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WARRAGUL REGIONAL COLLEGE Community | Achievement | Respect | Effort

A Proud History, a Bright Future

www.wrc.vic.edu.au

2021 VCE COURSE HANDBOOK

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VISION

Warragul Regional College will be the school of choice for our community because we will develop talents, nurture curiosity and empower individuals to follow their passion. To do this we will be more like a garden than a factory – we will nurture the learning experience suited to each student. We believe learning is growing.

The purpose of Warragul Regional College is to provide for active and creative engagement in learning within a safe, caring environment.

Through diverse curriculum we strive to develop personal skills and promote excellence. Our aim is to enable all students to effectively participate in a rapidly changing world.

At Warragul Regional College we value:

Community: We take care of each other

Achievement: We strive for excellence

Respect: We respect people and property

Effort: We work hard

We expect all members of our learning community to demonstrate these values every day.

The college is a leading school in this state in implementing a safe collaborative and inclusive environment with students having a strong sense of belonging, identity, self-worth and voice.

Underpinning this commitment is School-Wide Positive Behaviour Support (PBS) and membership of the Safe School’s Coalition. These initiatives promote health, wellbeing and social inclusion for every member of the Warragul Regional College community.

PURPOSE OF THE COURSE HANDBOOK The aim of this Course Handbook is to provide you with introductory information around pathway and subject selection for 2021. There is key VCE and subject information for you to read over and discuss with your family and teachers. For 2021 Year 11’s you will use this book to ear mark a series of subjects you are interested in to be discussed and a Course Counselling Interview to be scheduled on Compass. At this meeting you will discuss and select your future pathway with a senior member of staff. For 2021 Year 12’s your course should remain largely the same as in 2020. If you do wish to make a change, please read this Handbook and speak with your Student Advocate to set up a meeting time to ensure your program will still meet the requirements of the VCE.

ADDITIONAL SOURCES OF INFORMATION In making this decision please consider the following other sources of information:

• VCAL Handbook • VET Handbook • Your CARE Group Teacher

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VCE TERMS TO KNOW

Assessment Guide Published by the VCAA for each Unit 3/4 study. It contains both general and specific assessment information for the school assessment in each study. Assessment of Units 1/2 All assessment in these units is school-based. Satisfactory completion is reported to VCAA. Levels of achievement will be reported at the school level. Completion of Units - Possible results S - All learning outcomes in the unit have been achieved N - One or more of the learning outcomes has not been achieved OR there is a significant breach of attendance or authentication rules. J - The student has left school without formally withdrawing from the VCE, or is no longer attending class and has submitted no work for assessment. The General Achievement Test (the GAT) The GAT must be undertaken each year by every student at any year level who is studying one or more unit 3/4 subjects. Graded Assessment of Units 3&4 SAC - school-assessed coursework, completed mainly in class time SAT - school-assessed task involving production of folios, models, products etc Examinations - conducted and assessed externally by the VCAA. Learning Outcomes What a student must know, or be able to do, in order to complete a unit as specified in the VCAA study design for that unit. Satisfactory Completion of Units All VCE studies require the achievement of a set of outcomes in each unit. This will be determined by the subject teacher on the basis of performance on school-

based assessment tasks. The decision to award an S for the unit is distinct from the assessment of levels of achievement in that unit. Semester Deadlines These are dates by which all outcomes must be demonstrated in order to satisfactorily complete a unit studied in that semester. Submission of evidence after this date requires both teachers and VCE Leaders approval. Studies The subjects available in the VCE. Study Design Published by the VCAA for each study. It specifies the content for the study and how students’ work is to be assessed. Study score A score from zero to 50 is determined in a unit 3&4 study which shows how a student performed, relative to all other students doing that same study. It is based on that student’s results in examinations and school assessments and is calculated by the VCAA. Units Each study consists of 4 units. Units 1 and 2 are at Year 11 level, and may be studied independently. Units 3&4 must be studied together, usually in Year 12, and are called a sequence. VCAA The Victorian Curriculum and Assessment Authority is responsible for all aspects of the accreditation and administration of the VCE. Website: www.vcaa.vic.edu.au

VCAL The Victorian Certificate of Applied Learning is a separate senior secondary certificate which can be completed instead of VCE. It comprises units which focus on work related skills and personal development. VCAL students can complete VCE and VET units and modules within the VCAL pathway. There is a separate VCAL handbook and

enrolment process please refer to this document if you are interested in this pathway. VCE VET Studies Vocational Education and Training (VET) studies may be undertaken as an integral part of a VCE program. Some of these programs may require students to study off-campus for part of their program.

IMPORTANT DATES FOR 2021 (APPROXIMATE)

SEMESTER 1 School Assessed Task Deadline Friday 4th June Semester 1 Deadline for all Units 1/3 Friday 11th June

SEMESTER 2 School Assessed Task Deadline Friday 9th October Semester 2 Deadline for Unit 4 Friday 22nd October Semester 2 Deadline for Unit 2 Friday 2rd November Last Day for Year 12 Friday 26th October

EXAMINATION PERIODS Year 12 The GAT: Wednesday13th June October Performance/LOTE Oral Examinations: Begin Monday 8th October – Sunday 4th November November Written Examinations: Wednesday 31st October – Friday 23thNovember SAMPLE CERTIFICATE & STATEMENT OF RESULTS

All students currently enrolled

in a Unit 3/4 subject

will receive in term 4 a

VCE Exams Navigator

and an

Individual Exam Timetable

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CAREER COUNSELLING

The College has a well-equipped Careers Office supported by experienced Careers Teachers. Students are invited to visit on a regular basis to discuss pathway options and utilise the resources. This information is vital as many career pathways require pre-requisite studies.

The Victorian Tertiary Admissions Centre (VTAC), VTAC Prerequisites and TAFE guides are available from the Careers Centre. Students are advised to check the suitability of their unit choices for Tertiary/TAFE requirements. Details of VCE/VET/VCAL courses are included in this book.

Career counselling is available by appointment only. Please contact Sarah Taylor or Mark Paynter at the Career Office – phone 5623 9900 or email [email protected]. For more information regarding the range of pathways contact 5623 9900

mailto:[email protected]

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YEAR 11 & 12 VICTORIAN CERTIFICATE OF EDUCATION (VCE) The VCE is a certificate that is studied over a minimum of two years and is the pathway most senior students undertake. It is well recognised as the traditional secondary school certificate. It provides the pathway to university as well as TAFE and work. Many students choose to start their certificate in Year 10. The final certificate is awarded at the end of Year 12.

To complete their VCE, students must satisfactorily complete at least 16 units. This must include at least:

• Three units from the English group, with at least one unit at Unit 3 & 4 level.

• Three sequences of units 3 & 4 (other than English).

FIRST YEAR VCE STUDENTS (YEAR 11) First year VCE students will need to select a program which meets their needs and the requirements of the two year certificate. Over at least two years, students will attempt up to 24 units, including four units from the English group. The remaining units are the students’ choice.

The normal course for a student at WRC is to take twelve level 1 & 2 units in the first year, and ten level 3 & 4 units in the second year. A mixture of unit levels is possible at Year 11 (units 1 & 2) but level 3 & 4 units must be taken together as a sequence. Students may take longer than two years to complete their VCE without penalty.

Students who have studied a Unit 1 & 2 in Year 10 are encouraged to take up the challenge of completing a Unit 3 & 4 sequence in Year 11. By doing this, students get early experience of what the structure of second year of VCE will be like, as well as achieving additional units for calculation in their ATAR score. Students who are intending to study a unit 3 & 4 sequence are advised to speak to the teacher of that sequence to determine suitability.

Year 11 students have formal classes on Monday, Tuesday, Thursday, Friday and Wednesday morning. On Wednesday afternoon, students have a study period after lunch. On this day, notice may be given to student to allow additional tasks to be completed. Without this notice, students may be permitted to choose to study at home. Students who are studying VET will not have timetabled classes on Wednesdays as this will be the day that they are at their training institution.

SECOND YEAR STUDENTS (YEAR 12) Second year VCE students select English 3 & 4 or Literature 3 & 4 plus at least four level 3 & 4 sequences other than English. It is advised that a student who is interested in Literature, should also be doing English.

At Warragul Regional College, students complete at least FOUR sequences at level 3 & 4 plus English 3 & 4 or Literature 3 & 4. This increases likelihood of a higher ATAR and also allows students greater choice at midyear. Students will have 5 study periods per week.

Some VET studies may also contribute to a student’s ATAR. When selecting Unit 3 & 4 studies, students must select their courses carefully, as once their year starts it is potentially more difficult to make changes and achieve success.

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ASSESSMENT Units 1 and 2 may be completed as single units but units 3 and 4 must be taken as a sequence.

Each VCE unit has a set of two to four outcomes which statements are assessed against. The award of satisfactory completion of a unit is based on the decision that the student has demonstrated achievement of these outcomes. This decision will be based on the teacher's assessment of the student's overall performance on assessment tasks and the designated class work for the unit.

The College will give grades to assessment tasks and exams in units 1 & 2. These grades do not contribute to the overall ATAR score, which is determined solely on a student’s achievement in units 3 & 4. Grades for units 1 & 2 give the student an indication of his/her progress and will be shown in the end of semester report to parents.

The school, in accordance with Victorian Curriculum and Assessment Authority’s (VCAA’s) requirements, determines satisfactory completion of units. This includes satisfying the attendance requirement.

ASSESSMENT OF UNITS 3 AND 4 In addition to meeting each unit’s outcomes, students' level of achievement for units 3 and 4 sequences will be graded using school based assessment and external examinations.

Each study has three or four assessment components, (which includes at least one external examination and assessment of units 3 & 4 coursework). Some studies also have performance or oral examinations, or extended assessment of folio or practical work.

SCHOOL ASSESSED COURSEWORK (SAC) POLICY

SAC PREPARATION

Students are expected to be adequately prepared to undertake each SAC. Examples of the required SAC preparation are:

• Students must demonstrate learning for each dot point in the study design criteria

• Students must complete a minimum of coursework prior to sitting the SAC

• Students must complete the designated SAC preparation task.

If a student does not complete the required preparation tasks, they will not be permitted to sit the SAC. Students who do not complete the required preparation work prior to a SAC must receive a zero for the task. They will still have to complete a task at a future date to receive a satisfactory result for the outcome.

As the SAC date approaches, if the teacher judges that a student is unlikely to complete the required SAC preparation tasks, the teacher must contact the student’s parents and notify the Team Leader.

SAC COMPLETION Students are expected to complete SACs on the nominated date(s). If a student is not able to complete a SAC on the nominated date(s), the following procedures must be followed:

SACs on a single date - If a student is unable to complete a SAC on the nominated date, they must complete a ‘SAC at a Later Date” form and submit it to the Year Level Team Leader with appropriate to support why they are entitled to special arrangements. Appropriate evidence includes (e.g. Medical certificate, confirmation of funeral), the student will be permitted to sit the same task or an alternate task determined by the teacher on a date negotiated with the teacher. The task is to be assessed as normal.

Students who are not able to provide appropriate evidence will receive a zero score for the SAC, but may still complete the task or an alternate task to gain a satisfactory result for the outcome. Being behind in work, truancy, driving lessons or unexplained absences are not valid reasons for missing a SAC.

SACs over multiple dates - If students miss a class during a multiple session SAC, they are not entitled to make up the time unless they provide sufficient evidence to the Year Level Team Leader to support why they are entitled to special arrangements.

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SPECIAL PROVISION Special Provision is a method of giving second year VCE students’ consideration in assessments for circumstances which are beyond their control.

Students in this position must speak to the Teaching, Learning and Curriculum Leader, or the VCE Learning Leader who will give them further details on how special provision may apply to them.

Ways in which special provision can assist is through:

• Rescheduling of assessment tasks

• Setting alternative or substitute tasks

• Allowing more time to complete tasks

• Allowing the use of different arrangements to complete an assessment task.

ATTENDANCE Each unit in VCE prescribes a minimum of 50 hours of class instruction time. It is expected that students will be attending all scheduled classes. If for exceptional circumstances a student cannot attend class, medical certificates or equivalent must be provided. To cater for exceptional circumstances the College policy is to attend a minimum of 75% of all classes. Absence from class includes absence caused through any school activity as well as personal or medical absences. Students with less than 75% attendance will not have met the attendance requirement for each unit and will therefore receive an unsatisfactory result. If all class work has been completed, they can then apply to the VCE panel to approve their absences. Supporting evidence must be provided with the application.

Students with long term medical issues need to make arrangements for completion of class work. Long term absences for any reason, make it difficult for a student to complete and have a teacher authenticate their work. This will then make it difficult to satisfy the outcomes for the unit.

VCE REPORTING Assessment will be communicated to parents via 6 progress reports and 2 semester summary reports per year. Unit 3 & 4 end of year reports will be provided by VCAA. Ongoing feedback will be provided throughout each semester on individual assessment tasks via the school’s Compass Portal.

The progress report is a snapshot of a student’s progress in an approximate 5 week period and allows students, teachers and parents to identify areas of strength and areas of concern. This then allows students to work on their weaknesses in an effort to improve and prevent unsatisfactory results in each unit. Progress reports are a snapshot of a student’s overall progress not their academic results. Academic results will be communicated to you via the Learning Tasks Tab of each subject on the Compass Portal.

Two Parent – Teacher - Student evenings in Terms 2 and 3 will also be held to allow parents to discuss their child’s progress. Parents are also welcome to contact the college at any time to make an appointment to discuss any concerns.

The VCE certificate is received in the mail on completion of the course and after a student has satisfied all the requirements.

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VCE UNITS OFFERED IN 2021

It is expected that classes for most of the units shown in this handbook will be available at the College in 2020. A

unit will be withdrawn if there is insufficient demand to form a viable class. VCE units not offered in regular classes

at the College may still be undertaken by a highly dedicated student through Distance Education or through special

arrangements with individual teachers.

Accounting 1-2

Agriculture & Horticultural Studies 1-4

Art 1-4

Biology 1-4

Business Management 1-4

Chemistry 1-4

Applied Computing 1 - 4

Data Analysis 3 -4

Drama 1-4

Economics 1 -2

English 1-4

Environmental Science 1- 4

Food Studies 1-4

Health and Human Development 1-4

Ancient History 1-2

History 20th Century 1-2

History Revolutions 3-4

Legal Studies 1-4

Literature 1-4

Mathematics Foundation 1-2

Mathematics General 1-2

Mathematical Methods 1–4

Further Mathematics 3–4

Specialist Mathematics 1–4

Media 1–4

Music Investigation 3–4

Music Performance 1-4

Outdoor & Environmental Studies 1-4

Philosophy 1-4

Physical Education 1-4

Physics 1–4

Product Design & Technology (Metal/Wood/Textiles)1-4

Psychology 1–4

Studio Arts (Photography) 1–4

Theatre Studies 1-4

Visual Communication Design 1-4

A VET Certificate

ENROLMENT IN THE ENGLISH GROUP IS COMPULSORY IN A NORMAL TWO YEAR VCE PROGRAM ENHANCEMENT STUDIES Enhancement Studies are available for capable and eligible second year VCE students in association with Monash University. Please discuss this option with the careers staff.

VCE UNITS Below are extracts from the relevant study designs. Please refer to the full study designs located on the VCAA website at: http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

ACCOUNTING (Units 1&2)

Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses. VCE Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/investigative accounting, taxation, environmental accounting, management and corporate or personal financial

Structure / Units Unit 1: Role of accounting in Business This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors. Unit 2: Accounting and decision-making for a trading business In this unit students develop their knowledge 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 use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

• Unit 3 school-assessed coursework – 25%


• End of year examination – 50%. What can this lead to? VCE Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/investigative accounting, taxation, environmental accounting, management and corporate or personal financial

AGRICULTURE & HORTICULTURE (UNITS 1-4)

VCE Agricultural and Horticultural Studies takes an interdisciplinary approach to the exploration of food and fibre production, with an overarching focus on land cultivation and the raising of plants and animals through evidence-based, sustainable and ethical practices. Students consider the role of agriculture and horticulture from local, state, national and global perspectives. This study focuses on the rapid rate of change in the agriculture and horticulture industries and the increasing application of innovation and data-driven initiatives. Students conduct primary and secondary research to design and evaluate sustainable practices, understand challenges and current issues, propose solutions and determine best practice.

Structure / Units Unit 1 – Change and Opportunity In this unit students develop their understanding of Australia’s agricultural and horticultural industries and research the opportunities and practical realities of working in the sector. They consider sources of food and fibre indigenous to Victoria prior to European settlement, and current and past perceptions of Australian agricultural and horticultural industries. Students explore contemporary career pathways and professional roles, with a focus on innovation and creative problem solving in the face of change and challenge. Unit 2 – Growing Plants and Animals In this unit students research plant and animal nutrition, growth and reproduction. They develop an understanding of the conditions in which plants and animals grow and reproduce, and of related issues and challenges. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Unit 3 – Securing the Future In this unit students examine the role of research and data, innovation and technology in Australia’s food and fibre industries. They also look at practices that mitigate risk and protect the viability of these industries. Innovation is considered in the context of problem solving and finding solutions to challenges faced by food and fibre producers in Australia and globally. Students research Australia’s past responses to such challenges, analysing responses leading to successful outcomes as well as those with unforeseen consequences. Unit 4 – Sustainable Food and Fibre Production In this unit students examine sustainability in terms of land management, as well as its role in food and fibre industries. Sustainability is a holistic concept with environmental, economic and social dimensions. Students research the effects of climate change on food and fibre production through case studies of effective responses to this and other environmental challenges. Students investigate environmental degradation and approaches to sustainable land management and rehabilitation. They study ecosystems, the importance of biodiversity and the applicability of environmental modification techniques. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence.




• End of year examination – 40%. What can this lead to? The broad applied nature of the study of agribusiness operations prepares students to make decisions about career opportunities or further studies in agriculture, horticulture, land management, agricultural business practice and natural resource management. Why choose this subject? Choose this subject if you are interested in learning about interdisciplinary skills and knowledge of technology, science, economics and business management, marketing, geography and information and communications technology (ICT) and designing, developing and managing an agricultural and/or horticultural business.

ART (Units 1-4)

Art is an integral part of our lives where we are able to communicate personal experiences, ideas, cultural values and beliefs. Students will apply their knowledge and investigations to inform their art making. It provides an opportunity to investigate the role of art in history and contemporary cultures.

Structure / Units Unit 1 In this unit students focus on artworks as objects and examine how art elements, art principles, materials and techniques and artistic processes communicate meaning.

Unit 2 In this unit students use the Cultural Framework and the Contemporary Framework to examine the different ways that

Unit 3 In this unit students study selected artists who have produced works before 1990 and since 1990.

Unit 4 In this unit students study artworks and develop and expand upon personal points of view. They support their point of view and informed opinions about art ideas and issues with evidence. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.


• Unit 3 and 4 School-assessed Coursework: 20 per cent

• Units 3 and 4 School-assessed Task: 50 per cent

• End-of-year examination: 30 per cent. Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? VCE Art can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Why choose this subject? Choose this subject if you are interested in exploring and experimenting using art forms, materials, techniques and processes, students progressively develop your own artworks and develop an awareness of appropriate health and safety practices.

Expected Cost: $40 per unit

BIOLOGY (UNITS 1-4)

Biology seeks to understand and explore the nature of life, past and present. VCE Biology enables students to investigate the dynamic relationships between organisms, their interactions with the non-living environment, and the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity

Structure / Units Unit 1 – How do living things stay alive? In this unit students explain what is needed by an organism to stay alive. Students examine the cell as the structural and functional unit of life and the requirements for sustaining cellular processes in terms of inputs and outputs. Students consider how the planet’s biodiversity is classified and investigate the factors that affect population growth.

Unit 2 – How is continuity of life maintained? In this unit students focus on asexual and sexual cell reproduction and the transmission of biological information from generation to generation. They consider the role of genetic knowledge in decision-making about the inheritance of various genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

Unit 3 – Signatures of Life In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions.They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. . At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

Unit 4 – Continuity & Change In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

Entry There are no prerequisites for entry to Units 1, 2 and 3, although it is highly recommended that students complete units 1 & 2 before studying Units 3 & 4. Students must do Unit 3 before Unit 4.




• End of year examination – 60%.

What can this lead to? The study of biology prepares students for continuing studies in bioscience and entry into the workforce in a wide range of careers, including those not normally thought of as depending on bioscience.

Why choose this subject? Choose this subject if you are interested in learning about dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity.

BUSINESS MANAGEMENT (UNITS 1-4)

Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various ways resources can be managed in small, medium and large-scale organisations.

Structure / Units Unit 1: Planning a business In this area of study students investigate how business ideas are created and how conditions can be fostered for new business ideas to emerge. New business ideas are formed through a range of sources, such as identifying a gap in the market, technological developments and changing customer needs. Students explore some of the issues that need to be considered before a business can be established. Unit 2: Establishing a business In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years. Unit 3: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Unit 4: Transforming a business In this area of study students develop their understanding of the need for change. Managers regularly review and evaluate business performance through the use of key performance indicators and use the results to make decisions concerning the future of a business. Managers can take both a proactive and reactive approach to change. Students investigate the ways a business can search for new business opportunities as a source of future business growth and consider current forces for change on a business. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.


• Unit 3 school-assessed coursework - 25%


• End of year examination – 50%. What can this lead to? The study of business management can lead to a career in marketing, business development or related fields. Why choose this subject? Choose this subject if you are interested in learning about running your own business, career in business, how businesses operates and making money.

CHEMISTRY (UNITS 1-4)

VCE Chemistry enables students to explore the relationship between materials and energy through four themes: the design and composition of useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon-based compounds as important components of body tissues and the materials used in society. VCE Chemistry enables students to explore the nature of chemicals and chemical processes.

Structure / Units

Unit 1: How can the diversity of materials be explained? In this unit students investigate the chemical properties and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts in chemistry.

Unit 2: What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis.

Unit 3: How can chemical processes be designed to optimise efficiency? The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Unit 4: How are organic compounds categorised, analysed and used? Carbon is the basis of the diverse compounds found in living tissues and in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, reactions and uses of the major families of organic compounds including those found in food.

Entry There are no prerequisites for entry to Units 1, 2 and 3 although it is highly recommended that students complete units 1 & 2 before studying Units 3 & 4. Students must do Unit 3 before Unit 4.





What can this lead to? Chemistry permeates numerous fields of endeavour, including agriculture, art, biochemistry, dietetics, engineering, environmental studies, food, forensic science, forestry, horticulture, law, medicine, oceanography, pharmacy, sports science and winemaking.

Why choose this subject? Choose this subject if you are interested in learning about what it means to be a scientific researcher, working as a member of a community of practice, including insight into how new ideas are developed and investigated, and how evidence or data collected is used to expand knowledge and understanding of chemistry.

APPLIED COMPUTING (UNITS 1&2) & DATA ANALYTICS (UNITS 3&4)

VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.

Structure / Units Unit 1 – Applied Computing In this unit 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.

Unit 2 – Applied Computing In this unit students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

Unit 3: Data Analytics Students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

Unit 4: Data Analytics In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

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

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based.

• Unit 3 & 4 school assessed coursework – 20%

• Unit 3 & 4 school assessed task – 30%

• End of year examination – 50% What can this lead to? VCE Applied Computing provides pathways to further studies in IT and to careers in ICT-based areas as well as IT use and support throughout many other industries. Why choose this subject? Choose this subject if you are interested in learning about the processing of data and the management of information and information systems, and having a career in analysis, design and development of systems for all industries.

Expected Cost: Data Analytics Units 3&4 $10 per unit

DRAMA (UNITS 1-4)

This study provides students with the opportunity to examine and explore the ways in which drama gives form to and makes meaning of a range of social, political, cultural and historical contexts. It focuses on the development of expressive skills and the development and performance of imagined characters. Structure / Units Unit 1 – Dramatic Storytelling In this unit, students create, present and analyse a devised performance that includes real or imagined characters, based on stimulus material that reflects personal, cultural and / or community experiences and stories. Unit 2 – Non-naturalistic Australian Drama This unit focuses on the use and documentation of the processes involved in constructing a solo or group performance that uses non-naturalistic performance styles based on a contemporary or historical Australian context. Unit 3 & 4 – Devised Non-Naturalistic Ensemble & Solo Performance In Unit 3 non-naturalistic drama from a diverse range of traditions is explored in the development of ensemble performance. The use of performance style, theatrical conventions and stimulus materials from a variety of cultural sources is explored in the development of a solo performance in Unit 4. Students will also analyse a professional performance from a prescribed list. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory Completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 3 & 4 is through:

• Unit 3 & 4 school-assessed coursework – 40%

• Unit 4 Solo Performance examination – 35%

• End of year written examination – 25% What can this lead to? The study of drama can provide pathways to training and tertiary study in acting, communication and drama criticism. Why choose this subject? Choose this subject if you are interested in learning about Set Design, Lighting and Tech, Costume Design, Acting and Performance.


ECONOMICS (UNITS 1&2)

Economics examines the role of consumers, businesses, governments and other organisations in the decision making about the allocation of resources, the production of goods and services and the effect that these decisions may have on material and non-material living standards. Developing students’ understanding of economics will enable them to appreciate the reasons behind these decisions and the intended and unintended consequences. Structure / Units Unit 1: The behaviour of businesses and consumers 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. Students explore some fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour. They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact.

Unit 2: Contemporary Economic Issues As a social science, economics often looks at contemporary issues where there are wide differences of opinion and constant debate. 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 investigate 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 consider the influence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. They consider the perspectives of relevant stakeholders and evaluate the validity of individual and collective responses to global issues.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.





What can this lead to? Economics can lead to a broad range of career opportunities such as stockbroking, insurance, business analysis, banking and finance, journalism and public policy.

Why choose this subject? Choose this subject if you are interested in learning about the factors that influence the actions of consumers, businesses and governments – especially in regards to the way money and resources are used.

ENGLISH (UNITS 1-4)

VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity. The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Structure / Units Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

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

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.






What can this lead to? Knowledge of how language functions provides a useful basis for further study or employment in numerous fields such as arts, sciences, law, politics, trades and education. The study supports language related fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It also supports study and employment in other communication-related fields, including designing information and communications technology solutions or programs.

Why choose this subject? Choose this subject if you are interested in learning about Writing, Literature, Debating, Media and Drama.

ENVIRONMENTAL SCIENCE (UNITS 1-4)

Environmental science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems. As well as an increased understanding of scientific processes, 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.

Structure / Units

Unit 1 How are Earth’s systems connected? In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured. Unit 2 How can pollution be managed? In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making. Unit 3 In this unit students focus on environmental management through the examination and application of sustainability principles. They explore the value and management of the biosphere by examining the concept of biodiversity and the services provided to all living things. They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species. Students use a selected environmental science case study with reference to the principles of sustainability and environmental management to explore management at an Earth systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere Unit 4 In this unit students analyse the social and environmental impacts of energy production and use on society and the environment. They explore the complexities of interacting systems of water, air, land and living organisms that influence climate, focusing on both local and global scales, and consider long-term consequences of energy production and use. Students examine scientific concepts and principles associated with energy, compare efficiencies of the use of renewable and non-renewable energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment, including climate change. Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation, test predictions, and recognise the limitations of provisional and incomplete data.

Entry There are no prerequisites for entry to Units 1, 2. Unit 3 must be completed before Unit 4

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based.

What can this lead to? The skills and understanding gained through studying environmental science can be used in diverse areas, for example landscape and building architecture, engineering and urban planning, environmental consultancy and advocacy. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography. Why choose this subject? Choose this subject if you’d like to explore the challenges that past and current human interactions with the environment will affect our future.

FOOD STUDIES (UNITS 1-4)

VCE Food Studies focuses on the importance of food in our daily lives from both a theoretical and practical point of view. The study enables students to apply their theoretical understanding of the relationship between food and technology as they develop skills in food preparation.

Structure / Units

Unit 1 Students investigate the origins and roles of food through time and across the world. Unit 2 In this unit students investigate food systems in contemporary Australia and use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products.

Unit 3 This unit investigates the many roles and everyday influences of food. Students explore the science of food – they consider the physiology of eating, the microbiology of digestion and appreciating food. They also study the influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments

Unit 4 In this unit students examine debates about global and Australian food systems. Students focus on issues related to the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land.



• Unit 3 School-assessed Coursework: 30 per cent


• End-of-year examination: 40 per cent.

Please note that studying this unit will incur a fee to cover the cost of materials.

What can this lead to? The study may provide a foundation for pathways to food science and technology, consumer science, home economics, child care and education, community services and aged care, the hospitality and food manufacturing industries, and nutrition and health studies.

Why choose this subject? Choose this subject if you are interested in developing your knowledge of the physical, chemical, sensory and functional properties and preparation of food.

Expected Costs:

Units 1&2 $70 per unit Units 3&4 $80 per unit

HEALTH & HUMAN DEVELOPMENT Health and Human Development enables students to investigate health and human development in local, Australian and global communities. Students explore the concept of ‘development’ as a continuum, that begins with individual human development and progresses to a societal level as well as the various factors that impact on individuals and societies achieving optimal health and development.

Structure / Units

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.

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 expectations that are part of the progression from youth to Adulthood

Unit 3 – Australia’s Health in a Globalised World This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry

Unit 4 –Health and Human Development in a Global Context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.



• Unit 3 school assessed coursework – 25%


• End of year examination – 50% What can this lead to? VCE Health and Human Development offers students a range of pathways and caters to those who wish to pursue further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession. Why choose this subject? Choose this subject if you are interested in learning about Health, Nutrition, Promotion of Health (Australia), Promotion of Health (Globally) and Lifespan stages.

HISTORY (UNITS 1-4)

History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures. Students use primary and secondary sources to inform their views and write analytical interpretations of particular periods of interest in history.

20TH CENTURY HISTORY (UNIT 1&2)

Structure / Units

Unit 1: Twentieth Century History: 1918 – 1939 Students explore the nature of political, social and cultural change in the period between the world wars. World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. Students analyse the post-war treaties that reshaped the world with new borders, movements, ideologies and power structures. Students will look at primary source documents and the views of historians to build an interpretation about the events that took place in this important part of history.

Unit 2: Twentieth Century History: 1945-2000 In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. Students will understand the political, social and economic factors that led to the rising and falling of tensions between the USA and USSR, which nearly resulted in a nuclear war.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. There is no restriction on the number of histories a student may study. Other units of History such as Revolutions Units 3 & 4 may be offered depending on interest and access to Distance Education.




• End of year examination – 50%. What can this lead to? VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society. Why choose this subject? Choose this subject if you are interested in learning about learn about your historical past, your shared history and the people, ideas and events that have created present societies and cultures.

ANCIENT HISTORY (UNITS 1&2) Structure / Units: Unit 1 – Ancient Mesopotamia In this unit, students explore Ancient Mesopotamia. The lands between the rivers Tigris and the Euphrates have been described as the ‘cradle of civilisation’. Although this view is now contested in ancient history and archaeology, the study of Ancient Mesopotamia provides important insights about the growth of cities. Students investigate the creation of city-states and empires. They also examine the invention of writing – a pivotal development in human history. Unit 2 – Early China Early China refers to what is known as the pre-imperial and early imperial periods. Historians and archaeologists refer to the pre-imperial period (up to 221 BC) as Ancient China. This unit begins with Ancient China and concludes with the end of the Han Empire in AD 220. It highlights the importance of primary sources (the material record and written sources) to historical inquiry about Early China. Students explore the development of civilisation in Ancient China through examination of key sources and the rise and fall of two empires in China: the Qin and the Han. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. There is no restriction on the number of histories a student may study. Other units of History such as Revolutions Units 3 & 4 may be offered depending on interest and access to Distance Education.





HISTORY REVOLUTIONS (UNITS 3&4) In these units, students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative of America (1754 - 1791) and Russia (1896 – 1924). They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. There is no restriction on the number of histories a student may study. Other units of History such as Revolutions Units 3 & 4 may be offered depending on interest and access to Distance Education.





LEGAL STUDIES (UNITS 1-4)

Structure / Units

Unit 1 – Guilt and liability In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2 – Sanctions, remedies and rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Unit 3 – Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4 – The people and the law In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.





• End of year examination – 50%. What can this lead to? Choose this subject if you are interested in learning about the processes of law-making, dispute resolution and the administration of justice in Australia. Study in this area can provide a foundation to pathways to research, policy development, social planning, teaching, advocacy, legal administration/paralegal and community education.

LITERATURE (UNITS 1-4)

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 meaning, 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 provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts.

Structure / Units Unit 1 - Approaches to literature In this unit students focus on the ways the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Unit 2 - Context and connections In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.

Unit 3 - Form and transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms.

Unit 4 - Interpreting texts In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts






What can this lead to? Knowledge of how language functions provides a useful basis for further study or employment in numerous fields such as arts, sciences, law, politics, trades and education. The study supports language related fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It also supports study and employment in other communication-related fields, including designing information and communications technology solutions or programs.

MATHEMATICS (UNITS 1-4)

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts.

Structure / Units Students have a choice of 3 Mathematics at Units 1 & 2 Level and again for Units 3 & 4. There are no restrictions on the number of Mathematics units that can be counted as credit towards the award of the VCE; however there may still be restrictions on the number of units that may be counted towards your ATAR score.

Foundation Mathematics (Units 1&2) Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. This course is designed to complement General Mathematics and Mathematical Methods. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’.

General Mathematics (Units 1&2) General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 and 4 level. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’.

Further Mathematics (Units 3&4) Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data analysis’ and ‘Recursion and financial modelling’.

Mathematical Methods (Units 1-4)

Units 1 and 2 Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts.

Units 3 and 4 Mathematical Methods Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’..

Specialist Mathematics (Units 1-4)

Units 1 and 2 Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields.

Units 3 and 4 Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’, ‘Mechanics’ and ‘Probability and statistics’.

Entry There are no prerequisites for entry to Units 1 & 2, but it is advised that students attempting Mathematical Methods have completed Math Methods in Year 10. Students studying Further Mathematics should have completed Units 1 & 2 of either General Mathematics or Mathematical Methods. Students studying Mathematical Methods and/or Specialist Mathematics should have completed Units 1 & 2 of Mathematical Methods Students intending to study Specialist Mathematics must also study Mathematical Methods.


Further Mathematics



• End of year examination 1 (Facts, skills & applications) – 33%

• End of year examination 2 (Analysis task) – 33%

Mathematical Methods



• End of year examination 1 and 2 - 66%

General Mathematics (Specialist)



• End of year examination 1 and 2 – 66% What can this lead to? Study in this area can provide a foundation to pathways to becoming an engineer, statistician, teacher, lecturer, accountant, banker and other careers in these areas. Why choose this subject? Choose this subject if you are interested in learning about the function and pattern in number, logic, space and structure.

MEDIA (UNITS 1-4)

VCE Media has been designed to provide students with the opportunity to develop critical and creative knowledge and skills through individual and group design and production of media representations and products. Students will focus on the relationships between audiences, media, society and culture and the changing nature of media products, types and productions.

Structure / Units

Unit 1 –Representation & Technologies of Representation In this unit, students develop an understanding of the relationship between the media, audience, emerging technology and the representations present in media forms. Students also develop practical and analytical skills in a study of the production of media products.

Unit 2 –Media Production & the Media Industry Students in this unit develop an understanding of the specialist production stages and roles within the organisation of media production. Students develop practical skills through undertaking assigned roles during their participation in a media production and analyse issues concerning the stages and roles in the media production process.

Unit 3- Media narratives and pre-production Students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language.

Unit 4 - Media production and issues in the media Students focus on the production and post-production stages of the media production process bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Entry There are no prerequisites for entry to Units 1, 2 and 3.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through

• Unit 3 and 4 School-assessed Coursework: 20 per cent

• Units 3 and 4 School-assessed Task: 40 per cent

• End-of-year performance examination: 40 per cent.

Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? This study is relevant for students who wish to pursue further formal study at tertiary level or in vocational education and training settings.

Why choose this subject? Choose this subject if you are interested in learning about Film Production, Communications and Media Industries, Print design and production, Magazine production and Journalism and Advertising.


MUSIC INVESTIGATION (UNIT 3&4)

In this study students research performance practices relevant to a music style, tradition or genre. The music style, tradition or genre selected for study may be representative of music practice in a specific time, place or culture, and/or the work of a particular performer or composer. Students design an Investigation Topic as the basis for study of performance techniques and conventions, interpretative possibilities and contextual issues.

Structure / Units Unit 3 – In this unit students design and conduct an investigation into performance practices that are characteristic of a music style, tradition or genre. They describe and explore their selected Investigation Topic and its practices through critical listening, analysis and consideration of technical, expressive and contextual issues, and through composition, improvisation or arrangement and performance.

Unit 4 – In this unit students refine the direction and scope of their end-of-year performance program. They also compose, improvise or arrange and perform a work that is characteristic of the music style, tradition or genre they are investigating and continue developing their understanding of relevant performance practices.

Entry There are so prerequisites for entry to Unit 3. Students must do Unit 3 before Unit 4.

Satisfactory completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment for Units 3 & 4 is through:



• End-of-year performance examination: 50 per cent.

What can this lead to? Whether you are an aspiring professional musician or plan to use music as alongside other studies, VCE Music will provide the necessary skills and confidence to achieve this. Some career paths for studying music are – Music teacher, professional musician, music arranger, music producer, music composer, music therapist, or as a stepping stone to other arts subjects at university.

Why choose this subject? Choose this subject if you enjoy performing music, have a base of music theory, and want to focus on specific area of music.

MUSIC PERFORMANCE (UNITS 1-4)

Music Performance Units 1 to 4 aims to broaden and enrich students’ musical experience, to assist students to develop personal awareness of the expressive and aesthetic qualities of music and to encourage a life-long engagement with music and music making.

Structure / Units Unit 1 This unit focuses on building students’ performance and musicianship skills to present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges.

Unit 2 This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance.

Unit 3 This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces.

Unit 4 This unit focuses on further development and refinement of performance and musicianship skills. Students focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces.

Entry There are so prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through: • Unit 3 School-assessed Coursework: 20 per cent • Unit 4 School-assessed Coursework: 10 per cent • End-of-year performance examination: 50 per cent • End-of-year aural and written examination: 20 per cent.

What can this lead to? Whether you are an aspiring professional musician or plan to use music as alongside other studies, VCE Music will provide the necessary skills and confidence to achieve this. Some career paths for studying music are – Music teacher, professional musician, music arranger, music producer, music composer, music therapist, or as a stepping stone to other arts subjects at university.

Why choose this subject? Choose this subject if you are interested in performing music and learning a wide range of music theory, styles and techniques.

OUTDOOR & ENVIRONMENTAL STUDIES (UNITS 1-4)

This study explores the relationships humans have with the outdoor environment and how they are subject to both minimal and extensive human intervention. Outdoor recreation activities are undertaken to create learning experiences which enable students to understand how human-nature relationships have been constructed.

Structure / Units

Unit 1 – Exploring Outdoor Experiences The unit provides an opportunity for students to explore outdoor experiences and how they differ from individual to individual. Factors that impact on motivation for exploring outdoor experiences will be studied.

Unit 2 – Discovering outdoor environments This unit focuses on characteristics of outdoor environments, human impacts on outdoor environments and how changes to nature affect people. The focus shifts from the individual’s personal relationship with the outdoor environment to society’s interaction with the outdoor environment.

Unit 3 – Relationships with Natural Environments The focus of this unit is the ecological, historical and social context of relationships between humans and outdoor environments in Australia. The impact of these relationships on outdoor environments is examined by reflecting on the changing nature of human interactions and relationships with and perceptions of the natural environment in Australia since human inhabitation.

Unit 4 – Sustainable Outdoor Relationships This unit focuses on the sustainable use and management of outdoor environments. It examines the contemporary state of environments in Australia, considers the importance of the maintenance of outdoor environments and examines the capacity of the outdoor environment to support the future needs of the world’s human population.





• End of year examination – 50% Please note that studying this unit will incur a fee to cover the costs.

What can this lead to? Outdoor and Environmental Studies offers students a range of pathways, and caters to those who wish to pursue further formal study in areas where interaction with outdoor environments is central, such as natural resource management, nature-based tourism, outdoor leading and guiding, environmental research and policy, education, and agriculture.

Why choose this subject? Choose this subject if you are interested in learning about Outdoor activities, Environmental issues, Conservation, Outdoor Environments and Tourism.


PHILOSOPHY (UNITS 1-4)

This study explores some of the most enduring and influential ideas that underpin some of society’s greatest achievements in ethics, science and the arts. This, together with learning to think critically and with an open mind, fosters the reflection necessary for deep insights and ethical decision-making at all levels of society. Structure / Units Unit 1: Existence, knowledge and reasoning This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. Unit 2: Questions of value This unit invites students to explore the different categories of value judgement within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates. Unit 3: Minds, bodies and persons This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to contemporary debates. Unit 4: The good life This unit considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well lived life? Students will explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through: Unit 3 School-assessed Coursework: 25 per cent Unit 4 School-assessed Coursework: 25 per cent End-of-year examination: 50 per cent What can this lead to? The ability to think philosophically is highly regarded in careers where conceptual analysis, strategic thinking, insightful questioning and carefully reasoned arguments are needed. At the same time exploring the big philosophical questions and ideas of some of history’s greatest thinkers can promote a more satisfying intellectual life and offer inspiration to guide human existence into the future. Why choose this subject? Choose this subject if you are interested in finding, forming and discussing answers to some of the biggest questions ever asked.

PHYSICAL EDUCATION (UNITS 1-4)

Physical Education examines the biological, social and cultural influences on performance and participation in physical activity. Theory and practice are integrated in this study which is approached through both the study of and participation in physical activity.

Structure / Units

Unit 1 In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity

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

Unit 3 This unit focuses on the analysis of movement and energy production. Through theoretical and practical activities students explore how movement skills are improved with the correct application of biomechanical and skill acquisition principles. Students also analyse the energy systems in the body and the relationship with fatigue mechanisms and recovery strategies.

Unit 4 This unit focuses on training to improve performance. Students participate in theoretical and practical classes related to the foundations of an effective training program and how is training implemented effectively to improve fitness..





• End of year examination – 50%

What can this lead to? The study prepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activity pursuits to develop as critical practitioners and lifelong learners.

Why choose this subject? Choose this subject if you are interested in learning about the Human Body, Sports Coaching, Personal Training, Nutrition in Sport and Recovery in Sport.

PHYSICS (UNITS 1-4)

The study of Physics, by increasing understanding of the physical and social environment, has led to developments, which have profoundly influenced the world. This study covers the areas that traditionally are the basis of courses at this level, with an emphasis on the foundation areas of mechanics and electricity. A contextual approach to the study has been adopted so that students appreciate the relevance of physics to the physical, technological and social worlds. The development of practical skills in investigating physical phenomena is an essential part of all units.

Structure / Units

Unit 1 In this unit students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised. Unit 2 In this unit, students explore the power of experiments in developing models and theories. They make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored including through indirect observations. Unit 3 In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes Unit 4 In this unit, students explore the use of wave and particle theories to model the properties of light and matter.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. In view of the sequenced nature of this study, it is advisable to do all units.




• End of year examination – 60% What can this lead to? The knowledge gained through physics can be used, for example, in industrial, medical, engineering and technical applications. Why choose this subject? Choose this subject if you are interested in learning about the way in which physics has led to innovations in medicine, electronics, energy use, telecommunications and materials science.

PRODUCT DESIGN & TECHNOLOGY (UNITS 1-4)

Product Design and Technology enables students to explore the design process and gain knowledge of materials and processes to create a product. Students also have opportunities to undertake production activities often related to industrial and commercial practices. Students will focus their study on wood and metal or textiles

Structure / Units Unit 1 – Product Re-design and Sustainability Students will re-design an existing product or design and then produce or prototype and evaluate it using a structured approach to the design process. In doing so, students will gain an understanding of the properties of the materials used, the appropriate use of tools, equipment & machines and sustainability of designs. Unit 2 – Collaborative Design Students work together as members of a team to use the design process to develop a product or number of products based on a theme. Each team member will individually produce one of the products and consider the social, economic, ethical and environmental factors relating to the design and production. Unit 3 – Applying the Product Design Process Students gain an understanding of the role of the designer and how a designer develops a solution to a problem in an industrial setting. They then use this information and the design process to develop a product for a client. Unit 4 – Product Development and Evaluation This unit focuses on the analysis of existing products as well as the continued development, production and evaluation of a product which they make for their client.





• School-assessed task – 50%

• End of year examination – 30% Please note that studying this unit will incur a fee to cover the costs. What can this lead to? VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Why choose this subject? Choose this subject if you are interested in learning about creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation.

Expected Costs: Units 1&2 $50 per unit Units 3&4 $25 per unit

PSYCHOLOGY (UNITS 1-4)

Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform the way psychologists approach their research into the human condition.

Structure / Units Unit 1: How are behaviour and mental processes shaped? In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Unit 2: How do external factors influence behaviour and metal processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. Unit 3: How does experience affect behaviour and metal processes? In this unit students examine the functioning of the nervous system to explain how a person can interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Unit 4: How is wellbeing developed and maintained? In this unit, students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning.

Entry There are no prerequisites for entry to Units 1, 2 and 3, although preparation work may need to be done for Unit 3. Students must do Unit 3 before Unit 4.




• End-of-year examination: 60 per cent.

What can this lead to? Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Why choose this subject? Choose this subject if you are interested in learning about the mental processes and behaviour in humans.

STUDIO ARTS (UNITS 1-4)

Studio Arts encourages and supports students to recognise their individual potential as art makers and presents a guided process to assist their understanding and development of art making. The study establishes effective art practices through the application of an individual design process to assist the student’s production of a folio of artworks.

Students will focus their study on these units in photography. Structure / Units Unit 1 In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks.

Unit 2 In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms

Unit 3 In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration.

Unit 4 In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4.



• Unit 3 school-assessed task – 10%


• End of year examination – 30%

Please note that studying this unit will incur a fee to cover the cost of materials.

What can this lead to? The theoretical component of this study is an important basis for studio practice as it offers students a model for inquiry that can support their art making practices. Why choose this subject? Choose this subject if you are interested in learning about Art, aesthetics, materials, galleries and ideas in art.


THEATRE STUDIES (UNITS 1-4)

In VCE Theatre Studies students interpret scripts from the pre-modern era to the present day and produce theatre for audiences. Through practical and theoretical engagement with scripts they gain an insight into the origins and development of theatre and the influences of theatre on cultures and societies. Students apply dramaturgy and work in the production roles of actor, director and designer, developing an understanding and appreciation of the role and place of theatre practitioners. Structure / Units Unit 1- Pre-modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. Unit 2 This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Unit 3 In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. Students specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied. Unit 4 In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, they work in production roles as an actor and director, or as a designer. Entry There are so prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment for Units 3 & 4 is through:

• Units 3 and 4 School-assessed Coursework: 45 per cent

• End-of-year monologue examination: 25 per cent

• End-of-year written examination: 30 per cent.

What can this lead to? VCE theatre studies offers a number of opportunities for students to develop employability skills. The Advice for teacher’s companion document provides specific examples of how students can develop employability skills during learning activities and assessment tasks. Why choose this subject? Many employers these days are looking for creative thinkers and presenters; people who can creatively problem solve, negotiate positive outcomes and work in teams. Students who excel in Theatre Studies are students who strive to improve in these areas. People seeking employment in high paid positions in fields such as medicine and law are now actively encouraged to gain experience in the performing arts to gain an edge on the competition.


VET SCREEN AND MEDIA (Game development)

This certificate will teach students how to develop 3D environments, characters and animation for interactive games. Game art development is an exciting and dynamic entertainment medium that is quickly being adapted into traditional areas such as architecture, product design and film making as well as emerging technologies such as VR and AR. Students will learn the entire game art development pipeline starting from planning and concept art, modelling

and texturing and finally animation and bringing their work to life. They will learn how to successfully bring all

their artwork into game engines and add interactive elements and audio for the finishing touches

Structure / Units First Year – students undertake skills development and knowledge around modelling from 2D to 3D for varying game and media related content, using industry standard software and processes. Game industry knowledge is looked at with a focus on the industry and how it works. Students will be introduced to the software including MAYA, Photoshop and Unreal engine that is used for 3D modelling for games along with an introduction into game engines. Second Year - look at a wider range of projects that use the skills around design, colour and font theory, animation, 3D modelling, and digital portfolio creation using the skills from the previous year. Students will create a character and have the option of implementing it into a game engine. Other topics include website design and construction, and graphic design. Entry There are so prerequisites for entry to year one. Students must do year one successfully to do year two. Satisfactory completion / Assessment Satisfactory completion of all units is through the demonstration of competencies specified for each unit. Students may complete an end of year exam at the end of second year to get a study score for this VET.

What can this lead to? This course leads to futher courses in the Game design and development stream, as well as digital media. The course allows student to look at future careers in game design as well as other streams of the game industry. Why choose this subject? This course is for students who are interested in the Video game industry and digital media industry such as the movie or advertising industries. All students who complete this course will have an advantage of getting into the Diploma at the AIE to further their career path into the industry.

Expected Cost: $450 per year

VISUAL COMMUNICATION DESIGN (UNITS 1-4)

The study of VCD integrates designing for communication, environments and industrial products. It focuses on the purpose of drawing to support visual language to convey ideas, information and messages.

Structure / Units Unit 1 – Introduction to Visual Communication Design This unit focuses on using visual language to communicate messages, ideas and concepts. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts.

Unit 2 – Applications of Visual Communication Design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design.

Unit 3 – Design Thinking and Practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists.

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



• Unit 3&4 school-assessed coursework – 25%


• End of year examination – 35%. Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? The study of Visual Communication Design can provide pathways to training and tertiary study in design and design-related studies, including graphic design, industrial and architectural design and communication design. Why choose this subject? Choose this subject if you are interested in learning about Illustration, Architecture, Product design, Graphic design and Design process.


PLEASE NOTE: All charges listed are subject to change

NOTES AND PLANNING

warragul regional college - wrc.vic.edu.au · the vce is a certificate that is studied over a...

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