical,

social and economic conditions in which people live. They consider the health implications of

increased globalisation and worldwide trends relating to climate change, digital technologies, world

trade and the mass movement of people. Area of Study 2 looks at global action to improve health

and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable

Development Goals (SDG’s) and the work of the World Health Organization (WHO). Students also

investigate the role of non-government organisations and Australia’s overseas aid program. Finally

they learn to evaluate the effectiveness of health initiatives and programs in a global context and

reflect on their own capacity to take action.

Entry: There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to 4.

Proposed Subject Cost: HEALTH & HD 1 & 2: $74 HEALTH & HD 3 & 4: $89





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History Link to course information podcast

Link to student description podcast #1 Link to student description podcast #2

The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the source and the world in which it was produced. We can never know the whole past. Historical knowledge rests on the interpretation of sources that are used as evidence. Furthermore, judgments of historical significance made by historians are central to the discipline. Historians do not always agree about the meaning that is taken from the past: historical interpretations are often subject to academic and public debate. The study of history equips students to take an informed position on such matters, helping them develop as individuals and citizens. Structure: The study is made up of four units: Unit 1: Twentieth Century History (1918-1939)

In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939. The period after World War One was characterised by significant social and cultural change in the contrasting decades of the 1920s and 1930s. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In Germany, the persecution of the Jewish people became intensified. In the USSR, millions of people were forced to work in state-owned factories and farms and had limited personal freedom. Japan became increasingly militarised and anti-western. In the USA, the consumerism and material progress of the 1920s was tempered by the Great Crash of 1929. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes.

Unit 2: Twentieth Century History (1945-2000)

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/History-VCE-Course-Outline-236b

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/History-VCE-Student-experience-1-a6e1

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/History-VCE-Student-experience-2-4750

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and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights. Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Old conflicts also continued and terrorism became increasingly global. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements.

Unit 3 & 4: Revolutions

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. In these units students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order. In developing a course, teachers select two revolutions to be studied from the following, one for Unit 3 and one for Unit 4:

a. The American Revolution of 1776.

b. The French Revolution of 1789.

c. The Russian Revolution of October 1917.

d. The Chinese Revolution of 1949.

For the two selected revolutions, both areas of study must be undertaken. Students are expected to demonstrate a progression from Unit 3 to Unit 4 in historical understanding and skills.

Entry: There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4.

Proposed Subject Cost: TWENTIETH CENTURY HISTORY 1 & 2: $52

HISTORY-REVOLUTIONS 3 & 4: $67





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Indonesian

(Second Language)



This study develops students’ ability to understand and use the language of a country which is one of Australia’s closest neighbours and is one of the most populous countries in the world. The study of Indonesian promotes the strengthening of links between Australia and Indonesia, in particular in areas such as business, tourism and education. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in cross-cultural understanding, cognitive development, and literacy. Structure: The study is made up of four units.

Unit 1 The areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing. This unit should allow the student to establish and maintain a spoken or written exchange, listen to, read and obtain information from written and spoken texts and produce a personal response to a text focusing on real or imaginary experience.

Unit 2 The areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing. This unit will allow the student to participate in a spoken or written exchange, listen to, read and extract and use information and ideas from spoken and written texts and give expression to real or imaginary experience in written or spoken form.

Units 3 and 4 The areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing. In these units students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original 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 Indonesian-speaking communities.

Entry: Indonesian Second Language is designed for students who do not have an Indonesian background, that is students who have learnt all the Indonesian they know in an Australian school or similar environment. These students will, typically, have studied Indonesian 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.

Proposed Subject Cost: INDONESIAN AS A SECOND LANGUAGE 1 & 2: $31

INDONESIAN AS A SECOND LANGUAGE 3 & 4: $61





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Indonesian-VCE-Course-Outline-6c6d

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Indonesian-VCE-Student-experience-1673

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Legal Studies



VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. This knowledge is central to understanding the workings of contemporary Australian society. Legal Studies examines the processes of law-making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens. Students develop an understanding of the complexity of the law and the legal system and the challenges faced by our law-makers and dispute resolution bodies. They investigate the workings of the Australian legal system and undertake comparisons with international structures and procedures. Students are encouraged to question these systems and develop informed judgments about their effectiveness, as well as consider reforms to the law and the legal system. To enhance student learning and understanding of the legal system, Year 11 and 12 students visit a court room and a working prison where they can experience the legal system ‘first hand’. Legal Studies also focuses on the development of skills. Students develop an ability to identify, collect and process information from a range of sources and engage in its interpretation and analysis. Skills for independent inquiry, critical thinking and legal reasoning to solve legal problems are also fostered. Students are required to apply legal reasoning and decision-making to contemporary cases and issues. They engage in analysis and evaluation of existing legal processes and form opinions about the operation of the legal system.

Structure: The structure is made-up of four units.

Unit 1: Guilt and liability

Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation. In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Legal-Studies-VCE-Course-Outline-cd54

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Legal-Studies-VCE-Student-experience-8b5a

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Unit 2: Sanctions, remedies and rights

Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia

Unit 3: Rights and justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4: The people and the law

The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.


Proposed Subject Cost: LEGAL STUDIES 1 & 2: $52

LEGAL STUDIES 3 & 4: $67





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Literature

VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. Students examine the evolving and dialogic nature of texts, the changing contexts in which they were produced and notions of value. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts. The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure. They develop their capacity to read and interpret texts and reflect on their interpretations and those of others, and in turn reflect on their personal experience and the experiences of others, cultivating an awareness that there are multiple readings of texts and that the nature of language and text is dynamic. They are encouraged to be independent, innovative and creative, developing the ability to read deeply and widely and to establish and articulate their views through creative and analytical responses. Structure: The study is made up of 4 units. Unit 1: Approaches to literature

In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts helps them develop increasingly discriminating responses to a range of literary forms and styles. 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. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

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. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. 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.

Entry: There are no prerequisites for entry to Units 1 and 2.

Proposed Subject Cost: LITERATURE 1 & 2: $52

LITERATURE 3 & 4: $67





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Mathematics

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and inter-relationships between these. Essential mathematical activities include: conjecturing, hypothesising and problem posing; estimating, calculating and computing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem solving.

Technology in Mathematics: The appropriate use of technology to support and develop the teaching and learning of mathematics is to be incorporated throughout each unit and course. This will include the use of some of the following technologies for various areas of study or topics: graphics calculators, spreadsheets, graphing packages, dynamic geometry systems, statistical analysis systems, and computer algebra systems (CAS). Technology will be used in both the learning of new material and the application of this material in a variety of different contexts.

Eligibility for VCE (Baccalaureate): For students to be eligible for the award of VCE (Baccalaureate) they will need to study either Mathematical Methods (CAS) Units 3 and 4 or Specialist Mathematics Units 3 and 4.

Structure: The study is made up of the following units: Year 11 Subjects:

General Mathematics Units 1 and 2

Mathematical Methods Units 1 and 2

Specialist Mathematics Units 1 and 2

Year 12 Subjects:

Further Mathematics Units 3 and 4

Mathematical Methods Units 3 and 4

Specialist Mathematics Unit 3 and 4

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Year 11 Mathematics Subjects:

General Mathematics Link to course information podcast

Units 1 and 2: General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 and 4 level. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’. For Units 1 and 2, to suit the range of students entering the study, content must be selected from the six areas of study using the following rules:

• for each unit, content covers four or more topics in their entirety, selected from at least three different areas of study • courses intended as preparation for study at the Units 3 and 4 level should include a selection of topics from areas of study that provide a suitable background for these studies • content covered from an area of study provides a clear progression in knowledge and skills from Unit 1 to Unit 2.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Entry: Students wishing to enrol in General Mathematics should have achieved an average “C” result (i.e. “At the standard”) in Year 10 Mathematics and have well developed mathematical skills.

Pathway: General Mathematics may lead on to Further Mathematics at Year 12 or students may choose not to pursue mathematics at Year 12.

Proposed Subject Cost: GENERAL MATHEMATICS 1 & 2: $65

Additionally students are required to purchase a CAS calculator, and it is recommended that students also

retain/purchase scientific calculator.





http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/General-Mathematics-VCE-Course-Outline-f3eb

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Mathematical Methods Link to course information podcast

Units 1 and 2:

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’. At the end of Unit 1, students are expected to have covered the content outlined in each area of study, with the exception of ‘Algebra’ which extends across Units 1 and 2. In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple algebraic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’. At the end of Unit 2, students are expected to have covered the material outlined in each area of study. Material from the ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’ areas of study should be organised so that there is a clear progression of skills and knowledge from Unit 1 to Unit 2 in each area of study. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs and differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable. The appropriate use of CAS technology is incorporated throughout each unit. Students are required to have a CAS calculator.

Entry: Entry to this subject is based on demonstrated performance. Students who wish to enroll in Mathematical Methods must have achieved a “B” result or higher (i.e. VIC Curriculum “Above the standard”) in Year 10 Mathematics. Students’ Year 10 Semester One examination result will also be examined to ensure they have the necessary prerequisite knowledge and skills.

Pathway: Students who pass Mathematical Methods Units 1 and 2 may consider Further Mathematics at Year 12. Students who perform well may consider Mathematical Methods at Year 12. For students to be eligible for the award of VCE (Baccalaureate) they will need to study either Mathematical Methods (CAS) Units 3 and 4 or Specialist Mathematics Units 3 and 4. 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 Specialist Mathematics Units 1 and 2.

Proposed Subject Cost: MATHEMATICAL METHODS 1 & 2: $65







http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Math-Methods-VCE-Course-Outline-33ef

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Units 1 and 2: Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematic in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. The areas of study for Units 1 and 2 of Specialist Mathematics are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’. For Units 1 and 2, to suit the range of students entering the study, and cover the four prescribed topics, content must be selected from the six areas of study using the following rules:

• for each unit, content covers four or more topics in their entirety, selected from at least three different areas of study

• each unit must include two of the prescribed topics: Number systems and recursion; Vectors in the plane; Geometry in the plane and proof; and Graphs of non-linear relations

• other topics can be selected from those included in the areas of study for Specialist Mathematics Units 1 and 2 and/or General Mathematics Units 1 and 2

• courses intended as preparation for study at the Units 3 and 4 level should include selection of content from areas of study that provide a suitable background for these studies

• content from an area of study provides a clear progression in knowledge and skills from Unit 1 to Unit 2.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. Entry: Only students who are enrolled in Mathematical Methods should consider this subject. Pathway: Specialist Mathematics students are likely to go on to Mathematics Methods and/or Specialist Mathematics at Year 12 and be considering tertiary studies requiring mathematics and related subjects. Students are strongly encouraged to check prerequisites for entrance to tertiary courses. Although it is possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only Mathematical Methods Units 1 and 2, a much firmer basis is obtained by also studying Specialist Units 1 and 2.

Proposed Subject Cost: SPECIALIST MATHEMATICS 1 & 2: $65


retain/purchase scientific calculator. Confirmation of enrolment will not be made until payment is received. To

secure enrolment in this elective please pay via Compass (instalment or in full) or organise a tailored Payment Plan

at the office by 9th November. If arrangements are not made by this date, full payment for this elective will be

expected by 20th November. As an elective, this subject will only proceed if enough interest is sought and

confirmed

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Specialist-Mathematics-VCE-Course-Outline-4f2b

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Year 12 Mathematics Subjects:

Further Mathematics Link to course information podcast

Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data analysis’ and ‘Recursion and financial modelling’. The Applications comprises two modules to be completed in their entirety, from a selection of four possible modules: ‘Matrices’, ‘Networks and decision mathematics’, ‘Geometry and measurement’ and ‘Graphs and relations’. ‘Data analysis’ comprises 40 per cent of the content to be covered, ‘Recursion and financial modelling’ comprises 20 per cent of the content to be covered, and each selected module comprises 20 per cent of the content to be covered. Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics: ‘Computation and practical arithmetic’, ‘Investigating and comparing data distributions’, ‘Investigating relationships between two numerical variables’, ‘Linear graphs and modelling’, ‘Linear relations and equations’, and ‘Number patterns and recursion’. For each module there are related topics in General Mathematics Units 1 and 2. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, and graphs. They should have a facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Entry: Students attempting Further Mathematics must have satisfactorily completed all three outcomes in General Mathematics Units 1 and 2 or Mathematical Methods 1 and 2.

Subject Cost: FURTHER MATHEMATICS 3 & 4: $175







http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Further-Mathematics-VCE-Course-Outline-abfc

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Mathematical Methods Link to course information podcast

Units 3 and 4: Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and skills for the outcomes of Mathematical Methods Units 3 and 4. For Unit 3 a selection of content would typically include the areas of study ‘Functions and graphs’ and ‘Algebra’, and applications of derivatives and differentiation, and identifying and analysing key features of the functions and their graphs from the ‘Calculus’ area of study. For Unit 4, this selection would typically consist of remaining content from the areas of study: ‘Functions and graphs’, ‘Calculus’ and ‘Algebra’, and the study of random variables and discrete and continuous probability distributions and the distribution of sample proportions. For Unit 4, the content from the ‘Calculus’ area of study would be likely to include the treatment of anti-differentiation, integration, the relation between integration and the area of regions specified by lines or curves described by the rules of functions, and simple applications of this content. The selection of content from the areas of study should be constructed so that there is a development in the complexity and sophistication of problem types and mathematical processes used (modelling, transformations, graph sketching and equation solving) in application to contexts related to these areas of study. There should be a clear progression of skills and knowledge from Unit 3 to Unit 4 in each area of study. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. Entry: Units 3 and 4 of a study are designed to be taken as a sequence. Students must undertake Unit 3 of a study before entering Unit 4 of that study. Students wishing to study Units 3 and 4 in Mathematical Methods should have successfully completed this subject at Year 11 and achieved a standard of “C” or higher.

Although it is possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only Mathematical Methods Units 1 and 2, a much firmer basis is obtained by also studying Specialist Mathematics Units 1 and 2.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Math-Methods-VCE-Course-Outline-33ef

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Proposed Subject Cost: MATHEMATICAL METHODS 3 & 4: $100









Units 3 and 4: Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’, ‘Mechanics’ and ‘Probability and statistics’. The development of course content should highlight mathematical structure, reasoning and applications across a range of modelling contexts with an appropriate selection of content for each of Unit 3 and Unit 4. The selection of content for Unit 3 and Unit 4 should be constructed so that there is a balanced and progressive development of knowledge and skills with connections among the areas of study being developed as appropriate across Unit 3 and Unit 4. Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 topics 'Number systems and recursion' and 'Geometry in the plane and proof', and concurrent or previous study of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics, which are drawn on as applicable in the development of content from the areas of study and key knowledge and skills for the outcomes. In Unit 3 a study of Specialist Mathematics would typically include content from ‘Functions and graphs’ and a selection of material from the ‘Algebra’, ‘Calculus’ and ‘Vectors’ areas of study. In Unit 4 this selection would typically consist of the remaining content from the ‘Algebra’, ‘Calculus’, and ‘Vectors’ areas of study and the content from the ‘Mechanics’ and ‘Probability and statistics’ areas of study. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Entry: Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, or previous completion of, Mathematical Methods Units 3 and 4. In all but the most exceptional circumstances students must successfully complete Units 1 and 2 Specialist Mathematics in Year 11.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Specialist-Mathematics-VCE-Course-Outline-4f2b

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Proposed Subject Cost: SPECIALIST MATHEMATICS 3 & 4: $100







Media



The media have a significant impact on people’s lives. The media entertain, educate, inform and provide channels of communication. The media not only comment on culture, they reflect the society which creates them. The study of media includes media forms such as the press, radio, film, TV, and social media, and, media processes such as publishing, advertising, news production, and popular culture.

Structure: The study is made up of four units: Unit 1

The main purpose of this unit is to enable students to develop an understanding of the relationship between the media, technology and the representations present in media forms. Students also develop practical and analytical skills in a study of the production of media products using film, photography, audio or print/digital media.

Unit 2 The main purpose of this unit is to enable students to develop an awareness of the specialist production stages and roles within the collaborative organisation of media production in film, photography, audio or print/digital media. Students develop practical skills and analyse issues concerning the media production process. Students also engage in the study of new media technologies and their impact on audiences & society in both analytical and practical tasks.

Unit 3 The main purpose of this unit is to enable students to develop an understanding of the production & story techniques and the role of audiences. Students will also analyse the significance of narrative organisation in the representation of ideologies in fictional media texts. Students also develop practical skills through research, experimentation and design of media productions.

Unit 4 The main purpose of this unit is to enable students to further develop practical skills in the production of media products and to realise a production design. Students will also analyse issues raised about the role and influence of the media and media audiences.


http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Media-VCE-Course-Outline-b972

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Media-Student-experience-7865

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Proposed Subject Cost: MEDIA 1 & 2: $120

MEDIA 3 & 4: $120





Music

This study develops is based on active engagement in, and considered response to, all aspects of music. Students develop and refine musicianship skills and critical awareness of their relationship with music as listener, performer, composer, consumer and user of music technologies. Students explore, reflect on, and respond to the music they listen to, create and perform and consider its contexts, associations and interactions.

Students study music styles and genres from diverse cultures, times and locations. They analyse and evaluate live and recorded performances and learn to incorporate, adapt and interpret musical elements and ideas from the work of leading practitioners. Student’s study and practise ways of effectively communicating and expressing musical ideas to an audience as performer and/or composer.

Students build fundamental musicianship skills by developing and refining their use of the rhetorical, technical and theoretical language of music through studies in aural and written analyses of performed, recorded and notated music. They use this knowledge and understanding to describe, define and express in music the intricacies and nuances of musical form and style. The practical application of this knowledge also assists students to compose, arrange, interpret, reimagine, improvise and critique music in an informed and a creative manner. Students develop competence in the use of digital music technologies and equipment as creative tools, broadening their versatility as music practitioners. Structure: The study is made up as follows: Units 1–2 Outcome 1 Students select a program of group and solo works. Students may balance the program to suit their interests; for example, there may be a group emphasis or a solo emphasis or the program might be equally weighted. Students are free to select these works from a range of sources. The program will allow the student to demonstrate a range of technical, stylistic and interpretative demands and should be appropriate to their developing level of technical expertise. Students are encouraged to explore repertoire that extends the boundaries of their current interests and knowledge. Outcome 2 Students prepare a program designed to build and extend their skills and confidence as performers. The program will address technical and expressive issues relevant to the student’s preparation and performance practice of works selected for Outcome 1 and their overall development as a musician. Outcome 3 Teachers select works and excerpts for study through critical listening and aural analysis. Works for study will encompass similar styles/genres to those the students are preparing to perform. Other works selected for study will extend students’ knowledge and understanding of ways that performers make decisions about how they will interpret works and manipulate

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Entry: There are no prerequisites for entry to Units 1, 2 and 3. However, to undertake Units 3 and 4 Solo Performance students should have about three years’ experience prior to Year 11 on a musical instrument or voice. Students must undertake Unit 3 prior to undertaking Unit 4. A basis in music theory would also be useful.

Proposed Subject Cost: MUSIC 1 & 2: $200 MUSIC 3 & 4: $200





Outdoor and Environmental Studies


This study explores the relationships humans have with the outdoor environment, which includes

natural environments subject to both minimal and extensive human intervention. Outdoor

recreation activities are undertaken to create learning experiences which enable students to

understand how human-nature relationships have been constructed.

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 impact of humans on

outdoor environments. In this unit students study the impact of nature on humans, and the

ecological, social and economic implications of the impact of humans 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 the impact of humans on outdoor environments. Through

practical experiences students are able to make comparisons between and to reflect upon outdoor

environments, as well as to develop theoretical knowledge about natural environments.

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Unit 3: Relationships with Outdoor Environments. The focus of this unit is the ecological, historical

and social contexts of relationships between humans and outdoor environments in Australia. Case

studies of a range of impacts on outdoor environments are examined in the context of the changing

nature of human relationships with outdoor environments in Australia. Students consider a number

of factors that influence relationships with outdoor environments. They also examine the dynamic

nature of relationships between humans and their environment. Students are involved in one or

more experiences in outdoor environments, including in areas where there is evidence of human

interaction. Through these practical experiences students are able to make Comparisons between

and to reflect upon outdoor environments, as well as to develop theoretical knowledge and skills

about specific natural environments.

Unit 4: Sustainable Outdoor Relationships. In this unit students explore the sustainable use and

management of outdoor environments. They examine the contemporary state of environments in

Australia, consider the importance of healthy outdoor environments, and examine the issues

relating to the capacity of outdoor environments to support the future needs of the Australian

population. Students examine the importance of developing a balance between human needs and

the conservation of outdoor environments and consider the skills needed to be environmentally

responsible citizens. They investigate current acts and conventions as well as management strategies

for achieving and maintaining healthy and sustainable environments in contemporary Australian

society. Students engage in one or more related experiences in outdoor environments. They learn

and apply the practical skills and knowledge required to sustain healthy outdoor environments, and

evaluate the strategies and actions they employ. Through these practical experiences students are

able to make comparisons between and to reflect upon outdoor environments, as well as to develop

and apply theoretical knowledge about outdoor environments. Entry: There are no prerequisites for

Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4.

Proposed Subject Cost: OUTDOOR & ENVIRONMENTAL STUDIES 1 & 2: $898

OUTDOOR & ENVIRONMENTAL STUDIES 3 & 4: $898





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Physical Education


VCE Physical Education explores the complex interrelationships between anatomical, biomechanical,

physiological and skill acquisition principles to understand their role in producing and refining

movement, and examines behavioural, psychological, environmental and sociocultural influences on

performance and participation in physical activity. Through practical activities, students apply the

core concepts that underpin movement and that influence performance and participation in physical

activity, sport and exercise.

The Study in VCE Physical Education prepares students for employment and/or further study in fields

such as exercise and sport science, health science, education, recreation, sport development and

coaching, health promotion and related careers such as nursing and paramedics.

VCE Physical Education explores big ideas such as:

• How does the body produce movement?

• How does the body produce energy for movement?

• What are the relationships between physical activity, sport, health and society?

• What are the contemporary issues associated with physical activity and sport?

• How are movement skills improved?

• What are the foundations of an effective training program?

• How is training implemented to improve fitness?

Unit 1: The human body in motion

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. Unit 2: Physical activity, sport and society

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in

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physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity. Unit 3: Movement skills and energy for physical activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery. Unit 4: Training to improve performance

In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective. Proposed Subject Cost: PHYSICAL EDUCATION 1 & 2: $159

PHYSICAL EDUCATION 3 & 4: $174





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Physics


Physics is where we study movement, energy, electricity and the ways things interact. It allows us to work and develop advancements in areas such as engineering, medicine, space science and climate science. Physics is intimately involved in creating many modern technologies, from cars and aeroplanes to kettles and computers. It examines the largest events in the universe, such as the Big Bang as well as the smallest, such as the particles that make up matter. Physics includes the use of theories and models, investigation of hypotheses, collection and analysis of data, drawing conclusions, and selection and use of a range of appropriate technologies and mathematical techniques. Physics has a strong focus on finding measurements and using applied mathematics to describe the relationships between things. Physics theories are developed as a result of studying the ways that matter interacts with matter, and the ways that light and matter mutually interact, have led to innovations in medicine, electronics, energy use, telecommunications and materials science. This study design provides a curriculum that is interesting and challenging for students, including students who are aiming for medical, engineering, technological and science-based careers. Structure: The study is made up of four units. Each contains three outcomes, including practical investigations. Unit 1: What ideas explain the physical world? Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter. Students use thermodynamic principles to explain phenomena related to changes in thermal energy. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe. Unit 2: What do experiments reveal about the physical world? In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question. Unit 3: How do fields explain motion and electricity? In this unit students explore the importance of energy in explaining and describing the physical world. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the generation and transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects.

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Unit 4: How can two contradictory models explain both light and matter? In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Entry: There are no prerequisites for entry to Units 1, 2 and 3, although students are advised to complete Units 1 and 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by their teacher. Students must undertake Unit 3 prior to undertaking Unit 4. Students are strongly recommended to be comfortable with mathematics, particularly algebra, linear equations and trigonometry.

Proposed Subject Cost: PHYSICS 1 & 2: $150 PHYSICS 3 & 4: $150





Product Design and Technology (wood/metal/textiles/ceramics) https://youtu.be/1GIyOMoFpks Link to course information podcast


The wonderful thing about the Product Design Technology course is that it gives the opportunity for students to consider their preferred future, the one they want to have, so they need to ponder world sustainability, ethics and social responsibility as they create their designs. The actions that students of this time take as an individual and a designer will impact upon future generations. Students have an opportunity to undertake a range of practical experiences which will involve diverse design thinking skills. Students initially look at existing designers and investigate how those designers have resolved certain human needs with successful design solutions. Students will then apply that knowledge and understanding to a design task undertaken within our school environment. Students in VCE Product Design and Technology can choose to study Textiles/Fashion as part of the course. In VCE Product Design and Technology, students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation. Unit 1 Product re-design and sustainability This unit focuses on the analysis, modification and improvement of product design. It provides a structured approach towards the design process, and looks at examples of design practice used by a



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designer. The students examine the tools, processes and techniques and knowledge used by a designer to develop a solution to a specific problem. On completion of the unit, students should be able to: use methods and processes used by the designer to design and manufacture a product. They should know how to use and evaluate the use of materials, tools, equipment and processes applied in the production of a product. Unit 2 Collaborative Design In this unit students work as a member of a team to develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop a solution to design problems. The students learn about restrictions and parameters within design set by the end-user’s needs, producer’s requirements, social conventions and environmental concerns. This unit focuses on the impact of these factors on the design solution. On completion of this unit students should be able to: work as a member of a team to identify a need and use a structured approach to problem-solving. They should know how to justify, manage, safely use and evaluate appropriate production processes. Unit 3 Applying the Product design process This unit focuses on the design and development of a product for the mass market. It requires students to design for others. Product development in industry is investigated through the study of ways of establishing needs and other considerations that are observed when developing the design and product for a client. On completion of this unit students should be able to: explain the role of the designer and how products are designed and produced to meet the needs of a client. They also need to explain how products are designed and produced within an industrial/commercial setting. Finally, students are asked to develop a product for a client. Unit 4 Product Development and Evaluation This unit focuses on how judgements about the success of products can be informed by a comparison in terms of a product’s quality, usefulness and appeal. The role and influence of product promotion and marketing are also considered. On completion of this unit students should be able to: explain the relationships linking aesthetic appeal, function of products and user needs. They need to develop a product for a client and evaluate the final design and production in relation to the needs of the client.

Proposed Subject Cost: Product Design & Technology 1 & 2: $118

Product Design & Technology 3 & 4: $164





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Psychology Link to course information podcast


Psychology is the study of the nature and development of the brain, mind and behaviour in both humans and animals, including the biological structures and processes that underpin and sustain both. Students can develop an understanding of themselves and their relationships with others and their society through the study of psychology.

Psychology includes the study of human behaviour from biological, cognitive and social perspectives. A variety of thinking and research approaches used in psychology are introduced, with students applying principles of scientific research to their own investigations. Students relate inferences to current models and theories, recognising the contribution to psychology of earlier models and theories.

Structure: The study is made up of four units. Unit 1: How are behaviour and mental processes shaped? Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human 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 psychological development 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. A student-directed research investigation related to brain function and/or development is undertaken in this unit. The research investigation draws on content from Area of Study 1 and/or Area of Study 2.

Unit 2: How do external factors influence behaviour and mental processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual 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. A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Psychology-VCE-Course-Outline-1078

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Psychology-VCE-Student-experience-dcf0

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Unit 3: How does experience affect behaviour and mental processes? The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory. Unit 4: How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing. Entry: There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4.

Proposed Subject Cost: PSYCHOLOGY 1 & 2: $150

PSYCHOLOGY 3 & 4: $155





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Studio Arts Link to course information podcast Link to student description podcast Studio Arts provides career opportunities for a vast number of occupations that value creativity, flexibility and critical thinking. Throughout Units 1-4 Studio Arts students have the opportunity to explore a variety of mediums and techniques including: painting, printmaking, ceramics, sculpture, photography, mixed media and computer-generated artwork. Unit 1 Studio inspiration and techniques

In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Unit 2 Studio exploration and concepts

In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Analysis is used to understand the artists’ ideas and how they have created aesthetic qualities and subject matter. The exhibition of artworks is integral to Unit 2 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Studio-Arts-VCE-Course-Outline-9121

http://www.podcasts.com/course-selection-information-for-2021-68c4025de/episode/Studio-Arts-VCE-Student-experience-79ff

Unit 3 Studio practices and processes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4. For this study, the exploration proposal supports the student to identify a direction for their studio process. The student determines the studio process. This process records trialling, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. From this process students progressively develop and identify a range of potential directions. Students will select some of these potential directions from which to develop at least two artworks in Unit 4. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms. The exhibition of artworks is integral to Unit 3 and students are expected to visit a variety of exhibitions throughout the unit, reflect on the different environments where artworks are exhibited and examine how artworks are presented to an audience. Students are expected to visit at least two different exhibitions and study specific artworks displayed in these exhibitions during their current year of study. Unit 4 Studio practice and art industry contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. The development of these artworks should reflect refinement and skilful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Students examine a range of environments for the presentation of artworks including public galleries and museums, commercial and private galleries, university art galleries, artist-run spaces, alternative art spaces and online gallery spaces.

Proposed Subject Cost: STUDIO ARTS 1 & 2: $127 STUDIO ARTS 3 & 4: $178





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Visual Communication Design Link to course information podcast

This study is intended to assist students in the understanding, production and interpretation of a range of visual communications. It involves a study of the design and presentation of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, principles and the design process. The study also provides the opportunity to develop an informed, critical and discriminating approach to areas of design encountered in everyday life.

Structure: The study is made up of four units: Unit 1: Introduction to Visual Communication Design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Unit 2: Applications of Visual Communication Design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design.

Unit 3: Design Thinking Practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, 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. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

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. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience.



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Proposed Subject Cost: VCD 1 & 2: $127 VCD 3 & 4: $178





VCAL Units

VCAL LITERACY

FOUNDATION READING AND WRITING

The purpose of this unit is to enable students to develop skills and knowledge to read and write simple or short texts. Texts will deal with mainly personal and familiar topics but may include some unfamiliar aspects. At this level students, often with support, use the writing process with an awareness of the purpose and audience of the text. In reading students are able to identify the main point of the text, some key details and express an opinion about the text as a whole as well as some of the details. At the end of the Foundation Reading and Writing unit students will be able to read and comprehend a range of simple short texts and write a range of short texts in a number of contexts which may be interrelated.

FOUNDATION ORAL COMMUNICATION At the end of this unit students will be able to use and respond to spoken language, around everyday subject matter which may include some unfamiliar aspects, for a range of purposes in a number of contexts which may be interrelated.

INTERMEDIATE READING AND WRITING The purpose of this unit is to enable students to develop the skills and knowledge to read and write a range of texts on everyday subject matters which include some unfamiliar aspects or material. At this level students, once they have identified the audience and purpose of the text, use the writing process to produce texts that link several ideas or pieces of information. In reading, students identify how, and if, the writer has achieved his or her purpose and express an opinion on the text taking into account its effectiveness. At the end of the unit students will be able to read, comprehend and write a range of texts within a variety of contexts.

INTERMEDIATE ORAL COMMUNICATION At the end of this unit students will be able to use and respond to spoken language including some unfamiliar material within a variety of contexts.

SENIOR READING AND WRITING The purpose of this unit is to enable learners to develop the skills and knowledge to read and write complex texts. The texts will deal with general situations and include some abstract concepts or technical details. At this level learners produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language devices appropriate to the type of text. In reading, the learner identifies the views shaping the text and the devices used to present that view

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and express an opinion on the effectiveness and content of the text. At the end of the unit learners will be able to read, comprehend and write a range of complex texts across a broad range of contexts.

SENIOR ORAL COMMUNICATION At the end of this unit learners will be able to use and respond to spoken language with complex and abstract content across a broad range of contexts.

VCAL NUMERACY FOUNDATION NUMERACY SKILLS The purpose of this unit is to enable students to develop the confidence and skills to perform simple and familiar numeracy tasks and to develop the ability to make sense of mathematics in their daily personal lives. The mathematics involved includes measurement, shape, numbers, and graphs that are part of the students’ normal routines to do with shopping, travelling, cooking, interpreting public information, telling the time etc. On successful completion of this unit students will be able to perform everyday mathematical tasks which involve a single mathematical step or process. Their communication about mathematical ideas would mainly be spoken rather than written responses.

INTERMEDIATE NUMERACY SKILLS The purpose of this unit is to enable students to develop everyday numeracy to make sense of their daily personal and public lives. The mathematics involved includes measurement, shape, numbers, and graphs applied to tasks which are part of the students’ normal routine but also extending to applications outside their immediate personal environment such as the workplace and the community, whether first hand or portrayed by the media. At the end of the unit students would be able to attempt a series of operations or tasks with some confidence, be able to select the appropriate method or approach required, and would be able to communicate their ideas both verbally and in written form. They would be at ease with straightforward calculations either manually and/or using a calculator.

SENIOR NUMERACY SKILLS The purpose of this unit is to enable students to explore mathematics beyond its familiar and everyday use to its application in wider, less personal contexts such as newspapers and other media reports, workplace documents and procedures, and specific projects at home or in the community. At the end of the unit students will have the capacity to interpret and analyse how mathematics is represented and used. They can recognise and use some of the conventions and symbolism of formal mathematics. The mathematics involved would include measurement, graphs and simple statistics, use of maps and directions and an introductory understanding of the use of formulae and problem-solving strategies. Completion of this unit would prepare students for the Advanced Numeracy Skills Senior unit.

FOUNDATION WORK RELATED SKILLS UNITS 1&2 Unit 1: The purpose of this unit is to focus on the development of basic/introductory knowledge and skills in order to provide the necessary OHS preparation for the workplace.

Unit 2: This unit provides a focus for the development of work-related and pre-vocational skills in the context of practical work-related experiences, through:

• integrating new learning about work skills with prior knowledge and experiences

• enhancing the development of employability skills through work-related contexts

• developing basic critical thinking skills that apply to problem solving in work situations

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• developing basic planning and work-related organisational skills

• developing transferable skills for work-related contexts.

INTERMEDIATE WORK RELATED SKILLS UNITS 1&2 Unit 1: The purpose of this unit is to provide a focus for more complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace.

Unit 2: This unit provides a focus for the development of work-related and vocational skills in a context appropriate to the task through:

• integrating more complex learning about work-related skills with prior knowledge and experiences

• enhancing the development of employability skills at a more complex level in relevant work-related contexts

• developing more complex critical thinking skills that can be applied to work-related problem-solving situations

• developing more complex work-related planning and organisational skills that incorporate evaluation and review

• developing more complex work-related skills, which can be transferred to other work contexts.

SENIOR WORK RELATED SKILLS UNITS 1&2 Unit 1: The purpose of this unit is to provide a focus for complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace.

Unit 2: This unit provides a focus for more complex development of work-related and vocational skills in a workplace context or appropriate simulation. The overall aims of the unit include:

• integrating learning of increasing complexity of work-related skills with prior knowledge and experiences about work

• further enhancing the development of employability skills through increasingly complex work-related activity

• developing increasingly complex critical-thinking skills that apply to problem-solving situations in the work context

• developing planning and organisational skills that incorporate evaluation and review

• applying increasingly complex transferable skills to work-related contexts.

FOUNDATION PERSONAL DEVELOPMENT UNIT 1 The purpose of this unit is to focus on the development of self through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning program for this unit includes: • subject-specific knowledge applicable to one or more of the following: a relevant personal, social, health and wellbeing, educational and/or family goal • skills applicable to a relevant personal, social, health and wellbeing, educational and/or family goal • introduction to problem-solving skills • introduction to skills for planning, organising and working in teams.

FOUNDATION PERSONAL DEVELOPMENT UNIT 2 The purpose of this unit is to focus on the development of knowledge, skills and attributes through participation in experiences of a practical nature within the community. The focus of the learning program for this unit includes:

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• subject-specific knowledge applicable to one or more of the following: community engagement, social awareness, civic responsibility and active citizenship • skills applicable to a relevant community, social or civic goal • development of an understanding of social issues and civic responsibility • introduction to problem-solving skills • introduction to skills for planning, organising and working in teams.

INTERMEDIATE PERSONAL DEVELOPMENT UNIT 1 The purpose of this unit is to focus on the development of self, through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning program for this unit includes: • subject-specific knowledge applicable to a relevant personal, social, health and wellbeing, educational and/or family project or activity • skills applicable to a relevant personal, social, health and wellbeing, educational and/or family project or activity • development of self-management skills • development of leadership skills • development of interpersonal skills.

INTERMEDIATE PERSONAL DEVELOPMENT UNIT 2 The purpose of this unit is to focus on the development of knowledge, skills and attributes through participation in experiences of a practical nature within the community. The focus of the learning program for this unit includes: • subject-specific knowledge applicable to one or more of the following: community engagement, social awareness, civic and civil responsibility • skills applicable to a relevant community, social or civic project or activity • problem solving and comprehension skills • presentation and research skills • communication skills • planning and organisation skills • team work and group cohesion.

SENIOR PERSONAL DEVELOPMENT UNIT 1 The purpose of this unit is to focus on the development of self through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning program for this unit includes: • subject-specific knowledge applicable to a relevant personal, social and educational goal • skills applicable to a relevant personal, social and educational goal • understanding of cultural values and cultural awareness • organisational skills • leadership skills and decision-making skills for group or team work.

SENIOR PERSONAL DEVELOPMENT UNIT 2

The purpose of this unit is to focus on the development of knowledge, skills and attributes through participation in experiences of a practical nature within the community. The focus of the learning program for this unit includes:

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• subject-specific knowledge applicable to one or more of the following: community engagement, social awareness, civic and civil responsibility • skills applicable to a relevant community, social or civic project or activity • problem-solving and comprehension skills • presentation and research skills • communication skills • research, planning and organisation skills • team work and group cohesion.

VOCATIONAL EDUCATION AND TRAINING (VET)

Vocational Education and Training (VET) in the VCE program combines general VCE studies with vocational training and experience in the workplace. Mount Eliza Secondary College offers senior secondary students programs selected from the range of industry areas approved by the VCAA. Recognition All programs are delivered through Registered Training Organisations (RTO). Students are issued with a certificate at either Certificate 1, 2 or 3 level. VCE VET programs are included in the VCE and therefore offer credit at Unit 1–2 and 3–4 levels. Not all VCE VET programs contain a 3–4 sequence for recognition purposes. This information is noted in the description of each program. Some VCE VET programs have access to a Study Score and are equal in all respects to any other VCE program. Programs that have a Study Score component have either a 90 minute written exam or a performance exam at the end of the year. All VET programs with a Unit 3 - 4 sequence contribute towards the ATAR as follows:

• For programs with Scored Assessment, a Study Score.

• For programs without Scored Assessment, an increment based on 10% of the average of their primary four Study Scores.

Employers VCE VET programs are held in high regard by employers and are supported by Industry Training Boards who work closely with employers to determine the training needs of the industry. Many students who have completed their VET certificate have gained apprenticeships or have proceeded to tertiary studies where they have received credit for the competencies that they have achieved. Structured Workplace Learning (SWL) SWL is a valuable, strongly recommended element of most VCE VET programs. Placements are usually of one or two week duration and some assistance with placements is provided by the Peninsula Vocational Education and Training (PVET) consultants. Students should be prepared to complete their SWL during some of the school holidays. Important Note VET programs are delivered on a competency basis. A competency may be delivered in one session. If students miss a session this can have serious consequences as Certificates can only be awarded where all competencies have been gained. If students miss the delivery of a competency they may not receive a Statement of Achievement. This may have an adverse effect on their ability to pass a Unit in their VCE or VCAL program. VCE students should be aware that only certain VET subjects are available on a Wednesday afternoon

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and it is only these that are recommended for VCE students as they impact significantly on studies and timetable. If you are VCE and want to do a VET subject please see the pathways office regarding the suitability with your timetable. Students must be prepared to make VET a priority, this includes over any sport or other activities that may have an impact on attendance. To participate in VET programs, students must be 15 years of age prior to 1st January 2020.

The cost of Vocational Education and Training Courses (VET) offered at Mount Eliza Secondary College is subsidised by the DEECD funds provided to the College for running VET courses; some program costs are covered by Mount Eliza Secondary College. The balance of the cost of enrolling in these courses is the responsibility of parents/guardians. Confirmed programmes and their costs were not available at the time of publishing this guide, however the information below can be used as a guide and costs will be confirmed later in the year when all applicants will be sent a letter outlining details and costs of the VET program they have applied for. Programs are optional, and they do involve additional costs: Full payment of VET levies must be made before enrolment is confirmed with the course providers. Late enrolments may be accepted if places are available. Full payment will be required before enrolment is confirmed.

SCHOOL BASED APPRENTICESHIP &

TRAINEESHIP (SBAT)

A School Based Apprenticeship & Traineeship (SBATs) allows you to work as a paid part time trainee or apprentice whilst completing your secondary education at school. The program offers you a chance to get a head start in the industry you choose whilst completing the last two or three years of your education. In many instances, it means that you attend school for 4 days a week and employment for another day. For further information you must see Mrs. Leanne Paterson, Student Pathways Coordinator. SBAT’s are undertaken by VCAL students and usually satisfy the industry related skills strand- VCAL students need to be set up in a SBAT before commencing VCAL studies. VCE students wishing to do an SBAT need to proceed with approval from senior school and pathways office – SBAT’s can contribute to VCE as a 10 % increment /block credit. Part time traineeships done outside school hours can also contribute to VCE and VCAL – students undertaking training in their part time job should bring their training plan to Leanne Paterson in the careers office in order for these to be applied to your studies.

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VCE (VET) (held at MESC)

ANIMAL STUDIES

CERTIFICATE II (ACM20117) RTO: Box Hill Institute (4687)

VCE Unit 1-4 : Credit of units towards the VCE/VCAL are available.

Program The aim of the course is to provide the basic skills and knowledge to become an animal carer. You will learn how to care for a variety of animals and provide information on companion animals, products and services. You will gain the practical skills and basic knowledge you need for entry-level work in the animal care industry. You will learn how to assist with general animal care, provide food and water for animals and follow occupational health and safety procedures in the workplace. You will undertake work in Box Hill’s animal facility throughout the year giving you the opportunity to work with mice, rats, guinea pigs, rabbits, fish and reptiles. You will also have dogs and cats regularly attend class for practical training. This course involves both practical and written assessments and students will be required to complete work at home between classes. This course may provide you with entry level employment in animal rescue centres, pet retail shops, welfare organisations and veterinary clinics etc.

Structured Work Placement This course requires students to undertake 80 hours of Structured Workplace Learning, 40 hours each year. This provides the opportunity for students to demonstrate competencies acquired on-the-job.

What to bring: Students are required to wear appropriate clothes and footwear for working with animals. Students also must have a copy of their current tetanus vaccinations.

Pathways to further study Completion of this course will give direct credits into Certificate III in Captive Animals; Cert III in Animal Studies; Certificate IV in Veterinary Nursing; Diploma of Animal Technology.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Day / Time / Venue Mount Eliza Secondary College – 1st year : Wednesday, 1:30pm – 4:00pm. 2nd year: Wednesday, 4:15pm – 7pm VCAL class – 1st year – Friday – 9:00am – 12pm (depending on numbers) TBC FYI reference only - 2020 1st Year cost $600

2020 2nd Year cost $460 2021 cost yet to be determined

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VET INTERIOR DECORATION

(RETAIL SERVICES)

Certificate III (MSF31013)

RTO: Box Hill Institute No. 01174

VCE Units 1 - 4: On completion of the program student are eligible for four credits towards their VCE or

VCAL certificate, two at units 1 and 2 level and a 3 and 4 sequence. Students who successfully complete the year 12 Unit 3-4 sequence could be eligible for a 10% increment towards the calculation of their ATAR (subject to VTAC policy).

Program

This course is designed to develop the knowledge and skills required for the selection and coordination of interior furnishings and finishes in the decoration of domestic and commercial interiors. You will study interior decoration and learn the practical skills and knowledge required to plan and implement creative design and decoration solutions for a variety of interior environments. You will also learn skills in computing, Google SketchUp, presentation methods, soft furnishings, hard material application, colour theory and application. You will have the opportunity to use Adobe design software throughout the program. You will create a folio of design work of art and design courses at tertiary level.

Special Requirements None.

Structured Workplace Learning SWL is not mandated in this program.

Career Opportunities After successfully completing the course, you may undertake a broad range of further study from certificate, diploma and advanced diploma courses in interior design and decoration. This course is suitable if you have an interest in interior design, colour consultation and styling.

Day / Time / Venue Mount Eliza Secondary College – Wednesday, 1:30 – 5:00 (1st & 2nd years) FYI reference only - 2020 1st Year cost $330 2020 2nd year cost $330

2021 cost yet to be determined

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MUSIC INDUSTRY

(Music Performance)

CERTIFICATE III (CUA30915) Venue: Mount Eliza Secondary College RTO: Melbourne Polytechnic (3075)

Units 1 – 4: A study score is available for this program and includes an external examination in November.

Program This program provides students with a wide range of knowledge and skills that will enable them to maximise their employment opportunities as a performer or composer in the music industry.

Course Outline At the completion of The Certificate III in Music, students will be able to:

• Explain how the Australian music industry works

• Promote their works

• Build business and management skills

Depending on electives taken • Perform in a local amateur environment, in a group and/or as a soloist, using improvisation

• Compose and arrange a song

• Use digital technology in performance and composition

Program prerequisites For 2nd year entry:

• Students must have successfully completed the Program 1 Course offered at MESC (All Competencies). Or,

• Successful Trainer / Trainee interview.

Day / Time / Venue Mount Eliza Secondary College – Wednesday afternoon, 1:30pm – 5pm (1st year) Mount Eliza Secondary College – Wednesday afternoon, 3:30pm – 7pm (2nd year) FYI reference only 2020 1st Year cost $600

2020 2nd Year cost $600 2021 Cost to be advised.

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MUSIC INDUSTRY

(Sound Production)

CERTIFICATE III (CUA30915) Venue: Mount Eliza Secondary College RTO: Melbourne Polytechnic (3075)

VCE Units 1 – 4: A study score is available for this program and includes an external examination in

November. This program provides students with a wide range of knowledge and skills to be able to work in the music industry in a variety of music technology and related fields, including live technology, multimedia and recording technology.

Course Outline At the completion of the Certificate III in Music Industry (Technical Production), students will be able to:

• Work under supervision in live and/or studio audio in a local environment

• Work safely, maintaining work/contractual relations

• Understand the way the music industry functions

Depending on electives taken • Operate a non-commercial studio

• Set up and operate PA for a small venue

• Create a website for an artist, and/or a video clip

Program prerequisites To gain entry into 2nd year:

• Students must be able to show that they have successfully completed the Certificate III in Music Industry (Sound Production) Units 1 – 2 Course.

Or,

• Successful Trainer / Trainee interview.

Day / Time / Venue Mount Eliza Secondary College – Wednesday 1:30pm – 5pm (1st year) Mount Eliza Secondary College – Wednesday 3:30pm – 7pm (2nd year) FYI reference only - 2020 1st Year cost $600

2020 2nd Year cost $600 2021 cost yet to be advised

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VCE (VET)

ACTING (SCREEN)

CERTIFICATE III (22307VIC) RTO: Australian College of Dramatic Arts (3139)

VCE Units 1- 4: If you undertake both 1st and 2nd years of Certificate III during your VCE years, then

credit of units towards the VCE/VCAL is available.

Program

The general purpose of this course is to provide the skills, knowledge and attitudes for training in acting for film and television. The course has also been written to create career opportunities for peripheral creative industries. It also promotes pathways into tertiary education. The first year focuses on an overview of the film and TV industry, governing bodies, film and tv careers and skills, types of auditions, audition preparation, script knowledge and development, skills and abilities for acting in front of camera. Practical filming lessons alternate between theory lessons. The course provides opportunities to visit on set locations, practical filming lessons and sessions with industry guest speakers designed to ‘meet-and-greet’ those who actively work in film and television The second year focuses on rehearsing and performing scripts, performance in front of camera, screen tests, rehearsing and filming scenes and styles, protocols and knowledge of the film and TV industry, camera techniques and filming styles. Students elect one extra unit of competency with each having a focus on a specific part of the industry; presenting to camera, directing, make-up, technical (camera operator, editor, lighting, CGI special effects) and audition and casting.

Career Pathways Actor, Script Writer, Hair and Make-up Artist, Special effects make-up, Presenter, Reporter, Host, Stage Manager, Production Co-ordinator, Sound, lighting and set technician, Crew member, Director, Producer, Graphic Artist, CGI Artist, Teacher


VCAL This program contributes to the industry strand of VCAL

Day / Time / Venue Elisabeth Murdoch College - Wednesday, 1:00pm – 4 pm (1st year) Wednesday, 4:15pm – 7:15pm (2nd year) FYI reference only - 2020 1st Year cost $800

2020 2nd Year cost $1,060 2021 cost yet to be advised

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VCE (VET)

AGRICULTURE

CERTIFICATE II (AHC20116)

VCE Units 1- 4: Credit of units towards the VCE/VCAL are available. Students who successfully

complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Program

Provides students with the knowledge and skills to achieve competencies that will enhance their employment prospects in the agricultural industry. The course aims to provide students with knowledge and skills in a range of basic agricultural practices, including aspects of plant production.

Structured Workplace Learning (SWL) Structured workplace learning is an important part of any VETis program and provides:

• Enhancement of skills

• Practical application of industry knowledge

• Increased employment opportunities

Contribution to the VCE On completion of this program, students are eligible for 3 VCE/VET units at Unit 1 / 2 level and 2 VCE/VET units at Unit 3 / 4 level. The contribution to the ATAR is as follows:

• Any contribution to the ATAR is subject to satisfactory completion of the Unit 3 / 4 sequence

• Students who successfully complete the unit 3 / 4 sequence will receive one ATAR increment. This is calculated as 10% of the average of the scaled scores of the student’s primary four VCE studies.

Contribution to the VCAL The contribution of the Certificate II in Agriculture to a student’s VCAL program is determined by the number of units of competence completed. This program will satisfy learning outcomes for the Industry Specific and Work Related Skills strands.

Day / Time / Venue Elisabeth Murdoch College – Wednesday 1:30pm – 4:30pm. (1st and 2nd years) Bayside Christian College – Wednesday 1:30pm – 4:30pm. (1st and 2nd years) FYI reference only - 2020 1st & 2nd Year cost $270 (EMC)

2020 1st Year cost $275 (Plus $150 additional fee for PPE weather gear (BCC) (2nd year costs – TBC)

2021 cost yet to be determined for both EMC and BCC

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VCE (VET)

APPLIED FASHION DESIGN AND

TECHNOLOGY

CERTIFICATE II (MST20616)

VCE Units 1- 4: Credit of units towards the VCE/VCAL are available.

Program

The VCE VET Applied Fashion Design and Technology program aims to:

• provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the fashion, clothing and related industries;

• enable participants to gain a recognised credential and make a more informed choice of vocation and career paths.

The main focus of this program is the design and sewing of clothing products.

What to bring Students are required to purchase a folio and sewing kit. Details regarding the requirements for the kit will be provided on enrolment. At least 4 garments will be expected to be made per year and therefore material will need to be purchased throughout the year.

Training and Employment Outcomes The program aims to provide students with the knowledge and skills to achieve competencies that will enhance their employment prospects in the clothing or clothing related industries.


Structured Workplace Learning (SWL) Students are required to attend 40 hours (1 week) of SWL in their first year. A Logbook will be provided. Students undertaking this course are required to undertake 40 hours of structured workplace learning, which contributes to the completion of the competency. “Work in the textiles, clothing & footwear industry”, and provides an opportunity to demonstrate competencies acquired off the job. During this time students will be required to complete work place activities.

Day / Time / Venue Elisabeth Murdoch College – Wednesday, 1:30pm – 4:30pm (1st Year) 2nd year TBC

Monday, 4pm – 7pm (1st and 2nd Year) TBC FYI reference only - 2020 1st Year cost $495.

2020 2nd Year cost $320. 2021 cost yet to be determined

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VCE (VET)

AUTOMOTIVE STUDIES

CERTIFICATE II (AUR20716) (Pre-vocational Mechanical)


Program Automotive studies – Mechanical - This program will offer students the opportunity to incorporate a VET Certificate II qualification with their VCE or VCAL studies. The program provides an excellent opportunity to gain employment in a wide range of automotive and marine trades. There is a growing demand for apprenticeships in this industry and employers are using this program as a benchmark when employing new apprentices.

Training and Employment Outcomes Mechanical - The primary purpose of this qualification is to provide a pathway for participants into a traineeship or apprenticeship in the automotive mechanical repair industry. There are several streams including: light vehicle mechanics (passenger cars and small commercial vehicles; heavy vehicle mechanics (truck, earth moving, farm machinery); and marine mechanics.

Program This course includes the following units of competency:

• Carry out maintenance and/or component servicing operations;

• Identify automotive parts, components, accessories;

• Carry out minor repairs to electrical circuits and systems.

Structured Workplace Learning SWL is not mandatory, however the VCAA strongly recommend a minimum of ten days work placement for this program.

Special Requirements Students are required to have the following at all classes:

• Full overalls

• Safety work boots (steel cap) Year 10 level of Maths and English is recommended.

Day / Time / Venue Chisholm, Frankston – Wednesday 8:30am – 12:30pm or 1:00pm – 5:00 pm or,

Friday 8:30am – 12:30pm FYI reference only - 2020 1st Year cost $336.50

2020 2nd Year cost $160.50 2021 cost yet to be determined

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VCE (VET)

CERTIFICATE III in Aviation (Remote Pilot)

(AVI30416)

VCE Units 1-4: Credit of units towards the VCE/VCAL are available. Students who receive a Units 3 & 4

sequence will be eligible for a 10% increment towards their ATAR

Program Remote pilots operating at this level will apply non-technical and technical knowledge and skills to demonstrate autonomy and judgement and will take limited responsibility within established regulatory parameters. This qualification is relevant to individuals operating remotely piloted aircraft (Drones) within visual line of sight, below 400 feet outside of controlled airspace, greater than 3 nautical miles from an aerodrome, outside of populous areas. Remote pilot duties include applying technical and non-technical aviation skills and knowledge. Students doing this qualification will also complete the requirements for certification by the Civil Aviation Safety Authority (CASA).


• Operate Aeronautical radio

• Manage human factors in remote pilot aircraft systems operations

• Apply regulations and policies during remote pilot aircraft systems operations

• Navigate remote pilot aircraft systems

• Use info technology devices in an aviation workplace

• Manage remote pilot aircraft systems pre and post-flight actions

• Operate and manage remote pilot aircraft systems

• Control remote pilot aircraft systems on the ground

• Launch remote pilot aircraft systems

• Control remote pilot aircraft systems in normal flight

• Recover remote pilot aircraft systems

• Manage remote pilot aircraft systems in abnormal flight situations

• Manage remote pilot aircraft systems energy source requirements

• Apply situational awareness in remote pilot aircraft systems operations

Structured Workplace Learning (SWL) SWL is not mandated in this program.

Special Requirements Students are required to bring a laptop and smart phone.

Day / Time / Venue Elisabth Murdoch College - Wednesday; 1:30pm – 4:30pm (TBC) FYI reference only - NEW COURSE for 2021 cost yet to be determined (Approx. $500 TBC)

99

VCE (VET)

BEAUTY SERVICES

CERTIFICATE III (SHB30115)


Program This course is designed to introduce students to the theory and practice of waxing, manicure and pedicure, make-up, business communications, retail and spray tanning.

Training and Employment Outcomes Successful completion of this certificate can lead to employment prospects as a beauty technician, beauty therapist, Retail and beauty sales assistant.

Equipment/PPE Covered shoes Black dress pants Uniform provided by Chisholm

Structured Workplace Learning 80 hours industry is recommended but not mandatory

Special Requirements Year 10 Maths and English. Students must be 16 years of age on the 1st January of year of commencement.

All students are required to attend a compulsory information session for their applications to be accepted.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR. Contribution to the ATAR is based on the student’s individual program and should be discussed with your VET Coordinator.

Day / Time / Venue Chisholm, Frankston – Wednesday, 9am – 3:00pm (1st year) Chisholm, Frankston – Friday 9am – 3:00pm (2nd year)

The Beauty program is also being offered through The WTS Beauty Academy, Mornington – see the Careers office for further details FYI reference only - 2020 1st Year cost $732


100

VCE (VET)

BUILDING & CONSTRUCTION

CERTIFICATE II (22338VIC) (Partial Completion – 3rd year is available)

Pre-apprenticeship (Carpentry)


Program Building & Construction (Carpentry) - This programs will provide students the knowledge and skills to enhance their employment prospects in the building and construction industry. Upon successful completion of the VCE VET program, students have achieved approximately two-thirds of the pre-apprenticeship certificate, comprising the certificate core and some stream specific modules. This provides partial completion of Certificate II in Building and Construction. Students wishing to complete the entire pre-apprenticeship certificate need to undertake modules beyond the requirements of the VCE VET program. Students who complete the two year program will be provided with a Statement of Attainment. Chisholm offers pathways for students to complete the remaining units and obtain the full qualification.

Training and Employment Outcomes Upon completion of the VCE VET program, students may need to complete the remaining third of the Certificate II in Building & Construction pre-apprenticeship before proceeding to the appropriate apprenticeship qualification. Career paths within the Construction Industry include: Apprentice Carpenter; labourer on site


• Sleeveless overalls (beige) or pants (no shorts)

• Safety work boots (steel cap)

• 1 metre folding rule

• Lined notepad/workbook

• Pens and pencils Year 10 level of Maths and English is recommended.

Structured Workplace Learning 80 hours recommended but not mandatory. Students will be required to have a Construction Induction Card to access building sites for work placement. On completion of the required modules, students will be issued with a Construction Induction Card from WorkSafe Victoria. Cost of the card is included in the materials fee.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR

Day / Time / Venue Chisholm, Frankston Wednesday or Fridays – 8:00am – 12:00pm or 1pm – 5pm (1st and 2nd year) CARPENTRY 2020 1st Year cost $228

2ndYear cost $220 3rd Year cost $100 2021 cost yet to be determined

101

VCE (VET)

BUSINESS

CERTIFICATE II (BSB20115)

VCE Units 1 -2 : Credit of units towards the VCE/VCAL are available.

This is a one year course only – Cert III in Business (BSB30115) provides the 2nd year but only

partial completion is gained. A Certificate of Attainment will be provided.

Program This course is designed to introduce students to the theories and practices necessary to develop skills for employment in an office environment.

Program Structure This course includes the following core units of competency:

• Contribute to health and safety of self and others

• Communicate in the workplace

• Process and maintain workplace information

• Produce digital text documents

• Create and use spreadsheets

• Organise and complete daily work activities

• Use digital technologies to communicate remotely

• Participate in environmentally sustainable work practices

It is strongly recommended that students in this program undertake a minimum of 10 days of SWL.

Contribution to the VCE/VCAL On completion of the program students are eligible for two credits towards their VCE, at Unit 1-2 level.

Day / Time / Venue Chisholm, Frankston – Wednesday, 1pm – 5pm FYI reference only - 2020 1st Year cost $160


102

VCE (VET)

BUSINESS

CERTIFICATE III (BSB30115) – partial completion

VCE Units 3-4 : Credit of units towards the VCE/VCAL are available. Students are strongly advised

against undertaking the Units 3 and 4 sequence without first completing Units 1 and 2 (Certificate II in Business – BSB20115)

Program This course is designed to provide students with the opportunity to develop a broad range of skills and knowledge to work in a variety of work contexts. It provides a partial completion of Certificate III in Business, Units 3 & 4 sequence of VCE VET Business, and is not designed as a stand-alone study. Students are strongly advised against undertaking the Units 3 and 4 sequence without first completing Units 1 and 2 (Certificate II in Business – BSB20115)

Program Structure This course includes the following core units of competency:

• Deliver and monitor a service to customers

• Design and produce business documents

• Organise personal work priorities and development

• Organise workplace information

• Recommend products and service

80 hours of SWL is recommended but not mandatory

Contribution to the VCE/VCAL On completion of the program students are eligible for two credits towards their VCE, at Unit 3-4 level.

Day / Time / Venue Chisholm, Frankston – Wednesday, 1pm – 5pm FYI reference only - 2020 1st Year cost $177


103

VCE (VET)

CISCO – Integrated Technologies

CERTIFICATE IV (22263VIC) (partial completion)

VCE Units 3 & 4: Credit of units towards the VCE/VCAL are available. Students who receive a Units 3

& 4 sequence through CISCO CCNA v5 Routing and Switching will be eligible for a 10% increment towards their ATAR

Program This program provides VCE students with theory and practical skills in the design, construction and maintenance of small to medium sized computer networks, enhancing their employment prospects in the IT industry. The CISCO Networking Academy has provided the ICT industry a range of training programs for 20 years. The VCE VET CISVO program has been structured to provide recognition for CCNA v6 Routing and Switching, the most popular course of the academy. The course includes:

• Hands on labs with industry grade equipment

• Software simulations

• Tools to build and troubleshoot small and large networks

• Online course materials

• Quizzes, demos and videos

Structured Workplace Learning (SWL) TBA

Special Requirements This program requires some mathematical abilities. Year 10 level or higher is recommended.

Contribution to the VCE/VCAL: On successful completion of the program students are eligible for four credits towards their VCE, as a Unit 3-4 sequence. From one only year of the course students will be eligible for a 10% increment towards their ATAR. On completion of the two years of the course students will be eligible for another 10% increment towards their ATAR.

Day / Time / Venue EMC - Wednesday; 1:00pm – 5:00pm FYI reference only - 2020 1st and 2nd Year cost $200


104

VCE (VET)

COMMUNITY SERVICES

CERTIFICATE II (CHC22015)

VCE Units 1 -2 : Credit of units towards the VCE/VCAL are available. One year only. Second year is

undertaken through Certificate III Community Services (CHC32015)

Age Requirement : Students must be a minimum of 16 years of age of the year commencing this

course. A compulsory information session attendance is required before applications can be processed. Dates will be advised.

Program This unscored VCE VET course is designed to introduce students to the theories and practices necessary to enhance their future studies and employment prospects in the community services sector and provides partial completion of the Certificate III. Students will receive a Statement of Attainment at completion of the course. PLEASE NOTE: The course also covers sensitive areas and issues which may trigger learners who have experience of the issues covered.

Training and Employment Outcomes Certificate 11 in Community Services can be the starting point to a wide variety of career options such Early Childhood Education and Care; Community Services; Youth Work

Special Requirements SWL is recommended but not mandatory

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject.

Day / Time / Venue Chisholm, Frankston – Wednesdays, 8:30am – 12:30pm or 1:00pm – 5:00pm FYI reference only - 2020 1st Year cost $60


105

VCE (VET)

COMMUNITY SERVICES

CERTIFICATE III (CHC32015)

VCE Units 3-4 : Credit of units towards the VCE/VCAL are available. Students who receive a Units 3 & 4

sequence will be eligible for a 10% increment towards their ATAR. This is not a stand-alone program. Students

Program It provides access to a range of potential career paths within the Community Services industry and may lead to employment in roles such as community health support worker, youth support worker, case support worker, residential support worker or volunteer coordinator. NOTE: This course covers sensitive areas and issues which may trigger learners who have experience of the issues covered.

Training and Employment Outcomes Certificate III in Community Services can be the starting point to a wide variety of career options such as Nursing, Social Work, Youth Work, Child Care, Disability Care and Teaching.

Special Requirements All students must be a minimum of 16 years of age in January of the year of course commencement and must attend a compulsory information session for their applications to be accepted.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence.

Day / Time / Venue Chisholm, Frankston – Wednesdays, 8:30am – 12:30pm or 1:30pm – 4:30pm

FYI reference only - 2020 1st Year cost $60


106

VCE (VET)

COMPUTER ASSEMBLY & REPAIR

CERTIFICATE II (UEE20511) (Partial completion)

VCE Units: Credit of units towards the VCE/VCAL are available.

Program This course is designed to introduce students to the theory and practice of selecting components and assembling computer to customer specification, and carrying out routine hardware repairs. Sample units:

• Install and configure a client computer operating system and software

• Apply OH&S regulations, codes and practices in the workplace

• Assemble, set-up and test computing devices

• Document and apply measures to control OHS risks associated with electrotechnology work

• Use computer applications relevant to a workplace

• Participate and follow a personal competency development plan

• Set up and configure a local area network

• Apply environmentally and sustainable procedures in the energy sector

• Install and configure a home or small office network.

Structured Workplace Learning (SWL) SWL is not mandated in this program.

Training and Employment Outcomes Computer Assembly/Repair sales, help desk.

Special requirements No singlet tops will be permitted. Neat dress and covered shoes required. 1 TB portable hard drive required. USB stick min 16gb to use as a backup, pen and paper.

Contribution to the VCE/VCAL On completion of the program, students are eligible for credits towards their VCE, two at Units 1-2 level ONLY.

Day / Time / Venue Chisholm, Frankston – Wednesday, 1pm – 5pm FYI reference only - 2020 1st Year cost $192.50 2020 2nd Year cost $52


107

VCE (VET)

CONSTRUCTION PATHWAYS

CERTIFICATE II (CPC20211) RTO: AGA Apprenticeships Plus (3829)

VCE Units 1- 2: Credit of units 1 & 2 only towards the VCE/VCAL are available.

Program Students do not have a lot of opportunities to experience and learn about a range of vocational options before

having to enrol in a particular trade stream whether it be at a Certificate II level or an Apprenticeship. The aim

of the Construction Pathways program is to provide a multi-industry experience so that students are able to

make a more informed choice about what trade/industry they may like to pursue. Some sample units:

• Read and interpret plans and specifications

• Prepare to work safely in the construction industry

• Apply OH&S requirements, policies and procedures in the construction industry

• Handle and prepare bricklaying and block-laying materials

• Use bricklaying and block-laying tolls and equipment

• Conduct workplace communication

• Work effectively and sustainably in the construction industry

• Plan and organise work

• Handle wall and floor tiling materials

• Use wall and floor tiling tools and equipment

• Apply basic levelling procedures

• Carry out basic demolition

Training and Employment Outcomes Further study – Certificate II or III in Building Construction

Certificate II or III in Electrotechnology or Plumbing



• Lined notepad/workbook

• Pens and pencils

Contribution to the VCE/VCAL On completion of the program students are eligible for two credits towards their VCE, two at Unit1-2 level

Day / Time / Venue Somerville Secondary College (Trade Training Centre): Fridays – 9:00am – 3:00pm (TBC) CARPENTRY 2020 1st Year cost $103


108

VCE (VET)

DANCE

CERTIFICATE II with selected units from

Certificate III in Dance (CUA20113 &

CUA30113)

VCE Units 1- 4: A study score is available for this program.

Program Classroom learning is combined with structured hands-on training and practice in industry. The aim of this program is to:

• Allow learner to develop basic technical skills to prepare for work in the live performance industry’

• Perform a combination of technical dance activities aligned to the Australian Qualifications Framework at Level II

• Demonstrate proficiency in Jazz and Contemporary dance styles.

Special Requirements Year 2 students are strongly advised against undertaking Year 2 without first completing Year 1. Students are required to wear appropriate clothing for dance and a laptop. The VCAA has determined that work placement is an appropriate and valuable component of all VET programs. It is often difficult to find suitable work placements for all dance students. To overcome this situation at EMC we have organised industry visits ie. Live performances and dance companies and through involvement in performances such as eisteddfods and school productions.


Further Study Certificate III in Dance Diploma of Dance – Teaching & Management Bachelor of Arts (Dance) Bachelor of Creative Arts (Dance) Choreographer

Day / Time / Venue Elisabeth Murdoch Secondary College – Wednesday, 4:15pm – 7:15pm (1st year)

Wednesday, 1:15pm – 4:15pm (2nd year) FYI reference only - 2020 1st Year cost $370


109

VCE (VET)

DESIGN FUNDAMENTALS

CERTIFICATE III (CUA30715)

Streams – Graphic Design

VCE Unit 1-4: Credit of units towards the VCE/VCAL are available

Program Graphic Design: This course is designed to introduce students to the theories and practices of creative arts industries, including those using emerging technology. Students will study skills in photo imaging and 3D printing common to screen and media, interactive games, graphic design and visual arts. Some units:

• Follow a design process (3D print)

• Produce drawings to communicate ideas

• Source and apply design industry knowledge

• Make scale models

• Explore and apply the creative design process to 2D forms

• Explore the use of colour


• Produce computer-aided drawings

• Use typography techniques

• Contribute to health and safety of self and others

Special Requirements At this time it is not mandatory for students in this program to undertake Structured Workplace Learning (SWL). Learning. One the first day, please bring a pen, A4 notebook and a folder.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Units 1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Day / Time / Venue Chisholm, Frankston – Wednesday, 5pm – 9pm FYI reference only - 2020 cost $315 (1st year) 2020 cost $180 (2nd year)


110

VCE (VET)

DESIGN FUNDAMENTALS


Streams –Photography

VCE Unit 1-4: Credit of units towards the VCE/VCAL are available

Program Photography: This course is designed for students who wish to pursue a photographic career. It is designed to build the theoretical and practical skills required to develop photographic expertise both in the studio and on location, and helps students explore their creativity and develop their photographic eye for capturing and enhancing dynamic photography. Some units:

• Explore the use of colour

• Contribute to OH&S of self and to others

• Follow a design process


• Produce drawings to communicate ideas


• Source and apply design industry knowledge

Special Requirements At this time it is not mandatory for students in this program to undertake Structured Workplace Learning (SWL). Learning. One the first day, please bring a pen, A4 notebook and a folder.

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Units 1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Day / Time / Venue Chisholm, Frankston – Wednesday, 9am – 1pm FYI reference only - 2020 cost $257.50 (1st year) 2020 cost $228 (2nd year)


111

VCE (VET)

EARLY CHILDHOOD EDUCATION & CARE

CERTIFICATE III (CHC30113)

VCE Units 1-4: Credit of units towards the VCE/VCAL are available.

Program This course offers the minimum qualification required to work in early childhood education and care settings with babies and children up to 6 years of age. It prepares students for centre-based, out-of-school hours, family day care and nanny roles and covers child development and how to foster and support children’s emotional and educational wellbeing.

Structured Workplace Learning (SWL)

There is 60 hours per year of SWL required for this course

Special Requirements Students must be 16 years old on 1 February of the commencing year and have Year 10 Maaths and English. They will also need to attend a compulsory information session for their applications to be accepted and obtain a current Volunteer Working with Children Check.

Contribution to the VCE/VCAL: On completion of the program students are eligible for four credits towards their VCE, two at Unit1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Pathways Further study pathways are available in the Diploma of Children’s Services and Advanced Diploma of Children’s Services.

Day / Time / Venue Chisholm Institute, Frankston – Wednesday, 9am – 3pm FYI reference only - 2020 1st Year cost $126 - Chisholm

2020 2nd Year cost $11.50 – Chisholm 2021 cost yet to be determined

112

VCE (VET)

ELECTRO-TECHNOLOGY – CAREER START

Certificate II (UEE22011)

(leads to pre-apprenticeship for electricians)

VCE Units 1-4: On completion of the program students are eligible for four credits towards their VCE,

two at Unit 1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Program This course is designed to introduce students to the various careers available in electrotechnology through project-based, hands-on experience in the workshop. These careers include electrical, electronics, renewable energy and telecommunications. Students who complete both years of the program will have completed a nationally recognise pre-vocational qualification for careers in this industry. ALL students are required to attend a compulsory information session for their applications to be accepted.

Structured Workplace Learning (SWL) SWL is not mandated in this program, however the VCAA strongly recommend all VET students undertake some work placement. 80 hours is recommended for this program.

Pathway Successful students can continue with the Advanced Diploma of Electronics Engineering. Employment opportunities exist in the electrical trades and in electronic installation, testing, repair or sales, working on audio systems, video systems, car electronic accessories, electronic ticketing systems, and vehicle engine management systems and computer interfacing.

Special Requirements Students are required to have the following for every lesson:

• Laptop

• Safety work boots/shoes

• Short/long sleeved shirt (no singlets)

• Chisholm will provide safety glasses

• Year 10 Maths and English is recommended


Day / Time / Venue Chisholm, Frankston – Friday, 12:30pm-4:30pm– 12pm or Wednesday, 8am – 12pm; 12:30pm-4:30pm Somerville Trade Training Centre AGA – Wednesdays, 12:30pm – 5:00pm (1st year); 8:30am – 12 noon (2nd year) FYI reference only - 2020 1st Year cost $295(Chisholm)

2020 2nd Year cost $250 (Chisholm) 2020 1st year cost $103 (AGA – Somerville Secondary College Trade Training Centre 2020 2nd year cost (TBA) AGA – Somerville SC Trade Training Centre 2021 cost yet to be determined

113

VCE (VET)

ELECTRO-TECHNOLOGY – CAREER START

Certificate II (UEE22011)

(leads to pre-apprenticeship for electricians) AGA – Apprenticeship Plus (3829) – Held at Somerville Secondary College (Trade Training Centre)

VCE Units 1-4: 1 year program. On completion of the program students are eligible for four

credits towards their VCE, two at Unit 1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Program This course is designed to introduce students to the various careers available in electrotechnology through project-based, hands-on experience in the workshop. These careers include electrical, electronics, renewable energy and telecommunications. Students who complete both years of the program will have completed a nationally recognise pre-vocational qualification for careers in this industry. ALL students are required to attend a compulsory information session for their applications to be accepted.

Structured Workplace Learning (SWL) SWL is not mandated in this program, however the VCAA strongly recommend all VET students undertake some work placement. 80 hours is recommended for this program.

Pathway Successful students can continue with the Advanced Diploma of Electronics Engineering. Employment opportunities exist in the electrical trades and in electronic installation, testing, repair or sales, working on audio systems, video systems, car electronic accessories, electronic ticketing systems, and vehicle engine management systems and computer interfacing.

Special Requirements Students are required to have the following for every lesson:

• Laptop

• Safety work boots/shoes

• Short/long sleeved shirt (no singlets)

• Year 10 Maths and English is recommended


Day / Time / Venue Chisholm, Frankston – Friday, 12:30pm-4:30pm– 12pm or Wednesday, 8am – 12pm; 12:30pm-4:30pm Somerville Trade Training Centre AGA – Wednesdays, 12:30pm – 5:00pm (1st year); 8:30am – 12 noon (2nd year) FYI reference only - 2020 1 Year cost $TBA


114

VCE (VET)

ENGINEERING STUDIES

CERTIFICATE II (22470VIC)

VCE Units 1- 4 sequence: A study score is available for this program.

The aim of the VCE VET Engineering Studies program is to provide participants with the knowledge and skills to enhance their employment prospects in the engineering industry. This program will enable students to gain a recognised credential, and make a more informed choice of career path as well as expose them to emerging technologies in engineering. The design of new projects will focus on the knowledge and skills needed to move into the programming and robotics industries. 2nd year of the program streams into your area of interest:

1. Fabrication (thermal cutting, marking out; welding principles; fabrication forming; shaping techniques; general machining; computer and CAD and workplace safety.

2. Mechanical – introducing students to emerging technologies in engineering, and the design of new projects focuses on the knowledge and skills needed to move into the programming and robotics industry.

Training and Employment Outcomes Over 90% of students undertaking Certificate II in Engineering Studies are offered employment as an Apprentice in Mechanical or Automotive Engineering. The program also provides an excellent introduction at the vocational level for students considering Engineering as a career option.

Program Units include: Machining Hand and Power Tools Welding & Thermal Cutting Electrical Workshop Practices

Special Requirements Coveralls Safety work boots Welding helmet and welding gloves Safety Glasses

80 hours of SWL each year is recommended but not mandatory.


Day / Time / Venue Chisholm, Frankston - Wednesday, 1pm – 5pm ; or 8:30am – 12:30pm FYI reference only - 2020 1st Year cost $276


115

VCE (VET)

EQUINE INDUSTRY

CERTIFICATE III (22513VIC)


Program

The aim of this program is to provide students with the knowledge and skills to achieve competencies that will enhance their employment prospects in the EQUINE industry.

• The course provides students with general horse management skills and career development with electives in riding and event management.

Special Requirements

1. Students do not have to have their own horse. Practical sessions will be conducted at Ayre Hill Equestrian Centre where access to horses is provided. The practical sessions run from 8.30 am to 3.30 pm and are a compulsory part of the program. Students will be expected to catch up on any work missed while they are participating in a practical session.

2. Students will have face to face access to a qualified and experienced trainer on a weekly basis. The program is delivered via workbooks, activities, practical applications and support by internet research and textbook assignments.

3. Purchase of the recommended text book is required.

4. Students are required to undertake a Level One First Aid Certificate.

5. Students are also to undertake a minimum of 40 hours Structured Workplace Learning before the end of Term 2. Students are required to source their own placement.

The program is delivered by the Hillcrest College as well as Toorak College


Day / Time / Venue Toorak College, Mount Eliza – Wednesday, 1:30pm – 4:30pm (1st year) Toorak College, Mount Eliza - Wednesday, 4:00pm – 7:00pm (2nd year) FYI reference only - 2020 1st Year cost $300 (Toorak College)

2020 2nd Year cost $300 (Toorak College) 2021 cost yet to be determined

116

VCE (VET)

FURNITURE MAKING PATHWAYS

CERTIFICATE II (MSF20516)

VCE Units 1- 4 sequence: A study score is available for this program

This program provides students with the knowledge and skills to achieve competencies that will enhance their employment prospects in the furnishing industry. Students will gain a recognised credential and make a more informed choice of vocation and career paths.


• Apply domestic surface coatings

• Assemble furnishing components

• Develop a career plan for the furnishing industry

• Join materials used in furnishing

• Demonstrate care and apply safe practices at work

• Make a basic upholstery product

• Make simple timber joints

• Participate in environmentally sustainable work practices

• Prepare surfaces

• Undertake a basic furniture making project

• Make measurements and calculations

• Use furniture making sector hand and power tools

.

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but is not mandated in this program.

Special Requirements Students will require the following for all classes:

• Sleeveless overalls (beige), long or short sleeved shirt under overalls;

• Safety work boots;

• Safety equipment – ear muffs and safety glasses can be provided by student, or can be purchased from Chisholm Institute;

• Ear muffs AS/NZS 1269.3 Class 5

• Safety glasses AS/NZS 1337

• Students with long hair are required to supply a suitable hair restrain Year 10 level of Maths and English is recommended.

Day / Time / Venue Chisholm, Frankston - Wednesday, 1pm – 6pm FYI reference only - 2020 1st Year cost $152


117

VCE (VET)

HEALTH SERVICES ASSISTANCE

CERTIFICATE III (HLT33115)

VCE Units 1- 4 sequence: A study score is available through this program..

Program The VCE VET Health program reflects industry and student demand for qualifications in the health industry. The program covers a wide range of work areas within the health industry. Students completing this program will have the skills and knowledge required to work in an entry-level role within a range of areas depending on the electives and focus of the program undertaken. The program will also provide a pathway into diploma level courses in remedial massage, myotherapy, nursing and community services. This program is designed to introduce students to the health industry providing students with hands-on real life experience. Students will look at the Australian health care system, interpreting and applying medical terminology, healthy body systems and assistance with movement.


Training and Employment Outcomes The primary purpose of this program is to provide a pathway into further study. The units study have been selected based on commonality across qualifications leading to further study in the Allied Health areas ie. Nursing, Community Services, Remedial Massage, Myotherapy etc.

Special Requirements An interest in working with people and in the health industry

Structured workplace learning (SWL) Students are required to complete 80 hours (2 weeks) of SWL over two years. A logbook will be provided.

Day / Time / Venue – Chisholm – Wednesday, 1:00 – 5:00pm FYI reference only - 2020 1st Year cost $110


118

VCE (VET)

HEALTH SUPPORT SERVICES

CERTIFICATE II (HLT23215) RTO: Antrick Education (41572)

VCE Units 1- 2 sequence: This is a 1 year program undertaken at Elisabeth Murdoch College. On

completion of the program students are eligible for two credits towards their VCE at Unit 1-2 level.

Program The program reflects industry and student demand for qualifications in the health and community sectors. The program includes a nationally recognised First Aid certificate and covers key employability skills that are transferable to any industry, including:

• Communication

• Teamwork

• Customer service

• Work Health and Safety

• Organising work activities

• Business Technology Throughout the program students will complete practical sessions in EMC’s working ambulance, participate in skill building workshops, theory sessions, which involve working on real case studies and complete a community project of their choice.

Contribution to the VCE/VCAL On completion of the program students are eligible for two credits towards their VCE at Unit 1-2 level.

Training and Employment Outcomes This course can lead into Certificate III in Health Support Services; Certificate III in Hospital / Health Services – Pharmacy Support and Certificate IV in Mental Health (this is not an exhaustive list)

Special Requirements TBA

Structured workplace learning (SWL) TBA

Day / Time / Venue – Elisabeth Murdoch College – Wednesday, 1:30 – 4:30pm FYI reference only - 2020 1 Year cost $100


119

VCE (VET)

HORTICULTURE

(Landscaping, Turf, Parks & Gardens)

CERTIFICATE II (AHC20416)

VCE Units 1- 4 sequence: Credit of units towards the VCE/VCAL are available.

Program This course is designed to introduce students to the theories and practices necessary to prepare them for entry into this dynamic industry. It provides exposure to the main facets of the parks, nursery and landscape industries, contained within the general sphere of horticulture

Training and Employment Outcomes Completion of the Certificate II in Horticulture (Landscaping) allows students to proceed into the industry as an apprentice in the following area:

• Landscape Construction Training in this area provides transferable skills which are also relevant to apprenticeships in:

• Parks and Gardens

• Water Connection and Management

Structured Workplace Learning (SWL) A minimum of 80 hours of SWL is required for this program but not mandatory.

Special Requirements • Students are required to have safety footwear for every lesson

• Sunscreen and a hat

• Year 10 English and Maths


Day / Time / Venue Chisholm, Rosebud – Friday, 8:30am – 12:30pm (1st and 2nd year) FYI reference only - 2020 1st Year cost $186


120

VCE (VET)

HOSPITALITY (Front of House)

CERTIFICATE II (SIT20316)


Program The qualification is designed to reflect the role of employees who perform a range of tasks in hospitality establishments. Students who complete the full VCE/VET program will receive Certificate II in Hospitality and a Statement of Attainment for additional units of competence providing credit towards other hospitality qualifications including apprenticeships and traineeships.

Special Requirements Details of uniform requirements, equipment and textbooks to be purchased by the student will be provided prior to commencement.

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but not mandated in this program.

Pathway Further training opportunities in apprenticeship/traineeship in hospitality or hospitality management, or dual award studies in Diploma of Hospitality Management/Diploma of Events Management. Employment opportunities can include:

• Catering assistant;

• Porter

• Food and Beverage Attendant

• Bar Attendant

Contribution to the VCE/VCAL On completion of the program students are eligible for four credits towards their VCE, two at Unit 1-2 level and a Unit 3-4 sequence. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject.

Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30am – 12:30pm (1st year) Chisholm, Frankston – Wednesday, 1pm – 5pm (2nd year) FYI reference only - 2020 1st Year cost $285


121

VCE (VET)

INFORMATION, DIGITAL MEDIA &

TECHNOLOGY (Network Administration –

Specialising in Cyber Security) (Partial Completion) CERTIFICATE III (ICT30115)

VCE Units 1 - 4: On successful completion of Program 2 students are eligible for up to two units at Unit

1-2 level and a 3-4 sequence contribution to their VCE.

Program The Certificate III in Information, Digital Media and Technology (Cyber Security) program is designed to introduce students who are enthusiastic and passionate about IT to network administration. The course covers IT hardware, operating systems and the fundamentals of network administration within the context of cyber security. Cyber Security has been identified as priority skill shortage. The Cert III is designed to develop the skills in preliminary networking. Note: This is a partial completion of the Certificate III in IDMT and does not carry scored assessment.

Training & Employment Outcomes Possible employment outcomes:

• ICT Technician

• Network Support Officer Education pathways: Cert IV in Cyber Security; Cert IV in IT Networking/Support; Cert IV in Information Technology

Structured Workplace Learning (SWL) 80 hours is recommended but not mandatory for students in this program.

Special Requirements USB stick – 4GM minimum


Day / Time / Venue Chisholm Frankston – Wednesday, 8:30am – 12:30pm FYI reference only - 2020 1st Year cost $100

2020 2nd Year TBA 2021 cost yet to be determined

122

VCE (VET)

INFORMATION, DIGITAL MEDIA &

TECHNOLOGY (Games) (Partial Completion) CERTIFICATE III (ICT30115)

VCE Units 1 - 4: On successful completion of Program 2 students are eligible for up to two units at Unit

1-2 level and a 3-4 sequence contribution to their VCE.

This course is designed to introduce students who are enthusiastic and passionate about gaming to the video games industry. The course covers IT hardware, digital imaging, animation, principles of game design, and interactive gaming and industry tools such as Unreal Development Kit. Students will be taught some advanced features of Microsoft Office. At this level, the emphasis is on simple game design. Note: This is a partial completion of the Cert III in IDT and does not carry scored assessment.

Training & Employment Outcomes The Certificate III in Information, Digital media and Technology (Games Creation) program is an ideal introduction to enter the world of game development. Completing this certificate course provides a pathways or entry level program for the higher level Certificate IV and into the Diploma. Roles in the games industry are:

• Support games developer

• Mobile games programmer

• Games designer

• Games developer

This program prepares students for employment operating under supervision as a junior games developer in the IT, media and games industry.

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but is not mandatory for students in this program.

Special Requirements USB stick – 16GB minimum

Day / Time / Venue Chisholm Frankston – Wednesday, 1pm -5pm or 8:30am-12:30pm Chisholm Frankston – Wednesday, 1pm – 5pm (2nd year) FYI reference only - 2020 1st Year cost $100.50


123

VCE (VET)

KITCHEN OPERATIONS


Units 1- 4 sequence: A study score is available for this program.

Program The qualification is designed to reflect the role of employees who perform a range of tasks in hospitality establishments, particularly cooking. Students who complete the full VCE/VET program will receive Certificate II in Hospitality Kitchen Operations). This can lead to other Hospitality qualifications including apprenticeships and traineeships.

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but not mandated in this program. In the 2nd year of this program students are required to complete 12 service sessions and complete a log book,. It is strongly advised that students complete at least some of this in the workplace, which can include Chisholm student restaurants.

Pathway Further training opportunities in apprenticeship/traineeship in hospitality or hospitality management, or dual award studies in Diploma of Hospitality Management/Diploma of Events Management. Employment opportunities can include:

• Cookery Apprentice

• Breakfast cook

• Sandwich hand

Special Requirements Details of uniform requirements, equipment and textbooks to be purchased by the student will be provided prior to commencement. Details of equipment and PPE will be provided prior to commencement. There will be extra charges for knife kits, uniform etc.

Contribution to the VCE/VCAL VCE: Students who complete the Certificate II in Hospitality with additional units of competence leading to the Cert III in Hospitality will be eligible for three units at 1-2 level and a Unit 3-4 sequence credit towards their VCE. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject.

Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30am – 12:30am

Wednesday, 1pm – 5pm Bayside Christian College - Wednesday 1.30 – 5.30pm FYI reference only - 2020 1st year cost $500 (plus $120 additional fee for chef’s uniform) Bayside CC

2020 1st Year cost $520 (Chisholm) 2020 2nd Year cost $138 (Chisholm)


124

VCE (VET)

KITCHEN OPERATIONS

PATISSERIE STREAM


VCE Units: Credit of units towards the VCE/VCAL are available. This is not a scored program.

Program This program is designed to introduce students to patisserie (cakes and pastries) cooking and provide the skills to work in a range of hospitality establishments. Students who complete the full program will receive a Certificate II in Kitchen Operations (Patisserie). This can lead to other hospitality qualifications including apprenticeships.

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but not mandated in this program. In the 2nd year of the program students are required to complete 12 service sessions and complete a log book. It is strongly advised that students complete at least some of this in the workplace, which can include Chisholm student restaurants.

Pathway Certificate III in Patisserie (apprenticeship) Certificate IV in Patisserie Diploma of Hospitality Management

Special Requirements Details of uniform requirements and extra costs of equipment and textbooks to be purchased by the student will be provided prior to commencement.


Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30am – 12:30pm and Wednesday, 1pm – 5pm



125

VCE (VET)

MAKEUP

CERTIFICATE III (SHB30215)

VCE Units 1 – 4: Credit for units 1 -4 are available.

This course introduces students to the theories and practices necessary for a vocation in make-up. The first year covers design, applying and removing make-up, photography and camouflage makeup and providing service to clients. The second year covers eyelash extensions, fantasy make-up, airbrushing and the running of a business. The student kits have industry standard professional makeup and tools which they are encouraged to use on models outside school time.

Structured Workplace Learning (SWL) 80 hours is recommended but not mandatory.

Special Requirements • Covered shoes

• Black dress pants

• T-shirt provided by Chisholm


Career Pathways Makeup artist Beauty therapist

Day / Time / Venue Chisholm TAFE, Frankston – 1st Year: Wednesday, 1:00pm-5pm. FYI reference only - 2020 1st Year cost $820 2020 2nd Year cost $520

2021 yet to be determined

126

VCE (VET) OUTDOOR RECREATION

CERTIFICATE II (SIS20213)

VCE Units 1 – 2: Credit for units 1 and 2 available.

This program is designed to introduce the student to the employment and educational opportunities within the outdoor recreation industry. The focus of the program is on developing the skills, knowledge and confidence to work in the area of outdoor recreation. Students will develop leadership and organisational skills through theory and practical sessions in the classroom, the workplace and on a camp. Students will participate in a range of activities including surfing, snorkelling, rock-climbing and bushwalking. After completing the Certificate II in Outdoor Recreation, students can proceed into the Certificate III in Sport and Recreation (VCE-VET Scored Assessment) in their second year

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but not mandatory.

Contribution to the VCE/VCAL On completion of the program, students are eligible for two at Unit1-2 level ONLY Students wishing to receive an ATAR must enrol for a second year in the Certificate III in Sport & Recreation with scored assessment.

Special Requirements Covered shoes; sunscreen and hat

Career Pathways Assistant Outdoor guide

Day / Time / Venue Chisholm TAFE, Frankston – 1st Year: Wednesday, 1:00pm-5pm. FYI reference only - 2020 1st Year cost $650

2021 yet to be determined

127

VCE (VET)

PLUMBING

CERTIFICATE II (22304VIC) (Pre-vocational)

VCE Units 1-2: Credit of units towards the VCE/VCAL are available.

The VET in Schools Certificate II in Plumbing (Prevocational) offers students partial completion in a fully accredited course specifically designed for people who want to enter the plumbing industry or to prepare for entry into a plumbing and gas fitting apprenticeship. Classes are conducted using a mixture of practical and theoretical sessions and it is expected students will arrive for class equipped with safety boots and overalls.

Training & Employment Outcomes This course provides students with a clear pathway to employment in a plumbing apprenticeship. Students will gain some credit for the schooling component of their training. Completion of the program may increase employment opportunities.

Structured Workplace Learning (SWL) SWL is not mandated in this program, however the VCAA strongly recommend all VET students undertake some work placement.


• Sleeveless overalls (blue) or work pants (blue) worn with shirt underneath (no singlets)


• Pens and pencils and paper

Year 10 level of Maths and English is recommended.

Contribution to the VCE/VCAL VCE: Students undertaking this program are eligible for Units 1 and 2 ONLY. (This is to be checked! Please

see Leanne in Careers for further information)

Day / Time / Venue Chisholm, Frankston – Wednesday, 8am – 12pm or 12:30pm – 4:30pm (1st and 2nd year) Somerville Secondary College (AGA) – Wednesday, 12:30 – 4:30pm (1st year)

Wednesday, 8:30am – 12:30pm (2nd year)

NOTE: Somerville Secondary College (AGA) also offer this program as a 1 year program for VCAL students on a Friday 9am – 3pm COST: TBA FYI reference only - 2020 1st Year cost $265 (Chisholm)

2020 2nd Year cost $265 (Chisholm) 2021 cost yet to be determined

128

VCE (VET)

SALON ASSISTANT

CERTIFICATE II (SHB20216)

VCE Units 1 & 2: Credit of units towards the VCE/VCAL are available. 1 year program only.

This program will offer the student the opportunity to undertake a Certificate II qualification while completing their VCE studies. Students will attain the skills of a first year apprentice, practical skills for styling, removal of chemicals and basin services and undertake theory studies in client communication. The program articulates to Certificate III Hairdressing (apprenticeship), and provides the knowledge and skills to assist students in gaining employment in the Hairdressing industry.

Structured Workplace Learning (SWL) 40 hours industry placement to be organised in consultation with Chisholm Institute. If students are unable to source the placement, they will be able to access Chisholm Salon days., (Salon days may not be scheduled on the same day as the VET program).

Pathway Articulates to Cert III Hairdressing (apprenticeship). Possible job outcomes exist as an apprentice hairdresser.

Special Requirements Students are required to wear closed-toe shoes; Black pants or skirt with tights (no leggings or jeans); Plain black top; Hair tied up; A4 notebook, Pen/pencils. A kit will be supplied – NO REFUNDS will be given. 90 % attendance is required for successful completion of the program.

Contribution to the VCE/VCAL VCE: Students undertaking this program are eligible for Units at 1-2 level ONLY.

Day / Time / Venue Chisholm, Frankston –Wednesday or Friday, 9am – 3:30pm FYI reference only - 2020 1st Year cost $496


129

VCE (VET)

SCREEN & MEDIA - Game/Art Design

(Creative Digital Media -CDM)


VCE Units 1-4: A study score is available for this program and includes an external examination in

November.

This scored VCE VET course is designed to equip students for working as assistants in the multimedia and design industries. Delivery incorporates industry-relevant computer equipment, teachers are current industry practitioners, and the course focuses on developing employability skills.

Training and employment outcomes Completion of the Certificate III in Media (Game Art/Design) allows students to proceed into further study that may lead to jobs in the following industries:

• Digital Media artist assistant

• Assistant animator

• Assistant digital media developer

Special requirements • External hard drive 500 GB minimum

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but not mandated in this program.

Day / Time / Venue Chisholm TAFE Tuesday, 5pm – 9pm (1st year) Wednesday, 5pm – 9pm (2nd year) FYI reference only 2020 1st Year cost $65

2020 2nd Year cost $70 2021 Cost to be advised.

130

VCE (VET)

SPORT & RECREATION

CERTIFICATE II (SIS20115)

VCE Units 1-2 sequence. 1 year program – (for scored assessment Certificate III in Sport &

Recreation SIS30115 is to be completed.)

This program is designed to introduce the student to the employment and educational opportunities within the sport and recreation industries. The focus of the program is on developing the skills, knowledge and confidence to work in the area of sport and recreation or outdoor recreation. Students will develop leadership and organisational skills through theory and practical sessions in the classroom, the workplace and on a camp.

Training and Employment Outcomes Completion of the VCE VET Sport and Recreation program leads to the award of a qualification that articulates to further qualifications within the Sport and Recreation Training packages listed below:

• Outdoor recreation

• Fitness – sport and recreation

• Community recreation

• Sport industry

Structured Workplace Learning (SWL) SWL is a compulsory component of this program. Students are required to provide their logbook after completion of program as evidence of participation in SWL.

Contribution to the VCE/VCAL On completion of the program students are eligible for three at Unit 1-2 level ONLY Students wishing to receive an ATAR must enrol for a second year in the Certificate III in Sport & Recreation with scored assessment.

Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30pm - 12:30pm or, 1pm - 5:00pm.

FYI reference only - 2020 1st Year cost $410 2021 cost yet to be determined

131

VCE (VET)

SPORT & RECREATION

CERTIFICATE III (SIS30115)

VCE Units 3-4 sequence. A study score is available.

This program is designed to consolidate the student’s knowledge of the sport and recreation industry. The focus of the program is on further enhancing the skills, knowledge and confidence to work in the area of sport Please note: This is NOT a stand-alone course, you must have completed the Certificate II in Sport & Rec or Cert II in Outdoor Recreation.

Training and Employment Outcomes Completion of the VCE VET Sport and Recreation program leads to the award of a qualification that articulates to further qualifications within the Sport and Recreation Training packages listed below:

• Fitness – sport and recreation

• Community recreation

• Sport industry

Structured Workplace Learning (SWL) 80 hours of SWL is recommended but is not mandatory.

Special Requirements Runners; PE clothes; Sunscreen and hat

Contribution to the VCE/VCAL On completion of the program students are eligible for credits towards their VCE, at Unit1-2 level and a Unit 3-4 sequence. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject.

Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30am – 12:30pm or 1pm – 5pm.



132

VCE (VET)

TOURISM

CERTIFICATE III (SIT30116)

VCE Units 1-4: On completion of the program students are eligible for four credits towards their VE, two

at Unit 1-2 level and a Unit 3-4 sequence. Students who successfully complete the Unit 3-4 sequence will be eligible for a 10% increment towards their ATAR.

Training and Employment Outcomes Possible career opportunities include:

• Tour operator

• Tourist information officer

Special Requirements Details of requirements, equipment and textbooks to be purchased by the student will be provided prior to course commencement.

Structured Workplace Learning (SWL) SWL is not mandated in this program, however the VCAA strongly recommend all VET students undertake some work placement.

Day / Time / Venue Chisholm, Frankston – Wednesday, 8:30am – 12:30pm, or 1pm – 5pm FYI reference only - 2020 1st Year cost $310


133

VCE (VET)

VISUAL ARTS

CERTIFICATE II (CUA31115)

VCE Units 1-4: Confirmation will need to be obtained of VCE/VCAL credit from Chisholm Institute as

changes to the course have been updated..

Program This course will prepare the student for further study in all visual and creative art fields. The course concentrates on creative thinking, design principles and arts practice theory. It explores drawing techniques including observational drawing, 2D studies including painting and printmaking techniques, 3D studies and photo media (Adobe Photoshop). All teachers of the course are practising artists who bring years of creative thinking and practice to the classroom.

Special Requirements Year 10 English and Maths. A personal art kit will be provided.

Training and employment outcomes Possible employment outcomes:

- Art Assistant; Illustrator; Comic colour, background and effects artist; Community arts; Freelance

artist; Multimedia artist; Painter; Printmaker; Storyboard artist; Tattoo artist; Visual arts assistant.

Structured Workplace Learning SWL is not mandated in this program, however the VCAA strongly recommend all VET students undertake some work placement.

Day / Time / Venue Chisholm Frankton – Wednesday 5pm – 9pm


2020 2nd Year cost $220 2021 costs yet to be determined

134

USEFUL WEBSITES

VCAA Victorian Curriculum and Assessment Authority

www.vcaa.vic.edu.au

VTAC Victorian Tertiary Admissions Centre

www.vtac.edu.au

Job Guide

www.jobguide.dest.gov.au

http://www.vcaa.vic.edu.au/

http://www.vtac.edu.au/

http://www.jobguide.dest.gov.au/

Course Selection Guide...2 Course Selection Guide 2021 The distribution of this Course Selection...

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