Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
SENIOR PATHWAYS 2015
Our Lady of the Sacred Heart College
111 Jasper Road Bent leigh V ic 3204
Telephone (03) 8520 9200 Facsim i le (03) 8520 9299
Em ai l of f [email protected] .edu.au Website www.olsh . vic .edu.au
1
At Our Lady of the Sacred Heart College, we are Heart people who
are faith-filled
reverence relationships
pursue excellence
touch the hearts of others
We are passionate about the education of young women and their success
We empower the learner, inspire a global consciousness
and are at the forefront of innovative learning.
We Believe! We Achieve!
2
Pillars of OLSH Education
We are Heart people who are Faith-filled
We believe in God’s personal love for us. This gives us meaning and purpose in our lives
and enables us to help others find meaning in their lives too.
We are Heart people who Reverence Relationships
We believe in the dignity of every human person. Our OLSH family is both local and
international and we make an effort to build and support community.
We are Heart people who Pursue excellence
We believe in Jesus’ words “I have come that you may have life and have it to the full”
(John 10:10). We pursue excellence in everything we do.
We are Heart people who Touch the Hearts of Others
We believe in our call to be united with the mission of Jesus.
Together we seek to build the Kingdom of truth and life, of holiness and grace, of
justice, love and peace. Our tradition of service and outreach and our option for the
poor are vital aspects of our OLSH identify.
3
TABLE OF CONTENTS
INTRODUCTION 5 Religion VCE and Religious Education 9
The Arts Year 10 – Design & Technology 11 Year 10 – Music 12 Year 10 – Visual Art 13 Year 10 – Visual Communication 14 VCE – Art 15 VCE – Design & Technology 17 VCE – Drama 18 VCE – Music 20 VCE – Studio Arts: Photography 21 VCE – Visual Communication 23
English VCE – English 26 VCE – Literature 28
Health/PE Year 10 – Food Technology 31 Year 10 – Advanced Physical Education 32 VCE – Food Technology 33 VCE – Health & Human Development 34 VCE – Physical Education 36
Humanities Year 10 – Commerce 39 Year 10- Legal/Politics 40 Year 10 – Modern History 41 Year 10 – Philosophy 42 VCE – Accounting 43 VCE – Business Management 43 VCE – Geography 45 VCE – Global Politics 46 VCE – History: Twentieth Century 47 VCE – Legal Studies 48
LoTE Year 10 – Chinese 51 Year 10 – Italian 52 VCE – Chinese 53 VCE – Italian 54
4
Mathematics VCE/VET and VCAL Mathematics Pathways 56 VCE – Foundation Mathematics 57 VCE – General Further Mathematics 58 VCE – Mathematical Methods (CAS) 60 VCE – General Specialist Mathematics 62
Science Year 10 – Science 65 VCE – Biology 66 VCE – Chemistry 68 VCE – Physics 70 VCE – Psychology 72
VET Vet in the VCE 75 VET Certificate II in Business 79
VET Certificate II in Community Services 80
VET Certificate II in Dance 81
VET Certificate III in Sport & Recreation 82
VCAL 84 BULLSEYE CAREER INFORMATION 87 - 113 LANGUAGE OF THE VCE 114
* Please note that the appearance of a subject in this handbook does not mean it will necessarily be offered in 2015; that will depend on student selection and staff availability. Every effort, of course, will be made to offer as many subjects as we can.
5
INTRODUCTION
It is intended that the information in this handbook will assist you with planning your pathway through the senior school, Year 10 to Year 12. At OLSH the senior school curriculum has been developed on the basis of two important principles:
that we value and celebrate the unique gifts of all our students, and
that we aim to provide a comprehensive curriculum that nurtures and challenges these gifts Should you need any further assistance please do not hesitate to contact:
Maureen Malone: Careers and Pathways Coordinator
Amanda Malone: Director of Curriculum
Lynn Egan: Assistant Principal, Learning and Teaching
YEAR 10 COURSE SELECTION INFORMATION: All Year 10 students will undertake the following subjects in Year 10:
Religious Education
English
Mathematics
Physical Education and Health
History (1 Semester)
Science (1 Semester)
A wide range of elective studies is offered for enrichment, specialisation and creative purposes. Students may:
enrich their learning experiences by undertaking subjects not available in the core program
specialise in an aspect of a core subject that particularly interests them
develop their creativity in a range of visual and performing arts Over the duration of Year 10 students need to choose 6 semester units from the elective program. To provide students with access to all of the AusVELS (Victorian Essential Learning Standards), the following electives must be included in this program:
1 unit of Humanities
1 unit of Science
1 unit of Arts
VET and VCE in YEAR 10: Accelerating into a VET or a VCE subject is a possibility for Year 10 students, providing they are able to demonstrate a ‘B’ average in their Issoudun year. A separate information session for all Year 10 students will be provided to explain this process.
6
SATISFACTORY COMPLETION OF THE VCE
WHAT IS THE VCE?
The Victorian Certificate of Education (VCE) is a certificate that recognises the successful completion of secondary education. It is an outstanding qualification that is recognised around the world. The VCE provides pathways to further study at university, Technical and Further Education (TAFE) and to the world of work. It is even possible to undertake a school-based apprenticeship or traineeship within the VCE. A VCE program is usually 24 – 25 units. All VCE students at OLSH will be undertaking:
Religious Education
English
To obtain your VCE, you must satisfactorily complete at least 16 units. The 16 units can include VET.
Regardless of how many units you do altogether, a student must satisfactorily complete:
At least three units of English
Three sequences of Units 3 and 4 studies in addition to English
These sequences can be from VCE studies and/or VET programs
PREREQUISITES FOR UNIT 3 & 4 STUDIES
While it is generally accepted that unit one and two help prepare students for units three and four of
any study, certain studies are sequential. Prior knowledge and skills acquired in Unit 1 and/or 2 are
required before the following Unit 3 & 4 sequences can be attempted at OLSH: Chemistry, Physics,
LOTE, Music and Mathematics.
The College makes every effort to run a Unit 3 & 4 sequence of a study if the study has run as a Unit
1 & 2 sequence in the previous year. This in no way predicts whether a subject will run as a unit one
and two in the next year, as each year classes are primarily determined by numbers of applicants
and staff availability.
You are advised always to check the information about tertiary courses you may be interested in to ensure that you have included the PREREQUISITE subjects in your program. This information is available in the Careers Room.
7
EXAMINATIONS
Units 1 & 2 exams are school-based and scheduled for the end of Term 2 and Term 4
Units 3 & 4 exams are set and assessed by the VCAA. Generally students complete written exams at OLSH
In June all students undertaking Units 3 & 4 studies must sit the General Achievement Test (GAT)
Performance/oral examinations will be held in October/November
Grades for all examinations are determined by VCAA
STUDY SCORES In Units 3 & 4, students’ overall achievements for each study will be calculated and reported as a Study Score (Relative Position) on a scale of 0 to 50.
UNIVERSITY EXTENSION Highly able students may like to investigate and consider undertaking a first-year university subject whilst in Year 12. This option is aimed at the top 1% to 2% of students who generally will have undertaken a similar or related VCE Unit 3 & 4 subject whilst in Year 11 and earned a study score of more than 41. Melbourne and Monash University differ in what and how they offer such opportunities and in their costs. An extension subject may be counted as a sixth subject in VCE and, depending on the student’s results, contribute an increment of 4, 5, or 5.5 points to the ATAR score. Further information may be obtained from the following websites:
http://futurestudents.unimelb.edu.au/info/school-students/extension-program http://www.monash.edu.au/extension/
8
RELIGION
9
VCE AND RELIGIOUS EDUCATION
The VCE Religious Education program is as follows:
In Year 12, students have the choice of undertaking Unit 2: Religion and Society (Ethics) which runs
across both semesters. In this unit students explore contemporary ethical issues in the light of
investigating ethical decision making and ethical perspectives, and moral viewpoints in religious
traditions.
Alternatively, students may choose the school based Religious Education program which also runs
across both semesters. Within the school based program, the students undertake the following
three units which are offered on a rotational basis:
Relationships in the Light of Contemporary Christian Theology
Christ Figures in Film
Justice and Change
All students will be provided with more information regarding these options and will be required to
make their decision during the Kickstart Program at the end of this year.
10
THE ARTS
11
YEAR 10 – DESIGN TECHNOLOGY
10DTE1 & 10DTE2
Design Technology introduces students to design and textiles skills, including modification of a
commercial pattern, application of design elements and principles and garment embellishment.
Development of creative textile skills is assisted through using intermediate machine-embroidery
techniques, lace and hand embellishment methods.
Students may have the opportunity to generate a design brief; research, design, modify and produce
stylish garments fit for the catwalk. Design and textiles skills also include application of design
elements and principles, freehand machine embroidery techniques, printmaking and hand
embellishment methods. Skills development in construction and finishing techniques include the
use of overlockers. Students will utilise computer-aided design techniques and will investigate the
properties of woven and knitted fabrics to assist their understanding and selection of appropriate
dress materials.
This unit provides a pathway to VCE Design and Technology.
Assessment:
Design Folio
Fabric Investigation
Production of lingerie garments
Evaluation report
12
YEAR 10 – MUSIC
10MUS1 & 10MUS2
Music is a creative, expressive subject where students are engaged in critical and creative thinking.
Students are encouraged to explore ideas and technologies and develop skills to communicate
musical ideas. They will write and record music using the latest technology. Aural and theoretical
concepts will also be covered. Students will have the option of performing in a Masterclass.
Students do not need to be learning an instrument to study music, they will build upon skills already
taught at the College.
This unit provides a pathway to VCE Music.
Topics Include:
Film Music
Explore music technology software and sound engineering techniques
Develop aural and theoretical concepts
Performance techniques
Assessment:
Musical composition
Research assignment
Examination
13
YEAR 10 – VISUAL ART
10VAT1 & 10VAT2
Visual Art is an expressive, creative subject where students are engaged in critical and creative
thinking. Students are encouraged to explore ideas and technologies and develop skills to
communicate perceptions and observations of the world around them.
Students complete a folio of work based on painting, drawing, printmaking, sculpture and mixed
media. Students explore a variety of different techniques and experiment with a range of materials.
This unit provides a pathway to VCE Art.
Assessment:
Body of work (Folio)
Written Research and Analysis
14
YEAR 10 – VISUAL COMMUNICATION
10VIS1 & 10VIS2
This course aims to prepare students fully for their work in VCE Visual Communication and Design.
Students will be introduced to Adobe Photoshop & Illustrator. They will explore these programs to
gain confidence with tools and techniques. Students practice a range of freehand drawing and
rendering techniques including perspective drawing, rendering techniques to depict different
surface textures and the use of varied media. Two and three-dimensional drawing methods are also
practiced. Visual analysis is thoroughly explored in terms of audience, context, purpose and design
elements and principles. Students will complete an analysis of Visual Communication.
This unit provides a pathway to VCE Visual Communication and Design.
Assessment:
Computer graphics folio to include package design
Freehand drawing and rendering folio
Instrumental drawing folio
Visual analysis written report
15
VCE – ART UNIT 1 & 2
UNIT ONE – AR011
ART AND MEANING
Artmaking and personal meaning
In this unit students use the work of artists to inspire them to produce their own artworks using a
range of different materials. Students research and discuss how art reflects the personal interests,
experiences and intention of the artist.
Topics include:
Each of these would have a written and practical component.
Painting
Drawing
Printmaking
Sculpture
UNIT TWO – AR022
ART AND CULTURE
Artmaking and cultural expression
In this unit students use the work of artists from different cultural backgrounds to inspire them to
produce their own artworks using a range of different materials.
Topics include:
Each of these would have a written and practical component.
Painting
Drawing
Printmaking
Sculpture
16
VCE – ART UNIT 3 & 4
UNIT THREE – AR033
INVESTIGATION AND INTERPRETATION THROUGH ARTMAKING
Interpreting Art
Students develop a folio of work which is based on personal interest, the work of artists pre and post
1970 and an in-depth exploration of a range of artistic materials. Students complete written work
which analyses and compares the work of artists and voices personal opinions on contemporary art
issues.
Assessment:
Preparation of a number of practical folios
Essays and short analysis exercises
Preparation for examination
UNIT FOUR – AR034
REALISATION AND RESOLUTION
Discussing and debating art
Students develop a folio of work which is based on personal interest, the work of artists pre and post
1970 and an in-depth exploration of a range of artistic materials. Students complete written work
which analyses and compares the work of artists and voices personal opinions on contemporary art
issues.
Assessment:
Completion of major practical folio
Essays and short analysis exercises
Preparation for examination
17
VCE – DESIGN & TECHNOLOGY UNIT 1 & 2
UNIT ONE – DT011
PRODUCT RE-DESIGN & SUSTAINABILITY
Students focus on the analysis, modification and improvement of a product design with
consideration of the materials used and issues of sustainability. Students consider the use of
materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are
examined.
Topics include:
Product design process
Test and trial suitability of materials selected from the materials categories list
Design options and working drawings of their preferred option
UNIT TWO– DT022
COLLABORATIVE DESIGN
Students work in teams to design and develop an item in a product range or contribute to the
design, planning and production of a group product. They focus on factors including: human needs
and wants; function, purpose and context for product design; aesthetics; materials and
sustainability; and the impact of these factors on a design solution. In this unit students are able to
gain inspiration from an historical and/or cultural design movement or style and its defining factors
such as ideological or technological change, philosophy or aesthetics.
Topics include:
Implementation of the design and planning completed in Outcome 1
18
VCE – DRAMA UNIT 1 & 2 Offered to Year 10 Only
UNIT ONE – DR011
DRAMATIC STORYTELLING
Students examine storytelling through the creation of solo and/or ensemble performance(s) and
manipulate expressive skills in the creation and presentation of characters. They develop awareness
of how characters are portrayed and how performance is shaped and given meaning. The unit also
involves analysis of a student’s own performance work and analysis of a performance by
professional and other drama practitioners.
Assessment:
Use playmaking techniques to devise and develop performances, as well as describe the
dramatic processes used to shape and develop this work
Use expressive skills, theatrical conventions and stagecraft to perform stories and characters
to an audience
Analyse the development and performance of work created
Analyse and evaluate a professional performance
UNIT TWO– DR022
CREATING AUSTRALIAN DRAMA
Students use a range of stimulus material to create performances and examine performance styles
from a range of contexts relevant to Australia and Australians. Conventions appropriate to the
selected performance styles are also explored. Students’ knowledge of how dramatic elements are
enhanced or manipulated through performance is further developed in this unit.
This unit also involves analysis of a student’s own performance work as well as the performance of
an Australian work.
Assessment:
Use a range of stimulus material to create a solo or ensemble performance work; as well as
document and record the playmaking techniques used to shape and develop this work
Demonstrate the effective use and manipulation of dramatic elements, conventions and
stagecraft in the presentation of a performance work to an audience
Analyse and evaluate the student’s own performance work
Analyse and evaluate a professional performance
19
VCE – DRAMA UNIT 3 & 4
UNIT THREE– DR033
ENSEMBLE PERFORMANCE
This unit focuses on non-naturalistic drama. Non-naturalistic performance styles, associated
theatrical conventions and stagecraft are explored in the collaborative process of creating,
developing and presenting an ensemble performance. The processes used in the development and
realisation of the ensemble performance are analysed and evaluated. A non-naturalistic work
selected from the prescribed playlist will also be analysed.
Assessment:
Develop and present character(s) within a non-naturalistic ensemble performance
Analyse playmaking techniques used to construct and present ensemble works including the
work created for the topic above
Analyse and evaluate a non-naturalistic performance selected from the prescribed playlist
UNIT FOUR– DR034
SOLO PERFORMANCE
Students complete two solo performances. For a short solo performance they develop practical
skills of researching, creating, presenting, documenting and analysing a solo performance work. In
the development of a second solo performance, they devise, rehearse and perform an extended solo
performance in response to a prescribed structure published by the Victorian Curriculum and
Assessment Authority. The processes involved in the creation and presentation of character/s in the
solo performance are analysed and evaluated.
Assessment:
Create and present a short solo performance based on stimulus material, and evaluate the
processes used
Create, develop and perform a character or characters within a solo performance in
response to a prescribed structure
Describe, analyse and evaluate the creation, development and presentation of a solo
performance
20
VCE – MUSIC UNIT 1 & 2
This subject is for students who love performing solo or group music. This course covers a wide
range of styles and characters in group and solo performance, analysis listening and composing.
Students will need to be prepared for the work to develop and change their skills as a part of their
VCE program. Students do not need to be having private lessons to take this subject but it is
recommended.
UNIT ONE – MS011
Topics include:
What is music to me, to those who perform and to those who listen to it?
When I perform, does what happens to me happen to others too?
How do I improve my ability to play or sing? What options do I have and how much work is
needed to achieve it?
When I perform in a group, what skills do I need to blend and balance with others?
How does a composer convey feelings in what is printed on the page?
What tools do I need to play my instrument and sing clearly and expressively?
What do the printed symbols in sheet music notation mean?
What do typical patterns I hear in music look like in notation?
UNIT TWO – MS022
Topics include:
How can I use the changes in the way I feel and think when performing to my advantage?
How can I prepare for performing to optimise the final result and consistently perform well?
What technical work should I be doing now to give myself a better foundation for future
work as a performer?
What are the different roles of a group member that will ensure the creating, planning,
rehearsing and performing is at the very best?
How can I as a composer establish a style?
What can I find out about works I am preparing to perform that will help me perform better?
Can I transcribe music from recordings?
21
VCE - STUDIO ARTS: PHOTOGRAPHY UNIT 1 & 2 Offered to Year 10 Only
UNIT ONE– SA011
This unit focuses on using sources of inspiration and individual ideas as the basis for developing
ideas for photographs. A wide range of photographic techniques will be explored.
Students also explore and research the ways in which photographer/artists from different times and
cultures have interpreted and expressed ideas, sourced inspiration and used materials and
techniques in the production of artworks.
Topics include:
Experiment with a variety of methods to translate ideas into visual language
Explore and use a variety of materials and techniques
Discuss how photographers/artists from different times and cultures have interpreted
sources of inspiration and used materials and techniques in the production of their artworks
Apply this knowledge to practical photography folio
Students will review their knowledge and use of the analogue SLR 35mm camera and darkroom
processes. The functions of the digital SLR camera, as well as various techniques such as studio
lighting will be covered in detail. The use of photo editing systems such as Adobe Photoshop will be
explored in class.
UNIT TWO– SA022
This are of study focuses on students establishing and using a design process to produce
photographs. The design process includes the formulation and use of an individual approach to
locating sources of inspiration, experimentation with materials and techniques, and the
development of aesthetic qualities, directions and solutions prior to the production of their
photographs.
Students will also develop skills in the visual analysis of photographs/artworks. Different times and
culture are analysed to understand the photographers’/artists’ ideas and how they have created
aesthetic qualities and identifiable styles.
Topics include:
Develop an individual design process
Analyse and discuss the ways in which different photographers /artists work
Students will use the analogue SLR 35mm camera and darkroom processes, as well as the digital SLR
camera in conjunction with Adobe Photoshop to create a folio of photographs. Various themes such
as Studio Portraiture, Landscape and Narrative will be covered.
22
VCE - STUDIO ARTS: PHOTOGRAPHY UNIT 3 & 4
UNIT THREE– SA033
This unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.
The exploration proposal supports students to identify a direction for their design process. The design process is individually determined by the student. It records trialling, experimenting, analysing and evaluating the extent to which their art practices successfully communicate their aims and ideas. Students also investigate and analyse the response of artists to a wide range of stimuli, and examine their use of materials and techniques.
Topics include:
Exploration proposal
Design process
Professional art practices and styles
UNIT FOUR– SA034
This unit focuses on the production of a cohesive folio of finished artworks. Students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks.
This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the preparation, presentation and conservation of artworks.
Topics include:
Folio of artworks
Focus, reflection and evaluation
Art industry contexts
23
VCE - VISUAL COMMUNICATION UNIT 1 & 2
UNIT ONE– VC011
This unit focuses on using visual language to communicate messages, ideas and concepts. This
involves acquiring and applying design thinking skills as well as drawing skills to make messages,
ideas and concepts visible and tangible. Students practice their ability to draw what they observe
and they use visualisation drawing methods to explore their own ideas and concepts. Students
develop an understanding of the importance of presentation drawings to clearly communicate their
final visual communications.
Students develop an understanding of how the design elements and principles affect the visual
message and the way information and ideas are read and perceived. Students will research
historical design styles and they learn about the place and purpose of design. The three stages of
the design process are introduced; researching designers, generating ideas and applying design
knowledge and drawing skills to develop concepts.
Topics include:
Drawing as a means of communication
Design elements and design principles
Visual communication design in context
UNIT TWO– VC022
This unit focusses on the application of visual communication design knowledge, design thinking
skills and drawing methods to create visual communications to meet specific purposes in various
design fields. Students use presentation drawing methods that incorporate the use of technical
drawing methods. Students investigate how typography and imagery are used in visual
communication design. They will apply design thinking skills when exploring ways in which images
and type can be manipulated to communicate ideas and concepts in different ways. Students will
develop an understanding of the design process. In response to a brief students engage in the
stages of research, generation of ideas and development of concepts to create visual
communications.
Topics include:
Technical drawing in context
Using Type and Imagery
Apply the design process
24
VCE - VISUAL COMMUNICATION UNIT 3 & 4
UNIT THREE– VC033
This study enables students to explore a range of existing visual communications in the
communication, environmental and industrial design fields. Students create their own visual
communications for different purposes, audiences and contexts using a range of manual and digital
methods, media and materials. Students describe how visual communications are designed and
produced in the design industry. Students apply design thinking skills in preparing a brief,
undertaking research and generating a range of ideas relevant to the brief.
Topics include:
Analysis and practice in context
Design industry practice
Developing a brief and generating ideas
UNIT FOUR– VC034
This study enables students to develop distinctly different design concepts for two communication
needs. Students produce final visual communications that satisfy the requirements of the brief.
Students devise a pitch to present and explain their visual communications to an audience.
Topics include:
Development of design concepts
Final presentations
Evaluation and explanation
25
ENGLISH
26
VCE – ENGLISH UNIT 1 & 2
UNIT ONE– EN011
Students read a range of texts, particularly persuasive and narrative texts. They present a point of
view and analyse the language of persuasion.
Outcomes:
Identify and discuss key aspects of a text and construct a response in oral or written form
Create and present texts taking account of audience, purpose and context
Identify and discuss how language can be used to persuade readers and/or viewers
UNIT TWO– EN022
Students read and respond to an expanded range of text types and genres to develop their analytical
skills. They develop confidence in creating written, oral and multimodal texts.
Outcomes:
Discuss and analyse texts and construct a response in oral or written form
Create and present texts taking account of audience, purpose and context
Identify and analyse how language is used in a persuasive text and present a reasoned point
of view in an oral or a written form
27
VCE – ENGLISH UNIT 3 & 4
UNIT THREE– EN033
Students respond both orally and in writing to a range of texts. They further develop analytical skills.
They create their own written pieces in response to the Context. They analyse the language of
persuasion and present an oral point of view.
A list of prescribed texts is published annually in the VCAA Bulletin and school-based selection is
made by teachers in the English Domain.
Outcomes:
Analyse how a selected text constructs meaning and conveys ideas and values
Draw on ideas from the Context to create written texts
Analysis of language used in the Australian media to present a point of view. Presentation of
a reasoned point of view
UNIT FOUR– EN034
Students read and respond in writing to a range of texts in order to analyse their construction and provide an interpretation. They continue their work on the selected Context and explain creative choices they have made.
Outcomes:
Develop and justify a detailed interpretation of a selected text
Draw on ideas from the Context to create written texts for a specified audience and
purpose, and to discuss authorial decisions
28
VCE – LITERATURE UNIT 1 & 2
UNIT ONE– LI011
Students focus on the ways literary texts represent human experience. They respond to texts
personally, critically and creatively. Students explore the language of texts to develop their
understanding of literary conventions.
Outcomes:
Develop and justify responses to literature
Analyse and respond to the ideas of individuals and groups represented in texts
Analyse the construction of a film and comment on the ways in which it represents an
interpretation of ideas and experiences
UNIT TWO– LI022
The focus of this unit is on critical and creative responses to texts. Students make comparisons
between texts and identify some of the relationships that exist through features such as language,
characterisation and ideas.
Outcomes:
Analyse and respond to the ways a text from a past era reflects or comments on the ideas
and concerns of individuals and groups at that time
Production of a comparative piece of interpretive writing with a particular focus
29
VCE – LITERATURE UNIT 3 & 4
UNIT THREE– LI033
Students look at how meaning is created for and by the reader. Students consider how the form of
text affects meaning and generates different expectations in readers; the ways texts represent
values; and the social, cultural and historical context of literary works.
Outcomes:
Analyse how meaning changes when the form of a text changes
Analyse, interpret and evaluate the views and values of a text in terms of the ideas, social
conventions and beliefs that a text appears to endorse, challenge or leave unquestioned
Evaluate views of a text and make comparisons with their own interpretation
UNIT FOUR– LI034
This unit focuses on students’ creative and critical responses to texts. Students consider the context
of their responses as well as the concerns, the style of language and the point of view in their re-
created or adapted work.
Outcomes:
Respond imaginatively to a text, and comment on the connections between the text and
their responses
Critically analyse features of a text, relating them to an interpretation of the text as a whole
30
HEALTH/PE
31
YEAR 10 – FOOD TECHNOLOGY
10FTE1 & 10FTE2
The true joy of cooking comes from sharing food with family and friends. Students discover the
guiding principles of good nutrition for healthy, happy living. They may investigate healthy eating
options and recipe modification to address various diet related diseases. Students may also explore
and participate in catering for special occasions. This could include cake decorating and meal
planning using the design process of investigating, designing, preparing and evaluating. Students will
also be introduced to important VCE Food Technology concepts which include the functional
properties of ingredients and various cooking techniques. This course is designed to enable the
students to develop a sound understanding of the technology process involved in creating foods
suitable for various occasions both formal and informal.
This unit provides a pathway to VCE Food Technology.
Topics include:
Production skills
Healthy alternatives
Design briefs
Nutrition and diet related diseases
Evaluations
Chocolate
Cake decorating
Cake making
Meal planning
Cooking methods
Christmas around the world
32
YEAR 10 – ADVANCED PHYSICAL EDUCATION
10PEA1 & 10PEA2
The focus of these units is to learn about at the importance of fitness and the benefits of physical
exercise. Students have the opportunity to compete in a Triathlon and design and implement a six
week training program.
This unit provides a pathway to VCE Physical Education.
Topics include:
Undertake a theory unit introducing them to the importance of being physically active and
the National Physical Activity Guidelines. They will then gain an understanding of fitness
components, fitness principles and training methods
Train and complete mini triathlon
Design and implement a 6 week training program which will involve training sessions using
the school’s facilities, number of fitness classes at Fitness First and a boot camp session
Body Systems/Biomechanical principles
Drugs in Sport
Sports nutrition
History of Sport
Women in Sport
Sports technology
1 – 2 practical/labs sessions, 3 – 4 theory sessions per cycle
33
VCE - FOOD AND TECHNOLOGY UNIT 3 & 4
UNIT THREE –FY033
FOOD PREPARATION, PROCESSING AND FOOD CONTROLS
Topics include:
Food safety in Australia
Hazard Analysis and Critical Control Points (HACCP)
Food spoilage and food poisoning
Safe work practices while preparing food
Key foods and their components
Preparation and selection of key foods
Cooking techniques
Primary and secondary processing of food
Design plan for School Assessed Task (folio)
UNIT FOUR– FY034
FOOD PRODUCT DEVELOPMENT AND EMERGING TRENDS
Topics include:
Continuation of the School Assessed Task (folio) including:
Implementing a design plan
Use of complex food preparation techniques
Application of safe and hygienic work practices
Use of advanced tools and equipment
Product evaluation and analysis
Food product development
Trends in product development
Food packaging types and systems
Environmental issues relating to production and consumption of food
Marketing of food products
34
VCE - HEALTH AND HUMAN DEVELOPMENT
UNIT 1 & 2
UNIT ONE – HH011
THE HEALTH AND DEVELOPMENT OF AUSTRALIA’S YOUTH
In this unit students are introduced to the concepts of health and individual human development.
Topics include:
The individual human development of Australia’s youth
The health of Australia’s youth
The determinants of health and individual human development of Australia’s youth
Nutrition during youth
Health issues facing Australia’s youth
UNIT TWO – HH022
INDIVIDUAL HUMAN DEVELOPMENT AND HEALTH ISSUES
This unit focuses on the lifespan stages of childhood and adulthood.
Topics include:
The health and individual Human development of Australia’s children and adults
The determinants of health and human development of Australia’s children and adults
Issues facing Australia’s health system
35
VCE - HEALTH AND HUMAN DEVELOPMENT
UNIT 3 & 4
UNIT THREE – HH033
AUSTRALIA’S HEALTH
In this area of study students develop an understanding of the health status of Australians.
Topics include:
The health status of Australia’s population in comparison with other developed countries
The function and food sources of major nutrients as a determinant of health
The role of National Health Priority Areas in improving Australia’s health status
Different models of health and health promotion initiatives
Australia’s health care system and the different roles of government and non-government
organisations in promoting health
UNIT FOUR – HH034
GLOBAL HEALTH AND HUMAN DEVELOPMENT
Students explore a global perspective on achieving sustainable improvements in health and human
development.
Topics include:
Factors contributing to variations in health status between Australians and developing
countries
Evaluating the progress of the United Nation’s Millennium Development goals and the
interrelationships between health, human development and sustainability
The different types of aid and how they are used to achieve global health and sustainable
human development
The role of international and Australian government and non-government agencies and
organisations in regard to human development and sustainability
36
VCE - PHYSICAL EDUCATION UNIT 1 & 2
UNIT ONE – PE011
BODIES IN MOTION
This unit looks at how the body systems work together to produce movement and analyses this
motion using biomechanical principles.
Topics include:
Skeletal system
Muscular system
Cardiovascular system
Respiratory system
Energy Systems
Biomechanics
Force production
Balance and stability
Motion
Levers
Technology in sport
UNIT TWO – PE022
SPORTS COACHING AND PHYSICALLY ACTIVE LIFESTYLES
This unit explores a range of coaching practices and their contribution to improved performance.
Students look at physical activity and the role it plays in the health and wellbeing of the population.
Topics include:
Coaching
Skill learning
Feedback
Types of practice
Levels of physical activity in Australia
Benefits of physical activity
Consequences of sedentary lifestyles
National Physical Activity Guidelines
Barriers to participation in physical activity
Health promotion
Measuring physical activity levels
Physical activity and the media
37
VCE - PHYSICAL EDUCATION UNIT 3 & 4
UNIT THREE – PE033
PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE
This unit introduces students to an understanding of physical activity and sedentary behaviour.
Students investigate energy systems and the multi-factorial causes of fatigue.
Topics include:
Methods of assessing physical activity and sedentary behaviour
Physical activity promotion including campaigns
Individual and population based physical activity promotion initiatives and strategies
Acute responses to physical activity
Energy systems - including compulsory practical participation
Fuels required for energy
Oxygen use during and after exercise
Muscle fatigue
Recovery methods
UNIT FOUR – PE034
ENHANCING PERFORMANCE
Students learn to critically evaluate different technologies and practices that can be used to enhance
performance.
Topics include:
Fitness components
Data collection for a sport and analysis (GPS)
Assessment of fitness: Including individual testing
Training principles
Training methods: Including a compulsory 6 week training program
Chronic adaptations to training
Techniques and strategies to enhance performance and improve recovery
Nutritional (carbohydrate loading, protein supplements)
Hydration (water, sports drinks, IV drips)
Physiological (ice, hyperbaric chambers)
Psychological (sleep, arousal, mental imagery)
Legal and illegal substances (altitude training, steroids, blood doping)
Drugs in sport and anti-doping codes
38
HUMANITIES
39
YEAR 10 – COMMERCE
10COM
The focus of this unit is Economics, Accounting and Business Management and aims to cover and
prepare students in the skills and knowledge of these related VCE units. Students consider their role
as ethical consumers and the role they play in encouraging business to behave ethically in the
sourcing, production and selling of their products.
This unit provides a pathway to VCE Accounting and VCE Business Management.
Topics Include:
Economic concepts
Supply and demand
Different markets
Opportunity costs
Key interactions in the Australian economy
Marketing
Ethical dilemmas relating to marketing
How the Australian economy works
Multinational corporations
Imports and exports
Trade barriers
Issues with globalisation
Ethical consumerism (national & international)
Single entry accounting
Budgeting
40
YEAR 10 – LEGAL/POLITICS
10LPT
Students will develop an understanding on how human rights affect us in our daily lives and to
acknowledge our responsibilities in recognising the need to balance those rights with the rights of
others. Students will develop their understanding of what human rights are nationally and
internationally through the following topics. They will consider their role as a change agent.
This unit provides a pathway to VCE Global Politics and VCE Legal Studies.
Topics Include:
What are human rights?
The relationship of human rights to daily life
The relationship between rights and responsibilities
Understanding individual and collective human rights
Apply the concepts of human rights to their own lives
Human rights issues, both nationally and internationally
Meaning and significance of the Universal Declaration of Human Rights
Laws which embody human rights and promote them in practice
Does Australia need a Bill of Rights and compare Australia with other countries?
How well does Australia protect human rights? Case-study ‘Indigenous Australians’ and
other contemporary case-studies
41
YEAR 10 – MODERN HISTORY Compulsory
10HIS
Beginning from the close of World War 1 to 1918, this course explores major events and
developments in the twentieth century to the present, focussing especially on Australia. Major
areas of study include the rise of Nazi Germany and the Holocaust, the Indigenous struggle for
human rights in Australia and the shape of popular culture in Australia.
This unit provides a pathway to VCE History: Twentieth Century.
Topics Include:
Adolf Hitler and the Nazi Party
The Holocaust
Australian in World War II
The struggle for Indigenous rights in Australia, focussing on activism, the Stolen Generations,
land rights and ongoing efforts for lasting reconciliation
The rise of Australian television, film and music
42
YEAR 10 – PHILOSOPHY
10PHI
This unit examines some important philosophical ideas and debates; we also examine the theories of
some of the most influential philosophers.
Topics Include:
The Ancient Greek philosopher, Socrates, and his idea that we must use our reason to
critically examine our own lives and the ideas we take for granted
The Ancient Greek philosopher, Aristotle, who examines the problem of how to achieve
personal happiness and also exist in harmony with others
The Ancient Greek philosopher, Epicurus, who teaches us how we might face the most
worrying threats, such as death and suffering, and yet live a pleasurable and happy life
The modern thinker, Freud, who challenges Socrates’ idea that we can effectively examine
our own ideas and lives; Freud shows us that our ideas and actions are often driven by forces
we struggle to understand and control
The modern thinkers, Marx and Rawls, who challenge the ideas of Epicurus and Aristotle,
that we can achieve happiness in an unjust social world. Both Marx and Rawls argue that
societies must be changed if we are to achieve social justice and true happiness
All thinkers’ ideas will be subject to critical examination
43
VCE – BUSINESS MANAGEMENT UNIT 1
UNIT ONE – BM011
SMALL BUSINESS MANAGEMENT
This unit examines the impact small businesses have on the Australian economy. Students will be
given the opportunity to plan, implement and evaluate a small business that they have created.
Topics include:
Types and structures of organisations
The world of business
Ethical and socially responsible management
Motivation behind starting a small business
The importance of location
Business support services
Business resources
Marketing
Evaluating the success of business
Managing staff
VCE – ACCOUNTING UNIT 2
UNIT TWO – AC022
ACCOUNTING FOR A TRADING BUSINESS
This unit focuses on using a single entry recording system for the recording and reporting of cash
and credit transactions. Financial and non-financial information is used to evaluate the performance
of a business and then suggest strategies to the owner on how to improve the performance of the
business.
Topics include:
Twofold effect of transactions on the accounting equation
Recording cash and credit transactions into journals
Accounting for a business’ stock
Trading business and the Cost of Supply in determining profit
Adjustments for depreciation, prepayments and accrued transactions
Monitoring cash flow movements
Computerised accounting – QuickBooks
Evaluation of business performance
44
VCE - BUSINESS MANAGEMENT UNIT 3 & 4
UNIT THREE – BM033
In this unit you will learn about Large Scale Organizations in Australia. A variety of case studies will
be used to study the theory.
Topics include:
Economic contribution of large scale organisations
Environments of large scale organisations and ethics
Management structures, skills, styles and roles
Corporate Culture
Operations Management
Facilities design and layout
UNIT FOUR – BM034
In this unit you will learn about Management of People and Change. A number of case studies will
be used to provide real life examples of large scale organisations in Australia.
Topics include:
Human resource function
The employment cycle
Employee relations
Organisational change
Issues in change management
45
VCE – GEOGRAPHY UNIT 1 & 2 (Offered to Year 10 Only)
UNIT ONE – GE011
NATURAL ENVIRONMENTS
This unit investigates the geographic characteristics of natural environments and landforms. It
explores the changes that occur to natural environments as a result of environmental and human
activities.
Topics include:
Analysis of at least two natural environments: coasts, deserts, rivers, volcanoes and tropical rainforests
Compare and contrast geographical characteristics including: Climate; Soils; Drainage; Natural vegetation; Topography
Extreme natural events that change and create landforms e.g. Tsunami and Volcanoes
Weathering, erosion and deposition
Topographic maps
Fieldwork activities
Tourism
Urban expansion
Pollution
UNIT TWO– GE022
HUMAN ENVIRONMENTS
This unit examines the relationship between human activities and natural environments with a
specific focus on rural and urban environments.
Topics include:
Geographical location of urban and rural environments including: Locations; Landscapes; Climate; Living conditions
Mapping skills
Human activities which affect natural environments
Farms, Forests, Mines, Rural settlements
Fieldwork activities
Inner urban areas; Central Business District (CBD)
Population change and movement
Climate change
Globalisation and government policies
46
VCE - GLOBAL POLITICS UNIT 1 & 2
UNIT ONE – GP011
THE NATIONAL CITIZEN
In this unit students are introduced to the study of politics as the exercise of power by individuals,
groups and nation-states. Students consider key concepts related to power and influence, types of
power, political ideology and values, political involvement and active citizenship. The nature of and
philosophical ideas behind democracy are studied, as well as the operation and nature of
contemporary Australian representative democracy. Students examine the reasons why people seek
political power, the characteristics of successful political activists and leaders, and the political ideas
that motivate them. The ways in which political power is exercised and how that power is
challenged and resisted by others is explored. Students also examine the role and influence of social
and political movements as methods of organising political ideas and action.
Outcomes:
Describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy
Explain why people seek political power, and the major political ideologies that influence political involvement and political movements
UNIT TWO– GP022
THE GLOBAL CITIZEN
This unit focuses on the contemporary international community. Students examine their place
within this community through considering the debate over the existence of the ‘global citizen’. In
Area of Study 1 they explore the myriad ways their lives have been affected by the increased
interconnectedness – the global threads – of the world through the process of globalisation. In Area
of Study 2, students consider the extent to which the notion of an international community exists,
and investigate its ability to manage areas of global cooperation and respond to issues of global
conflict and instability.
Outcomes:
Identify the ways in which the lives of citizens in the twenty-first century are interconnected globally
Describe and analyse the extent to which the international community is cohesive, and whether it can effectively manage cooperation, conflict and instability in relation to selected case studies
47
VCE - HISTORY: TWENTIETH CENTURY UNIT 1 & 2
UNIT ONE – HI031
TWENTIETH CENTURY HISTORY 1900 - 1945
The first half of the twentieth century was marked by significant change. The world before the Great
War was relatively ordered and certain. After 1918 the order was challenged and overturned. Old
certainties were replaced by uncertainties as new movements and organisations emerged in
response to economic, social and political crisis and conflicts. Revolutions, civil war and world wars
dominated the first fifty years of the twentieth century.
Topics include:
Pre – First World War era Europe
The Great War
Peace treaties after the First World War
The Weimar Republic and the rise of the Nazi Party in Germany 1919 – 1933
Nazi control of Germany 1933 – 1945
Causes of the Second World War
UNIT TWO– HI042
TWENTIETH CENTURY HISTORY – 1945 - 2000
In 1945 the forces of German fascism were defeated. The United States of America and the USSR emerged from the destruction of the Second World War II as the new world superpowers. The relationships between these allies dissolved and for the next forty years a Cold War was waged between these opposing social systems. The international community was loath to experience another devastating world war. The newly formed United Nations aimed at taking an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety in a century where new countries were formed and independence gained through military and diplomatic means.
Topics include:
The fall of Berlin and the Third Reich
The beginnings of the Cold War 1945 – 1949
Cold War crisis 1950 – 1970
1960’s – Movements of the People
The United Nations and its role in international conflicts
The Palestinian and Israeli conflict
48
VCE - LEGAL STUDIES UNIT 1 & 2
UNIT ONE– LS011
CRIMINAL LAW IN ACTION
This unit focuses on the need for laws. Students will investigate features of criminal law, how it is
enforced, adjudicated, the outcomes and impact of crime. Students also consider the role of law-
making bodies and the impact of the Victorian Charter of Rights & Responsibilities on law-making in
Victoria.
Topics include:
Law in society
Criminal law
The Criminal Courtroom
UNIT TWO– LS022
ISSUES IN CIVIL LAW
Students examine the rights protected by civil law, and the obligations imposed. They investigate
types of civil laws and related cases. Students focus on the resolution of disputes and the impact
certain cases have on the legal system and the rights of individuals.
Topics include:
Civil Law
The Civil Law action
The law in focus
A question of rights
49
VCE - LEGAL STUDIES UNIT 3 & 4
UNIT THREE– LS033
LAW MAKING
In this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law to keep up to date with changes in society.
Topics include:
Parliament and the Citizen
The Constitution and the protection of rights
Role of the courts in law-making
UNIT FOUR– LS034
RESOLUTION AND JUSTICE
Students examine the institutions that adjudicate criminal cases and civil disputes and evaluate the
legal system using the elements of an effective legal system.
Topics include:
Dispute resolution methods
Court processes, procedures and engaging in justice
50
LOTE
51
YEAR 10 – CHINESE
10CHI1 & 10CHI2
The study of Chinese is conducted over both Semester 1 and Semester 2 and utilises two elective
choices. When choosing this subject you are committing to both Semester 1 and Semester 2 in
2015. This course continues to extend students’ knowledge of Chinese language and culture.
Topics include:
School Life
Means of transport
Leisure life
Health
Traveling
The course also explores the rich traditions and cultural aspects of the Chinese speaking community
such as school education, religions and Beijing Opera.
These units provide a pathway to VCE Chinese.
Assessment:
Listening: Extract, summarise and order main points of information
Speaking: Initiate, maintain and close a conversation
Reading: Comprehend ideas, events, roles and themes of the written text
Writing: Explore a range of text types and writing styles to produce a sustained piece of
writing
Examination
52
YEAR 10 – ITALIAN
10ITA1 & ITA2
The study of Italian is conducted over both Semester 1 and Semester 2 and equals two elective
choices. When choosing this subject you are committing to both Semester 1 and Semester 2 in
2015. This unit of study is designed to extend students’ interactive and written use of the Italian
language.
Topics Include:
Film study of ‘La vita è bella’
Study of twentieth century Italy
Renaissance Italy, artworks of Caravaggio and Gentileschi
The changing Italian family
Literature study of the novel ‘Volevo i pantaloni’
Excursions, incursions and competitions are integral to the study of the Italian language and culture.
Students will have the opportunity to participate in various cultural activities.
These units provide a pathway to VCE Italian.
Assessment:
Class tests on key knowledge areas: grammatical structures, vocabulary and expressions
Language analysis exercises
Listening and reading comprehension tasks
Written tasks exploring the following text types: informal letter, email, telephone call,
brochure, conversation, diary entry
Participation in conversation and discussion in Italian
53
VCE - CHINESE SECOND LANGUAGE UNITS 1 - 4
UNITS 1 – 4: COMMON AREAS OF STUDY
The areas of study for Chinese comprise themes and topics, text types, kinds of writing, vocabulary
and grammar. The themes and topics are the vehicle through which the student will demonstrate
achievement of the outcomes; they form the subject of the activities and tasks the student
undertakes. The common areas of study have been selected to provide the opportunity for the
student to build upon what is familiar, as well as develop knowledge and skills in new and more
challenging areas.
UNIT ONE – LO391
Topics include:
Personal identity (self , family, friends, school life)
Recreation and leisure activities
Travelling in China (China geography, main cities and tourist destinations)
UNIT TWO– LO392
Topics include:
Food types and cuisine
Young people’s world – Friendship and dating & ICT
Prerequisite: Must complete Unit 1 & 2.
UNIT THREE – LO393
Topics include:
Country and city life
Festivals in China
People of significance in Chinese culture
UNIT FOUR– LO394
Topics include: City of Beijing
History
Tourism
People and dialect
Traditional entertainment
Cultural and political significance
NOTE: CHINESE SECOND LANGUAGE ADVANCED
Some students with a Chinese educational background may be required to undertake Chinese Second
Language Advanced. The course will follow the one outlined above but with a different examination.
54
VCE – ITALIAN UNITS 1 - 4
UNITS 1 – 4: COMMON AREAS OF STUDY
The areas of study for Italian comprise themes and topics, text types, kinds of writing, vocabulary
and grammar. The themes and topics are the vehicle through which the student will demonstrate
achievement of the outcomes; they form the subject of the activities and tasks the student
undertakes. The common areas of study have been selected to provide the opportunity for the
student to build upon what is familiar, as well as develop knowledge and skills in new and more
challenging areas.
UNIT ONE – LO141
Topics include:
The origins of Carnevale
The theatrical performance style of the Commedia Dell’Arte
Literature study of the novel ‘Io è te’
UNIT TWO– LO142
Topics include:
Tourism and hospitality
Film study
Detailed study on social and contemporary issues – youth and the changing family
Prerequisite: Must complete Unit 1 & 2.
UNIT THREE – LO143
Topics include:
Literature study of the novel ‘Io non ho paura’
The Mediterranean diet
Family relationships
UNIT FOUR– LO394
Topics include:
Film study
Detailed study on social and contemporary issues – immigration to Italy
55
MATHEMATICS
56
VCE/VET and VCAL Mathematics Pathways
** Foundation Mathematics should only be taken by students who have considerable difficulty with mathematics
and wish to conclude their study of the subject at the end of Year 10. Approval from the Head of Mathematics is
required before selection of this subject.
Year 9
Maths
Year 10 Maths VCE Foundation
Maths
Unit 1 & 2 **
General Further
Mathematics
Units 1 & 2
Mathematical
Methods (CAS)
Units 1 & 2
Mathematical
Methods (CAS)
Units 3 & 4
and
Specialist
Mathematics
Units 3 & 4
Further
Mathematics
Units 3 & 4
Mathematical
Methods (CAS)
Units 3 & 4
Mathematical
Methods (CAS)
Units 3 & 4
and
Further
Mathematics
Units 3 & 4
Mathematical
Methods (CAS)
Units 1 & 2
and
General
Specialist
Mathematics
Units 1 & 2
57
VCE FOUNDATION MATHS UNIT 1 & 2 This course is designed for students who have considerable difficulty with mathematics and wish to conclude
their study of the subject at the end of Year 10.
UNIT ONE
The Stock Market Introduction to the share market; How to read the listings in the paper; Ratio;
Practical selection of shares; ASX.com.au and Commsec; Buying shares and
brokerage; Percentages; Selling shares; Break-even analysis; Capital Gains on
Shares; Return on Investment; Yield on Shares.
Shopping Grocery list; Introduce home shopping options; Setting up a house;
Economising using comparison; Generic brands; Converting units of measure;
Value by weight; Value by Capacity; Sensible Buying and Consumption rates;
Consumption Graphs. Visits to local supermarkets and IKEA.
Fitness and
Measurement in Sport
Heart rates; Respiration; Reaction times; Measurement in sport – Timing
Events; Measurement in sport – Speed; Swimming and Athletics Sports Results
analysis.
Budgeting / Personal
Finance
Definitions. Preparing a budget; Personal budgeting; Personal Finance.
Operating a cheque account; Credit Cards; Credit Card Traps; Hire Purchase;
Simple Interest.
Cooking Cooking Measurements; Cooking by Volume; Practical cooking; Choosing the
right measuring device; Converting from Weight to Volume; Scaling Down or
Up; Cooking scones; Cooking Afternoon Teas for School Tours; Class Bake-off.
UNIT TWO
Overseas Travel Foreign Exchange. Buying and Selling Australian Currency; Travellers Cheques
/Credit cards ; Airfares; On-line booking; Accommodation and Food Costs;
Games Euclid’s Game; Darts; Blackjack; The Game of hops; The Game of Pentadice.
Taxation Taxable Income; Medicare Levy; Calculating Income Tax; Extra Tax or Refund?
Modelling and
Building
Reviewing Building Plans; Determining the Building Sequence; Visit Display
Homes and investigate plans associated; Review Pythagoras’ Theorem; Building
the Garage; Trigonometry; Quantity Estimation; Building a Model of a Garage.
Comparing Data Comparing Data/Graphs; Analysing Data; Statistical Analysis of an AFL Team or
Australian Open.
Assessment:
Topic tests
Analysis tasks
Semester examination
58
VCE - GENERAL MATHEMATICS (FURTHER)
UNIT 1 & 2
This subject provides a full preparation for Further Mathematics Units 3 & 4 and for those who need any Year
11 Mathematics as a prerequisite for further study. See the VCAA website for full study design and outcomes:
http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
UNIT ONE– MA071
In this unit students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. Technology (TI-nspire CAS calculator) is used throughout
all areas of study where appropriate.
Topics include:
Financial arithmetic
Linear graphs and modelling
Linear relationships and equations
Matrices
Networks
Assessment:
Topic tests
Analysis tasks
Semester examination
UNIT TWO– MA072
In this unit students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. Technology (TI-nspire CAS calculator) is used throughout
all areas of study where appropriate.
Topic include:
Univariate data
Bivariate data
Linear Programming
Geometry
Trigonometry and applications
Assessment:
Topic tests
Analysis tasks
Semester examination
59
VCE - FURTHER MATHEMATICS UNIT 3 & 4
This subject provides a full preparation for Further Mathematics Units 3 & 4 and for those who need any Year
11 Mathematics as a prerequisite for further study. See the VCAA website for full study design and outcomes:
http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
UNIT THREE– MA073
In this unit students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. Technology (TI-nspire CAS calculator) is used throughout
all areas of study where appropriate.
Topics include:
Data Analysis - core
Networks and decision mathematics
Assessment:
Topic Tests
SAC 1 Application Task
SAC 2 Analysis Task
UNIT FOUR– MA074
In this unit students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. Technology (TI-nspire CAS calculator) is used throughout
all areas of study where appropriate.
Topic include:
Graphs and Relations
Matrices
Assessment:
Topic tests
SACs 3, 4 Analysis Tasks (all SACs 34%)
Examination 1 (33%)
Examination 2 (33%)
60
VCE - MATHEMATICAL METHODS (CAS)
UNIT 1 & 2
This course is more challenging than the General Further/ Mathematics course. It is for students who are
confident with their algebraic and graphing skills. See the VCAA website for full study design and outcomes:
http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
In these units students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. The appropriate use of CAS technology (TI-nspire CAS
calculator) to support and develop the teaching and learning of mathematics is incorporated
throughout all areas of study.
UNIT ONE– MA071
Topics include:
Linear functions
Quadratic functions
Matrices
Other functions, relations and transformations
Circular functions
Assessment:
Topic tests
Analysis tasks
Examination 1 (non-technology)
Examination 2 (notes and technology)
UNIT TWO– MA072
Topic include:
Exponential and logarithmic functions
Rates of change
Differential calculus and applications
Integration
Probability
Assessment:
Topic tests
Analysis tasks
Examination 1 (non-technology)
Examination 2 (notes and technology)
61
VCE - MATHEMATICAL METHODS (CAS)
UNIT 3 & 4
This course is more challenging than the General Further/Further Mathematics course. It is for students who
are confident with their algebraic and graphing skills. See the VCAA website for full study design and
outcomes: http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
In these units students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. The appropriate use of CAS technology (TI-nspire CAS
calculator) to support and develop the teaching and learning of mathematics is incorporated
throughout all areas of study.
UNIT THREE– MA073
Topics include:
Power functions
Absolute value function
Sum, difference and product functions
Composite and inverse functions
Transformations
Exponential and logarithmic functions
Circular functions
Differential calculus
Assessment:
Topic tests
SACs 1, 2 (tests), SAC 3 (application task)
UNIT FOUR– MA074
Topic include:
Differential calculus and applications
Integral calculus and applications
Probability
Assessment:
Topic tests
SACs 4, 5 (Analysis Tasks) (all SACs 34%)
Examination 1 (22%)
Examination 2 (34%)
62
VCE - GENERAL MATHEMATICS (SPECIALIST) UNIT 1 & 2
This subject, together with Mathematical Methods (CAS) Units 1 & 2, prepares students for Specialist
Mathematics Units 3 & 4 and/or provides superior preparation for Mathematical Methods (CAS) Units 3 & 4.
See the VCAA website for full study design and outcomes:
http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
In these units students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. The appropriate use of CAS technology (TI-nspire CAS
calculator) to support and develop the teaching and learning of mathematics is incorporated
throughout all areas of study.
UNIT ONE– MA071
Topics include:
Algebra
Matrices
Sequences and series variation
Circle theorems
Trigonometry and applications
Assessment:
Topic Tests
Analysis Tasks
Examination 1 (non-technology), examination 2 (notes and technology)
UNIT TWO– MA072
Topics include:
Circular functions
Polar coordinates and complex numbers
Vectors
Kinematic/statics
Loci paths
Transformations of functions
Assessment:
Topic Tests
Analysis Tasks
Examination 1 (non-technology)
Examination 2 (notes and technology)
63
VCE - SPECIALIST MATHEMATICS UNIT 3 & 4
This course is designed to be taken in conjunction with Mathematical Methods (CAS) Units 3 & 4 and extend and develop
material from the Mathematical Methods (CAS) course. It is for students with a strong interest in mathematics who are
confident with their algebraic and graphing skills. See the VCAA website for full study design and outcomes:
http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf
In these units students apply key knowledge and skills to solve routine problems and use problem-
solving approaches in unfamiliar situations. The appropriate use of CAS technology (TI-nspire CAS
calculator) to support and develop the teaching and learning of mathematics is incorporated
throughout all areas of study.
UNIT THREE– MA073
Topics include:
Vectors
Complex numbers
Conics
Circular functions
Differentiation
Rational functions
Antidifferentiation
Differential equations
Assessment:
Topic Tests
SACs 1, 2 (tests)
SAC 3 application task
UNIT FOUR– MA074
Topic include:
Applications of integration
Kinematics
Vector calculus
Dynamics
Assessment:
Topic tests
SACs 4, 5 (Analysis Tasks) (all SACs 34%)
Examination 1 (22%)
Examination 2 (34%)
64
SCIENCE
65
YEAR 10 – SCIENCE
In Year 10 Science students should explore the biological, chemical, geological and physical evidence
for different theories, such as the theories of Natural Selection and the Big Bang. Atomic theory is
developed to understand relationships within the periodic table. Understanding motion and forces
are related by applying physical laws. Relationships between aspects of the living, physical and
chemical world are applied to systems on a local and global scale.
All students will study Chemistry and Biology for one semester.
Students must choose one of the following subjects for the other Semester.
Note: Students wishing to do VCE Biology, Psychology, Physics or Chemistry MUST do Physics,
Global systems and Space.
10PGS – Physics, Global Systems and Space
Topics Include:
Motion for objects and forces
Energy transformations
The origin and characteristics of the universe
Interactions within the atmosphere such as the Carbon Cycle
OR
10SFL – Science for Living (this unit does not lead to VCE Science)
Note: Selection for this subject is based on teacher invitation
Topics Include:
Design their own experiments to investigate consumer products
The nature of cosmetics and make some cosmetics
Science of travel and Science reported in the media
66
VCE – BIOLOGY UNIT 1 & 2
UNIT ONE – BI011
UNITY AND DIVERSITY
Students examine the cell as the structural and functional unit of a whole organism.
Topics include:
Cell structure and function
Composition of cells
Internal and external environments of cells
Cell replication
Obtaining and processing nutrients
Reproduction – Sexual and Asexual
Classifying organisms
UNIT TWO – BI022
ORGANISMS AND THEIR ENVIRONMENT
Students will focus on the relationship between environmental factors and adaptations.
Topics include:
Environmental factors and structural adaptations
Individual and group behaviour
Reproductive adaptations
Techniques used to monitor environmental change
Ecosystems and relationships between organisms
Cycling of matter
Changes to ecosystems
67
VCE – BIOLOGY UNIT 3 & 4
UNIT THREE – BI033
SIGNATURES OF LIFE
Students investigate the activities of cells at a molecular level.
Topics include:
Chemical nature of cells
Role of organelles and membranes
Enzyme action
Applications of molecular biology in medicine
Coordination and regulation
Disease – detecting self and non-self, immune response, disorders, acquired immunity
UNIT FOUR– BI034
CONTINUITY AND CHANGE
Students study how genes are transmitted from generation to generation.
Topics include:
Genetics and inheritance
Tools and techniques used in DNA manipulation
Cell reproduction
Variation-genotype and phenotype
Patterns of inheritance
Population genetics
Natural selection
Evolution
Human intervention
68
VCE – CHEMISTRY UNIT 1 & 2
UNIT ONE – CH011
THE BIG IDEAS OF CHEMISTRY
This unit involves a study of the development and organisation of the periodic table and the
development of our understanding about the internal structure of the atom. The unit also focuses
on the models for metallic, ionic and covalent bonding. The language of chemistry, its symbols and
chemical formulas and equations, to explain observations and data collected from experiments is
also covered.
Topics include:
History and development of the theory of atomic structure
Understanding the Periodic Table
Classifying and explaining the properties of materials
UNIT TWO – CH022
ENVIRONMENTAL CHEMISTRY
This unit examines chemistry and our environment. The principles of green chemistry will be applied.
Quantitative chemical calculations play an essential role in monitoring the environment and students
are introduced to the types of calculations used every day by analytical chemists. The language of
chemistry, its symbols and chemical formulas and equations, to explain observations and data
collected from experiments will continue to be developed.
Topics include:
The chemistry of water
Acids and bases
The chemistry of the atmosphere
Applications of quantitative chemistry
69
VCE – CHEMISTRY UNIT 3 & 4
UNIT THREE – CH033
CHEMICAL PATHWAYS
This unit involves a study of the techniques available for analyses in the fields of forensic science,
environmental chemistry, geology and quality control in the production of food. The unit also
investigates organic molecules and their reactions in the context of producing new medicines,
generation of biochemical fuels and forensic analyses.
Topics include:
Traditional analysis techniques
Instrumental analysis techniques
Organic chemistry
Biological applications of chemistry – molecules found in living things including proteins and
DNA
UNIT FOUR – CH034
CHEMISTRY AT WORK
This unit examines the industrial production of chemicals and the ways in which production of high
quality chemicals are maximised, while being environmentally responsible. The production of one
chemical is studied in detail. Students also study the supply and use of energy from different
sources.
Topics include:
Factors affecting rates of reactions
Reversible reactions
Investigation of energy changes in chemical reactions
Producing electricity from chemical reactions
Using electricity to produce useful chemicals
70
VCE – PHYSICS UNIT 1 & 2
UNIT ONE – PH011
This unit investigates radiation and nuclear reactions, direct current circuit theory and one of
medical physics, energy from the nucleus, astrophysics or flight.
Topics include:
Types of radiation and characteristics of each
The use of radiation to treat cancer
Nuclear transformations
Electrical circuit models, circuit components and electrical safety
Series, parallel circuits and applications of ohms law
Theory related to one of the detailed studies chosen by students
UNIT TWO– PH022
This unit covers material relating to motion and forces, the wave and ray model of light and one of
medical physics, energy from the nucleus, astrophysics or flight.
Topics include:
Models used to explain movement from the early theories to Newton
Examination of forces both contact and non-contact
The behaviour of light and optical phenomena
The operation of optical instruments using the ray model
Theory related to one of the detailed studies chosen by students
71
VCE – PHYSICS UNIT 3 & 4
UNIT THREE – PH033
Students will investigate motion and related energy transformations experimentally, and use the
Newtonian model in one and two dimensions to analyse motion in the contexts of transport and
related aspects of safety. They will also investigate, describe, compare and explain the operation of
electronic and photonic devices, and analyse their use in domestic and industrial systems.
Topics include:
Theories of motion, forces, energy changes and gravity
Projectiles and circular motion
Explanation of the operation of electronic and photonic devices
Uses of simple circuits and electrical components like LED LDR and thermistors
UNIT FOUR – PH034
Students will develop models to explain the interactions of light and matter. They will also explain
the generation, distribution and use of electric power. In either semester one or two students will
undertake one detailed study out of: Einstein’s special relativity, materials and their use in
structures, further electronics, Synchrotron and its applications, Photonics and Sound.
Topics include:
Magnetism and electricity and how the two are linked including the operation of electric
motors
Generators and theories of transmission of electric power
Theories of light and matter, and how they have changed over time including the wave and
particle model of light and matter
Quantum theory applied to photons
Theory related to one of the detailed studies chosen in either semester on or two
72
VCE – PSYCHOLOGY UNIT 1 & 2
UNIT ONE– PY011
INTRODUCTION TO PSYCHOLOGY
Students are introduced to the development of psychology from its philosophical beginnings to a
scientific study of the human mind and behaviour.
Topics include:
Scope of psychology and specialist disciplines
Influences on human behaviour
Development of different psychological theories used to explain the human mind
The development of different psychological theories used to explain the human mind and
behaviour associated with particular stages of development over a lifespan
Research methodologies such as ethical principles
UNIT TWO – PY022
SELF AND OTHERS
This unit focuses on how a person’s attitudes and behaviours affect the way they view themselves
and affect their relationship with others.
Topics include:
Group behaviour and why people behave as they do
Explanations of individual aggression, peer pressure and the need to belong
Status, power and obedience
Differences between individuals are also explored such as intelligence and personality
Research methods when undertaking their own investigations
73
VCE – PSYCHOLOGY UNIT 3 & 4
UNIT THREE – PY033
THE CONSCIOUS SELF
This unit focuses on relationships between the brain and mind through examining the basis of
consciousness, behaviour, cognition and memory.
Topics include:
Normal waking consciousness and altered states of consciousness
Stages and the purpose of sleep
Functioning of the brain and the nervous system
Research methods and ethical principles associated with the study of the brain and states of
consciousness
Mechanisms of memory formation and the role of neurons
Comparison of models for explaining human memory
Strengths and limitations of psychological theories of forgetting
Manipulation and improvement of memory
Research methods and ethical principles associated with the study of memory
UNIT FOUR – PY034
BRAIN, BEHAVIOUR AND EXPERIENCE
This unit focuses on inter-relationships between learning, the brain and its responses to experiences
and behaviour. They consider different concepts of normality, and learn to differentiate between
normal responses such as stress to external stimuli, and mental disorders.
Topics include:
Mechanisms of learning and neural basis of learning
Applications of, and comparisons of, learning theories
Research methods and ethical principles associated with the study of learning
Biopsychosocial framework (the interaction and integration of biological, psychological and
social factors) to explore mental health and illness
Systems of classification of mental conditions and disorders
Use of biopsychosocial framework (the interaction and integration of biological,
psychological and social factors) to explore the nature of stress and a selected mental
disorder and its management
74
VET
75
VET IN THE VCE
(Vocational Educational Training in the Victorian Certificate of Education)
All VCE / VET programs are drawn from national training packages and offer portable qualifications
which are recognised throughout Australia. These qualifications provide students the opportunity to
acquire and develop skills, knowledge and confidence to work in a specific area or to pursue a career
or further training in a selected program.
VET IN SCHOOLS PROGRAM (VET) PROVIDES:
The potential for the practical training experience to complement senior school studies
Support to students to improve their academic performance because of increased
awareness of the applicability and relevance of their learning
Increased opportunities for students to continue their studies
Alternative pathways to work and further study
Opportunities for young people to combine work and full time study
All VCE/VET subjects offer credit towards the VCE either through a scored assessment (examination
at the end of year 12) or as block credit (a score based on the ability of the student within their top 4
subjects. You will receive an increment towards your ATAR: 10% of the average of the primary four
scaled studies). VCE/VET subjects have equivalent status to any VCE subject.
THE VCE /VET SUBJECTS WE WILL BE OFFERING AT OLSH 2015 ARE:
VET Certificate II in Business
VET Certificate II in Community Services
VET Certificate II in Dance
VET Certificate III in Sport & Recreation
See pages 78 – 81 for an overview of these subjects.
76
Other VCE/VET subjects are available at a variety of institutions depending on a student’s interest
area. (See below) Students wishing to explore the VCE/VET option need to see Mrs Amanda Malone
the Director of Curriculum or Mrs Maureen Malone the Pathways Coordinator for full course
information and advice. If your passion area is not listed below then ask for advice.
VET Certificate II in Acting
VET Certificate III in Allied Health
VET Certificate II in Applied Fashion Design & Technology
VET Certificate II in Beauty
VET Certificate II in Companion Animals
VET Certificate II in Conservation & Land Management
VET Certificate II in Equine Studies
VET Certificate II in Event Management
VET Certificate II in Floristry
VET Certificate II in Hair
VET Certificate II in Hospitality (Kitchen Operations or Front of House)
VET Certificate II in Interior Design
VET Certificate II in Interactive Digital Media (formerly Multimedia)
VET Certificate II in Laboratory Skills (must undertake Chemistry at VCE level to do this
certificate)
VET Certificate II in Music
VET Certificate II in Retail (These certificates are available to many students through their
current workplaces eg Woolworths, food outlets like McDonalds. Any student who has
signed up at their workplace can be getting credit towards their VCE certificate and should
check with Mrs A Malone.
VET Certificate II in Screen Media and Television
COMPLETION OF VCE/VET SUBJECTS
All VCE/VET subjects require a student to complete both years of the certificate to achieve the full
certificate. You cannot pick up a VCE/VET subject in its second year as the first year competencies
are always a pre requisite. You can do a VCE/VET subject for one year only but it must be the first
year of the subject. These students will still have the completed competencies on their certificate of
attainment at the end of Year 12 but it will only be a partial completion of the certificate, not a full
completion. The certificate will state this.
77
VCE/VET COSTS
All VCE/VET programs incur additional fees. These are set and reviewed annually by individual course
providers and are determined by the College after applying the Catholic Education Office Melbourne
(CEOM) VET grant and other subsidies. VCE/VET courses range in price from $300 - $1700.
Any student wishing to undertake a VCE/VET program must pay a deposit prior to a subject
selection submission.
The deposit for VET subjects has been set at $200.
Some VET programs also have additional equipment, material and uniform costs which are paid
directly to the provider.
THE IMPACT OF VCE/VET STUDIES
VCE/VET programs which are taught off campus (generally on a Wednesday afternoon) may impact
on other subjects which a student is studying. Highly developed organisational skills are required to
successfully manage the demands of VCE and VCE/VET studies.
AUSTRALIAN SCHOOL BASED APPRENTICESHIPS (ASBA)
Australian School Based Apprenticeships are another training option. Students can work in industry
on a part time basis as a trainee or apprentice and complete their secondary certificate. Students
from OLSH have completed ASBA’s in Child Care, Hairdressing, Veterinary Nursing, Business
Administration and Hospitality. Students need to be a paid time employee and attend off the job
training (either TAFE for one day per week or week long periods during the school holidays).
These apprenticeships are usually undertaken by VCAL students and are available by negotiation.
Please see Mrs Malone the Pathways Coordinator for further details.
ADVANTAGES OF DOING A VCE/VET SUBJECT
VCE/VET programs are designed to help students make the transition to further education,
training, work, or a blend of both training and work
Whilst at school students are developing skills in an area that can lead them directly into a
pathway post school. For many students this gives them greater confidence as they enter
year 12
VCE/VET subjects promote the employability skills of: communication, planning and
organising, self-management, life-long learning, teamwork, initiative and enterprise,
problem solving and technology
VCE/VET subjects can promote an awareness of the world of work through a work
placement
78
VCE/VET subjects support the development of general vocational
Students who have studied VCE/VET subjects in the past few years have achieved excellent
examination results at VCE
Can lead to greater confidence and therefore a good outcome for the student
FOR CURRENT YEAR 9 STUDENTS: ADVANTAGES OF DOING A VCE/VET SUBJECT AT YEAR 10 & 11
Students will start to develop the employability skills mentioned above
Students will be required to be better organised and therefore develop better organisation
skills. This can transfer across to VCE subjects
It is a senior certificate and will be completed by end of year 11 if the student completes the
full certificate over two years
It gives students who are applied learners greater opportunities to start at year 10, and
possibly pick up a second VCE/VET subject at year 11 to complete at end of year 12. This will
then give a student two national certificates upon completion of year 12
Not all students cope with the rigour of a full academic load. VCE/VET subjects give these
students the opportunity to gain necessary confidence and skills in an area of interest and
much better outcomes post year 12
79
VET Certificate II in Business
The Certificate 11 in Business provide a pathway for students who wish to continue with their
business studies into higher education. There are 2 programs offered:
Program 1: Certificate 11 in Business
Program 2: Certificate 11 in Business with selected units of competency from the Certificate
111 in Business
The program type will be negotiated with the student and often depends on whether the student is
a VCE or VCAL student and if she is doing scored or non-scored assessment.
What will I learn? This certificate gives you the knowledge and skills to enhance your employment
prospects in a business or office environment.
PROGRAM 1: It will give you an understanding of business fundamentals within the Australian
context and will help you gain employment in an entry level administrative or customer service role.
Competencies include communicating in the workplace, organising and completing work activities,
producing simple word processed documents, handling mail, delivering a service to customers, using
business technology and creating and using spreadsheets.
PROGRAM 2: Unit 1 & 2 are similar to program 1. Unit 3 & 4 includes units such as organising work
priorities and development, organising workplace information, promoting innovation and design and
producing business documents.
What career and employment opportunities will I have? Potential occupations at program 1 level
may include administration or clerical assistant, data entry operator, office junior or receptionist.
Program 2 will lead students into occupations such as personal assistant, medical secretary, payroll
officer, legal clerk or information desk manager. Higher education pathways can lead to employment
opportunities in commerce, management or marketing.
Assessment: Scored assessment available.
80
VET Certificate II in Community Services
This qualification provides students with a broad range of knowledge and skills to pursue a career or
further training in the community services sector. This certificate enables you to receive a Certificate
11 in Community Services with some selected units of competency from the Certificate 111 in
Community Services and Certificate 111 in Children’s Services.
What will I learn? You will learn about the community services sector and explore specific contexts
of work like children’s services, aged care & disability services. Skills will be developed in
communication, information provision and processing, administrative support, networking and
group support. In Unit 3 & 4 units such as working effectively in the leisure & health industry,
advocate for clients and operating under a case work framework are undertaken. Electives will be
chosen according to the interest areas of the students. Volunteering opportunities and work
placement will be part of the program.
What career and employment opportunities will I have? This certificate will lead you into
employment in areas of child care, aged care, home and community care, alcohol and other drugs
work, disability work, social housing or mental health work. With additional training and experience,
future employment opportunities may include a community health worker, counsellor, school
support worker, case manager. Pathways are also available from this qualification into health sector
qualifications such as allied health assistance and nursing. Further study can lead into social work
and education.
Assessment: Scored assessment available.
81
VET Certificate II in Dance
The certificate offers students the opportunity to develop knowledge and skills in a variety of dance
routine levels. It can be delivered through a variety of dance styles including ballet, funk, hip hop,
tap, social dance and cultural dance style students will learn the fundamental skills in a range of
dance disciplines and a pathway to further education & training in the entertainment industry.
What will I learn? You will learn the knowledge & skills to be able to participate in a variety of dance
routines. Unit 1 & 2 includes developing basic levels of physical condition for dance performance and
basic dance techniques, first aid, work with others, follow health, safety and security procedures,
sourcing information on the theory and history of dance and applying it to an area of work. Units 3 &
4 incorporates units such as sourcing and applying entertainment industry knowledge, preparing for
a dance performance, refining basic dance techniques and applying basic dance techniques for
performance.
What career and employment opportunities will I have? This qualification will provide you with the
technical and performance skills, knowledge and attitudes to begin the process of establishing a
career within the dance performance industry. With additional training and experience, future
employment opportunities may include dancer, performer, and choreographer.
Assessment: Scored assessment available.
82
VET Certificate III in Sport & Recreation
This qualification provides students with the opportunity to work in the areas of community, sport
and outdoor recreation. Leadership, organisational and specialist activity skills are developed
through the units of competency. This certificate is at a full certificate 111 level.
What will I learn? In Units 1 & 2 you will complete the electives of sailing and down-hill skiing. The
core units include organise personal work priorities, first aid, respond to emergency situations,
operate applications software, provide customer service and follow OH&S policies. A work
placement is completed at the local primary school running the foundation (Prep) PMP program.
In Units 3 & 4 the 2 electives are provide fitness orientation & health screening & instruct & monitor
fitness programs. Students spend one term working as a personal trainer with a client. The core
competencies include conduct basic warm-up and cool-down programs, plan and conduct sport and
recreation sessions, facilitate groups, undertake risk analysis of activities, analyse participation
patterns and provide public education on the use of resources
What career and employment opportunities will I have? Vocational or higher education pathways
include areas such as facilitating sport & recreation programs, maintaining grounds and facilities,
being a personal trainer or working in the service industry in locations such as recreation and fitness
centres, outdoor sporting grounds or aquatic centres. With additional vocational training and
experience potential job outcomes may include coaching, teaching and sports administration. Higher
education pathways can lead into positions such as sports development manager, sports scientist or
sports marketing manager.
Assessment: Scored assessment available.
83
VCAL
84
THE VICTORIAN CERTIFICATE OF APPLIED LEARNING
(VCAL)
Like the VCE, VCAL is an accredited senior secondary qualification undertaken in years 10, 11 and/or
12. VCAL is based on hands on learning, which is also known as applied learning. If you choose to do
VCAL instead of VCE, you will gain practical experience and employability skills, as well as the skills
you will need to go onto further training in the workplace or at a TAFE. Some VCAL students then
advance from TAFE to a degree course at university, with recognition being given for their previous
study and experience.
VCAL has three levels – Foundation, Intermediate and Senior. You would complete VCAL at the level
that matches your needs and abilities. Regardless of the VCAL level you choose, your learning
program would normally take one year to complete at that particular level. Some students who are
on Individual Learning Plans from Year 7 – 10 may be advised to complete the Foundation
certificate at year 10 and the Intermediate certificate over the next two years. Students are able to
access VCAL at year 10, 11 & 12 depending on available places. If you successfully complete your
learning program you will receive a VCAL Certificate depending on the VCAL level you complete. You
will also receive a Statement of Results, listing all VCE (will include Religion & Society and any other
VCE units, if you decide to study any as part of your VCAL course), and VCAL units and a Statement of
Attainment for VET or further education courses. These will list all units and modules you have
successfully completed as part of your VCAL program.
At OLSH College the VCAL program is completed through a series of integrated projects that are
selected according to the interest areas of the students. The program is individualised to enable
each student to develop skills in areas of choice. Within each project there are components from
each strand below.
There are NO examinations in VCAL. Assessment is based on completing a number of outcomes
within each strand.
85
VCAL Learning Programs
With the help of your teacher, you will develop a learning program that suits your particular learning
needs and interests. You have the choice of selecting units and modules from VCE studies and/or
each of the four compulsory VCAL strands, plus you must select at least one VCE/VET subject:
Strand 1: Literacy & Numeracy Skills
Your VCAL learning program must include VCAL Literacy and Numeracy units. As a part of this
program, students can undertake studies in VCE English and /or VCE Maths.
Strand 2: Industry Specific Skills
Your VCAL learning program must include industry specific units from Vocational Education and
Training programs or VCE/VET programs. The range of options is extensive with recognised training
packages available in many areas. Students may meet these arrangements through completing an
ASBA.
Strand 3: Work Related Skills
In order to develop ‘employability’ skills, VCAL gives you the choice of undertaking a structured work
placement or part time apprenticeship/traineeship or part time work. You can also study units and
modules that will help prepare you for work, for example occupational health and safety or job
interview skills.
Strand 4: Personal Development
As part of your VCAL learning program you must participate in community based projects, voluntary
work and /or structured activities that will help you develop your self-confidence, teamwork skills
and other skills important for life and work. You can complete units in Health and Human
Development, Arts and Science to meet this strand.
86
EXAMPLE PROGRAMS
Student 1: a student keen on the Hospitality industry may choose VCE/VET Hospitality, VCE Food
Technology, VCE English, VCAL Personal Development, and VCE Religion & Society and do a work
placement in the Hospitality area.
Student 2: a student who is skilled in the business area may choose VCE/VET Business, VCE Further
maths, VCAL Literacy, VCAL Personal Development, VCE Religion & Society and do an ASBA within an
office.
Student 3: may choose to do a complete VCAL program with a VCE/VET subject. This student will
complete VCAL Literacy, Numeracy, Personal Development and Work Related with VCE Religion &
Society and a VET subject of choice.
Any student wishing to study VCAL in 2015 will need to discuss this with either Mrs Maureen Malone
the VCAL Coordinator or Mrs Jenny Fries the Student Services Coordinator.
VET in VCAL
(Vocational Education Training in the Victorian Certificate of
Applied Learning)
Within the VCAL program it is compulsory to study a VCE/VET subject. The VCE/VET subject makes
up part of the VCAL certificate known as the Industry Specific Skill.
The other components of VCAL are:
Personal Development
Work Related
Literacy & Numeracy
At OLSH College the majority of VCAL students have the opportunity to do two VET subjects,
particularly if they start a VCE/VET subject at year 10.
VCAL also offers students the chance to do a School Based Apprenticeship. Whilst doing an
apprenticeship at school students can often be advanced into a Certificate 111 level in their area of
choice.
87
BULLSEYE
CAREER
INFORMATION
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
LANGUAGE OF THE VCE
Authentication - the process of ensuring that work submitted by students for assessment is
genuinely their own. Teachers monitor the completion of students’ work.
DES - Derived Exam Score. An estimated score for a particular exam which may be used under
Special Provision.
ATAR-Australian Tertiary Academic Rank. A student’s ATAR is determined by VTAC using the
student’s scaled study scores. The ATAR is a percentile which ranks students for the purpose of
tertiary selection.
GAT - General Achievement Test. All students undertaking a Unit 3-4 sequence must sit this 3 hour
test in the June test period. GATs are used by VCAA to monitor school assessments and for the
determination of a DES and may be used to assist with selection into tertiary courses.
Learning Outcomes – what a student must know or be able to do by the time she has finished the
Unit.
Managed Individual Pathways (MIPs) A program, including course counselling, which assist students
make informed choices about possible future directions.
Part-time Apprenticeships and Traineeships - Students who receive training as part of their casual
employment and receive credit towards their VCE.
School Assessment Tasks (SATs) - tasks done in class time to assess performance in Art, Media,
Studio Arts, Visual Design, Food Technology and Design and Technology studies.
‘S’ or ‘N’ - these letters mean 'S' for satisfactory (pass) or ‘N’ not satisfactory (not passed).
School Assessed Coursework (SACs) - Work done, mainly in class time, to assess performance in
Units 3&4. Set and marked by teachers according to VCAA (Victorian Curriculum & Assessment
Authority) specifications.
School Based Apprenticeships and Traineeships (SBAT) – Students undertake training and
employment with an employer which is an integral part of the school learning program and study
timetable.
Semester - one half of the academic year. A unit of study lasts for one semester.
Sequence - a sequence is a Unit 3 followed by Unit 4. One of the requirements for passing the VCE is
the successful completion of four Unit 3-4 sequences.
Student Program - this is the total package of VCE and VET studies normally taken over two years.
Study/Studies - subject(s).
TAFE - Technical and Further Education. TAFE Institutes offer post-secondary courses.
115
Unit - each VCE study is divided into 4 units. Each unit lasts one semester. Units 1-2 are normally at
Year 11 level, and Units 3-4 are normally at Year 12 level.
VCAA - Victorian Curriculum & Assessment Authority. The accrediting and authorising body
responsible for overseeing the VCE.
VCE - Victorian Certificate of Education.
VCE/VET - This refers to the expanding range of nationally recognised vocational studies now
integrated within the VCE.
VTAC - Victorian Tertiary Admissions Centre. The body responsible for the administration of the
application and offer selection processes on behalf of universities and TAFE Institutes.