Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au.

Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at:

Key Terms AusVELS: A bridge curriculum between the Australian Curriculum and the Victorian Essential Learning Standards (VELS), shown on students’ reports. Apprenticeship: A structured learning program which combines on the job training with TAFE learning. For students who are not in school. ATAR: Australian Tertiary Admission Rank (formerly known as ENTER). Ranks on a scale from zero to to allow students to apply to University and TAFE courses. Attendance: 90% attendance is required to pass VCE units. Students must provide medical certificates for any other absences. 90% attendance equates to missing about 2 lessons per term. Certificate II: A nationally recognised qualification, usually what would be completed at TAFE in 6-12 months. Certificate III: A nationally recognised qualification which builds skills to a higher level than Cert II. Generally for more technical trades such as Electrician. DEECD: The Department of Education and Early Childhood Development sets rules and curriculum for Victorian State Schools. SAC: School Assessed Coursework, in school assessment as part of VCE. SBAT: School-based Apprenticeships and traineeships. for Year 11 and 12 students who are completing VCAL and want to start a recognised training program as soon as possible. Study Score: A score out of 50 given for each Unit 3+4 VCE subject completed. The average study score is 35. TAFE: Technical And Further Education. TAFE courses range from short courses to 4 years (part-time). The highest qualification offered is a Diploma. TAFE is more hands-on and like high school than University. Traineeship: A structured training and learning program, which lasts 1-3 years. Normally in a non-vocational field such as Business, Children’s services, etc. Units 1 & 2: Usually completed in Year 11, as part of a VCE certificate. Can be completed in Year 10 in some cases. Units 3+4: Taken together, you can’t complete 1 or the other. Usually taken in Year 12 as part of a VCE certificate. Can be completed in Year 11 in some cases. University: University courses range from Bachelors to Doctorates. University learning is a combination of lectures ( people listening to 1 person speak), tutorials of around 25 students and practicals (in some courses). To enrol in University you need to complete VCE. VCAA: The Victorian Curriculum and Assessment Authority sets all learning for Victorian State Schools. They also assess and mark VCE exams. VCAL: Victorian Certificate of Applied Learning, a hands-on alternative to the VCE. VCE: Victorian Certificate of Education, the standard Year 11 and 12 pathway in Victoria. VET: Vocational Education and Training, an off-site learning certificate taken in combination with a VCAL or VCE course. For further information on VCE, VCAL and VET please go to the VCAA website at:

Introduction Year 11 is a very important year for students – it’s a year when student make choices that will have an impact on their futures. Over the four years students have attended Cranbourne East Secondary College, they have participated in many activities designed to make them think about future career pathways and prospects. This has occurred in Personal Futures as well as other subjects. We believe that we have designed a structure for Year 11 students in 2015 that achieves many things: Students will have access to many VCE subjects that lead to great careers. Some students have already undertaken Units 1 and 2 at VCE this year and they will be able to complete Units 3 and 4 for those subjects. Students will have access to a VCAL course – this course will allow a group to students to undertake a more “hands on” course where they undertake a VET course in a subject such as automotive, building and carpentry, hospitality and many others. They also undertake one day a week work placement where they learn about the world of work and participate in the workforce. All of these options will lead students to further study at Cranbourne East Secondary College in VCE and VCAL in Year 12. Students and parents need to discuss future options and choose wisely, keeping an eye on future careers.   We wish all our students the best as they undertake this important transition. John Melki-Wegner Acting Principal

Student Support School Facilities
In order to complete a program that complies with VCE/VCAL rules and is suited to the aspirations of each student, all students, including those with special needs will be supported in the following ways: All Students will: Undertake the timetabled subject ‘Personal Futures’ from Years This subject explores possible careers for each student and how they can achieve their goals Be counseled when making choices for the senior years by their House Leader or Mentor teacher and Personal Futures teachers Have Individual Learning Plans in all year levels that are updated every 5 weeks Be interviewed about their subject selections when their choice involves VCE/VCAL subjects Have career interviews with parents/carers and teachers in years 9 and 10 prior to selecting VCE/VCAL courses Complete an online MIPs plan in Year 9 and update it in subsequent years Complete an online VCE/VCAL Learning Sequence prior to VCE/VCAL and update this as required Have their own netbook computer to use in every classroom Will have an Aide if they are a funded student Be given the opportunity to attend a Parent Information Evening in term 2 every year Be given the opportunity to have parents participate in the Parents as Career and Transition Support (PACTS) Program. School Facilities In order to deliver a senior school program, Cranbourne East S.C has the following facilities and equipment: A Senior School Centre complete with fully fitted classrooms Portable electronic whiteboards Digital projectors A complete Science Centre with laboratory technician A complete Design Technology Centre with up to date equipment and tools including: Hand tools, lathe, metal forming equipment, welding bay, 3D printers A complete Arts Centre including facilities for art, textiles and clay (kiln) A complete Music Drama Centre including a theatre, sound proofed practice rooms and music equipment such as pianos, keyboards, drums, guitars and basses A fully equipped double gym, outside courts and oval for PE and Outdoor Ed A fully equipped double room with cooking facilities, with enough stoves and ovens for 50 students at a time Leased netbook computers A wireless network which every student can access in every room in the school Internet access for all students in every room in the school Access to our full time IT Technician A fully equipped Library Resource Centre with librarian.

Apprenticeship OR Traineeship
Senior Pathways Year 10 Year 10 Program Pre-CAL Year 11 VCE 6 subjects Includes English (Units 1 & 2) VET in VCE 5 subjects VET Course (Cert II) Includes English (Units 1 & 2) VCAL 4 VCAL subjects VET Course (Cert II) Includes Work Placement Year 12 VCE 5 or 6 subjects Includes English (Units 3 & 4) ATAR score VET in VCE 4 subjects VET Course (Cert II) Includes English (Units 3 & 4) ATAR score VCAL 4 subjects VET Course (Cert II) Includes Work Placement No ATAR University Direct entry requires ATAR Workplace (all paths) TAFE Apprenticeship OR Traineeship

Year 11 at Cranbourne East Secondary College
Students will select one of these two pathways to follow in Year 11. Year 11 VCE Pathway 6 subjects Includes English (Units 1 & 2) or VCE (with VET) 5 Subjects VET course (Tuesdays) VCAL Pathway 4 VCAL Subjects 1 day VET course 1 day work placement or SBAT Apprenticeship or Traineeship with CESC as home school What is the difference between the programs? VCE: Leads to completion of VCE in Year 12 and ATAR Pathway to University or TAFE Theory based assessment (exams and essays) VCAL: Leads to completion of VCAL in Year 12 (no ATAR) Pathway to an Apprenticeship or Traineeship Hands-on assessment at school, TAFE and work. Why should I stay in school? Young people must be involved in full time education, training or work up until the age of 17. You can leave school at the end of Year 10, as long as you sign exit forms, as long as you enrol into a TAFE course, find an apprenticeship or traineeship or find full time work. More detailed explanation PAGES 8-19

Eligibility for Year 11 Programs
To be eligible to enter ANY Year 11 program at Cranbourne East Secondary College, students need to: Complete VCAA registration form (given to students at beginning of Term 1 this year. Complete the Subject Selection Form Attend a Course Counseling session on Parent Teacher Interview Night Pay all school fees prior to December 1st 2014 There are 2 programs a student can undertake at Year 11. These programs are: VCE (Victorian Certificate of Education) - VCE with VET (Vocational Education and Training) VCAL (Victorian Certificate of Applied Learning) - SBAT (School-Based Apprenticeship or Traineeship) VCE Pathway How to select subjects Choose: 6 subjects Must include an English VCE (with VET) 5 Subjects VET course VCAL Pathway How to select subjects Choose: 4 subjects (may include some VCE subjects) Certificate course SBAT option (selected later) Subject Selection- To be completed on paper Students will need to complete a subject selection form by Friday 9th of May 2014 There is an explanation of these forms on pages --

Choosing the Right Program
Every student at Cranbourne East has different needs and different goals. This is why we have created different programs for our students. Think about the two lists below Discuss them with your parents, teachers and others to help you decide which program is best for you. Make sure both you and your parents/guardians are satisfied with the path you plan to take. Both pathways lead to completion of Year 12 with a VCE or VCAL certificate. VCE VCAL I am planning a pathway that includes a University (Bachelor, Masters) or Diploma course My course needs an ATAR I am unsure of the path I want to follow in the future VCE (with VET) I said yes to the above and: I have a particular interest I want to develop I am organised and can make up for missed work I know what trade I want to do and I am SURE of this I am ready to enter the world of work I learn in a hands-on way SBAT I want to start my apprenticeship or traineeship now I will organise my own apprenticeship before the end of this year.

VCE Program This section includes information on: Structure
Sample timetables Assessment The ATAR VCE (with VET) VCE Subjects A full list of VCE Policies and Procedures can be found at: This document outlines the expectations of students and schools in regards to the VCE.

VCE Structure VCE: Year 11 You select: 6 subjects
All VCE students in Victorian schools must study the same content, which is set by a government authority (VCAA). Students can choose their own subjects, as long as they fit with the guidelines set by VCAA. There will be 6 blocks to choose from. Subjects must come from these blocks. VCE: Year 11 You select: 6 subjects Must include one English (Units 1 & 2). Eligible students can complete: VET course (Certificate II) in place of 1 subject Units 3 & 4 in Year 11 (Biology or History) Outcomes: Eligible to complete Year 12. S or N result for each Unit. VCE: Year 12 You select: 5 subjects (Unit 3 & 4) Must include one English (Units 3 & 4) Eligible students can: Complete VET course (Certificate II) in place of 1 subject. Outcomes: Awarded Victorian Certificate of Education Receive an ATAR (if more than 4 subjects are passed)

Sample Learning Sequences
Student A’s Program (VCE) Student A is interested in completing a degree in Medicine when she finishes school. She chose to start her VCE in Year 10 with Biology units 1 and 2. Students who complete 6 VCE unit 3&4 sequences have the opportunity to maximize their ATAR score, essential to get into Medicine at University. All the subjects in this table are VCE subjects. 1 2 3 4 5 6 Year 10: Sem 1 Biology 1 Elective: Music Normal Year 10 Subjects Year 10: Sem 2 Biology 2 Elective: Music Year 11: Sem 1 Biology 3 Maths Methods 1 Chemistry 1 English 1 Physics 1 Psychology 1 Year 11: Sem 2 Biology 4 Maths Methods 2 Chemistry 2 English 2 Physics 2 Psychology 2 Year 12: Sem 1 Maths Methods 3 Chemistry 3 English 3 Physics 3 Psychology 3 Study Skills Year 12: Sem 2 Maths Methods 4 Chemistry 4 English 4 Physics 4 Psychology 4 Student B’s Program (VCAL) Student B is interested in cooking as a career path and enjoys working with his hands. He chooses to complete a course in VCAL in Years 11 and 12. 1 2 3 4 5 6 Year 10: Sem 1&2 Year 10 Subjects Year 11: Sem 1 & 2 Numeracy (Intermediate) Literacy Work Related Skills Personal Development Work Placement (Café) VET CERT II Hospitality Year 12: Sem 1 & 2 (Senior) (Restaurant) VET CERT III Hospitality

Sample Timetables: VCE
Student A’s Timetable Student A has lots of different interests and isn’t really sure what he wants to do in the future. He has picked subjects he enjoys and is good as, as he is a hands-on learner. 1 2 3 4 Mon 1 English General Maths Media History Tue 1 Studio Art Wed 1 Thu 1 Outdoor Ed Fri 1 Mon 2 Tue 2 Wed 2 Thu 2 Fri 2 Student B’s Timetable Student B wants to work in the Science field, so has picked subjects that will take her there. She did a Unit 1 & 2 subject in Year 10 so will be finishing Unit 3 & 4 at the end of 2015. 1 2 3 4 Mon 1 Biology 3&4 Methods Physics English Tue 1 Chemistry Wed 1 Human Dev Thu 1 Fri 1 Mon 2 Tue 2 Wed 2 Thu 2 Fri 2

Expectations of Students
Attendance at school: Students must attend a minimum of 90% of classes If a student is absent due to illness, a medical certificate must be provided. These absences are ‘approved’ and do not count towards the 90% Avoid planning family holidays during term time, as these absences will not be approved Make-up work must be completed for all missed classes VET courses count as approved absences Follow-up Learning: The DEECD recommends Year 11 students complete between 1-3 hours of follow-up learning per day This includes work not finished in class, reading tasks or summarising and reviewing information In peak times, such as before exams, this may increase. Submission of work: SAC tasks and assessed work must be submitted on time Homework tasks must be submitted on time Failure to seek a formal extension for an assessed task may result in an N for that task. Other expectations: Some courses require additional materials. These must be purchased before the beginning of Term 1, 2015. Students are expected to set a good example for younger students in their studies. Full school uniform must be worn at all times Students are expected to be punctual and prepared for each class Support available: How to study sessions will run throughout the year Exam preparation classes will run at school prior to key exam dates Students will receive a planner as part of their book pack to help them keep track of key due dates

What is School Assessed Coursework (SAC)?
Assessment of VCE (Units 1 & 2) Units 1 & 2 Assessment of Unit 1 & 2 subjects is internal (in school). Students complete School Assessed Coursework (SAC) throughout the unit and receive an S or N at the completion. These results are recorded by the VCAA and count towards the required number of units for VCE. Students receive notification of SAC at the beginning of term. There are generally 3-5 formal SAC tasks per Unit. S or N results for the semester are sent to VCAA at the end of semester. Students receive detailed school reports. Students receive VCAA statement of results (S or N) at the end of the year. SAC is graded by the school. The student receives a mark. What is School Assessed Coursework (SAC)? Most SAC is completed under test conditions. All SAC is completed during class time at school. Examples of SACs are Tests and exams Essays Practical Demonstrations Practical Reports Creative texts Folios

What is School Assessed Coursework (SAC)??
Assessment of VCE Units 3 & 4 Internal School Assessed Coursework (% of Study Score) External Written Exam during October-November exam period (% of Study Score) Can be between 30% and 80% of score depending on the subject Study Score A score out of 50 for each subject. Contributes to ATAR Units 3 & 4 Assessment of Unit 3 & 4 subjects is a combination of internal (in-school) and external (by the VCAA) marks. Internal Assessment School Assessed Coursework (SAC), graded by CESC teachers. Results are then forwarded to the VCAA. A percentage (%) of the student’s final grade for each unit comes from School Assessed Coursework. External Assessment All VCE subjects have an exam at the end of Unit 3 & 4, which covers content from both units. Some subjects (including Languages and Performance subjects) may have a practical or oral exam as well or instead of written exams. This will take place at the same time. What is School Assessed Coursework (SAC)?? Most SAC is completed under test conditions. All SAC is completed during class time. Some examples of SAC are: Essays Practical Demonstrations Folios Example Unit 3 & 4 exams are available at the VCAA website

The ATAR What is an ATAR? ATAR stands for Australian Tertiary Admission Rank, which means it is a ‘rank’ that allows entry into TAFE or University. An ATAR is made up from the Study Scores you receive at the end of Year 12. What is a Study Score? You receive a Study Score for each Unit 3 & 4 subject you satisfactorily complete This combines the results of your graded assessments at school (SAC and exams) Your total score is compared to students across the state, then you are assigned a score from 1-50. Calculating an ATAR Step 1: ATAR Subject Scores and the Aggregate VCE study Scores are scaled to adjust for difficulty levels of different subjects. Subjects may be scaled up or down. The scaled Study Scores are called ATAR Subject Scores. An ATAR Aggregate is calculated by adding: The ATAR Aggregate is a number between 0 and a value over 210. You do not find out this number, it is transferred into your ATAR. Step 2: Calculating the ATAR Eligible students are then ranked in order of their ATAR Aggregate A percentage (%) rank is assigned to distribute students as evenly as possible over a 100-point scale. All students with the same ATAR aggregate receive the same percentage rank. Finally, the percentage rank is converted to an ATAR. The ATAR is a rank between 0 and in intervals of The highest rank is 99.95, the next highest 99.90, and so on. The lowest automatically reported rank is 30.00, with ranks below being reported as "less than 30". ATAR Subject Scores % taken English 100% of subject score Next best 3 subjects 100% of subject score (x3) 5th best subject 10% of the subject score 6th subject (if available)

VCE with VET Benefits Considerations
What is VET? A VET subject is a Certificate Course (Cert II or III) which is completed at a different school or in a TAFE. You must complete the course satisfactorily to receive the qualification. Why would I do it? VET training can be more hands-on and can have a more career specific focus than VCE subjects. If you want to do an apprenticeship when you leave school, but still want Year 12, a VET can be a good way to get a taste. What do I get when I finish it? You will receive a Certificate II or III, which you can use to get a head start in the industry. It is an extra qualification a lot of your peers will not have, so it makes you more competitive in the job market. How does it count towards VCE? Approved VET courses can be counted as a part of the VCE, however not ALL courses contribute to an ATAR score, and some subjects may not be counted if a similar VCE subject is being studied. Even with a VET, students that pass all their other VCE subjects will be awarded an ATAR. You need to elect for your VET to be scored in order for it to contribute to your ATAR score. Benefits Considerations Gain qualification while completing VCE Links to specific industries Can be more hands-on Introduces you to TAFE style learning Meet new people with similar interests Off-campus at another school (travel, unfamiliar) Extra costs for materials Requires good independent learning skills Your VET might not be counted towards your VCE

Sample Timetables: VET with VCE
Student A’s Timetable Student A is interested in completing an apprenticeship in Hairdressing at the end of her schooling. Most hairdressers prefer students to have Year 12 before starting an apprenticeship. 1 2 3 4 Mon 1 English Math Methods Business Man Legal Studies Tue 1 Certificate II in Hairdressing Wed 1 Thu 1 Media VET catch-up Fri 1 Mon 2 Tue 2 Wed 2 Thu 2 Fri 2 Considerations before enrolling into a VET subject as a part of VCE: You will miss some class time from some of your subjects These absences will be approved, but you will need to make up for missed work You will need to be highly organised to succeed in your subjects Do not select English in the Block you are selecting VET. You may have some ‘free’ Study periods when you are at school. These are designed for you to catch up on the work missed when you are at VET on Tuesdays. How do I enrol in a VET course? Select VET in Block 5 of the subject selection sheet Nominate your VET course on the sheet An information session about enrolling in VET will take place later in the term. If you select VET with VCE, pick VET option in Block 5

VCE Subjects Students must select six subjects from the list.
These are organised into learning areas to make them easier to find. You do not have to take subjects from each learning area. English Humanities Students must select one English subject Business Management Economics English Literature History: 20th Century (Units 1 & 2) History: Revolutions (Units 3 & 4) Mathematics Geography We encourage students to take a Mathematics subject Legal Studies Foundation Mathematics Active Health General Mathematics Health and Human Development Mathematical Methods (CAS) Outdoor Education Accounting Physical Education If you intend to take Specialist Maths (Units 3 & 4) next year, you must take Mathematical Methods Creative Arts and Technology Dance (Units 1 & 2) AND General Mathematics (Units 1 & 2) Food Technology Media Music Science Product Design and Technology Biology (Units 1 & 2) Studio Arts Biology (Units 3 & 4) Systems Engineering Chemistry Theatre Studies Environmental Science Physics Psychology

VCE English (Units 1 & 2) Reading expectations: Four narrative texts are studied each year. Three of these are novels, plays or short story collections which you should read in your own time prior to studying them in class. It is highly recommended that you read each of your English texts during the summer holiday period, and then re-visit each text as it approaches during the year. The fourth text is generally a film which will be viewed in class, although many students choose to watch it at home also. The English course is similar to what you have studied in Years You will look at a range of texts, including novels, media articles and films. The tasks you complete will focus on analysing these texts in essays and also writing creatively to suit a particular audience, purpose and form. Unit 1: The focus of this unit is the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. Unit 2: The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral or multimodal texts. Assessment Essays – text response, language analysis, creative Informative and persuasive oral presentations A range of writing styles including: creative and persuasive. A range of writing pieces that may include: biographies, persuasive letters, short stories , media articles Activities completed in the classroom (Course Work) Participation in class discussion Units 3 & 4 Studies: The focus in Units 3 and 4 is on reading and responding to a range of texts. They develop competence in creating written texts and oral presentations by exploring ideas suggested by their reading within the chosen context. Units 3 & 4 Studies: VCE English, VCE English Literature Future Career Pathways: Media Presenter, Administrative Assistant, Advertising Manager, Marketing Officer, Teacher, Historian, Journalist, Film and TV Director. All future pathways will require competence in written and spoken English.

English Literature (Units 1 & 2)
Reading expectations: Literature requires plenty of reading. It is highly recommended that you read each of your English Literature texts during the summer holiday period, and then re-visit each text as it approaches during the year. The study of Literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study. Unit 1: This unit focuses on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This variety of approaches to reading invites questions about the ideas and concerns of the text. Unit 2: The focus of this unit is on students’ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. Students make comparisons between texts and identify some of the relationships that exist through features such as the language, characterization and ideas. Assessment: Essays (comparative, interpretive, analytical or discursive) Debate Journal entries Close analysis of selected passages An original piece of writing responding to a text(s) studied Oral or written review Multimedia presentation Units 3 & 4 Studies: VCE English, VCE English Literature Future Career Pathways: Media Presenter, Administrative Assistant, Advertising Manager, Marketing Officer, Teacher, Historian, Journalist, Film or Art Critic, Publicity Agent

Foundation Mathematics
(Units 1 & 2) In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday life, recreation, work and study. Foundation Mathematics provides for the continuing mathematical development of students entering VCE, who need mathematical skills to support their other VCE subjects, including VET studies, and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. Units 1 & 2 Students in Foundation Mathematics will complete the following Areas of Study throughout the year: Space, shape and design Interpret diagrams and plans Enlargement and reduction of diagrams and models Patterns and number Practical problems requiring basic number operations Estimates Formula application Handling data Interpretation of graphs and tables such as timetables Using maps and graphs to plan actions Measurement Quantity calculations Measuring quantities for specific activities Assessment: Investigations and projects Summary notes Exams Unit 3 & 4 Studies: Foundation Mathematics is designed for students that do not want to undertake Maths in Year 12. Future Career Pathways: Carpenter, Bricklaying, Landscape Gardner, Retail Store Manager, Cook, Bar Manager.

General Mathematics (Units 1 & 2)
Equipment required for purchase Text book Graph book CAS calculator General Mathematics is designed for those students who want to extend their mathematical skills beyond Year 10 level but whose future studies or employment pathways do not require knowledge of calculus. The subject is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE. General Mathematics Units 1 & 2 provide courses of study for a broad range of students and will prepare students to undertake Further Mathematics Units 3 and 4 in Year 12. Units 1 & 2 Students in General Mathematics will complete the following Areas of Study throughout the year: Univariate data Bivariate data Statistics Linear graphs and modelling Linear relations and equations Shapes and measurements Geometry in two and three dimensions Trigonometric ratios and their applications Co-ordinate geometry Matrices Financial arithmetic Assessment Course work Analysis tasks Topic tests Assignments and projects Exams Unit 3 & 4 Studies: VCE Further Mathematics Future Pathways All future pathways will require competence in basic mathematics. General Mathematics is a pre-requisite for many different university courses, including Primary Teaching and Nursing.

Mathematical Methods (CAS)
(Units 1 & 2) Equipment required for purchase: Text book Graph book CAS calculator Mathematical Methods (CAS) Units 1 and 2 are designed as preparation for Mathematical Methods (CAS) Units 3 and 4 at Year 12. Applying techniques, routines and processes involved in arithmetic, algebra, graph sketching, and differentiation and integration with and without use of technology in familiar and unfamiliar contexts is required for the successful completion of these units. Students who wish to undertake Maths Methods (Units 3 & 4) or Specialist Maths (Units 3 & 4) at Year 12 should enrol in this course. Units 1 & 2 Students in Mathematical Methods will complete the following Areas of Study throughout the year: Arithmetic Functions and graphs Polynomial and power functions Functions and relations Exponential and logarithmic functions Circular functions Differentiation and anti-differentiation of polynomial functions Algebra Rates of change and calculus Probability Assessments: Course work Analysis tasks Topic test Exams (calculator and non-calculator) Unit 3 & 4 Studies: Maths Methods (CAS); Specialist Mathematics Future Pathways: Any university pathway which requires a deep understanding of mathematics.

Accounting (Units 1 & 2) Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting information which is then communicated to internal and external users of this information. It plays an integral role in the successful operation and management of businesses. VCE Accounting focuses on small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods. Unit 1: Establishing and Operating a Service Business In this unit, students learn how to establish a small business and the process of gathering and recording financial data for a business. They examine the role of accounting in business decision making. Unit 2: Accounting for a Trading Business This unit extends the accounting process from a service business and focuses on accounting for a single activity business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business and suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using commercial accounting software. Assessment Types Investigation projects Effective use of commercial accounting software Exam Unit 3 & 4 Studies: VCE Accounting Future Pathways: Accountant, finance manager, bookkeeper, small business manager.

Biology (Units 1 & 2) Biology is the study of living things and of the dynamic relationships between living things and the non-living environment. It is also a study of the process that maintains life and ensures that it continues. Unit 1: Unity and Diversity Students examine the cell as a structural and functional unit of an organism. They investigate the needs of individual cells, how specialised cells carry out activities and how cells survive. Sub-topics: Cell and molecular biology Genes and proteins Interconnectedness of living things and environment Common traits Evolutionary biology Unit 2: Organisms and their Environment Focuses on the diversity of environments and the relationship between organisms and their environment. Habitats and ecosystems Behaviours of living things Relationships between organisms, past and present life Human impact on organisms and the environment Assessment Research assignments and reports Practical experiments Fieldwork Exams Class participation and attendance Unit 3 & 4 Studies: VCE Biology Future Career Pathways: Agriculture, Healthcare Profession, Horticulturist, Botanist, Doctor, Pharmaceutical Development, Forensic Scientist, Veterinary Medicine, Zoologist.

Biology (Units 3 & 4) Students that have completed Biology (Units 1 & 2) to a high standard are given priority entry Biology is the study of living things and of the dynamic relationships between living things and the non-living environment. It is also a study of the process that maintains life and ensures that it continues. Unit 3: Signatures of life In this unit, students consider the molecules and biochemical processes that are indicators of life; the significant role of proteins in cell functioning; how cells communicate with each other at molecular level and lastly students will consider the technological advances that have contributed to our knowledge and understanding of molecular biology. Sub-topics: Synthesis of bio-macromolecules Roles of organelles in protein synthesis Photosynthesis and respiration Nervous coordination The immune response Unit 4: Continuity and change In this unit, students examine evidence for evolution of life forms over time; how the study of molecular genetics has expanded into genomics; how genes are transmitted from generation to generation and also students will examine the interrelationships between biological, cultural and technological evolution. Sub-topics Cell reproduction Genetics DNA technology Inheritance Assessment 10 pieces of school-assessed coursework (SAC) (20% of the final study score) SAC comprises 8 practical investigations and 2 extended pieces of scientific writing A final examination makes up 80% of the final study score. Unit 3 & 4 Studies: This is a Year 12 subject which contributes to the student’s ATAR in 2016. University Pathways: Life (Biological) Sciences, Medicine, Biochemistry, Neuroscience, Forensic Science, Sports science, Physiotherapy. Future Career Pathways: Research Science, Healthcare, Environmental Management and Conservation, Education, Biotechnology, Forensic Science, Politics and Policy, Business and Industry, Economics, Mathematics, Science Writing and Communication.

Chemistry (Units 1 & 2) What is the language of the brain and how is our climate evolving? There are many unanswered questions in science and unexplained phenomena which Chemistry can delve into at the molecular level. The key skills are investigation and scientific enquiry, application of understanding, and communication. Unit 1: The big ideas of chemistry History of the Periodic Table and its properties Atomic Theory Writing empirical and molecular formulas Metallic, ionic and covalent bonds Organic chemistry: properties and systematic naming of alkanes and alkenes Unit 2: Environmental chemistry The unique properties of water including its uses, solubility and conductivity Acid and base chemistry, proton transfer and pH Redox reactions; oxidation and reduction Investigations into acid rain, ozone depletion, photochemical smog and greenhouse gases Carbon and nitrogen cycles Gas laws, stoichiometry and understanding of the kinetic molecular theory Assessment: An extended experimental investigation A summary report including annotations of three practicals Unit 3 & 4 Studies: VCE Chemistry Future Career Pathways: Chemist, Pharmacist, Doctor, Nurse, any pathway involving the study of Science

Environmental Science
(Units 1 & 2) Environmental Science is the study of the structure, function and diversity of natural ecosystems on this planet and the ways humans impact on it. Environmental Science is ideal for students planning on undertaking further study or a career in a variety of areas concerning the natural and artificial environment. Unit One: The Environment Looks at ecosystems and how they interact with each other and respond to natural or human-induced changes. Sub-topics: Understanding the environment, ecosystems and their purposes Characteristics of human-induced changes and conservation activities Ecosystems in Victoria Unit Two: Monitoring The Environment Unit 2 involves understanding the measures used to monitor the health and pollution levels within complex ecosystems. Physical, chemical and biological indicators of health Investigation of a local environmental issue The role of government bodies in environmental reporting Assessment: Fieldwork reports Oral and multimedia presentations Practical activities Prac reports Exams Unit 3 & 4 Studies: VCE Environmental Science. Post-Secondary Pathways: Conservation and Land Management, Marine Biology, Meteorology, Engineering, Environmental Law, and Sustainability

Physics (Units 1 & 2) Physics is the study of the scientific laws that underlie the universe. It applies mathematical principles to the scientific world. Physics is ideal for students planning on undertaking further study or a career in Engineering, Technology, Medicine or Science. Unit One: Nuclear Physics and Radioactivity, Electricity Explore Physics as a human endeavour, including the application of energy concepts and models in nuclear and sustainable energy, flight, space and medical concepts. Sub-topics: Effects of radiation on humans and the environment Charge, current and electric circuits Unit Two: Motion and Wave-like Properties of Light In Unit 2 students apply models to more complex phenomenon: movement and light. Sub-topics Theories of Aristotle, Galileo and Newton Model and analyse motion, energy transfer and force Traverse waves, reflection and refraction Calculate frequency, period and speed of light Assessment: Practical logbooks Extended practical investigations Presentations Exams Unit 3 & 4 Studies: VCE Physics Astronomer, Aerospace Engineer, Air traffic Controller, Nuclear Engineer, Biophysicist, Computer Game Programmer, Civil Engineer, Electronics Engineer, Pilot, Military Officer, Environmental Engineer, Teacher, Forensic Scientist, Geologist, Surveyor, Radiologist, Laboratory Technician.

Psychology (Units 1 & 2) Who am I? What is the relationship between my mind and my brain? Why do I behave as I do? Why do I perceive things the way I do? These are some of the questions that have driven the development of psychology. Unit 1: Introduction to Psychology Explore and analyse how classic and contemporary theories and research methods have shaped the development of psychology. Scope of psychology – its specialised fields and applications Classic and contemporary theories and research methods Characteristics of visual perception Key stages of the lifespan from infancy to old age Psychological Development (perceptual, emotional, cognitive, psycho-social and moral) Unit 2: The Self and Others Explore aspects of social psychology and how we are shaped by social and cultural influences. You will also explore scientific ways of describing, measuring and classifying intelligence and personality Interrelationship between attitudes, prejudice and discrimination Social influences on individuals (pro-social & anti-social behaviour) Theories of describing and classifying Intelligence and Personality (Classic and Contemporary) Strengths and limitations of methodologies to measure and classify Intelligence and Personality. Assessment: Folio of class work and practical activities Assessment tasks. School-based exams Unit 3 & 4 Studies: VCE Psychology. Future Career Pathways: Psychologist, Counsellor, Social Worker, Teacher, Childcare or Aged Care, or any career which involves working with, understanding or leading others.

Business Management (Units 1 & 2)
“I like thinking big. If you’re going to be thinking anything, you might as well think big.” Donald Trump In Australian society, there are a huge range of business organisations of various size, ownership, objectives and location. This area of study aims to investigate how these businesses run effectively, ethically and successfully. Students learn about the ways in which businesses are structured and organised to achieve the desired objectives. Students are also exposed to a range of management theories, and through direct contact with businesses, compare them to what happens in real practice. Unit 1: Small business management This unit requires students to investigate the characteristics of small businesses in Australia. Ethics and socially responsible management is explored, as well as the factors that affect small businesses. Students also learn about the planning involved in starting a small business, as well as the decision making and evaluation required throughout the life of the business. Unit 2: Communication and management Unit two focuses on effective communication strategies used in business practices. Students learn about why communication is so important in business, particularly in management, and how it is used. The function of marketing practices are also investigated, as well as the role of public relations. Assessment: Case study analysis Business research report Media analysis Interview and report on contact with business Written, visual or oral investigation and report Essay Exam Unit 3 & 4 Studies: VCE Business Management. Future Career Pathways: Business Manager, Human Resources, Marketing Consultant, Small Business Owner, Entrepreneur, Project Manager.

Economics (Units 1 & 2) “No generation has had the opportunity, as we now have, to build a global economy that leaves no-one behind. It is a wonderful opportunity, but also a profound responsibility” Former U.S. President Bill Clinton If you are interested in finding out about how resources are distributed, why governments regulate economies and issues such as poverty, inflation and the global financial crisis then Economics is a subject you will enjoy. Economics examines how and why individuals, businesses and governments spend their money. It looks at questions such as: why has funding to schools and hospitals been cut? How can employment be increased? Do Australians pay too much tax? This study helps students to be more informed citizens, consumers, workers, voters, producers, savers and investors. Students will learn about resources and how they are used to produce goods and services. Unit 1: Choices and Consequences Students will examine basic economic concepts and the workings of markets: places where buyers and sellers exchange goods and services. Students will also look at how the concepts of economic growth and sustainable development are affected by the actions of economic decision-makers, and evaluate the impact these issues have on living standards. Unit 2: Issues and challenges This study focuses on the changing nature of Australia’s population and its impact on future rates of economic growth and on living standards. Students also look at how the Australian and international economies are influenced by global economic issues. Assessment: Folio of applied economic exercises Folio of annotated media commentaries A report of an investigation Case studies An essay An exam Unit 3 & 4 Studies: VCE Economics. Future Career Pathways: Economist, Financial Manager, Stock Broker, Taxation Agent, Marketing Consultant, Bank Manager, Exporter/Importer

Geography (Units 1 & 2) “It seems to me that the natural world is the greatest source of excitement; the greatest source of visual beauty; the greatest source of intellectual interest. It is the greatest source of so much in life that makes life worth living.” David Attenborough This study focuses on where geographical features are located and why they are there, as well as how and why one place may differ from another. The study of Geography allows students to see and understand the interrelationships between people, places and environments. To do this, students employ a range of geographical skills to describe and interpret patterns on the surface of Earth. Unit 1: Natural Environments This unit focuses on the comparison of two natural environments. Through fieldwork, mapping and research, students compare and contrast geographic characteristics such as location, climate, natural vegetation and topography. It also investigates the natural processes, including extreme natural events that create and change these environments. Unit 2: Human Environments The second unit of study investigates the characteristics of rural and urban environments. Students explore how these environments are developed by human activities and their interaction with natural environments. Students also investigate how and why these human environments change. Assessment Fieldwork and collection of data (minimum 4 hours per Unit) Creation of various maps using relevant ICT Multimedia presentation Research and analysis report Data collection and reporting Data analysis tasks Unit 3 & 4 Studies: VCE Geography Future Career Pathways: Environmental Scientist, Urban Planner, Cartographer, Environmental Management, Emergency Management, Tourism Management, National Park Service Ranger.

History: 20th Century History
(Units 1 & 2) Are you curious as to how the major wars of the 20th Century started? What was it like to live in times of oppression with few rights? How did these events impact on your life today? The 20th Century saw a huge amount of change throughout the world, from major wars with millions of lives lost, to huge advances in technology that led to putting people on the moon and the creation of a global community. Students will learn about the highs and lows of the human race over the last hundred years, developing skills such as analysing written, visual and film sources, and forming and articulating opinions based on their own interpretation of evidence. Unit 1: Sub-topics: World War I Russian Revolution World War II. Reactions to the Great Depression Reactions to Nazi Germany. Unit 2: The Cold War Chinese Revolution Korean War Vietnam War Black Rights Movement Aboriginal Australian’s Right to Vote Rise of Terrorism Assessment: Visual and film analysis Research assignments Historical and persuasive essays Class discussions and debates Unit 3 & 4 Studies: History (Revolutions) Career Pathways: Historian, Lawyer, Primary or Secondary School Teacher, Researcher, Politician, Journalist, Translator, Writer, or any career which focuses on studying or working with people.

History: Revolutions (Units 3 & 4)
Students that have completed History (Units 1 & 2) to a high standard are given priority entry. Revolutions involve a rebellion by people who are demanding change and the destruction of the old regime. In the construction of a new government and way of life, the people face impacts such as war, famine, death and loss of individual rights, as well as important international repercussions. Two of the world’s largest nations have gone through extraordinary changes in the last century after they broke away from their monarchies to embrace Communism. Students will learn about the people-led revolutions in Russia and China during the 1900’s, developing skills such as analysing written, visual and film sources, and forming and articulating opinions based on their own interpretation of evidence. Unit 3: Russian Revolution Throughout the unit students will focus on the following Areas of Study: Revolutionary ideas, leaders, movements and events: 1905 to October 1917 Bloody Sunday to October Revolution Creating a New Society: November 1917 to 1924 Initial decrees to the death of Lenin Unit 4: Chinese Revolution Throughout the unit, students will focus on the following Areas of Study: Revolutionary ideas, leaders, movements and events: 1898 to 1949 100 Days Reform to the Triumph of Mao Creating a New Society: 1949 to 1976 Communist Revolution to the death of Mao Assessment Research assignments Class discussions and tasks SAC 1: Short and Long Paragraph Responses SAC 2: Visual and Document Analysis SAC 3: Visual and Document Analysis SAC 4: Essay External Exam (50% of Study Score) Unit 3 & 4 Studies: This is a Year 12 subject which contributes to the student’s ATAR in 2016 Career Pathways: Historian, Lawyer, Primary or Secondary School Teacher, Researcher, Politician, Journalist, Translator, Writer, or any career which focuses on studying or working with people.

Legal Studies (Units 1 & 2)
“ There is no better way to exercise the imagination than the study of law.” Jean Giraudoux Course description Do you enjoy reading and discussing legal issues? Do you know what your rights and responsibilities are? Are you interested in how laws change over time and whether a court decision is just and fair? If you have answered ‘yes’ to these questions you will enjoy Legal Studies. This study explores the distinction between criminal and civil law, and the need for laws in society. Students investigate the process of making laws and changing laws and the role of parliament and secondary authorities in law-making. Students examine the rights and responsibilities under criminal and civil law and the associated outcomes. Unit 1: Criminal law in action This Unit focuses on the key features of criminal law, how it is enforced and adjudicated, along with the possible impacts of crime. Students learn the different types of crime and explore rights and responsibilities under criminal law. Students consider the role of Parliament and other authorities in law-making. They also investigate the processes and procedures followed by courts. Unit 2: Issues in civil law This Unit focuses on the rights that are protected by civil law, as well as obligations that laws impose. Students investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil law in society. Students examine methods of dispute resolution and evaluate their effectiveness. Assessment: Structured assignment Tests Case studies Folio and report Examinations Essay Report (written, visual, oral or multimedia) Unit 3 & 4 Studies: VCE Legal Studies. Future Career Pathways: Lawyer, Court Officer, Police Officer, Primary or Secondary School Teacher, Youth Worker, Researcher, Politician, or any career which focuses on working with people.

Health and Human Development
(Units 1 & 2) VCE Health and Human Development provides students with the skills and knowledge to make informed decisions about their own health and to recognise the importance of health in society. In undertaking this study, they will be able to actively participate in making appropriate choices that allow for good health and be able to seek appropriate advice. VCE Health and Human Development enables students to understand the current ideologies of health and human development in contemporary society. Students critically evaluate the health and development of the individual across the lifespan in the context of both Australia’s and global health and human development. Unit 1: Health and development of Australia’s youth Sub-topics: Definition of health Measuring health status and analysing data Function of nutrition Unit 2: Individual human development and health issues Sub-topics: Pre-natal health, physical development from conception to birth Childhood development from birth to late childhood Determinates of risk and protective factors Assessment: Attendance and participation Written assessments and assignments Exam Unit 3 & 4 Studies Health and Human Development. Future Career Pathways: VCE Health and Human Development offers students a range of pathways and caters to those who wish to pursue further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

Outdoor and Environmental Studies
(Units 1 & 2) Are you an adventurous person? Do you like learning outside of the classroom? If so Outdoor and Environmental Studies is the subject for you! VCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments. The blend of direct practical experience of outdoor environments with more theoretical ways of knowing enables informed understanding of human relationships with nature. For many, outdoor environments have become places of adventure, relaxation, scientific study, social action and enterprise. Outdoor and Environmental Studies seeks to enable students to critically analyse these differing relationships, impacts and issues, providing the knowledge and skills to participate in, and contribute to contemporary society. Unit 1: Exploring Outdoor Experiences Sub-topics Characteristics of outdoor environments Motivations to use outdoor environments Strategies for planning safe and sustainable interaction with outdoor environments Unit 2: Discovering Outdoor Environments Understand the ecological, historical, economic and social factors which have had an impact on and will influence outdoor environments over time Strategies to protect, conserve and manage outdoor environments Analyse interactions with outdoor environments in shaping Australian cultural practices Assessment Case studies Written analysis and evaluation Participation in practical activities and reflection on these Exam Unit 3 & 4 Studies: Outdoor and Environmental Studies. Future Career Pathways: Natural Resource Management, Nature-Based Tourism, Outdoor Leading and Guiding, Environmental Research and Policy, Education, and Agriculture.

Physical Education (Units 1 & 2)
VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and the psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people. The study enables the integration of theoretical knowledge with practical application through participation in physical activities. There are opportunities for students to apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation. Unit 1: Bodies in motion Sub-topics Anatomy, including musculosketal and respiratory systems Laws of motion, factors that impact balance and stability Unit 2: Sports coaching and physically active lifestyles Responsibilities and techniques of coaching Levels of activity in Australia Factors that predict, and barriers to, physical activity Assessment: Participation and Attendance Written assessments and assignments Exam Unit 3 & 4 Studies: VCE Physical Education. Future Pathways : Exercise Science, Health Science, Sports Coaching, Sports Management, Education

Dance (Units 1 & 2) VCE Dance develops students’ physical skills, personal movement vocabulary, and application of choreographic and analytical principles. Students create and perform their own dance works as well as studying the dance works of others through performance and analysis. They consider influences on the expressive intention and movement of vocabulary of their own dances and on the works created by choreographers working in a range of styles, genres and traditions. Influences on aspects of production in dance works are also studied. Unit 1: Students explore the potential of the body as an instrument of expression. They learn about and develop physical skills. Students discover the diversity of expressive movement by exploring body actions, and commence the process of developing an understanding of how choreographers use this process. Knowledge of physiology, including maintenance of the body, is applied to the execution of body actions through safe dance application of physical skills. Unit 2 Students will continue to expand their personal movement vocabulary and choreographic skills through the exploration of the elements of movement. They apply their understanding of form and expressive capacity of the elements of movement to the dance-making and performing process involved in choreographing and performing their own dance works and the dance works of others. Content Dance Perspectives Choreography and Performance and the Dance Making Process Dance Technique and Performance Awareness and Maintenance of the Dancer’s Body Dance Analysis Assessment Group Performances Solo Performances Written Reports/ Projects Dance Journal Written Exam Unit 3 & 4 Studies: VCE Dance Future School Pathways: VCE Dance (Unit 3 & 4), VET Dance Cert II Future Career Pathways: Dance Performer, Choreographer, Community Dance Worker, Teacher, Dance Therapist, Business Owner

(Units 1 & 2) Food and Technology
VCE Food Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view. The study enables students to apply their theoretical understanding of the relationship between food and technology as they develop skills in food preparation. The food sector is dynamic, diverse and creative. Informative food products are continually being introduced into the marketplace in response to changing social and consumer demands. Contemporary society is aware of the links between food, food processing, nutrition, health and wellbeing and issues associated with these have become a high priority for consumers. Unit 1: Food safety and the preparation of food Students study safe and hygenic food handling practices to prevent food spoilage and food poisoning, and apply these practices suitable for use in small-scale food operation, such as in the home, a school setting or small buisness. Students consider the selection and use of a range of tools and equipment suitable for use in food preperation. Students will also examine the links between classification of food and their properties, and examine changes in properties of food when different preparation and processing techniques are used. Unit 2: Planning and preparation of food Students will investigate the most appropriate tools and equipment to produce optimal results, introducing the latest development in food technology. Students research, analyse apply the most suitable food preperation, processing and cooking techniques to optimise the physical, sensory and chemical properties of food. Content Keeping food safe Food properties and preparation Tools, equipment, preperation and processing Planning and preparing meals Assessment Design briefs, written investigations and reports Production work and records of planning and production Oral presentations and written exams Unit 3 & 4 Studies: VCE Food and Technology Future Career Pathways: Dietician, Nutritionist, Health Promotion Officer, Food Scientist, Food Technologist , Chef, Nurse, Caterer, Food Journalist, Food Photographer and Teacher

Media (Units 1 & 2) In this unit students develop an understanding of the relationship between the media, technology and the representations present in media forms. Students develop their understanding of the specialist production stages and roles within a media production. Student will also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate. Unit 1: Representation and technologies of representation Sub-topics Representation: During their study of representation and explain how the process of representation reproduces the world differently to their direct experience of it Technologies of representation: Students construct representations in two or more media forms New media: Students discuss the creative and cultural implications of new media technologies for the production and consumption of media products. Students will study a number of forms of new technology and discuss the implications of new media Unit 2: Media Production and the Media Industry Media Production: Students should be able to demonstrate specialist production skills within collaborative media productions, and explain and reflect on the media production process Media Industry: Students should be able to discuss media industry issues and developments relating to the production stages of a media product, and describe specialist roles within the media industry Australian Media: Students should be able to describe characteristics of Australian media organisations and discuss the social, cultural and industrial framework within which such organisations operate. Assessment  Radio or audio sequences  Audiovisual or video sequences  Multimedia sequences or presentations  Written responses  Oral reports  Examination Unit 3 & 4 Studies: VCE Media Future Career Pathways: Media Planner, Multimedia Specialist, Programme Researcher (Broadcasting/Film/Media), Public relations Officer, Runner (broadcasting/Film/Video), Television/Film/Video Producer.

Music Performance (Units 1 & 2)
Students will focus on building performance and musicianship skills. Students will complete performances of selected group and solo music works, looking at performance techniques in selected works and influences on their performance. Students will develop their ability to identify aurally or written intervals, scales, triads and also short rhythmic and melodic phrases. Students will also look at composition, devising an original work or improvisation. Unit 1: Sub-Topics Performance: Solo and group performance of at least three works Performance Technique: Instrumental techniques, sight reading and influences on performance Musicianship: Elements of music, scales/modes, intervals, chords, diatonic harmony, duration and interpretation Unit 2: Sub-topics Performance Techniques: Instrumental techniques sight reading, influences on performance Organisation of Sound: Composition and improvisation *Unit 2 is continuing to develop the skills in each of the areas covered in unit 1 Assessment Performance of three selected works Technical work and exercises Written explanation of technical and performance work Performance of unprepared work. Explanation of technical work and exercises. Theoretical tasks (test and class activities). Class participation and attendance Original composition/improvisation (Unit 2 only). *Students will be required to have lessons on their chosen instrument whether this is through school or privately. Unit 3 & 4 Studies: VCE Music Performance, VCE Music Investigation, VCE Music Style and Composition Future Career Pathways: Performer, Teacher, Orchestral member, Manager, Composer, member of an ensemble or band.

Product Design and Technology
(Units 1 & 2) Designers play an important part in our daily lives. They determine the form and function of the products we use. They transform ideas into drawings and plans for the creation and manufacture of useful products that fulfil human needs and wants. Students develop an understanding of the consequences of product design choices. They develop the necessary skills to critically analyse existing products and to develop their own creative solutions. VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Moreover, VCE Product Design and Technology can inform sustainable behaviours and develop technical skills to present multiple solutions to everyday life situations. It contributes to creating confident and unique problem solvers and project managers well equipped to deal with the multi-disciplinary nature of modern workplaces. Unit 1: Product re-design and sustainability Sub-topics Approaches to design and sustainability Methods of evaluating the effectiveness of tools and equipment Unit 2: Collaborative design Human centred design factors Historical and cultural design movements Evaluation products in relation to design briefs Assessment Practical tasks Investigations and design briefs Exam Unit 3 & 4 Studies: VCE Product Design and Technology. Future Career Pathways: Industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels

Systems Engineering (Units 1 & 2)
VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which mediate and control many aspects of human experience. This study can be applied to a diverse range of engineering fields such as manufacturing, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics, and energy management. Systems Engineering considers the interactions of these systems with society and natural ecosystems. VCE Systems Engineering integrates aspects of designing, planning, fabricating, testing and evaluating in a project management process. The study provides a rigorous academic foundation and a practical working knowledge of design, manufacturing and evaluation techniques. These skills, and the ability to apply systems engineering processes, are growing in demand as industry projects become more complex and multidisciplinary. Unit 1: Introduction to mechanical systems. Sub-topics Fundamentals of mechanical system design Producing and evaluating mechanical systems Unit 2: Introduction to electrotechnology system. Fundamentals of electrotechnlogy system design Producing and evaluating electrotechnology systems Assessment Folio Practical projects and demonstrations Exam Unit 3 & 4 Studies: VCE Systems Engineering. Future Career Pathways: Engineering, manufacturing and design through either a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. Engineering, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics, and energy management.

Studio Arts (Units 1 & 2) Studio Arts further extends and develops your creativity, design knowledge, technical skills and aesthetic appreciation of the arts. It is highly recommended for those who are creative thinkers, who like to use their hands and who like to work visually to express their ideas. It does not require a student to be able to draw. Drawing can be useful, but it is not a requirement. Throughout the course students have opportunities to experiment and further develop skills in a variety of forms; ceramics, sculpture, print making, paint media, drawing media and photographic media. This exploration of media provides an opportunity for students to express themselves and encourages them to explore the world around them through both written and visual forms. Unit 1: Artistic inspiration and techniques This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range of materials and techniques as tools for communicating ideas, observations and experiences through art-making. Students also explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks. Unit 2: Design exploration and concepts This unit focuses on students establishing and using a design process to produce artworks. 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 artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand the artists’ ideas and how they have created aesthetic qualities and identifiable styles. Assessment Folio Analysis of artwork Exam Unit 3 & 4 Studies: VCE Studio Arts. Future Career Pathways: advertising, textiles/fashion, fine art, graphic design, photography, digital media artist, sculpting, cartoonist, gallery director, art conservation and preservation, art promotions and marketing

Theatre Studies (Units 1 & 2)
Are you interested in making engaging, meaningful and creative theatre? Interpreting famous playscripts and learning about producing theatre? Theatre has been made and performed from the earliest times and is an integral part of all cultures. Theatre exists as entertainment, education, an agent for change, a representation of values and a window on society. There are also many different facets of theatre making: from performer, director to designers, technicians and managers. In VCE Theatre Studies, students interpret playscripts and produce theatre for audiences. Through practical and theoretical engagement with playscripts from the pre-modern era to the present day, students gain an insight into the history and rich possibilities of playscript-based theatrical production. Unit 1: Pre-Modern Theatre Study of theatre works prior to Shakespeare, Restoration Comedies, Naturalism/Realism. Sub-topics Interpreting Playscripts: presentation of these playscripts from the chosen Era. Analysing a play in Performance: Watching a professional performance and anaylsing the style, audience perspective, stagecraft elements Unit 2: Modern theatre Study of theatre works post 1920s. Epic Theatre, Absurd Theatre and Theatre of Cruelty. Interpreting through stagecraft: presentation of these playscripts from the chosen Era with a focus on stagecraft elements Assessment Theatre History Research Tasks Performance of a pre-modern and modern text Analysis of a professional performance Unit 3 & 4 Studies: VCE Theatre Studies Future Career Pathways: Director, Playwright, Producer, Actor, Teacher, Business Manager, Event Management.

VET with VCE Courses Courses with a *** next to them can be taken as a VET with VCE. A student must elect to take that course as a ‘scored’ subject for it to count towards the ATAR. Name Description Certificate II in Automotive*** Learn how to: apply safe at work procedures; use tools and equipment; clean a vehicle; electives in maintenance, mechanical; electrical; panel beating; painting; reconditioning. Certificate II in Applied Fashion Design and Technology*** Learn how to: apply quality standards; use a sewing machine; design and produce a simple garment; design process; modify patterns; draw and interpret sketches; identify fabrics; elective units. Certificate II in Building and Construction*** Learn how to: work safely in the industry; basic first aid; safe handling and use of plant and power tools; hand tools; building structures; calculations; wall framing; roof framing; external cladding; installation of windows and doors. Certificate II in Business*** Learn how to: create spreadsheets, manage mail, communicate in the workplace, organise daily work activities. Certificate II in Community Services*** Learn how to: prepare for work in the community sector; work with others; apply first aid; work effectively with elderly, disabled or children; undertake basic admin duties; support development Certificate II in Dance*** Learn how to: develop your style of dance; prepare self for auditions; prepare for performances; electives relate to types of dance and to music, design and staging. Certificate III in Hospitality*** Learn how to: prepare food, basic cooking skills, cash handling, food hygeine, clean equipment. Certificate II in Information Technologies*** Learn how to: operate software, install software, provide network systems administration Certificate III Sport and Recreation*** Learn how to: teach key skills, coach sports, conduct sport and recreation sessions, warm-up and cool-down routines. Certificate II in Equine Studies*** Learn how to: handle horses, anatomy, basic horseriding skills, breeding principles, loading and unloading.

VCAL This section includes information on: Timetables and structure
Assessment VET Courses Subjects

(Foundation, Intermediate or Senior) (Intermediate or Senior)
VCAL Program What is VCAL? The Victorian Certificate of Applied Learning (VCAL) offers students hands-on learning activities and practical industry related experience. It is a senior secondary school qualification undertaken in Years 11 & 12, just like the VCE. Who should consider VCAL? Students who intend on going to TAFE, getting an apprenticeship or traineeship or entering full time employment when they finish school. Students whose career pathway does not include university. VCAL from Year 10 (Foundation, Intermediate or Senior) VCAL from Pre-CAL (Intermediate or Senior) Year 11 1 day work placement Certificate II or III (2nd Year) 3 days on-site at CESC You can exit at end of year Year 11 1 day work placement Certificate II or III (1st year) 3 days on-site at CESC Year 12 1 day work placement Certificate II or III (2nd Year) 3 days on-site at CESC You can exit at end of year Future Pathways Exit to study or work with VCAL Certificate and Certificate II or III OR Begin SBAT Senior VCAL with work placement (no VET course)

VCAL Awards Foundation Intermediate Senior
You will need to decide the VCAL award you are going for. Use the table on the next page to see what subjects you can complete to gain your award. You can complete subjects above the award level you are working towards, but subjects below this level do not count towards your units. For example: Student A has low Maths skills, but is a great writer. He chooses to do Foundation VCAL, but completes Intermediate Literacy. Student B wants to be an electrician and needs to use a lot of formulas in her work. She enrols in Intermediate VCAL so he can complete Mathematical Methods (Unit 1 & 2) instead of Numeracy. Foundation Intermediate Senior I need support to complete tasks I am not very confident in English or Maths I like to take my time to complete work I need a little bit of support to complete tasks I am fairly confident in some subjects I am considering taking a VCE subject I am an independent learner I can write more complex texts I want to take a leadership role in activities I want to take a VCE subject

VCAL Pathways Table Streams Foundation Intermediate Senior
Literacy Skills Numeracy Skills VCAL Literacy units VCAL Numeracy units VCAL Literacy units (Intermediate or Senior) VCE units 1 & 2 English Literature VCAL Numeracy units (Intermediate or Senior) VCE Units (1-2) any Maths units VCAL Literacy units (Senior) VCE units 3 & 4 VCAL Numeracy units (Senior) VCE Units (1-4) Personal Development Skills VCAL Personal Development Skills units VCAL Personal Development Skills units (Senior) Work Related Skills VCAL Work-Related Skills units VET certificate II/III VCAL Work-Related Skills units (Senior) Industry Specific Skills VET certificate Workplace training Apprenticeship Traineeship VET certificate II VET certificates II or III

Sample Timetables: VCAL
1 2 3 4 Mon 1 Literacy Numeracy Work Skills Personal Dev Tue 1 Certificate II in Hairdressing Wed 1 Thu 1 Work Placement in Hairdressing Salon Fri 1 Mon 2 Tue 2 Wed 2 Thu 2 Fri 2 1 2 3 4 Mon 1 Literacy General Mathematics Work Skills Personal Dev Tue 1 Certificate II in Information Technology Wed 1 Thu 1 Work Placement as an IT assistant Fri 1 Mon 2 Tue 2 Wed 2 Thu 2 Work Placement as I.T assistant Fri 2

School-Based Assessment
Assessment of VCAL Gaining an Award VCAL is offered at three awards: Foundation, Intermediate and Senior. We encourage students to complete the highest VCAL award possible for their abilities. To successfully complete the VCAL at your award, you must: Enrol in a minimum of two VCAL units for each of the 4 streams: Literacy and Numeracy Skills; Industry Specific Skills; Work-Related Skills; Personal Development Skills Achieve a score of ‘Competent’ at (or above) the award sought (Foundation, Intermediate or Senior) for at least 6 units Be enrolled in a VET subject Undertake Structured Workplace Learning for at least 25 days Attend and participate in all VCAL classes Maintain a folio of evidence of your work School-Based Assessment Work towards the outcomes is graded and assessed by the school. Each student must demonstrate each outcome in different contexts. Students are assessed as ‘Competent’ or ‘Not Yet Competent’. VET Course Coursework is assessed by the Host School and entered onto VASS system Students receive a Certificate appropriate to their course Students may or may not have a graduation ceremony for their VET course

SBAT What is an SBAT? A School-Based Apprenticeship or Traineeship combines part-time work, school and training in a nationally recognised qualification. The student is enrolled in an apprenticeship or traineeship (part-time) and also completes their VCAL. The program is different to the VCAL because: The program is arranged through the employer, not the school The student takes major responsibilities in planning their own placement and learning Students sign a training agreement with their employer which is submitted to the Australian Apprenticeship Centre A training plan is signed by the School (as the student’s host school) Students are paid an apprenticeship or traineeship wage, not a SWL wage Most students continue their apprenticeship full-time after completing VCAL How do I find an SBAT? You will need to approach employers directly Some businesses advertise in the local paper or online Contact Group Training Organisations and Job Services Australia providers Network to see if there are any opportunities within your local community, or through friends and family Contact employers directly to see if they are hiring, deliver a copy of your resume to their office and make a follow up call to see if you are successful. Time Commitments Work: 7 hours per week (can be blocked into holidays or extended placements) Training: 6 hours of structured training (a TAFE course or on-the job training) School: 3 days per week to obtain VCAL. VCAL may be completed in 1 year

(Foundation, Intermediate or Senior)
VCAL Literacy (Foundation, Intermediate or Senior) The Literacy units of VCAL are designed to equip students with the literacy skills they will need to participate in education, training, the workplace and wider society. Students will write a variety of texts to communicate with different audiences. Writing: Writing texts for a variety of purpose including self-expression, practical texts, knowledge and public debate Planning, drafting and publishing work Develop an understanding of spelling, grammar and punctuation Reading: Reading for a variety of purposes including to make meaning, to critique and for pleasure. Individual choice and group tasks Assessment: Class attendance and participation Writing Folio linked to outcomes Paragraphs, essays and practical texts Can be substituted for: English Units 1 & 2 when undertaking Intermediate or Senior VCAL

VCAL Numeracy (Foundation, Intermediate or Senior) The Numeracy units of VCAL give students an overview of the basic mathematical processes needed to succeed in a variety of areas. Tasks are linked to real life uses of maths and have a goal and purpose. Content is linked to real world tasks and focuses on applications of Maths in: Practical purposes: design and measuring Personal organisation: money, time and location Interpreting society: data and numerical information Assessment Class attendance and participation Tests In class assessment tasks Can be substituted for: General Mathematics Units 1 & 2 when undertaking Intermediate or Senior VCAL Maths Methods Units 1 & 2 when undertaking Intermediate or Senior VCAL

Personal Development (Foundation, Intermediate or Senior) The Personal Development units of the VCAL give students the power to participate in their community and society. The focus of these units is self-development, social responsibility, confidence, self-esteem and building community. Students will develop the following skills in this subject: Planning Problem Solving Teamwork Unit 1: The Self Areas of Focus: family, education, health and wellbeing, or personal development. Unit 2: The Community and Social Awareness Areas of Focus: community engagement, social awareness, civic responsibility or active citizenship and organisation of a project for the local community. Assessment: Class attendance and participation Individual assessment tasks Team projects Compulsory unit for all Foundation, Intermediate and Senior courses

Work Related Skills (Foundation, Intermediate or Senior) Students develop an understanding of the world of work and connect their workplace learning to their at school learning. Learning will focus on the following areas: Occupational Health and Safety Appropriate workplace behaviour Knowledge of industry Teamwork Organisation of work activities Structured Workplace Learning Students are encouraged to seek their own SWL placement before the beginning of the year. Placements are encouraged to be (but do not have to be) in the student’s industry. SWL placement takes place on Thursdays. Assessment Workplace learning journal OH&S tests Planned work activities Tasks performed at work Self-assessments Compulsory unit for all Foundation, Intermediate and Senior courses

VET Courses Courses with a *** next to them can be taken as a VET with VCE or a VCAL course Name Description Certificate II in Automotive*** Learn how to: apply safe at work procedures; use tools and equipment; clean a vehicle; electives in maintenance, mechanical, electrical, panel beating, painting, reconditioning. Certificate II in Applied Fashion Design and Technology*** Learn how to: apply quality standards; use a sewing machine; design and produce a simple garment; design process; modify patterns; draw and interpret sketches; identify fabrics; elective units. Certificate II in Building and Construction*** Learn how to: work safely in the industry; basic first aid; safe handling and use of plant and power tools; hand tools; building structures; calculations; wall framing; roof framing; external cladding; installation of windows and doors. Certificate II in Business*** Learn how to: create spreadsheets, manage mail, communicate in the workplace, organise daily work activities. Certificate II in Community Services*** Learn how to: prepare for work in the community sector; work with others; apply first aid; work effectively with elderly, disabled or children; undertake basic admin duties; support development. Certificate II in Dance*** Learn how to: develop your style of dance; prepare self for auditions; prepare for performances; electives relate to types of dance and to music, design and staging. Certificate II in Hairdressing Learn how to: speak to clients, blow-dry, maintain and organise work areas, prepare clients for services. Certificate III in Hospitality*** Learn how to: prepare food, basic cooking skills, cash handling, food hygeine, clean equipment. Certificate II in Information Technologies*** Learn how to: operate software, install software, provide network systems administration. Certificate III Sport and Recreation*** Learn how to: teach key skills, coach sports, conduct sport and recreation sessions, warm-up and cool-down routines. Certificate II in Equine Studies*** Learn how to: handle horses, anatomy, basic horse-riding skills, breeding principles, loading and unloading. Other VET courses can be added to the list by negotiation. These should be on Tuesdays.

Creating Your Program I have a clear career plan
Remember, this is your program, nobody else’s, however getting advice from others is important. Talk about the information below with your family: What do I like and what am I good at? What am I not so good at, or do I dislike? Are these things necessary for my future? What are my future goals? What education and training are needed for my dream career? Are there any pre-requisites for the University or TAFE subjects I would like to take? Is everybody in my family happy with, and wiling to support me in the pathway I am taking? I have a clear career plan I know the course or career pathway I want to take. It may include TAFE or uni VCE program Check pre-requisites for courses you are interested in to help plan your pathway. I am unsure of what I want to do in the future I would like to go to university or TAFE in the future VCE program. Select what interests you I know I want to leave school as soon as possible and know what I want to do The TAFE course or apprenticeship I want to enter does not require Year 11 or 12.I do not want to go to University VCAL or SBAT (School Based Apprenticeship or Traineeship)

Tips for Selecting Subjects
After selecting the program you want to undertake, you need to select some subjects. VCE Read the descriptions of VCE subjects carefully Make a shortlist of subjects (top 5-6) that interest you Think about your future pathway or university courses. Check to see if they have any pre-requisites using the Job Guide Look at the subject blocks to see if you have any ‘clashes’. You will have to pick a different subject if it is running at the same time as another subject you want to do Make sure you have selected six subjects VCE with VET Write the VET course you want to take in Block 5 Make sure you do not select an English in Block 6 Make a shortlist of other subjects you are interested in VCAL Consider the VCAL level you want to undertake. You do not have to finalise this now Look carefully at the VCAL Pathways table to see what subjects you are eligible to take Pick your VET course from the list provided and write it in the box More details about subjects can be found at:

Subject Selection Form- Example 1
Geography

Subject Selection Form- Example 2
Sport & Rec

Useful Websites VCAA www.vcaa.vic.edu.au/
VCAA is the body that administers and regulates the delivery of VCE, VCAL and VET programs. The information available includes: Study designs (what is taught in a subject from Unit 1-4 Administration and assessment policies Example exams Information about scholarships, competitions and celebrations of student achievement VICTER Understanding Pre-Requisites This PDF publication is designed for Year 10 students to help them select subjects. It lists the major Tertiary education providers and the courses that have pre-requisites. The Job Guide Provides an in-depth look at careers and their training and education pathways. The Job Guide is also available as a hard copy and can be purchased from Newsagents. My Future- Career Information My Future provides a variety of information on career planning, training options and profiles on different occupations. A good starting point to talk about careers.

Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au.

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Presentation on theme: "Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au."— Presentation transcript:

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Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au.

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Presentation on theme: "Year 11 Handbook 2015 For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au."— Presentation transcript:

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