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Course Guide

2020

VCE UNITS OVERVIEW > SELECTION TIMELINE

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OVERVIEW

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How to use this guideYou can read this Course Guide page by page by clicking

on the navigation bar arrows along the bottom of the

screen to advance forward or backward or jump ahead

to different sections using the side menu, section menus

and hyperlink icons.

The Home page allows you to see an overview of

the whole guide at once and by clicking items in this

interactive menu you can skip ahead to any section.

The Summary of VCE Units overview page features a

linked menu which allows you to click on the subject

name and jump to its full description.

On each of the subject descriptor pages you can click

on the Job Cluster headings which will take you back to

the Job Cluster definition page.

KEY

A link to an external

document or website

A link to the VCAA study

design for that subject

This Handbook has been compiled from

the VCAA Study Designs. Students can

access the full VCAA Study Designs for all

VCE units via www.vcaa.vic.edu.au or can

find hard copies in the Resource Centre.

https://www.vcaa.vic.edu.au/Pages/HomePage.aspx


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A beautiful and exciting future where young women can be entrepreneurs, innovators, trend setters, leaders, teachers, performers, artists, explorers and more. A future where YOU can be who YOU want to be. We think that looks, sounds and feels exhilaratingly beautiful.

This is your chance to choose your own adventure and curate the journey you dream to create. The choices you make now as you transition into your senior years, will help open up an endless list of possibilities, for you to explore, grow your self and be challenged.

This Interactive Senior Pathways Guide

has been crafted to inspire and encourage

young women like you, to help shape a

positive and exciting future for all.

Now is the time to be curious about who you wish to become. From this curiosity we invite you to create a list of questions to be answered, so you can begin to create clarity for your vision.

We support and encourage open and robust conversations to seek these answers and advice from family, friends, teachers and career advisors. While you may be aware of your own strengths, this is an opportunity to be open to discover attributes others notice in you. With this knowledge you can begin to craft a plan that embraces, and enables your strengths, and skills, while being open to challenge other areas of your learning.

No matter what tomorrow holds, these are the steps you can take today, towards an exciting and passionate new world beyond Year 12.

We believe you deserve to feel

excited as you embrace the

possibilitiesto confidently shape

your future.

Georgia HeffernanDeputy Principal Learning & Teaching

We believe in an inspired future, designed by YOU.

> INTRODUCTION

Mission, vision and purpose

How to use this guide

> SENIOR PATHWAYS

VCE: The Victorian Certificate of Education

Planning a VCE Program

Year 11

Year 12

Assessment

External VCE Studies

Careers and tertiary courses

Open days

> VCE SUBJECT SELECTION PROCESS

Subject selection timeline

Subjects offered at CLC in 2020

FYA Job clusters

> GLOSSARY

> CLC CONTACTS

> VCE STUDIES

Arts and Technology

English

Health and Physical Education

Humanities

Languages

Mathematics

Performing Arts

Religious Education

Science

> VCAL STUDIES

VCAL: The Victorian Certificate of Applied Learning

VCAL: Personal Development Skills Strand

VCAL: Work Related Skills Strand

VCAL: Literacy Strand

VCAL: Numeracy Strand

> VET STUDIES

Applied Fashion Design and Technology Certificate II

Business Certificate II

Music Industry Certificate III

Sport and Recreation Certificate III

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At Catholic Ladies’ College, ours is a story of unlimited possibilities. It is a story of empowerment, inspiration and opportunity.

MISSIONTo educate, in partnership with parents, women of faith, integrity, individuality and compassion

VISIONTo inspire young women to realise their personal excellence and confidently shape their future

PURPOSEWe create opportunities for young women to achieve and champion justice in the global community

Catholic Ladies’ College provides a diverse and stimulating curriculum. The College aims to ensure that all students achieve success in their pathway to the future and in the development of the skills and attributes necessary for adult life. Students are supported in their studies by a highly qualified, experienced and committed staff.

Special programs operate to support each student as she moves through her final years of schooling. These include a comprehensive Careers Program, a series of challenging Religious Education Units, an affirming Student Wellbeing Program and a range of Senior Leadership experiences and opportunities.

At the Senior level students have a choice of completing one of the following certificates:

• Victorian Certificate of Education (VCE)• Victorian Certificate of Applied Learning (VCAL)

Like the VCE, the VCAL is a recognised senior secondary qualification. Unlike the VCE, which is widely used by students as a pathway to university, the VCAL focuses on ‘hands-on learning’.



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VCE:THEVICTORIANCERTIFICATEOFEDUCATION

The Victorian Certificate of Education (VCE) is a state-wide certificate that students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at University or TAFE and to employment.

The VCE is made up of a number of studies, each of which is broken up into four units. Each VCE study unit is numbered 1, 2, 3 or 4 and is of semester length.

Students will complete Units 1 and/or 2 of a VCE study in Year 11. Units 3 and 4 of a VCE study are undertaken in Year 12. Students must complete both Units 3 & 4 of a study.

To satisfactorily complete the VCE a student must have a satisfactory result (S) for a minimum of 16 units. This must include:

1. At least three units from the English group, two of which must be a Unit 3 & 4 sequence;

2. An additional three Unit 3 & 4 sequences of studies other than English, which may include any number of English sequences once the English requirement has been met. This may also include VET 3 & 4 sequences.

PLANNINGAVCEPROGRAM

When selecting a VCE course, particularly Units 1 & 2, students may experiment a little and try different subjects. However, students need to be aware that certain Unit 3 & 4 subjects cannot be selected in the following year without the completion of Units 1 & 2.

In addition, students must be aware that choosing too wide a range of subjects increases the likelihood of timetable clashes.

When making their subject selections, it is important for students to look at the detail of individual University and TAFE courses. Students must consult the VTAC Guide (www.vtac.edu.au) and the VICTER 2019 which lists Tertiary prerequisites for the year in which students will enter University or TAFE.

For further information please make an appointment with the Careers & VET Coordinator.

VTAC

PUBLICATIONS

VTAC

GUIDE

Senior pathways.


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http://www.vtac.edu.auhttp://www.vtac.edu.auhttp://vtac.edu.au/publications/#year10and11

YEAR11

It is a College requirement that all Year 11 students undertake:

• English or English Literature Units 1 & 2• Five other Unit 1 & 2 studies• Year 11 Religious Education

Students who satisfy the set criteria can apply to take one Unit 3 & 4 sequence in place of one of the Unit 1 & 2 studies (see section Students interested in studying a Unit 3 & 4 sequence in Year 11).

There are no subject prerequisites for entry into Units 1 & 2, except for Languages.

Studying a Unit 3 & 4 sequence in Year 11

Year 11 students interested in this option should collect the appropriate application form from the Administration Office, a copy of which is included in this Handbook. Students will be required to meet the criteria set out in the application form and will be asked to attend an interview with a staff panel which has been formed to decide the success of each application. The application form should be returned with the Year 11 initial subject selection form.

Students are advised to be flexible in their choice of a Unit 3 & 4 subject and are reminded of the benefits of undertaking tertiary prerequisite subjects within their Year 12 program. Students are strongly encouraged to discuss this option with their Year 10 subject teacher and the appropriate KLA Team Leader. Where class size is an issue, Year 12 student choices will take preference.

All students who undertake a Unit 3 & 4 in Year 11 are expected to take a full load (five subjects) at the Year 12 level the following year.

YEAR12

It is a College requirement that all Year 12 students undertake a full VCE program, which usually consists of:

• English or English Literature Units 3 & 4;• Four other Unit 3 & 4 sequences;• Year 12 Religious Education.

All students who undertake a Unit 3 & 4 subject in Year 11 will not be allowed to take less than the Year 12 College requirements unless medical and/or other evidence is produced that demonstrates that the student will be otherwise unable to successfully complete the VCE. An interview with the Deputy Principal Learning and Teaching, the student and her parents will be organised to discuss the situation.

Subject prerequisites for Units 3 & 4

There are no prerequisites for entry into Units 3 & 4, except for Languages. However, students are advised that in some subject areas the expectations of the course and the skills required for necessary completion mean that it would be very difficult to take them up at Unit 3 & 4 level. See specific subject pages for details.

Senior PathwaysAPPLICATION TO STUDY UNIT 3 & 4 IN YEAR 11


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https://clc.vic.edu.au/year-11-acceleration-studies/

SATISFACTORY COMPLETION OF UNITS 1 – 4

A student will receive an:

• S for Satisfactorily completed• N for Not Satisfactorily completed

for each Unit depending on whether or not they have satisfactorily completed the outcomes of the Unit.

LEVEL OF PERFORMANCE IN UNITS 1 & 2

In Units 1 & 2 there will be graded Assessment Tasks and grades for these tasks will be included on student reports. However, they will not be included in the official statement of results from the VCAA. This statement will show S and N results only.

LEVEL OF PERFORMANCE IN UNITS 3 & 4

Each subject will have a number of assessment components. These will consist of School Assessed Coursework (SACs) and/or School Assessed Tasks (SATs) and an end of year examination. All School Assessments will be based on specific outcomes.

GENERAL ACHIEVEMENT TEST (GAT)

All students who are studying a VCE Unit 3 & 4 will undertake the GAT. The GAT is a three hour test, measuring levels of general achievement across three broad areas: Written communication; Mathematics, Science, Technology; Humanities, the Arts and Social Sciences. GAT results are used in a number of ways by the Victorian Curriculum and Assessment Authority (VCAA), one of which is to monitor school based assessment.

UNITS 3 & 4: THE ATAR (AUSTRALIAN TERTIARY ADMISSIONS RANK)

The Victorian Tertiary Admissions Centre (VTAC) runs the application and offer process for approximately 2000 Tertiary courses by providing information concerning VCE applicants to selection officers at each institution.

How the information is used varies from course to course, but nearly all courses make some use of the ATAR (Australian Tertiary Admission Rank) which is an overall measure of how a student has performed in his or her studies. It is expressed as a rank and is an estimate of where the student came in the relevant age group. The overall rating is on a scale of 0 – 99.95.

VTAC uses the study scores awarded by the VCAA to calculate the ATAR. VTAC scales the study scores to allow for any variation in the strength of competition between the cohorts of students taking the various studies that year.

The ATAR is calculated by adding the scaled score for English Units 3 & 4 or English Literature Units 3 & 4 or English Language Units 3 & 4, the next best three scaled scores and 10% of any fifth and sixth scaled score.

The increment for a sixth study may be replaced with an increment for satisfactorily completing an approved University study as part of the VCE extension study program.

ASSESSMENT

Senior Pathways


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EXTERNALVCESTUDIES

For various reasons, students may wish to undertake one or more VCE Units at another provider (e.g. Night school, Dance school, Language school, TAFE, Private Music, etc).

Catholic Ladies’ College however will still be regarded as the HOME SCHOOL and WE must therefore enrol the student.

As such, we must be notified regarding the undertaking of these studies. A student must:

1. Obtain a separate form from the VCE Coordinator.2. Complete the enrolment process of the provider

(paperwork, fee payment if applicable).3. Return the form to the Administration Office.

CAREERSANDTERTIARYCOURSES

All students are invited to make appointments with the Careers & VET Coordinator, Ms Annette Kilsby, to discuss Course and Career options and subject selection and to use the many Careers resources located in the Resource Centre:

• The Good Careers Guide – www.goodcareersguide.com.au

• www.gooduniversitiesguide.com.au this site allows exploration of courses, plus it links to the Good Careers Guide as well.

• www.myfuture.edu.au this site provides the information about jobs. Go to ‘The Facts’. It also has links to job prospects and shows the expected demand in different industries. Students do need to set up and account (free) for this site.

• www.vtac.edu.au – course search for post Year 12.

• www.youthcentral.vic.gov.au a good website to explore many aspects of working/careers including a link to check award wages.

• University and TAFE Course Guides.

OPENDAYS

Most Universities and TAFEs have Open Days each year. This is a wonderful chance to visit the campus, inspect facilities, discuss course and career outcomes with lecturers, course selection officers, current students, graduates and others.

Senior Pathways

YOUTH

CENTRAL

VTAC

COURSE SEARCH

MYFUTURE.EDU.AU

THE GOOD

UNIVERSITIES GUIDE

THE GOOD

CAREERS GUIDE

APPLICATION FOR

EXTERNAL VCE STUDIES


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http://www.goodcareersguide.com.auhttp://www.gooduniversitiesguide.com.auhttp://www.myfuture.edu.auhttp://www.vtac.edu.auhttp://www.youthcentral.vic.gov.auhttp://www.goodcareersguide.com.auhttps://www.gooduniversitiesguide.com.au/https://myfuture.edu.au/http://www.youthcentral.vic.gov.auhttp://www.vtac.edu.auhttps://clc.vic.edu.au/year-11-studies-undertaken-outside-of-clc/

2019 DATE ACTIVITY

FRIDAY 21 JUNEPeriod 4

Year 10 AGAT Testing

WEDNESDAY 26 JUNE ‘The Future is Yours’ Careers Day

THURSDAY 18 JULY Parent/Teacher Interviews

WEDNESDAY 7 AUGUST6pm to 8pm

‘Futures Expo’ for parents and students

THURSDAY 8 AUGUST Year 11 and Year 12 2020 commencement date for entering subject selection

WEDNESDAY 14 AUGUST Year 11 and Year 12 2020 final date for entering subject selection

THURSDAY 15 AUGUST Final day to return signed subject selection receipt to Homeroom teachers

WEEK BEGINNING MONDAY 19 AUGUST

Year 11 2020 interviews for students that applied for a Unit 3 & 4 subject

VCE Subject Selection Process

SUBJECTSELECTIONTIMELINE

Students entering Year 11 in 2020


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LEARNING AREA SUBJECT UNIT 1 UNIT 2 UNITS 3 & 4

ARTS & TECHNOLOGY

Food Studies

Media

Studio Arts

Visual Communication Design

ENGLISH English

Literature

HEALTH & PHYSICAL EDUCATION

Health and Human Development

Physical Education

HUMANITIES Accounting

Australian and Global Politics

Business Management

Geography

History

Legal Studies

LANGUAGES German

Indonesian

Italian

MATHEMATICS General Mathematics

Further Mathematics

Mathematical Methods

Specialist Mathematics


PERFORMING ARTS Drama

Music Performance

RELIGIOUS EDUCATION

Religion and Society

SCIENCE Biology

Chemistry

Physics

Psychology


VCE VET CERTIFICATES

Applied Fashion Design and Technology Cert III

Business Cert II

Music Industry Cert III

Sport and Recreation Cert III

VCAL Personal Development Skills 2 Units (Intermediate/Senior)

Work Related Skills 2 Units (Intermediate/Senior)

Numeracy 1 Unit (Intermediate/Senior)

LiteracyOral Communication

1 Unit (Intermediate/Senior)1 Unit (Intermediate/Senior)

SUBJECTSOFFEREDATCLCIN2020Students are encouraged to speak to subject teachers for specific subject advice. All students will be interviewed before their final subject selection is submitted.

VCE Subject Selection Process


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JOB CLUSTER COMPRISES JOBS THAT... OCCUPATIONS CURRENTLY IN THIS JOB CLUSTER...

THE GENERATORS

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

and entertainment.

Total occupations: 65Sales representatives, retail supervisors, cafe managers, hotel managers, bank managers, entertainers, interpreters and airline ground crew.

RELATED INDUSTRIES: Tourism, Retail & Wholesale trade, Accommodation & Food services, and Arts & Recreation services.

THE ARTISANS

... require skill in manual tasks related to construction, production, maintenance

or technical customer service.

Total occupations: 118Machinery operators, landscape gardeners, electricians, crop & livestock farm workers, plumbers, and carpenters.

RELATED INDUSTRIES: Construction, Agriculture, Mining, Manufacturing, Utilities and Logistics.

THE CARERS

... seek to improve the mental or physical health or well-being of

others, including medical, care and personal support services.

Total occupations: 131GPs, social workers, childcare workers, fitness instructors, surgeons, counsellors and beauty therapists.

RELATED INDUSTRIES: Health Care & Social Assistance

THE COORDINATORS

... involve repetitive administrative and behind-the-scenes process

or service tasks.

Total occupations: 59Bookkeepers, printers, fast food cooks, bus drivers, furniture removalists, law clerks, receptionists and car park attendants.

RELATED INDUSTRIES: Administrative services and Logistics.

THE DESIGNERS

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

products or buildings.

Total occupations: 70Architects, electrical engineers, clothing patternmakers, food technologists, building inspectors, product testers, industrial engineers, geologists and draftspersons.

RELATED INDUSTRIES: Architectural, Engineering & Technical services.

THE INFORMERS

... involve professionals providing information, education or

business services.

Total occupations: 142School teachers, economists, intelligence officers, accountants, analysts, solicitors, organisational psychologists, curators, and HR advisers.

RELATED INDUSTRIES: Professional, Scientific & Technical services and Education & Training.

THE TECHNOLOGISTS

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

Total occupations: 10 Programmers, software engineers, database administrators, web designers and ICT business analysts.

RELATED INDUSTRIES: Computer System Design & related services and Information Media & Telecommunication services.

Students can also view subjects through the lens of job clusters as identified by the Foundation of Young Australians, FYA. This enables students to consider which skills best prepare them for the type of job they may wish to pursue in the future, remembering it is likely they will have many jobs but a core set of skills and capabilities. Again, each subject has listed the major clusters for which they are preparing students to participate.

FYA JOB CLUSTERS

Source: New Work Mindset, Foundation for Young Australians, p15

FYA Job clusters


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https://www.fya.org.au/wp-content/uploads/2016/11/The-New-Work-Mindset.pdf


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Opportunity toexpress creativity.

VCE Studies

ARTS AND

TECHNOLOGY

Food Studies

Media

Studio Arts

Visual Communication Design

ENGLISH

English

Literature

HEALTH AND

PHYSICAL EDUCATION


Physical Education

HUMANITIES

Accounting


Business Management

Geography

History

Legal Studies

LANGUAGES

German

Indonesian

Italian

MATHEMATICS

General Mathematics

Further Mathematics


Specialist Mathematics

PERFORMING ARTS

Drama

Music Performance

RELIGIOUS EDUCATION

Religion and Society

SCIENCE

Biology

Chemistry

Physics

Psychology

VCE Studies


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VCE Studies

JOB CLUSTERS

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THE DESIGNERS

THE TECHNOLOGISTS

THE CARERS

UNIT1

Food Origins

Focusing on food from historical and cultural perspectives, Students investigate the origins and roles of food through time and across the world.

Area of study 1: Food around the world

Students explore the origins and cultural roles of food, from early civilisations through to today’s industrialised and global world.

Area of study 2: Food in Australia

Students focus on the history and culture of food in Australia. The practical component complements the study of ingredients indigenous to Australia and provides students with opportunities to extend their research into a selected cuisine brought by migrants.

UNIT2

Food Makers

Students investigate food systems in contemporary Australia.

Area of study 1: Food industries

Students focus on commercial food production in Australia. They investigate new food product development and innovation. Students undertake a practical component, creating new food products using design briefs.

Area of study 2: Food in the home

Students further explore food production, focusing on domestic and small-scale food production. Their practical skills are extended through designing and adapting recipes, encompassing a range of dietary requirements commonly encountered by the food service sector and within families.

UNIT3

Food Daily LifeArea of study 1: The science of food

Students investigate the physiology of eating and microbiology of digesting, and the absorption and utilisation of macronutrients. They investigate food allergies, food intolerances and the microbiology of food contamination.

Area of study 2: Food choice, health and wellbeing

Students focus on patterns of eating in Australia and the influences on the food we eat. Students undertake a practical component developing a repertoire of healthy meals suitable for children and families.

UNIT4

Food Issues, Challenges and FuturesArea of study 1: Environment and ethics

Students address debates concerning Australian and global food systems, relating to issues on the environment, ethics, technologies, food access, food safety and the use of agricultural resources.

Area of study 2: Navigating food information

Students focus on food information and misinformation and the development of food knowledge, skills and habits.

Food Studies

ARTS AND TECHNOLOGY

CONTRIBUTIONS TO THE STUDY SCORE

> Unit 3 School-assessed coursework: 30%> Unit 4 School-assessed coursework: 30%> Written examination: 40%

PATHWAYS

> Catering > Chef> Cookery Demonstrator > Dietician> Food Stylist > Food Technologist > Food Technology > Food Writer> Home Economist > Hotel Management> Teacher

https://www.vcaa.vic.edu.au/Documents/vce/foodstudies/FoodStudiesSD_2017.pdf


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THE DESIGNERS

THE GENERATORS

THE TECHNOLOGISTS

UNIT1

Representation and Technologies of representation

Media has a highly practical focus and allows students to specialise. Students learn to construct media representations with cameras, software, devices and emerging technologies. The subject allows for development in:

• filmmaking (short, feature, trailer, advert, YouTube)• photography (cinematography, photojournalism, artistic)• animation (flash, blender, stop-motion)• 2D/3D modelling/design (Photoshop, Illustrator, InDesign)• App and game development (Unity)• publishing (news, magazine, blogging, YouTube)• sound recording.

The subject is built around analysis of a multitude of media including film, streaming television, photography, advertising, journalism, public relations and radio to enable students to develop an understanding of the relationship between the media, technology and its representations. Students develop an understanding of the contribution of codes and conventions to the creation of meaning in media products, and the role and significance of selection processes in their construction.

UNIT2

Media Production and the Media Industry

Students will develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students develop practical skills through participation in specific stages of a media production and analyse issues concerning the stages and roles in the media production process. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within with Australian media organisations operate.

UNIT3

Narrative and Media Production Design

The purpose of this unit is to enable students to develop an understanding of production and story elements and to recognize the role and significance of narrative organization in fictional film, radio or television programs. In this context students also consider how production and story elements structure narratives to engage an audience. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They design a media production for a specific media form with the relevant specifications presented as a written planning document with visual representations.

UNIT4

Media Process, Social Values and Media Influence

The purpose of this unit is to enable students to further develop practical skills in the production of media products and to realise a production design. Organisational and creative skills are refined and applied throughout this process. In this unit students also analyse the ways in which media texts are shaped by social values and the influence of social values in the representations and structure of a media text. The role and influence of the media is also critically analysed in this unit.

Media

ARTS AND TECHNOLOGY


> Media exercises, design plan, production and process 35%> Social Values Report 6%> Media Influence Report 6%> Examination 45%

PATHWAYS

> Advertising> Graphic Design> Interior Design> Marketing> Media Industry> Multimedia

Media challenges my view of

the world by exposing me to

different forms of media –

from film, photography,

print, podcast and social

media. We analyse how films

are constructed (lighting, camera, acting etc) and draw inspiration from them to create

our own Media piece.

“

https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf


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THE ARTISANS

THE DESIGNERS

UNIT1

Studio inspiration and techniques

Students learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students research ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks.

Area of study 1: Researching and recording ideasArea of study 2: Studio practiceArea of study 3: Interpreting art ideas and use of materials

and techniques

UNIT2

Studio exploration and concepts

This unit focuses an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks and develop a broader knowledge about the history of art.

Area of study 1: Exploration of studio practice and development of artworks

Area of study 2: Ideas and styles in artworks

UNIT3

Students focus on implementing an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore, develop and evaluate their individual ideas. The study of artists and their work practices and processes provides inspiration for students’ own approaches to art making.

UNIT4

Students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. They investigate aspects of artists’ involvement in the art industry, focusing on two different exhibitions that they will visit on an excursion. They examine a range of environments used for the presentation of artworks.

Studio Art

ARTS AND TECHNOLOGY


> School-assessed task: 60%> School-assessed coursework: 10%> End of year examination: 30%

PATHWAYS

> Advertising > Architecture > Designing> Fashion > Media> Photography > Private Practice > Teaching

Studio Art allows me to

develop my creativity by

exploring different ideas

and experimenting with a

wide range of mediums and

techniques. I have gained

a deeper understanding of

how and why artists create

their work and have enjoyed

viewing art in gallery settings.

“

https://www.vcaa.vic.edu.au/Documents/vce/studioarts/StudioArtsSD-2017.pdf


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THE DESIGNERS

THE ARTISANS

THE TECHNOLOGISTS

UNIT1

Introduction to Visual Communication Design

Students focus on using visual language to communicate messages, ideas and concepts. Students practise their ability to draw what they observe and they use visualisation methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communication their final visual communications. Through experimentation students explorate the relationship between design elements and principles that affect the visual message and the way information and ideas are perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design.

UNIT2

Applications of Visual Communication within design fields

This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods and technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design and how images and type can be manipulated to communicate ideas and concepts in different ways. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engaged in the stages of research, generation of ideas and development of concepts to create visual communications.

UNIT3

Visual Communication design practices

Students gain an understanding of the process designers employ to structure their thinking and communication ideas with clients, target audiences, other designers and specialists. Through practical investigation students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They establish a client brief and apply design thinking skills through the design process. They identify two distinctly different needs of that client and the relevant target audience, context and constraints. A variety of historical and contemporary design is considered by students as starting points for investigation and inspiration for their own work.

UNIT4

Design development, evaluation and presentation

Students continue the design process by refining concepts using a range of 2 and 3D methods, media and materials. They investigate how the application of design elements and principles creates different communication messages with their target audience. Students develop an understanding of the iterative nature of the design process with ongoing reflection and evaluation of design solutions. Students refine and present two visual communications within the parameters of the brief and devise a pitch to communicate their design thinking to the client.

Visual Communication and Design

ARTS AND TECHNOLOGY


> Unit 3 School-assessed Coursework 20%> Unit 4 School-assessed Coursework 5%> School-Assessed Task (SAT) 40%> Examination 35%

PATHWAYS

> Advertising> Architecture > Art Director> Creative Business

Solutions

> Desktop Publishing > Events Coordinator > Fashion Design> Graphic Design> Industrial Design > Interior Design

https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD_2018.pdf


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UNIT 1

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

UNIT2

Students compare the presentation of ideas, issues and themes in two texts. They will explore how comparing texts can provide a deeper understanding of ideas, issues and themes. Students will analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.

UNIT3

Area of study 1: Reading and creating texts

Students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. Students examine the ways in which readers are invited to respond to texts. Students prepare sustained analytical interpretations and creative responses to selected texts.

Area of study 2: Analysing argument

Students analyse and compare the use of argument and language in texts that debate a topical issue. Students explore the argument of a persuasive piece, and the way written, spoken and visual language is used. They compare different written texts presenting argument on similar ideas or issues, considering different ways authors use language to express arguments.

UNIT4

Area of study 1: Reading and comparing texts

Students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values.

Area of study 2: Presenting argument

Students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue. This area of study focuses on the construction of persuasive texts. Students use discussion and writing to clarify their thinking and develop a viewpoint on an issue. Students reflect on their intentions in positioning the reader and consider how their use of language expresses their argument.

English


> Unit 3 School-assessed coursework: 25%> Unit 4 School-assessed coursework: 25%> End of year examination: 50%

ENGLISH

THE INFORMERS

THE COORDINATORS

THE GENERATORS

PATHWAYS

> Advertising > Editing > Film and Radio > Journalism > Law > Librarian > Policy Development > Politics > Public Relations > Publishing > Script Editing and Writing > Teaching

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/englishlanguage/Pages/Index.aspx


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UNIT 1

Approaches to Literature

Focusing on the ways in which the interaction between text and reader creates meaning, Students’ analyses of the features and conventions of texts help them develop increasingly discriminating response to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in Literature. Students will also develop an awareness of how the views and values that readers hold may influence the reading of a text.

Area of study 1: Reading practicesArea of study 2: Ideas and concerns in texts

UNIT2

Context and Connections

Students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students will analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.

Area of study 1: The text, the reader and their contextsArea of study 2: Exploring connections between texts

UNIT3

Form and TransformationArea of study 1: Adaptations and transformations

Students focus on how the form of text contributes to the meaning of the text.

Area of study 2: Creative responses to texts

Students focus on the imaginative techniques used for creating and recreating a literary work. Students develop an understanding of the various ways in which authors craft texts. They reflect critically upon their own responses as they relate to the text, and discuss the purpose and context of their creations.

UNIT4

Interpreting TextsArea of study 1: Literary perspectives

Students focus on how different readings of texts may reflect the views and values of both writer and reader. They compare and analyse two pieces of literary criticism reflecting different perspectives, assumptions and ideas and develop their own response to a text.

Area of study 2: Close analysis

Students focus on detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific features and/or passages in a text contributes to their overall interpretations.

English Literature



THE INFORMERS

THE COORDINATORS

THE GENERATORS

ENGLISH

PATHWAYS

> Advertising> Communications > Court Reporter > Editing > Education > Ethics/Philosophy > Journalism > Law > Librarian > Marketing > Multi-media > Performance > Policy Development > Politics > Professional Writing > Psychology > Public Relations > Publishing > Script Writing> Social Research > Teaching Theatre > TV/Film/Radio

Literature encourages open

discussion and collaboration

in order to obtain skills which

allow us to understand and

respond to texts. The subject

provides a unique environment

in which we can develop our

skills and our own opinions,

which we find greatly

beneficial and enjoyable.

“

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/literature/Pages/Index.aspx


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UNIT 1

Understanding Health and Wellbeing

This unit focuses on the health and individual human development of Australia’s youth. Students will develop an understanding of the physical, social, emotional and intellectual changes associated with the developmental stage of youth. Issues that impact on the health and individual human development of Australia’s youth will also be investigated.

UNIT2

Managing Health and Development

This unit focuses on the lifespan stages of prenatal childhood and adulthood. Students will develop an understanding of the health and individual human development of Australia’s children and adults. A range of health issues that are having an impact on Australia’s healthcare system will be discussed.

UNIT3

Australia’s Health in a Globalised World

Students will consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO) and evaluate the variations in the health status of Australians. A look at various public health approaches and the interdependence of different models is researched to make health improvements and evaluate successful programs.

UNIT4

Health and Human Development in a Global Context

Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Students look at global action to improve health, wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program.




HEALTH AND PHYSICAL EDUCATION

THE INFORMERS

THE CARERS

THE GENERATORS

PATHWAYS

> Community Health> Education > Food Science > Health Administration > Health Sciences > Nursing > Social Welfare

https://www.vcaa.vic.edu.au/Documents/vce/healthandhumandevelopment/HealthHumDevSD-2018.pdf


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UNIT 1

The Human Body in Motion

Students explore how musculoskeletal and cardiorespiratory systems work together to produce movement and the relationships between the body systems and physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

UNIT2

Physical Activity, Sport and Society

Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Students investigate how participation in physical activity varies across the lifespan and explore a range of factors that influence participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviou and create an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.

UNIT3

Movement skills and energy for physical activity

Students are introduced to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

UNIT4

Training to improve performance

Students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods.

Physical Education



HEALTH AND PHYSICAL EDUCATION

PATHWAYS

> Childcare > Chiropractor > Education > Fitness industry > Health industry > Nursing > Outdoor Education > Physiotherapy > Recreation > Sports Administration > Sports Marketing

THE INFORMERS

THE CARERS

THE GENERATORS

https://www.vcaa.vic.edu.au/Documents/vce/physicaledu/PhysicalEducationSD_2017.pdf


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UNIT 1

Role of Accounting in business

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. Additionally, students record financial data and prepare reports for service businesses owned by sole proprietors.

UNIT2

Accounting and decision-making for a trading business

In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.

UNIT3

Financial accounting for a trading business

This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.

UNIT4

Recording, reporting, budgeting and decision-making

In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.

Accounting



THE INFORMERS

THE COORDINATORS

THE TECHNOLOGISTS

HUMANITIES

PATHWAYS

> Accountancy > Banking > Bookkeeping> Business > Finance > Insurance > Law > Marketing > Merchant Banking > Small business

Accounting is a unique

subject because you deal with

real-life financial situations,

and the exercises can be quite

rewarding when you realise

all your numbers add up!

“

https://www.vcaa.vic.edu.au/Documents/vce/accounting/2019AccountingSD.pdf


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UNIT1

Ideas, Actors and Power

Students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda.

Area of study 1: Power and IdeasArea of study 2: Political Actors and Power

UNIT2

Global Connections

Students are introduced to the global community and the global actors that are part of this community. Students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. Students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability.

Area of study 1: Global LinksArea of study 2: Global Cooperation and Conflict

UNIT3

Global Actors

Students investigate the key global actors in 21st century global politics. They use contemporary evidence within the last ten years, to analyse the key global actors and their aims, roles and power. They examine concepts of national interest and power as they relate to the state and the way in which one Asia-Pacific state, China, uses power within the region to achieve its objectives. Global actors could include international institutions of global governance, for example the United Nations and transnational corporations (TNCs), for example Nike or Apple.

Area of study 1: Global ActorsArea of study 2: Power in the Asia-Pacific Region

UNIT4

Global Challenges

Students investigate key global challenges facing the international community in the 21st century. They analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship (areas could include: human rights, people movement, development, arms control and disarmament). Students also explore the context and causes of global crises (areas could include: climate change, armed conflict, terrorism or economic instability).

Area of study 1: Ethical Issues and DebatesArea of study 2: Global Crises




THE INFORMERS

THE GENERATORS

THE CARERS

HUMANITIES

PATHWAYS

> Administration > Communications > Diplomacy > Education > Journalism > Law > Local Government > Marketing > Multimedia > Public policy > Publishing > Research > Social Research> Teaching

Global politics has allowed

me to better understand

the global community; the

structures and reasoning

behind particular decisions.

I can now confidently engage

in the world of politics.

“

https://www.vcaa.vic.edu.au/Documents/vce/politics/AustGlobalPoliticsSD_2018.pdf


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HUMANITIES

UNIT1

Planning a Business

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

UNIT2

Establishing a Business

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

UNIT3

Managing a Business

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

UNIT4

Transforming a Business

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

Business Management



PATHWAYS

> Banking > Business > Education > Finance > Government and private

organisations

> Management > Small Business

I’ve really enjoyed Business Management because it’s all based on the real world. I’ve learnt about many aspects of

business including marketing,

staffing and operations, and I

know that this knowledge will

help me in whatever career

path I chose.

“

https://www.vcaa.vic.edu.au/Documents/vce/businessmanagment/BusinessManagementSD-2017.pdf


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THE GENERATORS

THE INFORMERS

THE ARTISANS

HUMANITIES

UNIT1

Hazards and Disasters

In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards can be geological (earthquakes, etc.), hydro-meteorological (floods, bushfire, etc.), biological (HIV/AIDS, malaria, etc.) or technological (oils spills, radiation leaks, etc.).

Students will undertake fieldwork to a destination, such as Kinglake, relating to the type of hazard selected for study.

UNIT2

Tourism

In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, it’s various forms, how it has changed and continues to change and its impact on people, places and environments. It will include a study of tourist destinations beyond Australia and the story of tourism to the Great Ocean Road and the Otway’s region of Victoria.

Students will undertake fieldwork to a tourist destination – the Otway Ranges and the Great Ocean Road.

Geography

PATHWAYS

> Administration > Agriculture > Business > Cartography> Eco-Tourism/tourism > Economist > Environmental Management

Research and Planning

> Journalism > Lawyer > Mining > Meteorology > Real Estate > Science > Social Research > Teaching > Urban Planning

Geography has provided me

with the opportunity to discuss

issues which face our world

today, not only the issues that

are discussed in our textbook

but current events and the

state of the world. It provides

an insight into what is

occurring in our world and an

in depth view of issues facing

the global community.

“

https://www.vcaa.vic.edu.au/Documents/vce/geography/GeographySD_2016.pdf


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THE GENERATORS

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THE ARTISANS

HUMANITIES

UNIT1

Twentieth Century History (1918 – 1939)

Students explore the nature of political, social and cultural change in the period between the world wars. The period after World War I was characterised by significant social and cultural change in the contrasting decades of the 1920s and 1930s. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes. Students explore the events, ideologies and movements of the period after World War I; the emergence of conflict; and the causes of World War II. Students focus on social life and cultural expression in the 1920s and 1930s and their relation to the technological, political and economic changes of the period.

UNIT2

Twentieth Century History (1945 – 2000)

Students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the Twentieth Century. The second half of the Twentieth Century also saw a rise of social movements that challenged existing values and traditions, such as civil rights movement, feminism and environmental movements. Students focus on causes and consequences of the Cold War; the competing ideologies that underpinned events, the effect on people, groups and nations and the reasons for the end of this sustained period of ideological conflict. Students focus on the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts during the period 1945-2000. Students explore the causes of significant political and social events and movements and their consequences for nations and people.

UNIT3&4

Revolutions

Students investigate the significant historical causes and consequences of political revolution. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror.

Area of study 1: Causes of Revolution

In this area of study students analyse the long-term causes and short-term triggers of revolution.

Area of study 2: Consequences of Revolution

In this area of study students analyse the consequences of the revolution and evaluate the extent to which it brought change to society.

Students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative and evaluate the extent to which the revolution brought change to the lives of people.

History



PATHWAYS

> Communications > Education > Journalism > Law > Marketing > Multimedia > Public policy > Publishing > Research

VCE History has opened

my eyes to how the past

connects with the present.

Investigation into different

historical events leaves you

with a passion to question,

seeks answers and draw

your own conclusions.

“

https://www.vcaa.vic.edu.au/Documents/vce/history/HistorySD-2016.pdf


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HUMANITIES

UNIT1

Guilt and Liability

This study focuses on developing an understanding of legal foundations, such as different types and sources of law and the existence of a court hierarchy in Victoria. It investigates key concepts of criminal law and civil law and applying these to actual and/or hypothetical scenarios to determine whether and accused may be found guilty of a crime or liable in a civil dispute. It develops an appreciation of the way in which legal principles and information are used in making reasoned judgements and conclusions about the culpability of an accused and the liability of a party in civil dispute.

UNIT2

Sanctions, Remedies and Rights

This study focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. It also investigates two criminal cases and two civil cases from the past four years to form a judgement about the ability of sanctions and remedies to achieve the principles of justice.

UNIT3

Rights and Justice

In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system, and discuss recent reforms to the legal system.

UNIT4

The People and the Law

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and State Parliaments and protects the Australian people through structures that act as a check on Parliament in law making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate Parliament and the courts, and the relationship between the two in law making and consider the roles of the individual, the media and law reform bodies in influencing law reform.

Legal Studies



PATHWAYS

> Administration > Business and Commerce> Correctional Services> Criminology > Justice system > Law > Legal Secretary > Paralegal > Public Service > Social Work > Teaching

The content I have learnt in

Legal Studies has engaged me

as it encourages discussions

about our society and crime.

The subject allows you to

analyse real life cases which is

both informative and engaging.

Legal Studies has given me the

opportunity to understand the

justice system and be a more

informed citizen.

“

https://www.vcaa.vic.edu.au/Documents/vce/legalstudies/LegalSD_2018.pdf


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LANGUAGES

VCE German focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in German on a range of themes and topics.

Students develop and extend skills in listening, speaking, reading, writing and viewing in German in a range of contexts and develop cultural understanding in interpreting and creating language.

Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

UNITS1,2,3,&4

The areas of study for German comprise themes and topics, grammar, text types, vocabulary and kinds of writing. The prescribed themes are ‘The Individual’, The ‘German-speaking Communities’ and ‘The World Around Us’.

The areas of study include interpersonal communication, interpretive communication, and presentational communication, where students will further develop their listening, speaking, reading and writing skills. Spoken exchanges and written texts will increase in length and degree of difficulty, and there is a stronger emphasis on grammatical accuracy.

Students selecting Languages (German) Units 3 & 4 should have completed Units 1 & 2 of the language and gained a good pass.

A language other than English is a useful additional skill for many subject areas, including English, Science, Music and Engineering.

German


> Unit 3 School-assessed coursework: 25%> Unit 4 School-assessed coursework: 25%> End of year examinations: 50% One oral – 12.5%; one written – 37.5%

PATHWAYS

> Armed Forces > Commerce> Education > Government organisations > International Business > International Relations > Journalism> Law > Public Policy > Tourism

Not only does this class teach

us the German language, it

also allows us to be immersed

in foreign culture which could

then lead to opportunities

abroad. We enjoy going on

engaging excursions, which

allows us to use the skills we

have learnt in class. Although

the content is at times

challenging, the experience

is really rewarding.

“

https://www.vcaa.vic.edu.au/Documents/vce/german/GermanSD_2019.pdf


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VCE Indonesian focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Indonesian on a range of themes and topics.

Students develop and extend skills in listening, speaking, reading, writing and viewing in Indonesian in a range of contexts and develop cultural understanding in interpreting and creating language.



UNITS1,2,3,&4

The areas of study for Indonesian comprise themes and topics, grammar, text types, vocabulary and kinds of writing. The prescribed themes are; ‘The Individual’, ‘The Indonesian- Speaking Communities’ and ‘The World Around Us’.


Students selecting Languages (Indonesian) should have completed study of that language in Years 7-10 and gained a good pass at Year 10 level.

Students selecting Languages (Indonesian) Units 3 & 4 should have completed Units 1 & 2 of the language and gained a good pass.

A language other than English is a useful additional skill for many subject areas, including English, Science, Music and Engineering.

Indonesian



PATHWAYS

> Armed Forces > Commerce> Education > Government organisations > International Business > International Relations > Journalism> Law > Public Policy > Tourism

I have thoroughly enjoyed

studying Indonesian, as I like

learning about the differences

between people across the

world. Although studying

a second language requires

a lot of time, focus and

concentration, the teachers

provide support through our

learning journey, which made

it a very rewarding subject.

“

https://www.vcaa.vic.edu.au/Documents/vce/indonesian2nd/IndonesianSL_SD_2019.pdf


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VCE Italian focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Indonesian on a range of themes and topics.

Students develop and extend skills in listening, speaking, reading, writing and viewing in Italian in a range of contexts and develop cultural understanding in interpreting and creating language.



UNITS1,2,3,&4

The areas of study for Italian comprise themes and topics, grammar, text types, vocabulary and kinds of writing. The prescribed themes are: ‘The Individual’, ‘The Italian-speaking communities’, and ‘The World Around Us’.


Students selecting Languages (Italian) should have completed study of that language in Years 7-10 and gained a good pass at Year 10 level.

Students selecting Languages (Italian) Units 3 & 4 should have completed Units 1 & 2 of the language and gained a good pass.

A language other than English is a useful additional skill for many subject areas, including English, Science, Music, Engineering, Law, Health and Social Care.

Italian



PATHWAYS

> Armed Forces > Commerce> Education > Government organisations > International Business > International Relations > Journalism> Law > Medicine > Nursing > Public Policy > Tourism

Studying Italian in VCE is

one of the greatest ways of

immersing yourself in a new

culture, broadening your

knowledge of a new language

and your own learning

abilities. It is an amazing and

highly worthwhile experience.

“

https://www.vcaa.vic.edu.au/Documents/vce/italian/ItalianSD_2019.pdf


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THE DESIGNERS

THE INFORMERS

THE TECHNOLOGISTS

MATHEMATICS

UNIT1&2

This course is made up of six areas of study as follows:

• Algebra and structure • Arithmetic and number • Discrete mathematics • Geometry, measurement and geometry • Graphs of Linear and Non-linear relations• Statistics

This course is for students intending to study Further Mathematics in the following year. It focuses on broad skill development, with an emphasis on statistics and arithmetic. Units 1 & 2 Mathematics is required for Primary Teaching.

UNIT3&4

This course is made up of two areas of study:

Area of study 1 – Unit 3

Data analysis and recursion and financial modelling

Area of study 2 – Unit 4

Applications (CHOOSE 2 FROM):

• Geometry and Measurement• Graphs and Relations• Matrices• Networks and Decision Mathematics

Students undertaking Further Mathematics Units 3 & 4, require a completion of Units 1 & 2 Mathematics, excluding Foundation Maths.

General Mathematics

PATHWAYS

> Education > Health Sciences> Psychology

THE CARERS

THE INFORMERS

FURTHER MATHS

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GENERAL MATHS


> Unit 3 School-assessed Coursework 20% (Application Task and Modelling and

Problem Solving Task 1)> Unit 4 School-assessed Coursework 14% (Modelling and Problem Solving Task 2 & 3)> Written Examination 1 33%> Written Examination 2 33% (CAS calculator and one bound reference permitted in course work and Examinations 1 & 2)

Further Mathematics

https://www.vcaa.vic.edu.au/Documents/vce/mathematics/2016MathematicsSD.pdfhttps://www.vcaa.vic.edu.au/Documents/vce/mathematics/2016MathematicsSD.pdf


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VCE STUDIES

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THE DESIGNERS

THE INFORMERS

THE TECHNOLOGISTS

MATHEMATICS

UNIT1&2

There are four areas of study. They are:

• Functions and graphs• Algebra• Calculus• Probability and statistics

Students who wish to study Units 3 & 4 Mathematical Methods need to have completed Units 1 & 2 Mathematical Methods.

UNIT3&4

A fully prescribed course of four areas of study. They are:

• Functions and graphs• Algebra• Calculus• Probability and statistics



> Unit 3 School-assessed Coursework 17% (Application Task)> Unit 4 School-assessed Coursework 17% (Modelling and Problem Solving Task 1 & 2)> Written Examination 1 22% (No calculators or notes permitted in Examination 1)> Written Examination 2 44% (CAS calculator and one bound reference permitted in Examination 2)

PATHWAYS

> Biological sciences> Commerce> Computer Programming> Education > Engineering> Mathematics> Medicine> Physical Sciences> Statistics

Mathematical Methods Unit 3 & 4 is a pre-requisite for some Tertiary courses. Works well with Specialist Mathematics Units 1 & 2.

We expanded our knowledge

and learned how to solve

problems. Doing Mathematical

Methods was the turning

point of my CLC journey.

The differentiated learning

provided to us has really

made us discover that

there is no limit to our

mathematical potential.

“

https://www.vcaa.vic.edu.au/Documents/vce/mathematics/2016MathematicsSD.pdf


VCE Studies

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VCE STUDIES

VCAL STUDIES

VET STUDIES

GLOSSARY

CLC CONTACTS

THE DESIGNERS

THE INFORMERS

THE TECHNOLOGISTS

MATHEMATICS

UNIT1&2

There are six areas of study and two prescribed topics per unit from: Number systems and recursion; Vectors in the plane; Ge