Fountain Gate Secondary ollege Subject Handbook
Transcript of Fountain Gate Secondary ollege Subject Handbook
Fountain Gate Secondary College
Subject Handbook Senior School - VCE
2022
Fountain Gate Secondary College
Our Vision: We at Fountain Gate Secondary College aim to develop independent, curious, creative and critical learners who demonstrate respect for themselves, each other and their community. We ensure a safe, orderly learning environment in which students are empowered to take responsibility for their learning, through the provision of a rigorous academic program. We empower students to embrace positive pathways that lead them towards responsible and productive local and global citizenship.
What is Choice Curriculum?
Choice curriculum at Fountain Gate Secondary College is a curriculum program that offers students a comprehensive range of subjects in each learning area. As student’s progress through the years they may select specialised subjects in the learning areas of: Science, Humanities, The Arts, Languages, Rugby, Health and Physical Education which directly connect to VCE Pathways, Tertiary studies and employment beyond school.
Why Choice Curriculum?
At Fountain Gate Secondary College, we are committed to providing a high-quality education program that focuses on improving student engagement, growth and outcomes. We provide a rigorous choice curriculum that caters to the needs and interests of our students and is focused on providing authentic learning opportunities to support understanding and application of learning.
Choice provides a number of opportunities for students to grow, engage and succeed because:
• Students are more engaged when they have selected areas of interest, passion and skill as they are intrinsically motivated through relevant learning
• Choice enables students to have more ownership and responsibility over their learning by enhancing student agency (the level of power and autonomy they feel in their learning environment) and responsibility
• Choice allows for students to explore and establish future pathways
• Choice subjects are designed to promote curiosity and inquiry
• Students work with like-minded students who have a common interest in the same subjects and learning areas, fostering connectedness.
How much choice do students have?
At Year 7 we offer a structured curriculum with core subjects that provides the foundational knowledge, skills
and understanding students require as a platform for learning. As students’ progress through years 8-10 they are
encouraged to explore their passions and extend their knowledge, skills and understanding by selecting variety of
choice from each learning area; Science, Humanities, The Arts, Languages, Health and Physical Education and
Rugby alongside their core subjects of English and Mathematics.
Senior Pathways
What are my choices for 2021?
VCE at Fountain Gate Secondary College
You will complete a two-year academic senior program at Fountain Gate Secondary College. Students
may travel to study one subject at Gleneagles College or one VET at Hallam Senior College. You will be
required to complete 16 units over your Year 11 & 12.
Head Start at Fountain Gate Secondary College
Head Start is an apprenticeship and traineeship pathway that allows students to spend more time
working, while completing the necessary vocational training, and a senior secondary qualification – VCE.
Head Start at Fountain Gate Secondary College will include flexible delivery of VCE dependent on the
Student’s individual plan. Students will participate in a structured work placement, on the job learning
and vocational training for the remainder of the week. Students will be required to undertake an
interview process with the Head Start Cluster Coordinator.
VCAL
You will complete a two-year applied learning senior program. This is an equivalent Senior program
certificate. The certificate has two levels – Intermediate (Year 11) and Senior (Year 12).
School leaver
You may wish to learn in an alternative setting such as TAFE, or gain employment such as an
apprenticeship. It is important to note that the minimum school leaving age is 17 years old.
The Australian Government encourages all students to complete Year 12 (VCE or VCAL) or higher
education to improve their chances of gaining successful employment.
See the figure for an overview of your
pathways.
VCE at Fountain Gate
VCE subjects offered at Fountain Gate Secondary College: English English English as an Additional Language Literature Bridging EAL
Mathematics Foundation Maths General Maths/Further Maths Maths Methods Specialist Maths
Science
Biology Physics Chemistry Psychology VCE VET—Allied Health
Commerce
Accounting
Business Management
Economics
Legal Studies VCE—VET Business
Humanities History – Twentieth Century
Ancient History
Philosophy
Technology Product Design & Technology
Systems Engineering
Art Studio Arts – General & Photography
Drama
Visual Communication
Media
VCE-VET Dance
Physical Education
Health and Human Development
Physical Education
VET Sport & Recreation (Rugby Pro-
gram)
Information Technology Applied Computing
VCE—VET Information, Digital Media
and Technology
Languages Persian
The Victorian Certificate of Education (VCE) is a senior academic certificate completed over two years. Successful completion of VCE can lead to University, TAFE and/or employment.
It requires a high level of commitment, completion of formal as-sessment tasks and a high level of attendance. Students should aim to achieve ‘at level’ or above in their Year 10 subjects to pur-sue a VCE pathway. Students should seek teacher feedback and advice in selecting their VCE pathway.
Why study VCE at Fountain Gate Secondary College?
Fountain Gate Secondary College offers an extensive and diverse VCE program that challenges all students to achieve their person-al best.
We have a vast array of subjects at our college, which enables stu-dents to have plenty of choice when building their senior path-way program. Students also have an opportunity to travel to our alliance schools – Gleneagles and Hallam – for a VET or VCE study.
Our VCE students are well supported from our college by their classroom teacher, who are dedicated to providing the best teaching practices.
The main focus of VCE is teaching and learning. We hold high ex-pectations for our VCE students, in terms of their attendance and assessments. Students are required to study outside of school hours. Classroom teachers are supportive and will work with stu-dents to help achieve their pathways goals.
Students who choose to complete VCE at Fountain Gate Second-ary College are able to travel to Gleneagles Secondary College to undertake one VCE subject. These subjects include Environmen-tal Studies, Geography, Australian and Global Politics, German, Indonesian, Sociology, and Music Performance.
VET
VET Subject offered at
Fountain Gate Secondary College:
Sport & Recreation (Rugby) (Scored)
Business (Scored)
Allied Health Assistant (Scored)
Information, Digital Media & Technology (Scored)
VET Subjects offered at
Hallam Senior College:
Automotive Studies (unscored)
Beauty Services (unscored)
Building & Construction (Unscored)
Business (Scored)
Community Services (Scored)
Furniture Making (Scored)
Hair & Beauty (Unscored)
Health Services Assistant (Scored)
Hospitality (Kitchen Operations) (Scored)
Information, Digital Media & Technology (Scored)
Integrated Technologies (Scored)
Screen & Media (Scored)
Music Industry (Scored)
Retail Cosmetics (Unit 1 & 2 only)
Salon Assistant (Unit 1 & 2 only)
Sport & Recreation (Soccer, Rugby League, AFL,
Basketball) (Scored)
Visual Arts (Scored)
Vocational Education and Training subject leads to na-
tionally recognised qualification.
A VET certificate should be viewed as a normal subject within a student’s timetable. The subject will have a focus on the application of skills, and involves theoreti-cal and practical components.
A Certificate II or III will be awarded at the satisfactory completion of a VET study. VET subjects can form part of a VCE program, and must be undertaken as part of the VCAL certificate.
All VCE VET subjects offered at Fountain Gate Second-ary College are 'scored' - this means students receive a study score, which contributes to their ATAR. Some of the VCE VET subjects offered at Hallam Senior College are 'unscored' - this means students do not receive a study score, but rather, an increment towards their ATAR.
VCE Subject English
Who are the teachers that
can give me more
information about this
subject?
Ms. L. Nguyen
Your English teacher
TOPIC/THEMES YOU WILL STUDY
Creative Writing
A variety of novels, plays & films
Comparative analysis
Persuasive techniques in oral and written form.
Oral Presentations
ASSESSMENT TASKS
Text response essays
Creative response
Oral presentation
Analysis essays
Written examination
SCOPE OF STUDY:
VCE English focuses on how English language is used to create meaning in
written, spoken and multimodal texts of varying complexity.
Literary texts selected for study are drawn from the past and present, from
Australia and from other cultures. Other texts are selected for analysis and
presentation of argument.
The study is intended to meet the needs of students with a wide range of
expectations and aspirations.
RECOMMENDATIONS:
Unit 1: At standard in Year Ten English
Unit 2: Successful completion of Unit 1 English
UNIT OVERVIEW:
In Unit 1, students study two topics:
Reading & creating texts: Students comprehend, appreciate, analyse and
respond to set texts
Analysing and presenting argument: Students focus on the analysis and
construction of texts that attempt to influence an audience.
In Unit 2, students study two topics:
Reading and comparing texts: Students analyse and compare the themes
and issues in two texts
Analysing and presenting argument: Students build on their understanding
of argument and the use of persuasive language in texts that attempt to
influence an audience.
VCE Subject EAL
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. E. Worth
Your EAL Teacher
TOPIC/THEMES YOU WILL STUDY
Text and comparative analysis
Creative writing
A variety of novels, plays & films
Persuasive speaking and writing
Language Analysis
ASSESSMENT TASKS
Analysing and Presenting Language
Text Response
Creative Response
Listening
Comparative Text Response
Written Examination
SCOPE OF STUDY:
VCE English as an Additional Language focuses on how English language
is used to create meaning in written, spoken and multimodal texts of vary-
ing complexity.
Literary texts selected for study are drawn from the past and present,
from Australia and from other cultures. Other texts are selected for
analysis and presentation of argument.
The study is intended to meet the needs of students with a wide range
of expectations and aspirations, specifically those for whom English is an
additional language.
RECOMMENDATIONS: Completion of Year 10 EAL at Standard Level
To be eligible to study English as an Additional Language, a student must
satisfy both of the following conditions:
The student has been a resident in Australia for a period not more than
seven calendar years immediately prior to 1st January of the year in
which English 3 and 4 are undertaken, and
English has been the candidate’s major language of instruction for a
total period of no more than seven years prior to the commencement of
the year in which English 3 and 4 are undertaken.
UNIT OVERVIEW:
In Unit 1, students study two topics:
Reading & creating texts: Students comprehend, appreciate, analyse and
respond to a set text
Analysing and presenting argument: Students analyse persuasive tech-
niques used by the media and produce both an oral presentation intend-
ed to position an audience and a written analysis of the use of argument
and persuasive language in a text.
In Unit 2, students study two topics:
Reading and comparing texts: Students compare the presentation of
ideas, issues and themes in two texts
Analysing and presenting argument: Students analyse persuasive tech-
niques used by the media and create a text that presents a point of
view.
VCE Subject Literature
Who are the teachers that
can give me more
information about this
subject? Ms R. Abbott
Your English Teacher
TOPIC/THEMES YOU WILL STUDY
Reading Practices (film & novel)
Ideas and concerns in texts (poetry & short
story)
The text, the reader and their contexts (play)
Comparing texts (novel)
ASSESSMENT TASKS
Analysis essays
Written examination
Creative Response
Critical Oral
SCOPE OF STUDY:
VCE Literature focuses on the meaning derived from texts, the relation-ship between texts, the contexts in which texts are produced and read, and the experiences the reader brings to the texts.
In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text’s complexity and mean-ing, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts. VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to con-template how we read as well as what we read. It considers how literary criticism informs the readings of texts and the ways texts relate to their contexts and to each other. Accordingly, the texts selected for study are drawn from the past through to the present, and vary in form and social and cultural contexts.
PREREQUISITES: Completion of Year 10 English at a Standard Level.
Ability to closely read complex texts independently.
UNIT OVERVIEW:
In Unit 1, students complete two Outcomes:
Reading Practices: students consider how language, structure and stylistic choices are used in different literary forms and types of text.
Ideas and Concerns in Texts: students investigate the ideas and concerns raised in texts and the ways social and cultural contexts are represented.
In Unit 2, students complete two Outcomes:
The text, the reader, and their contexts: the student should be able to analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context.
Exploring connections between texts: the student should be able to compare texts considering the dialogic nature of texts and how they influence each other.
VCE Subject Bridging EAL
Who are the teachers that
can give me more infor-
mation about this subject? Ms. E. Worth
Your English Teacher
TOPIC/THEMES YOU WILL STUDY
Structure, features and conventions of the
English language
Characteristics of verbal and paralinguistic fea-
tures of SAE
Vocabulary, structures and features of texts –
formal and informal
ASSESSMENT TASKS
Essays
Personal Journals
Written examination
SCOPE OF STUDY:
VCE Bridging English as an Additional Language is to be completed in con-
junction with VCE English as an Additional Language. VCE Bridging EAL is an
intensive and explicit study of English language in a range of socio-cultural
contexts and for a range of purposes, including further education and the
workplace.
Students will develop their language skills and confidence, assisting them
to communicate effectively in a range of contexts. Students develop
knowledge and skills in speaking, listening, reading, viewing, writing and
thinking, and progress from informal use of language to more formal, aca-
demic and technical use of language.
This subject does not have a Unit 3 & 4 pathway.
RECOMMENDATIONS: Unit 1: Completion of Year 10 EAL
Unit 2: Successful completion of Unit 1 Bridging EAL
UNIT OVERVIEW:
Unit 1 – Students build their understanding of how spoken and written
Standard Australian English (SAE) is used to communicate effectively in a
variety of context and for a range of purposes. Students will develop their
ability to listen, speak, read and write for everyday and academic purposes.
Students will explore how language features, structures and conventions
can be used to express ideas and options, and to create their own spoken
and written texts.
Unit 2 – Students will extend their understanding of how English is con-
structed and used to communicate in a variety of contexts and for a range
of purposes.
VCE Subject Foundation Mathematics
SCOPE OF STUDY:
Foundation Mathematics has a heavy focus on the numeracy aspect of the
Mathematical Course and is designed to assist students with their mathe-
matical concepts relating it to everyday life in focusing on the practical con-
cepts of mathematics that they will be faced with after Secondary Schooling.
Foundation Mathematics is provided for students who did not meet the re-
quired pass rate for General Mathematics or only need a Unit 1 and 2 Mathe-
matics pass for their chosen Tertiary Course.
This subject does not provide the opportunity for students to access Further
Mathematics 3 & 4 or Maths Methods 3 & 4 in Year 12.
RECOMMENDATIONS:
Unit 1: At Standard in Year Essential Maths or Standard Maths Unit
2: Successful completion of Unit 1 Foundations Mathematics UNIT
OVERVIEW:
Unit 1: Students will learn about Patterns and Number. This topic will focus on
how to use the different forms of numbers and calculations to recognise
patterns and generalisations with the use of formulas and other expressions
such as algebra in everyday life. The second topic will focus on Data. This top-
ic will assist students in their collection, presentation and analysis of gathered
and provided information from a variety of ways and how they can represent
these to people. These topics will be taught using a variety of class activities
and projects.
Unit 2: Students will learn about space, shape and design that will focus on
geometric properties, shapes and solids and how to draw them, drawing to
scale and understanding a variety of plans, maps and diagrams. The second
topic for this course is Measurement. This includes the use and application of
the metric system and the use of measurement in a variety of settings, indus-
try, society, domestic and commercial. These topics will be taught using a
variety of class activities and projects.
Who are the teachers that
can give me more
information about this
subject? Ms. K. Byers
Your Maths Teacher
TOPIC/THEMES YOU WILL STUDY:
Patterns and Number
Data
Space, shape and design
Measurement
ASSESSMENT TASKS
Topic tests
Course Work
Exam
VCE Subject General Maths
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. N. Tritter
Ms. K. Byers
Mr. A. Kumar
Your Maths Teacher
TOPIC/THEMES YOU WILL STUDY
Computation and practical arithmetic
Linear relations and equations
Univariate data
Bivariate and Multivariate data
Geometry, similarity and trigonometry
Shape and measurement
Linear graphs and modelling
Matrices
Sequences
ASSESSMENT TASKS
Assignments
Tests
Summary or review notes
Projects
Short written responses
Problem-solving tasks
Modelling tasks
Written examination
SCOPE OF STUDY:
General Mathematics provides for different combinations of student inter-
ests and preparation for study of VCE Mathematics at the Unit 3 and 4 level.
The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra
and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry,
measurement and trigonometry’, ‘Graphs of linear and non- linear relations’
and ‘Statistics’.
In order for Units 1 and 2, to suit the range of students entering the study,
the content is selected from the six areas of study listed above. In each unit,
four or more topics are covered in their entirety, having been selected from
at least three of the different areas of study.
In undertaking these units, students are expected to be able to apply tech-
niques, routines and processes involving rational and real arithmetic, sets,
lists and tables, diagrams and geometric constructions, algebraic manipula-
tion, equations and graphs with and without the use of technology. They
should be able to use relevant mental and by-hand approaches to estimation
and computation. The use of numerical, graphical, geometric, symbolic, fi-
nancial and statistical functionality of technology will be incorporated
throughout each unit and in related assessment.
RECOMMENDATIONS:
Unit 1: At standards in Year 10 Established Maths, or Above Standard in Year
10 Standard Maths
Unit 2: Successful completion of Unit 1 General Mathematics
UNIT OVERVIEW:
In Unit 1 and Unit 2 of General Mathematics students will ‘Algebra and struc-
ture’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measure-
ment and trigonometry’, ‘Graphs of linear and non-linear relations’ and
‘Statistics’. Units 1 and 2 are constructed to suit a broad range of students’
abilities.
Students will be exposed to the appropriate use of technology to support and
develop the learning of mathematics throughout the course. This will include
the use of some of the following technologies for various areas of study or
topics: graphics calculators, spread sheets, graphing packages, dynamic ge-
ometry systems, statistical analysis systems, and computer algebra systems.
General Mathematics leads onto to the study of Further Mathematics Unit 3
& 4.
VCE Subject Mathematical Methods
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. S. Singh
Mr. D. Prasad
TOPIC/THEMES YOU WILL STUDY
Linear functions
Quadratic functions
Cubic and Quartic functions
Relations and other functions
Matrices
Exponential and logarithmic functions
Circular functions
Rates of change and Differentiation
Probability
ASSESSMENT TASKS may in-clude:
Test (based on Linear and Quadratic functions)
Analysis SAC – (based on Relations and Func-tions)
Application task – (based on Cubic functions and Quartic)
Exam 1 – Technology Free (both units)
Exam 2 – Technology (both units)
Test SAC – (based on Probability)
Application Task – (based on Differentiation and Antidifferentiation)
Topic Test – (based on Circular Functions, Matri-ces and Logarithmic Functions)
SCOPE OF STUDY:
Mathematical Methods focuses on Functions and Graphs, Algebra, Rates of
Change, Differentiation and Probability. Students are expected to be able to
use these techniques, routines and processes involving rational and real arith-
metic, algebraic manipulation, equation solving, graph sketching, differentia-
tion and integration with and without the use of technology, such as CAS
Calculators and computers. Students should be familiar with relevant mental
and by hand approaches in simple cases of solving problems. The students
should be able to use a CAS calculator to support and develop their learning
in Mathematics.
RECOMMENDATIONS:
Unit 1: At standard in Year 10 Establish Maths
Unit 2: Successful completion of Unit 1 Maths Methods
UNIT OVERVIEW:
Unit 1: Students begin with Linear Functions and Graphs, they then move
onto Quadratic, Cubic and Quartic Functions. Within these topic students
learn how to sketch the graphs and find minimum and maximum points on a
graph. They also focus on Functions and Relations including domain and range
of functions. They sit two exams; technology free and technology able.
Unit 2: Students begin with Indices and Logarithms. They then apply their
knowledge of trigonometry to the unit circle. Students review probability and
extend their knowledge and begin Matrices. Students are introduced to
Differentiation and Integration, which will be explored more in units 3&4.
Again they sit two exams; technology free and technology able.
VCE Subject Specialist Mathematics
SCOPE OF STUDY:
Specialist Maths is designed to be taken WITH Mathematical Methods
(Units 1 and 2) so that students are prepared for Specialist Mathematics in
Units 3 and 4. The study is of more advanced Algebra, Geometry, Trigonome-
try, Statistics and Arithmetic that will aid and assist students in performing to
a higher standard in Mathematical Methods and Specialist Mathematics
RECOMMENDATIONS:
Unit 1: Above Standard in Established Maths
Unit 2: Successful completion of Unit 1 Specialist Maths
UNIT OVERVIEW:
Unit 1 Students will learn about complex numbers in Cartesian and polar
form, advanced geometry in the form of circles, ellipses, hyperbolas and re-
ciprocal graphs (including sketching with asymptotes), reinforcement of Trig-
onometric ratios and circular functions (complementing understanding from
Methods), Matrices and transformations and revision of non-linear Algebra.
Most topics covered will not have been learnt by most students before.
Unit 2 Students will learn about interpreting graphs, vectors and kinematics
(and extension of Year 10 Physics), further develop Algebra skills and further
develop geometry in two and three dimensions, simulation sampling and sam-
pling distributions. The skills covered in this unit will help students to prepare
for the beginning of Unit 3 Specialist Maths and again most topics will not
have been learnt by students previously.
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. S. Singh
Your Maths Teacher
TOPIC/THEMES YOU WILL STUDY:
Arithmetic - Real and complex number systems and Matrices.
Algebra - Non-linear relations and equations and Algebra and logic.
Geometry and trigonometry - Coordinate geom-
etry, Trigonometric ratios and their applications,
Circular functions, Geometry in two and three
dimensions and Vectors.
Graphs of linear and non-linear relations -
Sketching and interpreting linear and non- line-
ar graphs and Kinematics.
ASSESSMENT TASKS
Topic tests
Item Analysis tasks
Application tasks
Written examination
VCE Subject Biology
SCOPE OF STUDY: Biology is the study of living things from familiar, complex multicellular or-
ganisms that live in the many different habitats of our biosphere to single
celled micro-organisms that live in seemingly inhospitable conditions. It is a
study of the dynamic relationships between living things, their interdepend-
ence, their interactions with the non-living environment, and the processes
that maintain life and ensure its continuity. Biology enables students to un-
derstand that despite the diverse ways of meeting the challenges of survival,
all living things have many structural and functional characteristics in com-
mon.
RECOMMENDATIONS: Unit 1: At standard for Year 10 Science. Successful completion of the Year 10
Choice Subject Medicine & Disease is strongly recommended.
Unit 2: Successful completion of Unit 1 Biology
UNIT OVERVIEW
Unit 1: In this unit, students are introduced to some of the challenges to an
organism in sustaining life. Students examine the cell as the structural and
functional unit of life, from the single celled to the multicellular organism,
and the requirements for sustaining cellular processes in terms of inputs and
outputs. They analyse types of adaptations that enhance the organism’s sur-
vival in a particular environment and consider the role homeostatic mecha-
nisms play in maintaining the internal environment. Students investigate how
a diverse group of organisms form a living interconnected community that is
adapted to, and utilises, the abiotic resources of its habitat.
Unit 2: In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disad-vantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students use chro-mosome theory and terminology from classical genetics to explain the inher-itance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.
Who are the teachers that
can give me more infor-
mation about this subject?
Mrs. A. Mraz
Mrs. M. Bugajski
Ms K. Perdevski
Your Science Teacher
TOPIC/THEMES YOU WILL STUDY
Cell size, structure and function
Crossing the plasma membrane
Energy transformations
Functioning systems
Survival through adaptations and regulation
Organism biodiversity
Relationships between organisms within an eco-system
ASSESSMENT TASKS:
Lab Reports
Tests
Research tasks and presentations
VCE Subject Physics
SCOPE OF STUDY: Physics is a theoretical and empirical science, which contributes to our under-
standing of the physical universe from the minute building blocks of matter
to the unimaginably broad expanses of the Universe. This understanding has
significance for the way we understand our place in the Universe.
RECOMMENDATIONS:
Unit 1: At standard for Year 10 Science. Successful completion of the Year 10
Choice Subject Matter, Motion & Machines is strongly recommended.
Unit 2: Successful completion of Unit 1 Physics
UNIT OVERVIEW
Unit 1: This unit focuses on Physics as a human endeavour. Observations and
ideas about the physical world related to aspects of energy are organised and
explained through the use of conceptual models. The detailed studies pro-
vide opportunities to explore the application of energy concepts and models
in nuclear energy, sustainable energy sources, flight, space and medical con-
texts.
Unit 2: This unit focuses on the application of models to more complex phe-
nomena – motion and light – developed within contexts that are familiar to
students and relevant to their experiences. Newtonian ideas of motion are
extended to include a range of movements and more abstract ideas, while
the wave and particle models of light provide a framework for exploring light
phenomena in real world applications. The detailed studies provide opportu-
nities to explore motion and/or light in nuclear, sustainable energy, flight,
space and medical contexts.
Who are the teachers that
can give me more infor-
mation about this subject?
Mr. D. Pavlic
Ms. V. Pai
Your Science Teacher
TOPIC/THEMES YOU WILL STUDY
Electricity
Radioactivity
Medical Physics
Astronomy
Astrophysics
Energy from the Nucleus
Physics of Flight
Investigations of Sustainable Energy Sources
Properties of Light
Motion Physics
Analysing Movement and Mechanical Interac-
tions.
ASSESSMENT TASKS
Tests
Oral Presentations
Lab Reports
VCE Subject Psychology
SCOPE OF STUDY:
VCE Psychology enables students to explore how people think, feel and be-
have through the use of a biopsychosocial approach. This approach considers
biological, psychological and social factors and their complex interactions in
the understanding of psychological phenomena.
Psychology explores the connection between the brain and behaviour, the
interplay between genetics and environment, individual differences and
group dynamics, sensory perception and awareness, memory and learning, as
well as mental health. As well as an increased understanding of scientific pro-
cesses, students develop capacities that enable them to critically assess the
strengths and limitations of science, respect evidence- based conclusions and
gain an awareness of the ethical, social and political contexts of scientific
endeavours.
RECOMMENDATIONS:
Unit 1: At standard for Year 10 Science. Successful completion of the Year 10
Choice Subject Sports & Forensic Psychology is strongly encouraged.
Unit 2: Successful completion of Unit 1 Psychology
UNIT OVERVIEW:
Unit 1: How are Behaviour and Mental Processes Shaped? – Human develop-
ment involves changes in thoughts, feelings and behaviours. In this unit, stu-
dents investigate the structure and functioning of the human brain and the
role it plays in the overall functioning of the human nervous system. Students
explore brain plasticity and the influence that brain damage may have on a
person’s psychological functioning. They consider the complex nature of psy-
chological development, including situations where psychological develop-
ment may not occur as expected. Students examine the contribution that
classical and contemporary studies have made to an understanding of the
human brain and its functions, and to the development of different psycholog-
ical theories.
Unit 2: How do External Factors Influence Behaviour and Mental Processes? –
A person’s thoughts, feelings and behaviours are influenced by a variety of
biological, psychological and social factors. In this unit students investigate
how perception of stimuli enables a person to interact with the world around
them and how their perception of stimuli can be distorted. They evaluate the
role social cognition plays in a person’s attitudes, perception of themselves
and relationships with others. Students explore a variety of factors and con-
texts that can influence the behaviour of an individual and groups. They ex-
amine the contribution that classical and contemporary research has made to
the understanding of human perception and why individuals and groups be-
have in specific ways
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. B. Irving
Ms. M. Wheatley-Harris
Your Science Teacher
TOPIC/THEMES YOU WILL STUDY
Nature of Psychology
Research Methods
Role of the brain in mental processes
Brain Plasticity and Brain Damage
Psychological Development
Abnormal Psychological development
Mental Illness
Sensation and Perception
Distortions of Perception (Illusions)
Social Cognition (attitudes)
Social Influences on behavior (pro and anti-
social behavior)
ASSESSMENT TASKS
Logbook activities
Brain Models
ERA – Empirical Research Activities/ Student
Investigations
Evaluation of Research
Tests
Media Analysis
Posters
Case Studies
VCE Subject Chemistry
SCOPE OF STUDY:
Chemistry is a key science in explaining the workings of our universe through
an understanding of the properties and interaction of substances that make
up matter. Most processes, from the formation of molecules in outer space
to the complex biological interactions occurring in cells, can be described by
chemical theories. Although there are no sharp boundaries between sciences
such as chemistry, physics and biology, chemistry is used to explain natural
phenomena at the molecular level, as well as create new materials such as
medicines and polymers.
RECOMMENDATIONS:
Unit 1: At standard for Year 10 Science. Successful completion of the Year 10
Choice Subject Matter, Motion & Machines is strongly recommended.
Unit 2: Successful completion of Unit 1 Chemistry
UNIT OVERVIEW
Unit 1: How Can the Diversity of Materials be Explained? – In this unit stu-
dents investigate the chemical properties of a range of materials from metals
and salts to polymers and nanomaterials. Using their knowledge of elements
and atomic structure students explore and explain the relationships between
properties, structure and bonding forces within and between particles that
vary in size from the visible, through nanoparticles, to molecules and atoms.
Students examine the modification of metals, assess the factors that affect
the formation of ionic crystals and investigate a range of non-metallic sub-
stances from molecules to polymers and giant lattices and relate their struc-
tures to specific applications. Students are introduced to quantitative con-
cepts in chemistry including the mole concept.
Unit 2: What Makes Water Such a Unique Chemical? – In this unit students
explore the physical and chemical properties of water, the reactions that oc-
cur in water and various methods of water analysis. Students examine the
polar nature of a water molecule and the intermolecular forces between wa-
ter molecules. They explore the relationship between these bonding forces
and the physical and chemical properties of water. Students are introduced
to stoichiometry and to analytical techniques and instrumental procedures,
and apply these to determine concentrations of different species in water
samples, including chemical contaminants.
Who are the teachers that
can give me more infor-
mation about this subject?
Mrs. S. Pendurkar
Ms. J. Nguyen
Your Science Teacher
TOPIC/THEMES YOU WILL STUDY
Properties of Elements
Materials
Ionic, Covalent and Metallic Bonding
Properties of Water
Stoichiometry
Food Chemistry
Gas Laws
ASSESSMENT TASKS
Lab Reports
Tests
Practical and research investigation
VCE Subject Environmental Science
SCOPE OF STUDY: How are Earth’s systems connected and how does it sustain life on Earth? How does pollution produced through natural and human activ-ities effect living and non-living things on Earth and how can it be managed? What role does biodiversity play in sustaining a healthy ecosystem on Earth and how can biodiversity on our planet be sus-tained? What are the consequences of energy production for daily use on living things and the environment and how can we reduce the im-pact for a more sustainable future? Environmental science explores the interactions and relationships be-tween humans and their environments. You will explore the functions of living and non-living elements that sustain the earth’s systems re-quired for life to blossom. It is an investigative science that draws on information from various disciplines such as geography, climatology, mathematics, physics and aspects of biology. In VCE Environmental Science, you will explore how the Earth’s 4 sys-tems, the atmosphere, biosphere, hydrosphere and lithosphere, inter-act with each other to form functional ecosystems that are essential to all life on Earth. You will also learn about how these systems have historically responded to disruptions in the environment over varying time scales and how that data has influenced our current understand-ing of the earth’s responses to drastic changes. This study confronts contemporary impending issues such as biodiver-sity, pollution, food and water security, climate change and energy use and seeks to bring out your innate problem-solving skills to start tackling the problems of the future, today.
RECOMMENDATIONS:
Unit 1: At standard for Year 10 Science.
Unit 2: Successful completion of Unit 1 Environmental Science
Select This Subject If:
· You are interested in learning about the planet we live on, the resources we share with other species and how we can conserve our environment for future generations as the human population increas-es. · You are interested in learning about human activities that de-grade natural resources and ecosystems and how we can manage the impact caused. · You are interested in applying your learning through fieldtrips to understand how data is gathered about our planet to sustain and im-prove the quality of all life on Earth. · If you are interested in pursuing a career that may involve: public health, land management, overpopulation, waste disposal and pollution, deforestation, ecosystems, endangered spe-cies and climate change
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. S. Robbins
Ms. J. Nguyen
Your Science Teacher
TOPIC/THEMES YOU WILL STUDY Interactions and relationships between hu-mans and their environment
Functions of living and non-living elements that support the Global ecosystem
Explore the Earth’s systems and how they interact
Exploration of contemporary impending issues and problem solving
ASSESSMENT TASKS
Lab Reports
Tests
Research tasks and presentations
VCE Subject Business Management
SCOPE OF STUDY: VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design follows the process from the first idea for a business concept, to planning and estab-lishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure continued success of a business. Students develop an understanding of the complexity of the chal-lenges facing decision makers in managing these resources.
A range of management theories is considered and compared with manage-ment in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies to con-temporary challenges in establishing and maintaining a business.
RECOMMENDATIONS:
Unit 1: At standard in English and Humanities
Unit 2: Successful completion of Unit 1 Business Management
UNIT OVERVIEW: Unit 1: Planning a business - Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social develop-ment. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.
Unit 2: Establishing a business -This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal re-quirements 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.
TOPIC/THEMES YOU WILL STUDY The business idea
External environment
Internal environment
Legal requirements and financial considerations
Marketing a business
Staffing a business
Who are the teachers that
can give me more infor-
mation about this subject?
Mr. M. Hatzinicolaou
Mr C. Piad
Ms. D. Shmerling
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY
The business idea
External environment
Internal environment
Legal requirements and financial con-
siderations
Marketing a business
Staffing a business
ASSESSMENT TASKS
Reports
Case Studies
Tests
Essays
Written examination
VCE Subject Economics
SCOPE OF STUDY: Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why individuals behave the way they do and the consequences of their decision making.
Studying Economics as a social science enables students to gain valuable in-sight into the economic problems that they may face on an individual basis and collectively as a society to meet the needs and wants of citizens, and may therefore assist them in making more informed and responsible decisions.
RECOMMENDATIONS:
Unit 1: At standard in English, Maths and Humanities Unit 2: Successful com-pletion of Unit 1 Economics
UNIT OVERVIEW: Unit 1: The behaviour of consumers and businesses - Economics is a dynam-ic and constantly evolving field. As a social science, Economics is interested in the way humans behave and the decisions made to meet the needs and wants of society. In this unit students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action.
Unit 2: Contemporary economic issues - Students focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They inves-tigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environmental sustainability can be compati-ble and discuss the effect of different policies on the achievement of these important goals.
TOPIC/THEMES YOU WILL STUDY Thinking like an economist
Decision making in markets
Economic growth, long-term economic prosperity and environmental sustain-ability
Economic efficiency and equity
Global economic issues
Who are the teachers that
can give me more infor-
mation about this subject?
Mr. M. Hatzinicolaou
Mr C. Piad
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY
Thinking like an economist
Decision making in markets
Economic growth, long-term economic prosperity and environmental sustainability
Economic efficiency and equity
Global economic issues
ASSESSMENT TASKS
Exercises
Tests
Reports
Case studies
Written examination
VCE Subject Legal Studies
SCOPE OF STUDY: VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system.
Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice. For the purposes of this study, the principles of justice are fairness (fair legal processes are in place, and all parties receive a fair hearing); equality (all people treated equally before the law, with an equal opportunity to present their case); and access (understanding of legal rights and ability to pursue their case).
RECOMMENDATIONS:
At standard in Year 10 Humanities and English
UNIT OVERVIEW: Unit 1: Guilt and liability - Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at main-taining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation.
In this unit students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute.
Unit 2: Sanctions, remedies and rights - Students undertake a detailed inves-tigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protec-tion of rights in Australia.
TOPIC/THEMES YOU WILL STUDY Legal foundations
The presumption of innocence
Civil liability
Sanctions
Remedies
Rights
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. K. Robertson
Ms. G. Barlow
Mrs D. Stathopoulos
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY
Legal foundations
The presumption of innocence
Civil liability
Sanctions
Remedies
Rights
ASSESSMENT TASKS
Folio and report
Mock court
Tests
Structured questions
Case studies
Written examination
VCE Subject Accounting
SCOPE OF STUDY:
VCE Accounting focuses on the financial recording, reporting and decision-
making processes of a sole proprietor small business. Students study both
theoretical and practical aspects of accounting. Financial data will be collect-
ed and recorded, and accounting information reported, using both manual
and information and communications technology (ICT) methods. Students
apply critical thinking skills to a range of business situations to model alterna-
tive outcomes and to provide accounting advice to business owners.
RECOMMENDATIONS:
Unit 1: At standard in Year 10 Mathematics and Humanities – B Unit 2: Suc-
cessful completion of Unit 1 Accounting
UNIT OVERVIEW:
Unit 1: Role of Accounting in business – Students explore the establishment
of a business and the role of accounting in the determination of business suc-
cess or failure. Students analyse, interpret and evaluate the performance of
the business using financial and non-financial information. Students will rec-
ord financial data and prepare reports for service businesses owned by sole
proprietors.
Unit 2: Accounting and decision-making for a trading business – Students
develop their understanding 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 prepare historical and
budgeted accounting reports.
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. E. Irwin
Mr R. Tan
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY
Accounting Assumptions and Qualitative Characteristics
Elements of Accounting
Accounting Equation
Special Journals
Balance Sheets
Income Statements
Recording of inventory
Budgets
Break Even Analysis
Balance Day Adjustments
Cash Flow Statements
Report analysis
Depreciation
GST
ASSESSMENT TASKS
Folio of Exercises
Tests
Reports
Case studies
Written examination
VCE Subject Ancient History
SCOPE OF STUDY:
History is the practice of understanding and making meaning of the past. It is
also the study of the problems of establishing and representing that mean-
ing. It is a synthesising discipline, which draws upon most elements of
knowledge and human experience. Students learn about their historical past,
their shared history and the people, ideas and events that have created pre-
sent societies and cultures.
This study builds a conceptual and historical framework within which stu-
dents can develop an understanding of the issues of their own time and
place. It seeks to extend students’ cultural, economic, social and political un-
derstanding while developing analytical skills and using imagination.
RECOMMENDATIONS:
Unit 1: There are no essential prerequisites; however successful completion
of Year 10 History and English would be helpful.
Unit 2: Successful completion of Unit 1 Ancient History
UNIT OVERVIEW:
Unit 1: This Unit Ancient Mesopotamia: Explores how the first cities in Meso-
potamia came to exist around 3500 BC. The changes that took place between
the rivers Tigris and Euphrates exemplify this concept. The introduction of
agriculture, farming, cities, urban centres. The reign of Sargon of Akkad who
may have established the first empire. Social stratifications and implantations
of social hierarchy. Exploring the first Babylon Dynasty (1900 BC) until the
end of the Neo-Assyrian period (612 BC)
Unit 2: Ancient Egypt gave rise to a civilisation that endured for approximate-
ly three thousand years. Unlike Mesopotamia, Egypt was not threatened by
its neighbours for the greater part of its history. The Nile served as the life-
blood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flour-
ished and fell around the banks of this great river. This unit highlights the im-
portance of primary sources (the material record and written sources) to his-
torical inquiry about Old and Middle Kingdom Egypt.
Who are the teachers that
can give me more infor-
mation about this subject?
Mrs. H. Mahmoud
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY: The physical environment of Egypt, with spe-cial reference to the Nile, and its relationship to the growth of urban settlements (agriculture, transport and patterns of settle-ment).
Regions of Predynastic Egypt, the expansion
of Upper Egypt and the unification of Egypt.
Narmer Palette as a source of evidence
for understanding the unification of Egypt.
Organisation of power in the Old Kingdom
Egypt, with particular emphasis on the abso-
lute and theocratic nature of Egyptian king-
ship, and the concentration of wealth in the
hands of a few.
Construction of pyramids at Djoser, Mei-
dum, Dashur and Giza, and their relation-
ship to the authority of the king, funerary
practices and Egyptian beliefs concerning
the afterlife.
Causes and consequences of the demise of
centralised power in the Old Kingdom.
ASSESSMENT TASKS
Annotated maps Short reports Essays Oral presentations Multimedia presentations Film reviews Biographical studies Tests Responses to literature Written examination
VCE Subject 20th Century History
SCOPE OF STUDY:
History is the practice of understanding and making meaning of the past. It is
also the study of the problems of establishing and representing that mean-
ing. It is a synthesising discipline, which draws upon most elements of
knowledge and human experience. Students learn about their historical past,
their shared history and the people, ideas and events that have created pre-
sent societies and cultures.
This study builds a conceptual and historical framework within which stu-
dents can develop an understanding of the issues of their own time and
place. It seeks to extend students’ cultural, economic, social and political un-
derstanding while developing analytical skills and using imagination.
RECOMMENDATIONS:
Unit 1: There are no essential prerequisites; however successful completion
of Year 10 History and English would be helpful.
Unit 2: Successful completion of Unit 1 20th Century History
UNIT OVERVIEW:
Unit 1: In Unit 1 students explore the nature of political, social and cultural
change in the period between the world wars.
Unit 2: In Unit 2 students explore the nature and impact of the Cold War and
challenges and changes to existing political, economic and social arrange-
ments in the second half of the Twentieth Century.
Who are the teachers that
can give me more infor-
mation about this subject?
Ms. T. Dessent
Ms K. Brown
Your Humanities Teacher
TOPIC/THEMES YOU WILL STUDY:
The Roaring Twenties
The Great Depression
Main characteristics of the new political ideas
The role of class, race, ethnicity, political affilia-tion, nationality and gender in social experi-ence
World War II
Korean War
Vietnam War
The Cold War
The work of a cultural or artistic movement
Group/s which challenged the existing struc-
ture of social, political and/or economic order
How groups expressed their view culturally
and politically
ASSESSMENT TASKS
Annotated maps
Short reports
Essays
Oral presentations
Multimedia presentations
Film reviews
Biographical studies
Tests
Responses to literature
Written examination
Source Analysis
Historical Inquiry
VCE Subject Philosophy
SCOPE OF STUDY:
Philosophy focuses on learning how to argue logically, and evaluate the argu-
ments of others. These skills of logic and evaluation are then applied to ‘big
questions’ which can only be answered through logic. The questions exam-
ined in VCE Philosophy include: Are right and wrong simply matters of cul-
ture? If I am constantly changing, how can I be the same person I was yester-
day? What is the nature of reality? Is it possible to attain absolute certainty
about anything?
Doing Philosophy is about developing the ability to clarify concepts, analyse
problems and construct reasonable, coherent arguments. Philosophy is intel-
lectually challenging. Philosophy provides students with the opportunity to
read and understand some of the powerful ideas that have shaped our cul-
ture. The study also focuses on philosophers and philosophical ideas at differ-
ent stages in history.
Most people who study Philosophy won’t go on to work as philosophers, just
like most people who study Maths won’t go on to work as mathematicians.
However, Philosophy demands independent thinking, and develops inde-
pendent reasoning skills, which are highly transferable. Studies in Philosophy
complement courses across the VCE, interrogating underlying premises and
connections between related fields. The key knowledge and skills fostered by
Philosophy also provide excellent preparation for any future career, whether
in science or law, business or the arts. Experts in any field will inevitably con-
front philosophical questions.
RECOMMENDATIONS:
Unit 1: At standard in Year 10 English
Unit 2: Successful completion of Unit 1 Philosophy
UNIT OVERVIEW:
UNIT 1 - Existence, Knowledge & Reasoning: What is the nature of reality?
How can we acquire certain knowledge? These are some of the questions
that have challenged humans for millennia and underpin ongoing endeavours
in areas as diverse as science, justice and the arts. This unit engages students
with fundamental philosophical questions through active, guided investiga-
tion and critical discussion of two key areas of philosophy: epistemology and
metaphysics.
UNIT 2 - Questions of Value: What are the foundations of our judgments
about value? What is the relationship between different types of value? How,
if at all, can particular value judgments be defended or criticised? This unit
invites students to explore these questions in relation to different categories
of value judgment within the realms of morality, political and social philoso-
phy and aesthetics. Students also explore ways in which viewpoints and argu-
ments in value theory can inform and be informed by contemporary debates.
Who are the teachers that
can give me more
information about this
subject?
Mr. D. Threadgold
Ms. S. Ramsay
Your English Teacher
TOPIC/THEMES YOU WILL STUDY
Logic and reasoning
Metaphysics:
The mind/body problem
Free will and determinism
Time
Epistemology:
Sources of knowledge
Comparison of knowledge, belief and truth
Science as a source of knowledge
Ethics and moral philosophy
Rights and justice
Liberty and anarchy
ASSESSMENT TASKS
Essays
Written responses to questions
Oral presentations
Written examination
VCE Subject Persian
SCOPE OF STUDY:
In Persian, students will improve their communication skills, cross-cultural understanding, cognitive development, literacy and general knowledge. They will learn about the culture of Persian-speaking com-munities, and promote understanding of different attitudes and values within the wider Australian community and beyond. Students will de-velop their ability to understand and use a language which has both economic and political significance. As well as being used in communi-ties in Australia and overseas, Persian is the first language of people inhabiting a large area of the Middle East, Afghanistan, and parts of Pakistan, India, Azerbaijan, Tajikistan, Turkmenistan and Uzbekistan. Students will study the significant contributions Persian speakers have made in important areas of human endeavour such as the visual arts, literature, music and architecture. The ability to communicate in Per-sian may, in conjunction with other skills, provide students with en-hanced vocational opportunities in fields such as arts, music, com-merce, tourism, trade, banking and translating.
RECOMMENDATIONS:
If you are new to LOTE please speak to careers.
Who are the teachers that
can give me more
information about this
subject?
Ms. A. Borbiro
Careers and Pathways
VCE Subject Applied Computing
SCOPE OF STUDY:
VCE Applied Computing focuses on the application of a problem-solving
methodology, and strategies and techniques for managing data and infor-
mation using a variety of software including spreadsheets, databases and
programming languages. The study examines hardware and software tools as
well as allowing for student investigation in real world environments.
Students who study Applied Computing in Units 1 and 2 have the option to
study either Software Development OR Data Analytics in Units 3 and 4.
RECOMMENDATIONS:
Unit 1: Year 10 App and Software Design Unit 2: Unit 1 VCE Applied
Computing
UNIT OVERVIEW:
In Unit 1 students are introduced to the stages of the problem-solving
methodology. Students focus on how data can be used within software tools
such as databases and spreadsheets to create data visualisations, and the use
of programming languages to develop working software solutions.
In Unit 2 students focus on developing innovative solutions to needs or op-
portunities that they have identified, and propose strategies for reducing
security risks to data and information in a networked environment
TOPIC/THEMES YOU WILL STUDY
Unit 1:
Database software, spreadsheet software and data visualisation software.
Programming Language (Python)
Unit 2:
Any software tools used to create an innovative solution, including program-
ming language, spreadsheet software, web-authoring software and presenta-
tion software
Software tool to represent a network such as Cisco Packet Tracer
Who are the teachers that
can give me more
information about this
subject?
Ms G. Jasitharan
Mr. T. Coggins
TOPIC/THEMES YOU WILL STUDY
Database software, spreadsheet software and
data visualisation software.
Programming Language (Python)
Any software tools used to create an innova-
tive solution, including programming lan-
guage, spreadsheet software, web-authoring
software and presentation software
Software tool to represent a network such as
Cisco Packet Tracer
ASSESSMENT TASKS
Software solutions
Database
Spreadsheet
Web Page
Computer programs
Data Visualisations
Virtual Networks
Written reports
Written Examination
VCE Subject Product Design Technology
SCOPE OF STUDY:
In VCE Product Design and Technology- Students assume the role of a design-
er-maker. In adopting this role, they acquire and apply knowledge of factors
that influence design. Students address the product design factors and sus-
tainability relevant to their design situation. In adopting this role, they ac-
quire and apply knowledge of factors that influence design.
Tools such as the Laser-cutter, CNC machine, 3D printer, computerised sew-
ing machines, thermal printers etc are all available to support design and
make tasks. Students have to be able to work independently and as a team to
achieve the required outcomes.
Students can choose Metal, Plastic, Timber, Textiles or a combination to de-
sign and make their outcomes. This subject is assessed through folio and pro-
duction work.
RECOMMENDATIONS:
Unit 1: Completion of Year 10 Endeavour Advanced Unit 2: Successful com-
pletion of Unit 1 Product Design
UNIT OVERVIEW:
Unit 1: Product Redesign and sustainability - This unit provides an introduc-
tion and structured approach towards the Product design process and Prod-
uct design factors. Students learn about intellectual property (IP), its implica-
tions related to product design and the importance of acknowledging the IP
rights of the original designer. Students produce a re- designed product safely,
compare it with the original design and evaluate it against the needs and re-
quirements outlined in their design brief.
Unit 2: Collaborative Design - Students examine how a design brief is struc-
tured, how it addresses particular Product design factors and how evaluation
criteria are developed from the constraints and considerations in the brief.
Students examine how a range of factors, including new and emerging tech-
nologies, and international and Australian standards, influence the design
and development of products within industrial manufacturing settings. They
consider issues associated with obsolescence and sustainability models.
Who are the teachers that
can give me more
information about this
subject?
Ms. A. Ross
Mr M. Laws
Mr M. Golby
TOPIC/THEMES YOU WILL STUDY
Becoming a designer
Folio Production.
Fashion Illustration, working drawings and
annotations
Writing and Using a Design Brief
History of Fashion and Textiles throughout the
ages and how it influences designers today.
Fabric testing and selection of suitable materi-
als.
ASSESSMENT TASKS
Tests
Practical work
Exercises
Folio Work
Written Examination
VCE Subject Systems Engineering
SCOPE OF STUDY:
VCE Systems Engineering involves the design, production, operation, evalua-
tion and iteration of integrated systems, which mediate and control many
aspects of human experience. Integral to VCE Systems Engineering is the
identification and quantification of systems goals, the generation of system
designs, trial and error, justified design trade-offs, selection and implementa-
tion of the most appropriate design. Students test and verify that the system is
well-built and integrated. They evaluate how well the completed system
meets the intended goals and reflect on the systems engineering process to
create a satisfactory design outcome.
This study can be applied to a diverse range of engineering fields such as
manufacturing, transportation, automation, control technologies, mecha-
nisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics,
and energy management. VCE Systems Engineering considers the interactions
of these systems with people, society and ecosystems. The rate and scale of
human impact on global ecologies and environments demands that systems
design and engineering take a holistic approach by considering the overall
sustainability of any system throughout its life cycle. Key engineering goals
include using a project management approach to maximise system efficiency
and to optimise system performance through innovation processes. Lean,
agile and fast prototyping engineering and manufacturing concepts and sys-
tems thinking are integral to this study.
RECOMMENDATIONS:
Unit 1: At Standard in Maths and Science
Unit 2: Successful completion of Unit 1 Systems Engineering
UNIT OVERVIEW:
Unit 1: Mechanical Systems – This unit focuses on engineering fundamentals
as the basis of understanding concepts, principles and components that oper-
ate in mechanical systems. While this unit contains the fundamental physics
and theoretical understanding of mechanical systems and how they work,
the focus is on the creation of a system. The creation process draws heavily
upon design and innovation processes.
Unit 2: Electrotechnological systems – In this unit students study fundamen-
tal electrotechnological engineering principles (‘electrotechnological’
encompasses systems that include electrical/electronic circuitry including
microelectronic circuitry). Through the application of the systems engineer-
ing process, students create operational electrotechnological systems. The
focus is on the creation of electrotechnological systems, drawing heavily up-
on design and innovation processes
Who are the teachers that
can give me more
information about this
subject?
Mrs. A. Mraz
Mr. R. Smits
TOPIC/THEMES YOU WILL STUDY
Mechanical systems
Electrotechnology systems
Integrated and controlled systems
Systems control
ASSESSMENT TASKS
Documentation of the systems engineering process using a portfolio
Production work to create a mechanical system
Practical demonstration/Oral presentation
Written Examination
VCE Subject Media
SCOPE OF STUDY: VCE Media provides students with the opportunity to analyse media con-cepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society. Students integrate these as-pects of the study through the individual design and production of their me-dia representations, narratives and products.
VCE Media supports students to develop and refine their planning and ana-
lytical skills, critical and creative thinking and expression, and to strengthen
their communication skills and technical knowledge. Students gain
knowledge and skills in planning and expression valuable for participation in
and contribution to contemporary society. This study leads to pathways for
further theoretical and/or practical study at tertiary level or in vocational edu-
cation and training settings; including screen and media, marketing and ad-
vertising, games and interactive
RECOMMENDATIONS:
Unit 1: It is recommended that students have successfully completed an art
or technology elective in Year 10
Unit 2: Successful completion of Unit 1 Media
UNIT OVERVIEW:
Unit 1: Students analyse how representations, narrative and media codes and
conventions contribute to the construction of the media realities audiences
engage with and read. Students gain an understanding of audiences as pro-
ducers and consumers of media products. Through analysing the structure of
narratives, students consider the impact of media creators and institutions
on production. They develop research skills to investigate and analyse selected
narratives focusing on the influence of media professionals on production gen-
re and style. Students develop an understanding of the features of Australian
fictional and non-fictional narratives in different media forms. Students work
in a range of media forms and develop and produce representations to
demonstrate an understanding of the characteristics of each media form, and
how they contribute to the communication of meaning.
Unit 2: students further develop an understanding of the concept of narrative
in media products and forms in different contexts. Narratives in both tradi-
tional and newer forms include film, television, sound, news, print, photog-
raphy, games, and interactive digital forms. Students analyse the influence of
developments in media technologies on individuals and society, examining in
a range of media forms the effects of media convergence and hybridisation on
the design, production and distribution of narratives in the media and audi-
ence engagement, consumption and reception. Students undertake produc-
tion activities to design and create narratives that demonstrate an awareness
of the structures and media codes and conventions appropriate to corre-
sponding media forms.
Who are the teachers that
can give me more
information about this
subject?
Mrs. S. Seeney
Mr. D. Burgess
TOPIC/THEMES YOU WILL STUDY
Media codes and conventions
Narrative and ideology
Audience engagement
Media narratives
Media language
Media forms
Media production development
Australian narrative
ASSESSMENT TASKS
Plan a media product
Produce your own film
Edit and manipulate media texts
Construct written responses to film, documen-taries, visuals and new technologies
Analyse the narrative within Australian fiction and non-fiction
VCE Subject Studio Arts: General
SCOPE OF STUDY:
VCE Studio Arts introduces students to the role and practices of artists in society. Students
develop an understanding of the way artists work in a range of cultures and periods of time,
the artists’ perceptions, beliefs and actions and their relationship with the viewer. Student
research focuses on critical, reflective and creative thinking, the visual analysis of artworks
and the investigation of how artists have interpreted sources of inspiration and influences in
their art making. Students examine how artists develop their practice and have used materi-
als, techniques and processes to create aesthetic qualities in artworks. They study how
artists have developed style and explored their cultural identity in their artwork. Students use
this knowledge to inform their own studio practice and to support art making. Visiting a
variety of art exhibition spaces is integral to the student’s artistic and creative development.
Students also consider the ways in which artists work to develop and resolve artworks, in-
cluding their use of inspiration and their creative process. The role of artists in society in-
cludes their relationships with others in the art industry and the presentation and exhibition of
artworks in art galleries and exhibition spaces. Students research aspects of the art industry
including the presentation, conservation and marketing of artworks.
*PLEASE NOTE: Studio Art General and Studio Art Photography are the SAME SUBJECTS with
different material & technique focuses; therefore students CAN NOT do both subjects.
RECOMMENDATIONS: Unit 1: It is recommended that students should have successfully complete an Art elective in year 10
Unit 2: Successful completion Unit 1 Studio Art
UNIT OVERVIEW:
Unit 1: Studio inspiration and techniques - In this unit students focus on developing an indi-vidual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artis-tic influences, develop individual ideas and explore a range of materials and techniques relat-ed to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are en-couraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.
Unit 2: Studio exploration and concepts - Students focus on establishing and using a studio
practice to produce artworks. The studio practice includes the formulation and use of an
individual approach to documenting sources of inspiration, and experimentation with select-
ed materials and techniques relevant to specific art forms. Students explore and develop
ideas and subject matter, create aesthetic qualities and record the development of the work
in a visual diary as part of the studio process. Through the study of art movements and styles,
students begin to understand the use of other artists’ work in the making of new artworks.
Students also develop skills in the visual analysis of artworks. Artworks made by artists from
different times and cultures are analysed to understand developments in studio practice.
Using a range of art periods, movements or styles, students develop a broader knowledge
about the history of art. Analysis is used to understand the artists’ ideas and how they have
created aesthetic qualities and subject matter. The exhibition of artworks is integral to Unit 2
and students are encouraged to visit a variety of exhibition spaces throughout the unit, re-
flect on the different environments and examine how artworks are presented to an audi-
ence.
Who are the teachers that
can give me more
information about this
subject?
Ms. C. Muir
Mrs. S. Seeney
TOPIC/THEMES YOU WILL STUDY
Still Life
Portraits
Printmaking
Visual Analysis of artworks
ASSESSMENT TASKS Practical Folio
Written Analysis task
Written Examinations
VCE Subject Studio Arts: Photography
SCOPE OF STUDY:
VCE Studio Arts introduces students to the role and practices of artists in society. Stu-
dents develop an understanding of the way artists work in a range of cultures and peri-
ods of time, the artists’ perceptions, beliefs and actions and their relationship with the
viewer. Student research focuses on critical, reflective and creative thinking, the visual
analysis of artworks and the investigation of how artists have interpreted sources of in-
spiration and influences in their art making. Students examine how artists develop their
practice and have used materials, techniques and processes to create aesthetic quali-
ties in artworks. They study how artists have developed style and explored their cultural
identity in their artwork. Students use this knowledge to inform their own studio prac-
tice and to support art making. Visiting a variety of art exhibition spaces is integral to
the student’s artistic and creative development. Students also consider the ways in
which artists work to develop and resolve artworks, including their use of inspiration and
their creative process. The role of artists in society includes their relationships with
others in the art industry and the presentation and exhibition of artworks in art galleries
and exhibition spaces. Students research aspects of the art industry including the
presentation, conservation and marketing of artworks.
RECOMMENDATIONS:
Unit 1: It is recommended that students should have successfully complete an Art elec-tive in year 10 Unit 2: Successful completion Unit 1 Studio Art
UNIT OUTLINE
Unit 1: Studio inspiration and techniques - In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, de-velop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.
Unit 2: Studio exploration and concepts - Students focus on establishing and using a
studio practice to produce artworks. The studio practice includes the formulation and
use of an individual approach to documenting sources of inspiration, and experimenta-
tion with selected materials and techniques relevant to specific art forms. Students
explore and develop ideas and subject matter, create aesthetic qualities and record the
development of the work in a visual diary as part of the studio process. Through the
study of art movements and styles, students begin to understand the use of other
artists’ work in the making of new artworks. Students also develop skills in the visual
analysis of artworks. Artworks made by artists from different times and cultures are
analysed to understand developments in studio practice. Using a range of art periods,
movements or styles, students develop a broader knowledge about the history of art.
Analysis is used to understand the artists’ ideas and how they have created aesthetic
qualities and subject matter. The exhibition of artworks is integral to Unit 2 and stu-
dents are encouraged to visit a variety of exhibition spaces throughout the unit, reflect
on the different environments and examine how artworks are presented to an audi-
ence.
Who are the teachers that
can give me more
information about this
subject?
Ms. C. Muir
Mrs. S. Seeney
TOPIC/THEMES YOU WILL STUDY Digital Photography
Darkroom Photography
Printmaking
Mixed Media
Visual Analysis of artworks
ASSESSMENT TASKS Practical Folio
Written Analysis task
Written Examinations
VCE Subject Visual Communication Design
SCOPE OF STUDY:
The Visual Communication Design study examines the way visual language can
be used to convey ideas, information and messages in the fields of communica-
tion, environmental and industrial design. Designers create and communicate
through visual means to shape the everyday quality of life for individuals, com-
munities and societies. Visual communication design relies on drawing as the
primary component of visual language to support the conception and visualisa-
tion of ideas. Consequently, the study emphasises the importance of developing
a variety of drawing skills to visualise thinking.
Students employ a design process to generate and develop visual communica-
tions. The design process provides a structure to organise design thinking and is
shaped by considerations of aesthetics and functionality, as well as social, envi-
ronmental and economic factors. Students develop the skills to manipulate and
organise design elements, design principles, selected media, materials and pro-
duction methods when creating visual communications. Creative, critical and
reflective thinking (design thinking) supports students to progress through and
focus on the design process. Throughout the study students explore manual
and digital methods to develop and refine presentations.
RECOMMENDATIONS:
Unit 1: Advised that students successfully complete an Art elective in year 10
Unit 2: Successful completion Unit 1 VCD
UNIT OVERVIEW:
UNIT 1: Introduction to visual communication design - This unit focuses on us-
ing visual language to communicate messages, ideas and concepts. This in-
volves acquiring and applying design thinking skills as well as drawing skills to
make messages, ideas and concepts visible and tangible. Students practise their
ability to draw what they observe and they use visualisation drawing methods
to explore their own ideas and concepts. Students develop an understanding of
the importance of presentation drawings to clearly communicate their final
visual communications.
UNIT 2: Applications of visual communication design - In this unit students use
presentation drawing methods that incorporate the use of technical drawing
conventions to communicate information and ideas associated with the envi-
ronmental or industrial fields of design. They investigate how typography and
imagery are used in visual communication design. They apply design thinking
skills when exploring ways in which images and type can be manipulated to
communicate ideas and concepts in different ways in the communication de-
sign field. Students develop an understanding of the design process detailed on
pages 12 and 13 as a means of organising their thinking about approaches to
solving design problems and presenting ideas. In response to a brief, students
engage in the stages of research, generation of ideas and development of con-
cepts to create visual communications.
Who are the teachers that
can give me more
information about this
subject?
Ms. M. Hitchcock
Mr. M. Laws
TOPIC/THEMES YOU WILL STUDY
Drawing as a mean of communication
Design elements and principles
Visual design in context
Technical drawing in context
Type and Imagery
Applying the design process
ASSESSMENT TASKS Practical Folio
Written Analysis task
Exam
Written Examinations
VCE Subject Drama
SCOPE OF STUDY:
VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative pro-cesses, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of per-formance styles relevant to practices of ritual and story-telling, contemporary drama practice and the work of significant drama practitioners. Students ex-plore characteristics of selected performance and apply and manipulate con-ventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. The per-formances they create will go beyond the reality of life as it is lived and may pass comment on or respond to aspects of the real world.
RECOMMENDATIONS:
The satisfactory completion of Year 9 or Year 10 Drama would be beneficial. Please note that there is equal practical and theoretical work within this unit.
UNIT OVERVIEW:
Unit 1: Introducing Performance Styles:
In this unit students’ study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived. This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects person-al, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional dra-ma performers. Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. Students document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.
Unit 2: Australian Identity:
In this unit students study aspects of Australian identity evident in contempo-rary drama practice. This may also involve exploring the work of selected dra-ma practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a perfor-mance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application
Who are the teachers that
can give me more
information about this
subject?
Ms. G. Gulen
TOPIC/THEMES YOU WILL STUDY
Theatrical Styles
Play making techniques and processes
Devising Performance
Presenting a Devised Performance
Analysing professional Drama
Australian Identity in contemporary drama
practice
Analysing and Australian Drama Performance
Understanding context in theatre
Communicating meaning through dra-
ma
Understanding and applying Production
Areas
ASSESSMENT TASKS
Ensemble Performance
Solo Performance
Written SAC and Exams
Performance Exams
Performance SAC
SAT
Production Process Documenta-tion
VCE Subject Music Performance
SCOPE OF STUDY:
VCE Music Performance focuses on building the performance, theoretical, and ana-
lytical skills associated with playing a musical instrument. Students, in conjunction
with their instrumental and classroom teacher, choose a program of solo and en-
semble works to be performed. Students learn how to prepare for a performance
and refine their skills on their chosen instrument. These units aim to prepare stu-
dents for Unit 3 and 4: Music Performance.
RECOMMENDATIONS:
Unit 1: At standard level in Year 10 English and a “Satisfactory” for Year 10 Music
Performance. If you did not undertake Year 10 Music, you may still be allowed to
enrol in VCE if you have completed two or more years of instrumental music les-
sons at the College.
Unit 2: Successful completion of Unit 1 Music Performance
To complete VCE Music Performance, you MUST undertake instrumental music
lessons on your chosen instrument from a specialist music teacher. It is your re-
sponsibility to organise weekly lessons outside of school if your instrument is not
offered at the College.
UNIT OVERVIEW:
Unit 1: This unit focuses on building performance and musicianship skills. Students
present performances of selected group and solo music works using one or more
instruments. They study the work of other performers and explore strategies to
optimise their own approach to performance. They identify technical, expressive
and stylistic challenges relevant to works they are preparing for performance and
practise technical work to address these challenges. They also develop skills in per-
forming previously unseen music. Students study aural, theory and analysis con-
cepts to develop their musicianship skills and apply this knowledge when preparing
and presenting performances.
Unit 2: In this unit students build their performance and musicianship skills. They
present performances of selected group and solo music works using one or more
instruments. Students study the work of other performers through listening and
analysis and use specific strategies to optimise their own approach to performance.
They also study strategies for developing technical and expressive performance
skills.
They identify technical, expressive and stylistic challenges relevant to works they
are preparing for performance and practise related technical work. They develop
skills in performing previously unseen music and study specific concepts to build
their musicianship knowledge and skills. Students also devise an original composi-
tion or improvisation.
Who are the teachers that
can give me more
information about this
subject?
Mr. T. Barker
TOPIC/THEMES YOU WILL STUDY
Performance preparation
Efficient practice
Effective rehearsal with others
Instrument specific technique
Elements of music
Using elements of music in performance
Composition
Improvisation
Pitch (melody and harmony)
Duration (pulse, meter, beat, rhythm)
Interpretation
Music Styles
Using ICT in music
ASSESSMENT TASKS
Performance , both group and solo
Presentations
Exams
Folio of works and composition
VCE Subject Health & Human Development
SCOPE OF STUDY:
Health is a dynamic condition that is influenced by complex interrelation-
ships between individuals and biomedical and behavioural factors, as well
as physical and social environments. These interrelationships are reflected
in a social view of health that sees health as being created in the settings
where people live and work. This social view of health recognises the need
for personal skills development, the importance of empowering communi-
ties to take action to promote health, the creation of social and physical
environments that are supportive of health and development, an aware-
ness of the impacts on health of public policies and the need for health ser-
vices to be oriented towards health promotion and the prevention of ill
health.
RECOMMENDATIONS:
Unit 1: At standard in English, Maths, Global Health and Healthy Body,
Healthy Mind.
Unit 2: Successful completion of Unit 1 Health & Human Development
UNIT OVERVIEW:
Unit 1: Understanding health and wellbeing
This unit looks at health and wellbeing as a concept with varied and evolving
perspectives and definitions. It takes the view that health and wellbeing are
subject to a wide range of contexts and interpretations, with different
meanings for different people. As a foundation to the understanding of
health, students should investigate the World Health Organization’s (WHO)
definition and also explore other interpretations. Wellbeing is a complex
combination of all dimensions of health, characterised by an equilibrium in
which the individual feels happy, healthy, capable and engaged. For the
purposes of this study, students should consider wellbeing to be an implicit
element of health.
Unit 2: Managing health and development
This unit investigates transitions in health and wellbeing, and development,
from lifespan and societal perspectives. Students look at changes and ex-
pectations that are part of the progression from youth to adulthood. This
unit promotes the application of health literacy skills through an examination
of adulthood as a time of increasing independence and responsibility, in-
volving the establishment of long-term relationships, possible considera-
tions of parenthood and management of health-related milestones and
changes.
Who are the teachers that
can give me more
information about this
subject?
Ms. S. Sherman
Ms. C. Craig
Mr. D. Hickey
Ms M. Minkou
Ms P. Magnano
Your Health Teacher
TOPIC/THEMES YOU WILL STUDY Understanding health and development
Youth health and development
Health issues for Australia’s youth
The health and development of Australia’s chil-dren
Adult health and development
Adult Health issues
ASSESSMENT TASKS Case Study
Data Analysis
Written Report
Laboratory reports
Written Examination
VCE Subject Physical Education
SCOPE OF STUDY:
The study enables the integration of theoretical knowledge with practical applica-
tion through participation in physical activities. There are opportunities for stu-
dents to apply theoretical concepts and reflect critically on factors that affect all
levels of performance and participation.
This VCE study is suitable for students with a wide range of aspirations, including
those who wish to pursue further formal study at tertiary level or in vocational ed-
ucation and training settings. The study prepares students for such fields as the
health sciences, exercise science and education
RECOMMENDATIONS:
Unit 1: At standard in Body Systems or Body Movement
Unit 2: Successful completion Unit 1 VCE Physical Education.
UNIT OVERVIEW:
Unit 1: The human body in motion
In this unit students explore how the musculoskeletal and cardiorespiratory sys-
tems work together to produce movement. Through practical activities students
explore the relationships between the body systems and physical activity, sport
and exercise, and how the systems adapt and adjust to the demands of the activi-
ty. Students investigate the role and function of the main structures in each sys-
tem and how they respond to physical activity, sport and exercise. They explore
how the capacity and functioning of each system acts as an enabler or barrier to
movement and participation in physical activity.
Unit 2: Physical activity, sport and society
This unit develops students’ understanding of physical activity, sport and society
from a participatory perspective. Students are introduced to types of physical
activity and the role participation in physical activity and sedentary behaviour
plays in their own health and wellbeing as well as in other people’s lives in differ-
ent population groups.
Who are the teachers that
can give me more
information about this
subject?
Mr. B. Clements
Mr. S. Rawson
Mr. T Carrington
Ms S. Teesdale
Your PE Teacher
TOPIC/THEMES YOU WILL STUDY
Body systems and human movement
Social ecological model
Injury prevention
Physically active lifestyles
Promoting active living
ASSESSMENT TASKS
A combination of the following:
Tests
Exercises
Reports
LAB reports
Presentations
Research tasks
Written Examination
VCE Subject VET Sport and Recreation (Rugby Academy)
SCOPE OF STUDY:
Upon successful completion students will receive a Certificate III in Sport
and Recreation. The certificate provides students with the skills and
knowledge that will enhance their employment prospects in the sports and
recreation industries.
Students will complete this certificate through the Fountain Gate Secondary
College Rugby Program.
RECOMMENDATIONS:
Unit 1: Successful completion Cert II Sport and Recreation during Year 10
Rugby Academy
Unit 2: Completion of Unit 1 Cert III Sport and Recreation.
UNIT OVERVIEW:
Unit 1: Unit of Competencies covered:
SISXIND006 - Conduct sport, fitness or recreation events SISSSOF101
- Develop and update officiating knowledge BSBWOR301 - Organise
personal work priorities and development HLTWHS001 - Participate
in workplace health and safety
Unit 2: Unit of Competencies covered:
HLTAID003 - Provide first aid SISXCCS001 -
Provide quality service
SISXEMR001 - Respond to emergency situations
ICTWEB201 - Use social media tools for collaboration and engagement
SISXCAI003 - Conduct non-instructional sport, fitness or recreation sessions
Who are the teachers that
can give me more
information about this
subject?
Mr. M. Ritani
TRAINING MAY INCLUDE:
First aid
Coaching
Warm-up and cool-down programs
Plan and conduct programs
Fitness programs
Specific rugby activities
ASSESSMENT TASKS
A combination of the following:
Tests
Exercises
Reports
LAB reports
Presentations
Research tasks
Written Examination
VCE Subject VET Dance
QUALIFICATIONS:
Students who successfully complete Units 1-4 of this study will re-
ceive:
CUA20113 Certificate II in Dance with selected units of competency
from the CUA30113 Certificate III in Dance
The subject also provides VCE units and a study score, which can be
used towards an ATAR.
DESCRIPTION:
Certificate II in Dance aims to provide students with the technical and
performance skills to begin the process of establishing a career in the
entertainment industry. Students will learn the necessary knowledge
and skills to enable them to participate in a variety of dance routines.
Units 1 and 2 of the program include developing basic levels of physi-
cal condition for dance performance and basic dance techniques,
sourcing information on the history and theory of dance and applying
it to an area of work. Units 3 and 4 offers scored assessment and in-
corporates units such as sourcing and applying entertainment indus-
try knowledge, preparing for a dance performance, refining basic
dance techniques and applying basic dance techniques for perfor-
mances.
PATHWAYS / CAREER OPPORTUNITIES:
VCE VET Dance will prepare you to audition for further (tertiary)
training as a dancer, dance teacher or choreographer. This course will
give you a taste of what the industry is like so you can work out if you
want to pursue dance as a career.
Who are the teachers that
can give me more
information about this
subject?
Ms. G Gulen
The Careers & Pathways Team
TRAINING MAY INCLUDE:
UNITS 1 & 2 Work effectively with others
Develop basic dance techniques
Follow safe dance practices
Develop a basic level of physical condition for dance performance
Perform basic jazz dance technique
Perform basic contemporary dance tech-nique
UNITS 3 & 4 Prepare self for performances
Incorporate artistic expression into basic dance performances
Develop and apply creative arts industry knowledge
Develop audition techniques
Increase depth of jazz technique
Increase depth of contemporary dance technique
VCE Subject VET Allied Health
QUALIFICATIONS:
Students who successfully complete Units 1-4 of this study will re-
ceive:
HLT33015 Certificate III in Allied Health Assistance (partial comple-
tion)
The subject also provides VCE units and a study score, which can be
used towards an ATAR.
DESCRIPTION:
Certificate III in Allied Health Assistance provides students with the
knowledge and skills that will enhance their employment prospects
in the Health industry. These qualifications cover workers who pro-
vide assistance to allied health professionals and other health profes-
sionals with the care of clients.
PATHWAYS / CAREER OPPORTUNITIES:
Upon successful completion of the Certificate III in Allied Health As-
sistance you will be prepared for further training to establish your
career in a range of health fields. This course has pathways, and pos-
sible credit into further study in allied health, remedial massage and
nursing.
STRUCTURED WORKPLACE LEARNING:
This course requires a minimum of 80 hours of structured workplace
learning (40 hours in Year 11, and 40 hours in Year 12).
Who are the teachers that
can give me more
information about this
subject?
The Careers & Pathways Team
TRAINING MAY INCLUDE:
UNITS 1 & 2 Communicate and work in health or com-munity service
Comply with infection prevention and con-trol policies and procedures
Participate in workplace health and safety
Assist with movement
Organise personal work priorities and devel-opment
Maintain a high standard of service
Respond effectively to behaviours of con-cern
UNITS 3 & 4 Interpret and apply medical terminology appropriately
Recognise healthy body systems
Take clinical measurements
VCE Subject VET Information, Digital Media and Technology
QUALIFICATIONS:
Students who successful complete Units 1-4 of this study will receive: ICT20115 Certificate II in Information, Digital Media & Tech-nology ICT30118 Certificate III in Information, Digital Media and Technology (partial completion) The subject also provides VCE units and a study score,
which can be used towards an ATAR.
DESCRIPTION: This course will equip the student with comprehensive skills and knowledge to enter the information and communica-tions technology (ICT) field. The course provides the intro-ductory skills and knowledge with an emphasis on ICT sup-port and computer networking. The course incorporates theoretical, practical and hands-on training in areas such as PC hardware and software maintenance; server administra-tion; client operating systems; and workplace skills. PATHWAYS / CAREER OPPORTUNITIES: Areas of employment may include working in personal computer support or network systems administration. With additional training and experience future employment op-portunities may include front end developer, hardware de-veloper, systems analyst, website developer, helpdesk officer.
Who are the teachers that
can give me more
information about this
subject?
Mr. Coggins
The Careers & Pathways Team
TRAINING MAY INCLUDE:
UNITS 1 & 2 Participate effectively in WHS communica-tion and consultation
Work and communicate effectively in an ICT environment
Run standard diagnostic tests
Install and manage network protocols
Care for computer hardware
Provide basic system administration
UNITS 3 & 4 Create user documentation
Install and optimize operating software
Provide ICT advice to clients
Maintain equipment and software
Install, configure and secure a small office or home office network
Determine and action network problems
VCE Subject VET Business
QUALIFICATIONS:
Students who successfully complete Units 1-4 of this study
will receive:
BSB20115 Certificate II in Business
BSB30115 Certificate III in Business (partial completion)
The subject also provides VCE units and a study score,
which can be used towards an ATAR.
DESCRIPTION:
This course will provide students with the knowledge, skills,
and competency that will enhance their training and em-
ployment prospects within a broad range of business and
industry settings.
PATHWAYS / CAREER OPPORTUNITIES:
This course provides a pathway into training and employ-
ment in business and related industries. Potential occupa-
tions may include administration or clerical assistant, data
entry operator, office junior or receptionist. Roles for expe-
rienced professionals in this industry may include personal
assistant, medical secretary, legal clerk or information desk
manager.
Who are the teachers that
can give me more
information about this
subject?
The Careers & Pathways Team
TRAINING MAY INCLUDE:
UNITS 1 & 2 Contribute to the health and safety of self and others
Work effectively in a business environment
Handle mail
Create and use spreadsheets
Use digital technologies to communicate remotely
Identify suitability for micro business
Participate in environmentally sustainable work practices
Organise and complete daily work activities
Work effectively with others
Use business technology
UNITS 3 & 4 Deliver and monitor a service to customers
Organize workplace information design and produce business documents
Recommend products and services
Organise personal work priorities
Contact Us
For further information about VCE Transition and support services contact the Senior
School Team:
Yasar Duyal VCE Assistant Principal [email protected]
Steve Lowe Senior Student Manager [email protected]
Hagger Mahmoud Senior Student Manager [email protected]
Katherine Smith Senior Student Manager [email protected]
Daniel Hickey Senior Student Manager [email protected]
Hindi Zarkovic VCE Support Administrator [email protected]
For further information about Careers and Pathways please contact:
Miss Kate Taylor Careers and Transitions Leader [email protected]
Mr. Pete Hanratty
College Principal Miss Kate Taylor
Careers and Transitions Leader