Manor Lakes P-12 College L Year 11 & 12 E Subject ... · 4 | VCE & VCAL Handbook Manor Lakes P-12...

Manor Lakes P-12 College

Year 11 & 12

Subject Descriptions

2018

VC

E

VCAL

2 | VCE & VCAL Handbook Manor Lakes P-12 College

VCE:VictorianCertificateofEducationSubjects

VCE Accounting Units 1 & 2

Course Description 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 collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods. The preparation and presentation of financial statements is governed by Australian Accounting Standards and guided by the Framework for the Preparation and Presentation of Financial Statements (AASB Framework). Unit 1 Description: Establishing and Operating a Service Business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit. Unit 2 Description: Accounting for a Trading Business This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business.

VCE

Acco

untin

g U

nits

1 &

2

What Careers this could lead to:

Accountant Business Analyst Risk Analyst Financial Planner Hospitality Banker

Enquiries to: Tania Howe


VCE

Biol

ogy

Uni

ts 1

& 2

VCE Biology Units 1 & 2

Course Description VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements. Students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary biology-related issues, and communicate their views from an informed position. Unit 1 Description: How do living things stay alive? In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population. Unit 2 Description: How is continuity of life maintained? 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 disadvantages 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 chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

Enquiries to: Suzanne Wiltshire


Botanist Marine Biologist Sports Manager Dietician Medical Scientist Veterinarian Ecologist Nurse Zookeeper Environmental Scientist Paramedic Teacher Horticulturalist Pathologist Naturopath Bee Keeper Audiologist Radiation Therapist


VCE Biology Units 3 & 4

Course Description Biology is the study of living things from familiar, complex multicellular organisms 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 interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity. Biology enables students to understand that despite the diverse ways of meeting the challenges of survival, all living things have many structural and functional characteristics in common.

Unit 3 Description: Signatures of Life In this unit students consider the molecules and biochemical processes that are indicators of life. They investigate the synthesis of biomacromolecules and biochemical processes that are common to autotrophic and heterotrophic life forms. Students consider the universality of DNA and investigate its structure; the genes of an organism, as functional units of DNA and code for the production of a diverse range of proteins in an organism. Students investigate the significant role of proteins in cell functioning and how cells communicate with each other at molecular levels to regulate cellular activities. Finally, students consider the technological advances that have contributed to our knowledge and understanding of molecular biology. There are two specified areas of study: Molecules of Life, and Detecting and Responding.

Unit 4 Description: Continuity and Change Students examine evidence for evolution of life forms over time. They examine the universality of DNA and conservation of genes and investigate how the study of molecular genetics has expanded into genomics. Students study how genes are transmitted from one generation to the next by examining meiosis and patterns of inheritance including pedigree analysis. Students also examine the interrelationships between biological, cultural and technological evolution. The two specified areas of study are Heredity and Change over time.

Contribution of Units 3 and 4 to Study Score: Unit 3 School Assessed Coursework 20% Unit 4 School Assessed Coursework 20% End-of-year Examination 60%

VCE

Biol

ogy

Uni

ts 3

& 4


What Courses this could lead to:

Bachelor of Food & Nutrition Bachelor of Occupational Therapy Bachelor of Exercise & Sport Science Bachelor of Psychology Diploma of Health Sciences Diploma of Public Health Promotion Diploma/Bachelor of Nursing/Midwifery Bachelor of Biological Sciences Certificate IV of Pathology Bachelor of Environmental Sciences Bachelor of Biomedicine Bachelor of Pharmaceuticals


VCE

Busin

ess M

anag

emen

t Uni

ts 1

& 2

VCE Business Management Units 1 & 2

Course Description Business Management examines the various types of business organisations that operate within Australia and the ways in which people manage them. Students will study different sized firms, from the very small owner/manager type to the large corporation. The study is useful for students interested in any type of Business Studies/Commerce/Management course. Unit 1 Description: Planning a business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business. Unit 2 Description: Establishing a business This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.



Accountant Paralegal Customer Relations Officer Advertising Manager Database Developer Property Valuer Economic Analyst Public Relations Officer Marketing Manager Real Estate Agent Financial Planner Sports Manager Human Resources Manager Travel Agent Hotel Manager Stock Broker Foreign Affairs and Trade Officer Publisher


VCE Business Management Units 3 & 4

Course Description Business Management examines the various types of business organisations that operate within Australia and the ways in which people manage them. Students will study different sized firms, from the very small owner/manager type to the large corporation. The study is useful for students interested in any type of Business Studies/Commerce / Management course. Unit 3 Description: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice. Unit 4 Description: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory. Contribution of Units 3 and 4 to Study Score:

Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % End-of-year Examination: 50 %

VC

E Bu

sines

s Man

agem

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3 &

4



Bachelor of Arts/Commerce Bachelor of International Studies Bachelor of Commerce Bachelor of Law Bachelor of Information Systems Management Certificate IV in Property & Real Estate Bachelor of Information Technology Bachelor of Accounting Bachelor of Business Bachelor of Business – Public Relations Bachelor of Business - Marketing Diploma of Business Certificate IV in Business & Personal Coaching Bachelor of Business Administration


VCE

Chem

istry

Uni

ts 1

& 2

VCE Chemistry Units 1 & 2

Course Description Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials. Students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-related issues, and communicate their views from an informed position. Unit 1 Description: How can the diversity of materials be explained? The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students examine the modification of metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances from molecules to polymers and giant lattices and relate their structures to specific applications. Unit 2 Description: What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.



Anaesthetist Food Microbiologist Oceanographer Toxicologist Forensic Scientist Pharmacist Dentist Forester Botanist Physicist Dietician Horticulturist Engineer Physiotherapist Doctor Lab Scientist Science Teacher Ecologist Industrial Engineer Veterinarian Geneticist Nurse Zoologist


VCE Chemistry Units 3 & 4

Course Description Chemistry is the study of substances encountered in our everyday life. It enables us to understand how and why chemicals are being used and their effects on the environment. Successful completion of VCE Chemistry forms the basis for tertiary studies in a large number of courses such as Medicine, Dentistry, Pharmacy, Chemical Engineering, Nursing, Laboratory Technician and many more. Unit 3 Description: Chemical Pathways In this unit students investigate the scope of techniques available to the analytical chemist. Chemical analysis is vital in the work of the forensic scientist, the quality control chemist at a food manufacturing plant, the geologist in the field, and the environmental chemist monitoring the health of a waterway. Students also investigate organic reaction pathways and the chemistry of particular organic molecules. A detailed knowledge of the structure and bonding of organic chemicals is important to the work of the synthetic organic chemist. In the wake of the work done on the genome project, synthesis of new medicines is one of the growth industries for the coming decades. Students investigate the role of organic molecules in the generation of biochemical fuels and medicines. Students use the language and symbols of chemistry, and chemical formulas and equations to explain observations and data collected from experiments. The two designated areas of study are Chemical Analysis and Organic Chemical Pathways Unit 4 Description: Chemistry at Work In this unit students investigate the industrial production of chemicals and the energy changes associated with chemical reactions. Chemical reactions produce a diverse range of products we use and depend on every day. Features that affect chemical reactions such as the rate and yield or equilibrium position are investigated. Students explore how an understanding of these features is used to obtain optimum conditions in the industrial production of a selected chemical. Students also investigate the renewability of a range of energy sources and consider their energy efficiencies. Finally, students investigate their operating principles, both in the laboratory and in important commercial and industrial applications including fuel cells. Students continue to use the language and symbols of chemistry, and chemical formulas and equations to explain observations and data collected from experiments. The specified areas of study in this unit are Industrial Chemistry and Supplying and Using Energy. Contribution of Units 3 and 4 to Study Score:

Unit 3 School Assessed Coursework (SACs): 20% Unit 4 School Assessed Coursework (SACs): 20% End-of-year Examination 60%

VCE

Chem

istry

Uni

ts 3

& 4



Bachelor of Applied Science Bachelor of Health Sciences Bachelor of Biotechnology Advanced Diploma of Laboratory Operations Bachelor of Chemical Engineering Bachelor of Civil Engineering Bachelor of Environmental Science Doctor of Medicine Bachelor of Food & Nutritional Science Bachelor of Pharmaceuticals Bachelor of Forensic Science Bachelor of Science Doctor of Veterinary Medicine Bachelor of Zoology & Animal Science Bachelor of Education Certificate IV in Pathology


VCE

Com

putin

g U

nits

1 &

2

VCE Computing Units 1 & 2

Course Description In Computing Units 1 and 2 students focus on two streams of computing; Informatics which is all about data and producing information and Software Development which is all about programming and designing solutions. Units 1 Description: Computing In Unit 1 students learn about the ways in which data, information and networked digital systems can be used to meet a variety of current and future needs of users. Data and information systems underpin the three areas of study and students are required to explore these in a variety of contexts. Units 2 Description: Computing In Unit 2 students concentrate on creating solutions that automate the processing of data and how they can be enhanced by the application of computational, design and systems thinking skills. The solutions created must be able to handle new data sets, i.e. they are solutions to ongoing problems. For example, macros, conditions and calculations built into solutions enable new data sets to be input to generate new information and reports. Students also foster their computational thinking skills by using a programming or scripting language to develop solutions to ongoing problems, create data visualisations, and create a solution using database management software.

Enquiries to: Thomas Portelli


Bachelor of Design – Digital Media Diploma of Information Technology Diploma of Website Development Bachelor of Science – Mathematics Bachelor of IT Security Bachelor of Accounting & Information Systems Bachelor of Information Technology Bachelor of IT – Games & Graphics Programing Bachelor of IT & Systems Certificate IV in IT Support Diploma of IT Networking Bachelor of Commerce


VCE Computing - Informatics Units 3 & 4

Course Description In Informatics Units 3 and 4 students focus on data, information and information systems. Unit 3 Description: Informatics In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. In Area of Study 2, students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4. Unit 4 Description: Informatics In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information. Contribution to Units 3 and 4 Study Score

Unit 3 School-assessed coursework: 10% Unit 3 School assessed task: 15% Unit 4 School-assessed coursework: 10% Unit 4 School assessed task: 15% End of year examination: 50%

VCE

Com

putin

g –

Info

rmat

ics U

nits

3 &

4





VCE

Com

putin

g –

Soft

war

e De

velo

pmen

t Uni

ts 3

& 4

VCE Computing - Software Development Units 3 & 4

Course Description Software Development Units 3 and 4 aims to give students a range of experiences in developing purpose-designed software to meet identified needs or opportunities. Students develop knowledge and skills in using a programming language in Unit 3 and further develop these when developing a solution to an identified need or opportunity of their choice in Unit 4. Unit 3 Description: Software development In Unit 3 students develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology and use a programming language to create working software modules. Students respond to given software designs and develop a set of working modules through the use of a programming language. In Area of Study 2 students analyse a need or opportunity, plan and design a solution and develop computational, design and systems thinking skills. This forms the first part of a project that is completed in Unit 4. Unit 4 Description: Informatics In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions used in a networked environment. In Area of Study 1 students further their computational thinking skills by transforming their detailed design prepared in Unit 3 into a software solution. In Area of Study 2 students apply systems thinking skills when explaining the relationship between two information systems that share data and how that dependency affects the performance of the systems. Contribution to Units 3 and 4 Study Score

Unit 3 School-assessed coursework: 10% Unit 3 School assessed task: 15% Unit 4 School-assessed coursework: 10% Unit 4 School assessed task: 15% End of year examination: 50%





VCE Drama Units 1 & 2

Course Description The study of Drama focuses on the creation and performance of characters and stories in naturalistic and non-naturalistic ways. Students draw on a range of stimulus material and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and stagecraft. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners. Unit 1 Description: This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Students examine storytelling through the creation of solo and/or ensemble devised performance/s and manipulate expressive skills in the creation and presentation of characters. They develop an awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance style/s. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts. This unit also involves analysis of a student’s own performance work and analysis of a performance by professional and other drama practitioners. In this unit students use performance styles from a range of contexts associated with naturalism and non-naturalism. Unit 2 Description: 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 performance based on a person, an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context. Students use a range of stimulus material in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical conventions appropriate to the selected performance styles are also explored. This unit also involves analysis of a student’s own performance work as well as the performance of an Australian work that reflects aspects of the Australian identity, for example the Indigenous voice, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, the urban and bush perspectives. In this unit, students use performance styles from a range of historical, cultural and social contexts. Contribution of Units 3 and 4 to Study Score:

Unit 3 school assessed coursework: 30% Unit 4 school assessed coursework: 10% End-of-year Performance Examination: 35% End-of-year Written Examination: 25%

VCE

Dram

a U

nits

1 &

2

Enquiries to: Ashley Craven


Actor Newspaper Editor Event Manager Radio/TV Producer Casting Director Script Writer Production Management State Manager Entertainer Set Designer


VCE

Dram

a U

nits

3 &

4

VCE Drama Units 3 & 4

Unit 3 Description Devised non-naturalistic ensemble performance. This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Unit 4 Description Non-naturalistic solo performance. This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure. Students also document and evaluate the stages involved in the creation, development and presentation of a solo performance. Assessment:

Unit 3 coursework: 30% Unit 4 coursework: 10% End-of-year Performance Examination: 35% End-of-year Written Examination: 25%

Enquiries to: Ashley Craven


Actor Newspaper Editor Event Manager Radio/TV Producer Casting Director Script Writer Production Management State Manager Entertainer Set Designer


VCE English Units 1 & 2

In order to successfully complete VCE, they must also complete 3 Units of English, two of which must be Unit 3 & 4 English (or equivalent). Details of English pathways are shown below. Some may be eligible to complete EAL. Please speak to a member of the Senior Years Leadership team if you believe your child may be eligible.

Course Description In this course, students read and respond to texts analytically and creatively. Students analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Unit 1 Area of Study 1: Outcome 1: Reading and creating texts In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read. Area of Study 2: Outcome 2: Analysing and presenting argument In this area of study students focus on the analysis and construction of texts that attempt to influence an audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore the use of language for persuasive effect and the structure and presentation of argument. They consider different types of persuasive language, including written, spoken, and visual, and combinations of these, and how language is used to position the reader.

VCE

Engl

ish U

nits

1 &

2

Enquiries to: Laura Mitchell


VCE

Engl

ish U

nits

1 &

2

VCE English Units 1 & 2 (cont..)

Unit 2 Area of Study 1: Outcome 1: Reading and comparing texts In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students practice their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. Area of Study 2: Outcome 2: Analysing and presenting argument In this area of study students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience.

• PLEASE NOTE: EAL in Year 11 can lead to either English 3 & 4 or EAL 3 & 4


What Careers this could lead to: Fluency in written and spoken English is important in most careers:

Actor Journalist Script writer Advertising Manager Lawyer Teacher Counsellor Librarian Tourism Officer Editor Media Presenter Publisher Anthropologist Public Relations Officer Youth Worker Interpreter Public Service Officer Speech Pathologist Sociologist Film & TV Critic Copywriter



Course Description Unit 3: In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Course Description Unit 4: In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media. Unit 3 Description Area of Study 1: Reading and creating texts In this area of study students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts. Area of Study 2: Analysing argument In this area of study students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. Unit 4 Description Area of Study 1: Reading and comparing texts In this area of study students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. Area of Study 2: Presenting argument In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. This area of study focuses on the construction of persuasive texts. Students use their understanding of argument and language as the basis for the development of an oral presentation of their points of view. Students draw on their knowledge to express their viewpoints through arguments and persuasive language selected specifically to position an audience.

VCE

Engl

ish U

nits

3 &

4




Contribution of Units 3 and 4 to Study Score: Unit 3

Outcomes Marks allocated

Assessment tasks

Outcome 1 Produce an analytical

interpretation of a selected text, and a creative response to a

different selected text.

30

30

An analytical interpretation of a selected text in written form.

and A creative response to a selected text in written

or oral form with a written explanation of the decisions made in the writing process and how these demonstrate understanding of the text.

Outcome 2 Analyse and compare the use of

argument and persuasive language in texts that present a point of view

on an issue currently debated in the media

40

An analysis and comparison, in written form, of argument and the use of persuasive language in two or three texts that present a point of view

on an issue. Texts must include written and visual material and have appeared in the media

since 1 September of the previous year.

Total marks: 100

Unit 4:

Outcomes Marks allocated

Assessment task

Outcome 1 Produce a detailed comparison

which analyses how two selected texts present ideas, issues and

themes

60

A detailed comparison in written form of how to selected texts present ideas, issues and

themes.

Outcome 2 Construct a sustained and reasoned point of view on an issue currently debated in the media.

10

30

A written statement of intention to accompany the student’s own oral presentation,

articulating the intention of decisions made in the planning process, and how these

demonstrate understanding of argument and persuasive language.

A point of view presented in oral form using

sound argument and persuasive language. The point of view should relate to an issue that has

appeared in the media since 1 September of the previous year. The issue does not have to be

the same as the issue selected for study in Outcome 2, Unit 3.

Total marks: 100

VCE

Engl

ish U

nits

3 &

4


Careers Note: A study score of 20 – 25 is a pre-requisite for most University courses.


VCE

Engl

ish a

s an

Addi

tiona

l Lan

guag

e (E

AL) U

nits

1 &

2

VCE English as an Additional Language Units 1 & 2

Course Description This study aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of higher education, post-school employment and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language skills development and thus grow in confidence and understanding. Unit 1 Description The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Unit 2 Description This unit focuses on the reading of a range of texts for comprehension, enjoyment and discrimination. Students will construct their own texts for different audiences, purposes and contexts. They will also develop and respond to a range of oral texts. Eligibility Students who believe they may be eligible should speak with the EAL co-ordinator.

• PLEASE NOTE: EAL in Year 11 can lead to either English 3 & 4 or EAL 3 & 4

What Careers this could lead to: Fluency in written and spoken English is important in most careers:

Actor Journalist Script writer Advertising Manager Lawyer Teacher Counsellor Librarian Tourism Officer Editor Media Presenter Publisher Anthropologist Public Relations Officer Youth Worker Interpreter Public Service Officer Speech Pathologist Sociologist Film & TV Critic Copywriter

Enquiries to: Cristina Presa


VCE English as an Additional Language Units 3 & 4

Course Description This study aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of higher education, post-school employment and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language skills development and thus grow in confidence and understanding. Unit 3 Description The focus of this unit is on the development of critical responses to both print and non-print texts, including media texts, and the use of oral language to interact positively, critically and confidently with audiences in formal and informal settings. Students will also prepare for the end-of-year examination. Unit 4 Description The focus of this unit is the development of critical responses to both print and non-print texts and the achievement of competence and confidence in writing for different purposes, audiences and contexts in a variety of forms. Students will also prepare for the end-of-year examination. Contribution to units 3 and 4 Study Score

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

Eligibility tudents who believe they may be eligible should speak with the EAL co-ordinator. Students seeking enrolment must complete and submit and “Application for Enrolment in English as an Additional Language Units 3 and 4”.

VCE

Engl

ish a

s an

Addi

tiona

l Lan

guag

e (E

AL) U

nits

3 &

4

Careers Note: A study score of 25 - 30 in EAL as the English stream is a pre-requisite for most University courses.

Enquiries to: Cristina Presa


VCE

Envi

ronm

enta

l Sci

ence

Uni

ts 1

& 2

VCE Environmental Science Units 1 & 2

• Not available in 2018

Course Description Environmental science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems. VCE Environmental Science enables students to explore the challenges that past and current human interactions with the environment present for the future by considering how Earth’s atmosphere, biosphere, hydrosphere and lithosphere function as interrelated systems. In undertaking this study, students examine how environmental actions affect, and are affected by, ethical, social and political frameworks. Environmental Science students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary issues related to environmental science, and communicate their views from an informed position. Unit 1 Description: How are Earth’s systems connected? In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured. Unit 2 Description: How can pollution be managed? In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision-making.


Agriculturalist Environmentalist Marine biologist Botanist Farmer Metallurgist Climatologist Fisheries officer Meteorologist Earth Scientist Geologist Mining Engineer Ecologist Geophysicist Physical Scientist Teacher Hydrologist Planning and Surveyor Environment officer Park Ranger Toxicologist Microbiologist Forest Technical Officer Water Recourses Engineer Civil Engineer Farmer Zoo Keeper



VCE Environmental Science Units 3 & 4 • Not available in 2018

Unit 3 Description: How can biodiversity and development be sustained? In this unit students focus on environmental management through the examination and application of sustainability principles. They explore the value and management of the biosphere by examining the concept of biodiversity and the services provided to all living things. They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species. Students use a selected environmental science case study with reference to the principles of sustainability and environmental management to explore management at an Earth systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere. Unit 4 Description: How can the impacts of human energy use be reduced? In this unit students analyse the social and environmental impacts of energy production and use on society and the environment. They explore the complexities of interacting systems of water, air, land and living organisms that influence climate, focusing on both local and global scales, and consider long-term consequences of energy production and use. Students examine scientific concepts and principles associated with energy, compare efficiencies of the use of renewable and non-renewable energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment, including climate change. Contribution to units 3 and 4 Study Score


VC

E En

viro

nmen

tal S

cien

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3 &

4



Agriculturalist Environmentalist Marine biologist Botanist Farmer Metallurgist Climatologist Fisheries officer Meteorologist Earth Scientist Geologist Mining Engineer Ecologist Geophysicist Physical Scientist Teacher Hydrologist Planning and Surveyor Environment officer Park Ranger Toxicologist Microbiologist Forest Technical Officer Water Recourses Engineer Civil Engineer Farmer Zoo Keeper


VCE

Food

Stu

dies

Uni

ts 1

& 2

VCE Food Studies Units 1 & 2

Course Description VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. VCE Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices. Students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems and the many physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends. Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments. Unit 1 Description: Food origins This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. Students explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others. Unit 2 Description: Food makers In this unit students investigate food systems in contemporary Australia. They look at commercial food production industries, and food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

Enquiries to: Ashley Craven Enquiries to: Damian Van Wyk


Dietician Caterer Pastry Chef Nutritionist Food Technologist Butcher Consumer Scientist Health Promotions Officer Food Processing Technician Brewery Worker Wine Maker Cheese Maker Baker Diet Supervisor


VCE Food Studies Unit 3 & 4

Unit 3 Description: Food in Daily Life This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion. Area of Study 2 focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns Unit 4 Description: Food Issues, Challenges & Futures In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Area of Study 2 focuses on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices.They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging. The practical component of this unit provides students with opportunities to apply their responses to environmental and ethical food issues, and to extend their food production repertoire reflecting the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Contribution to units 3 and 4 Study Score


VC

E Fo

od S

tudi

es U

nits

3 &

4

Enquiries to: Damian Van Wyk


Dietician Caterer Pastry Chef Nutritionist Food Technologist Butcher Consumer Scientist Health Promotions Officer Food Processing Technician Brewery Worker Wine Maker Cheese Maker Baker Diet Supervisor


VCE

Geog

raph

y U

nits

1 &

2

VCE Geography Units 1 & 2 • Not available in 2018

Course Description This study focuses on the geography of place and change. Each place on the Earth’s surface possesses characteristics that make it unique and subject to change. Geographers investigate the changing pattern of places using a range of geographical resources and skills. They observe, describe, explain and analyse patterns of phenomena, which affect places at or near the surface of the Earth. Patterns of phenomena can be studied at a range of scales. Unit 1 Description: Hazards and Disasters In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Unit 2 Description: Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. The study of tourism at local, regional and global scales emphasises the interconnection within and between places. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism. Students undertake fieldwork in this unit and report on fieldwork using the structure provided.

Enquiries to: Ashley Craven Enquiries to: Vicki Ryan

Careers this could lead to:

Agriculturalist Environmentalist Metallurgist Anthropologist Farmer Meteorologist Archaeologist Fisheries officer Mining Engineer Civil Engineer Geographer Pilot Demographer Geologist Urban Planner Ecologist Geophysicist Surveyor Environment Officer Hydrologist Park Ranger


VCE Geography Units 3 & 4 • Not available in 2018

Unit 3 Description: Changing the Land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and fauna and, increasingly, interconnections with human activity. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change. People have modified land cover to produce a range of land uses to satisfy needs such as housing, resource provision, communication, recreation and so on. Unit 4 Description: Human Population – trends and issues In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. In this unit, students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. Contribution to units 3 and 4 Study Score


VCE

Geog

raph

y U

nits

3 &

4

Enquiries to: Vicki Ryan

What Carers this could lead to:

Nutritionist Psychologist Police Officer Nurse Social Worker Aged Care Worker Occupational therapist Teacher – Health & P.E. Herbalist Optometrist Midwife Chinese Medicine Practitioner Anaesthetist Audiologist Operating Theatre Technician Naturopath Osteopath Child Care Worker Pharmacist Paramedic Dispensary Technician Radiation Therapist Cardiac Technologist Disability Support Worker


VCE

Heal

th &

Hum

an D

evel

opm

ent U

nits

1 &

2

VCE Health & Human Development Units 1 & 2

Course Description Health and Human Development studies the physical, social, intellectual and emotional development of individuals throughout their lifespan. It promotes the understanding that nutrition plays a major role in influencing both health status and individual human development. The subject is particularly relevant to students interested in teaching, childcare, welfare, social work, nursing and dietetics. This subject is useful to all students in preparation for independent living. Unit 1 Description: The Health and Development of Australia’s Youth In this unit students are introduced to the concepts of health and individual human development. Students identify issues that impact on the health and individual human development of Australia’s youth. Areas of study are Understanding Youth and Health and Development and Health Issues for Australia’s Youth Unit 4 Description: Individual Human Development and Health Issues Individual human development is perceived as involving a series of orderly and predictable changes. Over the lifespan, individuals accumulate life experiences that affect both their health and individual human development. This unit focuses on the lifespan stages of childhood and adulthood. Specified areas of study are The Health and Development of Australia’s Children, Adult Health and Development and Health Issues.

Enquiries to: Abby Graham

What Carers this could lead to:

Nutritionist Psychologist Police Officer Nurse Social Worker Aged Care Worker Occupational therapist Teacher – Health & P.E. Herbalist Optometrist Midwife Chinese Medicine Practitioner Anaesthetist Audiologist Operating Theatre Technician Naturopath Osteopath Child Care Worker Pharmacist Paramedic Dispensary Technician Radiation Therapist Cardiac Technologist Disability Support Worker


VCE History Units 1 & 2

Course Description Students learn about the global historical past, their shared history and the people, ideas and events that have created present societies and cultures. Students can develop an understanding of the issues of their own time and place. It seeks to extend students’ cultural, economic, social and political understanding while developing analytical skills and using imagination.

Units 1 Description: Twentieth Century History 1918–1939 In this Unit students explore the nature of political, social and cultural change in the period between the world wars. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In Germany, the persecution of the Jewish people became intensified. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes.

Units 2 Description: Twentieth Century History 1945–2000 In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. They examine the impact of the establishment of the United Nations in 1945, the Universal Declaration of Human Rights adopted in 1948, and the outcomes of the competing ideologies of democracy and communism, setting the backdrop for the Cold War. Students will examine Civil Rights movements, espionage and the Cold War, and other conflicts. They will also examine film representations of historical events, and uncover whether there can ever be one, true story of the past.

VCE

Hist

ory

Uni

ts 1

& 2

Enquiries to: Prue Mann

What Careers this could lead to: Anthropologist Barrister Librarian Academic Researcher Archaeologist Editor Sociologist Cultural Heritage Officer Art Historian Historian Teacher Foreign Affairs Officer Author Journalist Researcher Museum Curator Criminologist Law Clerk Political Scientist Tourism Information Officer


VCE

Hist

ory

Uni

ts 3

& 4

VCE History Units 3 & 4 Course Description Revolutions are the great disjuncture of modern times and mark deliberate attempts at new directions. Because revolutions involve destruction and construction, dispossession and liberation, they polarise society and unleash civil war and counter-revolution, making the survival and consolidation of the revolution the principal concern of the revolutionary state. In defence of the revolution, under attack from within and without, revolutionary governments often deploy armed force and institute policies of terror and repression. The process of revolution concludes when a point of stability has been reached and a viable revolutionary settlement made.

Revolutions in history have been reconsidered and debated by historians. The study of a revolution considers differing perspectives and the reasons why different groups have made different judgments of the history of the revolution.

At Manor Lakes P-12 College, the two revolutions The Russian Revolution and The Chinese Revolution would encompass Unit 3 and 4 History in 2018.


What Careers this could lead to: Anthropologist Barrister Librarian Academic Researcher Archaeologist Editor Sociologist Cultural Heritage Officer Art Historian Historian Teacher Foreign Affairs Officer Author Journalist Researcher Museum Curator Criminologist Law Clerk Political Scientist Tourism Information Officer


VCE Legal Studies Units 1 & 2

Course Description 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 Unit 1 Description: Gilt and Liability In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an understanding of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute. Unit 2 Description: Sanctions, Remedies and Rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

VCE

Lega

l Stu

dies

Uni

ts 1

& 2

Enquiries to: Rachel Grima


Barrister Dispute settlement Officer Mediation Officer Business Manager Journalist Police Officer Company Administrator Lawyer Social Worker Law Clerk Court Officer Teacher Court Reporter Local Government Worker Parliamentarian Registrar of the Court Probation & Parole Officer Correctional Officer Criminologist Community Services Case Manager Property Economist


VCE

Lega

l Stu

dies

Uni

ts 3

& 4

VCE Legal Studies Units 3 & 4

Course Description 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. Unit 3 Description: Rights and Justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Unit 4 Description: The People and the Law In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Contribution of Units 3 and 4 to Study Score:

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


Bachelor of Arts Bachelor of Journalism Bachelor of Business/Commerce Bachelor of Law Bachelor of Criminology Bachelor of Management Bachelor of Education Bachelor of Criminal Justice Certificate IV in Justice Bachelor of Psychology Bachelor of Legal & Dispute Studies Bachelor of Community & Human Services Bachelor of Social Work Bachelor of International Relations



VCE Mathematics

Mathematics is compulsory in Year 11. However, during the course of the year students will be counselled according to their performance and what pathway is the most appropriate. Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and inter-relationships between these. Essential mathematical activities include: conjecturing, hypothesising and problem posing; estimating, calculating and computing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem solving. Students will apply mathematical skills to solve standard problems; use mathematics when dealing with real life situations and use technology to support their learning.

VCE

Mat

hem

atic

s

Enquiries to: Jessica Owen


VCE

Fou

ndat

ion

Mat

hem

atic

s Uni

ts 1

& 2

VCE Foundation Mathematics Units 1 & 2

Course Description Foundation Mathematics provides for the continuing mathematical development of students entering VCE. The course is for those who need to improve their mathematical skills to support their other VCE subjects, including VET studies, but they do not intend to undertake Units 3 and 4 Mathematics. There is a strong emphasis on using mathematics in practical contexts relating to everyday life in the community, at work and study. Specified areas of study are ‘Space, Shape and Design’, ‘Patterns and Number’, ‘Data’ and ‘Measurement’. Unit 1 Description: This unit focuses on ‘Space, Shape and Design’ and ‘Pattern and Number’. Students develop basic mathematical skills in a practical setting. Skills and knowledge covered in the unit include:

• Properties of shapes and objects • Use of plans, maps, models and diagrams • Application of Pythagoras’ theorem in practical situations • Application of integers, decimals, fractions, ratios, proportions, percentages and rates to

solve practical problems • Application and interpretation of formulas and algebraic expressions

Unit 2 Description: This unit focuses on ‘Data’ and ‘Measurement’. Students develop basic mathematical skills in a practical setting. Skills and knowledge covered in the unit include:

• Features, conventions, and terminology associated with data • Interpretation and creation of diagrams, charts, tables and graphs • Use of measures of central tendency (averages) and spread to summarise and interpret

data • Application and use of metric units and measure, including derived measures • Estimation and approximation strategies • Interpretation and use of time and duration including time and date specifications,

conventions, schedules, timetables and time zones

What Courses this could lead to: This course is designed to build students basic mathematical skills and knowledge needed every day. Completing Foundation Mathematics will assist students looking to enter apprenticeships and trades, or students wishing to improve their understanding of mathematics without pursuing it further. This course leads into VCAL Numeracy in Year 12



VCE General Mathematics Units 1 & 2 (Standard)

Course Description General Mathematics Units 1 & 2 provide for a range of courses of study involving non-calculus based topics for a broad range of students and may be implemented in various ways to reflect student interests in, and applications of, mathematics. Some students will not study mathematics beyond Units 1 and 2 and some will undertake Further Mathematics. Specified areas of study in General Mathematics Units 1 & 2 are ‘Arithmetic and Number’, ‘Statistics’, ‘Geometry, Measurement and Trigonometry’, ‘Linear and Non-Linear Relationships’, ‘Algebra and Structure’, and ‘Discrete Mathematics’. Unit 1 Description: This unit focuses on ‘Financial Maths and Recursion’, ‘Linear Algebra and Relationships’ and ‘Statistics’. Students develop a variety of common and specific mathematical skills in a theoretical setting. Skills and knowledge covered in the unit include:

• Application of percentage increase and decrease such as calculating GST • Application of simple interest and compound interest • Comparison of purchase options including cash, credit and debit cards, personal loans • Use of a first-order linear recurrence relation to generate the terms of a number sequence • Use of tabular and graphical display of sequences • Substitution, transposition and solutions of linear equations, including literal linear equations • Development of formulas from word descriptions • Use of linear equations, including simultaneous linear equations in two variables, and their

application to solve practical problems. • Use of displays and descriptions of data distributions and its interpretation • Understanding measures of centre and spread and their use in summarising numerical data

distributions • Understanding scatterplots and their use in identifying and qualitatively describing the

correlations Unit 2 Description: This unit focuses on ‘Matrices and Networks’, and ‘Geometry, Measurement and Trigonometry’. Students develop a variety of common and specific mathematical skills in a theoretical setting. Skills and knowledge covered in the unit include: Use of matrices to store and display information that can be presented in a rectangular array of rows and columns such as databases and links in social and road networks

• Use of matrices, including matrix products and powers of matrices, to model and solve problems

• Introduction to the notations, conventions and representations of types and properties of graphs

• Understanding of connected graphs: walks, trails, paths, cycles and circuits with practical applications

• Properties of two and three dimensional shapes and their applications • Properties of triangles and their applications • Introduction to the sine and cosine rule

VCE

Mat

hem

atic

s: G

ener

al (S

tand

ard)

Uni

ts 1

& 2



Accountant Electrician Banker Teacher Economist Builder Insurance Assessor Nurse Surveyor Stock Broker Computer Programmer Urban Planner

*This course leads into VCE Further Mathematics Units 3 & 4.


VCE

Mat

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s: F

urth

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3 &

4

VCE Mathematics: Further Units 3 & 4

Course Description This course is designed to follow on directly from General Mathematics Units 1 & 2. The topics delivered in Further Mathematics Units 3 & 4 are intended to provide a broad base of Mathematical experience which are considered suitable for employment or tertiary studies where mathematics is a supporting subject but not the main focus of the course. In undertaking these units, students are expected to be able to apply techniques, routines and processes and they should have a facility with relevant mental and by-hand approaches to estimation and calculation. Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. These units can be taken without completing Further Maths Units 1 & 2. Unit 3 Description: This unit focuses on the Core area of study, which comprises of ‘Data Analysis’ and ‘Recursion and Financial Modelling’. Skills and knowledge covered in the unit include:

• Use of the facts, concepts and techniques associated with data analysis and recursion and financial modelling and their applications

• Understanding general formulation of the concepts, techniques and models studied in data analysis and recursion and financial modelling

• Identifying, recalling and selecting facts, concepts, models and techniques needed to investigate and analyse statistical non-financial situation that requires the use of increasingly sophisticated models to complete the analysis

• Interpreting and reporting the results of a statistical investigation or of completing a modelling or problem-solving task in terms of the context under consideration, including discussing the assumptions in application of these models.

Unit 4 Description: This unit focuses on the Application area of study, which comprises of ‘Matrices’ and ‘Networks and Decision Mathematics’. Skills and knowledge covered in the unit include:

• Use of the facts, concepts and techniques associated with matrices and networks and their applications

• Understanding the general formulation of the concepts, techniques and models introduced in matrices and networks

• Identifying, recalling and selecting the mathematical concepts, models and techniques needed to solve an extended problem or conduct an investigation in a variety of contexts

• Interpreting and reporting the results of modelling or problem-solving activities in terms of the context of the situation being analysed, including discussing assumptions made.

Contribution to Unit 3 and 4 Study Score Unit 3 School assessed coursework: 20% Unit 4 School assessed coursework: 14% Exam 1 33% Exam 2 33%

What Courses this could lead to: Bachelor of Civil Engineering Bachelor of Agriculture Bachelor of Programming - ICT Bachelor of Computer Sciences Bachelor of Health Sciences Bachelor of Law Bachelor of Nursing Bachelor of Education Bachelor of Commerce Bachelor of Psychology



VCE Mathematical Methods Units 1 & 2

Course Description Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 & 4 and contain assumed knowledge and skills for these units. These units are designed to introduce students to mathematical structure in a closely sequenced development of topics. Units 3 & 4 will follow directly from Units 1 & 2 and may be taken alone or together with other Mathematics subjects. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and Statistics’.

Mathematical Methods Units 1 & 2 should be successfully completed prior to commencing Mathematical Methods Units 3 & 4.

Unit 1 Description: This unit focuses on Functions & Graphs, Rates of Change and Algebra. Skills and knowledge covered in the unit include:

• Defining of a function, the concepts of domain, co-domain and range and rule of a function • Understanding the effect of transformations of the plane and simple combinations of these

transformations • Understanding average and instantaneous rates of change and their interpretation with

respect to the graphs of functions • Expanding and factorising linear and simple quadratic expressions with integer coefficients

by hand and with technology • Using algebraic, graphical and numerical approaches, including the factor theorem and the

bisection method, to determine and verify solutions to equations over a specified interval • Sketching by hand and with technology graphs and simple transformations

Unit 2 Description: This unit focuses on Rates of Change, Algebra and Probability and Statistics. Skills and knowledge covered in the unit include:

• The exact values of sine, cosine and tangent and the key features their graphs • The key features of the exponential and logarithmic functions and their graphs • The relationship between an exponential function and the logarithmic function • Understanding the limit definition of the derivative of a function, and the derivative as

the rate of change or gradient function and the informal concepts of limit, continuity and differentiability

• Understanding and using the rules for finding derivatives and anti-derivatives of power functions

• Using Newton’s method to find an approximation to a root of a cubic polynomial function

• Using derivatives to assist in the sketching of graphs and to solve simple maximum and minimum problems

• Set up probability simulations, and describe the notion of randomness, variability and its relation to events

VCE

Mat

hem

atic

s: M

etho

ds U

nits

1 &

2


Doctor Mechanical Engineer Architect Computer Programmer Pharmacist Aircraft Engineer Nanotechnologist Finance Lawyer Mathematical Scientist Physicist Biomedical Scientist Chemical Engineer

*This course leads into VCE Mathematical Methods Units 3 & 4



VCE

Mat

hem

atic

s: M

etho

ds (C

AS) U

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3 &

4

VCE Mathematical Methods Units 3 & 4

Course Description Mathematical Methods Units 3 & 4 is designed to follow on directly from completed Unit 1 & 2 with topics delivered designed to extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and calculation.

Mathematical Methods Units 3 & 4 should only be commenced after successful completion of Mathematical Methods Units 1 & 2.

Unit 3 Description: This unit focuses on Functions and Calculus. Skills and knowledge covered in the unit include:

• Determining and understanding the effect of transformations on the graphs of a function or relation

• Understanding the concepts of domain, maximal domain, range and asymptotic behaviour of functions

• Applying analytical, graphical and numerical approaches to solving equations and the nature of corresponding solutions (real, exact or approximate) and the effect of domain restrictions

• Understanding features which link the graph of a function to the graph of the corresponding gradient function or its numerical values, the tangent to a curve at a given point and how the sign and magnitude of the derivative of a function can be used to describe key features of the function and its derivative function

• Using the sum, difference, chain, product and quotient rules for differentiation

Unit 4 Description: This unit focuses on Calculus, Probability and Statistics.

Skills and knowledge covered in the unit include: • Understanding the properties of anti-derivatives and definite integrals • Understanding and applying the concept of approximation to the area under a curve using

rectangles, the ideas underlying the fundamental theorem of calculus and the relationship between the definite integral and area

• Understanding the concepts of a random variable (discrete and continuous), bernoulli trials and probability distributions, the parameters used to define a distribution and properties of probability distributions and their graphs

• Understanding the definition of sample proportion as a random variable and key features of the distribution of sample proportions

Contribution to Unit 3 and 4 Study Score

Unit 3 School assessed coursework: 20 % Unit 4 School assessed coursework: 14 % Exam 1 22 % Exam 2 44 %

What Courses this could lead to: Bachelor of Aerospace Engineering Bachelor of Pharmaceutical Science Bachelor of Physiotherapy Bachelor of Biomedical Sciences Bachelor of Exercise and Sport Sciences Bachelor of Computer Science Bachelor of Nanotechnology Bachelor of Commerce and Finance Law



VCE Specialist Mathematics Units 1 & 2 • Not available in 2018

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

• Algebra and structure • Arithmetic and number • Discrete mathematics • Geometry, measurement and trigonometry, • Graphs of linear and non-linear relations, • Statistics

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

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What Careers this could lead to: Doctor Mechanical Engineer Architect Computer Programmer Pharmacist Aircraft Engineer Nanotechnologist Finance Lawyer Mathematical Scientist Physicist Biomedical Scientist Chemical Engineer

*This course leads into VCE Specialist Mathematics Units 3 & 4



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VCE Specialist Mathematics Units 3 & 4


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

Unit 3 School assessed coursework: 17 % Unit 4 School assessed coursework: 17 % Exam 1 22 % Exam 2 44 %

What Courses this could lead to: Bachelor of Aerospace Engineering Bachelor of Pharmaceutical Science Bachelor of Physiotherapy Bachelor of Biomedical Sciences Bachelor of Exercise and Sport Sciences Bachelor of Computer Science Bachelor of Nanotechnology Bachelor of Commerce and Finance Law



VCE Media Units 1 & 2

Course Description The media is everywhere in today’s world. Working on a personal, local, national and global level, media is deeply embedded within life and culture. It entertains, teaches, informs, and shapes audiences’ perception of their lives and the worlds in which they live. Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories narratives are constructed that engage, and are read, by audiences. Representations of ideas, realities and imagination are constructed and deconstructed, remixed and reimagined with ever increasing technological sophistication, ease and speed to engage audiences. Developments in technologies have transformed media at a rapid pace. The interplay between print and broadcast media and multinational-networked database platforms has enabled creative communication opportunities and reworked notions of key media concepts including audiences, forms and products, storytelling, influence, institutions and industries. Media audiences are no longer constrained by physical, social and political boundaries. Audiences are consumers, users, creative and participatory producers and product. This has created a dramatic increase in communicative, cultural and creative possibilities. The greater involvement of audiences has generated enormous changes in the media economy and issues of content control. Students examine how and why the media constructs and reflects reality and how audiences engage with, consume, read, create and produce media products.

Unit 1 Description: Media forms, representations and Australian stories The relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. Students gain an understanding of audiences as producers and consumers of media products. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. 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 Description: Narrative across media forms Fictional and non-fictional narratives are fundamental to the media and are found in all media forms. Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, and using media codes and conventions. In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. 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 audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

What Courses this could lead to: Journalist Magazine Journalist Writer Broadcast Journalist Advertising Agent Market Researcher Radio Broadcaster Multimedia Specialist Proof Reader Script Writer Director Set Designer Visual Effect Artist Sound Technician Animator Editor Stage Manager Game Designer Publisher Sign Maker Television/Film/video Producer

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Enquiries to: Michael Poke


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VCE Media Units 3 & 4

Course Description The media is everywhere in today’s world. Working on a personal, local, national and global level, media is deeply embedded within life and culture. It entertains, teaches, informs, and shapes audiences’ perception of their lives and the worlds in which they live. Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories narratives are constructed that engage, and are read, by audiences. Representations of ideas, realities and imagination are constructed and deconstructed, remixed and reimagined with ever increasing technological sophistication, ease and speed to engage audiences. Developments in technologies have transformed media at a rapid pace. The interplay between print and broadcast media and multinational-networked database platforms has enabled creative communication opportunities and reworked notions of key media concepts including audiences, forms and products, storytelling, influence, institutions and industries. Media audiences are no longer constrained by physical, social and political boundaries. Audiences are consumers, users, creative and participatory producers and product. This has created a dramatic increase in communicative, cultural and creative possibilities. The greater involvement of audiences has generated enormous changes in the media economy and issues of content control. Students examine how and why the media constructs and reflects reality and how audiences engage with, consume, read, create and produce media products.

Unit 3 Description: Media narratives and pre-production Students explore stories that circulate in society through media narratives. They consider how media construction is influenced by social, cultural, ideological and institutional contexts. Students assess how audiences from different periods of time and contexts are engaged by, consume media. Students design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement. They explore and experiment with media technologies to develop production skills. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production of a media product.

Unit 4 Description: Media Process, Social Value and Media Influence In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production, documenting the changes of their production as they work towards completion. Students consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media. Contribution to Unit 3 and 4 study score

Unit 3 School-assessed coursework: 10 % Unit 4 School-assessed coursework: 10 % Units 3 and 4 School-assessed task: 40 % Units 3 and 4 End-of-year Examination: 40 %

What Courses this could lead to: Bachelor of Journalism Bachelor of Arts Bachelor of Media & Communications Bachelor of Digital Design Advanced Diploma of Business - Public Relations Bachelor of Animation Bachelor of Screen Media Bachelor of Sports Media Bachelor of Stage & Screen Diploma of Digital Media Technologies Bachelor of Media Bachelor of Film Games Design Photography and Video Imaging

Enquiries to: Michael Poke


VCE Outdoor & Environmental Studies Units 1 & 2 • Not available in 2018

Course Description VCE Outdoor & Environmental Studies is concerned with the ways humans interact with and relate to outdoor environments. The study enables students to make critically informed comment on questions of environmental sustainability and to understand the importance of environmental health. Students will engage in both passive and active outdoor activities. Note: As part of the subject curriculum for Units 1 and 2 Outdoor and Environmental Studies, students will be required to attend camps and excursions to fulfill the experiential components of the assessment. Activities may include bushwalking, mountain biking, canoeing, rafting, snorkeling, camping in tents, and nature study activities. These activities have a certain level of risk associated with them that is inherent with being in natural bush, river, or marine environments. The cost of these camps and excursions will be approximately $300 per semester. Unit 1 Description: Exploring Outdoor Experiences This unit examines the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on the individuals and their personal responses to and experiences of outdoors environments. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in the outdoor environments. Unit 2 Description: Discovering Outdoor Environments This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimize the human impact on outdoor environments.

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Horticultural Assistant Park Ranger Farmer Forrest Technical Officer Survey Assistant Zoo Keeper Gardener Natural Resource Manager Natural Therapist Geologist Marine Biologist Meteorologist Urban & Regional Planner Environmental Health Officer Botanist Ecologist Civil Engineer Recreation Officer Soil Scientist Fire Fighter Tour Guide

Enquiries to Vicki Ryan


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VCE Outdoor & Environmental Studies Units 3 & 4 • Not available in 2018

Course Description VCE Outdoor and Environmental Studies is concerned with the ways humans interact with and relate to outdoor environments. In this study both passive and active outdoor activities provide the means for students to develop experiential knowledge of outdoor environments. Unit 3 Description: Relationships with outdoor environments The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific natural environments.

Unit 4 Description: Sustainable outdoor relationships In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. Students engage in one or more related experiences in outdoor environments.

Contribution to Unit 3 and 4 study score Percentage contributions to the study score in VCE OES are as follows:

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


Bachelor of Arts/Science Bachelor of Education Bachelor of Environmental Science Bachelor of Marine Science Bachelor of Exercise & Sports Science Bachelor of Global Studies Bachelor of Zoology Bachelor of Animal Science Certificate III in Fishing Operations Certificate III in Aquaculture Bachelor of Sustainability Certificate IV in Outdoor Recreation Certificate IV in Landscape Design Diploma of Parks & Gardens Management

Enquiries to: Vicki Ryan


VCE Physical Education Units 1 & 2

Course Description Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It provides the integration of theoretical knowledge and practical application through participation. The study prepares students for such fields of study as human movement, nursing or physiotherapy as well as providing valuable knowledge and skills for participating in their own sport and physical activity pursuits. **Please note: Unit 3 / 4 Physical Education is 80% theory and 20% practical based. Unit 1 Description: The Human Body in Motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. Unit 2 Description: Physical Activity, Sport and Society This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to the role that participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in different population groups. Through a series of practical activities, students gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity, including enablers and barriers. Students create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity

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Sports Coach Army Solider Air Force Technician Fitness Instructor Life Guard Fire Fighter Sports Commentator Paramedic Dancer Sports Development Officer Sports Scientist Dietician Nutritionist Physiotherapist Osteopath Myotherapist Chiropractor Remedial Massage

Therapist

Enquiries to: Alison Wigg


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VCE Physical Education Units 3 & 4

Course Description Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It provides the integration of theoretical knowledge and practical application through participation. The study prepares students for such fields of study as human movement, nursing or physiotherapy as well as providing valuable knowledge and skills for participating in their own sport and physical activity pursuits. **Please note: Unit 3 / 4 Physical Education is 80% theory and 20% practical based. Unit 3 Description: Physical Activity Participation and Physiological Performance This unit focuses on patterns of physical activity and the National Physical Activity Guidelines. Using various subjective and objective methods, students assess their own and others’ activity levels. Students will then analyse the advantages and limitations of these various methods. Throughout the unit students will look at physical activity promotion in schools, community settings and the workforce. Students investigate the contribution of energy systems to performance in physical activity and the multi-factorial causes of fatigue. They consider different strategies used to delay and manage fatigue and to promote recovery. Unit 4 Description: Enhancing Physical Performance This unit focuses on fitness components and assessment of fitness. Students will consider the ways in which fitness can be improved by the application of appropriate training principles and methods. This will be achieved through participation in activity, data collection, fitness testing and fitness training. Throughout the unit students will examine how individuals adapt both physically (training response) and mentally (physiological factors) to a training program. Specified areas of study are planning, implementing and evaluating a training program and performance enhancement and recovery practices. Contribution to Units 3 and 4 study score

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


Bachelor of Exercise & Sports Science Bachelor of Sport Coaching Bachelor of Youth Work Bachelor of Biomedicine Diploma of Fitness Bachelor of Applied Science Bachelor of Sport Management Bachelor of Paramedicine Bachelor of Nursing Diploma of Mental Health Bachelor of Health Science - Naturopathy Bachelor of Community Health Advanced Diploma of Myotherapy Bachelor of Science – Osteopathy Bachelor of Physiotherapy Bachelor of Chiropractic Science

Enquiries to: Alison Wigg


VCE Physics Units 1 & 2

Course Description Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the Universe. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena. Students also develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary physics-related issues and to communicate their views from an informed position. Unit 1 Description: What ideas explain the physical world? Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter. Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe. Unit 2 Description: What do experiments reveal about the physical world? In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

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Astronaut Pilot Radiographer Builder Optometrist Physicist Computer Engineer Metallurgist Sound Technician Electronics Engineer Meteorologist Surveyor Physiotherapist Mining Engineer Geologist Forensic Scientist Cardiac Technologist Architect Aerospace Engineer Radiation Therapist Medical Imaging Technologist Prosthetist/Orthotist Electrician Nuclear Medicine Technologist



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VCE Physics Units 3 & 4

Course Description Physics is a theoretical and empirical science, which contributes to our understanding 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. The study of physics is designed to enhance the scientific literacy of students in the specialised area of physics. Scientifically literate physics students demonstrate interest in and understanding of the Universe, engage in debates about the nature of evidence, theories and models, and appreciate the value of physics in society. They can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations, and select and use a range of appropriate technologies and mathematical techniques. Unit 3 Description: Motion, Electronics, and Photonics Unit 3 consists of two prescribed areas of study: Motion in one and two dimensions; and Electronics and photonics. This unit focuses on the ideas that underpin much of the technology found in areas such as communications, engineering, commerce and industry. Motion in one and two dimensions is introduced and applied to moving objects on Earth and in space. Circuit models are applied to further aspects of electricity and electronics, and the operation and use of photonic devices are introduced. The detailed studies offer examples of theoretical and practical applications of these technologies. Unit 4 Description: Light and Matter and Electric Power Unit 4 consists of two prescribed areas of study: Electric power and Interactions of light and matter. This unit focuses on the development and limitations of models in explaining physical phenomena. A field model of electromagnetism is applied to the generation of electricity, and the development of models that explain the complex interactions of light and matter are considered. The detailed studies provide examples of innovative technologies used for research and communication. A detailed study is to be chosen in either Unit 3 or Unit 4 from one of six detailed studies: Einstein’s special relativity, Materials and their use in structures, Further electronics, Synchrotron and its applications, Photonics, and Sound. Contribution of Units 3 and 4 to Study Score:

Unit 3 School-assessed Coursework (SACs): 20% Unit 4 School Assessed Coursework (SACs): 20% End-of-year Examination: 60%


Bachelor of Aerospace Engineering Bachelor of Engineering – Electrical & Electronic Bachelor of Aviation Bachelor of Information Systems Bachelor of Biomedicine Bachelor of Architecture Design Bachelor of Digital Media Bachelor of Science Bachelor of Education Bachelor of Exercise Science Bachelor of Medical Imaging Bachelor of Electrical & Computer Systems Engineering Bachelor of Computer Science Bachelor of Animal & Veterinary Biosciences



VCE Production Design & Technology - Textiles or Wood Units 1 & 2


Course Description Product Design and Technology is based on changing ideas into functional and attractive products. Students develop the knowledge and skills related to working with a client putting a folio together and making products. The folio includes different drawing styles, research and evaluations. A range of tools and equipment are safely used make the product and the social, environmental and economic issues related to the materials covered. The subject has 3 main parts: a folio making a product and understanding the links between design and industry. The course is seen as two years because the knowledge and skills gained in Units 1 & 2 (Year 11) are critical to Units 3 & 4 (Year 12). Unit 1 Description: Product re-design and sustainability (Textiles or Wood) The focus is on modification and improvement of a product design. Students examine an existing product and how it meets the needs of a user. Students write a design brief and explain how it will be modified and improved. One of the alterations should aim to improve the product’s sustainability. Unit 2 Description: Collaborative design (Textiles or Wood) Students work in teams to design and develop and make an item in a product range focusing on human needs and wants; function, purpose and context of product design; aesthetics; materials and sustainability. Students gain inspiration from an historical design movement.

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Wood Textiles Carpenter Building Contractor Set Designer Costume Maker Cabinet Maker Interior Designer Fashion Coordinator Furniture Designer Architect Plasterer Visual Merchandiser Fashion Designer Floor Finisher Building Surveyor Upholsterer Screen Printer Civil Engineer Joiner

Urban & Regional Planner Landscape Architect

Milliner Clothing Pattern Maker

Retail Buyer

Enquiries to: Fiona Martin / Pieter Badenhorst


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VCE Production Design & Technology: Wood Units 3 & 4


Course Description Product Design and Technology is based on changing ideas into functional and attractive products. Students develop the knowledge and skills related to working with a client putting a folio together and making products. The folio includes different drawing styles, research and evaluations. A range of tools and equipment are safely used make the product and the social, environmental and economic issues related to the materials covered. The subject has 3 main parts: a folio making a product and understanding the links between design and industry. The course is seen as two years because the knowledge and skills gained in Units 1 & 2 (Year 11) are critical to Units 3 & 4 (Year 12). Unit 3 Description: Applying the product design process (Wood) Using the product design process students design and develop a product that meets the needs and expectations of the client. A range of factors are studied including human centred design; innovation and creativity; sustainability, etc. A design brief is written to meet client needs, which include drawings and related research. Unit 4 Description: Product development and evaluation (Wood) Evaluations are made at various points of product design, development and production. Comparisons between similar products help to judge the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle are analysed and evaluated. Contribution of Units 3 and 4 to Study Score:

Unit 3 school-assessed coursework: 12% Unit 4 school-assessed coursework: 8% School-assessed task: 50% End-of-year Examination: 30%


Wood: Textiles: Bachelor of Building Surveying Bachelor of Arts - Textiles Design Diploma of Building Design Certificate IV in Fashion Textiles Merchandising Bachelor of Construction Management Certificate IV in Millinery Certificate IV in Engineering Drafting Diploma of Fashion Styling Apprenticeship in Cabinet Making Bachelor of Design Apprenticeship in Building & Construction Bachelor of Fashion

Enquiries to: Fiona Martin / Pieter Badenhorst


VCE Psychology Units 1 & 2

Course Description Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society. Students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary psychology-related issues, and communicate their views from an informed position. Unit 1 Description: How are behaviour and mental processes shaped? Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. Unit 2 Description: How do external factors influence behaviour and mental processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

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Advertising Agent Youth Worker Psychiatrist Community Worker Lawyer Psychologist Counsellor Market Researcher Public Relations Officer Dentist Probation & Parole Officer Rehabilitation Counsellor Forensic Psychologist Nurse Social Worker Health/Sport Psychologist Journalist Criminologist Education Aide Careers Adviser Sociologist Human Resources Officer Recruitment Consultant Disability Services Instructor



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VCE Psychology Units 3 & 4

Course Description In the VCE study of Psychology, students explore complex human behaviours and thought processes. They develop empathetic understandings and an understanding of mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as workplace and social relations. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour. The study assists students to further develop effective language skills for communication, and numeracy skills for research, data analysis and other applications. Unit 3 Description: How does experience affect behavior and mental processes? The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory. Unit 4 Description: How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing. Contribution of Units 3 and 4 to Study Score:

Unit 3 School-assessed Coursework (SACs) 16% Unit 4 School-assessed Coursework (SACs) 24% End-of-year examination 60%


Bachelor of Psychology Diploma of Counselling Bachelor of Education Bachelor of Youth Work Bachelor of Arts Bachelor of Public Health Bachelor of Health Sciences Bachelor of Marketing Bachelor of Criminology Bachelor of Global Studies Bachelor of Social Sciences Bachelor of Criminal Justice Bachelor of Nursing/Paramedics Bachelor of Occupational Therapy



VCE Sociology Units 1 & 2

Course Description Sociology focuses on the study of human behaviour and social interaction to understand how societies are organised, develop and change. Sociology attempts to understand human society from a holistic point of view, including consideration of its composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. In VCE Sociology students examine key theories and areas of study regarding family, deviance, ethnicity, community and social movements.

The study of VCE Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further, it directs students’ attention to how the parts of society are interrelated, in addition to the causes and impacts of social change. VCE Sociology provides valuable knowledge and skills for participation in everyday life. It develops a capacity for detailed observation of social patterns and group behaviour, and encourages students to become aware of and to think about daily life and activities from a sociological perspective. Unit 1 Description: Unit 1 explores the social categories of youth and adolescence and the social institution of family. It examines the way youth and adolescence are constructed as social categories, in the light of differing experiences of young people including categorisation, stereotyping, prejudice and discrimination. Unit 1 also investigates the social institution of the family, explaining the purpose and experiences of family life. This unit will explore how factors such as history, feminism, technology, and government policies have changed the traditional view of the family and its role in the society. Unit 2 Description: Unit 2 explores the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour, examining traditional views of criminality and deviance and examining why people commit crimes or engage in deviant behaviour. It also involves exploring the role of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and socioeconomic status.

VCE

Soci

olog

y U

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1 &

2


Anthropologist Youth Worker Psychiatrist Community Worker Lawyer Psychologist Counsellor Market Researcher Public Relations Officer Social Justice Officer Probation & Parole Officer Rehabilitation Counsellor Forensic Psychologist Nurse Social Worker Health/Sport Psychologist Journalist Criminologist Education Aide Careers Adviser Sociologist Human Resources Officer Recruitment Consultant Disability Services Instructor

Enquiries to: Eliza Shearer


VCE

Soci

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3 &

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VCE Sociology Units 3 & 4

Course Description Sociology focuses on the study of human behaviour and social interaction to understand how societies are organised, develop and change. In VCE Sociology students examine key theories regarding family, deviance, ethnicity, community and social movements. Students are encouraged to question their assumptions and to reflect on their understandings and ideas about social relations. There are many different ways that students can gather information for analysis in the course of their study, such as case studies, surveys and participant observation. The study of VCE Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Unit 3 Description: Indigenous Culture and Ethnicity This unit explores Indigenous Culture and Ethnicity within Australian society. Culture and ethnicity refer to groups connected by shared customs, culture or heritage. Students will explore how media, history and society shapes the experience of Indigenous Australians and ethnic groups who have migrated to Australia Unit 4 Description: Community, Social Movements and Social Change In this unit students explore the ways sociologists have thought about the idea of community and how the various forms of community are experienced. They examine the relationship between social movements and social change. Students examine the changing definitions and experiences of community and the challenges posed by political, social, economic and technological change. Students also investigate the role of social movements. A social movement involves a group engaged in an organised effort to achieve social change. Students develop an understanding of the purpose, evolution, power and outcomes of social movements. Contribution to Unit 3 and 4 Study Score



Bachelor of Psychology Diploma of Counselling Bachelor of Education Bachelor of Youth Work Bachelor of Arts Bachelor of Public Health Bachelor of Health Sciences Bachelor of Marketing Bachelor of Criminology Bachelor of Global Studies Bachelor of Social Sciences Bachelor of Criminal Justice Bachelor of Anthropology Bachelor of Occupational Therapy

Enquiries to: Eliza Shearer


VCE Studio Arts Units 1 & 2

Course Description Studio Arts enables students to specialise in a particular chosen form of studio production. Students generate, explore, and communicate ideas through these specific studio forms and develop and use specialised skills through a range of media and techniques. The theoretical component of the study informs students’ practice through an investigation of the development of selected studio forms, an examination of artists’ working methods and a study of professional practices.

Unit 1 Description: Artistic Inspiration and Techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks.

Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks.

The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Unit 2 Description: Design, Exploration and Concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant o 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. Comparisons of contemporary art with historical arts styles and movements should be encouraged.

The exhibition of artworks is integral to Unit 2 and students are encouraged to visit a variety of exhibition spaces through the unit reflect on the different environments and examine how artworks are presented to an audience.

VCE

Stud

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1 &

2


Illustrator Interior Designer Photographer Set Designer Valuer Graphic Designer Fashion Designer Cartogropher Cartoonist Art Therapist Architect Jeweller Body Artist Sculptor Florist Vehicle Painter Animator Make Up Artist Web Designer Cultural Heritage Officer Art Critic

Enquiries to: Larissa Taylor / Ian McColl


VCE

Stud

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3 &

4

VCE Studio Arts Units 3 & 4

Course Description Studio Arts enables students to specialise in a particular chosen form of studio production. Students generate, explore, and communicate ideas through these specific studio forms and develop and use specialised skills through a range of media and techniques. The theoretical component of the study informs students’ practice through an investigation of the development of selected studio forms, an examination of artists’ working methods and a study of professional practices. Unit 3 Description: Studio Production and Professional Practices The focus of this unit is the implementation of the design process leading to the production of a range of solutions. Students use a work brief to define an area of exploration and apply a design process to explore and develop their ideas. Specified areas of study are:

• Design Process: this area of study focuses on defining and determining an area of exploration and the development of art works through the application of a design process and the use of a work brief.

• Professional Practices: this area of study focuses on traditional and contemporary practices of artists and the ways in which artists develop distinctive styles and approaches to subject matter.

Unit 4 Description: Studio Production and Industry Contexts The focus on this unit is to produce a cohesive folio of finished art works and to gain an understanding of artists’ involvement in the art industry.

• Studio Production: focuses on the production of a cohesive folio of a works developed from the design process and resolving the aims and intentions set out in the exploratory proposal formulated in Unit 3.

• Evaulation • Focus, reflection and evaluation: students to reflect on their folio producing an

evaluation of the finished artworks and provide visual and written documentation of the selected potential directions used as the basis for the final artworks. Art industry contexts: This study focuses on the analysis of requirements and conditions of gallery environments.

Contribution to Units 3 and 4 Study Score Unit 3 school-assessed task: 30% Unit 3 SAC 5% Unit 4 school-assessed task: 30% Unit 4 SAC 5% End-of-year examination: 30%


Bachelor of Fine Arts Bachelor of History Master of Art Therapy Bachelor of Arts Bachelor of Animation Diploma of Jewellery & Object Design Bachelor of Music Bachelor of Education Bachelor of Architecture Diploma in Beauty Therapy



VCE Systems Engineering Units 1 & 2

Course Description VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which mediate and control many aspects of human experience. Integral to Systems Engineering is the identification and quantification of systems goals, the development of alternative system designs concepts, trial and error, design trade-offs, selection and implementation of the best design, testing and verifying that the system is well built and integrated, and evaluating how well the completed system meets the intended goals. This study can be applied to a diverse range of engineering fields such as manufacturing, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electro technology, robotics, pneumatics, hydraulics, and energy management. The study provides opportunities for students to learn about and engage with systems from a practical and purposeful perspective. Unit 1 Description: Introduction to mechanical systems This unit focuses on engineering fundamentals as the basis of understanding underlying principles and the building blocks that operate in simple to more complex mechanical devices. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the main focus is on the construction of a system. The construction process draws heavily upon design and innovation. Students apply their knowledge to design, construct, test and evaluate operational systems. The focus of the system should be mechanical; however, it may include some electronic components. Unit 2 Description: Introduction to electrotechnology systems In this unit, students study fundamental electrotechnology engineering principles. Through the application of their knowledge and the Systems Engineering Process, students produce operational systems that may also include mechanical components. In addition, students conduct research and produce technical reports. While this unit contains fundamental physics and theoretical understanding of electrotechnology systems and how they work, student focus remains on the construction of electrotechnology systems. Electrotechnology is experiencing rapid developments and changes through technological innovation. The contemporary design and manufacture of electronic equipment involves increased levels of automation and inbuilt control through the inclusion of microcontrollers. In this unit students explore some of these new and emerging technologies.

VCE

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1 &

2


Mechatronic Engineer Telecommunications Engineer Network Engineer Electronics Engineer Electrical Engineer Film & Television Lighting Operator Air Force Technician Audiovisual Technician Train & Network Controller Broadcasting Technician Electrician Navy Technical Sailor

Enquiries to: Benny Laird


VCE

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VCE Systems Engineering Units 3 & 4

Course Description See VCE Systems Engineering Units 1 & 2 Course description

Unit 3 Description: Integrated systems engineering and energy In this unit students study the engineering principles that are used to explain the physical properties of integrated systems and how they work. Through the application of their knowledge, students design and plan an operational, mechanical-electrotechnology integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems. Students commence work on the design, planning and construction of one substantial controlled integrated system. Students learn about sources and types of energy that enable engineered technological systems to function. Comparisons are made between the impacts of the use of renewable and non-renewable energy sources.

Unit 4 Description: Systems control and new and emerging technologies In this unit students complete the production work and test and evaluate the integrated controlled system they designed in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts. Students use their investigations, design and planning to continue the fabrication of their mechanical-electrotechnology integrated and controlled system using the Systems Engineering Process. They use project and risk management methods through the construction of the system and use a range of materials, tools, equipment, and components. In the final stages of the Systems Engineering Process, students test, diagnose and analyse the performance of the system. Students expand their knowledge of new and emerging developments and innovations through their investigation and analysis of a range of engineered systems. Contribution to Units 3 and 4 Study Score

School-assessed Coursework: 20% School-assessed Task: 50% End-of-year examination: 30%


Bachelor of Electrical and Computer Systems Engineering Bachelor of Mechatronic Systems Engineering Bachelor of Information Systems Certificate IV in Computer Systems Bachelor of Business Information Systems Bachelor of Engineering Bachelor of Software Engineering

Enquiries to: Benny Laird


VCE Visual Communication & Design Units 1 & 2

Course Description Visual Communication is a bridge between an idea and its intended audience. In the fields of Graphic Design, Fashion, Architecture, Industrial Design, Multimedia, Advertising and Marketing, Designers use text and images to communicate information to specific audiences. They work with clients, developing and refining ideas to find visual solutions for them. The study involves the use of freehand drawing and instrumental drawing conventions, design elements and principles. It also involves the application of a design process in response to the needs set down by a brief. Design software and other methods of image generation are used to create examples of visual communication. Unit 1 Description: Visual Communication Students will prepare instrumental drawings of objects and explore free-hand drawing from direct observation. The unit involves the study of a range of drawing methods, including Australian Standard conventions. Students develop practical skills in the application of design elements and principles and information and communications technology. The role of the design process in the production of visual communication is also studied. Specified areas of study are Instrumental Drawing, Freehand Drawing and Rendering, Design Elements and Principles and Design Process. Unit 2 Description: Communication in Context Students develop and refine practical skills by generating images and developing them through freehand drawing, instrumental drawing and the use of information and communications technology. Students develop an awareness of how the design process facilitates exploration and experimentation and how information and ideas are communicated to specific audiences. Contemporary and historical examples of visual communications will be explored. Specified areas of study are Representing and communicating form, Developing imagery, Developing visual communication solutions and Visual communication in context.

VCE

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Architect Graphic Designer Screen printer Draftsperson Draftsperson Sign maker Illustrator Digital printer Web designer Fashion designer Visual merchandiser Advertising executive



VCE

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VCE Visual Communication & Design Units 3 & 4

Course Description Visual Communication is a bridge between an idea and its intended audience. In the fields of Graphic Design, Fashion, Architecture, Industrial Design, Multimedia, Advertising and Marketing, Designers use text and images to communicate information to specific audiences. They work with clients, developing and refining ideas to find visual solutions for them. The study involves the use of freehand drawing and instrumental drawing conventions, design elements and principles. It also involves the application of a design process in response to the needs set down by a brief. Design software and other methods of image generation are used to create examples of visual communication. Unit 3 Description: Visual communication practices The main purpose of this unit is to enable students to develop an understanding of visual communication production through the application of the design process to satisfy specific communication needs. Within the unit, students consider existing visual communications and analyse and evaluate examples. Students will also investigate the production of visual communications in a professional setting and examine the nature of professional practice in the design and production of visual communications. Unit 4 Description: Designing to a brief The main purpose of this unit is to enable students to apply their knowledge of the components of the design process in the preparation of one design brief. Students apply their practical skills to the development and production of two distinct final visual communication presentations through application of the design process and based on the requirements of the brief. Contribution to Units 3 and 4 Study Score

Unit 3 school-assessed coursework: 33 % Unit 4 school-assessed task 33 % End-of-year Examination: 34 %


Bachelor of Architecture Bachelor of Design Bachelor of Arts – Graphic Design Bachelor of Advertising & Media Advanced Diploma of Visual Communication Bachelor of Communication Design Bachelor of Environmental Engineering Certificate III in Signage Certificate IV in Digital & Interactive Games Bachelor of Art & Design



VCE Victorian School of Languages (VSL) Units 1 - 4

Course Description The Victorian School of Languages (VSL) is a government school for the provision of language programs for students in Years 12 to 12 who do not have access to the study of those languages in their mainstream school. The school`s language program is delivered through face-to-face teaching in language Centres across the state and through the Distance Education model. Fees are charged with enrolment for any subject offered by the VSL. Enrolment and fee information can be gained off their website https://www.vsl.vic.edu.au/. Whether classes are face to face or offered via distance education, or run on Saturdays as well as venues all varies each year. Enquiries should be made through the website and in consultation with the Senior Years Academic Learning Leader. If a student elects to officially enrol in a language as a subject a study hall block is created in their school based timetable. Students who undertake study via distance education also have access to facilities such as telephone lessons and assessment coordination. Assessment takes place under school supervision in accordance to the requirements stipulated by the VSL for distance education students. Languages on offer are:

Albanian Chinese - Mandarin SLA Gujarati Korean Romanian

Amharic Croatian Hebrew Korean FL Russian

Arabic Dari Hindi Latin Serbian

Bosnian Dinka Hungarian Macedonian Sinhala

Bulgarian Dutch Indonesian Malayalam Spanish

Chin (Falam) Filipino (Tagalog) Indonesian FL Maltese Syriac

Chin (Hakha) French Italian Pashto Tamil

Chin (Matu) German Japanese Persian Tigrinya

Chinese - Cantonese Greek Japanese FL Polish Turkish

Chinese - Mandarin Greek Classical Karen Portuguese Vietnamese

Chinese - Mandarin FL Khmer Punjabi Zomi

VCE

Vict

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) Uni

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- 4

What Careers this could lead to: below is a sample of careers, some occupations may require further education.

Advertising Journalist Banking and Finance Personnel Manager Business Executives Public Relations ESL (English as a Second Language) Teacher Receptionist Foreign Correspondent Secretary International Operator Teacher (K-12) Overseas Teacher for Foreign Tutor



VCAL

VCAL: Victorian Certificate of Applied Learning

What is the VCAL? The Victorian Certificate of Applied Learning (VCAL) is a 'hands-on' option for students in Years 11 and 12. The VCAL is a recognised senior secondary qualification. The VCAL focuses has an applied learning approach to studying content. Students who do VCAL are more likely to be interested in going to training at TAFE, doing an apprenticeship, or getting a job after Year 12. There are four compulsory strands in VCAL: • Literacy and Numeracy Skills • Work Related Skills • Industry Specific Skills • Personal Development Skills Students will study a VET Certificate of their choice as part of Industry Specific Skills at Manor Lakes P-12 College. All Intermediate and Senior VCAL students must complete a VET Subject. We offer 3 different levels of VCAL: • VCAL-Foundation • VCAL-Intermediate • VCAL-Senior Why would I choose to do the VCAL? The VCAL is an accredited senior secondary qualification based on ‘applied learning’, or ‘hands-on’ learning principles. If a student chooses to do the VCAL they will gain practical experience and employability skills, as well as the skills they need to go on to further training in the workplace or at TAFE. The VCAL has three levels – Foundation, Intermediate and Senior. Students start, and complete, their VCAL at the level that matches their needs and abilities. Students can move through and complete different levels of VCAL if they are able. At Manor Lakes P-12 College, most students complete a VCAL level in one year. What counts towards my VCAL? The completion of VCAL requires satisfactory completion of 10 units of study. These units of study fit within the four compulsory stands outlined above. Students may have the opportunity to include a VCE subject if it relates to their career pathways. Undertaking a VET course at the Intermediate and Senior levels of VCAL is a compulsory and integral component of the VCAL. Vocational Educational and Training (VET) training programs provide an opportunity for schools, training institutes and industry to work together in preparing students for employment and further training. MLP12C offers the opportunity to complete VET courses that contribute to satisfactory completion of the VCAL and provide a VET credential that is recognised nationally. An ‘S’ result for the satisfactory completion of a VCE unit will also count towards the VCAL. Students can also gain recognition and credit for part-time work while enrolled in the VCAL. This can include: School Based Apprenticeships and Structured Workplace Learning placements.

Enquiries to: Ebony Dedini


VCAL:VictorianCertificateofAppliedLearning

How is the VCAL assessed? The VCAL is made up of accredited units/courses/certificates. The individual student’s program is assessed by their teachers in accordance with assessment requirements for each part of the program. Where can the VCAL take me? VCAL gives students a practical, work related experience and a qualification that will be recognised by TAFE institutes and employers. Together, these will help the students to move from school into work, an apprenticeship or traineeship and/or further training at TAFE. If a student has completed VET units/modules as part of their VCAL, they have earned credit towards a VET certificate and will have knowledge of areas such as occupational health and safety. The VCAL is a fantastic alternative to the VCE. Students who participate in the VCAL program at MLP12C enjoy the applied learning and practical experiences which are offered. If a student wishes to enter a trade or industry, then the VCAL is the more appropriate choice of senior certificate for them. If a student is considering going to university straight from school, VCAL is probably not the best option. Students planning to go straight into higher education usually do the VCE which allows them to gain an ATAR score.

VCAL



VCAL

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VCAL Foundation – Literacy Skills

The broad purpose of the Literacy Skills units is to enable the development of skills, knowledge and attitudes in literacy that allow progression in the main social contexts of:

• family and social life • workplace and institutional settings • education and training contexts • community and civic life

The Literacy Skills units are designed to develop:

• Literacy for self-expression which focuses on aspects of personal and family life and the cultures that shape these

• Literacy for practical purposes which focuses on forms of communication mainly used in workplaces and institutional settings and how to communicate with such places

• Literacy for knowledge which focuses on learning theories and concepts relevant to education and training

• Literacy for public debate which focuses on matters of public concern, arguments, reasons and criticism used in the public arena.

The Reading and Writing unit is designed to provide students with knowledge, understanding and skills to read and write short texts in different genres for different purposes. The Oral Communication unit is designed to provide students with knowledge, understanding and skills in spoken communication for different purposes. Assessment Assessment may occur at any time during the unit when the teacher is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include: • physical demonstration of

understanding of written or oral text

• teacher observation, checklists and rubrics

• evidence accumulated through project and program participation

• folio of tasks or investigations • reflective work journals and/or

student logbooks

• completed project work • self-assessment rubrics • oral or written reports and presentations • oral explanation-text, discussion, debates and/or

role plays • written text • awards from recognised programs • portfolio of accumulated evidence • evidence of ICT including Internet usage • performing practical tasks



VCAL Foundation – Numeracy Skills

The purpose of this unit is to enable students to develop the confidence and skills to perform simple and familiar numeracy tasks and to develop the ability to make sense of mathematics in their daily personal lives. The mathematics involved includes measurement, shape, numbers, and graphs that are part of the students’ normal routines to do with shopping, travelling, cooking, interpreting public information, telling the time etc. On successful completion of this unit students will be able to perform everyday mathematical tasks which involve a single mathematical step or process. Their communication about mathematical ideas would mainly be spoken rather than written responses. Assessment Assessment is an ongoing process which integrates knowledge and skills with their practical application over a period of time. It will require a combination of evidence collected through teacher observations and collection of student evidence Each learning outcome will be assessed through several different learning activities. Evidence of successful completion may include:

• demonstration of skills in practical activities • completed project work • teacher observation, checklists and rubrics • portfolio of evidence including pictures, diagrams, models of work etc.

Expectations

• Aim High – attend class on time and with all required materials. Try your best with all tasks and have a positive attitude towards learning.

• Be Safe – Behave responsibility, especially during practical activities. • Show Respect – Be polite and cooperate with all class members and staff. • Value our Community – Act according to our college expectations on and off campus at

all times.

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Enquiries to: Narelle Bean Enquiries to: Ebony Dedini


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VCAL Foundation PDS (Personal Development Skills)

The purpose of Unit 1 is to focus on the development of self through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning program for this unit includes:

• Subject-specific knowledge applicable to one or more of the following: a relevant personal, social, health and wellbeing, educational and/or family goal.

• Skills applicable to a relevant personal, social, health and wellbeing, educational and/or family goal.

• Introduction to problem-solving skills. • Introduction to skills for planning, organising and working in teams.

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

• Subject-specific knowledge applicable to one or more of the following: community engagement, social awareness, civic responsibility and active citizenship.

• Skills applicable to a relevant community, social or civic goal • Development of an understanding of social issues and civic responsibility • Introduction to problem-solving skills • Introduction to skills for planning, organising and working in teams.

Assessment Assessment may occur at any time during the unit when the teacher/trainer is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include: • completed short assignments • teacher observation, checklists and

rubrics • evidence accumulated through project

and program participation • demonstrations of skills in practical

activities

• completed project work • self-assessment rubrics • oral or written reports • awards from recognised programs • portfolio of evidence including photos,

timelines, logbooks, peer evaluations, third party reports etc.



VCAL Foundation WRS (Work Related Skills)

The purpose of Work Related Skills is to develop employability skills, knowledge and attitudes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. Employability skills contain key personal attributes and skills seen as being important for young people (entry-level employees) entering the workforce and for existing employees in a global and knowledge economy. Work Related Skills Unit 1 is designed to focus on the basic introduction of knowledge and skills in order to provide the necessary OHS preparation for the work place. Work Related Skills Intermediate Unit 2 provides for the development of work-related and pre-vocational skills in the context of practical work related experiences. Assessment Over the course you will build up a folio of work, which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include several of: • completed short assignments & completed project work • teacher observation, checklists and rubrics • evidence accumulated through project and program participation • demonstrations of skills in practical activities • self-assessment rubrics, written reports & tests

Structured Workplace Learning (SWL) Structured Workplace Learning is a not required part of WRS Foundation Unit 2 but is highly recommended for those who are able to access it. All students will need to assist in finding a work placement that suites you and your preferences. What Students Should Do To make the transition from the classroom into the workplace as smooth as possible, you should do the following things; • Complete the OH&S course and work requirements during class and complete homework

where required. • Develop and display generic, lifelong learning and work related skills. • Display a positive attitude and work ethic during class and SWL. • Make an effort to source your own work placement by using your networks and contacting

employers. • Complete the paperwork required before commencing work placement within the given

timeframe.

What Parents Can Do To make the transition from the classroom into the workplace as smooth as possible, parents/guardians can help by doing the following things; • Encouraging the development of a positive attitude towards work. • Assisting students to source a work placement. • Assisting students to finalise the paperwork required to commence a work placement. • Assisting students with transport to and from the workplace where possible. • Ensuring students attend work placement each Tuesday or Friday (depending on their

timetable), on time, ready to put in a good effort.

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Enquiries to: Bec Allan & Narelle Bean Enquiries to: Ebony Dedini


VCAL

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2 VCAL Intermediate - Literacy Skills or VCE English

Units 1 & 2 (VCE English Units 1 & 2 – see VCE subject descriptions)

Literacy Skills is made up of two Units of study that will be integrated and will run throughout year: 1. Reading and Writing The purpose of this Reading and Writing Unit is to enable learners to develop the skills and knowledge to read and write a range of texts on everyday subject matters which include some unfamiliar aspects or material. At this level, once they have identified the audience and purpose of the text, learners use the writing process to produce texts that link several ideas or pieces of information. In reading, learners identify how, and if, the writer has achieved their purpose and express an opinion on the text, taking into account its effectiveness. 2. Oral Communication The Intermediate Oral Communication Unit focuses on enabling learners to use and respond to spoken language that includes some unfamiliar material that is from a variety of contexts. Assessment Assessment may occur at any time during the unit when the teacher is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the learning outcomes. Assessment may be through: For writing learning outcomes: • Written text • Teacher observation For reading learning outcomes: • Teacher observation • Oral or written response to text • Oral or written explanation of task For oral communication outcomes: • Teacher observation • Audio or visual recording of oral communication episodes • Assessment of individual interacting with teacher or peers • Self evaluation • Feedback from peers / audience



VCAL Intermediate Numeracy - VCE Foundation Mathematics Units 1 & 2 or VCE General Mathematics Units 1 & 2

Course Description Foundation Mathematics provides for the continuing mathematical development of students entering VCE. The course is for those who need to improve their mathematical skills to support their other VCE subjects, including VET studies, but they do not intend to undertake Units 3 and 4 Mathematics. There is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Specified areas of study are Space and Shape, Patterns in Numbers, Handling Data and Measurement and Design. Unit 1 Description: This unit focuses on Space, Shape and Design and Pattern & Number. Students develop basic mathematical skills in a practical setting. This unit covers the geometric properties of lines and curves, shapes and solids and their graphical and diagrammatic representations. Consideration of scale, and labeling and drawing conventions enables students to interpret domestic, industrial and commercial plans and diagrams. It also covers basic number operations and the representation of patterns in number in different forms. Consideration of approximation strategies and standard calculations enable students to obtain estimates and exact values in a variety of common contexts. Unit 2 Description: This unit focuses on Handling Data and Measurement. Students develop basic mathematical skills in a practical setting. This unit covers the collection, presentation and basic analysis of data. Consideration of different forms of data representation enables students to create appropriate and effective data summaries and critically interpret common media presentations. It also covers the use of the metric system in familiar and everyday measurement activities. Consideration of conventions and practices for degree of accuracy and the use of appropriate units enable students to make measurements relevant to a variety of common contexts.

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VCAL

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VCAL Intermediate – PDS (Personal Development Skills)

The purpose of Personal Development Skills (PDS) is to develop skills, knowledge and attitudes that lead toward:

• social responsibility • building community • civic responsibility, e.g. through volunteerism and working for the benefit of others • improved self-confidence and self-esteem • valuing civic participation in a democratic society.

The Personal Development Skills units are designed to develop:

• environmental awareness • commitment to, and achievement of, personal goals • civil and civic responsibility • improved health and physical wellbeing

Unit 1 focuses on the development of appropriate knowledge, skills and attributes in relation to:

• self • personal organisation and planning skills • problem solving and interpersonal skills.

Unit 2 focuses on the development of appropriate knowledge, skills and attributes in relation to:

• community engagement • social engagement • interpersonal skills • planning and organisation skills.

Assessment Assessment may occur at any time during the unit when the teacher/trainer is confident that you are likely to be able to demonstrate achievement of the learning outcomes. Throughout the course you will build up a folio of work, which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include: completed short assignments; teacher observation; checklists and rubrics; evidence accumulated through project and program participation; demonstrations of skills in practical activities, completed project work, self-assessment rubrics; oral or written reports; awards from recognised programs; portfolio of evidence including photo; timelines; logbooks; peer evaluations; third party reports etc.

Enquiries to: Bec Allan & Narelle Bean Enquiries to: Ebony Dedini


VCAL Intermediate - WRS (Work Related Skills)

The purpose of Work Related Skills is to develop employability skills, knowledge and attitudes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. Employability skills contain key personal attributes and skills seen as being important for young people (entry-level employees) entering the workforce and for existing employees in a global and knowledge economy. Work Related Skills Unit 1 is designed to achieve learning outcomes important for OH&S, employability skills and the development of career goals. Work Related Skills Intermediate Unit 2 provides a focus for more complex development of work related and pre-vocational skills, and is mainly achieved in the workplace. Assessment Over the course you will build up a folio of work which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include several of: • completed short assignments • teacher observation checklists and

rubrics • evidence accumulated through

project and program participation • completed project work

• self-assessment rubrics • written reports • test • demonstrations of skills in

practical activities

Structured Workplace Learning (SWL) Structured Workplace Learning is a required part of WRS Intermediate Unit 2 at Manor Lakes P12 College. All students will need to assist in finding a work placement that suites you and your preferences. What Students Should Do To make the transition from the classroom into the workplace as smooth as possible:

• Complete the OH&S course and work requirements during class and complete homework where required.

• Develop and display generic, lifelong learning and work related skills. • Display a positive attitude and work ethic during class and SWL. • Make an effort to source your own work placement by using your networks and

contacting employers. • Complete the paperwork required before commencing work placement within the given

timeframe.

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VCAL Senior – Literacy Skills

Literacy Skills is made up of two Units of study that will be integrated and will run for the year: 1. Reading and Writing This level focuses on developing skills for further study. The Reading and Writing Unit aims to enable learners to develop the skills and knowledge to read and write complex texts. The texts will deal with general situations and include some abstracts concepts or technical detail. Learners will produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language devises appropriate to the type of text. In reading the learner identifies the views shaping the text and the devices used to present those views. The learner will also express an opinion on the effectiveness and content of the text. 2. Oral Communication The Senior Oral Communication Units are designed to provide participants with knowledge, understanding and skills in spoken communication for different social purposes. The oral communications units reflect the theory that language use varies depending upon the social context and purpose of the interaction and uses this as its main organising principle. Assessment Assessment may occur at any time during the unit when the teacher is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the learning outcomes. Assessment may be through: For writing learning outcomes: • Written text • Teacher observation For reading learning outcomes: • Teacher observation • Oral or written response to text • Oral or written explanation of task For oral communication outcomes: • Teacher observation • Audio or visual recording of oral communication episodes • Assessment of individual interacting with teacher or peers • Self evaluation • Feedback from peers / audience You will be marked on reports with the following key C (Competent), N (Not Competent), NYC (Not Yet Competent), IP (In Progress) High Expectations Given these Units are at a ‘Senior’ level of study, it is expected that students work very hard and sometimes independently to improve their skills. It is an expectation that student’s: • Attend class and bring all required equipment • Complete class and homework tasks by due dates • Keep a record of all work tasks on Student Drive, USB and Schoology • Dedicate yourself to improving your reading, writing, spelling and communication skills considerably throughout the year

Enquiries to:Narelle Bean Enquiries to: Ebony Dedini


VCAL Intermediate - Numeracy Skills

Numeracy Skills is made up of four areas of study that will be integrated and will run throughout year: 1. Space, Shape And Design:

• Lines, curves, shapes and solids and their diagrammatic representations • scale, and labelling and drawing • interpretation of domestic, industrial and commercial plans and diagrams.

2. Patterns And Number: • basic number operations and the representation of patterns • approximation strategies • standard calculation strategies

3. Handling Data: • the collection, presentation and basic analysis of data. • different forms of data • data summaries • critical interpretation of common media presentations.

4. Measurement: • the metric system in familiar and everyday measurement activities. • conventions and practices for degree of accuracy • use of appropriate units

Assessment Assessment may occur at any time during the unit when the teacher is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the outcomes. Assessment may be through: Projects Worksheets, Problem solving tasks, Rich tasks, Teacher observation, Peer coaching High Expectations Given these Units are at an ‘Intermediate’ level of study, it is expected that students work very hard and sometimes independently to improve their skills. It is an expectation that student’s:

• Attend class and bring all required equipment • Complete class and homework tasks by due dates • Keep a record of all work tasks on Student Drive, USB and Google Classroom • Dedicate yourself to improving your numeracy skills.

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Enquiries to: Enquiries to: Ebony Dedini


VCAL

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Num

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VCAL Senior – Numeracy Skills

Numeracy Skills is made up of four areas of study that will be integrated and will run throughout year: 1. Space, Shape And Design:

• Lines, curves, shapes and solids and their diagrammatic representations • scale, and labelling and drawing • interpretation of domestic, industrial and commercial plans and diagrams.

2. Patterns And Number:

• basic number operations and the representation of patterns • approximation strategies • standard calculation strategies

3. Handling Data:

• the collection, presentation and basic analysis of data. • different forms of data • data summaries • critical interpretation of common media presentations.

4. Measurement:

• the metric system in familiar and everyday measurement activities. • conventions and practices for degree of accuracy • use of appropriate units

Assessment Assessment may occur at any time during the unit when the teacher is confident that you are likely to be able to demonstrate successful performance, knowledge and skills. Over the course you will also build up a folio of work, which demonstrates your success covering the learning outcomes. Assessment may be through:

• Projects • Worksheets • Problem solving tasks • Rich tasks • Teacher observation • Peer coaching

High Expectations Given these Units are at an ‘Intermediate and Senior’ level of study, it is expected that students work very hard and sometimes independently to improve their skills.



VCAL Senior - PDS (Personal Development Skills)

The Personal Development Skills units are designed to develop: • Personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning program for this unit includes: • Subject specific knowledge applicable to relevant personal, social and educational goal • Skills applicable to a relevant personal, social and educational goal • Understanding of cultural values and cultural awareness • Organisational skills • Leadership and decision making skills for group or team work Unit 1 focuses on the development of appropriate knowledge, skills and attributes: • Plan and organise to completion a complex project in an autonomous manner • Develop an awareness of social diversity within a complex project • Apply strategies to improve communication • Demonstrate leadership skills for group and team work • Use decision making skills in a group or team context Unit 2 focuses on the development of appropriate knowledge, skills and attributes: • Research a community problem or issue that affects citizens/members in a community • Establish or build on an external partnership to address and/or promote awareness of a community problem or issue • Plan, organise and complete a community project, utilising project management skills, in an autonomous manner • Demonstrate effective team work skills in relation to a complex community project • Present and communicate ideas and information relating to the community project Assessment Assessment may occur at any time during the unit when the teacher/trainer is confident that you are likely to be able to demonstrate achievement of the learning outcomes. Throughout the course you will build up a folio of work, which demonstrates your success covering the learning outcomes. Evidence of successful completion of an outcome may include: • completed short assignments • teacher observation, checklists and rubrics • evidence accumulated through project and program participation • demonstrations of skills in practical activities • completed project work • self assessment rubrics • oral or written reports • portfolio of evidence including photos, timelines, logbooks, peer evaluations etc. You will be marked on reports with the following key: C (Competent), N (Not Competent), NYC (Not Yet Competent), IP (In Progress) V

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VCAL Senior - WRS (Work Related Skills)

The purpose of Work Related Skills is to develop employability skills, knowledge and attitudes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. Employability skills contain key personal attributes and skills seen as being important for young people (entry-level employees) entering the workforce and for existing employees in a global and knowledge economy. Work Related Skills are designed to: Integrate learning about works skills with prior knowledge and experiences Enhance the development of employability skills through work related contexts Develop critical thinking skills that apply to problem solving in work contexts Develop planning and work related organisational skills Develop OH&S awareness Develop and apply transferable skills for work related contexts Assessment Over the course you will build up a folio of work which demonstrates your success covering the learning outcomes:

• completed short assignments • teacher observation checklists and

rubrics • evidence accumulated through

project and program participation • demonstrations of skills in practical

activities

• completed project work • self assessment rubrics • written reports • tests

Structured Workplace Learning (SWL) Structured Workplace Learning is a required part of WRS Senior Unit 2 at Manor Lakes P12 College. All students will need to assist in finding a work placement. What Students Should Do To make the transition from the classroom into the workplace as smooth as possible: • Complete the OH&S course and work requirements during class and complete

homework where required. • Develop and display generic, lifelong learning and work related skills. • Display a positive attitude and work ethic during class and SWL. • Make an effort to source your own work placement by contacting employers. • Complete the paperwork required before commencing work placement within the given

timeframe.



Careers/PathwayWebSitestoExplore

ABC – ACE Day Jobs www.abc.et.au/acedayjobswww.abc.et.au/acedayjobs AFL Sports Ready www.aflsportsready.com.au AG Australia www.agaustralia.com.au Apprenticeship Pathways www.aapathways.com.au Aust Gov Web Careers Guide http://www.careerlinks.nsw.edu.au Australian Apprenticeships www.australianapprenticeships.gov.au Australian Catholic University www.acu.edu.au Australian Defence Force Academy

defence.gov.au/adfawww.defence.gov.au/adfa

Australian Defence Force Jobs www.defencejobs.gov.auwww.defencejobs.gov.au Bullseye Career Posters www.deewr.gov.au/career-bullseye-posters%20 Course Camel–Course/Job Search

www.coursecamel.com

Deakin University www.deakin.edu.au Future Force www.future.com.au Gordon TAFE www.thegordon.edu.au Hobson’s Course Finder www.hobsonscoursefinder.com.auwww.hobsonscoursefind

er.com.au JMC Academy www.jmacadany.edu.au Job Guide www.jobguide.education.gov.au Job Outlook www.joboutlook.gov.au La Trobe University www.latrobe.edu.au Monash University www.monash.edu.au My Future www.myfuture.edu.au Northern Melb Institute of TAFE

www.nmit.edu.au

RMIT University www.rmit.edu.au SEEK www.seek.com.au Swinburne University www.swinburne.edu.au TAFE Courses www.tafe.vic.gov.au/TAFECourses The Job Guide www.jobguide.thegoodguides.com.au University of Ballarat www.ballarat.edu.au University of Melbourne www.unimelb.edu.au Victoria University www.vu.edu.au Volunteering Australia www.volunteeringaustralia.org VTAC www.vtac.edu.au William Angliss TAFE www.angliss.edu.au Youth Central www.youthcentral.vic.gov.auwww.youthcentral.vic.gov.au (Control-Click to open the links online)

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s GlossaryofTerms Australian Tertiary Admission Rank (ATAR): Formerly known as ENTER, it is the overall ranking on a scale of 0 – 99.95 that you receive, based on your Study Scores. The ATAR is used by Universities and TAFE institutes to select students for their courses. General Achievement Test (GAT): An examination that is done by all students doing a Unit 3 and 4 sequence. It is used by VCAA to check that schools are marking School-assessed Coursework & Tasks to the same standard. Your GAT results are reported to students in their Statement of Results. Learning Outcomes: What the student must know, or be able to do, by the time they have finished a unit of study. Pathways: A term used to describe different vocational directions and options which VCE/VCAL students may take as they move through the broad area of education and training, for example, from the VCE to tertiary study or work. Registered Training Organisation (RTO): Is an organisation that abides by national guidelines while delivering an accredited VET program to students. Satisfactory Completion: This is when a student has passed a unit of study. A student is awarded an ‘S’ (Satisfactory) for the unit when he/she has passed and an ‘N’ (Not Satisfactory) if he/she has not passed. School-Assessed Coursework (SAC): A task done in class under the teacher’s supervision to show how the student is performing in his/her unit of study. They are set and marked by teachers conforming to the Study Design and VCAA specifications. School-Assessed Tasks (SAT): A task done over a set period of time according to criteria set by VCAA. Strict authentication procedures are followed by teachers. School Based Apprenticeships (SBAT): This is a course where students combine part time work and on the job skills with their VCE/VET/VCAL education program. Semester: One half of the academic year. Most units last for one semester. Sequence: The order in which you do your units, for example, a Unit 3 and 4 sequence. Special Provision: Students that suffer from significant hardship while undertaking their studies may apply for Special Provision which allows (to a degree) for their hardship. South Pacific Educational Courses (SPEC): An inclusive, vocational curriculum that encourages functional living skills and community connections in a supported learning environment. SPEC is not yet an accredited course in Australia.


Statement of Results: A set of documents which formally state the results you achieved in the VCE and whether you have qualified for the certificate. Studies: The subjects available in the VCE, VET or VCAL. Study Design: The description of the content of a study and how students’ work is to be assessed. A Study Design for each course of study is published by VCAA. Schools and other providers must adhere to the Study Designs. Study Score: A score from 0 – 50 which shows how you have performed in a study relevant to all other students doing the same study. It is based on your results in school assessments (SAC/SAT) and examinations. Units: The parts of a study. There are usually four units in a study numbered 1, 2, 3 and 4. Victorian Certificate of Applied Learning (VCAL): A certificate that provides a specific course concentrating on job pathways for students. It focuses on numeracy and literacy skills, personal development, work-related and industry-specific skills. Victorian Certificate of Education (VCE): The VCE is one of the courses a student undertakes in his/her senior years of school and provides a certificate which recognises the completion of secondary education. Victorian Curriculum and Assessment Authority (VCAA): A Victorian state government authority responsible to the Minister of Education for conducting the VCE and VCAL courses. Victorian Tertiary Admissions Centre (VTAC): The organisation responsible for administering a joint selection on behalf of the Victorian institutions of higher education including TAFE. Vocational Education and Training (VET): This refers to an expanding range of nationally recognised vocational studies, that relate to specific careers, all integrated within the VCE. VET programs run within schools are also known as VETIS (VET in Schools). DISCLAIMER To the best of our knowledge, information provided in this handbook is correct at the time of printing and the list of careers and course options are just a sample of those available. Given that course content and career pre-requisites are subject to change, Manor Lakes P-12 College takes no responsibility for incorrect information. Students should, and are encouraged to check information online via the VCAA website. Assistance can also be sought from the VCE Administrator, VCAL Coordinator, Transition and Pathways Coordinator, VET / SBAT Coordinator.

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Manor Lakes P-12 College 2-50 Minindee Rd

Wyndham Vale VIC 3024 PO Box 2348

Werribee VIC 3030 PH: 9741 4202 Fax: 9741 1420

Email: [email protected] Web: www.manorlakesp12.vic.edu.au

Manor Lakes P-12 College L Year 11 & 12 E Subject ... · 4 | VCE & VCAL Handbook Manor Lakes P-12...

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Transcript of Manor Lakes P-12 College L Year 11 & 12 E Subject ... · 4 | VCE & VCAL Handbook Manor Lakes P-12...