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Contents page

Contents page .................................................................................................................................................... 2

COLLEGE VALUES ............................................................................................................................................... 5

INTRODUCTION ................................................................................................................................................. 6

STAFF SUPPORTING STUDENTS AND PARENTS IN 2020 .................................................................................... 7

TIMELINE OF COURSE SELECTION PROCESS ...................................................................................................... 8

LEARNING PATHWAY OPTIONS ......................................................................................................................... 9

PATHWAYS EDUCATION .................................................................................................................................. 10

CHOOSING A VCE COURSE OF STUDY .............................................................................................................. 12

YEAR 11 PROGRAM .......................................................................................................................................... 14

ASSESSMENT – UNITS 3 AND 4 ........................................................................................................................ 15

YEAR 12 PROGRAM .......................................................................................................................................... 16

VOCATIONAL EDUCATION AND TRAINING IN SCHOOLS (VETiS) ..................................................................... 18

VETiS COURSES IN 2019 (subject to additions and/or alterations) ................................................................. 19

SCHOOL-BASED APPRENTICESHIPS & TRAINING (SBAT) ................................................................................. 20

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) ................................................................................. 21

SENIOR YEARS OF SCHOOLING CERTIFICATE ................................................................................................... 24

VCE SUBJECTS OFFERED AT HAMPTON PARK SECONDARY COLLEGE ............................................................. 25

DANCE .............................................................................................................................................................. 27

DRAMA ............................................................................................................................................................ 28

MEDIA .............................................................................................................................................................. 29

MUSIC PERFORMANCE .................................................................................................................................... 30

STUDIO ARTS ................................................................................................................................................... 31

VISUAL COMMUNICATION DESIGN ................................................................................................................. 32

ENGLISH ........................................................................................................................................................... 33

FOUNDATION ENGLISH (UNITS 1 & 2) ............................................................................................................. 34

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) .............................................................................................. 35

BRIDGING ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ............................................................................. 36

ACCOUNTING ................................................................................................................................................... 37

BUSINESS MANAGEMENT ............................................................................................................................... 38

GEOGRAPHY .................................................................................................................................................... 39

HISTORY ........................................................................................................................................................... 40

LEGAL STUDIES ................................................................................................................................................ 41

PHILOSOPHY .................................................................................................................................................... 42

4

FRENCH ............................................................................................................................................................ 43

VCE MATHEMATICS PATHWAYS ...................................................................................................................... 44

FOUNDATION MATHEMATICS ......................................................................................................................... 45

GENERAL MATHEMATICS ................................................................................................................................ 46

FURTHER MATHEMATICS ................................................................................................................................ 47

MATHEMATICAL METHODS............................................................................................................................. 48

SPECIALIST MATHEMATICS .............................................................................................................................. 49

HEALTH AND HUMAN DEVELOPMENT ............................................................................................................ 50

PHYSICAL EDUCATION ..................................................................................................................................... 51

BIOLOGY .......................................................................................................................................................... 52

CHEMISTRY ...................................................................................................................................................... 53

PHYSICS ............................................................................................................................................................ 54

PSYCHOLOGY ................................................................................................................................................... 55

FOOD STUDIES ................................................................................................................................................. 56

APPLIED COMPUTING ...................................................................................................................................... 57

PRODUCT DESIGN AND TECHNOLOGY - FABRICS AND FASHION………………………………………………………………...57

PRODUCT DESIGN AND TECHNOLOGY – WOOD, METAL & PLASTICS ............................................................. 59

VCAL SUBJECTS OFFERED AT HAMPTON PARK SECONDARY COLLEGE ........................................................... 60

LITERACY .......................................................................................................................................................... 61

NUMERACY ...................................................................................................................................................... 62

PERSONAL DEVELOPMENT SKILLS ................................................................................................................... 63

WORK RELATED SKILLS .................................................................................................................................... 64

COURSE SELECTION PLANNING SHEET ............................................................................................................ 65

GLOSSARY OF TERMS....................................................................................................................................... 66

COLLEGE VALUES

RESPECT

I respect myself and other people

I actively listen to others with an open mind

I respect other people’s different perspectives

I am inclusive

I respect school property and the property of others

I wear my school uniform with pride

LEARNING

I set personal goals and have high expectations of myself and others to continually improve

I have a positive attitude and enthusiasm for learning

I strive to achieve my personal best

I take pride in the achievements of myself and others

WORKING TOGETHER

I am willing to share ideas, resources and skills

I am helpful and approachable

I contribute positively to class, group activities and the school community

Return to Contents page 6

INTRODUCTION

Making informed choices about which subjects to study in Year 11 and 12 is rarely easy. Students need to carefully consider a wide range of factors when making their course selection in order to keep as many options open as possible.

The purpose of the Later Years Pathway Handbook is to provide students, and parents/carers with information about courses and subjects offered at Hampton Park Secondary College.

Year 10 and accelerated Year 9 students are introduced to a wide range of subject choices but these choices must be made with future work and career options in mind. If students have an idea about what they want to do in life, the course selection process is easier. Students should establish goals for the future. Once this is accomplished, courses can be chosen that best help to meet these goals.

In selecting subjects it is important for students to consider the following:

• Advice from subject teachers

• Knowledge of strengths, aptitudes and interests

• Possible career pathways

• Possible tertiary prerequisites

• Parent/caregiver advice

To assist students in choosing the most suitable pathway for Year 11 and 12, course counselling will take place and where possible, senior pathways will be discussed.

Hampton Park Secondary College aims to prepare students for lifelong learning and the world of work. There are many paths to achieving each goal, with Year 11 and 12 being ‘stepping stones’ along the way. For example, some students may choose to undertake a university degree whilst others may choose a TAFE course. Knowing where you are going and how you can get there is important.

Students should read this handbook and discuss their options with teachers and family so that they can make the best decision for their future.

There are numerous people to assist you with decision making. If students need additional information, they should contact any of the people listed on the following page.

By planning now, you can enjoy truly successful 2020-2021 school years.

Please Note: The information contained is the booklet is a guide and correct at the time of printing. Subject offerings may change at any stage depending on staffing and resourcing requirements and availability. The most up-to-date information regarding subjects, qualifications or accredited courses is kept on the school website.


STAFF SUPPORTING STUDENTS AND PARENTS IN 2020

Principal Wayne Haworth

Assistant Principals Eloise Haynes

Karen Shiel Ayman Youssef

Senior Pathways Coordinator (VET, VCAL and Certificate)

Susan Cochrane

Career Practitioner Linda Rackham

MIPS (Managing Individual Pathways) Alisha Gibson

Senior School Learning Leader Liza Greaves

Year 12 Student Learning Leader Catherine Glenn

Year 12 Student Learning Leader Annie Lingard

Year 11 Student Learning Leader Matthew Hayward

Year 11 Student Learning Leader Elizabeth Stefanatos

Domain Coordinators:

The Arts English/EAL/Languages Health and Physical Education

Humanities Mathematics Science Technology

Ryan Van Gaalen Jenny Lynd and Demiana Eid Chris Knowles

Robert Leonard Catherine Murdoch Liza Greaves and Virginia Vuong Laura Tyres

Student Services Debra Edwards

Wellbeing Cindy Zevallos

Lauren Duckett

Disability Program Administrator Natalie Rule


TIMELINE OF COURSE SELECTION PROCESS

July 24

Later Years Expo Evening

July 22-26

Acceleration letters and VET forms distributed

July 29

Course Counselling Year 11 to 12

August 5

Online subject selection opens

Year 10 Interviews with parents/carers regarding

chosen pathway

August 12

August 19

Year 11 and Year 12 online subject selection

closes

Subject selection forms close


LEARNING PATHWAY OPTIONS

VCE

(Victorian

Certificate of

Education)

Requires a

minimum of 16 units

Conditions apply

(refer page 16)

VCAL

(Victorian Certificate

of Applied Learning)

Literacy and

Numeracy Skills,

Industry Specific

Skills, Work Related

Skills, Personal

Development Skills

Senior School Certificate

Literacy and Numeracy Skills, Industry Specific

Skills, Work Related Skills, Personal

Development Skills with extra support

VET

VCE VET Program/VETiS (VET in schools)

School-based Apprenticeship and Traineeship,

Other VET Certificates, HeadStart

Structured Workplace Learning

Completion of VCE Completion of SSC Completion of VCAL

Employment/Apprenticeship/Traineeship

TAFE Certificate II/III/IV, Diploma, Advanced Diploma

University Some University Courses

optional

OR


PATHWAYS EDUCATION

Hampton Park Secondary College provides a wide range of pathways into further education, training or directly into the workforce.

Pathways Education at Hampton Park Secondary College is seen as an on-going journey throughout the senior school years. Each ‘Pathway’ is not a pre-set combination of units, but rather a suggested package. Course options in the senior years of study are wide ranging and varied. Students should consider what subjects they enjoy, their interests and whether they want to continue to further study or join the workforce on completion of their secondary education.

There are three senior certificates available for students.

1. The Victorian Certificate of Education (VCE) which is the direct pathway to further study at University and TAFE.

2. The Victorian Certificate of Applied Learning (VCAL) gives students practical work-related experiences and suits students interested in a vocational career or employment. TAFE and some university options are still possible.

3. The Senior Years of Schooling Certificate provides a pathway for students who require a greater level of support in their schooling and gives students the opportunity to participate in structured work experience and vocational education.

Vocational Education and Training (VETiS) programs can be studied as part of a VCE program and are a mandated part of a VCAL and Senior Certificate program.

Students can select a program that suits their individual needs and career aspirations.

Students may:

Study a Year 12 subject (Unit 3/4) in Year 11; or

Complete a VCE course in a standard two year timeframe; or

Plan to complete VCE over three years; or

Include a VETiS program or HeadStart in their VCE; or

Complete VCAL with a VETiS or HeadStart; or

Complete the Senior Years of Schooling Certificate with VETiS components.

There are a range of resources in the college to assist students and their parents/carers with any curriculum based questions. A good place to start is to contact the Senior Pathways Coordinator, Careers Team, Sub School Learning Leader Team, and Domain Coordinators.

Information is also available from the Careers office about:

• University Open days & Courses

• TAFE Courses & other study options

• VTAC course Application &Selection

• ATAR ranks and Study scores

• Scholarships

• Apprenticeships


Why do we have pathways?

• To help you and your parents/carers see the connections between VCE/VCAL and Further Education.

• To provide coherence to your program of studies.

• To provide purpose, focus and direction to your program of studies.

• To give a clear career focus to VCE for you and your teachers.

Students should plan their program for 2019 so that they have a number of options after their VCE, VCAL or Senior Certificate. To begin this planning process, students should consider the following:

MY

CAREER

Subjects that I

am good at

NOW

Subjects I have

to do

(pre-requisites)

The extra

training/study I

will need to do

after secondary

school

Other ways to

reach my career

goal

Subjects that I

like NOW

Subject that I

would like to

study next year


CHOOSING A VCE COURSE OF STUDY The Later Years Pathways Handbook 2019-20 provides comprehensive information on each of the VCE units offered by the College. In selecting the required twenty-two Units of Study the students intend to undertake over the two years of their VCE, students should consider each of the following: the information contained in the handbook, chosen career paths, their own level of ability and interest in a particular subject area and the required prerequisites for tertiary studies.

In selecting a VCE program, students should be aware of the compulsory studies in VCE: English Units 1-4, or EAL Units 1-4 (for those students who qualify under VCAA guidelines). Students may also study Bridging EAL Units 1-2 in addition to EAL.

SAMPLE PROGRAM

The following sample programs are a guide.

In most cases in the VCE, students take a subject all the way from Unit 1 through to Unit 4.

YEAR 11 – 2020 YEAR 12 – 2021

English Unit 1 & 2 + 5 Unit 1 & 2 subjects Or EAL Unit 1 & 2 + 5 Unit 1 & 2 subjects Or Bridging EAL Unit 1&2 EAL Unit 1 & 2 + 4 Unit 1 & 2 subjects

English Unit 3 & 4 + 4 Unit 3 & 4 subjects Or EAL Unit 3 & 4 + 4 Unit 3 & 4 subjects

SELECTING A VCE PROGRAM

When selecting a VCE program students should consider:

• Interests and likes

• Skills and abilities

• Possible career paths

• Prerequisites for Unit 3/4 sequences and tertiary courses

• Academic results in related subjects

DO NOT choose subjects based on what your friends may choose or who the teacher may be. Course specialisation is greater in Year 11 than in any previous year, therefore, poor or inappropriate selections can be difficult to reverse at a later date.

DO NOT choose a subject because you think it will be scaled up.

Consult with, Careers Team, Senior Pathways Coordinators, Sub School Learning Leader Teams, Domain Coordinators, subject teachers, parents/carers and others.

The exciting challenge ahead is to develop a course which best suits your needs. During the Course Counselling process you will be working with the team to do this.


ASSESSMENT – UNITS 1 AND 2

VCE Unit 1 / 2 Studies

Satisfactory completion

Student receives a grade of ‘S’ for the unit if the

teacher judges that the student has demonstrated

the required knowledge and skills

Performance in assessment tasks determines your grades

SCHOOL ASSESSMENT TASK

VCAA provides: Number of Tasks

Scope of Tasks

Assessment Criteria

Teacher: Designs tasks within scope

Sets deadlines

Satisfactory achievement

of Outcomes = ‘S’


YEAR 11 PROGRAM Students must satisfactorily complete Year 10 in order to move to Year 11 VCE or VCAL Studies.

To satisfactorily complete Year 10, a student must:

• Perform at or above the standard expected in English and Mathematics.

All VCE studies (subjects) are divided into semester units, with each study typically being a Unit 1 and 2 sequence of study. Each of the Units 1 and 2 is a complete course in itself, and students may make changes to their Year 11 program at the conclusion of Semester 1 should they wish.

Students will select English and five other Unit 1 and 2 sequences – this may include one VCE VETiS study or an Accelerated Studies Unit 3 and 4 sequence subject to conditions.

Accelerated Learning

Year 10 students studying Unit 1 &2 Subjects

Year 10 students who meet the requirements are able to apply to study an accelerated VCE or VETiS subject at Unit 1 and 2 level. This is an excellent opportunity for Year 10 students to commence their VCE program in a supportive environment.

This program aims to provide challenging learning opportunities to those students who have met the criteria by offering them the opportunity to take Units 1 and 2 (Year 11) sequence studies if they are entering Year 10. All Year 10 students are able to apply to study an accelerated VCE or VETiS subject at Unit 1 or 2 level.

Year 11 students studying Unit 3 & 4 subjects

Students entering Year 11 have the opportunity to include a Unit 3 & 4 subject in the first year of their VCE program.

This option provides greater flexibility within the VCE and has benefits for students by providing extra challenges and catering for students already well advanced with studies in a given subject. It also gives students an idea of the demands of studying a Year 12 subject and the resulting score is included in the student's ATAR.

Students who wish to apply for the Accelerated Learning Program should understand that they will be eligible for this program only if they have attained excellent results in their current year level, and have satisfactorily met the additional requirements including an interview.

Please note that in order for selection applications to be valid Parents/Carers should authorise the student’s selections by signing in the appropriate section of their subject

Confirmation of Choices

Once student selections have been processed, the timetable will be constructed according to student choices. There may be some clashes and limits upon class numbers arising from this process, or some classes may not proceed due to low numbers in each of these cases, students would be awarded one of their reserve preferences. However, if the subject is a necessary prerequisite the subject will go ahead with reduced numbers

Final confirmation of subject selections will occur only after Year 10 reports have been finalised and satisfactory completion of Year 10 has been established.

Students whose reports indicate they have not met the minimum requirements for automatic promotion to the following year will be required to meet with the Year Level Leader to discuss likely options.


ASSESSMENT – UNITS 3 AND 4

VCE Unit 3 / 4 Studies

Satisfactory completion

Student receives a grade of S for the unit if the

teacher judges that the student has demonstrated

the required knowledge and skills. This may or

may not be accompanied with an ATAR score for

a subject (see below)

Performance in assessment tasks determines your grades

SCHOOL ASSESSED COURSEWORK

VCAA provides: Number of Tasks

Scope of Tasks

Assessment performance descriptors

Teacher: Designs tasks within scope

Sets deadlines

STUDY SCORESSchool assessed coursework

is statistically moderated

against Exam

% weighting of exam vs.

coursework varies with the

subject

EXAMS

Set and marked by VCAA

(Criteria published)

ATARcalculated+ =


YEAR 12 PROGRAM When selecting a Year 12 program a number of factors need to be considered:

• the Year 11 program the student has undertaken – while not compulsory, it is recommended that wherever possible students undertake a Unit 1 – 4 sequence in a VCE study;

• the student’s Year 11 performance – levels of ability in a particular subject area should be well known by now;

• Year 12 prerequisite subjects – most Unit 3 & 4 studies can be undertaken without having studied the Unit 1 and 2 sequence in that study although this is not ideal; however, some studies such as Mathematical Methods, Specialist Mathematics, Chemistry and Physics assume the skills and knowledge from the Year 11 course; and

• Tertiary prerequisites.

Assessment

Satisfactory completion of a unit

Satisfactory completion of a VCE unit depends upon the successful completion of each of the Outcomes that make up that unit. Each VCE unit has at least 2 - 4 Outcomes. Successful completion of the Outcomes is based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.

The school, in accordance with the VCAA (Victorian Curriculum and Assessment Authority - the government authority that oversees curriculum delivery and assessment in Victoria) requirements determines satisfactory completion of units.

If students complete the work requirements/outcomes set by VCAA for the units they undertake, in ways that satisfy the description in the study design, then they will gain credit for the unit. The school makes decisions about this. They will be reported as ‘S’ (Satisfactory) or ‘N’ (Not Satisfactory).

To be awarded the VCE, students must satisfactorily complete a minimum of sixteen units including:

• At least three units from English, including a Unit 3 & 4 sequence.

• At least three sequences of Unit 3 & 4 level units in studies other than English

School Assessed Coursework (SAC) – Units 1 – 4

School Assessed Coursework is made up of a number of assessment tasks that are specified in the relevant Study Design. These assessment tasks are used to assess the Unit learning outcomes.

School Assessed Coursework is completed in the following manner:

• the assessment tasks are part of the regular teaching and learning program;

• they must be completed mainly in class time; and

• they are to be completed in a limited timeframe.

School Assessed Task (SAT) – Unit 3 & 4 Only

These are long-term projects and will be used in studies where products and models are assessed. Media, Studio Arts and Visual Communication and Design, Product Design and Technology, and Music have School Assessed Tasks.


Exams

Units 3 and 4 examinations are set and marked by the VCAA. All are held in October/November.

Study Scores

Students’ overall achievements for each study will be calculated and reported as a Study Score (Relative Position) on a scale of 0 to 50. In order to qualify for a Study Score, a student must have satisfactorily completed both Units 3 and 4 in that study.

Tertiary Entrance

Victoria’s tertiary institutions have a joint selection system administered by the Victorian Tertiary Admissions Centre (VTAC)

The role of VTAC includes:

• publishing entry requirements for university and TAFE courses;

• organising the application procedure;

• receiving and processing applications;

• forwarding the appropriate applications and accompanying information to relevant tertiary institutions; and

• making offers to prospective students on behalf of tertiary institutions.

VTAC also produces an online publication, ‘Prerequisites’ which gives details of prerequisites for entry in each year. If students are even considering applying for courses requiring prerequisites, the must ensure that these prerequisites are included in their VCE program.

Tertiary entrance is often determined by the ATAR (Australian Tertiary Admissions Rank), a rank compiled from the student’s scores in English and their best three studies, as well as ten percent of up to two additional studies. Some courses, such as those around the design and performance industries may require a folio, interview and/or audition in place of, or as well as, the ATAR. There may also be other requirements, which are outlined on the VTAC site’s ‘CourseSearch’.


VOCATIONAL EDUCATION AND TRAINING IN SCHOOLS (VETiS) VETiS - This acronym refers to programs offered to senior students as part of their VCE or VCAL studies.

VETiS programs are a TAFE level course that allows students to complete a nationally recognised vocational

qualification whilst at secondary school.

These programs allow students to:

• Complete their VCE, VCAL or Senior Certificate

• Complete a recognised TAFE Certificate course at a Certificate II or III level

• Undertake studies which include TAFE links

• Undertake studies with a vocational focus through work placement to enhance employment

opportunities when students finish school.

• On successful completion students may be eligible for two certificates (VCE plus VETiS program or

VCAL plus VETiS program)

VETiS is not an “easy” option. A VETiS course is a full study workload alongside the other VCE / VCAL studies.

There is a major theoretical element to all VETiS and TAFE programs. It is not all hands on, practical work, even in certificates like Automotive Technology, Building and Construction or Hospitality. Students are often required to work through self-paced modules.

Students can study a VETiS course at HPSC, travel to a TAFE Institute or another secondary college one day per week to attend classes, (Wednesdays or Fridays). In some cases they may miss classes at school, and will need to catch up on any missed work in their own time.

The student may be required to undertake a Structured Work Placement to satisfy the requirements of a VETiS course. Work placements can be completed during the school holidays for VCE students.

VETiS programs will involve extra costs. Anyone interested should meet with the Senior Pathways Coordinator or the Careers Team immediately and fill out a VETiS Expression of Interest form.

Once a student has elected to complete a VETiS course, they must pay the $250 VET fee for external courses by Friday 6th September, 2019.

Note: Should students change their mind and withdraw from the course before the course begins, or change their VET enrolment after Friday 6th September, 2019, there is a $50 administrative charge.

Institutions will not allow refunds to students who withdraw from a program once they have commenced it. Students need to fully understand the course they are choosing and must be committed to completing the course.


VETiS COURSES IN 2019 (subject to additions and/or alterations) Arts / Media Cert III in Visual Arts Cert II in Dance Cert III in Music (Performance or Technical Production) Cert II/III in Applied Fashion Design & Technology Cert II in Creative Industries (Media) Cert III in Interactive Digital Media Cert III in Media

Automotive Cert II in Automotive Studies (Pre-Vocational or Panel & Paint)

Building and Construction Cert II in Building & Construction (Carpentry) Cert II in Building & Construction (Bricklaying) Partial Completion Cert II in Building & Construction (Painting & Decorating) Partial Completion Cert II in Building & Construction (Wall & Ceiling lining) Partial Completion Cert II in Plumbing (Pre-Apprenticeship) Cert II in Furniture Making Business Cert II in Business Community Services, Health & Education Cert II in Community Services Cert III in Early Childhood Education and Care Cert III in Aged Care & Cert III Home & Community Care (Dual certificate) Cert III in Allied Health Assistance Cert III in Health Services Assistance

Electronic Trade Cert II in Computer Assembly and Repair (partial completion) Cert II in Electro-technology (Career start) Cert II in Integrated Technologies Engineering and Science Cert II in Engineering Studies Cert II in Engineering-Production technology (partial completion) Cert III in Laboratory Skills Horticulture Cert II in Horticulture Hospitality Cert II/III in Hospitality Cert II in Kitchen Operations Cert II in Kitchen Operations (Patisserie) Cert III in Commercial Cookery Cert III in Patisserie Cert III in Tourism Cert III in Tourism - Flight Attendant (partial completion) Information Technology and Computers Cert II/III in Information, Digital Media & Technology Cert III in Information, Digital Media & Technology (Games creation) (partial completion)

Retail Cert II in in Retail Makeup Services and Skin Care Cert II in Hairdressing Cert III in Hairdressing (partial completion) Cert II Retail Operations Cert III in Beauty Services Sport, Recreation and Fitness Cert II/III in Sport & Recreation Cert III in Fitness

There are more VETiS courses. For more information, contact the Senior Pathways Coordinator.


SCHOOL-BASED APPRENTICESHIPS & TRAINING (SBAT)

School based apprenticeships or traineeships are another way for vocational training to contribute towards your VCE. To become an apprentice or trainee you have to be in paid work and sign a contract of training which must be registered with the Department of Education and Childhood Development.

Currently there are many industries in which you can do a school-based or part-time apprenticeship or traineeship as part of your VCE /VCAL. These are subject to change depending on work placement availability. Some examples of current SBATs available:

Certificate II

Automotive

Graphics and Print Media

Hospitality

Warehousing & Food Processing

Certificate III

Children’s Services

Fitness

Educational Support

Students undertaking an SBAT will only be allowed to be absent from school one day per week (same as VETiS). The working hours component must be completed outside school hours for VCE students.

It is the student’s responsibility to keep up with any class work missed.

It is highly recommended that a student undertaking a VCE program does not take

on an SBAT.


VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) • Year 11/12 Foundation Certificate

• Year 11/12 Intermediate Certificate

• Year 12 Senior Certificate

VCAL is a nationally recognised senior school qualification. It is an alternative to VCE. VCAL is a “hands-on” option for students in Year 11 (Intermediate VCAL) and Year 12 (Senior VCAL). It offers practical, work-related experience, as well as literacy and numeracy skills. It gives young people the opportunity to build personal skills that are important for life and work. Students who do the VCAL are more likely to be interested in going on to training at TAFE, doing an apprenticeship, or getting a job after completing Year 12. The completion of a VETiS course (see below) is a requirement of the VCAL program.

Students develop a learning program that suits their particular learning needs and interests.

Strand 1 - Literacy and Numeracy Skills

The VCAL learning program must include literacy and numeracy subjects.

Strand 2 - Industry Specific Skills

The VCAL learning program must include industry specific units from Vocational Education and Training (VETiS) programs. The range of VETiS options is extensive with registered and recognised training packages.

Strand 3 - Work Related Skills

In order to develop ‘employability’ skills, VCAL gives students the option of undertaking a structured work placement or part-time apprenticeship/traineeship, or SBAT. They can also study units and modules that will help prepare them for work, for example occupational health and safety or job interview skills.

Strand 4 - Personal Development Skills

As part of the VCAL learning program students must participate in community-based projects, voluntary work and/or structured activities that will help develop their self-confidence, teamwork skills and other skills important for life and work.

Strand 5 – VCE subject of choice

As part of the VCAL learning program students must enroll in one Unit 1 & 2 VCE subject. Students can choose from the following options: Business Management, Drama, Bridging EAL, Food Studies, Music, or Product Design and Technology – Woodwork. Please note that some VCE subjects may not run if there is not enough interest from students.

This is an example of a typical VCAL Intermediate Level Certificate course:

1. Literacy and Numeracy Intermediate Literacy

Foundation Mathematics Units 1 and 2

2. Industry Specific Skills Accredited VETiS training in the students chosen industry, e.g. Building and Construction, Hairdressing, Business, Community Services

3. Work Related Skills VCAL Work Related Skills Intermediate Level Units 1and 2

4. Personal Development Skills

VCAL Personal Development Skills Intermediate Level Units 1 and 2

5. VCE Units 1 &2 Students choose one VCE Unit 1 & 2 subject to study.

6. Structured Workplace Learning

One day a week from February – End of Term 3.

This is a compulsory component of the two Work Related Skills Units


Students MUST complete 10 units, satisfactorily demonstrating competency of all outcomes assessed to achieve their Intermediate Certificate (Year 11). This includes VCAL units (Literacy, Numeracy, Personal Development Skills and Work Related Skills), VETiS units (Industry Related Skills) and any VCE units.

Students MUST also complete 10 units, satisfactorily demonstrating competency of all outcomes assessed to achieve their Senior Certificate (Year 12). This includes VCAL units (Literacy and Personal Development Skills) and VETiS units (Industry Related Skills) and any VCE units.

This is an example of a typical VCAL Senior Level Certificate course:

1. Literacy and Numeracy

VCAL Senior Literacy – Reading, Writing, and Oral Communication

VCAL Senior Numeracy

2. Industry Specific Skills

Accredited VETiS training in the students chosen industry e.g. Building and Construction, Hairdressing, Business, Community Services, Automotive, Hospitality, Engineering, Retail, Community Recreation

3. Work Related Skills

VCAL Work Related Senior Level Units 1&2

4. Personal Development Skills

VCAL Personal Development Skills Senior Level Units 1&2

5. VCE Units 1 & 2 Students choose 1 VCE Unit 1 & 2 subject to study.

6. Structured Workplace Learning

One day a week from February – End of Term 3

NB: SWL is a compulsory component of the two Work Related Skills Units

Successful Completion of VCAL Certificate

Students typically complete a VCAL certificate at any level within one year. In order to be awarded the certificate a student must complete a minimum of ten units, two of which must be a VCAL study, six units must be at the level of the certificate (intermediate or senior) and one of which must be the Personal Development Skills strand.

VETiS/SBAT in the VCAL

The aim of the VCAL is to provide students with a hands-on practical learning experience which prepares students for work or further industry training upon completion. Students are required to undertake a Vocational Educational subject (VETiS) or a School Based Apprenticeship (SBAT) certificate as part of their VCAL certificate.

What does a VCAL Intermediate and Senior course look like?

• Three days a week in the classroom studying Literacy, Numeracy, Work Related Skills and Personal Development Skills and one VCE subject, at the relevant level

• One day a week in their Vocational Education and Training in Schools.

• VETiS Program (their Industry Specific Skills).

• One day a week Work Placement in their chosen Industry, which aligns with their VETiS Program.

Please note: Students are responsible for their own work placements.


Satisfactory VCAL unit result

A student will receive a Competent Pass or a Not Yet Competent for a unit in the Work Related Skills, Personal Development Skills, and Literacy Skills units when they have completed all learning outcomes for the unit. In the Numeracy Skills units, students must demonstrate competence in five of the six learning outcomes at the Intermediate level and six out of the seven learning outcomes at the Senior level.

Students should be observed to demonstrate competence on more than one occasion and wherever possible in different contexts to make sure that the assessment is as consistent, fair and equitable as possible.

If students are in severe danger of not satisfactorily meeting outcomes, then a review panel will meet to discuss and review such concerns and where possible devise a plan and consequence.

What is Structured Workplace Learning (SWL)?

It is the students’ responsibility to secure work placement prior to the commencement of their course.

Structured work placement is a component of most VETiS programs and the VCAL structure.

Work placement should be completed with an employer in the industry area relevant to the student’s VETiS program.

Work placement allows students to practice existing skills and acquire new skills and knowledge in a supervised workplace setting.

Work placement must be undertaken one day per week.

At the VCAL Intermediate and Senior level the program must also include VETiS Units totaling at least 90 hours.


SENIOR YEARS OF SCHOOLING CERTIFICATE

Entry Requirements

Students entering the Senior Years of Schooling Certificate are selected based on consultation with the Sub

School Learning Leader team, classroom teachers, disability department, wellbeing team and the relevant

Assistant Principal. Interviews will be held with students and their families before placement can occur.

Aim

The Senior Years of Schooling Certificate has been designed to provide students with an opportunity to

experience success at a senior school level, attempt the Intermediate VCAL certificate over 2 years, and to

further develop the skills they will require to successfully gain employment beyond secondary education.

Curriculum

The Senior Years of Schooling Certificate aims to provide a person-centered learning approach. It is a two

year school based certificate, carefully planned to build each student’s capacity in the following areas:

Literacy

Numeracy

Personal Development Skills

Work Related Skills

Aspects of Physical Education, Art, Music and Technology are included based on individual students.

A Financial Literacy Certificate 1 may also make up the curriculum over the course of the year.

Attendance

The Senior Years of Schooling Certificate will require students to attend Hampton Park Secondary College 4

days each week with a compulsory 1 day per week VETiS placement through Chisholm Circles Program

which enables students to carry out a series of VETiS taster courses which develop interests as well as

providing practical skills for life. Students are also supported in obtaining a work placement.

Assessment

The assessment of the Senior Years of Schooling Certificate is teacher based and includes some evaluation

by external providers for their particular contribution to the program.


VCE SUBJECTS OFFERED AT

HAMPTON PARK SECONDARY COLLEGE

ARTS SUBJECTS

Dance

Drama

Media

Music Performance

Studio Art

Visual Communication Design

ENGLISH SUBJECTS

English

English as an Additional Language (EAL)

Bridging English as an Additional Language (EAL)

Foundation English

HUMANITIES SUBJECTS

Accounting

Business Management Geography

History

Legal Studies

Philosophy

LANGUAGE SUBJECTS

French


MATHEMATICS SUBJECTS

Foundation Mathematics (Units 1 & 2)

General Mathematics (Units 1 & 2)

Further Mathematics (Units 3 & 4)

Mathematical Methods (Units 1, 2, 3 & 4)

Specialist Mathematics (Units 1, 2, 3 & 4)

PE & HEALTH SUBJECTS

Health and Human Development

Physical Education

SCIENCE SUBJECTS

Biology

Chemistry

Physics

Psychology

TECHNOLOGY SUBJECTS

Food Studies

Applied Computing

Product Design and Technology – Fabrics and Fashion

Product Design and Technology – Wood, Metal & Plastics


DANCE

Dance is the language of movement. It is the realization of the body’s potential as an instrument of expression. Throughout history and in different cultures, people have explored the dancer’s ability to communicate and give expression to social and personal experience. The study of dance provides the opportunity to explore the potential of movement as a medium of creative expression through practical and theoretical approaches.

Unit 1 description In this unit students explore the potential of the body as an instrument of expression. Students discover the diversity of expressive movement by exploring body actions and commence the process of developing a personal movement vocabulary. They also begin to develop skills in documenting and analysing movement and develop understanding of how choreographers use these processes. Students develop and perform movement studies and dances with unified compositions created through a range of movement creation processes.

Unit 2 description This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement: time, space and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others. Students are also introduced to dance traditions, styles and works.

Unit 3 description This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the execution of a diverse range of body actions and use of performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt group dance work are analysed.

Unit 4 description This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the solo dance work.

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


DRAMA

Students examine and explore the ways in which drama gives form to, and makes meaning of, a range of social, political, cultural and historical contexts. It focuses on the development of expressive skills within dramatic structures and the development and performances of imagined character, achieved through the refinement of skills, techniques and processes in the creation and presentation of dramatic works.

Unit 1 description Students examine and explore the ways in which drama gives form to, and makes meaning of, a range of social, political, cultural and historical contexts. It focuses on the development of expressive skills within dramatic structures and the development and performance of imagined characters, achieved through the refinement of skills, techniques and processes in the creation and presentation of dramatic works.

Unit 2 description This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and of a performance by professional drama practitioners.

Students examine storytelling through the creation of solo and/or ensemble devised performance/s and document the processes they use.

Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, conventions and performance styles from a range of contexts.

Unit 3 description This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance.

Unit 4 description This unit focuses on non-naturalistic devised ensemble drama. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Students also analyse a professional performance selected from the prescribed VCE Drama Unit 3 Playlist.

Unit 3 & 4 School-assessed Coursework: 40% End-of-year performance exam: 35% End-of-year examination: 25%

“The word theatre comes from the Greeks. It means the seeing place. It is the place people come to see the truth about life and the social situation.”

Stella Adler


MEDIA

We live in a society which is increasingly saturated with new forms of media. Media literacy therefore, is a crucial aspect of modern education, and the ability to understand what is being presented to us on our television and in newspapers and magazines, on a deeper level, gives those of us who study Media a much more sophisticated appreciation of the media as a whole.

Unit 1 description Media forms, representations and Australian stories

In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products, with a focus upon Australian texts.

Unit 2 description Narrative across Media forms

In this unit students further develop an understanding of the concept of narrative in media products, forms and contexts. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media on the design, production and distribution of narratives in the media.

Unit 3 description Media narratives and pre-production

In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception.

Unit 4 description Media production and issues in the media

In this unit, students explore the relationship between the media and audiences, challenges afforded by current developments and the nature of communication between the media and audiences. Students also analyse the role of the Australian government in regulating the media.

Unit 3 – 10% Unit 4 – 10%

Production Plan and Product – 40%

End-of-year Exam – 40%

“The media's the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and that's power. Because they control the minds of the masses.”

Malcolm X


MUSIC PERFORMANCE

Everyone loves music. Music is everywhere, it pervades our world. Everyone knows music has power and importance. But have you ever stopped to consider why? What is it about music that gives it so much power and importance? Music is a universal language. Music inspires and evokes emotion in a healthy way. Music enhances learning. Music creates ambience and an opportunity for collaboration and community involvement. Music is spiritual. Music sparks the imagination. But most important of all, Music makes you happy.

Unit 1 description Music Performance Unit 1 focuses on building students’ performance and musicianship skills to present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance work to address technical, expressive and stylistic challenges relevant to works they are preparing for performance. Students also develop their listening and analytical musicianship skills.

Unit 2 description Music Performance Unit 2 focuses on selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Unit 3 description Music Performance Unit 3 students build and refine

their performance and musicianship skills. Students

focus on either group or solo performance and begin

preparation of a performance program they will

present in the end-of-year examination. As part of

their preparation, students will take opportunities to

perform in familiar and unfamiliar venues and spaces.

They study the work of other performers and refine

selected strategies to optimise their own approach to

performance. Students develop, refine and focus their

listening, aural, theoretical and analytical musicianship

skills and apply this knowledge when preparing and

presenting performances.

Unit 4 description

In Music Performance Unit 4 students focus on further

development and refinement of performance and

musicianship and continue preparation of a

performance program they will present in the end-of-

year examination. Through analyses of other

performers’ interpretations and feedback on their

own performances, students refine their

interpretations and optimise their approach to

performance. Students continue to address challenges

relevant to works they are preparing for performance

and to strengthen their listening, aural, theoretical

and analytical musicianship skills.

Units 3 and 4 School-assessed Coursework: 30%; External end-of-year performance examination: 50%; External end-of-year aural and written examination: 20%


STUDIO ARTS

Studio Arts gives students the opportunity to investigate and experience the role of artists in the studio and other art contexts. Students are encouraged to recognize their individual potential as artists and develop their understanding and ability in art-making in a range of media and materials.

Unit 1 description Studio Inspiration and Technique In this unit students develop an individual understanding of the stages of studio practice. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice. Students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Unit 2 description Studio Exploration and Concepts In this unit students focus on establishing and using a studio practice to produce finished artworks. Students document sources of inspiration, and experimentation with materials and techniques. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of their work in a visual diary as part of the studio process. By studying art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students develop their visual analysis of artworks, studying artists from different times and cultures. The exhibition of artworks is integral to Unit 1 and 2. Students are encouraged to visit a variety of exhibition spaces.

Unit 3 description

Studio Practices and Processes

In this unit students focus on the implementation of

an individual studio process. Students develop and use

an exploration proposal to define an area of creative

exploration. They plan and apply a studio 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 studio

process to support the making of finished artworks in

Unit 4. Students investigate and analyse the response

of artists to a wide range of source material and

examine their use of materials and techniques. They

explore professional art practices of artists from

different historical and cultural contexts. Students are

expected to visit at least two different exhibitions and

study specific artworks displayed in these exhibitions

during their current year of study.

Unit 4 description

Studio Practice and Art Industry Contexts

In this unit students focus on the planning, production

and evaluation required to develop, refine and

present artworks that link cohesively according to the

ideas resolved in Unit 3. To support the creation of

artworks, students work from a range of potential

directions from Unit 3 to produce at least two finished

artworks in Unit 4. Once the artworks have been

made, students provide an evaluation about the

cohesive relationship between the artworks. This unit

also investigates aspects of artists’ involvement in the

art industry, focusing on a least two different

exhibitions that the student has visited in the current

year of study with reference to specific artworks in

those exhibitions. Types of galleries and roles of

gallery staff are also examined.

Units 3 and 4 School Assessed Task 60% (folio) – internally assessed Units 3 and 4 School Assessed Coursework 10% (theory tasks) – internally assessed End of Year Examination 30% - externally assessed

“Art is not what you see, but what you make others see”

Edgar Degas


VISUAL COMMUNICATION DESIGN Do you enjoy designing and do you have a creative mind? If the answer is ‘yes’ then you should choose this subject. VCD requires you to be very organized and is one of the few subjects with minimal boundaries. It is recommended to anyone with artistic flair and an edge for design. You will be using industry standard Software (Adobe Creative Cloud) learning how to create and produce high quality visual communications from each of the three design fields- Industrial Design, Environmental Design and Communication Design.

Unit 1 description Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. Students practice their ability in both digital and manual drawing methods. Students engage in industry standard software, learning how to present professional standard visual communications.

Students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. In this unit students are introduced to three stages of the design process - researching designers, generating ideas and applying design knowledge and drawing skills to develop concepts.

Unit 2 description Applications of visual communication design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in specific design fields. Students investigate how typography and imagery are used in visual communication design.

Students develop an understanding of the design process mentioned in Unit 1 as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create and present visual communications.

Unit 3 description Design Thinking and Practice In this unit students gain an understanding of the process designers use to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Unit 4 description Design Development and Presentation The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs.

Most importantly the Brief is written by you! You have the opportunity to design two presentations in any design field – this could be architecture, industrial design, character design, product design and many more.

Unit 3 – School assessed coursework: 20% Unit 4 – School assessed coursework: 5% School assessed task: 40% End of Year Exam: 35%

“There are three responses to a piece of design – yes, no, and WOW!”

Milton Glaser


ENGLISH

VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity. Literary texts selected for study are drawn from the past and present, from Australia and from other cultures. Other texts are selected for analysis and presentation of argument.

Unit 1 description

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

Unit 2 description

In this unit, students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 3 description

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

Unit 4 description

In this unit, students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Assessment

Unit 3 School-assessed Coursework: 25 per cent

Unit 4 School-assessed Coursework: 25 per cent

End-of-year examination: 50 per cent.

“Outside of a dog, a book is a man’s best friend. Inside of a dog it’s too dark to read’

Groucho Marx


FOUNDATION ENGLISH (UNITS 1 & 2)

The Foundation English course is designed for students who may require a more vocationally orientated approach to English or may be aiming to directly enter the workforce upon completing their post-compulsory secondary studies. It may also be suited to students who need additional time and assistance to strengthen and refine their literacy skills to support their study in VCE English/ESL, VCE Literature, or VCE English Language Units 1–4 and in other VCE studies.

Structure

The study is made up of two units: Unit 1 and Unit 2.

The Foundation English course is designed around one compulsory area of study, Essentials of English, and

five optional areas of study from which one must be selected for study in each unit. These areas of study are

not discrete. Each contains aspects of other areas of study and the modes of language – speaking and

listening, reading and writing – define the outcomes, key knowledge, key skills and learning activities in all

areas of the course.

There is a compulsory area of study in both Units 1 and 2:

Area of Study 1: Essentials of English.

Two of the following areas of study must be selected, one in each of Units 1 and 2.

Area of Study 2: Communication and the workplace

Area of Study 3: Technology and communication

Area of Study 4: The study of texts

Area of Study 5: The analysis and construction of argument

Area of Study 6: Information literacy.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.


ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

EAL caters for students who have had less than seven years of their formal schooling in English. The course has formal admission requirements set out by VCAA and students need to meet these in order to enrol in EAL. Further information can be gained from the Year 11 Student Managers.

Unit 1 description In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts to create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal skills.

Unit 2 description In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts to create their own texts intended to position audiences. Students develop skills in creating written, spoken and multimodal texts.

Unit 3 & 4 description The focus in Units Three and Four continue to be on reading and responding, both orally and in writing, to a range of texts. Students analyse in more depth how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop greater competence in creating written texts by exploring ideas suggested by their reading within the chosen context, and the ability to explain choices they have made as authors. Students study three main areas. These include reading and responding, creating and presenting and using language to persuade.

Text selection For Unit 1 Area of Study 1, EAL students must read and study at least one set text. For Unit 2 Area of Study 1, EAL students must read and study two set texts. In either Unit 1 or 2, at least one set text must be a written text in one of the following forms: a novel, a play, a collection of short stories or a collection of poetry.

Assessment In Unit Three students complete the following tasks; a text response essay, an oral presentation and a writing folio. In Unit Four students complete a writing folio and a text response essay. School assessed coursework for Units 3 and 4 contributes to 50% of final assessment and the three hour end of year examination accounts for 50% of the final assessment.

“One language sets you in a corridor for life. Two languages open every door along the way.”

Frank Smith


BRIDGING ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Bridging English as an Additional Language (EAL) is the intensive and explicit study of English language in a range of socio-cultural contexts and for a range of purposes, including further education and the workplace. Students develop their language skills and confidence, assisting them to communicate effectively in a range of contexts, including academic and everyday, using a range of registers of spoken and written Standard Australian English.

Structure

The study is made up of two units at Units 1 and 2 level. There is no Units 3 and 4 sequence in this study. Each unit deals with content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. This study is comprised of compulsory and elective areas of study. Compulsory areas of study are: • Unit 1, Area of Study 1: English for everyday and academic purposes • Unit 1, Area of Study 2: English for self-expression Areas of study in Unit 1 contain key knowledge and key skills common to both outcomes.

Two of the following elective areas of study must be selected for study in Unit 2: • Unit 2, Area of Study 1: English for academic purposes • Unit 2, Area of Study 2: English literature • Unit 2, Area of Study 3: English in the media • Unit 2, Area of Study 4: English for the workplace Each area of study in Unit 2 contains key knowledge and key skills specific to the achievement of each outcome.

Assessment

Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the VCAA. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators.

Students enrolling in Bridging EAL Units 1 and 2 MUST also enroll in English as an Additional Language (EAL) Units 1 and 2. Important: Selection of areas of study in Unit 2 should take into account student pathways. For example, students planning to complete their VCE should consider Unit 2, Area of Study 1: English for academic purposes or Unit 2, Area of Study 2: English literature and Unit 2, Area of Study 3: Language in the media; whereas students moving into the workplace or training should consider Unit 2, Area of Study 4: English for the workplace.

“You are always a student, never a master. You have to keep moving forward.” Frank Smith


ACCOUNTING

In accounting you will develop real-life skills relating to your own financial literacy including budgeting, keeping financial records using accounting software, making careful investment decisions and reading and understanding financial data. If you like working with numbers, using computers and like to balance accounts and find the right answer, then accounting may be for you.

Unit 1 description Establishing and Operating a Service Business

In this unit you will learn what is required to establish and operate a service business from an accounting viewpoint. What are the factors relevant to establishing a small business? What are the sources and processing of financial data? What is the cash basis of single entry recording? What is the role of professionals such as Accountants in providing advice to achieve business success?

Unit 2 description Accounting for a Trading Business

In this unit you will learn about the accounting and financial operations of a sole proprietor trading business. This includes recording and reporting accounting data and information; the strategies required to achieve financial success; using the accrual method for determining profit; how to use commercial accounting software and how to evaluate and improve the performance of a business.

Unit 3 description Recording and Reporting for a Trading Business

This unit requires students to; understand the role of accounting as an information system; learn the double-entry system of recording financial data; prepare reports using the accrual basis of accounting; use the first-in first-out Perpetual Method of stock recording.

Unit 4 description In this unit students examine; the sources and processing of financial data to reach financial outcomes for single-activity trading businesses; budgeting for cash, profit and financial position; the profitability and liquidity of a small business; the limitations of financial analysis.

* Assessment includes; a folio of exercises, structured questions and a case study (with an ICT focus), plus a final exam.

“The pen is mightier than the sword, but no match for the accountant.”

Jonathan Glancey


BUSINESS MANAGEMENT

Business Management is relevant to everyone: whether you are thinking about starting your own business, working for any type of organisation or simply becoming a smarter customer, the Business Management course will equip you with important knowledge and skills to help you succeed. Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve their objectives. Each unit exposes you to real-life business scenarios. It focuses on the issues facing managers and organisations in Australia and the rest of the world.

Unit 1 description Planning a business You will learn how business ideas are created including through identification of gaps in the market, technological developments and changing customer needs. You also examine the features of the external business environment which act as pressures for business decisions and the internal business environment including legal business structures and staffing.

Unit 2 description

Establishing a business You will focus on the legal requirements and financial considerations that must be taken into account when establishing a business, various theories and strategies for marketing a business to establish a strong customer base, and examining the staffing requirements that will meet the needs and objectives of a business.

Unit 3 description Managing a business You will learn about the key characteristics of businesses and how to balance the conflicting interests of various stakeholders. Students consider various psychological theories to understand how to motivate employees and propose motivation strategies to case study scenarios. A study of Operations Management is also a key component where students analyse the inputs, transformational processes and outputs of different types of businesses.

Unit 4 description Transforming a business This unit covers how a business must review its performance and then embrace the need for organisational change. Students consider various approaches to think about making major changes in an organization and how to effectively implement these changes whilst taking into account the impact on various business stakeholders.

The final exam accounts for 50% of the assessment. The other 50% is completed in school and consists of written tests which typically include case studies.

“To succeed in business, to reach the top, an individual must know all it is possible to know about that business.”

J.P. Getty


GEOGRAPHY

Geography is the study of where geographical features are located and why they are there, what makes one place different from another and how and why these differences matter. The study of Geography attempts to explain characteristics of the Earth’s human and natural environments through the use of spatial concepts such as location, distribution, region, spatial interaction and spatial change over time.

Unit 1 description Hazards and Disasters You will undertake an overview of hazards, such as natural disasters and diseases. Then you will investigate and compare two contrasting types of hazards and the possible responses to them. You will consider the choices available to government organisations and communities to take action in the face of hazards.

Unit 2 description Tourism You will investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. The study of tourism at local, regional and global scales emphasises the interconnection within and between places.

Unit 3 description Changing the land This unit focuses on two investigations of geographical change: major processes that are changing land cover in many regions of the world, and change to land use at a local scale.

Unit 4 description Human population – trends and issues Students will investigate the geography of human populations. They explore patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

The final exam accounts for 50% of the assessment. The other 50% is completed in school. This includes some fieldwork studies.

“Geography is important because we are inextricably linked to the world we live in. We can only live on this planet with a knowledge of how it works and a commitment to respect it.”

Anonymous


HISTORY

Does History repeat itself? How does History and what has happened in the past influence our lives today? Make the past and present come alive as you examine the process of change!

Unit 1 description Twentieth Century History 1918-1939 You will study the significance of world changes in the period 1918 – 1939. Students will the nature of social, cultural and political change in the period between the world wars. Areas of study include; the impact of treaties which concluded World War One, the dominant ideologies of the period, and the impact of these on the events leading to World War Two.

Unit 2 description Twentieth Century History 1945-2000 You will explore the nature and impact of the Cold War and challenges and changes to the existing political, economic and social arrangements in the second half of the twentieth century.

Unit 3 description This unit focuses on the French Revolution and examines the role of ideas, leaders and events leading up to the revolution. It also analyses the challenges facing the emerging new order and the way in which attempts were made to create a new society.

Unit 4 description Unit Four focuses on the Russian Revolution. Students learn about the regime within society prior to the revolution and the factors that enabled the revolution to occur. The unit also examines the impact of the Russian Revolution and the impact it had on creating a new society.

The final exam accounts for 50% of the assessment. The other 50% is completed in school.

“If you don’t know history, then you don’t know anything. You are a leaf that doesn’t know it is part of a tree.”

Michael Crichton


LEGAL STUDIES

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.

Unit 1 description Criminal Law in Action

In this unit, you will examine the need for laws in society. You investigate key features of criminal law, how it is enforced and adjudicated. Through real cases and issues, you will learn about crimes and explore rights and responsibilities under criminal law.

You will also learn about the role of parliament and the processes and procedures used by courts. You will also consider the effectiveness of the criminal justice system.

Unit 2 description Issues in Civil Law

In this unit, you will examine the rights that are protected by civil law. You investigate types of civil laws (such as negligence and defamation) and look at individual cases to develop an appreciation of how the law affects individuals.

You will also consider how individuals can play a part in influencing change in the law by taking a case to court. In this unit, there is a focus on cases that have had a broad impact on the legal system and the rights of individuals.

Unit 3 description Law Making

In this unit, you will develop an understanding of the institutions that determine our laws and their law making powers and processes. You learn to evaluate the effectiveness of law making bodies such as parliament and the courts, and you will investigate the key features and operation of parliament and influences on law making.

You will also consider Australia’s most important court, the High Court, and the impact of it’s decisions.

Unit 4 description Resolution and Justice

In this unit, you will examine the institutions that adjudicate criminal cases and civil disputes. They also look at alternatives to courts such as tribunals and the other methods used to resolve disputes. You will investigate processes and procedures followed in courtrooms as well as pre-trial and post-trial criminal and civil procedure.

You will also develop an understanding of the adversary system of trial and the jury system.

* The final exam contributes 50% to the final assessment. School based assessment contributes 50% * There is a new study design in 2019 which may change the arrangement of topics.

“There is no better way to exercise the imagination than the study of law.”

Jean Giraudoux


PHILOSOPHY

VCE Philosophy will introduce you to the big ideas in the history of thought! You will explore the ideas of influential philosophers like Socrates and Descartes, and become familiar with processes and methodology of philosophical thought. Touching on epistemology, ethics and metaphysics, VCE Philosophy will give you the thinking tools to ask and maybe answer the questions that really matter in life.

Unit 1 description Existence, Knowledge and Reasoning What is the nature of reality? How can we acquire knowledge? These questions have challenged humans for millennia and underpin areas as diverse as science, justice and the arts. This unit engages you with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’ – and putting your own ideas to the test.

Unit 2 description Questions of Value

What is right and wrong? How can we best decide what is the moral thing to do? What is the relationship between different types of value? How, if at all, can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy.

Unit 3 description Minds, Bodies, Persons

Philosophers often argue over whether everything ultimately can be explained by the laws of physics or whether there are mental events that fall outside physical explanation. In this area of study you will explore the ways in which ancient and modern thinkers have attempted to decide what is a ‘person’ and what is a ‘mind’.

Unit 4 description The good life

This area of study exposes you to philosophical debates and perspectives on the nature of the good life through a study of philosophical texts from ancient, modern and contemporary sources. An important aspect is contemporary questions and debates into topics such as consumerism, technology and our responsibility to others.

*The final exam contributes 50% to the final assessment. School based assessment contributes 50% and includes essay writing.

“An unexamined life is not worth living. True knowledge exists in knowing that you know nothing. To find yourself, think for yourself.”

Socrates


FRENCH

The following units are designed to extend students’ skills in listening, speaking, reading and writing the French language, whilst also broadening their knowledge of France and the many other communities around the world where French is spoken. This study is designed to enable students to: use French to communicate with others; understand and appreciate the cultural contexts in which French is used; understand their own culture(s) through the study of other cultures; understand language as a system; make connections between French and English’; apply French to work, further study or leisure.

Unit 1 & 2 description In these units students study topics from within the three themes the individual, the French-speaking communities and the changing world. They work to develop the communication skills they acquired in years 7-10. An important aspect of their studies is increasing both their vocabulary and their knowledge of the French grammar system.

For both units 1 and 2, assessment consists of a writing task, a speaking task, an interpretive (listening/viewing/reading) task.

Unit 3 description In Units 3 and 4, communication skills are developed to a higher level. Students further develop their knowledge and skills through identifying and using information, interpreting and evaluating texts and accurately conveying understanding. Students are exposed to spoken and written texts which reflect aspects of the language and culture of French-speaking communities.

In Unit 3, school assessed coursework is undertaken, contributing 25% to students’ final result. It consists of a writing task, a reading comprehension and a role-play.

Unit 4 description

As part of Unit 4, students undertake a detailed study which forms the basis for part of their final oral examination. Assessment for Unit 4 is based around cultural study

and involves writing, speaking and interpreting.

At the end of unit 4, all students undertake an oral examination and a written examination.

The final results consist of unit 4 school-assessed coursework: 25%; oral examination component 12.5%; written examination component, 37.5%.

“Language is not a genetic gift. It is a social gift. Learning a new language is becoming a member of the club – the community of speakers of that language.”

Frank Smith


VCE MATHEMATICS PATHWAYS

YEAR 11 YEAR 12

Foundation Mathematics

Units 1 & 2

General Mathematics

Units 1 & 2

Mathematical Methods

Units 1 & 2

Mathematical Methods Units 1 & 2

and

Specialist Mathematics Units 1 & 2

Further Mathematics

Units 3 & 4

Further Mathematics Units 3 & 4

and




and

Specialist Mathematics Units 3 & 4


FOUNDATION MATHEMATICS

Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. This course is designed to complement General Mathematics and Mathematical Methods. In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study.

Unit 1 description The course is skills and applications- based, providing students with the opportunity to use mathematics in many real-life contexts. Areas of study include; ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’.

Unit 2 description This course allows students to continue to use the mathematical skills in real life situations. The areas of study include ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’.

Assessment For this unit students are required to demonstrate achievement of three outcomes. Demonstration of achievement of outcomes 1 and 2 must be based on a selection of the following tasks: investigations and projects; assignments, summary or review notes; tests of mathematical skills developed across application contexts Demonstration of achievement of outcome 3 is based on the student’s performance on aspects of tasks completed in demonstrating achievement of outcomes 1 and 2 that incorporate opportunity for the effective and appropriate use of technology.

“If people do not believe that mathematics is simple, it is only because they do not realise how complicated life is.”

Tobias Dantzig


GENERAL MATHEMATICS

General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 and 4 level. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, algebraic manipulation, equations, and graphs.

Unit 1 description This unit is divided up into three main study areas: Algebra and structure, Arithmetic and number and Discrete mathematics. The topics studied are: Linear relations and equations, Computation and practical arithmetic, Financial arithmetic, Graphs and networks and Number patterns and recursion

Unit 2 description This unit is divided up into three main study areas: Graphs of linear and non-linear relations, Statistics and Discrete mathematics. The topics studied are: Linear graphs and models, Investigating and comparing data distributions, Investigating relationships between two numerical variables and Matrices

Assessment Assessment tasks include the following: assignments, tests, summary or review notes, modelling tasks, problem-solving tasks, mathematical investigations, performance on aspects of tasks completed using effective and appropriate technology.

Equipment required for Further Mathematics: Graphical Calculator – Casio Classpad

“To love math is to embrace understanding. To use math is to embrace life and its complexities.”

E. E. Leonor


FURTHER MATHEMATICS

Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics: ‘Computation and practical arithmetic’, ‘Investigating and comparing data distributions’, ‘Investigating relationships between two numerical variables’, ‘Linear graphs and modelling’, ‘Linear relations and equations’, and ‘Number patterns and recursion’. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, algebraic manipulation, equations, and graphs.

Unit 3 description This unit consists of a compulsory Core area. The Core comprises ‘Data analysis’: investigating data distributions, associations between two variables, linear associations, time series data and ‘Recursion and financial modelling’: modelling and analysing a range of financial situations, and solving related problems involving interest, appreciation and depreciation, loans, annuities and perpetuities. ‘Data analysis’ comprises 40 per cent of the content to be covered, ‘Recursion and financial modelling’ comprises 20 per cent of the content to be covered.

Unit 4 description This unit consists of an applications area of study.

The Applications comprises two modules of the following:

‘Matrices’, ‘Linear Modelling’ ‘Geometry and measurement’ and ‘Decision mathematics’.

Each module comprises 20 per cent of the content covered.

Assessment Students complete a range of assessment tasks including: application tasks and modelling or problem solving. The two final exams for Further Mathematics account for 66% of the final assessment. School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 14% to the study score for a total of 34%.

Equipment required for Further Mathematics: Graphical Calculator – Casio Classpad

“If people do not believe that mathematics is simple, it is only because they do not realise how complicated life is.”

Tobias Dantzig


MATHEMATICAL METHODS

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

Unit 1 description The focus of Unit 1 is the study of simple algebraic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’.

Unit 2 description The focus of unit 2 is the study of simple transcendental functions and the calculus of simple algebraic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’.

Unit 3 description Unit 3 includes the areas of study ‘Functions and graphs’ and ‘Algebra’ and applications of derivatives and differentiation, and identifying and analysing key features of the functions and their graphs from the ‘Calculus’ area of study.

Unit 4 description Unit 4, would typically consist of remaining content from the areas of study: ‘Functions and graphs’, ‘Calculus’ and ‘Algebra’, and the study of random variables and discrete and continuous probability distributions and the distribution of sample proportions. For Unit 4, the content from the ‘Calculus’ area of study would be likely to include the treatment of anti-differentiation, integration, the relation between integration and the area of regions specified by lines or curves described by the rules of functions, and simple applications of this content.

Assessment Unit 1 & 2: Assessment tasks include the following; assignments, tests, summary or review notes, modelling tasks, problem-solving tasks, mathematical investigations, performance on aspects of tasks completed using effective and appropriate technology. Assessment Unit 3 &4: Students complete a range of assessment tasks including; application tasks and modelling or problem solving. The two final exams account for 66% of the final assessment. School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 14% to the study score for a total of 34%. Equipment: Graphical Calculator – Casio Classpad

“Mathematics is a great motivator for all humans … because it starts with “zero” but it never ends (infinity).”

Anonymous


SPECIALIST MATHEMATICS

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 topics 'Number systems and recursion' and 'Geometry in the plane and proof', and concurrent or previous study of Mathematical Methods Units 3 and 4.

Unit 1 description The areas of study for Unit 1 are ‘Arithmetic and Number’, ‘Geometry Measurement and Trigonometry’, Graphs of linear and non-linear relations, ‘Algebra and Structure’, “Discrete Mathematics’ and ‘Statistics’

Unit 2 description The areas of study for Unit 2 are ‘Arithmetic and Number’, ‘Geometry Measurement and Trigonometry’, Graphs of linear and non-linear relations, ‘Algebra and Structure’, “Discrete Mathematics’ and ‘Statistics’

Unit 3 description This unit includes content from ‘Functions and graphs’ and material from the ‘Algebra’, ‘Calculus’ and ‘Vectors’ areas of study. Students investigate a variety of relations, their graphs and properties. They study trigonometric identities, circular functions and their graphs. Complex numbers are studied extensively and vectors in two and three dimensions are introduced.

Unit 4 description This unit consists of the remaining content from the ‘Algebra’, ‘Calculus’, and ‘Vectors’ areas of study and the content from the ‘Mechanics’ and ‘Probability and statistics’ areas of study. This unit includes an introduction to Differential Equations and how this area of mathematics is used to solve problems involving rates of change. Vectors in two and three dimensions are explored in more detail, including vector calculus. The area of Mechanics is covered extensively, including mass, momentum, force, equations of motion and acceleration.

Assessment There are two end of the year exams which account for 66% of the final assessment. School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 14% to the study score for a total of 34%. Students complete a range of assessment tasks including: applications tasks, analysis tasks and topics tests Equipment: Graphical Calculator – Casio Classpad

“Mathematics is a great motivator for all humans … because it starts with “zero” but it never ends (infinity).”

Anonymous


HEALTH AND HUMAN DEVELOPMENT

VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically across the lifespan and the globe, and through a lens of social equity and justice

Unit 1 description This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders.

Unit 2 description This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. Students complete an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Unit 3 description This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO).

Unit 4 description This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development.

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence.

“Health is a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity.”

World Health Organisation

https://www.google.com.au/search?safe=strict&bih=588&biw=1366&tbm=isch&q=human+lifespan+development&sa=X&ved=0ahUKEwjJz9ahg9jTAhWDu7wKHSAoBIkQhyYIIg

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjtlqTgg9jTAhVFkpQKHakMBXYQjRwIBw&url=https://en.wikipedia.org/wiki/Human_Development_Index&psig=AFQjCNEL2xAdoQCkX0_MS6EAnCMrHldm7g&ust=1494048805115435


PHYSICAL EDUCATION

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise. Through integrated physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity.

Unit 1 description In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise.

Unit 2 description This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups.

Unit 3 description This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

Unit 4 description In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity.

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence.

“Physical Education is the only subject that makes your heart race!”

http://www.physio-pedia.com/Physical_Activity_Promotion_in_Teenage_Girls:_A_Physiotherapist%E2%80%99s_Guide_for_developing_a_Social_Media_Resource

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiozfHohtjTAhXFHZQKHYLQAQEQjRwIBw&url=http://www.ck12.org/life-science/Muscles-Bones-and-Movement-in-Life-Science/lesson/Muscles-Bones-and-Movement-MS-LS/&psig=AFQjCNGhoxpsC4O5qH8NwL7EWIgGQdKPYw&ust=1494049646073211

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwizr-udh9jTAhWKkZQKHWl7CSgQjRwIBw&url=http://www.trailrunningmovement.com/training-tips/training-programs-for-trail-running/&psig=AFQjCNEQ3CJ7muakCQCOmj1TErs1W6q-hA&ust=1494049753178332


BIOLOGY

Biology explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity. Students examine research, models and theories to understand how knowledge in biology has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of biology leads students to appreciate the interconnectedness of the content areas both within biology, and across biology and the other sciences.

Unit 1 description How do living things stay alive? In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes. They analyse types of adaptations that enhance the organism’s survival in a particular environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the resources of its habitat.

Unit 2 description How is continuity of life maintained? In this unit students focus on cell reproduction and genetic inheritance. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses

Unit 3 description How do cells maintain life?

In this unit students consider the molecules and biochemical processes that are indicators of life and investigate the synthesis of biomacromolecules and biochemical processes that are common to autotrophic and heterotrophic life forms.

Students investigate the significant role of proteins in cell functioning and how the structure of a protein relates to its function in an organism’s tissues, and how advances have given rise to applications such as the design of proteins for specific purposes.

Unit 4 description How does life change and respond to changes over time? In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.


CHEMISTRY

VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials. In VCE Chemistry students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-related issues, and communicate their views from an informed position.

Unit 1 description How can the diversity of materials be explained? This unit explores the chemical and physical properties of a range of materials from metals to salts to polymers and nanomaterials

Area of Study 1 Students investigate the elements, their atomic structure and their place in the periodic table. The study of metals and nanomaterials and the quantitative aspects of chemistry such as the mole. Area of Study 2 Students investigate and explain the properties of carbon lattices and molecular substances. They learn how to name organic compounds and how polymers are design. Area of Study 3 - Research Investigation Students answer a specific question from a list of ten options.

Unit 2 description What makes water such a unique chemical? Students investigate the importance of and the chemistry water. This includes bonding, pH and calculations.

Area of Study 1 How do substances interact with water? Students explore the special properties (chemical and physical) of water and relate the properties to chemical bonding characteristics. Area of Study 2 How are substances in water measured and analysed? Students will be able to measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases. Area of Study 3 – Research Investigation Students will undertake a quantitative laboratory investigation on the properties of water.

Unit 3 description How can chemical processes be designed to optimise efficiency? This unit has a focus on investigating energy sources, production and their efficiency. The unit also has a focus on industry and maximising the yield of the product.

Area of Study 1 What are the options for energy production? Students focus on different energy sources and make comparisons between these.

Area of Study 2 How can the yield of a chemical product be optimised?

Students investigate how to improve the yield from chemical industries. They also investigate electrolytic cells including the application of Faraday’s law.

Unit 4 description How are organic compounds categorised, analysed and used?

In this unit students study carbon chemistry and food chemistry

Area of Study 1 How can the diversity of carbon compounds be explained and categorised? Students study a wide range of organic compounds, their physical and chemical properties and reaction pathways. They investigate the structure of organic compounds through a range of instruments. Area of Study 2 What is the chemistry of food? Students study the chemistry of foods and the way the body processes these foods. They also study how to determine the energy content of food. Area of Study 3 – Research Investigation The practical investigation can be chosen from with food or energy.


PHYSICS

Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the Universe. While much scientific understanding in physics has stood the test of time, many other areas continue to evolve. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena.

Unit 1 description What ideas explain the physical world?

Area of Study 1 – How can thermal effects be explained? In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Area of Study 2 – How do electric circuits work? In this area of study students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Students apply and critically assess mathematical models during experimental investigations of DC circuits. Area of Study 3 – What is matter and how is it formed? In this area of study students explore the nature of matter, and consider the origins of atoms, time and space.

Unit 2 description What do experiments reveal about the physical world? Area of Study 1 – How can motion be described and explained? In this area of study students observe motion and explore the effects of balanced and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and transformations, and apply mathematical models during experimental investigations of motion.

Area of Study 2 - Option Twelve options are available for selection in Area of Study 2. Each option is based on a different observation of the physical world.

Area of Study 3 – Practical Investigation

In this area of study students design and conduct a practical

investigation related to knowledge and skills developed in

Area of Study 1 and/or Area of Study 2.

Unit 3 description How do fields explain motion and electricity? Area of Study 1 – How do things move without contact? In this area of study students examine the similarities and differences between three fields: gravitational, electric and magnetic. Area of Study 2 – How are fields used to move electrical energy? In this area of study students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems. Area of Study 3 – How fast can things go? In this area of study students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Students compare Newton’s and Einstein’s explanations of motion and evaluate the circumstances in which they can be applied. They explore the relationships between force, energy and mass.

Unit 4 description How can two contradictory models explain both light and matter?

Area of Study 1 – How can waves explain the behaviour of light? In this area of study students use evidence from experiments to explore wave concepts in a variety of applications. Students investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave. Area of Study 2 – How are light and matter similar? In this area of study students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter. Area of Study 3 – Practical investigation A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work.


PSYCHOLOGY

VCE Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society.

Unit 1 description How are behaviour and mental processes shaped?

In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

Unit 2 description How do external factors influence behaviour and mental processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

Unit 3 description How does experience affect behaviour and mental processes? In this unit students examine the functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory.

Unit 4 description How is wellbeing developed and maintained? In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.

Possible excursions for Year 11 and 12 Psychology: Melbourne Zoo, Barwon Prison, Amaze N’ Things, Cunningham Dax Art Gallery

“Creativity is piercing the mundane to find the marvelous.”

Bill Moyers


FOOD STUDIES

Food Studies at Hampton Park is all about building students capacities for skills and knowledge in the kitchen and in the real world. Here you will be able to explore food as well as finding pathways to health and wellbeing through the application of practical food skills. You will explore food from a wide range of perspectives, study past and present patterns of eating, Australian and global food production systems and physical and social roles of food in society.

Unit 1 description Food origins This unit focuses on food from historical and cultural perspectives. You will explore the origins and roles through time and across the world. Students will explore traditional hunting and gathering of food through to today’s urban living and global trade of food. They will also investigate Australian indigenous food prior to European settlement and how patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration.

Unit 2 description Food makers In this unit students investigate food systems in contemporary Australia. Students will focus on food production industries and food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students use practical skills and knowledge to produce foods and consider a range of evaluations measure to compare their foods to commercial products.

Unit 3 description Food in daily life This unit investigates the many roles and everyday influences of food. Students will explore the physiology of eating and appreciating food, and the microbiology of digestion. Students will also investigate the functional properties of food and the changes that occur during cooking. They will explore food choices; how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments.

Unit 4 description Food issues, challenges and futures Students examine debates about global and Australian food systems. They will explore issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use of management of water and land. Students will investigate food knowledge, skills and habits to empower consumers to make discerning food choices. They will demonstrate their food production repertoire by reflecting on the Australian Dietary Guidelines and the Australian Guide to Healthy Eating.

“No one is born a great cook, one learns by doing”

Julia Child


APPLIED COMPUTING

VCE Computing focuses on the application of a problem-solving methodology, and strategies and techniques for

managing information systems in a range of contexts, to create digital solutions that meet specific needs.

VCE Computing is underpinned by four key concepts: approaches to problem solving, data and information,

digital systems and interactions and impact. An important component of the study is the opportunity for

students to develop social capital, that is, the shared understanding in social networks that enable cooperation

and a cooperative approach to problem solving.

VCE Computing provides students with opportunities to acquire and apply knowledge and skills to use digital

systems efficiently and effectively when creating digital solutions both individually and as part of a network.

Students investigate legal requirements and ethical responsibilities that individuals and organisations have with

respect to the security and integrity of data.

Unit 1 description In this unit students focus on how data, information

and networked digital systems can be used to meet a

range of users’ current and future needs.

Unit 2 description

In this unit students focus on data and how the

application of computational, design and systems

thinking skills support the creation of solutions that

automate the processing of data.

Unit 3 description

Data Analytics In this unit students apply the problem-solving methodology

to identify and extract data through the use of software

tools such as database, spreadsheet and data visualisation

software to create data visualisations or infographics.

Students develop an understanding of the analysis, design

and development stages of the problem-solving

methodology.

or

Software development

In this unit students apply the problem-solving methodology

to develop working software modules using a programming

language. Students develop an understanding of the

analysis, design and development stages of the problem-

solving methodology.

Unit 4 description

Data Analytics

In this unit students focus on determining the findings of a

research question by developing infographics or dynamic

data visualisations based on large complex data sets and on

the security strategies used by an organisation to protect

data and information from threats.

or

Software development In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.


PRODUCT DESIGN AND TECHNOLOGY – FABRICS AND FASHION

Product Design and Technology students assume the role of a designer-maker. In adopting this role, you develop and apply knowledge of factors that influence design and address the design factors relevant to their fashion and fabric design. The knowledge and use of resources is an integral to product design. These resources include a range of materials, and the tools, equipment and machines needed to safely transform fabrics into clothes and other functional products. Increasingly, the importance of sustainability is affecting product design and development, and so is at the forefront throughout the product life cycle. Unit 1 description

Sustainable Product Redevelopment Students are introduced to the product design process, with an emphasis on materials and sustainability within the fashion and textile industry. Students will consider fashion and textile designers that use sustainable practices. Students will re-design a textile product using sustainable materials to improve aspects of the textile products aesthetics, functionality or quality.

Unit 2 description

Collaborative Design In this unit students work individually and in teams to design and develop a product. It provides the students with the opportunity to work with others while taking responsibility for specific aspects of the design and production activities undertaken. On completion they should manage and use production processes to make a product and evaluate it individually or as a team member. This includes full scale prototypes of garments or fibre and fabric products.

Unit 3 description

Applying the Product Design Process This unit examines different settings and takes students through the product design process as they design for an end-user/s. In the initial stage of the product design process a design brief is prepared, outlining the context or situation around the design problem and describing the needs and requirements in the form of constraints or considerations.

Unit 4 description Product development, evaluation and promotion Students will apply a range of production skills in the area of textiles: garment construction or fibre and fabrics to make the product designed in Unit 3. Students continue finalizing their major projects with an emphasis on quality control and folio development. They undertake a detailed product evaluation of their SAT design and finalize their folios to a professional standard. They also undertake detailed studies of manufactured designed objects in preparation for the final exams.

Complete a final exam based on knowledge gained in the design process and research in units 3&4.

Units 3 and 4 School-assessed Coursework: 20 per cent • Units 3 and 4 School-assessed Task: 50 per cent • End-of-year examination: 30 per cent


PRODUCT DESIGN AND TECHNOLOGY – Wood, Metal & Plastics

Product design is a response to changing needs and to improve quality of life by designing creative, innovative and sustainable products. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental and cultural factors. These factors influence the aesthetics, form and function of products. For VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they develop and apply knowledge of factors that influence design and address the design factors relevant to their design situation. Unit 1 description Sustainable Product Redevelopment

In this unit students focus on the processes, techniques, knowledge and skills designers use to develop solutions to a problem. Students learn about the design skills necessary to improve or modify an existing design as well as use various production techniques to make a product. They will also be required to evaluate their design solution to the needs or requirements outlined in a design brief.

Unit 2 description Collaborative Design

In this unit students work individually and in teams to design and develop a product. It provides the students with the opportunity to work with others while taking responsibility for specific aspects of the design and production activities undertaken. On completion they should manage and use production processes to make a product and evaluate it individually or as a team member.

Unit 3 description

Applying the Product Design Process

This unit examines different settings and takes students through the product design process as they design for an end-user/s.

In the initial stage of the product design process a design brief is prepared, outlining the context or situation around the design problem and describing the needs and requirements in the form of constraints or considerations.

Unit 4 description Product development, evaluation and promotion

This unit focuses on: product analysis and comparison; product manufacture; product evaluation. Students continue finalizing their major projects with an emphasis on quality control and folio development. They undertake a detailed product evaluation of their SAT design and finalize their folios to a professional standard. They also undertake detailed studies of manufactured designed objects in preparation for the final exams.

Assessment Units 3 and 4 School-assessed Coursework: 20 per cent • Units 3 and 4 School-assessed Task: 50 per cent • End-of-year examination: 30 per cent

“Design is not just what it looks like and feels like. Design is how it works”

Steve Jobs


VCAL SUBJECTS OFFERED AT

HAMPTON PARK SECONDARY COLLEGE

VCAL SUBJECTS

Literacy

Numeracy

Personal Development Skills

Work Related Skills


LITERACY

Develop knowledge, skills and understanding relevant to reading, writing and oral communication in the social contexts of family, employment, further learning and community.

Intermediate Reading & Writing unit In this unit you will develop the skills and knowledge to read and write a variety of texts. These will focus on everyday subject matter but will also include some unfamiliar aspects or materials. You will use the writing process to produce texts that link several ideas or pieces of information. At the end of the units you will have demonstrated that you can read, comprehend and write a range of texts.

Intermediate Oral Communication unit In this unit you focus on the purposes of oral communication; developing an understanding of how language will vary with audience and purpose. You will consider non-verbal communication and its importance and further develop your listening skills.

At the end of the units you will be able to respond to spoken language including some unfamiliar materials within a variety of contexts.

Senior Unit 1 Reading & Writing unit The purpose of this unit is to enable students to develop the skills and knowledge to read and write complex texts. The texts will deal with general situations and include some abstract concepts or technical details. At this level, students produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language devices appropriate to the type of text. In reading, the student identifies the views shaping the text and devices used to present that view and express an opinion on the effectiveness and content of the text. At the end of the units students will be able to read, comprehend and write a range of complex texts across a broad range of contexts.

Senior Oral Communication unit

At the end of this unit students will be able to use and respond to spoken language with complex and abstract content across a broad range of contexts.

Assessment Learning outcomes from both units are assessed on multiple occasions throughout the year in a range of activities and projects. Successful completion of all learning outcomes = Unit Competent

“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.” Henry Ford


NUMERACY

Develop knowledge, skills and understanding relevant to the practical application of numeracy in the contexts of home, work and the community.

Intermediate Numeracy Units 1 & 2 The course is skills and applications- based, providing students with the opportunity to use mathematics in many real-life contexts. Areas of study include; ‘Space, shape and design’, ‘Patterns and number’, ‘Handling data’ and ‘Measurement’ and using technology.

Intermediate Numeracy Assessment

For this unit students are required to demonstrate achievement of three outcomes.

Demonstration of achievement of Outcomes 1 and 2 must be based on a selection of the following tasks: investigations and projects; assignments, summary or review notes; tests of mathematical skills developed from investigations

For each unit demonstration of achievement of Outcome 3 must be based on the student’s performance on a selection of tasks which incorporate the effective and appropriate use of technology in contexts related to topics in the selected material from the areas of study.

Senior Numeracy Unit Numeracy Skills Senior enables students to explore mathematics beyond its familiar and everyday use to its application in wider, less personal contexts such as newspapers and other media reports, workplace documents and procedures, and specific projects at home or in the community. It also introduces students to formal areas of mathematical study. The mathematics covered is extended beyond that of the Intermediate level and would include measurement, graphs and simple statistics, use of maps and directions and an introductory understanding of the use of formulae and problem-solving strategies.

Assessment

At the Senior level, students must demonstrate competence in six of the seven learning outcomes.

“Not everything that counts can be counted. Not everything that can be counted counts.”

Albert Einstein


PERSONAL DEVELOPMENT SKILLS

The purpose of the Personal Development Skills Strand is to develop knowledge, skills and attributes that lead towards the development of self, social responsibility, building community, civic and civil responsibility, improved self-confidence and self-esteem.

Intermediate Unit 1 In this unit you will develop your self esteem and personal qualities. The emphasis is on valuing personal achievement and contributions for the benefit of community to ensure your personal growth.

This course of study will involve you in leadership, teamwork skills, accepting responsibility for goal attainment and reflecting on knowledge and skills for decision making and problem solving.

Intermediate Unit 2 The purpose of this unit is to focus on the development of organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature.

The focus of the learning program for Unit Two includes: subject specific knowledge applicable to a relevant personal, social, educational and/or community activity; skills applicable to a relevant personal, social, educational and/or community activity; problem solving and comprehension skills.

Senior Unit 1 The purpose of this unit is to focus on the development of organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature.

The focus of the learning program for Personal Development Skills Senior Unit One includes: subject specific knowledge applicable to a relevant personal, social, educational and/or community goal; skills applicable to a relevant personal, social, educational and/or community goal; understanding of cultural values and cultural awareness; organisational skills; leadership skills and decision-making skills for group or team work.

Senior Unit 2 The purpose of this unit is to focus on the development of organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature.

The focus of the learning program for Personal Development Skills Senior Unit Two includes: subject specific knowledge applicable to a relevant personal, social, educational and/or community goal; skills applicable to a relevant personal, social, educational and/or community goals of a technical or specialist nature; project management and coordination skills; evaluative and problem-solving skills; introduction to skills for planning, organising and working in teams.

Assessment Learning outcomes from both units are assessed on multiple occasions throughout the year in a range of activities and projects. Successful completion of all learning outcomes = Unit Competent

“It’s not what we do once in a while that shapes our lives. It’s what we do consistently.” Anthony Robbins


WORK RELATED SKILLS

The purpose of Work Related Skills is to enable the development of skills, knowledge and attributes related to one or more vocational contexts in preparation for progression to further learning or employment.

Intermediate Unit 1 In this unit you will develop employability skills, knowledge and attitudes that are valued within the community and the work environment in preparation for your entry into employment. Employability skills are those that reflect personal attitudes valued by employers. These include motivation, adaptability, enthusiasm, relationship management and work ethics. You will undertake a course in occupational health and safety, a prerequisite for work placement.

Intermediate Unit 2 This unit provides a focus for more complex development of work related and pre-vocational skills in a context appropriate to the task through: integrating more complex learning about work related skills with prior knowledge and experiences; enhancing the development of employability skills at a more complex level in relevant work-related contexts; developing more complex critical thinking skills that can be applied to work related problem solving situations.

Senior Unit 1 The purpose of this unit is to provide a focus for more complex development of appropriate skills and knowledge in order to provide the necessary OH&S preparation for the workplace.

Senior Unit 2 This unit provides a focus for the development of work related and vocational skills in a workplace context or appropriate simulation.

The overall aims of the unit include: integrating learning of increasing complexity of work related skills with prior knowledge and experiences about work; further enhancing the development of employability skills through increasingly complex work related activity developing increasingly complex critical thinking skills that apply to problem-solving situations in the work context.

Assessment A structured work placement is required for students to meet the learning outcomes in both Intermediate and Senior Work Related Skills units. Successful completion of all learning outcomes = Unit Competent

“Neither you nor the world knows what you can do until you have tried.” Ralph Waldo Emerson


COURSE SELECTION PLANNING SHEET

To assist your course selection planning, complete the grid, noting the following points:

1. All students must undertake studies in English. These are already placed within the grid.

2. The remaining units can be your choice

YEAR 11 SELECTION

Compulsory Option 1

Option 2

Option 3

Option 4

Option 5

Semester 1

English 1 OR EAL 1 & Bridging EAL 1

Reserve Choice (1)

Reserve Choice (2)

Semester 2

English 2 OR EAL 2 & Bridging EAL 2

Reserve Choice (1)

Reserve Choice (2)

YEAR 12 SELECTION

Compulsory Option 1

Option 2

Option 3

Option 4

Semester 1

English 3 OR EAL 3

Reserve Choice (1)

Reserve Choice (2)

Semester 2

English 4 OR EAL 4

Reserve Choice (1)

Reserve Choice (2)


GLOSSARY OF TERMS

ATAR (AUSTRAIAN TERTIARY ADMISSIONS RANK)

The overall ranking on a scale of 0 – 99.95 that students receive based on their study scores. The ATAR is used by some universities and TAFE institutes to select students for courses.

AUTHENTICATION Process of ensuring that the work submitted by students for assessment is their own.

DES (DERIVED EXAM SCORE) Students can apply to the VCAA for a Derived Examination Score if their preparation for, and examination performance, is significantly affected by adverse circumstances within two weeks or so of an examination.

EAL (ENGLISH AS AN ADDITIONAL LANGUAGE)

Students who have comparative unfamiliarity with the English language due to non-English speaking background or hearing impairment may apply for EAL status.

EXAMINATIONS – only at VCE Units 1 and 2 usually include a semester/unit examination which does not contribute towards a student’s final study scores.

Unit 3 and 4 sequences have at least one examination which directly contributes to a student’s final study scores.

FIELD OF STUDY Subject. Most VCE studies are made up of 4 units.

GAT – General Achievement Test

General Achievement Test – is a test of general knowledge and skills in written communication, mathematics, science, technology, humanities, the arts and social sciences.

LEARNING OUTCOME These define what the students will know and be able to do as a result of satisfactorily completing a study. Each outcome has a definition, the key knowledge to be learnt and the key skills to be acquired.

PREREQUISITES These are units which must be passed and must be included in a student’s program.

PROGRAM OF STUDY A sequence of studies taken over two years normally made up of 22/24 units.

RECOMMENDED These are units which are desirable and their knowledge may be assumed but they do not affect selection into tertiary courses.

REDEMPTION School based process to give students an opportunity to convert an N for a particular piece of school-assessed coursework, school-assessed task or school-based assessment, to an S.

SACs (SCHOOL-ASSESSED COURSEWORK)

Tasks set and marked within VCAA guidelines by teachers to assess students’ achievement of Units 3 and 4 outcomes. Most tasks are done in class time. The scores relating to these assessments are reported to the VCAA.

SATs (SCHOOL-ASSESSED TASKS)

Units 3 and 4 school-based assessment which is part of graded assessment in Art, Design and Technology, Food & Technology, Studio Arts and Visual Communication & Design. Tasks are set by the VCAA and assessed by teachers in accordance with published criteria. Task grades are subject to review by a panel appointed by the VCAA.

Failure to meet the school’s deadlines will adversely affect a student’s final mark and/or mean failing a unit.

SATISFACTORY COMPLETION In simple terms, this means a student has passed a unit and therefore gained an ‘S’ for the unit. If a student does not satisfactorily complete a unit, they get an ‘N’. Satisfactory and unsatisfactory completion of Units 1 – 4 is reported to the VCAA and included on students’ VCE Statement of Results.

Satisfactory completion depends on students achieving the Learning Outcomes of a particular unit.

Failure to meet the College’s deadlines for an assessment task, or attendance requirements, may mean failing a unit and/or adversely affect a student’s final study score.


SEMESTER One half of the academic year. Most units last for one semester.

SEQUENCE The order in which students do units, for example, a Units 3 and 4 sequence

SPECIAL PROVISION Special Provision can be made to allow students studying a VCE unit who are experiencing significant hardship the maximum opportunity to demonstrate both what they know and what they can do.

A student is eligible for Special Provision if their performance is adversely affected to a significant degree, by illness, by any factors relating to personal environment or other serious cause, or disadvantaged by a disability or impairment.

Applications for special examination arrangements must be well documents.

STATEMENT OF RESULTS A set of documents which formally state the results a student achieved in the VCE, and whether they have graduated.

STATISTICAL MODERATION VCAA process that involves adjusting each school’s coursework scores to ensure that schools’ assessments are comparable throughout the state.

STUDIES The subjects available in the VCE.

STUDY DESIGN The description of the content of a study, and how students’ work is to be assessed. The VCAA publishes a Study Design for each VCE study. Schools and other VCE providers must adhere to the Study Designs.

STUDY SCORE A score from 0 – 50 which shows how a student performed in a Unit 3 and 4 study, relative to all other students doing that same study. It is based on school assessments and examination results for each study.

UNIT A unit normally lasts for one semester or half a year.

UNITS 1 AND 2 Units 1 and 2 are equivalent to Year 11 level.

UNITS 3 AND 4 Units 3 and 4 are equivalent to Year 12 level. Students may be able to select Units 1 or 2 in their second year of VCE and students may be able to select Units 3 and 4 in their first year of VCE.

VCAA Victorian Curriculum and Assessment Authority, the body which administers the VCE/VCAL.

VCAL Victorian Certificate of Applied Learning.

VCE Victorian Certificate of Education.

VETiS Vocational Education and Training in Schools

VTAC Victorian Tertiary Admissions Centre.

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