V C E & V C A L C O U R S E G U I D E

sunburysc.vic.edu.au 30 Racecourse Rd, Sunbury VIC 3429

SENIOR SCHOOL VCE & VCAL COURSE GUIDE

2022

Introduction Victorian Certificate of Education (VCE)Victorian Certificate of Applied Learning (VCAL)Vocational Education and Training (VET)Designing your VCE ProgramSummary of Subject OfferingsVCE AccountingVCE Applied ComputingVCE Australian PoliticsVCE BiologyVCE Business ManagementVCE ChemistryVCE DramaVCE EnglishVCE Food StudiesVCE GeographyVCE Health and Human DevelopmentVCE History VCE JapaneseVCE Legal StudiesVCE MathematicsVCE MediaVCE Outdoor and Environmental StudiesVCE Physical EducationVCE PhysicsVCE Product Design and Technology - TextilesVCE PsychologyVCE Studio ArtsVCE Visual Communications DesignVCE VET Community ServicesVCE VET Music Industry - PerformanceVCE VET Sport and RecreationsThree-Year Course Plan

Contents

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Introduction

Welcome to VCE and VCAL. This guide is designed to provide specificinformation on courses available in the Victorian Certificate of Education(VCE) and Victorian Certificate of Applied Learning (VCAL) program in 2022.

Entering into Year 11 and 12 is an importantmilestone for students. Both the VictorianCertificate of Education (VCE) and theVictorian Certificate of Applied Learning(VCAL) prepare students for furthereducation, training and employment. WhileYear 11 and 12 are not without theirchallenges, these important years providestudents with a fantastic opportunity to setstudents up for future success in theirchosen fields.

Sunbury College offers the opportunity tocomplete a tailored VCE or VCAL program.The college supports students in achievingacademic success with a support networkthat includes the Senior Programs Leader,VCAL Coordinator, House Leaders and theCareers and Wellbeing teams. Academicsuccess is fostered through programs likethe weekly Homework Club, study skillsprogram and the 'Big Day Out' at RMITUniversity. Students also have access to arange of Vocational Education and Trainingpathways.

In selecting their VCE or VCAL pathway,students should take the time to reflect oncareer pathways that interest them. Thenature of their intended career, and any

further education or training requiredbeyond secondary school, will provide aguide as to what subjects to undertake aspart of their chosen program.

This guide provides advice on pathwaysand typical courses of study suitable forspecific career areas. Students should alsobe aware of any prerequisites for entry totertiary courses when selecting subjects.Students are encouraged to attend opendays in August and visit relevant websitessuggested by the Senior Programs Leader.Above all, students should seek advice onwhat course of study is the best fit for them.

The senior years of schooling are anexciting time, a time in which our youngpeople will forge a pathway for themselvesbeyond Sunbury College. Success willcome only with hard work anddetermination. We look forward tosupporting them as they take this journey.


Victorian Certificate of Education

Average Work Habit Rating of 3.00 orabove On the semester reports, the student achieves a minimum of eight satisfactoryresults across the course of the year,including a satisfactory result in English

The Victorian Certificate of Education (VCE) isa certificate which recognises the successfulcompletion of a student’s secondary education.This certificate is administered and governedby the rules of the Victorian Curriculum andAssessment Authority (VCAA). To obtain theVCE, students must satisfactorily complete aminimum of sixteen units of study, usuallyundertaken over two years. These units aresemester long and may include VCE and VCEVET programs. At Sunbury College we offer anextensive range of subjects and the option ofoff-campus VET subjects.

Entry Requirements The college has a Promotion Policy from Year10 to VCE. The policy stipulates the criteria astudent needs to meet before entering a VCEprogram. The policy is designed to make surethat students entering a VCE program areequipped with the skills, knowledge base andwork habits to enable them to successfullycomplete VCE. The college does take intoaccount individual circumstances whenapplying this policy.

The Promotion Policy requires that studentsmeet the following criteria:


Satisfactory performance in at least fourYear 10 exams each semesterMinimum of 90% attendance in class.Note: the policy for VCE is 90%attendance

Three units from the English group,including both Units 3 and 4At least three sequences of Units 3 and 4studies other than English, which mayinclude any number of English sequencesonce the English requirement has beenmet

Successful Completion of VCEStudents at Sunbury College normally studytwelve units (six subjects) at Year 11 and tenunits (five subjects) at Year 12 – combiningfor a total of twenty-two units across the twoyears. Successful completion of the VCErequires satisfactory completion of aminimum of sixteen units which must include:

The Victorian Tertiary Admissions Centre(VTAC) advises that for the calculation of astudent’s Australian Tertiary Admission Rank(ATAR), satisfactory completion on both units3 and 4 of an English sequence is required.


The work meets the required standardThe work is submitted on timeThe work is clearly the student's ownThere has been no substantive breach ofrules

Study Score and ATARAt the completion of the VCE students willreceive a study score for each subject. Studyscores are calculated using the results fromschool-assessed coursework, school-assessedtasks and examination scores for each unit ofstudy. The combined study scores from allsubjects completed is used by VTAC tocalculate the student’s Australian TertiaryAdmissions Rank (ATAR). The ATAR isprimarily used for entrance into university.

To receive a study score students must receivetwo or more graded assessments in the studyand be awarded an S for both units 3 and 4 inthe same year. Study Scores and ATAR scoresare calculated and distributed mid-December.

Assessment Students will receive an 'S' (for 'satisfactorilycompleted') or 'N' (for ‘not satisfactorilycompleted') for each unit depending onwhether or not Learning Outcomes have beensuccessfully met. Each unit has between twoand four Learning Outcomes.

Satisfactory completion of a Learning Outcomemeans:

Graded AssessmentUnits 1 and 2 are school assessed. Studentswill receive an S or N in conjunction with agraded mark for School-AssessedCoursework (SAC) to provide feedback ontheir level of performance. Gradedassessment is not included on the officialstatement of S/N results provided by theVictorian Curriculum and AssessmentAuthority.

In every Unit 3 and 4 study, one or moreexaminations will be given as part of theassessment in the study during the end ofyear examination period. VCE studies alsohave a system of graded assessment basedon SACs. Some folio-based studies, such asVisual Communication, Product Design,Applied Computing and Studio Arts, will alsohave School Assessed Tasks (SATs).

Unit StructureUnit 1 and 2 subjects are undertaken at Year11.

Unit 3 and 4 subjects are undertaken at Year12.

In cases of acceleration, students in Year 10and 11 will undertake a VCE study a yearearlier than normal.

All unit 3 and 4 subjects are completed in sequence. Typically students complete both

Unit 1 and 2 of their allocated subject.However there is flexibility for students toapply to change subject/s at the end ofSemester 1 of Year 11.


Standard VCE Course Structures atSunbury College

Year level No. of units

required

Year 10 12 per year

(six persemester)

Must include

At least 2units of

English and10 other units

Year 11 10 per year

(five persemester)

At least 2units of

English and 4other Unit 3 &

sequences

(Year 12course willinclude one

block ofPrivateStudy)

have transferred from interstate oroverseashave results from VCALare exchange studentshave previously been enrolled in theInternational Baccalaureatewish to complete VCE as a three yearprogram

Variations in VCE ProgramsStudents may vary the usual VCE programrequirements if they:


Literacy and Numeracy Skills: Studiesrelated to literacy (English) and numeracy(Maths)Industry Specific Skills: VET units ofcompetency Work Related Skills: preparing students forthe world of work Personal Development Skills unit: studentsparticipate in community-based projects,voluntary work and/or structured activities

The Victorian Certificate of Applied Learning(VCAL) is a Victorian school certificate thatoffers an alternate completion of secondaryschooling to VCE. VCAL is offered at threecertificate levels: Foundation, Intermediate andSenior. At Sunbury College VCAL will beoffered for Year 11 at the Intermediate leveland for Year 12 at the senior level.

There are four curriculum strands within aVCAL certificate:

1.

2.

3.

4.

Entry RequirementsThe selection process for VCAL ensuresstudents enrolled in the program have thecommitment, work habits and skills to besuccessful in their school-based subjects,external VET and structured work placement.The VCAL program has a limited number ofplaces and those places are provided tostudents that best exhibit the requirementsoutlined below. These requirements form thefoundation for success at VCAL and ensurestudents are ready and have the capacity tomeet the learning outcomes.

Be a current year 10 student at SunburyCollegeMinimum Work Habit Rating of 3.00 inSemester 2 of the current yearA demonstrated commitment to improvingwork habits in English and MathsMinimum of 90% attendance in classCompletion of ‘My Career Portfolio’ onlineto a high standardHave a clear area of vocational interestand demonstrate commitment to pursuingthat pathwayOrganisation and participation inStructured Workplace Learning

Be a current Year 11 student at SunburyCollegeSatisfactory completion of current VCALprogram and ability to continue in a VETsubjectParticipation in VCAL activities related toPersonal Development and Work RelatedskillsMinimum Work Habit Rating of 3.00 inSemester 2 of the current yearA demonstrated commitment to improvingtheir Literacy and Numeracy skills

To be considered for an interview for theSunbury College Year 11 IntermediateVCAL program, students must first submita written application and meet thefollowing entry requirements:

Entry to the Year 12 Senior CertificateLevel is based on performance in Year 11.Students must meet the followingrequirements for promotion interview:

Victorian Certificate of Applied Learning


Minimum of 90% attendanceCompletion of ‘My Career Portfolio’ onlineto a high standard

An identified vocational pathwayKeen interest in a VET program relevant totheir career aspirations A demonstrated “hands-on” learning styleA demonstrated ability to work positivelywith class mates and teachers in groupactivitiesA commitment to organise a workplacement

one VCAL unit90 hours for VET modules or units ofcompetency and/or Further Education (FE)modules.

at least one literacy unitat least one numeracy unit

If selected to go through to the interviewstage for consideration into the SunburyCollege VCAL program, students mustprovide evidence of the following:

Successful Completion of a VCALqualificationA student is awarded a certificate when theygain credits for 10 units that fulfil the minimumrequirements for their learning program. Acredit is gained for successful completion of aunit of study. At Sunbury College, a unit ofstudy can be:

A student’s VCAL learning program mustinclude:

at least one unit from the IndustrySpecific Skills strand (at the Intermediateand Senior level this must include a sfrom a VET qualification)at least one unit from the Work RelatedSkills strandat least one unit from the PersonalDevelopment Skills strand

Period Monday

1Personal

DevelopmentLiteracy

How VCAL might look at Sunbury College

Numeracy

Tuesday Wednesday Thursday Friday

2 Literacy Numeracy

3 Numeracy

4 Numeracy

5 Literacy

6Personal

DevelopmentWork Related

Skills

Work RelatedSkills

Numeracy

PersonalDevelopment

Literacy

Work RelatedSkills

Work RelatedSkills

PersonalDevelopment

PersonalDevelopment

ExternalVET

IntegratedProject

Year 11 Semester 1 Intermediate VCAL

Period Monday

1Personal

DevelopmentLiteracy Numeracy


2 Literacy Numeracy

3 Numeracy

4 Numeracy

5 Literacy

6Personal

DevelopmentWork Related

Skills

Work RelatedSkills

Numeracy

PersonalDevelopment

Literacy

Work RelatedSkills

Work RelatedSkills

PersonalDevelopment

PersonalDevelopment

ExternalVET

StructuredWorkplaceLearning

Year 11 Semester 2 Intermediate VCAL


Period Monday

1Personal

Development


2 Numeracy

3 Numeracy

4 Numeracy

5

6Work Related

Skills

Literacy

PersonalDevelopment

ExternalVET

StructuredWorkplaceLearning

Year 12 Senior VCAL (full year)

PersonalDevelopment

Work RelatedSkills

Literacy

Work RelatedSkills

Numeracy

Literacy

Literacy

PersonalDevelopment

Work RelatedSkills

Numeracy

Literacy



Vocational Education Training

Sport and Recreation MusicBusinessCommunity Services

VET courses provide students with specifictraining in a variety of industries andrecognition of their competency to undertakework tasks. The courses are more practical instructure than traditional VCE curriculum. Thecourses offered by schools range fromCertificate II to Certificate III level under theAustralian Qualification Framework, arenationally recognised and often delivered underthe auspices (guidance) of a RegisteredTraining Organisation, such as a TAFE.Completion of parts or all of a certificateprogram can contribute towards the successfulcompletion of the VCE or VCAL. The level ofcontribution varies according to the hoursundertaken in the program. Some cancontribute to a student’s Australian TertiaryAdmissions Rank (ATAR). Most coursesrequire a student to undertake structuredworkplace learning with an employer.

Internal VET Note: Students must complete the first yearof the program to be able to access thesecond year of the program. Most programscommence at Year 10.

External VETVCAL students attend a Registered TrainingOrganisation (RTO) such as a TAFE

(generally Kangan Batman TAFE andVictorian University). Courses offeredinclude: Allied Health, Aged Care, AnimalStudies, Automotive, Beauty Services,Carpentry, Community Services, Electro-technology, Engineering, Equine,Hairdressing, Kitchen Operations, Logistics,Plumbing and Retail Cosmetics. Studentsmust be able to independently travel to theRegistered Training Organisation. Theselocations include: Broadmeadows, Sunshineand the city.

A requirement for all external VET courses isthat students undertake a work placementrelevant to their course. Students arerequired to organise their own workplacement but can receive help from theCareers and Pathways team for lettersrequesting placements, etc.

School Based ApprenticeshipsSchool Based Apprenticeships andTraineeships (SBATs) are a distinct pathwaywithin Vocational Education and Training inSchools (VETiS). They are available tosecondary school students over 15 years oldand enrolled in the VCAL program.

An SBAT offers students the option ofcombining part-time employment, school andtraining. The SBAT is undertaken under atraining contract with an employer, has aTraining Plan signed by the school, isformally registered with the Victorian


Registration and Qualifications Authority(VRQA) and leads to a nationally recognisedqualification. An SBAT forms an integral part ofthe student’s school learning program; studentsspend a minimum of one day of the normalschool week in employment and/or structuredtraining as an apprentice or trainee.

Like other VETiS offerings, the vocationaltraining components of SBATs also contributecredit towards a senior secondary certificate.Many school based apprentices and traineesmove on to a full-time contract with theiremployer after leaving school, while otherschoose to continue their education and training.

SBAT students must undertake at least sevenhours of employment and six hours of trainingper week which may be averaged over threeperiods of four months in each year of theprogram. Further information can be gained from the:Careers and Pathways Leader: Wes Pfitzner

Essential Education ItemsYear 11 Education ItemsThis charge is used by the school to providethe following items to students: $252.00This is applied to enhance the educationalexperience of all Year 11 students and includesthe provision of a diary, ID card, printing, theswimming and athletics (eg carnivals. At Year11 students select subjects to support theirchosen pathway. The levy also supportschoices and access to high quality classroomresources. An extra levy for electives that have

Food Technology $152Studio Art $82Outdoor Education and EnvironmentStudies $452

Food Technology $152Studio Art $82

demands for consumables and high level ofactivity will ensure a high quality program.

Year 12 Education Items This charge is used by the school to providethe following items to students: $277.00This is applied to enhance the educationalexperience of all Year 12 students andincludes the provision of a diary, ID card,printing, the swimming and athleticscarnivals. This levy also includes agraduation folder. At Year 12 students selectsubjects to support their chosen pathway.The levy also supports choices and access tohigh quality classroom resources. An extralevy for electives that have demands forconsumables and high level of activity willensure a high quality program.

Vocational Education andTraining For senior students undertaking a VETsubject, there may be a materials charge.The program is heavily supported bygovernment funding and all enrolment costsare covered. However, the materials chargeis not covered and will need to be paid by theenrolling student.


Registration and Qualifications Authority(VRQA) and leads to a nationally recognisedqualification. An SBAT forms an integral part ofthe student’s school learning program; studentsspend a minimum of one day of the normalschool week in employment and/or structuredtraining as an apprentice or trainee.

Like other VETiS offerings, the vocationaltraining components of SBATs also contributecredit towards a senior secondary certificate.Many school based apprentices and traineesmove on to a full-time contract with theiremployer after leaving school, while otherschoose to continue their education and training.

SBAT students must undertake at least sevenhours of employment and six hours of trainingper week which may be averaged over threeperiods of four months in each year of theprogram. Further information can be gained from the:Careers and Pathways Leader: Wes Pfitzner

Essential Education ItemsYear 11 Education ItemsThis charge is used by the school to providethe following items to students: $252.00This is applied to enhance the educationalexperience of all Year 11 students and includesthe provision of a diary, ID card, printing, theswimming and athletics (eg carnivals. At Year11 students select subjects

Food Technology $152Studio Art $82Outdoor Education and EnvironmentStudies $452

Food Technology $152Studio Art $82

to support their chosen pathway. The levyalso supports choices and access to highquality classroom resources. An extra levy forelectives that have demands forconsumables and high level of activity willensure a high quality program.

Year 12 Education Items This charge is used by the school to providethe following items to students: $277.00This is applied to enhance the educationalexperience of all Year 12 students andincludes the provision of a diary, ID card,printing, the swimming and athleticscarnivals. This levy also includes agraduation folder. At Year 12 students selectsubjects to support their chosen pathway.The levy also supports choices and access tohigh quality classroom resources. An extralevy for electives that have demands forconsumables and high level of activity willensure a high quality program.

Vocational Education and Training For senior students undertaking a VETsubject, there may be a materials charge.The program is heavily supported bygovernment funding and all enrolment costsare covered. However, the materials chargeis not covered and will need to be paid by theenrolling student.


Field Complementary Subjects Field Complementary Subjects

Architecture/Building andrelatedactivities

EnglishAccountingBusiness ManagementApplied ComputingDesign and TechnologyHistoryMathematicsMediaStudio ArtsVisual Communication

Engineeringand relatedactivities

EnglishChemistryComputing Design and TechnologyLanguage - JapaneseMathematical MethodsSpecialist MathematicsPhysics

Arts -Humanities

EnglishGeographyHistory Legal Studies Language - Japanese Media Psychology

Health andSport

BiologyChemistry Business ManagementEnglish Food and Technology Health and HumanDevelopment MathematicsPhysical Education Psychology Sport and Recreation

BusinessHospitalityTourism andrelatedactivities

Accounting Business Management Applied ComputingEnglish Food TechnologyGeographyLegal Studies Language - JapaneseMathematics

InformationTechnology

Accounting Business Management Applied ComputingDesign and Technology English Mathematics Media Physics

Designing your VCE ProgramWhen selecting VCE subjects it is important to select a balanced course that reflects yourstrengths, interests and future educational or career objectives, without narrowing your options.The following is a list of some subjects that may be complementary to your field of interest.Whatever your field of interest you need to ensure you have checked the prerequisite atwww.vtac.edu.au

http://www.vtac.edu.au/

http://www.vtac.edu.au/

Field Complementary Subjects Field Complementary Subjects

Art andDesign

Design and Technology Drama Media Music VETStudio ArtsVisual Communication

Law Accounting Business Management English HistoryLegal StudiesMathematics

Education English Geography History Language - JapaneseMathematics DramaPhysical EducationPsychology

Science andMedicine

Biology Chemistry Applied ComputingMathematicsPhysical Education Physics Psychology


Applied ComputingDramaFood StudiesMediaMusic (VET)Product Design and Technology-TextilesVisual CommunicationStudio Art

English

Health and Human DevelopmentOutdoor and Environmental EducationPhysical EducationSport and Recreation (VET)

General Mathematics Mathematical MethodsFurther MathematicsSpecialist Mathematics

Languages Japanese

Science BiologyChemistryPhysicsPsychology

LiteracyNumeracyPersonal DevelopmentWork Related Skills


Arts andTechnology

Josh PritchardJanet SeviorKate GrayNatasha FellaCandeece BrownLisa WillsCarey O’GradyBelinda Brants

Summary of VCE Subject Offerings and Key Contacts

English Branka Shallies

Health andPhysicalEducation

Kate HedinNick MatricardiJohn LaneLucus Qoon

Mathematics Sally BirchnellRachel StrawhornTracey MartinKaren Gregory

Chiemi Sheppard

Helen Myroforidis - PapadopoulosMelissa NorwoodMeshak BainClaire Crawford

VCAL Julie NewtonMarion McCaskerMegan FitzgeraldBo Kelly


VCE Accounting

Accounting involves modelling, forecasting andproviding advice to stakeholders through theprocess of collecting, recording, reporting,analysing and interpreting financial and non-financial data and accounting information. Thisdata and information is communicated tointernal and external stakeholders and is usedto inform decision-making within the businesswith a view to improving business performance.Accounting plays an integral role in thesuccessful operation and management ofbusinesses.

Unit 1: Role of accounting inbusiness This unit explores the establishment of abusiness and the role of accounting in thedetermination of business success or failure. Inthis, it considers the importance of accountinginformation to stakeholders. Students analyse,interpret and evaluate the performance of thebusiness using financial and non-financialinformation. They use these evaluations tomake recommendations regarding thesuitability of a business as an investment.

Unit 2: Accounting and decision-making for a trading business In this unit students develop their knowledge ofthe accounting process for sole proprietorsoperating a trading business, with a focus oninventory, accounts receivable, accountspayable and non-current assets. Students usemanual processes and ICT, includingspreadsheets, to prepare historical andbudgeted accounting reports.

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 50% Final examination –50%

Unit 3: Financial accounting for atrading businessThis unit focuses on financial accounting for atrading business owned by a sole proprietor,and highlights the role of accounting as aninformation system. Students use the doubleentry system of recording financial data andprepare reports using the accrual basis ofaccounting and the perpetual method ofinventory recording.

Unit 4: Recording, reporting,budgeting and decision-makingIn this unit students further develop theirunderstanding of accounting for a tradingbusiness owned by a sole proprietor and therole of accounting as an information system.Students use the double entry system ofrecording financial data, and prepare reportsusing the accrual basis of accounting and theperpetual method of inventory recording.Both manual methods and ICT are used torecord and report.

Assessment


VCE Applied Computing

VCE Applied Computing focuses on thestrategies and techniques for creating digitalsolutions to meet specific needs and tomanage the threats to data, information andsoftware security. The study examines theattributes of each component of an informationsystem including people, processes, data anddigital systems (hardware, software, networks),and how their interrelationships affect the typesand quality of digital solutions.

Unit 1: Applied computing In this unit students are introduced to thestages of the problem-solving methodology.Students focus on how data can be used withinsoftware tools such as databases andspreadsheets to create data visualisations, andthe use of programming languages to developworking software solutions.

Unit 2: Applied computing In this unit students focus on developinginnovative solutions to needs or opportunitiesthat they have identified, and proposestrategies for reducing security risks to dataand information in a networked environment.ccounts payable and non-current assets.

Unit 3: Software developmentIn this unit students apply the problem-solvingmethodology to develop working softwaremodules using a programming language.Students develop an understanding of theanalysis, design and development stages ofthe problem-solving methodology.

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 20%School-assessed task – 30%End-of-year examination – 50%

Unit 4: Software developmentIn this unit students focus on how theinformation needs of individuals andorganisations are met through the creation ofsoftware solutions. They consider the risks tosoftware and data during the softwaredevelopment process, as well as throughoutthe use of the software solution by anorganisation.

Assessment


VCE Australian Politics

Note: Students can only choose thissubject as a Unit 3 and 4 in either Year 11or Year 12

VCE Australian Politics offers students theopportunity to engage with key political,social and economic issues, and to becomeinformed citizens, voters and participants intheir local, national and internationalcommunities. Australian Politics increasesawareness of the nature of power and itsinfluence. It allows students to becomeinformed observers of, and active participantsin, their political system. As students begin tothink critically, they recognise that democraticideals are often difficult to achieve in practice. Australian Politics provides knowledge andskills that prepare students for formal study atthe tertiary level or in vocational educationand training settings. It also leads toopportunities in a range of careers, includingacademia, management and government.Students may also pursue occupations incorporate and private enterprises in fieldssuch as journalism, education, law, researchand politics.

Unit 3: Evaluating AustralianDemocracy This unit introduces students to the coreprinciples and operation of the Australianpolitical system. Area of Study 1 focuses onthe values and principles that underpin theAustralian political system. It introduces thekey elements of liberal democracy and representative government and exploreshow they operate in theory and practice.

Units 3 and 4 School-assessedcoursework - 50%End-of-year examination – 50%

Area of Study 2 evaluates the Australianliberal democratic system further bycomparing it with the political system of theUnited States of America (USA). Studentsanalyse key aspects of the US politicalsystem, including the electoral process, theoperation of the legislative branch and theprotection of rights and freedoms. VCEAustralian Politics is a contemporary studyand focus must be on examples and casestudies from within the last 10 years.

Unit 4: Australian Public PolicyThis unit focuses on Australian federal publicpolicy formulation and implementation.During the formulation stage of many publicpolicies, the government is subject topressures from competing stakeholders andinterests. As the government responds tothese influences and pressures, policyproposals are often subject to change andcompromise. Students investigate thecomplexities the government faces in puttingpublic policy into operation. They alsoinvestigate Australian foreign policy and thekey challenges facing contemporaryAustralian foreign policy. VCE AustralianPolitics is a contemporary study and focusmust be on examples and case studies fromwithin the last 10 years.

Assessment


VCE Biology

Biology is a diverse and evolving sciencediscipline that seeks to understand andexplore the nature of life, past and present.Despite the diversity of organisms and theirmany adaptations for survival in variousenvironments, all life forms share a degree ofrelatedness and a common origin. The studyexplores the dynamic relationships betweenorganisms and their interactions with the non-living environment.

Unit 1: How do living things stayalive? In this unit students are introduced to some ofthe challenges to an organism in sustaininglife. Students examine the cell as thestructural and functional unit of life, from thesingle-celled to the multicellular organism,and the requirements for sustaining cellularprocesses in terms of inputs and outputs.They analyse types of adaptations thatenhance the organism’s survival in aparticular environment and consider the rolehomeostatic mechanisms play in maintainingthe internal environment. Studentsinvestigate how a diverse group of organismsform a living interconnected community thatis adapted to, and utilises, the abioticresources of its habitat.

Unit 2: How is continuity of lifemaintained?In this unit students focus on cellreproduction and the transmission ofbiological information from generation togeneration. Students learn that all cells are

derived from pre-existing cells through thecell cycle. They examine the process of DNAreplication and compare cell division in bothprokaryotic and eukaryotic organisms.Students explore asexual and sexualreproductive strategies, and consider theadvantages and disadvantages of each.

Unit 3: How do cells maintain life? An understanding of the workings of the cellenables an appreciation of both thecapabilities and the limitations of livingorganisms whether animal, plant, fungus ormicroorganism. In this unit studentsinvestigate the workings of the cell fromseveral perspectives. They explore theimportance of the plasma membrane indefining the cell, its internal spaces and thecontrol of the movement of molecules andions in and out of such spaces. Studentsconsider the binding of enzymes andsubstrates, the response of receptors tosignaling molecules and reactions betweenantigens and antibodies.

Unit 4: How does life change andrespond to challenges over time? In this unit students consider the continualchange and challenges to which life on Earthhas been subjected.


VCE Business Management

In contemporary Australian society there area range of businesses managed by peoplewho establish systems and processes toachieve a variety of objectives. Thesesystems and processes are often drawn fromhistorical experience and managementtheories designed to optimise the likelihood ofachieving success.

Unit 1: Planning a businessBusinesses of all sizes are major contributorsto the economic and social wellbeing of anation. Therefore, how businesses areformed and the fostering of conditions underwhich new business ideas can emerge arevital for a nation’s wellbeing. Taking abusiness idea and planning how to make it areality are the cornerstones of economic andsocial development. In this unit studentsexplore the factors affecting business ideasand the internal and external environmentswithin which businesses operate, and theeffect of these on planning a business.

Unit 2: Establishing a businessThis unit focuses on the establishment phaseof a business’ life. Establishing a businessinvolves complying with legal requirementsas well as making decisions about how bestto establish a system of financial recordkeeping, staff the business, and establish acustomer base. In this unit students examinethe legal requirements that must be satisfiedto establish a business. They investigate theessential features of effective marketing andconsider the best way to meet the needs ofthe business in terms of staffing and financialrecord keeping.

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 50% Final examination –50%

Unit 3: Managing a businessIn this unit students explore the keyprocesses and issues concerned withmanaging a business efficiently andeffectively to achieve business objectives.Students examine the different types ofbusinesses and their respective objectives.They consider corporate culture,management styles, management skills andthe relationship between each of these.Students investigate strategies to manageboth staff and business operations to meetobjectives. Students develop anunderstanding of the complexity andchallenge of managing businesses, andthrough the use of contemporary businesscase studies from the past four years havethe opportunity to compare theoreticalperspectives with current practice.

Unit 4: Transforming a businessBusinesses are under constant pressure toadapt and change to meet their objectives. Inthis unit students consider the importance ofreviewing key performance indicators todetermine current performance and thestrategic management necessary to positiona business for the future. Students study atheoretical model to undertake change, andconsider a variety of strategies to managechange in the most efficient and effective wayto improve business performance. Theyinvestigate the importance of leadership inchange management.

Assessment


VCE Chemistry

Chemistry explores and explains thecomposition and behaviour of matter and thechemical processes that occur on Earth andbeyond. Chemical models and theories areused to describe and explain known chemicalreactions and processes. Chemistry underpinsthe production and development of energy, themaintenance of clean air and water, theproduction of food, medicines and newmaterials, and the treatment of wastes

Unit 1: How can diversity of materialsbe explained? The development and use of materials forspecific purposes is an important humanendeavour. In this unit students investigate thechemical properties of a range of materialsfrom metals and salts to polymers andnanomaterials. Using their knowledge ofelements and atomic structure students exploreand explain the relationships betweenproperties, structure and bonding forces withinand between particles that vary in size from thevisible, through nanoparticles, to moleculesand atoms.

Unit 2: The chemistry of waterWater is the most widely used solvent onEarth. In this unit students explore the physicaland chemical properties of water, the reactionsthat occur in water and various methods ofwater analysis. Students examine the polarnature of a water molecule and theintermolecular forces between watermolecules. They explore therelationshipbetween these bonding forces andthe physical and chemical properties of water.In this context students investigate solubility,concentration, pH and reactions in waterincluding precipitation, acid-base and redox.

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 40% End-of-yearexamination – 60%

Unit 3: How can chemicalprocesses be designed to optimiseefficiency?The global demand for energy and materialsis increasing with world population growth. Inthis unit students explore energy options andthe chemical production of materials withreference to efficiencies, renewability and theminimisation of their impact on theenvironment. Students compare and evaluatedifferent chemical energy resources. Theyinvestigate the combustion of fuels, includingthe energy transformations involved and theuse of stoichiometry to calculate the amountsof reactants and products involved in thereactions.

Unit 4: How are organic compoundscategorised, analysed and used? The carbon atom has unique characteristicsthat explain the diversity and number oforganic compounds that not only constituteliving tissues but are also found in the fuels,foods, medicines and many of the materialswe use in everyday life. In this unit, studentsinvestigate the structural features, bonding,typical reactions and uses of the majorfamilies of organic compounds includingthose found in food. Students study the waysin which organic structures are representedand named.

Assesment


VCE Drama

In VCE Drama, students tell stories, exploreideas, make sense of their worlds andcommunicate meaning through the practice ofperformance-making. The study of dramaenables students’ individual and collectiveidentities to be explored, expressed andvalidated. Students develop an ability toempathise through understanding andaccepting diversity. Students draw from, andrespond to, contexts and stories that reflectdifferent cultures, genders, sexualities andabilities.

Unit 1: Introducing performancestyles In this unit students study three or moreperformance styles from a range of social,historical and cultural contexts. They examinedrama traditions of ritual and storytelling todevise performances that go beyond re-creation and/or representation of real life as itis lived. This unit focuses on creating,presenting and analysing a devised solo and/orensemble performance that includes real orimagined characters and is based on stimulusmaterial that reflects personal, cultural and/orcommunity experiences and stories.

Unit 2: Australian IdentityIn this unit students study aspects of Australianidentity evident in contemporary dramapractice. This may also involve exploring thework of selected drama practitioners andassociated performance styles. This unitfocuses on the use and documentation of theprocesses involved in constructing a devisedsolo or ensemble performance. Studentscreate, present and

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 40% End-of-year performance examination –35% End-of-year written examination – 25%

analyse a performance based on a person, anevent, an issue, a place, an artwork, a textand/or an icon from a contemporary orhistorical Australian context.

Unit 3: Devised ensemble practiceIn this unit students explore the work of dramapractitioners and draw on contemporarypractice as they devise ensemble performancework. Students explore performance stylesand associated conventions from a diverserange of contemporary and/or traditionalcontexts. They work collaboratively to devise,develop and present an ensembleperformance. Students create work thatreflects a specific performance style or onethat draws on multiple performance styles andis therefore eclectic in nature.

Unit 4: Devised solo performance This unit focuses on the development and thepresentation of devised solo performances.Students explore contemporary practice andworks that are eclectic in nature; that is, theydraw on a range of performance styles andassociated conventions from a diverse rangeof contemporary and traditional contexts.Students develop skills in extracting dramaticpotential from stimulus material and use play-making techniques to develop and present ashort solo performance.

Assessment


VCE English

The VCE course focuses on how Englishlanguage is used to create meaning in written,spoken and multimodal texts of varyingcomplexity. Literary texts selected for study aredrawn from the past and present, fromAustralia and from other cultures. Other textsare selected for analysis and presentation ofargument. The course aims to develop literateindividuals capable of critical and creativethinking, aesthetic appreciation and creativity.This study also develops students’ ability tocreate and analyse texts, moving frominterpretation to reflection and critical analysis.

Unit 1 and 2 In Unit 1 students read and respond to textsanalytically and creatively. In Unit 2 studentscompare the presentation of ideas, issues andthemes in texts. In both Units 1 and 2 studentsanalyse arguments and the use of persuasivelanguage in texts and create their own textsintended to position audiences. They alsodevelop their skills in creating written, spokenand multimodal texts.

Reading and creating textsIn this area of study students explore howmeaning is created in two texts. They identify,discuss and analyse decisions authors havemade. They explore how authors usestructures, conventions and language torepresent characters, settings, events, explorethemes and build the world of the text for thereader. Students develop the ability to respondto texts in written and spoken and/ormultimodal form. They develop analyticalresponses dealing with the ways in which texts

convey meaning on key issues. They alsodevelop creative responses to texts, exploringhow purpose and audience affect the choicesthey make as writers in developing ideas andplanning work.

Analysing and presenting argumentsIn this area of study students focus on theanalysis and construction of texts that attemptto influence an audience. Students read arange of texts that attempt to positionaudiences in various ways. They explore theuse of language for persuasive effect and thestructure and presentation of an argument.Students practice written analysis of thepresentation of argument and the uses oflanguage to position the intended audience.They craft and present reasoned, structuredand supported arguments and experiment withlanguage to position audiences.

Unit 3 and 4 In Unit 3 students read and respond to textsanalytically and creatively. They analysearguments and the use of persuasivelanguage in texts. In Unit 4 students comparethe presentation of ideas, issues and themesin texts. They create an oral presentationintended to position audiences about an issuecurrently debated in the media.

Reading and creating textsIn this area of study students identify, discussand analyse how the features of selected textscreate meaning and how they influenceinterpretation. In identifying and analysingexplicit and implied ideas and values in texts,


students examine the ways in which readersare invited to respond to texts. They developand justify their own interpretations of texts.Students prepare sustained analyticalinterpretations and creative responses toselected texts.

Analysing argument In this area of study students analyse andcompare the use of argument and language intexts that debate a topical issue. Students readand view media texts in a variety of forms,including print, non-print and multimodal, anddevelop their understanding of the way inwhich language and argument complementone another in positioning the reader. Studentsdevelop written and spoken critical analyses ofthe use of argument and language in written,spoken and/ or multimodal forms, includinganalysis of the quality of the reasoningpresented and the use of features to positionaudiences. They compare different written textspresenting argument on similar ideas or issues,considering the ways authors use language toexpress arguments.

Reading and cromparing textsIn this area of study students explore themeaningful connections between two texts.They analyse texts, including the interplaybetween character and setting, voice andstructure, and how ideas, issues and themesare conveyed. By comparing texts, they gain adeeper understanding of the ideas, issues andthemes that reflect the world and humanexperiences. Students produce a writtenanalysis comparing selected texts, discussing

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 50% End-of-yearexamination – 50%

important similarities and differences andexploring how the texts deal with similar orrelated ideas, issues or themes from differentperspectives to reflect particular values.

Presenting argumentsIn this area of study students build theirunderstanding of both analysis andconstruction of texts that attempt to influenceaudiences. They use their knowledge ofargument and persuasive language as a basisfor the development of their own persuasivetexts in relation to a topical issue. This area ofstudy focuses on the construction ofpersuasive texts. Students use theirunderstanding of argument and language asthe basis for the development of an oralpresentation of their points of view.

Assessment


The food sector is dynamic, diverse andcreative. Innovative food products arecontinually being introduced in response tosociety’s changing social, economic andenvironmental needs. Technology plays animportant role in food product development andthe way food is produced, processed,packaged and marketed. An understanding ofthe links between the history of food, foodprocessing, nutrition, health and wellbeing is ahigh priority in contemporary society. FoodStudies challenges students to make theselinks and provides them with the knowledgeand skills to make informed choices whenselecting, storing, purchasing, preparing andconsuming foods.

Unit 1: Food origins Students explore the origins and cultural rolesof food, from early civilizations through totoday’s industrialised and global world.Through an overview of the earliest foodproduction regions and systems, students gainan understanding of the natural resources,climatic influences and social circumstancesthat have led to global variety in foodcommodities, cuisines and cultures.

Unit 2: Food makers In this area of study students focus oncommercial food production in Australia,encompassing primary production and foodprocessing and manufacturing, and the retailand food service sectors. Students apply aninquiry approach, with emphasis on the everchanging and dynamic nature of our foodindustries and their ongoing importance to

economy. Students will then consider theinfluences on the effective provision andpreparation of food in the home. Theirpractical skills are extended through designingand adapting recipes, encompassing a rangeof dietary requirements.

Unit 3: Food in daily life In this unit students explore the science offood: our physical need for it and how itnourishes and sometimes harms our bodies.Students investigate the physiology of eatingand appreciating food, and the microbiology ofdigestion. They also investigate the functionalproperties of food and the changes that occurduring food preparation and cooking. Theyanalyse the scientific rationale behind foodselection models including the AustralianDietary Guidelines. Students developknowledge of the role of media, technologyand advertising as influences on the formationof food habits and beliefs, and investigate theprinciples of encouraging healthy foodpatterns in children.

Unit 4: Food issues, challenges, andfutures In this unit students examine debates aboutglobal and Australian food systems. Firstly,students explore issues about theenvironment, ecology, ethics, farmingpractices, the development and application oftechnologies, the challenges of food security,food safety and food wastage, and the useand management of water and land. Studentsfinish the unit by focusing on individualresponses to food information and

VCE Food Studies


Units 1 and 2 School-assessed courseworkUnits 3 and 4 School-assessed coursework– 60% End-of-year examination – 40%

misinformation, and the development of foodknowledge, skills and habits to empowerconsumers to make discerning food choices.Students consider how to assess informationand draw evidence-based conclusions. Theyapply this methodology to navigatecontemporary food fads, trends and diets.

Assessment


VCE Geography

Geography is the study of where geographicalfeatures are located, why they are there, whatmakes one place different from another andhow and why these differences matter. It looksat the interaction between human activities andnatural processes and develops understandingof the distribution of human and naturalphenomena on or near the surface of the Earthfrom a spatial perspective.

Unit 1: Hazards and Disasters In this unit students undertake an overview ofhazards before investigating two contrastingtypes of hazards and people’s responses tothem. Hazards include a wide range ofsituations including those within local areas,such as fast moving traffic or the likelihood ofcoastal erosion, to regional and global hazardssuch as drought and infectious disease.Students examine the processes involved withhazards and hazard events, including theircauses and impacts, human responses tohazard events and interconnections betweenhuman activities and natural phenomena.Students undertake fieldwork in this unit andreport on fieldwork using the structureprovided.

Unit 2: Tourism In this unit students investigate thecharacteristics of tourism, with particularemphasis on where it has developed, itsvarious forms, how it has changed andcontinues to change and its impacts on people,places and environments. The study of tourismat local, regional and global scalesemphasises the interconnection within and

between places tourists originate from andtheir destinations through the development ofcommunication and transport infrastructure,employment, together with culturalpreservation and acculturation. The growth oftourism requires careful management toensure environmentally sustainable andeconomically viable tourism. Studentsundertake fieldwork in this unit and report onfieldwork using the structure provided.

Unit 3: Changing the landThis unit focuses on two investigations ofgeographical change: change to land coverand change to land use. Students investigatethree major processes that are changing landcover in many regions of the world:deforestation, desertification, and meltingglaciers and ice sheets. Students investigatethe distribution and causes of these threeprocesses. At a local scale studentsinvestigate land use change using appropriatefieldwork techniques and secondary sources.They investigate the scale of change, thereasons for change and the impacts ofchange. Students undertake fieldwork andproduce a fieldwork report using the structureprovided.

Unit 4: Human population - trendsand issues In this unit students investigate the geographyof human populations. They explore thepatterns of population change, movement anddistribution, and how governments,organisations and individuals have respondedto those changes in different parts of the


Units 1 and 2 School-assessed courseworkUnits 3 and 4 School-assessed coursework– 50% End-of-year examination – 50%

world. Population movements such asvoluntary and forced movements over long orshort terms add further complexity topopulation structures and to economic, social,political and environmental conditions.

Assessment


VCE Health and Human Development

VCE Health and Human Development providesstudents with broad understandings of healthand wellbeing that reach far beyond theindividual. Students learn how important healthand wellbeing is to themselves and to families,communities, nations and global society.Students explore the complex interplay ofbiological, sociocultural and environmentalfactors that support and improve health andwellbeing and those that put it at risk. Thestudy provides opportunities for students toview health and wellbeing, and development,holistically – across the lifespan and the globe,and through a lens of social equity and justice.

Unit 1: Health and development ofAustralia's youth This unit take the view that health andwellbeing are subject to a wide range ofcontexts and interpretations, with differentmeanings for different people. Students identifypersonal perspectives and priorities relating tohealth and wellbeing, and enquire into factorsthat influence health attitudes, beliefs andpractices, including Aboriginal and Torres StraitIslanders. Students look at multiple dimensionsof health and wellbeing, the complex interplayof influences on health and wellbeing and theindicators used to measure and evaluate healthstatus. With a focus on youth, studentsconsider their own health as individuals and asa cohort.

Unit 2: Individual humandevelopment and health issuesThis unit investigates transitions in health andwellbeing, and development, from lifespan and

societal perspectives. Students look atchanges and expectations that are part of theprogression from youth to adulthood. Studentsenquire into the Australian healthcare systemand extend their capacity to access andanalyse health information. The challengesand opportunities presented by digital mediaand health technologies, and consider issuessurrounding the use of health data and accessto quality health care.

Unit 3: Australia's healthThis unit focuses on two investigations ofgeographical change: change to land coverand change to land use. Students investigatetwo major processes that are changing landcover in many regions of the world:deforestation and melting glaciers and icesheets. Students investigate the distributionand causes of these two processes. At a localscale students investigate land use changeusing appropriate fieldwork techniques andsecondary sources. They investigate the scaleof change, the reasons for change and theimpacts of change. Students undertakefieldwork and produce a fieldwork report usingthe structure provided.

Unit 4: Global health and humandevelopment This unit focuses on global health and humandevelopment and explores theinterrelationship between health, humandevelopment and sustainability. Students willinvestigate health status and burden ofdisease in different countries through dataanalysis, specifically exploring factors


Units 1 and 2 School-assessed courseworkUnits 3 and 4 School-assessed coursework– 50% End-of-year examination - 50%

that contribute to health inequalities. They willconsider health implications of increasedglobalisation and worldwide trends relating toclimate change, digital technologies, worldtrade and mass movement of people(migration).

Assessment


VCE History

The study of VCE History assists students tounderstand themselves, others and their world,and broadens their perspective by examiningpeople, groups, events, ideas and movements.Through studying VCE History, studentsdevelop social, political, economic and culturalunderstanding. They also explore continuityand change: the world is not as it has alwaysbeen, and it will be subject to change in thefuture. In this sense, history is relevant tocontemporary issues. It fosters anunderstanding of human agency and informsdecision making in the present.

The study of history fosters the ability to asksearching questions, to engage in independentresearch, and to construct arguments about thepast based on evidence. Historicalcomprehension enables a source to beunderstood in relation to its context; that is,students make links between the source andthe world in which it was produced.

Unit 1: 1918-1939 In Unit 1 students explore the nature ofpolitical, social and cultural change in theperiod between the world wars. They studyevents, ideologies and movements of theperiod after World War I including post-warpeace treaties, emergence of extremism andcauses of World War II. In addition, studentsinvestigate social life and cultural expression ofthe interwar period and their relation totechnological, political and economic changesof the era.

Unit 2: 1945-2000In Unit 2 students explore the nature andimpact of the Cold War and challenges andchanges to existing political, economic andsocial arrangements in the second half of the

Units 1 and 2 School-assessed coursework Units 3 and 4 School-assessed coursework– 50% End-of-year examination - 50%

20th Century. They investigate the causes andconsequences of the Cold War-the competingideologies that underpinned events, effects onpeople, groups and nations, and the reasons forthe end of this sustained period of ideologicalconflict. They also study the ways in whichtraditional ideas, values and political systemswere challenged and changed by individualsand groups in a range of contexts.

Unit 3 and 4: RevolutionsIn Units 3 and 4 Revolutions studentsinvestigate significant historical causes andconsequences of political revolution.Revolutions represent great ruptures in timeand are a major turning point which bringsabout the collapse and destruction of anexisting political order resulting in a pervasivechange to society. Revolutions are caused bythe interplay of ideas, events, individuals andpopular movements. Their consequences havea profound effect on political and socialstructures of the post-revolutionary society.

The French Revolution The revolution is covered from 1774 and thegrowing signs of trouble in the Ancien Régimeto 1795 (Year III of the Republic), just after theend of the Terror. The Russian Revolution This unit looks at the causes of the downfall ofthe archaic Romanov regime, one of the world’slast remaining absolute monarchies, and theconsequences that resulted from the revolutionsof 1917.

Assessment


VCE Japanese

The study of Japanese contributes to studentpersonal development in a range of areasincluding communication skills, interculturalunderstanding, cognitive development, literacyand general knowledge. Learning and using anadditional language encourages students toexamine the influences on their perspectivesand society, and to consider issues importantfor effective personal, social and internationalcommunication.

Unit 1In this unit students develop an understandingof the language and culture/s of Japanese-speaking communities through the study ofthree or more topics. Students access andshare useful information on the topics andsubtopics through Japanese and consolidateand extend vocabulary and grammarknowledge and language skills. They focus onanalysing cultural products or practicesincluding visual, spoken or written texts.

Unit 2In this unit students develop an understandingof aspects of language and culture through thestudy of three or more topics. Students analysevisual, spoken and written texts. They accessand share useful information on the topics andsubtopics through Japanese and consolidateand extend vocabulary, grammar knowledgeand language skills.

Unit 3 In this unit students investigate the wayJapanese speakers interpret and expressideas, and negotiate and persuade inJapanese through the study of three or moretopics. Students interpret information, inform

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 50%End-of-year examination (oral componentand written component) - 50%

others, and reflect upon and developpersuasive arguments. They access andshare useful information on the topics throughJapanese, and consolidate and extendvocabulary and grammar knowledge andlanguage skills.

Unit 4In this unit students investigate aspects ofculture through the study of two or moretopics. Students build on their knowledge ofJapanese-speaking communities, consideringcultural perspectives and language andexplaining personal observations. Studentsconsolidate and extend vocabulary, grammarknowledge and language skills to investigatethe topics through Japanese.

Assessment


VCE Legal Studies

In contemporary Australian society there is arange of complex laws that exist to protect therights of individuals and to achieve socialcohesion. These laws are made by bodiessuch as parliament and the courts and areupheld by a number of institutions andprocesses within the legal system. Members ofsociety interact with the laws and the legalsystem in many aspects of their lives and caninfluence law makers.

Unit 1: Guilt and liability In this unit students develop an understandingof legal foundations, such as the different typesand sources of law and the existence of a courthierarchy in Victoria. Students investigate keyconcepts of criminal law and civil law and applythese to actual and/or hypothetical scenarios todetermine whether an accused may be foundguilty of a crime, or liable in a civil dispute. Indoing so, students develop an appreciation ofthe way in which legal principles andinformation are used in making reasonedjudgments and conclusions about theculpability of an accused, and the liability of aparty in a civil dispute.

Unit 2: Sanctions, remedies andrightsThis unit focuses on the enforcement ofcriminal law and civil law, the methods andinstitutions that may be used to determine acriminal case or resolve a civil dispute, and thepurposes and types of sanctions and remediesand their effectiveness. Students undertake adetailed investigation of two criminal cases andtwo civil cases from the past four years to forma judgment about the ability of sanctions andremedies to achieve the principles of justice.

Units 1 and 2 School-assessedcourseworkUnits 3 and 4 School-assessedcoursework - 50% End-of-year examination - 50%

Unit 3: Rights and justiceIn this unit students examine the methods andinstitutions in the justice system and considertheir appropriateness in determining criminalcases and resolving civil disputes. Studentsconsider the Magistrates’ Court, County Courtand Supreme Court within the Victorian courthierarchy, as well as other Victorian legalinstitutions and bodies available to assist withcases. Students explore matters such as therights available to an accused and to victims inthe criminal justice system, the roles of thejudge, jury, legal practitioners and the parties,and the ability of sanctions and remedies toachieve their purposes.

Unit 4: The people and the law In this unit, students explore how theAustralian Constitution establishes the law-making powers of the Commonwealth andstate parliaments, and protects the Australianpeople through structures that act as a checkon parliament in law-making. Studentsdevelop an understanding of the significanceof the High Court in protecting and interpretingthe Australian Constitution. They investigateparliament and the courts, and the relationshipbetween the two in lawmaking, and considerthe roles of the individual, the media and lawreform bodies in influencing law reform.

Assessment


VCE Mathematics

The student should have doneMathematics at Year 10 and achieved theexpected Victorian Curriculum standard of9.5 and have an S (satisfactory) for bothSemester 1 and Semester 2.It is not recommended that any studentattempt Year 11 General Maths if they weregraded below the expected standard inMaths at Year 10 because they will not beadequately prepared to succeed.

Mathematics is the study of function andpattern in number, logic, space and structure,and of randomness, chance, variability anduncertainty in data and events.

This study is designed to provide access toworthwhile and challenging mathematicallearning. This study enables students todevelop mathematical concepts, knowledgeand skills, and to apply mathematics toanalyse, investigate and model a variety ofcontexts and solve practical and theoreticalproblems. Students also learn to usetechnology effectively as a tool for workingmathematically.

A student may count a maximum of two Unit 3and 4 Mathematics subject marks in their topfour for the purpose of calculating their ATAR.A third Unit 3 and 4 Mathematics subject canonly be counted as their fifth or sixth subject.

Calculators and Devices A CAS calculator is required for all VCEMathematics subjects (retained from Year 10)as well as a device (laptop, iPad or similar).

Entry requirements for Year 11General Maths

Students wishing to undertake a MathsMethods Unit 1 will sit an entrance examin Year 10 to determine their eligibility forVCE Maths Methods. This will alsodetermine their eligibility for SpecialistMaths if they wish to do this subject atYear 11.The entrance exam will be undertaken byall Year 10 Advanced Mathematicsstudents as well as any other Year 10maths student wishing to undertake VCEMaths MethodsThe entrance exam will be held in Term 2Week 10.The results from the entrance exam (aftercross marking) will be made available tostudents during Term 3 Week 1 prior tothe subject selection due date.

General MathematicsMathematical Methods Specialist Mathematics

Further Mathematics Mathematical Methods Specialist Mathematics

Entry Requirements for Year 11Maths Methods and Specialist Maths

SubjectsUnits 1 and 2 (Year 11)

Units 3 and 4 (Year 12)

General Mathematics Units 1 and 2 This subject provides a real life mathematicsbased course for a broad range of students.The six possible areas of study for Units 1 and2 are algebra, financial maths, matrices(discrete mathematics), geometry,measurement and trigonometry, graphs oflinear and non-linear relations, and statistics(data analysis).


Mathematical Methods Units 1 and 2 This subject provides a course for able andinterested students of mathematics who enjoythe challenges of abstract concepts andapplying these in both standard and unfamiliarcontexts. The areas of study are functions andgraphs, algebra, calculus, and probability andstatistics.

Specialist Mathematics Units 1 and 2 This subject provides a course for very ableand interested students of mathematics whoenjoy the challenges of abstract concepts andapplying these in both standard and unfamiliarcontexts. The areas of study are algebra andstructure, arithmetic and number, geometry,measurement and trigonometry, graphs oflinear and non-linear relations, discretemathematics and statistics.

Assessment Unit 1 and 2 School-assessed coursework

Units 3 and 4 SubjectsFurther Mathematics Units 3 and 4 This is a real life mathematics course designedto be widely accessible for a broad range ofstudents. The content provides generalpreparation for employment or further study, inparticular where data analysis and/or financialliteracy are important. The areas of studyconsist of the core topics of data analysis(statistics), recursion and financial modelling,and two modules selected from: matrices(discrete mathematics), networks and decisionmathematics, geometry and measurement, orgraphs and relations. Students need tocomplete either Unit 1 and 2 General

School-assessed coursework (SACs) – 34% Examination 1 – 33% Examination 2 – 33%

School-assessed coursework (SACs) – 34% Examination 1 – 22% Examination 2 – 44%

School-assessed coursework (SACs) – 34%Examination 1 – 22%Examination 2 – 44%

Mathematics or Unit 1 and 2 MathematicalMethods to have the skills needed tosuccessfully complete this subject.

Assessment

Mathematical Methods Units 3 and 4This course extends the content studied in Units1 and 2, preparing students for background orfurther study in, for example, science,economics, computer/technology and medicine.The areas of study are functions and graphs,algebra, calculus, and probability and statistics.Students need to have successfully completedUnits 1 and 2 Mathematical Methods in order toundertake Units 3 and 4.

Assessment

Specialist Mathematics Units 3 and 4 This subject extends the content studied in Units1 and 2. The areas of study are functions andgraphs, algebra, calculus, vectors, mechanics,and probability and statistics. Students need tohave successfully completed Units 1 and 2Specialist Mathematics in order to undertakeUnits 3 and 4.

Assessment


Units 1 and 2

Advanced Mathematics at Year 10

Units 3 and 4

Specialist Mathematics at Year 11 and Year 12

Mathematics Methods at Year 11 and Year 12

Mathematics Methods at Year 11 and FurtherMathematics at Year 12

Further Mathematics at Year 12

Standard Mathematics at Year 10General Mathematics at Year 11 and FurtherMathematics at Year 12

Course Combinations The following table gives possible combinations of units for students who choose to continue withMathematics at Units 3 and 4 level.


VCE Media

Stories in all their forms are at the heart of themedia and its relationship with audiences.Through stories narratives are constructed thatengage, and are read, by audiences.Representations of ideas, realities andimagination are constructed anddeconstructed, remixed and reimagined withever increasing technological sophistication,ease and speed to engage audiences.

Unit 1: Media forms, representationsand Australian stories In this unit students develop an understandingof audiences and the core conceptsunderpinning the construction ofrepresentations and meaning in different mediaforms. They explore media codes andconventions and the construction of meaning inmedia products.

Unit 2: Narrative across media formsIn this unit students further develop anunderstanding of the concept of narrative inmedia products and forms in different contexts.Narratives in both traditional and newer formsinclude film, television, sound, news, print,photography, games, and interactive digitalforms. Students analyse the influence ofdevelopments in media technologies onindividuals and society, examining in a range ofmedia forms the effects of media convergenceand hybridisation on the design, production and distribution of narratives in the media andaudience engagement, consumption andreception.

Units 1 and 2 School-assessedcoursework Units 3 and 4 School-assessedcoursework – 20% School-assessed task – 40% Exam – 40%

Unit 3: Media narratives and pre-productionIn this unit students explore stories thatcirculate in society through media narratives.They consider the use of media codes andconventions to structure meaning, and howthis construction is influenced by the social,cultural, ideological and institutional contextsof production, distribution, consumption andreception. Students assess how audiencesfrom different periods of time and contexts areengaged by, consume and read narrativesusing appropriate media language.

Unit 4: Media production and issuesin the media In this unit students focus on the productionand postproduction stages of the mediaproduction process, bringing the mediaproduction design created in Unit 3 to itsrealisation. They refine their media productionin response to feedback and through personalreflection, documenting the iterations of theirproduction as they work towards completion.

Assessment


VCE Outdoor & Environmental Studies

Note: This subject is only offered to Year 11students

VCE Outdoor and Environmental Studies isconcerned with the ways humans interact withand relate to outdoor environments. ‘Outdoorenvironments’ include environments that haveminimum influence from humans, as well asthose environments that have been subject todifferent levels of human intervention. Thestudy enables students to make criticallyinformed comment on questions ofenvironmental sustainability and to understandthe importance of environmental health,particularly in local contexts.

Unit 3: Relationships with outdoorenvironmentsIn this unit students focus on the ecological,historical and social contexts of relationshipsbetween humans and outdoor environments inAustralia. Case studies of a range of impactson outdoor environments are examined in thecontext of the changing nature of humanrelationships with outdoor environments inAustralia. Students will consider a number offactors that influence relationships with outdoorenvironments and examine the dynamic natureof relationships between humans and theirenvironment. Students are involved in one ormore experiences in outdoor environments,including in areas where there is evidence of human interaction. Through these practicalexperiences students are able to makecomparisons between and to reflect uponoutdoor environments, as well as to developtheoretical knowledge and skills about specificnatural environments.


Unit 4: Sustainable outdoorrelationshipsIn this unit students are encouraged to explorethe sustainable use and management ofoutdoor environments. They will examine thecontemporary state of environments inAustralia, consider the importance of healthyoutdoor environments, and examine theissues relating to the capacity of outdoorenvironments to support the future needs ofthe Australian population. Students examinethe importance of developing a balancebetween human needs and the conservationof outdoor environments and consider theskills needed to be environmentallyresponsible citizens. They investigate currentacts and conventions as well as managementstrategies for achieving and maintaininghealthy and sustainable environments incontemporary Australian society.

Assessment


VCE Physical Education

VCE Physical Education explores the complexinterrelationships between anatomical,biomechanical, physiological and skillacquisition principles to understand their role inproducing and refining movement. It examinesbehavioural, psychological, environmental andsociocultural influences on performance andparticipation in physical activity. Theassimilation of theoretical understanding andpractice is central to the study of VCE PhysicalEducation.

Unit 1: The human body in motionIn this unit students explore how themusculoskeletal and cardiorespiratory systemswork together to produce movement. Throughpractical activities students explore therelationships between the body systems andphysical activity, sport and exercise, and howthe systems adapt and adjust to the demandsof the activity. Students investigate the role andfunction of the main structures in each systemand how they respond to physical activity, sportand exercise.

Unit 2: Physical activity, sport andsociety This unit develops students’ understanding ofphysical activity, sport and society from aparticipatory perspective. Students areintroduced to types of physical activity and therole participation in physical activity andsedentary behaviour plays in their own healthand wellbeing as well as in other people’s livesin different population groups. Students applyvarious methods to assess physical activity andsedentary behaviour levels at the individualand population level, and analyse the data in


relation to physical activity and sedentarybehaviour guidelines.

Unit 3: Movement skills and energyfor physical activityThis unit introduces students to thebiomechanical and skill acquisition principlesused to analyse human movement skills andenergy production from a physiologicalperspective. Students use a variety of toolsand techniques to analyse movement skillsand apply biomechanical and skill acquisitionprinciples to improve and refine movement inphysical activity, sport and exercise. They usepractical activities to demonstrate how correctapplication of these principles can lead toimproved performance in physical activity andsport.

Unit 4: Training to improveperformanceIn this unit students analyse movement skillsfrom a physiological, psychological andsociocultural perspective, and apply relevanttraining principles and methods to improveperformance within physical activity at anindividual, club and elite level. Improvementsin performance depend on the ability of theindividual and/or coach to gain, apply andevaluate knowledge and understanding oftraining.

Assessment


VCE Physics

Physics seeks to understand and explain thephysical world. It examines models and ideasused to make sense of the world, which aresometimes challenged as new knowledgedevelops. By looking at the way matter andenergy interact through observations,measurements and experiments, physicistsgain a better understanding of the underlyinglaws of nature.

Unit 1: What ideas explain thephysical world?In this unit students explore how physicsexplains phenomena which are not alwaysvisible to the unaided human eye. Studentsconsider thermal concepts by investigatingheat, probe common analogies used to explainelectricity, and consider the origins andformation of matter. Students usethermodynamic principles to explainphenomena related to changes in thermalenergy. They apply thermal laws wheninvestigating energy transfers within andbetween systems, and assess the impact ofhuman use of energy on the environment.

Unit 2: What do experiments revealabout the physical world? In this unit students explore the power ofexperiments in developing models andtheories. They investigate a variety ofphenomena by making their own observationsand generating questions, which in turn lead toexperiments. In the core component of this unitstudents investigate the ways in which forcesare involved both in moving objects and inkeeping objects stationary.


Unit 3: How do fields explainmotions and electricity?In this unit students explore the importance ofenergy in explaining and describing thephysical world. They examine the productionof electricity and its delivery to homes.Applications of concepts related to fieldsinclude the transmission of electricity overlarge distances and the design and operationof particle accelerators. They explore theinteractions, effects and applications ofgravitational, electric and magnetic fields.Students use Newton’s laws to investigatemotion in one and two dimensions, and areintroduced to Einstein’s theories to explain themotion of very fast objects.

Unit 4: How can two contradictorymodels both explain light andmatter?In this unit students explore the use of waveand particle theories to model the properties oflight and matter. They examine how theconcept of the wave is used to explain thenature of light and explore its limitations indescribing light behaviour. Students furtherinvestigate light by using a particle model toexplain its behaviour. A wave model is alsoused to explain the behaviour of matter whichenables students to consider the relationshipbetween light and matter.

Assessment


VCE Product Design & Technology-Textiles

Product design is a response to changingneeds and to improve quality of life bydesigning creative, innovative and sustainableproducts. Product design is enhanced throughknowledge of social, technological, economic,historical, ethical, legal, environmental andcultural factors. These factors influence theaesthetics, form and function of products.

Unit 1: Sustainable productredevelopmentThis unit focuses on the analysis, modificationand improvement of a product design withconsideration of sustainability. It is common fordesigners in Australia to use products fromoverseas as inspiration when redevelopingproducts for the domestic market. Sustainableredevelopment refers to designers and makersensuring products serve social, economic andenvironmental needs. Generating economicgrowth for design and manufacturing inAustralia can begin with redeveloping existingproducts so they have positive social andminimal environmental impact.

Unit 2: Collaborative design In this unit students work in teams to designand develop an item in a product range orcontribute to the design, planning andproduction of a group product. They focus onfactors including end-user/s’ needs and wants;function, purpose and context for productdesign; aesthetics; materials and sustainability;and the impact of these factors on a designsolution. Teamwork encouragescommunication between students and mirrorsprofessional design practice where designersoften work within a multi-disciplinary team to

Units 1 and 2 School-assessedcourseworkUnits 3 and 4 School-assessedcoursework - 20%School-assessed task - 50%End-of-year examination - 30%

develop solutions to design problems.

Unit 3: Applying the product designprocessIn this unit students are engaged in the designand development of a product that addressesa personal, local, or global problem (such ashumanitarian issues), or that meets the needsand wants of a potential end-user/s. Theproduct is developed through a designprocess and is influenced by a range of factorsincluding the purpose, function and context ofthe product; user-centred design; innovationand creativity; design elements and principles;sustainability concerns; economic limitations;legal responsibilities; material characteristicsand properties; and technology.

Unit 4: Product development andevaluation In this unit students engage with an end-user/sto gain feedback throughout the process ofproduction. Students make comparisonsbetween similar products to help evaluate thesuccess of a product in relation to a range ofproduct design factors. The environmental,economic and social impact of productsthroughout their life cycle can be analysed andevaluated with reference to the product designfactors.

Assessment


VCE Psychology

Psychology is a broad discipline thatincorporates both the scientific study of humanbehaviour through biological, psychological andsocial perspectives and the systematicapplication of this knowledge to personal andsocial circumstances in everyday life. VCEPsychology enables students to explore howpeople think, feel and behave through the useof a bio-psychosocial approach. The studyexplores the connection between the brain andbehaviour by focusing on the interplay betweengenetics and environment, individualdifferences and group dynamics, sensoryperception and awareness, memory andlearning, and mental health.

Unit 1: How are behaviour andmental processes shaped?Human development involves changes inthoughts, feelings and behaviours. In this unitstudents investigate the structure andfunctioning of the human brain and the role itplays in the overall functioning of the humannervous system. Students explore brainplasticity and the influence that brain damagemay have on a person’s psychologicalfunctioning. They consider the complex natureof psychological development, includingsituations where psychological developmentmay not occur as expected.

Unit 2: How do external factorsinfluence behaviour and mentalprocess?A person’s thoughts, feelings and behavioursare influenced by a variety of biological,psychological and social factors. In this unitstudents investigate how perception of stimulienables a person to interact with the worldaround them and how their perception of


of stimuli can be distorted. They evaluate therole social cognition plays in a person’sattitudes, perception of themselves andrelationships with others.

Unit 3: How does experience affectbehaviour and mental processes?The nervous system influences behaviour andthe way people experience the world. In thisunit students examine both macro-level andmicro-level functioning of the nervous systemto explain how the human nervous systemenables a person to interact with the worldaround them. They explore how stress mayaffect a person’s psychological functioning andconsider the causes and management ofstress.

Unit 4: How is wellbeing developedand maintained?Consciousness and mental health are two ofmany psychological constructs that can beexplored by studying the relationship betweenthe mind, brain and behaviour. In this unitstudents examine the nature of consciousnessand how changes in levels of consciousnesscan affect mental processes and behaviour.They consider the role of sleep and the impactthat sleep disturbances may have on aperson’s functioning.

Assessment


VCE Studio Arts

The creative nature of visual art providesindividuals with the opportunity for personalgrowth, the expression of ideas and a processfor examining identity. Exhibitions of artworksoffer insight into the diverse interpretations oflife and experiences of artists. VCE Studio Artsencourages and supports students torecognise their individual potential as artistsand develop their understanding anddevelopment of art making.

Unit 1: Studio inspiration andtechniquesThis unit focuses on developing an individualunderstanding of the stages of studio practiceand how to explore, develop, refine, resolveand present artworks. Students exploresources of inspiration, research artisticinfluences, develop individual ideas andexplore a range of materials and techniquesrelated to specific art forms. Using documentedevidence in a visual diary, studentsprogressively refine and resolve their skills tocommunicate ideas in artworks.

Unit 2: Studio exploration andconceptsThis unit focuses on establishing and using astudio practice to produce artworks. The studiopractice includes the formulation and use of anindividual approach to documenting sources ofinspiration, and experimentation with selectedmaterials and techniques relevant to specificart forms. Students explore and develop ideasand subject matter, create aesthetic qualitiesand record the development of the work in avisual diary as part of the studio process.Artworks made by artists from different timesand cultures are analysed to understanddevelopments in studio practice. Using a range

Units 1 and 2 School-assessedcourseworkUnits 3 and 4 School-assessedcoursework - 10% School-assessed task - 60%End-of-year examination - 30%

of art periods, movements or styles, studentsdevelop a broader knowledge of art history.

Unit 3: Studio practices andprocessesThis unit focuses on the implementation of anindividual studio process leading to theproduction of a range of potential directions.Students plan and apply a studio process toexplore and develop their individual ideas.Analysis of these explorations and thedevelopment of the potential directions is anintrinsic part of the studio process to supportthe making of finished artworks in Unit 4.

Unit 4: Studio practice and artindustry contexts This unit focuses on the planning, productionand evaluation required to develop, refine andpresent artworks. To support the creation ofartworks, students present visual and writtenevaluation that explains why they selected arange of potential directions to produce atleast two finished artworks. Once the artworkshave been made, students provide anevaluation about the cohesive relationshipbetween the artworks. This unit alsoinvestigates aspects of artists’ involvement inthe art industry.

Assessment


VCE Visual Communication Design

Visual communicators in fields such asarchitecture, engineering, graphic design,multimedia, industrial design, advertising,fashion and interior design all depend on visualimagery to develop and communicate ideasand information. This subject uses text andimages in imaginative and original ways, tocommunicate a message to an audience. Thisstudy is designed to teach an understanding ofthe application and function of freehanddrawing, drawing conventions such astechnical drawing, computer aided design anddesign elements and principles.

Unit 1: Introduction to visualcommunication designThis unit focuses on using visual language tocommunicate messages, ideas and concepts.This involves acquiring and applying designthinking skills as well as drawing skills to createmessages, ideas and concepts, both visibleand tangible. Students practise their ability todraw what they observe and they usevisualisation drawing methods to explore theirown ideas and concepts.

Unit 2: Application of visualcommunication within design fieldsThis unit focuses on the application of visualcommunication design knowledge, designthinking and drawing methods to create visualcommunications to meet specific purposes indesignated design fields. Students usepresentation drawing methods that incorporatethe use of technical drawing conventions tocommunicate information and ideas associatedwith the environmental or industrial fields ofdesign. They also investigate how typographyand imagery are used in these fields as well asthe communication field of design.

Units 1 and 2 School-assessedcourseworkUnits 3 and 4 School-assessedcoursework - 25% School-assessed task - 40%End-of-year examination - 35%

Unit 3: Visual Communicationdesign practicesIn this unit students gain an understanding ofthe process designers employ to structuretheir thinking and communicate ideas withclients, target audiences, other designers andspecialists. Through practical investigation andanalysis of existing visual communications,students gain insight into how the selection ofmethods, media and materials, and theapplication of design elements and designprinciples, can create effective visualcommunications for specific audiences andpurposes.

Unit 4: Visual communicationdesign, development, evaluationand presentationThe focus of this unit is on the development ofdesign concepts and two final presentations ofvisual communications to meet therequirements of the brief. This involvesapplying the design process twice to meeteach of the stated communication needs.Having completed their brief and generatedideas in Unit 3, students continue the designprocess by developing and refining conceptsfor each communication need stated in thebrief.

Assessment


VCE VET Community Services

Working with diverse peopleBeing an effective volunteerParticipate in workplace health and safetyCommunicate in the workplace

Respond to client needsWork within a community developmentframeworkImplement participation and engagementstrategies

Unit 1 and 2 School-assessed courseworkUnit 3 and 4 School-assessed coursework -66% End-of-year examination - 34%

The Certificate II and III in Community Servicesqualification allows students to develop theskills and knowledge to undertake communityservices work such as providing support andassistance to a variety of clients includingchildcare, the elderly and the disability sector.

This program is perfect for students looking tomove into a range of areas of the communityservices sector and is the perfect building blockfor developing a sound educational basespecific to the fastest growing sector inAustralia.

Units of Competency

Units of Competency

Assessment


VCE VET Music Industry-Performance

Contribute to health and safety of self andothersImplement copyright arrangementsWork effectively in the music industryCompose simple songs or musical piecesApply knowledge of style and genre tomusic industryDevelop ensemble skills for playing orsinging music

Develop technical skills in performancePrepare for performancesDevelop improvisation skillsDevelop and maintain stagecraft skillsPerform music as part of a group – or –Perform music as a soloist

Unit 1 and 2 School-assessed courseworkUnit 3 and 4 School-assessed coursework -50% End-of-year examination - 50%

This subject provides students with theopportunity to apply a broad range ofknowledge and skills in varied work contexts inthe music industry. Units 1 and 2 includecomposing simple songs or musical pieces andpreparing for performances. Units 3 and 4 offerscored assessment and include units such asdeveloping improvisation skills, applyingknowledge of genre to music making andperforming music as part of a group or as asoloist.

Units of Competency

Unit 1 and 2

Units 3 and 4

Assessment


VCE VET Sport & Recreation

Organise personal work priorities anddevelopmentParticipate in workplace health and safetyConduct non-instructional sport, fitness orrecreation sessionsProvide First AidUse social media tools for collaboration andengagementBook athlete travel and accommodationParticipate in conditioning for sportProvide quality serviceRespond to emergency situationsConduct sport, fitness or recreation events

Note: To undertake Year 2 of this course,current Year 10 students must havecompleted Year 1 in 2020.

The VCE Sport and Recreation programprovides students with the opportunity toundertake sport activity studies that enablethem to become multi-skilled, therebyenhancing entry to employment and furthertraining across many sectors in the sport andrecreation industry. The course requiresstudents to undertake a number of corecompetencies, stream competencies plus arange of electives which are intended toenhance student skills and knowledge in morespecialised areas of sporting activity.

There are significant charges for this course.All students have to pay an annual materialsfee of $100 to participate in this program. Thiscost is directly related to certificate completionincluding resource booklets and training in FirstAid. There may be other costs incurred forexcursions and gym sessions.

Units of CompetencyUnit 1 and 2

Participate in WHS hazard identification,risk assessment and risk controlFacilitate groupsPlan and conduct programsEducate user groupsProvide equipment for activitiesConduct sport coaching sessions withfoundation level participants


of stimuli can be distorted. They evaluate therole social cognition plays in a person’sattitudes, perception of themselves andrelationships with others.

Units 3 and 4

Assessment


Three-Year Course Plan

Students are required to select a Three-Year Course plan for Years 10 – 12, ensuring theyconsider their pathway options beyond school and enabling choice of an appropriate program.The Senior Programs and Careers team gain an overview of student program selection and thesuitability of each student’s choice.

Its important students participate in their education, have a voice in their senior years program, indoing so students become more aware and choose realistic programs that are achievable, havingboth a positive effect on their learning and commitment to chosen program. There is also animportant element of flexibility to a senior program, having a plan makes it much simpler whenconsulting the Careers team, House leaders and Senior Programs Leader to make adjustmentsthat benefit the strengths and support students achieving their academic and study goals beyondSunbury College.

Through this process of completing a Three-Year Course Plan, students must read and reviewthe Year 10, VCE and VCAL Course Guides, be prepared to update their plan each year, consulttheir support network including parents/guardians, review their Year 9 Morrisby report and ensureMy Career Portfolio is updated or completed.

COURSE SELECTION SENIOR PROGRAM

YEAR 10

English

YEAR 11 YEAR 12

English or Literature English or Literature

V C E & V C A L C O U R S E G U I D E

Documents

Transcript of V C E & V C A L C O U R S E G U I D E