fountain gate secondary ollege subject handbook

Fountain Gate Secondary College

Subject Handbook Senior School - VCE

2022

Fountain Gate Secondary College

Our Vision: We at Fountain Gate Secondary College aim to develop independent, curious, creative and critical learners who demonstrate respect for themselves, each other and their community. We ensure a safe, orderly learning environment in which students are empowered to take responsibility for their learning, through the provision of a rigorous academic program. We empower students to embrace positive pathways that lead them towards responsible and productive local and global citizenship.

What is Choice Curriculum?

Choice curriculum at Fountain Gate Secondary College is a curriculum program that offers students a comprehensive range of subjects in each learning area. As student’s progress through the years they may select specialised subjects in the learning areas of: Science, Humanities, The Arts, Languages, Rugby, Health and Physical Education which directly connect to VCE Pathways, Tertiary studies and employment beyond school.

Why Choice Curriculum?

At Fountain Gate Secondary College, we are committed to providing a high-quality education program that focuses on improving student engagement, growth and outcomes. We provide a rigorous choice curriculum that caters to the needs and interests of our students and is focused on providing authentic learning opportunities to support understanding and application of learning.

Choice provides a number of opportunities for students to grow, engage and succeed because:

• Students are more engaged when they have selected areas of interest, passion and skill as they are intrinsically motivated through relevant learning

• Choice enables students to have more ownership and responsibility over their learning by enhancing student agency (the level of power and autonomy they feel in their learning environment) and responsibility

• Choice allows for students to explore and establish future pathways

• Choice subjects are designed to promote curiosity and inquiry

• Students work with like-minded students who have a common interest in the same subjects and learning areas, fostering connectedness.

How much choice do students have?

At Year 7 we offer a structured curriculum with core subjects that provides the foundational knowledge, skills

and understanding students require as a platform for learning. As students’ progress through years 8-10 they are

encouraged to explore their passions and extend their knowledge, skills and understanding by selecting variety of

choice from each learning area; Science, Humanities, The Arts, Languages, Health and Physical Education and

Rugby alongside their core subjects of English and Mathematics.

Senior Pathways

What are my choices for 2021?

VCE at Fountain Gate Secondary College

You will complete a two-year academic senior program at Fountain Gate Secondary College. Students

may travel to study one subject at Gleneagles College or one VET at Hallam Senior College. You will be

required to complete 16 units over your Year 11 & 12.

Head Start at Fountain Gate Secondary College

Head Start is an apprenticeship and traineeship pathway that allows students to spend more time

working, while completing the necessary vocational training, and a senior secondary qualification – VCE.

Head Start at Fountain Gate Secondary College will include flexible delivery of VCE dependent on the

Student’s individual plan. Students will participate in a structured work placement, on the job learning

and vocational training for the remainder of the week. Students will be required to undertake an

interview process with the Head Start Cluster Coordinator.

VCAL

You will complete a two-year applied learning senior program. This is an equivalent Senior program

certificate. The certificate has two levels – Intermediate (Year 11) and Senior (Year 12).

School leaver

You may wish to learn in an alternative setting such as TAFE, or gain employment such as an

apprenticeship. It is important to note that the minimum school leaving age is 17 years old.

The Australian Government encourages all students to complete Year 12 (VCE or VCAL) or higher

education to improve their chances of gaining successful employment.

See the figure for an overview of your

pathways.

VCE at Fountain Gate

VCE subjects offered at Fountain Gate Secondary College: English English English as an Additional Language Literature Bridging EAL

Mathematics Foundation Maths General Maths/Further Maths Maths Methods Specialist Maths

Science

Biology Physics Chemistry Psychology VCE VET—Allied Health

Commerce

Accounting

Business Management

Economics

Legal Studies VCE—VET Business

Humanities History – Twentieth Century

Ancient History

Philosophy

Technology Product Design & Technology

Systems Engineering

Art Studio Arts – General & Photography

Drama

Visual Communication

Media

VCE-VET Dance

Physical Education

Health and Human Development

Physical Education

VET Sport & Recreation (Rugby Pro-

gram)

Information Technology Applied Computing

VCE—VET Information, Digital Media

and Technology

Languages Persian

The Victorian Certificate of Education (VCE) is a senior academic certificate completed over two years. Successful completion of VCE can lead to University, TAFE and/or employment.

It requires a high level of commitment, completion of formal as-sessment tasks and a high level of attendance. Students should aim to achieve ‘at level’ or above in their Year 10 subjects to pur-sue a VCE pathway. Students should seek teacher feedback and advice in selecting their VCE pathway.

Why study VCE at Fountain Gate Secondary College?

Fountain Gate Secondary College offers an extensive and diverse VCE program that challenges all students to achieve their person-al best.

We have a vast array of subjects at our college, which enables stu-dents to have plenty of choice when building their senior path-way program. Students also have an opportunity to travel to our alliance schools – Gleneagles and Hallam – for a VET or VCE study.

Our VCE students are well supported from our college by their classroom teacher, who are dedicated to providing the best teaching practices.

The main focus of VCE is teaching and learning. We hold high ex-pectations for our VCE students, in terms of their attendance and assessments. Students are required to study outside of school hours. Classroom teachers are supportive and will work with stu-dents to help achieve their pathways goals.

Students who choose to complete VCE at Fountain Gate Second-ary College are able to travel to Gleneagles Secondary College to undertake one VCE subject. These subjects include Environmen-tal Studies, Geography, Australian and Global Politics, German, Indonesian, Sociology, and Music Performance.

VET

VET Subject offered at

Fountain Gate Secondary College:

Sport & Recreation (Rugby) (Scored)

Business (Scored)

Allied Health Assistant (Scored)

Information, Digital Media & Technology (Scored)

VET Subjects offered at

Hallam Senior College:

Automotive Studies (unscored)

Beauty Services (unscored)

Building & Construction (Unscored)

Business (Scored)

Community Services (Scored)

Furniture Making (Scored)

Hair & Beauty (Unscored)

Health Services Assistant (Scored)

Hospitality (Kitchen Operations) (Scored)

Information, Digital Media & Technology (Scored)

Integrated Technologies (Scored)

Screen & Media (Scored)

Music Industry (Scored)

Retail Cosmetics (Unit 1 & 2 only)

Salon Assistant (Unit 1 & 2 only)

Sport & Recreation (Soccer, Rugby League, AFL,

Basketball) (Scored)

Visual Arts (Scored)

Vocational Education and Training subject leads to na-

tionally recognised qualification.

A VET certificate should be viewed as a normal subject within a student’s timetable. The subject will have a focus on the application of skills, and involves theoreti-cal and practical components.

A Certificate II or III will be awarded at the satisfactory completion of a VET study. VET subjects can form part of a VCE program, and must be undertaken as part of the VCAL certificate.

All VCE VET subjects offered at Fountain Gate Second-ary College are 'scored' - this means students receive a study score, which contributes to their ATAR. Some of the VCE VET subjects offered at Hallam Senior College are 'unscored' - this means students do not receive a study score, but rather, an increment towards their ATAR.

VCE Subject English

Who are the teachers that

can give me more

information about this

subject?

Ms. L. Nguyen

Your English teacher

TOPIC/THEMES YOU WILL STUDY

Creative Writing

A variety of novels, plays & films

Comparative analysis

Persuasive techniques in oral and written form.

Oral Presentations

ASSESSMENT TASKS

Text response essays

Creative response

Oral presentation

Analysis essays

Written examination

SCOPE OF STUDY:

VCE English focuses on how English language is used to create meaning in

written, spoken and multimodal texts of varying complexity.

Literary texts selected for study are drawn from the past and present, from

Australia and from other cultures. Other texts are selected for analysis and

presentation of argument.

The study is intended to meet the needs of students with a wide range of

expectations and aspirations.

RECOMMENDATIONS:

Unit 1: At standard in Year Ten English

Unit 2: Successful completion of Unit 1 English

UNIT OVERVIEW:

In Unit 1, students study two topics:

Reading & creating texts: Students comprehend, appreciate, analyse and

respond to set texts

Analysing and presenting argument: Students focus on the analysis and

construction of texts that attempt to influence an audience.


Reading and comparing texts: Students analyse and compare the themes

and issues in two texts

Analysing and presenting argument: Students build on their understanding

of argument and the use of persuasive language in texts that attempt to

influence an audience.

VCE Subject EAL


can give me more infor-

mation about this subject?

Ms. E. Worth

Your EAL Teacher


Text and comparative analysis

Creative writing

A variety of novels, plays & films

Persuasive speaking and writing

Language Analysis

ASSESSMENT TASKS

Analysing and Presenting Language

Text Response

Creative Response

Listening

Comparative Text Response

Written Examination

SCOPE OF STUDY:

VCE English as an Additional Language focuses on how English language

is used to create meaning in written, spoken and multimodal texts of vary-

ing complexity.

Literary texts selected for study are drawn from the past and present,

from Australia and from other cultures. Other texts are selected for

analysis and presentation of argument.

The study is intended to meet the needs of students with a wide range

of expectations and aspirations, specifically those for whom English is an

additional language.

RECOMMENDATIONS: Completion of Year 10 EAL at Standard Level

To be eligible to study English as an Additional Language, a student must

satisfy both of the following conditions:

The student has been a resident in Australia for a period not more than

seven calendar years immediately prior to 1st January of the year in

which English 3 and 4 are undertaken, and

English has been the candidate’s major language of instruction for a

total period of no more than seven years prior to the commencement of

the year in which English 3 and 4 are undertaken.

UNIT OVERVIEW:


Reading & creating texts: Students comprehend, appreciate, analyse and

respond to a set text

Analysing and presenting argument: Students analyse persuasive tech-

niques used by the media and produce both an oral presentation intend-

ed to position an audience and a written analysis of the use of argument

and persuasive language in a text.


Reading and comparing texts: Students compare the presentation of

ideas, issues and themes in two texts

Analysing and presenting argument: Students analyse persuasive tech-

niques used by the media and create a text that presents a point of

view.

VCE Subject Literature


can give me more


subject? Ms R. Abbott

Your English Teacher


Reading Practices (film & novel)

Ideas and concerns in texts (poetry & short

story)

The text, the reader and their contexts (play)

Comparing texts (novel)

ASSESSMENT TASKS

Analysis essays

Written examination

Creative Response

Critical Oral

SCOPE OF STUDY:

VCE Literature focuses on the meaning derived from texts, the relation-ship between texts, the contexts in which texts are produced and read, and the experiences the reader brings to the texts.

In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text’s complexity and mean-ing, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts. VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to con-template how we read as well as what we read. It considers how literary criticism informs the readings of texts and the ways texts relate to their contexts and to each other. Accordingly, the texts selected for study are drawn from the past through to the present, and vary in form and social and cultural contexts.

PREREQUISITES: Completion of Year 10 English at a Standard Level.

Ability to closely read complex texts independently.

UNIT OVERVIEW:

In Unit 1, students complete two Outcomes:

Reading Practices: students consider how language, structure and stylistic choices are used in different literary forms and types of text.

Ideas and Concerns in Texts: students investigate the ideas and concerns raised in texts and the ways social and cultural contexts are represented.

In Unit 2, students complete two Outcomes:

The text, the reader, and their contexts: the student should be able to analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context.

Exploring connections between texts: the student should be able to compare texts considering the dialogic nature of texts and how they influence each other.

VCE Subject Bridging EAL



mation about this subject? Ms. E. Worth



Structure, features and conventions of the

English language

Characteristics of verbal and paralinguistic fea-

tures of SAE

Vocabulary, structures and features of texts –

formal and informal

ASSESSMENT TASKS

Essays

Personal Journals

Written examination

SCOPE OF STUDY:

VCE Bridging English as an Additional Language is to be completed in con-

junction with VCE English as an Additional Language. VCE Bridging EAL is an

intensive and explicit study of English language in a range of socio-cultural

contexts and for a range of purposes, including further education and the

workplace.

Students will develop their language skills and confidence, assisting them

to communicate effectively in a range of contexts. Students develop

knowledge and skills in speaking, listening, reading, viewing, writing and

thinking, and progress from informal use of language to more formal, aca-

demic and technical use of language.

This subject does not have a Unit 3 & 4 pathway.

RECOMMENDATIONS: Unit 1: Completion of Year 10 EAL

Unit 2: Successful completion of Unit 1 Bridging EAL

UNIT OVERVIEW:

Unit 1 – Students build their understanding of how spoken and written

Standard Australian English (SAE) is used to communicate effectively in a

variety of context and for a range of purposes. Students will develop their

ability to listen, speak, read and write for everyday and academic purposes.

Students will explore how language features, structures and conventions

can be used to express ideas and options, and to create their own spoken

and written texts.

Unit 2 – Students will extend their understanding of how English is con-

structed and used to communicate in a variety of contexts and for a range

of purposes.

VCE Subject Foundation Mathematics

SCOPE OF STUDY:

Foundation Mathematics has a heavy focus on the numeracy aspect of the

Mathematical Course and is designed to assist students with their mathe-

matical concepts relating it to everyday life in focusing on the practical con-

cepts of mathematics that they will be faced with after Secondary Schooling.

Foundation Mathematics is provided for students who did not meet the re-

quired pass rate for General Mathematics or only need a Unit 1 and 2 Mathe-

matics pass for their chosen Tertiary Course.

This subject does not provide the opportunity for students to access Further

Mathematics 3 & 4 or Maths Methods 3 & 4 in Year 12.

RECOMMENDATIONS:

Unit 1: At Standard in Year Essential Maths or Standard Maths Unit

2: Successful completion of Unit 1 Foundations Mathematics UNIT

OVERVIEW:

Unit 1: Students will learn about Patterns and Number. This topic will focus on

how to use the different forms of numbers and calculations to recognise

patterns and generalisations with the use of formulas and other expressions

such as algebra in everyday life. The second topic will focus on Data. This top-

ic will assist students in their collection, presentation and analysis of gathered

and provided information from a variety of ways and how they can represent

these to people. These topics will be taught using a variety of class activities

and projects.

Unit 2: Students will learn about space, shape and design that will focus on

geometric properties, shapes and solids and how to draw them, drawing to

scale and understanding a variety of plans, maps and diagrams. The second

topic for this course is Measurement. This includes the use and application of

the metric system and the use of measurement in a variety of settings, indus-

try, society, domestic and commercial. These topics will be taught using a

variety of class activities and projects.


can give me more


subject? Ms. K. Byers

Your Maths Teacher

TOPIC/THEMES YOU WILL STUDY:

Patterns and Number

Data

Space, shape and design

Measurement

ASSESSMENT TASKS

Topic tests

Course Work

Exam

VCE Subject General Maths




Ms. N. Tritter

Ms. K. Byers

Mr. A. Kumar

Your Maths Teacher


Computation and practical arithmetic

Linear relations and equations

Univariate data

Bivariate and Multivariate data

Geometry, similarity and trigonometry

Shape and measurement

Linear graphs and modelling

Matrices

Sequences

ASSESSMENT TASKS

Assignments

Tests

Summary or review notes

Projects

Short written responses

Problem-solving tasks

Modelling tasks

Written examination

SCOPE OF STUDY:

General Mathematics provides for different combinations of student inter-

ests and preparation for study of VCE Mathematics at the Unit 3 and 4 level.

The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra

and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry,

measurement and trigonometry’, ‘Graphs of linear and non- linear relations’

and ‘Statistics’.

In order for Units 1 and 2, to suit the range of students entering the study,

the content is selected from the six areas of study listed above. In each unit,

four or more topics are covered in their entirety, having been selected from

at least three of the different areas of study.

In undertaking these units, students are expected to be able to apply tech-

niques, routines and processes involving rational and real arithmetic, sets,

lists and tables, diagrams and geometric constructions, algebraic manipula-

tion, equations and graphs with and without the use of technology. They

should be able to use relevant mental and by-hand approaches to estimation

and computation. The use of numerical, graphical, geometric, symbolic, fi-

nancial and statistical functionality of technology will be incorporated

throughout each unit and in related assessment.

RECOMMENDATIONS:

Unit 1: At standards in Year 10 Established Maths, or Above Standard in Year

10 Standard Maths

Unit 2: Successful completion of Unit 1 General Mathematics

UNIT OVERVIEW:

In Unit 1 and Unit 2 of General Mathematics students will ‘Algebra and struc-

ture’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measure-

ment and trigonometry’, ‘Graphs of linear and non-linear relations’ and

‘Statistics’. Units 1 and 2 are constructed to suit a broad range of students’

abilities.

Students will be exposed to the appropriate use of technology to support and

develop the learning of mathematics throughout the course. This will include

the use of some of the following technologies for various areas of study or

topics: graphics calculators, spread sheets, graphing packages, dynamic ge-

ometry systems, statistical analysis systems, and computer algebra systems.

General Mathematics leads onto to the study of Further Mathematics Unit 3

& 4.

VCE Subject Mathematical Methods




Ms. S. Singh

Mr. D. Prasad


Linear functions

Quadratic functions

Cubic and Quartic functions

Relations and other functions

Matrices

Exponential and logarithmic functions

Circular functions

Rates of change and Differentiation

Probability

ASSESSMENT TASKS may in-clude:

Test (based on Linear and Quadratic functions)

Analysis SAC – (based on Relations and Func-tions)

Application task – (based on Cubic functions and Quartic)

Exam 1 – Technology Free (both units)

Exam 2 – Technology (both units)

Test SAC – (based on Probability)

Application Task – (based on Differentiation and Antidifferentiation)

Topic Test – (based on Circular Functions, Matri-ces and Logarithmic Functions)

SCOPE OF STUDY:

Mathematical Methods focuses on Functions and Graphs, Algebra, Rates of

Change, Differentiation and Probability. Students are expected to be able to

use these techniques, routines and processes involving rational and real arith-

metic, algebraic manipulation, equation solving, graph sketching, differentia-

tion and integration with and without the use of technology, such as CAS

Calculators and computers. Students should be familiar with relevant mental

and by hand approaches in simple cases of solving problems. The students

should be able to use a CAS calculator to support and develop their learning

in Mathematics.

RECOMMENDATIONS:

Unit 1: At standard in Year 10 Establish Maths

Unit 2: Successful completion of Unit 1 Maths Methods

UNIT OVERVIEW:

Unit 1: Students begin with Linear Functions and Graphs, they then move

onto Quadratic, Cubic and Quartic Functions. Within these topic students

learn how to sketch the graphs and find minimum and maximum points on a

graph. They also focus on Functions and Relations including domain and range

of functions. They sit two exams; technology free and technology able.

Unit 2: Students begin with Indices and Logarithms. They then apply their

knowledge of trigonometry to the unit circle. Students review probability and

extend their knowledge and begin Matrices. Students are introduced to

Differentiation and Integration, which will be explored more in units 3&4.

Again they sit two exams; technology free and technology able.

VCE Subject Specialist Mathematics

SCOPE OF STUDY:

Specialist Maths is designed to be taken WITH Mathematical Methods

(Units 1 and 2) so that students are prepared for Specialist Mathematics in

Units 3 and 4. The study is of more advanced Algebra, Geometry, Trigonome-

try, Statistics and Arithmetic that will aid and assist students in performing to

a higher standard in Mathematical Methods and Specialist Mathematics

RECOMMENDATIONS:

Unit 1: Above Standard in Established Maths

Unit 2: Successful completion of Unit 1 Specialist Maths

UNIT OVERVIEW:

Unit 1 Students will learn about complex numbers in Cartesian and polar

form, advanced geometry in the form of circles, ellipses, hyperbolas and re-

ciprocal graphs (including sketching with asymptotes), reinforcement of Trig-

onometric ratios and circular functions (complementing understanding from

Methods), Matrices and transformations and revision of non-linear Algebra.

Most topics covered will not have been learnt by most students before.

Unit 2 Students will learn about interpreting graphs, vectors and kinematics

(and extension of Year 10 Physics), further develop Algebra skills and further

develop geometry in two and three dimensions, simulation sampling and sam-

pling distributions. The skills covered in this unit will help students to prepare

for the beginning of Unit 3 Specialist Maths and again most topics will not

have been learnt by students previously.




Ms. S. Singh

Your Maths Teacher


Arithmetic - Real and complex number systems and Matrices.

Algebra - Non-linear relations and equations and Algebra and logic.

Geometry and trigonometry - Coordinate geom-

etry, Trigonometric ratios and their applications,

Circular functions, Geometry in two and three

dimensions and Vectors.

Graphs of linear and non-linear relations -

Sketching and interpreting linear and non- line-

ar graphs and Kinematics.

ASSESSMENT TASKS

Topic tests

Item Analysis tasks

Application tasks

Written examination

VCE Subject Biology

SCOPE OF STUDY: Biology is the study of living things from familiar, complex multicellular or-

ganisms that live in the many different habitats of our biosphere to single

celled micro-organisms that live in seemingly inhospitable conditions. It is a

study of the dynamic relationships between living things, their interdepend-

ence, their interactions with the non-living environment, and the processes

that maintain life and ensure its continuity. Biology enables students to un-

derstand that despite the diverse ways of meeting the challenges of survival,

all living things have many structural and functional characteristics in com-

mon.

RECOMMENDATIONS: Unit 1: At standard for Year 10 Science. Successful completion of the Year 10

Choice Subject Medicine & Disease is strongly recommended.

Unit 2: Successful completion of Unit 1 Biology

UNIT OVERVIEW

Unit 1: In this unit, students are introduced to some of the challenges to an

organism in sustaining life. Students examine the cell as the structural and

functional unit of life, from the single celled to the multicellular organism,

and the requirements for sustaining cellular processes in terms of inputs and

outputs. They analyse types of adaptations that enhance the organism’s sur-

vival in a particular environment and consider the role homeostatic mecha-

nisms play in maintaining the internal environment. Students investigate how

a diverse group of organisms form a living interconnected community that is

adapted to, and utilises, the abiotic resources of its habitat.

Unit 2: In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disad-vantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students use chro-mosome theory and terminology from classical genetics to explain the inher-itance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.




Mrs. A. Mraz

Mrs. M. Bugajski

Ms K. Perdevski

Your Science Teacher


Cell size, structure and function

Crossing the plasma membrane

Energy transformations

Functioning systems

Survival through adaptations and regulation

Organism biodiversity

Relationships between organisms within an eco-system

ASSESSMENT TASKS:

Lab Reports

Tests

Research tasks and presentations

VCE Subject Physics

SCOPE OF STUDY: Physics is a theoretical and empirical science, which contributes to our under-

standing of the physical universe from the minute building blocks of matter

to the unimaginably broad expanses of the Universe. This understanding has

significance for the way we understand our place in the Universe.

RECOMMENDATIONS:

Unit 1: At standard for Year 10 Science. Successful completion of the Year 10

Choice Subject Matter, Motion & Machines is strongly recommended.

Unit 2: Successful completion of Unit 1 Physics

UNIT OVERVIEW

Unit 1: This unit focuses on Physics as a human endeavour. Observations and

ideas about the physical world related to aspects of energy are organised and

explained through the use of conceptual models. The detailed studies pro-

vide opportunities to explore the application of energy concepts and models

in nuclear energy, sustainable energy sources, flight, space and medical con-

texts.

Unit 2: This unit focuses on the application of models to more complex phe-

nomena – motion and light – developed within contexts that are familiar to

students and relevant to their experiences. Newtonian ideas of motion are

extended to include a range of movements and more abstract ideas, while

the wave and particle models of light provide a framework for exploring light

phenomena in real world applications. The detailed studies provide opportu-

nities to explore motion and/or light in nuclear, sustainable energy, flight,

space and medical contexts.




Mr. D. Pavlic

Ms. V. Pai



Electricity

Radioactivity

Medical Physics

Astronomy

Astrophysics

Energy from the Nucleus

Physics of Flight

Investigations of Sustainable Energy Sources

Properties of Light

Motion Physics

Analysing Movement and Mechanical Interac-

tions.

ASSESSMENT TASKS

Tests

Oral Presentations

Lab Reports

VCE Subject Psychology

SCOPE OF STUDY:

VCE Psychology enables students to explore how people think, feel and be-

have through the use of a biopsychosocial approach. This approach considers

biological, psychological and social factors and their complex interactions in

the understanding of psychological phenomena.

Psychology explores the connection between the brain and behaviour, the

interplay between genetics and environment, individual differences and

group dynamics, sensory perception and awareness, memory and learning, as

well as mental health. As well as an increased understanding of scientific pro-

cesses, students develop capacities that enable them to critically assess the

strengths and limitations of science, respect evidence- based conclusions and

gain an awareness of the ethical, social and political contexts of scientific

endeavours.

RECOMMENDATIONS:


Choice Subject Sports & Forensic Psychology is strongly encouraged.

Unit 2: Successful completion of Unit 1 Psychology

UNIT OVERVIEW:

Unit 1: How are Behaviour and Mental Processes Shaped? – Human develop-

ment involves changes in thoughts, feelings and behaviours. In this unit, stu-

dents investigate the structure and functioning of the human brain and the

role it plays in the overall functioning of the human nervous system. Students

explore brain plasticity and the influence that brain damage may have on a

person’s psychological functioning. They consider the complex nature of psy-

chological development, including situations where psychological develop-

ment may not occur as expected. Students examine the contribution that

classical and contemporary studies have made to an understanding of the

human brain and its functions, and to the development of different psycholog-

ical theories.

Unit 2: How do External Factors Influence Behaviour and Mental Processes? –

A person’s thoughts, feelings and behaviours are influenced by a variety of

biological, psychological and social factors. In this unit students investigate

how perception of stimuli enables a person to interact with the world around

them and how their perception of stimuli can be distorted. They evaluate the

role social cognition plays in a person’s attitudes, perception of themselves

and relationships with others. Students explore a variety of factors and con-

texts that can influence the behaviour of an individual and groups. They ex-

amine the contribution that classical and contemporary research has made to

the understanding of human perception and why individuals and groups be-

have in specific ways




Ms. B. Irving

Ms. M. Wheatley-Harris



Nature of Psychology

Research Methods

Role of the brain in mental processes

Brain Plasticity and Brain Damage

Psychological Development

Abnormal Psychological development

Mental Illness

Sensation and Perception

Distortions of Perception (Illusions)

Social Cognition (attitudes)

Social Influences on behavior (pro and anti-

social behavior)

ASSESSMENT TASKS

Logbook activities

Brain Models

ERA – Empirical Research Activities/ Student

Investigations

Evaluation of Research

Tests

Media Analysis

Posters

Case Studies

VCE Subject Chemistry

SCOPE OF STUDY:

Chemistry is a key science in explaining the workings of our universe through

an understanding of the properties and interaction of substances that make

up matter. Most processes, from the formation of molecules in outer space

to the complex biological interactions occurring in cells, can be described by

chemical theories. Although there are no sharp boundaries between sciences

such as chemistry, physics and biology, chemistry is used to explain natural

phenomena at the molecular level, as well as create new materials such as

medicines and polymers.

RECOMMENDATIONS:


Choice Subject Matter, Motion & Machines is strongly recommended.

Unit 2: Successful completion of Unit 1 Chemistry

UNIT OVERVIEW

Unit 1: How Can the Diversity of Materials be Explained? – In this unit stu-

dents investigate the chemical properties of a range of materials from metals

and salts to polymers and nanomaterials. Using their knowledge of elements

and atomic structure students explore and explain the relationships between

properties, structure and bonding forces within and between particles that

vary in size from the visible, through nanoparticles, to molecules and atoms.

Students examine the modification of metals, assess the factors that affect

the formation of ionic crystals and investigate a range of non-metallic sub-

stances from molecules to polymers and giant lattices and relate their struc-

tures to specific applications. Students are introduced to quantitative con-

cepts in chemistry including the mole concept.

Unit 2: What Makes Water Such a Unique Chemical? – In this unit students

explore the physical and chemical properties of water, the reactions that oc-

cur in water and various methods of water analysis. Students examine the

polar nature of a water molecule and the intermolecular forces between wa-

ter molecules. They explore the relationship between these bonding forces

and the physical and chemical properties of water. Students are introduced

to stoichiometry and to analytical techniques and instrumental procedures,

and apply these to determine concentrations of different species in water

samples, including chemical contaminants.




Mrs. S. Pendurkar

Ms. J. Nguyen



Properties of Elements

Materials

Ionic, Covalent and Metallic Bonding

Properties of Water

Stoichiometry

Food Chemistry

Gas Laws

ASSESSMENT TASKS

Lab Reports

Tests

Practical and research investigation

VCE Subject Environmental Science

SCOPE OF STUDY: How are Earth’s systems connected and how does it sustain life on Earth? How does pollution produced through natural and human activ-ities effect living and non-living things on Earth and how can it be managed? What role does biodiversity play in sustaining a healthy ecosystem on Earth and how can biodiversity on our planet be sus-tained? What are the consequences of energy production for daily use on living things and the environment and how can we reduce the im-pact for a more sustainable future? Environmental science explores the interactions and relationships be-tween humans and their environments. You will explore the functions of living and non-living elements that sustain the earth’s systems re-quired for life to blossom. It is an investigative science that draws on information from various disciplines such as geography, climatology, mathematics, physics and aspects of biology. In VCE Environmental Science, you will explore how the Earth’s 4 sys-tems, the atmosphere, biosphere, hydrosphere and lithosphere, inter-act with each other to form functional ecosystems that are essential to all life on Earth. You will also learn about how these systems have historically responded to disruptions in the environment over varying time scales and how that data has influenced our current understand-ing of the earth’s responses to drastic changes.  This study confronts contemporary impending issues such as biodiver-sity, pollution, food and water security, climate change and energy use and seeks to bring out your innate problem-solving skills to start tackling the problems of the future, today. 

RECOMMENDATIONS:

Unit 1: At standard for Year 10 Science.

Unit 2: Successful completion of Unit 1 Environmental Science

Select This Subject If:

· You are interested in learning about the planet we live on, the resources we share with other species and how we can conserve our environment for future generations as the human population increas-es.  · You are interested in learning about human activities that de-grade natural resources and ecosystems and how we can manage the impact caused. · You are interested in applying your learning through fieldtrips to understand how data is gathered about our planet to sustain and im-prove the quality of all life on Earth. · If you are interested in pursuing a career that may involve: public health, land management, overpopulation, waste disposal and pollution, deforestation, ecosystems, endangered spe-cies and climate change




Ms. S. Robbins

Ms. J. Nguyen


TOPIC/THEMES YOU WILL STUDY Interactions and relationships between hu-mans and their environment

Functions of living and non-living elements that support the Global ecosystem

Explore the Earth’s systems and how they interact

Exploration of contemporary impending issues and problem solving

ASSESSMENT TASKS

Lab Reports

Tests

Research tasks and presentations

VCE Subject Business Management

SCOPE OF STUDY: VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design follows the process from the first idea for a business concept, to planning and estab-lishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure continued success of a business. Students develop an understanding of the complexity of the chal-lenges facing decision makers in managing these resources.

A range of management theories is considered and compared with manage-ment in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies to con-temporary challenges in establishing and maintaining a business.

RECOMMENDATIONS:

Unit 1: At standard in English and Humanities

Unit 2: Successful completion of Unit 1 Business Management

UNIT OVERVIEW: Unit 1: Planning a business - Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social develop-ment. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a business -This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal re-quirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business.

TOPIC/THEMES YOU WILL STUDY The business idea

External environment

Internal environment

Legal requirements and financial considerations

Marketing a business

Staffing a business




Mr. M. Hatzinicolaou

Mr C. Piad

Ms. D. Shmerling

Your Humanities Teacher


The business idea

External environment

Internal environment

Legal requirements and financial con-

siderations

Marketing a business

Staffing a business

ASSESSMENT TASKS

Reports

Case Studies

Tests

Essays

Written examination

VCE Subject Economics

SCOPE OF STUDY: Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why individuals behave the way they do and the consequences of their decision making.

Studying Economics as a social science enables students to gain valuable in-sight into the economic problems that they may face on an individual basis and collectively as a society to meet the needs and wants of citizens, and may therefore assist them in making more informed and responsible decisions.

RECOMMENDATIONS:

Unit 1: At standard in English, Maths and Humanities Unit 2: Successful com-pletion of Unit 1 Economics

UNIT OVERVIEW: Unit 1: The behaviour of consumers and businesses - Economics is a dynam-ic and constantly evolving field. As a social science, Economics is interested in the way humans behave and the decisions made to meet the needs and wants of society. In this unit students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action.

Unit 2: Contemporary economic issues - Students focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They inves-tigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environmental sustainability can be compati-ble and discuss the effect of different policies on the achievement of these important goals.

TOPIC/THEMES YOU WILL STUDY Thinking like an economist

Decision making in markets

Economic growth, long-term economic prosperity and environmental sustain-ability

Economic efficiency and equity

Global economic issues




Mr. M. Hatzinicolaou

Mr C. Piad



Thinking like an economist

Decision making in markets

Economic growth, long-term economic prosperity and environmental sustainability

Economic efficiency and equity

Global economic issues

ASSESSMENT TASKS

Exercises

Tests

Reports

Case studies

Written examination

VCE Subject Legal Studies

SCOPE OF STUDY: VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system.

Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice. For the purposes of this study, the principles of justice are fairness (fair legal processes are in place, and all parties receive a fair hearing); equality (all people treated equally before the law, with an equal opportunity to present their case); and access (understanding of legal rights and ability to pursue their case).

RECOMMENDATIONS:

At standard in Year 10 Humanities and English

UNIT OVERVIEW: Unit 1: Guilt and liability - Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at main-taining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation.

In this unit students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute.

Unit 2: Sanctions, remedies and rights - Students undertake a detailed inves-tigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protec-tion of rights in Australia.

TOPIC/THEMES YOU WILL STUDY Legal foundations

The presumption of innocence

Civil liability

Sanctions

Remedies

Rights




Ms. K. Robertson

Ms. G. Barlow

Mrs D. Stathopoulos



Legal foundations

The presumption of innocence

Civil liability

Sanctions

Remedies

Rights

ASSESSMENT TASKS

Folio and report

Mock court

Tests

Structured questions

Case studies

Written examination

VCE Subject Accounting

SCOPE OF STUDY:

VCE Accounting focuses on the financial recording, reporting and decision-

making processes of a sole proprietor small business. Students study both

theoretical and practical aspects of accounting. Financial data will be collect-

ed and recorded, and accounting information reported, using both manual

and information and communications technology (ICT) methods. Students

apply critical thinking skills to a range of business situations to model alterna-

tive outcomes and to provide accounting advice to business owners.

RECOMMENDATIONS:

Unit 1: At standard in Year 10 Mathematics and Humanities – B Unit 2: Suc-

cessful completion of Unit 1 Accounting

UNIT OVERVIEW:

Unit 1: Role of Accounting in business – Students explore the establishment

of a business and the role of accounting in the determination of business suc-

cess or failure. Students analyse, interpret and evaluate the performance of

the business using financial and non-financial information. Students will rec-

ord financial data and prepare reports for service businesses owned by sole

proprietors.

Unit 2: Accounting and decision-making for a trading business – Students

develop their understanding of the accounting process for sole proprietors

operating a trading business, with a focus on inventory, accounts receivable,

accounts payable and non-current assets. Students prepare historical and

budgeted accounting reports.




Ms. E. Irwin

Mr R. Tan



Accounting Assumptions and Qualitative Characteristics

Elements of Accounting

Accounting Equation

Special Journals

Balance Sheets

Income Statements

Recording of inventory

Budgets

Break Even Analysis

Balance Day Adjustments

Cash Flow Statements

Report analysis

Depreciation

GST

ASSESSMENT TASKS

Folio of Exercises

Tests

Reports

Case studies

Written examination

VCE Subject Ancient History

SCOPE OF STUDY:

History is the practice of understanding and making meaning of the past. It is

also the study of the problems of establishing and representing that mean-

ing. It is a synthesising discipline, which draws upon most elements of

knowledge and human experience. Students learn about their historical past,

their shared history and the people, ideas and events that have created pre-

sent societies and cultures.

This study builds a conceptual and historical framework within which stu-

dents can develop an understanding of the issues of their own time and

place. It seeks to extend students’ cultural, economic, social and political un-

derstanding while developing analytical skills and using imagination.

RECOMMENDATIONS:

Unit 1: There are no essential prerequisites; however successful completion

of Year 10 History and English would be helpful.

Unit 2: Successful completion of Unit 1 Ancient History

UNIT OVERVIEW:

Unit 1: This Unit Ancient Mesopotamia: Explores how the first cities in Meso-

potamia came to exist around 3500 BC. The changes that took place between

the rivers Tigris and Euphrates exemplify this concept. The introduction of

agriculture, farming, cities, urban centres. The reign of Sargon of Akkad who

may have established the first empire. Social stratifications and implantations

of social hierarchy. Exploring the first Babylon Dynasty (1900 BC) until the

end of the Neo-Assyrian period (612 BC)

Unit 2: Ancient Egypt gave rise to a civilisation that endured for approximate-

ly three thousand years. Unlike Mesopotamia, Egypt was not threatened by

its neighbours for the greater part of its history. The Nile served as the life-

blood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flour-

ished and fell around the banks of this great river. This unit highlights the im-

portance of primary sources (the material record and written sources) to his-

torical inquiry about Old and Middle Kingdom Egypt.




Mrs. H. Mahmoud


TOPIC/THEMES YOU WILL STUDY: The physical environment of Egypt, with spe-cial reference to the Nile, and its relationship to the growth of urban settlements (agriculture, transport and patterns of settle-ment).

Regions of Predynastic Egypt, the expansion

of Upper Egypt and the unification of Egypt.

Narmer Palette as a source of evidence

for understanding the unification of Egypt.

Organisation of power in the Old Kingdom

Egypt, with particular emphasis on the abso-

lute and theocratic nature of Egyptian king-

ship, and the concentration of wealth in the

hands of a few.

Construction of pyramids at Djoser, Mei-

dum, Dashur and Giza, and their relation-

ship to the authority of the king, funerary

practices and Egyptian beliefs concerning

the afterlife.

Causes and consequences of the demise of

centralised power in the Old Kingdom.

ASSESSMENT TASKS

Annotated maps Short reports Essays Oral presentations Multimedia presentations Film reviews Biographical studies Tests Responses to literature Written examination

VCE Subject 20th Century History

SCOPE OF STUDY:

History is the practice of understanding and making meaning of the past. It is

also the study of the problems of establishing and representing that mean-

ing. It is a synthesising discipline, which draws upon most elements of

knowledge and human experience. Students learn about their historical past,

their shared history and the people, ideas and events that have created pre-

sent societies and cultures.

This study builds a conceptual and historical framework within which stu-

dents can develop an understanding of the issues of their own time and

place. It seeks to extend students’ cultural, economic, social and political un-

derstanding while developing analytical skills and using imagination.

RECOMMENDATIONS:

Unit 1: There are no essential prerequisites; however successful completion

of Year 10 History and English would be helpful.

Unit 2: Successful completion of Unit 1 20th Century History

UNIT OVERVIEW:

Unit 1: In Unit 1 students explore the nature of political, social and cultural

change in the period between the world wars.

Unit 2: In Unit 2 students explore the nature and impact of the Cold War and

challenges and changes to existing political, economic and social arrange-

ments in the second half of the Twentieth Century.




Ms. T. Dessent

Ms K. Brown



The Roaring Twenties

The Great Depression

Main characteristics of the new political ideas

The role of class, race, ethnicity, political affilia-tion, nationality and gender in social experi-ence

World War II

Korean War

Vietnam War

The Cold War

The work of a cultural or artistic movement

Group/s which challenged the existing struc-

ture of social, political and/or economic order

How groups expressed their view culturally

and politically

ASSESSMENT TASKS

Annotated maps

Short reports

Essays

Oral presentations

Multimedia presentations

Film reviews

Biographical studies

Tests

Responses to literature

Written examination

Source Analysis

Historical Inquiry

VCE Subject Philosophy

SCOPE OF STUDY:

Philosophy focuses on learning how to argue logically, and evaluate the argu-

ments of others. These skills of logic and evaluation are then applied to ‘big

questions’ which can only be answered through logic. The questions exam-

ined in VCE Philosophy include: Are right and wrong simply matters of cul-

ture? If I am constantly changing, how can I be the same person I was yester-

day? What is the nature of reality? Is it possible to attain absolute certainty

about anything?

Doing Philosophy is about developing the ability to clarify concepts, analyse

problems and construct reasonable, coherent arguments. Philosophy is intel-

lectually challenging. Philosophy provides students with the opportunity to

read and understand some of the powerful ideas that have shaped our cul-

ture. The study also focuses on philosophers and philosophical ideas at differ-

ent stages in history.

Most people who study Philosophy won’t go on to work as philosophers, just

like most people who study Maths won’t go on to work as mathematicians.

However, Philosophy demands independent thinking, and develops inde-

pendent reasoning skills, which are highly transferable. Studies in Philosophy

complement courses across the VCE, interrogating underlying premises and

connections between related fields. The key knowledge and skills fostered by

Philosophy also provide excellent preparation for any future career, whether

in science or law, business or the arts. Experts in any field will inevitably con-

front philosophical questions.

RECOMMENDATIONS:

Unit 1: At standard in Year 10 English

Unit 2: Successful completion of Unit 1 Philosophy

UNIT OVERVIEW:

UNIT 1 - Existence, Knowledge & Reasoning: What is the nature of reality?

How can we acquire certain knowledge? These are some of the questions

that have challenged humans for millennia and underpin ongoing endeavours

in areas as diverse as science, justice and the arts. This unit engages students

with fundamental philosophical questions through active, guided investiga-

tion and critical discussion of two key areas of philosophy: epistemology and

metaphysics.

UNIT 2 - Questions of Value: What are the foundations of our judgments

about value? What is the relationship between different types of value? How,

if at all, can particular value judgments be defended or criticised? This unit

invites students to explore these questions in relation to different categories

of value judgment within the realms of morality, political and social philoso-

phy and aesthetics. Students also explore ways in which viewpoints and argu-

ments in value theory can inform and be informed by contemporary debates.


can give me more


subject?

Mr. D. Threadgold

Ms. S. Ramsay



Logic and reasoning

Metaphysics:

The mind/body problem

Free will and determinism

Time

Epistemology:

Sources of knowledge

Comparison of knowledge, belief and truth

Science as a source of knowledge

Ethics and moral philosophy

Rights and justice

Liberty and anarchy

ASSESSMENT TASKS

Essays

Written responses to questions

Oral presentations

Written examination

VCE Subject Persian

SCOPE OF STUDY:

In Persian, students will improve their communication skills, cross-cultural understanding, cognitive development, literacy and general knowledge. They will learn about the culture of Persian-speaking com-munities, and promote understanding of different attitudes and values within the wider Australian community and beyond. Students will de-velop their ability to understand and use a language which has both economic and political significance. As well as being used in communi-ties in Australia and overseas, Persian is the first language of people inhabiting a large area of the Middle East, Afghanistan, and parts of Pakistan, India, Azerbaijan, Tajikistan, Turkmenistan and Uzbekistan. Students will study the significant contributions Persian speakers have made in important areas of human endeavour such as the visual arts, literature, music and architecture. The ability to communicate in Per-sian may, in conjunction with other skills, provide students with en-hanced vocational opportunities in fields such as arts, music, com-merce, tourism, trade, banking and translating.

RECOMMENDATIONS:

If you are new to LOTE please speak to careers.


can give me more


subject?

Ms. A. Borbiro

Careers and Pathways

VCE Subject Applied Computing

SCOPE OF STUDY:

VCE Applied Computing focuses on the application of a problem-solving

methodology, and strategies and techniques for managing data and infor-

mation using a variety of software including spreadsheets, databases and

programming languages. The study examines hardware and software tools as

well as allowing for student investigation in real world environments.

Students who study Applied Computing in Units 1 and 2 have the option to

study either Software Development OR Data Analytics in Units 3 and 4.

RECOMMENDATIONS:

Unit 1: Year 10 App and Software Design Unit 2: Unit 1 VCE Applied

Computing

UNIT OVERVIEW:

In Unit 1 students are introduced to the stages of the problem-solving

methodology. Students focus on how data can be used within software tools

such as databases and spreadsheets to create data visualisations, and the use

of programming languages to develop working software solutions.

In Unit 2 students focus on developing innovative solutions to needs or op-

portunities that they have identified, and propose strategies for reducing

security risks to data and information in a networked environment


Unit 1:

Database software, spreadsheet software and data visualisation software.

Programming Language (Python)

Unit 2:

Any software tools used to create an innovative solution, including program-

ming language, spreadsheet software, web-authoring software and presenta-

tion software

Software tool to represent a network such as Cisco Packet Tracer


can give me more


subject?

Ms G. Jasitharan

Mr. T. Coggins


Database software, spreadsheet software and

data visualisation software.

Programming Language (Python)

Any software tools used to create an innova-

tive solution, including programming lan-

guage, spreadsheet software, web-authoring

software and presentation software

Software tool to represent a network such as

Cisco Packet Tracer

ASSESSMENT TASKS

Software solutions

Database

Spreadsheet

Web Page

Computer programs

Data Visualisations

Virtual Networks

Written reports

Written Examination

VCE Subject Product Design Technology

SCOPE OF STUDY:

In VCE Product Design and Technology- Students assume the role of a design-

er-maker. In adopting this role, they acquire and apply knowledge of factors

that influence design. Students address the product design factors and sus-

tainability relevant to their design situation. In adopting this role, they ac-

quire and apply knowledge of factors that influence design.

Tools such as the Laser-cutter, CNC machine, 3D printer, computerised sew-

ing machines, thermal printers etc are all available to support design and

make tasks. Students have to be able to work independently and as a team to

achieve the required outcomes.

Students can choose Metal, Plastic, Timber, Textiles or a combination to de-

sign and make their outcomes. This subject is assessed through folio and pro-

duction work.

RECOMMENDATIONS:

Unit 1: Completion of Year 10 Endeavour Advanced Unit 2: Successful com-

pletion of Unit 1 Product Design

UNIT OVERVIEW:

Unit 1: Product Redesign and sustainability - This unit provides an introduc-

tion and structured approach towards the Product design process and Prod-

uct design factors. Students learn about intellectual property (IP), its implica-

tions related to product design and the importance of acknowledging the IP

rights of the original designer. Students produce a re- designed product safely,

compare it with the original design and evaluate it against the needs and re-

quirements outlined in their design brief.

Unit 2: Collaborative Design - Students examine how a design brief is struc-

tured, how it addresses particular Product design factors and how evaluation

criteria are developed from the constraints and considerations in the brief.

Students examine how a range of factors, including new and emerging tech-

nologies, and international and Australian standards, influence the design

and development of products within industrial manufacturing settings. They

consider issues associated with obsolescence and sustainability models.


can give me more


subject?

Ms. A. Ross

Mr M. Laws

Mr M. Golby


Becoming a designer

Folio Production.

Fashion Illustration, working drawings and

annotations

Writing and Using a Design Brief

History of Fashion and Textiles throughout the

ages and how it influences designers today.

Fabric testing and selection of suitable materi-

als.

ASSESSMENT TASKS

Tests

Practical work

Exercises

Folio Work

Written Examination

VCE Subject Systems Engineering

SCOPE OF STUDY:

VCE Systems Engineering involves the design, production, operation, evalua-

tion and iteration of integrated systems, which mediate and control many

aspects of human experience. Integral to VCE Systems Engineering is the

identification and quantification of systems goals, the generation of system

designs, trial and error, justified design trade-offs, selection and implementa-

tion of the most appropriate design. Students test and verify that the system is

well-built and integrated. They evaluate how well the completed system

meets the intended goals and reflect on the systems engineering process to

create a satisfactory design outcome.

This study can be applied to a diverse range of engineering fields such as

manufacturing, transportation, automation, control technologies, mecha-

nisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics,

and energy management. VCE Systems Engineering considers the interactions

of these systems with people, society and ecosystems. The rate and scale of

human impact on global ecologies and environments demands that systems

design and engineering take a holistic approach by considering the overall

sustainability of any system throughout its life cycle. Key engineering goals

include using a project management approach to maximise system efficiency

and to optimise system performance through innovation processes. Lean,

agile and fast prototyping engineering and manufacturing concepts and sys-

tems thinking are integral to this study.

RECOMMENDATIONS:

Unit 1: At Standard in Maths and Science

Unit 2: Successful completion of Unit 1 Systems Engineering

UNIT OVERVIEW:

Unit 1: Mechanical Systems – This unit focuses on engineering fundamentals

as the basis of understanding concepts, principles and components that oper-

ate in mechanical systems. While this unit contains the fundamental physics

and theoretical understanding of mechanical systems and how they work,

the focus is on the creation of a system. The creation process draws heavily

upon design and innovation processes.

Unit 2: Electrotechnological systems – In this unit students study fundamen-

tal electrotechnological engineering principles (‘electrotechnological’

encompasses systems that include electrical/electronic circuitry including

microelectronic circuitry). Through the application of the systems engineer-

ing process, students create operational electrotechnological systems. The

focus is on the creation of electrotechnological systems, drawing heavily up-

on design and innovation processes


can give me more


subject?

Mrs. A. Mraz

Mr. R. Smits


Mechanical systems

Electrotechnology systems

Integrated and controlled systems

Systems control

ASSESSMENT TASKS

Documentation of the systems engineering process using a portfolio

Production work to create a mechanical system

Practical demonstration/Oral presentation

Written Examination

VCE Subject Media

SCOPE OF STUDY: VCE Media provides students with the opportunity to analyse media con-cepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society. Students integrate these as-pects of the study through the individual design and production of their me-dia representations, narratives and products.

VCE Media supports students to develop and refine their planning and ana-

lytical skills, critical and creative thinking and expression, and to strengthen

their communication skills and technical knowledge. Students gain

knowledge and skills in planning and expression valuable for participation in

and contribution to contemporary society. This study leads to pathways for

further theoretical and/or practical study at tertiary level or in vocational edu-

cation and training settings; including screen and media, marketing and ad-

vertising, games and interactive

RECOMMENDATIONS:

Unit 1: It is recommended that students have successfully completed an art

or technology elective in Year 10

Unit 2: Successful completion of Unit 1 Media

UNIT OVERVIEW:

Unit 1: Students analyse how representations, narrative and media codes and

conventions contribute to the construction of the media realities audiences

engage with and read. Students gain an understanding of audiences as pro-

ducers and consumers of media products. Through analysing the structure of

narratives, students consider the impact of media creators and institutions

on production. They develop research skills to investigate and analyse selected

narratives focusing on the influence of media professionals on production gen-

re and style. Students develop an understanding of the features of Australian

fictional and non-fictional narratives in different media forms. Students work

in a range of media forms and develop and produce representations to

demonstrate an understanding of the characteristics of each media form, and

how they contribute to the communication of meaning.

Unit 2: students further develop an understanding of the concept of narrative

in media products and forms in different contexts. Narratives in both tradi-

tional and newer forms include film, television, sound, news, print, photog-

raphy, games, and interactive digital forms. Students analyse the influence of

developments in media technologies on individuals and society, examining in

a range of media forms the effects of media convergence and hybridisation on

the design, production and distribution of narratives in the media and audi-

ence engagement, consumption and reception. Students undertake produc-

tion activities to design and create narratives that demonstrate an awareness

of the structures and media codes and conventions appropriate to corre-

sponding media forms.


can give me more


subject?

Mrs. S. Seeney

Mr. D. Burgess


Media codes and conventions

Narrative and ideology

Audience engagement

Media narratives

Media language

Media forms

Media production development

Australian narrative

ASSESSMENT TASKS

Plan a media product

Produce your own film

Edit and manipulate media texts

Construct written responses to film, documen-taries, visuals and new technologies

Analyse the narrative within Australian fiction and non-fiction

VCE Subject Studio Arts: General

SCOPE OF STUDY:

VCE Studio Arts introduces students to the role and practices of artists in society. Students

develop an understanding of the way artists work in a range of cultures and periods of time,

the artists’ perceptions, beliefs and actions and their relationship with the viewer. Student

research focuses on critical, reflective and creative thinking, the visual analysis of artworks

and the investigation of how artists have interpreted sources of inspiration and influences in

their art making. Students examine how artists develop their practice and have used materi-

als, techniques and processes to create aesthetic qualities in artworks. They study how

artists have developed style and explored their cultural identity in their artwork. Students use

this knowledge to inform their own studio practice and to support art making. Visiting a

variety of art exhibition spaces is integral to the student’s artistic and creative development.

Students also consider the ways in which artists work to develop and resolve artworks, in-

cluding their use of inspiration and their creative process. The role of artists in society in-

cludes their relationships with others in the art industry and the presentation and exhibition of

artworks in art galleries and exhibition spaces. Students research aspects of the art industry

including the presentation, conservation and marketing of artworks.

*PLEASE NOTE: Studio Art General and Studio Art Photography are the SAME SUBJECTS with

different material & technique focuses; therefore students CAN NOT do both subjects.

RECOMMENDATIONS: Unit 1: It is recommended that students should have successfully complete an Art elective in year 10

Unit 2: Successful completion Unit 1 Studio Art

UNIT OVERVIEW:

Unit 1: Studio inspiration and techniques - In this unit students focus on developing an indi-vidual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artis-tic influences, develop individual ideas and explore a range of materials and techniques relat-ed to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are en-couraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Unit 2: Studio exploration and concepts - Students focus on establishing and using a studio

practice to produce artworks. The studio practice includes the formulation and use of an

individual approach to documenting sources of inspiration, and experimentation with select-

ed materials and techniques relevant to specific art forms. Students explore and develop

ideas and subject matter, create aesthetic qualities and record the development of the work

in a visual diary as part of the studio process. Through the study of art movements and styles,

students begin to understand the use of other artists’ work in the making of new artworks.

Students also develop skills in the visual analysis of artworks. Artworks made by artists from

different times and cultures are analysed to understand developments in studio practice.

Using a range of art periods, movements or styles, students develop a broader knowledge

about the history of art. Analysis is used to understand the artists’ ideas and how they have

created aesthetic qualities and subject matter. The exhibition of artworks is integral to Unit 2

and students are encouraged to visit a variety of exhibition spaces throughout the unit, re-

flect on the different environments and examine how artworks are presented to an audi-

ence.


can give me more


subject?

Ms. C. Muir

Mrs. S. Seeney


Still Life

Portraits

Printmaking

Visual Analysis of artworks

ASSESSMENT TASKS Practical Folio

Written Analysis task

Written Examinations

VCE Subject Studio Arts: Photography

SCOPE OF STUDY:

VCE Studio Arts introduces students to the role and practices of artists in society. Stu-

dents develop an understanding of the way artists work in a range of cultures and peri-

ods of time, the artists’ perceptions, beliefs and actions and their relationship with the

viewer. Student research focuses on critical, reflective and creative thinking, the visual

analysis of artworks and the investigation of how artists have interpreted sources of in-

spiration and influences in their art making. Students examine how artists develop their

practice and have used materials, techniques and processes to create aesthetic quali-

ties in artworks. They study how artists have developed style and explored their cultural

identity in their artwork. Students use this knowledge to inform their own studio prac-

tice and to support art making. Visiting a variety of art exhibition spaces is integral to

the student’s artistic and creative development. Students also consider the ways in

which artists work to develop and resolve artworks, including their use of inspiration and

their creative process. The role of artists in society includes their relationships with

others in the art industry and the presentation and exhibition of artworks in art galleries

and exhibition spaces. Students research aspects of the art industry including the

presentation, conservation and marketing of artworks.

RECOMMENDATIONS:

Unit 1: It is recommended that students should have successfully complete an Art elec-tive in year 10 Unit 2: Successful completion Unit 1 Studio Art

UNIT OUTLINE

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

Unit 2: Studio exploration and concepts - Students focus on establishing and using a

studio practice to produce artworks. The studio practice includes the formulation and

use of an individual approach to documenting sources of inspiration, and experimenta-

tion with selected materials and techniques relevant to specific art forms. Students

explore and develop ideas and subject matter, create aesthetic qualities and record the

development of the work in a visual diary as part of the studio process. Through the

study of art movements and styles, students begin to understand the use of other

artists’ work in the making of new artworks. Students also develop skills in the visual

analysis of artworks. Artworks made by artists from different times and cultures are

analysed to understand developments in studio practice. Using a range of art periods,

movements or styles, students develop a broader knowledge about the history of art.

Analysis is used to understand the artists’ ideas and how they have created aesthetic

qualities and subject matter. The exhibition of artworks is integral to Unit 2 and stu-

dents are encouraged to visit a variety of exhibition spaces throughout the unit, reflect

on the different environments and examine how artworks are presented to an audi-

ence.


can give me more


subject?

Ms. C. Muir

Mrs. S. Seeney

TOPIC/THEMES YOU WILL STUDY Digital Photography

Darkroom Photography

Printmaking

Mixed Media

Visual Analysis of artworks




VCE Subject Visual Communication Design

SCOPE OF STUDY:

The Visual Communication Design study examines the way visual language can

be used to convey ideas, information and messages in the fields of communica-

tion, environmental and industrial design. Designers create and communicate

through visual means to shape the everyday quality of life for individuals, com-

munities and societies. Visual communication design relies on drawing as the

primary component of visual language to support the conception and visualisa-

tion of ideas. Consequently, the study emphasises the importance of developing

a variety of drawing skills to visualise thinking.

Students employ a design process to generate and develop visual communica-

tions. The design process provides a structure to organise design thinking and is

shaped by considerations of aesthetics and functionality, as well as social, envi-

ronmental and economic factors. Students develop the skills to manipulate and

organise design elements, design principles, selected media, materials and pro-

duction methods when creating visual communications. Creative, critical and

reflective thinking (design thinking) supports students to progress through and

focus on the design process. Throughout the study students explore manual

and digital methods to develop and refine presentations.

RECOMMENDATIONS:

Unit 1: Advised that students successfully complete an Art elective in year 10

Unit 2: Successful completion Unit 1 VCD

UNIT OVERVIEW:

UNIT 1: Introduction to visual communication design - This unit focuses on us-

ing visual language to communicate messages, ideas and concepts. This in-

volves acquiring and applying design thinking skills as well as drawing skills to

make messages, ideas and concepts visible and tangible. Students practise their

ability to draw what they observe and they use visualisation drawing methods

to explore their own ideas and concepts. Students develop an understanding of

the importance of presentation drawings to clearly communicate their final

visual communications.

UNIT 2: Applications of visual communication design - In this unit students use

presentation drawing methods that incorporate the use of technical drawing

conventions to communicate information and ideas associated with the envi-

ronmental or industrial fields of design. They investigate how typography and

imagery are used in visual communication design. They apply design thinking

skills when exploring ways in which images and type can be manipulated to

communicate ideas and concepts in different ways in the communication de-

sign field. Students develop an understanding of the design process detailed on

pages 12 and 13 as a means of organising their thinking about approaches to

solving design problems and presenting ideas. In response to a brief, students

engage in the stages of research, generation of ideas and development of con-

cepts to create visual communications.


can give me more


subject?

Ms. M. Hitchcock

Mr. M. Laws


Drawing as a mean of communication

Design elements and principles

Visual design in context

Technical drawing in context

Type and Imagery

Applying the design process



Exam


VCE Subject Drama

SCOPE OF STUDY:

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative pro-cesses, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of per-formance styles relevant to practices of ritual and story-telling, contemporary drama practice and the work of significant drama practitioners. Students ex-plore characteristics of selected performance and apply and manipulate con-ventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. The per-formances they create will go beyond the reality of life as it is lived and may pass comment on or respond to aspects of the real world.

RECOMMENDATIONS:

The satisfactory completion of Year 9 or Year 10 Drama would be beneficial. Please note that there is equal practical and theoretical work within this unit.

UNIT OVERVIEW:

Unit 1: Introducing Performance Styles:

In this unit students’ study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived. This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects person-al, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional dra-ma performers. Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. Students document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.

Unit 2: Australian Identity:

In this unit students study aspects of Australian identity evident in contempo-rary drama practice. This may also involve exploring the work of selected dra-ma practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a perfor-mance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application


can give me more


subject?

Ms. G. Gulen


Theatrical Styles

Play making techniques and processes

Devising Performance

Presenting a Devised Performance

Analysing professional Drama

Australian Identity in contemporary drama

practice

Analysing and Australian Drama Performance

Understanding context in theatre

Communicating meaning through dra-

ma

Understanding and applying Production

Areas

ASSESSMENT TASKS

Ensemble Performance

Solo Performance

Written SAC and Exams

Performance Exams

Performance SAC

SAT

Production Process Documenta-tion

VCE Subject Music Performance

SCOPE OF STUDY:

VCE Music Performance focuses on building the performance, theoretical, and ana-

lytical skills associated with playing a musical instrument. Students, in conjunction

with their instrumental and classroom teacher, choose a program of solo and en-

semble works to be performed. Students learn how to prepare for a performance

and refine their skills on their chosen instrument. These units aim to prepare stu-

dents for Unit 3 and 4: Music Performance.

RECOMMENDATIONS:

Unit 1: At standard level in Year 10 English and a “Satisfactory” for Year 10 Music

Performance. If you did not undertake Year 10 Music, you may still be allowed to

enrol in VCE if you have completed two or more years of instrumental music les-

sons at the College.

Unit 2: Successful completion of Unit 1 Music Performance

To complete VCE Music Performance, you MUST undertake instrumental music

lessons on your chosen instrument from a specialist music teacher. It is your re-

sponsibility to organise weekly lessons outside of school if your instrument is not

offered at the College.

UNIT OVERVIEW:

Unit 1: This unit focuses on building performance and musicianship skills. Students

present performances of selected group and solo music works using one or more

instruments. They study the work of other performers and explore strategies to

optimise their own approach to performance. They identify technical, expressive

and stylistic challenges relevant to works they are preparing for performance and

practise technical work to address these challenges. They also develop skills in per-

forming previously unseen music. Students study aural, theory and analysis con-

cepts to develop their musicianship skills and apply this knowledge when preparing

and presenting performances.

Unit 2: In this unit students build their performance and musicianship skills. They

present performances of selected group and solo music works using one or more

instruments. Students study the work of other performers through listening and

analysis and use specific strategies to optimise their own approach to performance.

They also study strategies for developing technical and expressive performance

skills.

They identify technical, expressive and stylistic challenges relevant to works they

are preparing for performance and practise related technical work. They develop

skills in performing previously unseen music and study specific concepts to build

their musicianship knowledge and skills. Students also devise an original composi-

tion or improvisation.


can give me more


subject?

Mr. T. Barker


Performance preparation

Efficient practice

Effective rehearsal with others

Instrument specific technique

Elements of music

Using elements of music in performance

Composition

Improvisation

Pitch (melody and harmony)

Duration (pulse, meter, beat, rhythm)

Interpretation

Music Styles

Using ICT in music

ASSESSMENT TASKS

Performance , both group and solo

Presentations

Exams

Folio of works and composition

VCE Subject Health & Human Development

SCOPE OF STUDY:

Health is a dynamic condition that is influenced by complex interrelation-

ships between individuals and biomedical and behavioural factors, as well

as physical and social environments. These interrelationships are reflected

in a social view of health that sees health as being created in the settings

where people live and work. This social view of health recognises the need

for personal skills development, the importance of empowering communi-

ties to take action to promote health, the creation of social and physical

environments that are supportive of health and development, an aware-

ness of the impacts on health of public policies and the need for health ser-

vices to be oriented towards health promotion and the prevention of ill

health.

RECOMMENDATIONS:

Unit 1: At standard in English, Maths, Global Health and Healthy Body,

Healthy Mind.

Unit 2: Successful completion of Unit 1 Health & Human Development

UNIT OVERVIEW:

Unit 1: Understanding health and wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving

perspectives and definitions. It takes the view that health and wellbeing are

subject to a wide range of contexts and interpretations, with different

meanings for different people. As a foundation to the understanding of

health, students should investigate the World Health Organization’s (WHO)

definition and also explore other interpretations. Wellbeing is a complex

combination of all dimensions of health, characterised by an equilibrium in

which the individual feels happy, healthy, capable and engaged. For the

purposes of this study, students should consider wellbeing to be an implicit

element of health.

Unit 2: Managing health and development

This unit investigates transitions in health and wellbeing, and development,

from lifespan and societal perspectives. Students look at changes and ex-

pectations that are part of the progression from youth to adulthood. This

unit promotes the application of health literacy skills through an examination

of adulthood as a time of increasing independence and responsibility, in-

volving the establishment of long-term relationships, possible considera-

tions of parenthood and management of health-related milestones and

changes.


can give me more


subject?

Ms. S. Sherman

Ms. C. Craig

Mr. D. Hickey

Ms M. Minkou

Ms P. Magnano

Your Health Teacher

TOPIC/THEMES YOU WILL STUDY Understanding health and development

Youth health and development

Health issues for Australia’s youth

The health and development of Australia’s chil-dren

Adult health and development

Adult Health issues

ASSESSMENT TASKS Case Study

Data Analysis

Written Report

Laboratory reports

Written Examination

VCE Subject Physical Education

SCOPE OF STUDY:

The study enables the integration of theoretical knowledge with practical applica-

tion through participation in physical activities. There are opportunities for stu-

dents to apply theoretical concepts and reflect critically on factors that affect all

levels of performance and participation.

This VCE study is suitable for students with a wide range of aspirations, including

those who wish to pursue further formal study at tertiary level or in vocational ed-

ucation and training settings. The study prepares students for such fields as the

health sciences, exercise science and education

RECOMMENDATIONS:

Unit 1: At standard in Body Systems or Body Movement

Unit 2: Successful completion Unit 1 VCE Physical Education.

UNIT OVERVIEW:

Unit 1: The human body in motion

In this unit students explore how the musculoskeletal and cardiorespiratory sys-

tems work together to produce movement. Through practical activities students

explore the relationships between the body systems and physical activity, sport

and exercise, and how the systems adapt and adjust to the demands of the activi-

ty. Students investigate the role and function of the main structures in each sys-

tem and how they respond to physical activity, sport and exercise. They explore

how the capacity and functioning of each system acts as an enabler or barrier to

movement and participation in physical activity.

Unit 2: Physical activity, sport and society

This unit develops students’ understanding of physical activity, sport and society

from a participatory perspective. Students are introduced to types of physical

activity and the role participation in physical activity and sedentary behaviour

plays in their own health and wellbeing as well as in other people’s lives in differ-

ent population groups.


can give me more


subject?

Mr. B. Clements

Mr. S. Rawson

Mr. T Carrington

Ms S. Teesdale

Your PE Teacher


Body systems and human movement

Social ecological model

Injury prevention

Physically active lifestyles

Promoting active living

ASSESSMENT TASKS

A combination of the following:

Tests

Exercises

Reports

LAB reports

Presentations

Research tasks

Written Examination

VCE Subject VET Sport and Recreation (Rugby Academy)

SCOPE OF STUDY:

Upon successful completion students will receive a Certificate III in Sport

and Recreation. The certificate provides students with the skills and

knowledge that will enhance their employment prospects in the sports and

recreation industries.

Students will complete this certificate through the Fountain Gate Secondary

College Rugby Program.

RECOMMENDATIONS:

Unit 1: Successful completion Cert II Sport and Recreation during Year 10

Rugby Academy

Unit 2: Completion of Unit 1 Cert III Sport and Recreation.

UNIT OVERVIEW:

Unit 1: Unit of Competencies covered:

SISXIND006 - Conduct sport, fitness or recreation events SISSSOF101

- Develop and update officiating knowledge BSBWOR301 - Organise

personal work priorities and development HLTWHS001 - Participate

in workplace health and safety

Unit 2: Unit of Competencies covered:

HLTAID003 - Provide first aid SISXCCS001 -

Provide quality service

SISXEMR001 - Respond to emergency situations

ICTWEB201 - Use social media tools for collaboration and engagement

SISXCAI003 - Conduct non-instructional sport, fitness or recreation sessions


can give me more


subject?

Mr. M. Ritani

TRAINING MAY INCLUDE:

First aid

Coaching

Warm-up and cool-down programs

Plan and conduct programs

Fitness programs

Specific rugby activities

ASSESSMENT TASKS

A combination of the following:

Tests

Exercises

Reports

LAB reports

Presentations

Research tasks

Written Examination

VCE Subject VET Dance

QUALIFICATIONS:

Students who successfully complete Units 1-4 of this study will re-

ceive:

CUA20113 Certificate II in Dance with selected units of competency

from the CUA30113 Certificate III in Dance

The subject also provides VCE units and a study score, which can be

used towards an ATAR.

DESCRIPTION:

Certificate II in Dance aims to provide students with the technical and

performance skills to begin the process of establishing a career in the

entertainment industry. Students will learn the necessary knowledge

and skills to enable them to participate in a variety of dance routines.

Units 1 and 2 of the program include developing basic levels of physi-

cal condition for dance performance and basic dance techniques,

sourcing information on the history and theory of dance and applying

it to an area of work. Units 3 and 4 offers scored assessment and in-

corporates units such as sourcing and applying entertainment indus-

try knowledge, preparing for a dance performance, refining basic

dance techniques and applying basic dance techniques for perfor-

mances.

PATHWAYS / CAREER OPPORTUNITIES:

VCE VET Dance will prepare you to audition for further (tertiary)

training as a dancer, dance teacher or choreographer. This course will

give you a taste of what the industry is like so you can work out if you

want to pursue dance as a career.


can give me more


subject?

Ms. G Gulen

The Careers & Pathways Team


UNITS 1 & 2 Work effectively with others

Develop basic dance techniques

Follow safe dance practices

Develop a basic level of physical condition for dance performance

Perform basic jazz dance technique

Perform basic contemporary dance tech-nique

UNITS 3 & 4 Prepare self for performances

Incorporate artistic expression into basic dance performances

Develop and apply creative arts industry knowledge

Develop audition techniques

Increase depth of jazz technique

Increase depth of contemporary dance technique

VCE Subject VET Allied Health

QUALIFICATIONS:

Students who successfully complete Units 1-4 of this study will re-

ceive:

HLT33015 Certificate III in Allied Health Assistance (partial comple-

tion)

The subject also provides VCE units and a study score, which can be

used towards an ATAR.

DESCRIPTION:

Certificate III in Allied Health Assistance provides students with the

knowledge and skills that will enhance their employment prospects

in the Health industry. These qualifications cover workers who pro-

vide assistance to allied health professionals and other health profes-

sionals with the care of clients.


Upon successful completion of the Certificate III in Allied Health As-

sistance you will be prepared for further training to establish your

career in a range of health fields. This course has pathways, and pos-

sible credit into further study in allied health, remedial massage and

nursing.

STRUCTURED WORKPLACE LEARNING:

This course requires a minimum of 80 hours of structured workplace

learning (40 hours in Year 11, and 40 hours in Year 12).


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subject?



UNITS 1 & 2 Communicate and work in health or com-munity service

Comply with infection prevention and con-trol policies and procedures

Participate in workplace health and safety

Assist with movement

Organise personal work priorities and devel-opment

Maintain a high standard of service

Respond effectively to behaviours of con-cern

UNITS 3 & 4 Interpret and apply medical terminology appropriately

Recognise healthy body systems

Take clinical measurements

VCE Subject VET Information, Digital Media and Technology

QUALIFICATIONS:

Students who successful complete Units 1-4 of this study will receive: ICT20115 Certificate II in Information, Digital Media & Tech-nology ICT30118 Certificate III in Information, Digital Media and Technology (partial completion) The subject also provides VCE units and a study score,

which can be used towards an ATAR.

DESCRIPTION: This course will equip the student with comprehensive skills and knowledge to enter the information and communica-tions technology (ICT) field. The course provides the intro-ductory skills and knowledge with an emphasis on ICT sup-port and computer networking. The course incorporates theoretical, practical and hands-on training in areas such as PC hardware and software maintenance; server administra-tion; client operating systems; and workplace skills. PATHWAYS / CAREER OPPORTUNITIES: Areas of employment may include working in personal computer support or network systems administration. With additional training and experience future employment op-portunities may include front end developer, hardware de-veloper, systems analyst, website developer, helpdesk officer.


can give me more


subject?

Mr. Coggins



UNITS 1 & 2 Participate effectively in WHS communica-tion and consultation

Work and communicate effectively in an ICT environment

Run standard diagnostic tests

Install and manage network protocols

Care for computer hardware

Provide basic system administration

UNITS 3 & 4 Create user documentation

Install and optimize operating software

Provide ICT advice to clients

Maintain equipment and software

Install, configure and secure a small office or home office network

Determine and action network problems

VCE Subject VET Business

QUALIFICATIONS:

Students who successfully complete Units 1-4 of this study

will receive:

BSB20115 Certificate II in Business

BSB30115 Certificate III in Business (partial completion)

The subject also provides VCE units and a study score,

which can be used towards an ATAR.

DESCRIPTION:

This course will provide students with the knowledge, skills,

and competency that will enhance their training and em-

ployment prospects within a broad range of business and

industry settings.


This course provides a pathway into training and employ-

ment in business and related industries. Potential occupa-

tions may include administration or clerical assistant, data

entry operator, office junior or receptionist. Roles for expe-

rienced professionals in this industry may include personal

assistant, medical secretary, legal clerk or information desk

manager.


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subject?



UNITS 1 & 2 Contribute to the health and safety of self and others

Work effectively in a business environment

Handle mail

Create and use spreadsheets

Use digital technologies to communicate remotely

Identify suitability for micro business

Participate in environmentally sustainable work practices

Organise and complete daily work activities

Work effectively with others

Use business technology

UNITS 3 & 4 Deliver and monitor a service to customers

Organize workplace information design and produce business documents

Recommend products and services

Organise personal work priorities

Contact Us

For further information about VCE Transition and support services contact the Senior

School Team:

Yasar Duyal VCE Assistant Principal [email protected]

Steve Lowe Senior Student Manager [email protected]

Hagger Mahmoud Senior Student Manager [email protected]

Katherine Smith Senior Student Manager [email protected]

Daniel Hickey Senior Student Manager [email protected]

Hindi Zarkovic VCE Support Administrator [email protected]

For further information about Careers and Pathways please contact:

Miss Kate Taylor Careers and Transitions Leader [email protected]

Mr. Pete Hanratty

College Principal Miss Kate Taylor

Careers and Transitions Leader

fountain gate secondary ollege subject handbook

Documents