BalCC Secondary Pathways Handbook

Introduction

At Ballarat Christian College we aim to see every learner reaching their God-given potential and graduate students who demonstrate Christian character and are purpose driven. Jesus said “I have come that you may have life and have it to the full” (John 10:10).

This handbook contains a wide range of information and advice to assist each student, and their family with understanding of the Years 7-10 and VCE (including the Vocational Major (VM), and their respective processes.

In the Years 7/8 curriculum students are presented with a range of core subjects, along with rotation subjects.

Year 9 students are presented with a range of core subjects and participate in the Micah 6:8 program, along with a variety of elective subjects.

Year 10 students are presented with a range of core subjects, along with a broader range of options which may include electives, VET and VCE subjects.

BalCC is excited to offer Years 11/12 students a variety of pathways and options including; VCE, VCE Vocational Major (VM), VET and School Based Apprenticeships.

As students venture into their middle secondary years, and beyond to the senior secondary years, the time referred to as the post-compulsory years of schooling of study, it is important that informed decisions are made before their studies commence. We believe students should prayerfully consider the options and opportunities they are presented.

Our desire is that over the ensuing years our students will strive to achieve, and be inspired to be lifelong learners and take their learning into career paths that will enable them to use their God given potential to make valuable

contributions to the communities they live and work in. Points for students to consider in this process of informing themselves:

• Consider your strengths and weaknesses as well as your level of interest in the various areas subjects available.

• Confirm any possible tertiary pathways and establish the prerequisites and or any other entry requirements for them at all the relevant institutions.

• Take all of your recommendations seriously.

• Talk to current students about the courses which may interest you.

• Talk with parents/carers prior to selection subjects

• Seek advice from the relevant teachers listed.

• Read all the information about the VCE and VCE VM pathways on offer at Ballarat Christian College. If applying for a VET course through the Highlands LLEN VET Cluster, ensuring that you comply with all the requirements, including the early application closing date; Always read the Careers information, published on the College website.

It is important to invest suitable time, prayer and energy into this process to ensure that you construct a pathway that will be both challenging, enriching, and one to which you will be fully committed.

Students are strongly encouraged to actively participate and contribute to the life of the College community. The Secondary School provides many opportunities for each student to be challenged and developed. Students are encouraged to invest in the opportunities they are

Mr. Scott McKenzie Head of Secondary School

presented. The range of excursions, camps and other learning experiences, such as the Year 9 Micah 6:8 program, Year 10 Structured Workplace Learning Year 11 retreat, Study Skills presentations, and other extra-curricular activities, are designed to contribute to a student’s academic and personal development.

We encourage our students to display commitment in their efforts to do their best in all they do, however we do not encourage the pursuit of academic results over spiritual growth but be one in the same. As the Message translation of Romans 12:1 says: Take your everyday, ordinary life - your sleeping, eating, going-to-work, and walking-around life - and place it before God as an offering. We are told that everything is to be laid before God as an offering – including study and academic pursuit. To separate study and academic achievement from ‘the spiritual’ would be an effort in secularisation – the ‘removing’ of God from different parts of our life as if He is irrelevant. God doesn’t want just part of our lives – He wants ALL: ‘Commit your ways to the Lord…’ Psalm 37:5. As part of this commitment students in lower secondary years should be forming a strong work ethic and study habits, not simply just thinking “I’ll wait until Year 11 or 12”. As sadly, we have seen this type mindset lead some past students, who may have had the best of intentions come unstuck.

The senior years of schooling are a major life challenge, and if students truly wish to excel then they must make study a priority. For a short period in their life other elements of their lifestyles will need to be adjusted and or sacrificed. Ecclesiastes states that ‘there is a season’ for everything. This ‘season’ for those in Senior School is concerned with getting the most out of their education as they seek to prepare for

serving God through their vocation. Colossians 3:23 also instructs us that whatever we do, we should ‘work at it with all your heart, as working for the Lord, not for human masters.’ The effort students put into their academic studies should be considered the Lord’s work.

Parents also play a vital part as research has found that “children whose parents spend time with them in educational activities or who are involved in school activities achieve more in school, regardless of socio-economic status.” (Benson, Et. al) At Ballarat Christian College we recognise the necessity of close co-operation between the home and school to ensure the best possible educational opportunities are achieved by students. We strongly encourage parents to become involved in their child’s academic, social and general development, and to communicate with the College on matters of interest or concern. It is vitally important that the values espoused by the home and the College are in harmony, and that parents are seen to support the College in maintaining the reasonable standards of behaviour and performance expected. Prayerful consideration and negotiation with College staff is vital during this process as students lay a sound foundation on which to build their future careers.

We look forward to partnering with you to ensure that your child’s experience in the Secondary School section of Ballarat Christian College is positive and rewarding.

Mr Scott McKenzie Head of Secondary School

EVERY LEARNER REACHING THEIR GOD-GIVEN POTENTIAL

Mrs. Julie Gall Director of Teaching and Learning

Teaching and Learning

In 2024, the College will provide a range of subjects for study for Years 7 to 12 students in our Secondary School. It is in these year levels that students begin to seek out avenues to explore their interest and pursuit of subjects and pathways that can lead toward their choice of career or vocation.

In considering a career pathway or vocational choice, students will work towards making informed decisions about the studies they wish to pursue and their application to learning new skills in preparation for their future.

Ballarat Christian College offers a planned and purposeful basis upon which students can work towards the Victorian Certificate of Education, the Vocational Major and/or Vocational Education & Training. All students study key core subjects as promoted in the Australian Curriculum, along with Christian Living studies and further opportunity to engage in a range of taster electives.

As students approach their mid secondary years they begin to purposefully choose their subjects and study pathways, guided by their aspirations and goals for the future. Their choice of subjects should then assist them in further determining their vocational direction.

Provision is made for our students to complete their Level 10 year within a careers development framework which offers experience in Structured Workplace Learning.

Subject information and promotional resources are provided during Term 3 of Semester 2, (2023) and online access for subject choices is provided with teacher support and guidance, assisting students to make informed decisions on the subjects they wish to pursue. The Secondary Pathways Handbook provides a description of each subject area and explains the skills students are able to gain as they engage in the specific learning program provided. A range of education and career planning resources and connections to key people are made available in order to assist students in the decisionmaking process.

As students approach their senior secondary years, the VCE and VM streams provide a range of options to choose from, including Vocational Education and Training studies (VET) and School-Based Apprenticeships Programs (SBA). The Secondary Pathways Handbook explains the options that students may wish to consider when selecting subjects that suit their desired pathway and future ambitions.

It is important for students to be steady and sure when processing the information available and then completing their subject selections. Once subject choices are placed online during the selection process, it is beneficial for students to stay with their chosen areas of study for the entire school year. Students should not be changing subjects once the academic year has started. College staff are available for consultation and negotiation during the subject choice process.

Christian Living is a distinctive within the College and all students engage in these studies in order to provide opportunity to strengthen and develop their faith as they continue to seek their desired fields of study. Christian Studies are a vital distinctive within our College and provide biblical understanding and Christian perspective for all our students. We are prayerful in offering Christ-centred teaching which confirms the biblical and foundational understanding that God has a plan and purpose for each student to reach toward God’s best for their lives.

Our heartfelt prayer and concerted effort is always toward every student reaching toward and attaining to their God-given potential whilst attaining to a high standard of commitment and dedication in their studies and understanding of the subjects they are enrolled in.

We look forward to seeing our students making their choices and decisions based on their desired vocational pathway and anticipate the very best for their future!

Mrs Julie Gall Director of Teaching and Learning

For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.”

Jeremiah 29: 11 (NIV)

Academic Assistance

Tutorial assistance is available via a range of opportunities including; lunch time and after school sessions. A schedule of tutorial times and rooms is published at the commencement of each year. These tutoring sessions are not only for those students’ who may be experiencing difficulty in their studies but are also conducted for students who may be wanting to consolidate and/or lift their standard of learning. Students should contact their teacher to discuss tutorials or any academic problems that they might be having. After school tutorial details are published at the commencement of each academic year.

It is the aim of the College to ensure that all students achieve to their maximum potential and so we request Parent/ Carer support in both urging students to regularly attend tutoring and also in the punctual collection of their child/ren is vital. Tutorials are generally facilitated at 3:30-4:30pm, with scheduled days and rooms published at the commencement of the year.

Mr Scott Mckenzie Head of Secondary School smckenzie@balcc.vic.edu.au

Mrs Julie Gall Director of Teaching &Learning jgall@balcc.vic.edu.au

Mrs Karen Farquhar Curricular Advisor kfarquhar@balcc.vic.edu.au

Mrs Kaylene Templar VCE, VET and VSV Coordinator ktemplar@balcc.vic.edu.au

Mr David Neumann VCE VM Coordinator dneumann@balcc.vic.edu.au

HomeworkClub

Program run by:

BalCC Primary & Secondary Teachers

Venue/Times:

Science Lab (S1) from 3:30-4:30pm every Wednesday during term, unless otherwise notified for Year 5 to 12 students.

Our Administration Office closes at 4:30pm, so please do not be late for pick ups from Homework Club.

Attendance:

This is a service offered at no extra charge to parents/carers.

Attendance at this program is optional, but if your child/ren would like to take advantage of Homework Club, even just on a casual basis, we would love to see them there.

Notification:

To enrol in Homework Club, please do the following:

• Check your Parent Lounge to accept Terms and Conditionsplease note pick up time is 4:30pm sharp

• Verify ALL contact and medical details are correct for your child (if not update and email bcc@balcc.vic.edu.au any applicable Medical Certificates e.g. for Epilepsy, Anaphylaxis or Asthma)

• Accept / Decline invitation for Homework Club Press SAVE

If your child/ren will be ABSENT from Homework Club at any stage, please send a text to the College mobile 0416 905 324 with your child’s name and the sender’s name.

If you have any questions about Homework Club, please ask your child/ren’s Homeroom teacher.

YEAR 7-8

YEAR 7-8 CURRICULUM

English

Mathematics

LOTE (French)

Food Technology

Sport

YEAR 7-8 SUBJECTS

Visual Art (Inc. Textiles)

Performing Arts (Music & Drama)

Digital Technology

Drones

Robotics

Christian Living Careers

Design Technology

Science

Humanities and Social Sciences

Health & Physical Education (HPE)

Lego Mindstorm

Software and Safety Practices

Coding

Ballarat Christian College provides Year 7 & 8 students with a broad curriculum, which includes compulsory core subjects and a variety of other subjects.

YEAR 9-10

YEAR 9-10 CURRICULUM

Ballarat Christian College provides Year 9/10 students with a broad curriculum, which includes compulsory core subjects and a variety of elective subjects, and VCE, VCE VM , VET options for Year 10 students.

The elective subjects allow students to have some discretion in their own course of study.

Year 9 Students have an opportunity to choose 3 electives. In choosing subjects at Year 9/10, students should aim to select those they enjoy, find interesting, which will challenge them in their learning and extend their knowledge. Students are also encouraged to pursue subjects which they may have a view to undertaking in Year 11 or 12.

Students should establish a consistent, diligent, and productive attitude towards their studies and begin to develop the study habits that will be required at VCE level. This is to ensure that at the completion of Year 9/10 Students should establish a consistent, diligent, and productive attitude towards their studies and begin to develop the study habits that will be required at VCE level. This is to ensure that at the completion of Year 9/10 they have shown they can undertake studies at VCE level and have the appropriate subjects offered in Year 11 available for their selection. Students should aim to apply themselves to the best of their ability and aim for excellence in all their studies while enjoying the variety of subjects undertaken in Year 9/10.

Art Science

YEAR 9 CORE SUBJECTS

Choose an

External

*Please note: There is a minimum age requirement to undertake a VET subject.

*Existing Year 9 students who may be interested in repeating an elective in Year 10 must consult the teacher, and also be aware that if they do select the same elective, they will be chosen after students selecting the elective for the first time.

Mathematics

YEAR 9-10 CURRICULUM

English Mathematics

Science

Art (Visual)

Humanities and Social Sciences

YEAR 10 CORE SUBJECTS

Christian Living

VCE Unit 1 Industry and Enterprise (Careers)

Health & Physical Education (HPE)

3 Electives

SUBJECT OPTIONS

Choose an Internal VET Subject*

*External VET run through the Highlands LLENS Ballarat outside of BalCC - https://www.highlandsllen.org/vetcluster/

*Internal VET run through Ballarat Christian College.

*Please note: There is a minimum age requirement to undertake a VET subject.

*At Year 10 , students can choose from the following VCE Unit ½ subjects: Art Creative Practice, Psychology, Legal Studies, Business Management, Health and Human Development, Physical Education, or Visual Communication Design. Students are unable to choose VCE Biology, Chemistry, or Physics. Choice of a VCE subject for any student will also be dependent on previous results and feedback from teachers to determine academic ability and readiness.

Choose an External VET Subject And 2 Electives*

Choose a Unit 1 & 2 VCE Subject*

VET is not compulsory in Year 10, although may assist students with the transition to a full VCE Vocational Major program in Year 11, where a VET subject is compulsory.

*Disclaimer Please Note: Year 9 & 10 electives and VCE / VET / VCE VM mentioned in this handbook may be updated, and may or may not run depending on circumstance, including student interest levels, etc.

*Existing Year 9 students who may be interested in repeating an elective in Year 10 must consult the teacher, and also be aware that if they do select the same elective, they will be chosen after students selecting the elective for the first time.

ENGLISH | YEAR 10

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing, and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Year 10 students interact with peers, teachers, individuals, groups, and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss, and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, nonfiction, poetry, dramatic performances, and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of contemporary media, and the differences between media texts.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Year 10 as independent readers are drawn from a range of genres and involve complex, challenging, and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/ verifiable sources) about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indices and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative, and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

MATHEMATICS | YEAR 10

Year 10 Mathematics is designed to provide a solid foundation for students as they move into VCE. It requires students to be proficient with a CAS calculator. The course is primarily aimed at students wishing to move into General Mathematics in Year 11 and 12. Further adjustments are made within the course to prepare those individual students who are intending to pursue Mathematics Methods or Foundation Mathematics in Year 11 and/or 12.

AREAS OF STUDY:

• Algebra and Linear Equations

• Linear Functions

• Geometry and Trigonometry

• Measurement

• Univariate and Bivariate Statistics

• Matrices

• Finance

ASSESSMENT TASKS:

• Topic tests and analysis tasks throughout

• Maintenance of workbook

• End of semester exams: One exam being technology free, the other technology active

REQUIREMENTS:

• Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance in order to build on previous knowledge.

AREAS OF STUDY:

• Algebra

• Linear Equations and Functions

• Non-Linear Relationships

• Indices

• Geometry and Trigonometry

• Measurement

• Univariate and Bivariate Statistics

• Matrices

• Probability

ASSESSMENT TASKS:

Topic tests and analysis tasks throughout, maintenance of workbook, and end of semester exams: One exam being technology free, the other technology active.

REQUIREMENTS:

Being a student that can easily grasp mathematical concepts and procedures and apply the knowledge to literal problems and equations.

YEAR 9-10 ELECTIVES

CONTENTS

YEAR 9/10 ELECTIVES

HINTS FOR CHOOSING ELECTIVE:

When choosing subjects it is important that they are suitable, both with respect to the student’s future career aspirations and present interest and ability.

Students should discuss subject choices with key faculty leaders and parents.

If students are in doubt about their future careers, subjects should be chosen that will keep the most options open within their areas of interest and ability.

Please Note:

* There are limits on class sizes, so it is very important to make sure students rank their preferences accurately –i.e. their first choice is their number 1 preference.

*Some subjects have an A and a B component (1 Semester for each component).

Year 9 - 10 Electives

ELECTIVE |

CREATIVE WRITING

Have you ever wanted to write a novel? Sure, you have! You have all these great ideas swimming around in your head, just waiting to be poured out onto the page, to bring your world to life. But there’s never enough time for it, right? Too many things in life get in the way. Work, household chores, hanging out with friends… But what if there were a dedicated time and place where you could go to work on your story? A place where you can develop your skills as a writer, be surrounded by those who are just like you who will help to propel you forwards, and give you time to just sit and write?

That’s what this class is all about. You’ll develop your skills in the creation of interesting and realistic characters, forming cohesive and attention-holding plots, the use of appropriate tenses, voice, paragraphing, dialogue, and narration.

ELECTIVE | ENGLISH

LITERATURE

Students learn about the history of English Literature and gain skills in interpreting and responding to texts. The subject covers some works of Literature that have influenced our culture and modern writers, from Ancient Greek literature to Victorian Classics and modern texts. Different forms and genres will be covered, including plays, poetry, novels, short stories, and film.

This subject can lead into:

• VCE Literature

Year 9 - 10 Electives

Mathematics

ELECTIVE | MATHEMATICS

MATHEMATICS - EXTENDED

This course is designed for those students who have a particular interest in Mathematics and would enjoy studying it on a deeper level, without the constraint of sticking precisely to the Australian Curriculum course requirements. The emphasis would be on problem solving and looking for patterns in number and geometry. There will be time to explore questions in more detail and pursue mathematical concepts that are of interest. Other things that could be investigated are logic puzzles and sudoku puzzles, graphic calculator use and general mathematical techniques that would be useful in any further study of mathematics.

The course is suitable for those who have an interest in and enjoy mathematics and would be of benefit to students who wish to study mathematics at a higher level (Mathematics Methods) in the future. However, this is not essential, and may be undertaken if you just wish to have some fun doing some additional mathematical activities to complement the work done in “normal” mathematics class.

This subject can lead into:

• VCE Mathematics - Foundation

• VCE Mathematics - General

• VCE Mathematics - Methods

• VCE Mathematics - Specialist

Year 9 - 10 Electives

Science

CHEMICAL SCIENCE

This course provides students with the opportunity to extend their practical skills and knowledge in Chemical Science. It is suitable for students with curious minds and would like to study Chemistry at a higher level. The emphasis would be on practical experiments and determining conclusions after careful observations and analysis. This subject can lead to

• VCE Chemistry

ELECTIVE | SCIENCE

LIFE SCIENCE - ENDANGERED SPECIES & FORENSICS

God has provided, in His creation, an enormous range of diversity and complexity. In this elective, students learn about the many facets of life on our planet. This may cover the very small micro-organisms, cells and proteins in our bodies; to the organs, such as our heart and lungs; to whole body systems, such as the nervous system. It may also comprise of the study of plants (Botany), the study of animals (Zoology), comparative anatomy, how carbon moves through the marine ecosystem, and human interactions with wildlife.

Initial discussions at the start of the year determine the interests of the class in order to choose the topics that will be studied. Units that have been studied in the past have included, the Immune System, Forensics and Biology, Endangered Species, and Bees with Backpacks (Ballarat Tech School). A Unit usually runs for a semester.

This subject can lead to:

• VCE Biology

• VCE Environmental Science

ELECTIVE | SCIENCE

PHYSICS IS FUN

Students boost their practical skills with this selection of fun yet challenging activities. This course will strengthen students’ practical skills towards their final year’s studies.

We look at a selection from: Optics and waves, electricity, sound, heat, motion, and robotics, with an emphasis on the use of digital technologies. Investigations include using lenses, mirrors, colour filters, glass prisms, and the optics bench, wave motion in a water tank, slinky springs, using a signal generator with the oscilloscope, moving and colliding dynamics carts, heat transfer and heat capacity of substances, and digital motion sensors.

This subject can lead into:

• VCE Physics

ELECTIVE | SCIENCE

PSYCHOLOGY & SOCIOLOGY

This elective program will look at a variety of areas of interest from both Psychology and Sociology. Psychology is the study of the human mind and behaviour, and Sociology is the study of the development, structure, and functioning of human society.

Throughout the year we will be focusing on topics including the following:

Psychology: The brain, sensation and perception, sight, sound, taste, and touch, memory and learning, sleep, and psychological disorders.

Sociology: Culture, socialisation social structures and power, deviance and crime, and class differences.

This subject can lead into:

• VCE Psychology

• VCE Sociology

Year 9 - 10 Electives

Art / Technology

ELECTIVE | ART / TECHNOLOGY

ART

This course aims to provide students with the opportunity to develop and present ideas imaginatively and expressively. Students undertake a variety of exercises in two dimensional and three dimensional studies. The course aims to provide students with a good foundation for future studies in VCE Art Creative Practice. Students will build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes, and viewpoints, and will refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer, or audience.

This subject can lead into:

• VCE Art Creative Practice

ELECTIVE | ART / TECHNOLOGY

CUISINES & TEXTILES

Cuisines: Students will get the opportunity to learn about and cook food from around the globe. Drawing on the cuisines from the cultures within our class and school, as well as other popular cuisines, students will get to experience new and exotic flavor and texture combinations first-hand. Cuisines may include: Chinese, Ethiopian, Thai, Spanish, Japanese, American, Mexican, Italian, Korean, and Sudanese. Students are expected to bring their own apron, tea towel and sturdy plastic food container to practical class each week.

Textiles: This component aims to provide students with the opportunity to develop and present ideas imaginatively and expressively through textiles. Students will explore and develop techniques in drawing and rendering for fashion design. They will also explore various design and fabrication skills including fabric painting and surface manipulation. Students will also have the opportunity to explore threads and may choose to explore knitting or crochet, or simple weaving projects. Students will have the choice of a simple garment design and construction, or a more sculptural, textural art piece for a major project.

Students who undertake this course would have an opportunity to continue with their textile’s skills in either VCE Art Creative Practice, VCE Visual Communication and Design, or a VET Applied Fashion and Design.

ELECTIVE | ART / TECHNOLOGY

DESIGN & TECHNOLOGY

Commencing with the manufacture of some set models, students will progress through the design process to the point where they undertake a project of their own. Working with materials including wood, metal, plastics, and electronics will expand student understanding and competency, leading to an increased skill level. Students will investigate how materials and products are manufactured, plus gain insight into potential vocational opportunities.

This subject can lead into:

• VET Building and Construction

ELECTIVE | ART / TECHNOLOGY

DIGITAL TECHNOLOGY

The Digital Technology program allows students to further explore technology and communication through a variety of software and hardware. The students will become confident in best managing their devices with file management, security, data analysis, presentation, and programming. Using programming languages (including Python and Scratch) students will gain an understanding of how computers communicate and interact with information. Students will look at how this information is kept safe, but how they can interact with the information through spreadsheets and databases.

Students will also investigate how computers are changing the design processes. Through use of computer aided design (CAD) programs students will examine how they can build and virtually manipulate 3D models and will also have the opportunity to build some models on a 3D printer.

This subject can lead into:

• VCE Applied Computer Science

ELECTIVE | ART / TECHNOLOGY

DRAMA

As part of the Drama elective students will have the opportunity to write, create, study, improvise, rehearse, and perform dramas for a variety of audiences. Students will learn about the elements of drama and how to use these to develop ideas, explore and convey dramatic action. Students will analyse and explore contemporary and past drama of Aboriginal and Torres Strait Islander peoples and from international contexts.

ELECTIVE | ART / TECHNOLOGY

FOOD TECHNOLOGY

This subject enables students to develop an understanding of nutrition and health issues in the community. During practical sessions students will engage in preparing recipes gradually using more sophisticated procedures, techniques, equipment, and ingredients, all the while being encouraged to show initiative, skill development and independence. Theory lessons will be based around the design process as students will look at, investigate, and make judgements on ingredients, tools and equipment, food safety principles, sustainability, and healthy eating, whilst developing ways to be creative with individual projects. Students are expected to bring their own apron, tea towel and a sturdy plastic food container to practical class each week.

This subject can lead into:

• VCE Food Studies

ELECTIVE | MUSIC

MUSIC

In this subject, students will have the opportunity to practice, rehearse, refine, and perform their skills with a variety of repertoire including Christian and worship music past and present. Students will have the opportunity to learn about various musical styles and develop their music theory knowledge. Students will work on their own compositions and be given a range of opportunities to expand skills and techniques that include exploration, evaluation, and analyse.

This subject can lead into:

• VCE Music

ELECTIVE | ART / TECHNOLOGY

VISUAL COMMUNICATION AND DESIGN

Creative thinking and digital design merge together in this course, introducing students to the creative nature of Visual Communication Design. Through focusing attention on the design process, this subject facilitates a wide range of learning experiences that center on developing both creative drawing and thinking skills when responding to a set design brief. Students will undertake a range of drawing tasks to generate and conceptualize their ideas before having the opportunity to investigate a variety of ICT related technologies and design software, including Adobe Illustrator and Adobe Photoshop to produce final solutions to meet the needs of the set audience. The design thinking component of this course enables students to understand how ideas and information are used to communicate meaning and messages to intended audiences, and how professionals work in the design industry.

This subject can lead into:

• VCE Visual Communication and Design

ELECTIVE | HUMANITIES

BUSINESS MANAGEMENT & WORK RELATED SKILLS

Business: Gives students an insight into the world of business. Students develop skills in enterprising thinking, problem solving, showing initiative, teamwork and communication. It is useful as a background for students who may wish to study VCE Business Management or Legal Studies.

This part of the subject aims to provide students with a basic understanding of the law and legal processes in Australia, leading to an investigation of the law of contract, negligence, and consumer protection. The subject considers basic law and legal processes and concentrates on the structure of law, legal reasoning, and the use of precedent. It also examines techniques for statutory interpretation, focusing on commercial law and legal issues. Aspects of contract law, the civil wrong of negligence, consumer protection and the sale of goods including how it relates to the Trade Practices Act.

Work Related Skills/Personal Development: Aims to provide skills, knowledge, and attitudes to enable students to make informed choices regarding pathways to work and future education. Personal Development is the utilisation of a student’s particular interest and the investigation of new pathways for students in the context of applied learning. Students will have the opportunity to:

• Develop knowledge and employment skills that help prepare the individual to plan for employment or study for the participation in the broader context of family, community and lifelong learning

• To develop knowledge and skills that assist the individual to make informed choices within specific industry sectors and/ or to facilitate pathways to future learning

This subject can lead into:

• VCE Business Management

• VCE Economics

• VCE Vocational Major Work Related Skills

ELECTIVE | HUMANITIES

PHILOSOPHY

Are you ready to explore the depths of knowledge and unravel the mysteries of existence? Welcome to the captivating realm of philosophy, where ancient wisdom meets modern inquiry. In philosophy, you will embark on an extraordinary journey of intellectual exploration. Engage in thought-provoking discussions, challenge your assumptions, and discover the power of critical thinking. Philosophy is not just a subject; it’s a gateway to understanding the fundamental questions about life, reality, knowledge, and ethics.

Unleash your curiosity as you delve into the main branches of philosophy:

• Metaphysics: Explore the nature of reality and the essence of existence.

• Epistemology: Unravel the secrets of knowledge and how we acquire it.

• Ethics: Grapple with moral dilemmas and contemplate the principles that guide our actions.

• Logic: Master the art of reasoning and argumentation. Through captivating discussions, intriguing readings, and mind-expanding activities, philosophy will empower you to think deeply, question the world around you, and develop a holistic understanding of the human experience.

Are you ready to challenge your perspective, expand your mind, and join the ranks of the great thinkers throughout history? Philosophy awaits you in all its wonder and splendour. Embrace the pursuit of wisdom and embark on a lifelong adventure of philosophical inquiry. Welcome to the realm of philosophy—where answers are sought, questions are cherished, and knowledge is illuminated.”

Year 9 - 10 Electives

Languages

ELECTIVE | LANGUAGES

LOTE (FRENCH)

Bienvenue! This course will not only extend your knowledge of the French language in reading, writing, speaking and listening, but will also have a focus on exploring French culture, through cooking French dishes and participating in our annual French Celebration Day.

This elective will also provide the groundwork for those wishing to study French for VCE via Victorian School of Languages (VSL), and/ or those who wish to travel to Francophonie countries.

There are many links between English and French, and studying another language assists you in learning about your first language.

Learning a language has been shown to have many benefits, including enhancing creativity, problem solving ability, literacy skills and the maintenance of cultural identity. Victorian students receive a bonus towards their ATAR score for successful completion of a VCE accredited language. Languages provide advantages for employment, with increasing numbers of companies seeking bi/ multilingual speakers to remain competitive in an interconnected global world. (VSL – Vic State Govt Education and Training).

Health & Physical Education

ELECTIVE | HEALTH AND PHYSICAL EDUCATION

SPORTS SCIENCE & HHD

Sports Science: This subject provides students with the opportunity to participate in practical activities whilst extending their knowledge and understanding of the activities covered. This subject is an ideal opportunity to develop and extend sporting skills learnt in Physical Education. The unit has a heavy focus on practical activity, with students playing recognised sports. Students will look to further their knowledge, game sense and tactical awareness. There is also a theory-based component were students could develop an understanding and appreciation of the structure and function of the human body and its systems. Students will also develop an increased understanding of the importance of adequate physical fitness and nutrition to assist with maintaining general health and wellbeing. Within the subject students will explore the role that physical activity has specifically related to Australians and how this has changed over time.

HHD: Throughout HHD students will have the opportunity to develop an understanding of introductory concepts on health and individual human development across the life span and key definitions associated with these. Students will explore the health status of Australians and key indicators used to measure this along with relevant data in conjunction with this. Students will be introduced to key features of the Australian health care system and government responsibilities.

This subject can lead into:

• VCE Health and Human Development

• VCE Physical Education

SENIOR SECONDARY PATHWAYS

VICTORIAN SENIOR SECONDARY CERTIFICATE

Victorian Certificate of Education (VCE)

VCE Vocational Major (VM)

Apprenticeship,

Apprenticeship,

Please note: VPC is only offered on a case-by-case basis. Most students will do the VCE or VCE Vocational Major (VM).

VCE and the VCE Vocational Major

The Victorian Certificate of Education (VCE) is Victoria’s senior secondary qualification. It opens pathways to university, higher- level TAFE or VET certificate courses, apprenticeships, traineeships, and the workforce.

In 2023 the VCE begun expanding to include the new vocational specialisation pathway called the VCE Vocational Major (VM). The move to a single certificate is occurring in stages.

The aim of the integrated senior secondary certificate is to give students greater choice and flexibility to pursue their strengths and aspirations and develop the skills and capabilities needed to succeed in further education, work and life.

Students, parents and schools choose in partnership the most appropriate course based on student need, aspiration and capability.

Potential Pathways

* Victorian Pathways Certificate (VPC) may also be considered on a case by case situation

traineeships, VET, university (ATAR) or work

traineeships, VET, university (through alternative entry programs or work

SELECTING SUBJECTS

All subjects are designed to develop the skills required in students as they move into the senior secondary schooling subject offerings.

Subject selection should be considered carefully, following consultation between the student, parents, and teaching staff. Any movement between subjects (if approved) during the year may affect a student’s learning and achievement for both that subject and the new subject.

Several factors should be considered when choosing elective subjects, including:

Achievement

Current results will provide a good indication of future success, though this may not always be a true reflection of the student’s ability, rather their effort or lack thereof.

Aptitude

What is the student’s natural aptitude in this field of study?

Interest

Students are more likely to succeed in subjects which hold some interest for them.

Attitude

A positive attitude towards a subject including a willingness to commit to the hours of homework required is a necessary or preferred prerequisite.

In choosing a course of study, a student needs to:

• Consider some of the goals they are beginning to aspire to and areas of general industry interest

• Investigate the possible paths to those goals and what level of post-schooling study is required

• Talk to people who know something about the goals and the subjects needed to be undertaken

• Examine possible pathways in the light of his/her abilities, personality and commitment level

• Prayerfully decide on which path seems right

Students should avoid making subject choices merely on the grounds of their friends, or based on their perception about any teacher who might be teaching the subject. The important guiding principle is to put yourself in a position, through the subject selection process, so that you are most likely to experience academic success now and into the future for yourself in the beginning of your career development journey.

Understanding VCE

In Year 11 and 12 students complete the Victorian Certificate of Education (VCE), which offers a wide range of studies. At this stage of their schooling students find that their abilities, interests, and career needs take them in different directions. Ballarat Christian College aims to provide pathways for the senior years that will suit all students, whatever their abilities, interests and needs. The minimum for the award of the VCE is the satisfactory completion of 16 units which include:

• 3 units of English selected from the English group, including a Unit 3 and Unit 4 sequence.

• 3 sequences of Units 3 & 4 studies other than English, including VCE VET Unit 3 & 4 sequences

Structure of VCE

VCE is organised into units of study:

• Units 1 and 2 are usually completed in Year 11 and are school-assessed (school-assessed course work or tasks)

• Units 3 and 4 are usually completed in Year 12 and are assessed by school-based SACs/SATs (School Assessment Coursework or Tasks) and external examinations

Requirements to Obtain an ATAR Score from VTAC

The requirements to obtain an ATAR (Australian Tertiary Admission Rank) score from VTAC are:

• Satisfactorily complete the VCE

• Obtain scaled study scores for SACS/SATS in at least 4 studies (maximum of 6 studies may be counted), including a Unit 3/4 English sequence

Students completing Units 3 and 4 studies will receive a letter grade from the VCAA and a study score out of 50, for each study attempted. An ATAR is the percentile ranking of that applicant in the population of VCE candidates applying for tertiary study in that year. The ATAR will take into account the scaled study score in English (or a study from the English studies group i.e. English Language) and the other best three scaled study scores, and 10% of the applicant’s next two best scaled study scores (or in the case of our Certificate III in Christian studies; an unscored VCE VET study with no scored assessment; is determined by calculating 10 per cent of the fourth study score of the primary four. Up to two unscored VCE VET increments may contribute to the aggregate).

The Victorian Tertiary Admissions Centre (VTAC) administers a joint selection system on behalf of Universities and TAFE Colleges. VTAC use the ATAR in conjunction with the tertiary institutions to determine student placement into tertiary courses.

The table below indicates the percentage ranking of students at each of the study score levels:

Most VET VCE Programs have a sequence of units including Units 1, 2, 3, & 4. For VET and SBAT students it is possible to vary the number of units to be studied each semester. This is negotiated in consultation with the VCE Coordinator and/or Head of Secondary. We do not advise students to undertake more than one 3/4 sequence in Year 11.

Opportunities exist for students to negotiate alternative arrangements for the completion of their study with the VCE Coordinator and/or Head of Secondary.

Most prerequisite information relates to studies at Unit 3/4 level. Sometimes, however, information relating to Units 1/2 is included. Pathways is the term used to describe different vocational directions and options which students may take as they move through a broad range of education and training. Knowing about these pathways will provide more flexible options for students in their post-compulsory education and training.

“The VCE (not VCE VM) offers a direct pathway to university and can provide you with an ATAR.”

Student Access Guidelines

The VCE is normally conducted as a two-year program by students in their final two years of secondary studies.

• Unit 1 and 2 studies are independent and are normally undertaken in the first year of VCE.

• Unit 3 and 4 studies must be studied as a sequence and are normally studied in the second year of the program.

Level 1 & 2 Units

Assessment of Level 1 & 2 units is school-based. A+ to E Grades based on Assessment Tasks (e.g. tests, assignments, practical work) that are devised by the College will not appear on the pupil’s VCE Certificate and Statement of Results but will be shown on the College’s reports.

Year 10 Student Access to Unit 1 & 2 Studies

Vocational Education Training in Schools (VETis) & School

Based Apprenticeships and Traineeships (SBAT) are generally not accessible to Year 10 students until all Year 11 applicants have been placed. However students who will be in Year 10 may still apply for VETis courses.

A Year 10 student may be encouraged by Ballarat Christian College staff to undertake a VCE Unit 1/2 Study provided the following conditions are met:

• In Year 9 the student gained very high levels of achievement in those studies most relevant to his/her desired VCE Unit 1/2 Study;

• In Year 9 the student’s reports indicated sound work habits in all studies undertaken

Applications will be considered before approval is granted, and only one (1) such study may be undertaken in Year 10 unless under special considerations.

*Please note: all year 10 students will undertake as part of their Year 10 course load, VCE Unit 1 Industry and Enterprise. This one unit is completed over the entire academic school year and includes a compulsory structured workplace learning placement requirement.

Level 3 & 4 Units

The Victorian Curriculum and Assessment Authority (VCAA) is responsible for the final allocation of grades in the assessment of Unit 3 & 4 studies. Grades given will appear on the pupil’s VCE Certificate and Statement of Results. All studies contain a series of outcomes devised by VCAA with the individual subject study design. These may include work, essays, research reports, case studies, data analyses and other tasks. School- assessed coursework tasks are then assessed by the subject teacher and results forwarded on to the VCAA for statistical moderation

There will be at least one examination in each study. Examinations at Units 3 & 4 level will be set and marked by VCAA.

Any student enrolled for a Unit 3 & 4 study will sit the General Achievement Test (GAT) and VCAA will continue to use it to validate, school assessed coursework tasks for the immediate future.

Students transferring from VCE Vocational Major into VCE may be eligible for credit for a credit for some of the subjects studied.. This may change the criteria they are required to meet for eligibility for the award of VCE.

Year 11 access to Unit 3/4 studies is subject to the same conditions as for a Year 10 student wishing to undertake a Unit 1/2 Study (listed in the previous section), and generally requires satisfactory completion of Units 1 and 2 of that Study as a prerequisite.

Specific Advice for VCE Year 11 and 12 Requirements

• VCE Regulations regarding the compulsory English component

• VCE regulations require that each pupil take four (4) Units of English.

• VCE Regulations regarding the awarding of the Victorian Certificate of Education

• To be awarded the VCE or VCE Vocational Major a pupil MUST receive an “S” in at least sixteen (16) units.

These Units must include:

• At least four (4) pairs of Level 3 & 4 Units

• At least three (3) of the four units of English

• Satisfactory completion of outcomes of work requirements. Each unit has set outcomes of work requirements which a student MUST complete to be awarded Satisfactory Completion (indicated by the letter “S”) for that unit. The “S” is awarded by the College and is recorded by the Victorian Curriculum and Assessment Authority (VCAA) that issues the student VCE Certificate and Statement of Results.

In Year 12, students complete the Victorian Certificate of Education. At this stage of their schooling students find that their abilities, interest, and career needs take them on different pathways.

The following information is offered for your guidance: Some tertiary courses require that students have completed certain units or studies (prerequisites). For certain courses, completion of certain Unit 3 & 4 studies can result in selection advantage. Parents and students should familiarise themselves with the Tertiary Entrance Requirements for 2024.

http://www.vtac.edu.au/publications.html

In some studies students are strongly advised to have completed a particular Unit 1/2 study before undertaking a Unit 3/4 study. Students and parents are advised to refer to the specific recommendations for Unit 3/4 studies in this handbook. Those attempting VCE Units 3 & 4 Physics or Chemistry should have achieved “S” in at least one of Units 1 & 2 Mathematics subject as well as Unit 2 of Physics or Chemistry.

A Typical Student VCE Program in 2023

YEAR 11:

Twelve Level 1 & 2 Units including Units 1 & 2 of English, Units 1 & 2 of a Mathematics subject, and Senior Christian Living OR

Ten Level 1 & 2 Units including Units 1 & 2 of English, Units 1 & 2 of a Mathematics subject, one VETis Cluster Certificate Study or one approved Units 3 & 4 subject and Senior Christian Living

Most Unit 1 & 2 studies lead directly to further study at Units 3 & 4. It is possible, however, for students to change direction in the middle or at the end of Year 11 and to alter the emphasis of their course. It is possible in some studies to select one unit from a specific subject area at Level 1 & 2 as a single semester study (this practice is not normally followed at Ballarat Christian College). Both units may be desirable, however, to provide the optimal background to Units 3 & 4 in Year 12.

YEAR 12

Ten Level 3 & 4 Unit Sequences including Units 3 & 4 of an English Group Subject and Senior Christian Living This may include a VETis course.

Resources

When working through the process of choosing your VCE units, the following resources are valuable aids and should be consulted:

• Tertiary Planner, The Age;

• CourseSearch VTAC, TAFE and other Provider resources;

• Occupational Information;

• Research from Year 10 Job Search Skills;

• www.myfuture.edu.au

• www.australianapprenticeships.gov.au

• www.vcaa.vic.edu.au/studentguides/where-to-now/Pages/ Index.aspx

* * Caution * *

• Use only up-to-date resources, as prerequisites can change from year to year

• Beware of peer group pressure. Your friends’ goals and ambitions are likely to be different from yours, so their VCE Program is likely to be different too.

• Listen to and ask experts for current and accurate information

• Avoid second-hand information from friends or family

VCE STUDIES

Mr Don Gall English Faculty

The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with confidence.

Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding their language to reflect accurately the purpose, audience and context of their responses.

UNIT 1 - READ AND EXPLORING, CRAFTING TEXTS

Students engage in reading and viewing texts with a focus on personal connections with the story. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and/or the voice of the text. They develop and strengthen inferential reading and viewing skills, and consider the ways a text’s vocabulary, text structures and language features can create meaning on several levels and in different ways. They apply, extend and challenge their understanding and use of imaginative, persuasive and informative text through a growing awareness of situated contexts, stated purposes and audience.

UNIT 2 - READING AND EXPLORING, EXPLORING ARGUMENTS

Students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their writing in response to text. Students read or view a text, engaging with the ideas, concerns and tensions, and recognise ways vocabulary, text structures, language features and conventions of a text work together to create meaning. They examine the ways readers understand text considering its historical context, and social and cultural values. Students consider the way arguments are developed and delivered in many forms of media. They closely examine the language and the visuals employed by the author, and offer analysis of the intended effect on the audience.

UNIT 3 - READING AND RESPONDING TO TEXTS, CREATING TEXTS

Students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas. They are provided with opportunities to understand and explore the historical context, and the social and cultural values of a text, and recognise how these elements influence the way a text is read or viewed, is understood by different audiences, and positions its readers in different ways. Students develop and justify their own detailed interpretations of the text with sustained analytical writing, using appropriate metalanguage, integrating evidence from a text to support key points, and improving their use of organisational structures in formal essays.

Students read and engage imaginatively and critically with mentor texts, and create effective and cohesive writing within identified contexts. Through close reading, students expand their understanding of the diverse ways that vocabulary, text structures, language features, conventions and ideas can interweave to create compelling texts. They further consider mentor texts through their understanding of the ways that purpose, context (including mode), and specific and situated audiences influence and shape writing.

UNIT 4 - READING AND RESPONDING TO TEXTS, ANALYSING AND PRESENTING ARGUMENT

Students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey. Students apply reading and viewing strategies to engage with a text, and discuss and analyse the ways authors construct meaning in a text through the presentation of ideas, concerns and conflicts, and the use of vocabulary, text structures and language features. They engage with the dynamics of a text and explore the explicit and implicit ideas and values presented in a text. They recognise and explain the ways the historical context, and social and cultural values can affect a reader, and analyse how these social and cultural values are presented. They establish how these values can influence the way a text is read or viewed, can be understood by different audiences, and can position readers in different ways. Students improve their sustained analytical writing about a text, refine skills to engage with and challenge ideas, confidently apply appropriate metalanguage, deftly integrate evidence from a text to support key points, and enhance their use of organisational structures such as formal essays. Students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. They analyse arguments and the use of persuasive language in texts. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. They create an oral presentation intended to position audiences about an issue currently debated in the media.

RATIONALE

VCE Literature enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices.

Students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices.

UNIT 1 - READING PRACTICES, EXPLORATION OF LITERACY MOVEMENTS AND GENRES

Study students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Students engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.

UNIT 2 - VOICE OF COUNTRY, THE TEXT IN ITS CONTEXT

Students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance.

UNIT 3 - ADAPTATIONS AND TRANSFORMATIONS, DEVELOPING INTERPRETATIONS

Students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. They then reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. Students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. Students then explore a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values and assumptions of the set text to further enhance the students’ understanding.

UNIT 4 - CREATIVE RESPONSES TO TEXTS, CLOSE ANALYSIS OF TEXTS

Students focus on the imaginative techniques used for creating and recreating a literary work. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored. Students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text .

MATHEMATICS

MATHEMATICS

Mr Mark Preston Mathematics

mpreston@balcc.vic.edu.au

Mathematics

RATIONALE

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 and its applications. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and globalised world, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts.

AIMS

This study enables students to:

• Develop mathematical concepts, key knowledge and key skills

• Apply mathematics to analyse, investigate and model a variety of contexts and solve practical and theoretical problems in situations that range from well-defined and familiar to open-ended and unfamiliar

• Apply computational thinking and algorithms, and use technology effectively as a tool for working mathematically.

STRUCTURE

The study is made up of the following units:

• Foundation Mathematics Units 1–4

• General Mathematics Units 1–4

• Mathematical Methods Units 1–4

• Specialist Mathematics Units 1–4

Each unit covers specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

A glossary defining terms used across Units 1 to 4 in the VCE Mathematics Study Design is included in the Support materials.

The areas of study from which content is drawn as applicable to each unit are: Algebra, number and structure; Calculus; Data analysis, probability and statistics; Discrete Mathematics; Functions, relations and graphs; and Space and measurement.

Units 1–4 have been developed as a sequence, with Units 1 and 2 covering assumed key knowledge and key skills as preparation for Units 3 and 4.

UNITS 1 & 2 - FOUNDATION MATHEMATICS

The topics covered in these units are: Integers, Fractions, Decimals, Powers and Roots, Estimation and Approximation, Ratio and Proportion, Rates, Percentages, Equations, Collecting and Classifying Data, Financial Systems and Income Payments, Length and Area, Volume Capacity and Mass, Presenting and Interpreting Data, Managing Finances, and Space Time and Measurement.

UNITS 3 & 4 - FOUNDATION MATHEMATICS

The topics covered in these units are: Calculations, Ratios Proportion and Variation, Percentages, Linear and Simultaneous Equations, Data Collection and Organisation, Measures of Central Tendency and Spread, Comparing Data Sets and Long Term Prediction, Simulations and Simple Probability, Interest and Loans, Financial and Consumer Maths, Scales Plans and Models, Right Angled Triangles, Measurement, Volume, and Shapes.

MATHEMATICS - GENERAL

UNITS 1 & 2 - GENERAL MATHEMATICS

The topics covered in these units are: Review of Percentages and Ratios, Investigating and Comparing Data Distributions, Sequences and Finance, Matrices, Investigating relationships between two Numerical Variables, Graphs and Networks, Variation, Measurement, Scale and Similarity, and Applications of Trigonometry.

MATHEMATICS - METHODS

UNITS 1 & 2 - MATHEMATICAL METHODS

The topics covered in these units are: Linear Equations, Coordinate Geometry , Quadratics, Graphs, Functions and Relations, Polynomials, Transformations, Probability, Counting Methods, Discrete Probability Distributions, Exponential Functions and Logarithms, Circular Functions, Rates of Change, Differentiation and Antidifferentiation of Polynomials, Applications of differentiation of Polynomials, Further Differentiation and Anti-differentiation, and Integration.

MATHEMATICS - SPECIALIST

UNITS 1 & 2 - SPECIALIST MATHEMATICS

The topics covered in these units are: Reviewing Algebra, Number Systems and Sets, Sequences and Series, Additional Algebra, Proof, Logic Algorithms, Combinatorics, Matrices, Graph Theory, Simulation, Sampling and Sampling Distributions, Trigonometric Ratios and their Applications, Trigonometric Identities, Graphing Functions and Relations, Complex Numbers, Transformations of the Plane, Vectors in the Plane, and Kinematics.

UNITS 3 & 4 - GENERAL MATHEMATICS

The topics covered in these units are: Investigating Data Distributions, Investigating associations between two Variables, Investigating and Modelling Linear associations, Data Transformations, Investigating and Modelling Time Series, Modelling Growth and Decay using Recursion, Reducing Balance Loans Annuities and Investments, Matrices, Transition Matrices and Leslie Matrices, Graphs Networks and Trees, and Flow Matching and Scheduling Problems.

UNITS 3 & 4 - MATHEMATICAL METHODS

The topics covered in these units are: Functions and Relations, Coordinate Geometry, Polynomial Functions, Transformations, Exponential Functions and Logarithms, Circular Functions, Further Functions, Differentiation, Applications of differentiation, Integration, Discrete random Variables and their Probability Distributions, the Binomial Distribution, Continuous random Variables and their Probability Distributions, the Normal Distribution, and Sampling and Estimation.

UNITS 3 & 4 - SPECIALIST MATHEMATICS

The topics covered in these units are: Logic, Proof, Vectors, Vector Equations of Lines and Planes, Differential Calculus, Functions and Graphs, Integral Calculus, Differential Equations, Further Integration Techniques and Applications, Applications of First order Differential Equations, and Kinematics and Rectilinear Motion.

CHRISTIAN EDUCATION

Mr Don Gall Christian Education

dgall@balcc.vic.edu.au

SENIOR CHRISTIAN LIVING

The Ballarat Christian College Senior Christian Living Course for years 11 and 12 is taught for three periods per week and continues a balance of theological and practical emphasis taught and practiced from Primary, and Junior and Middle secondary levels.

The course seeks to strengthen and clarify the core tenets of Christianity for our students and to prepare and equip them to understand the relevance of Scripture and the Christian faith for life after secondary school.

The course, which is a compulsory part of our overall education experience at Ballarat Christian College:

• Encourages our students to develop a strong, clear theological literacy.

• Grapples with global and contemporary issues through the lens of a Biblical worldview which is informed by the life andteaching of Christ as described in the Scriptures.

• Allows students to contrast and compare other religions in the light of the exclusive claims of the Bible as God’s inerrant Word for life and eternity.

• Encourages students to explore and experience different traditions of Christian spirituality and discipleship.

• Gives students the opportunity to engage in a variety of experiences from a Christian perspective both in the classroom and in the wider community.

• Challenges students to model daily interactions that reflect Christ’s life and reflect His character.

• Guides students to find purpose and meaning for their lives in Christ as they negotiate a complex and challenging world.

In short, our goal is to guide and model teaching and lifestyle that will equip our students with a strong foundational faith that will carry them through life allowing them to reach their God-given potential in whatever pathway or vocation they pursue.

VCE Religion and Society enables students to understand the complex interactions between religion and society over time. Religion has played and continues to play a significant role in the development and maintenance of society. The study of religion and society can assist students in reaching a deeper, balanced understanding of societies and cultures

in which multiple worldviews coexist. Students explore how such societies and their spiritual and religious traditions negotiate significant ethical issues. Students study the role of religion in supporting adherents to grapple with the big questions of human existence and to respond to significant life experiences.

UNIT 1 - THE ROLE OF RELIGION IN SOCIETY

Students explore the spiritual origins of religion and understand its role in the development of society, identifying the nature and purpose of religion over time. They investigate religion, including the totality of phenomena to which the term ‘religion’ refers, and acknowledge religion’s contribution to the development of human society. Students examine how individuals, groups and new ideas have affected and continue to affect spiritualities, religious traditions and religious denominations. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas, truth narratives, spiritualities and religious traditions broadly and in the Australian society in which they live.

UNIT 2 - RELIGION AND ETHICS

Students are introduced to the nature of ethical decisionmaking in societies where multiple worldviews coexist. Ethical decision- making involves the selection of methods that have guiding concepts, principles and theories. Students explore concepts that underpin ethical decision-making and influences on practical moral judgment. They also explore how philosophical ideas and religion have influenced each other’s understanding of ethics. Certain authorities, values, norms, ideas and ethical principles inform broad ethical perspectives and moral judgments within religious and philosophical traditions. Other aspects of religion –in particular beliefs, texts and sacred stories – inform the decision-making process for religious traditions.

UNIT 3 - THE SEARCH FOR MEANING

Students study the purposes of religion generally and then consider the religious beliefs developed by a religious tradition or religious denomination in response to the big questions of life. Students study how particular beliefs within a religious tradition or religious denomination may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents. Students then consider the interaction between significant life experiences and religion. Religious traditions or religious denominations are to be selected from Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.

UNIT 4 - RELIGION, CHALLENGE AND CHANGE

Students explore challenges for religious traditions or religious denominations generally over time and then undertake a study of challenge and change for a religious tradition or religious denomination. Students investigate how and why religious traditions and religious denominations have taken steps from their inception to the present to respond to challenges in the categories of theology, ethics and continued existence. Students investigate the broader context leading to the challenge, the sources of the challenge, relevant aspects of religion, and the stances and supporting responses adopted by the religious tradition or religious denomination to the challenge. They also examine the influence of the responses on the religious tradition or religious denomination and, where appropriate, on wider society.

Mrs Leanne Coventry Science Faculty

VCE Biology enables students to investigate the processes involved in sustaining life at all levels. They develop an understanding that life is interconnected and dynamic. Students gain insights into how key science skills underpin much of contemporary biology, and how society applies such skills and concepts to resolve problems and make scientific advancements. In VCE Biology, students develop and enhance a range of inquiry skills including practical experimentation. Students investigate and analyse contemporary bioethical issues and communicate their views from an informed position.

VCE Biology provides for continuing study pathways within the discipline and can lead to a range of careers. Branches of biology include botany, genetics, immunology, microbiology, pharmacology, and zoology. In addition, biology is applied in many fields of human endeavour including bioethics, biotechnology, dentistry, ecology, education, food science, forestry, health care, horticulture, medicine, optometry, physiotherapy, and veterinary science. Biologists work in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, geology, medical research, and sports science.

UNIT 1 - HOW DO ORGANISMS REGULATE THEIR FUNCTIONS?

In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the in this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation, and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

UNIT 2 - HOW DOES INHERITANCE IMPACT ON DIVERSITY?

In this unit students explore reproduction and the transmission of biological information and species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes and the environment influence phenotypic expression. They analyse patterns of inheritance, interpret pedigree charts, and predict outcomes of genetic crosses. Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies. They study adaptations that enhance an organism’s survival. Students explore interdependences between species and consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.

UNIT 3 - HOW DO CELLS MAINTAIN LIFE?

In this unit students investigate the workings of the cell. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids a, gene structure and expression in cells and proteins as a diverse group of functional molecules. Students explore biochemical pathways, with reference to photosynthesis and cellular respiration. They explore the application of biotechnologies to various biological processes. Students apply their knowledge of cellular processes through investigation of a selected case study.

UNIT 4 - HOW DOES LIFE CHANGE AND RESPOND TO CHALLENGES?

In this unit students study the human immune system and the provision of immunity to a specific pathogen. Students respond to bioethical issues and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time. Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined, or replaced when challenged by new evidence. Students demonstrate and apply their knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue.

CHEMISTRY

RATIONALE

VCE Chemistry enables students to investigate a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse effects on human

UNIT 1 - HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

Students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

Students conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers.

UNIT 2 - HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD?

Students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society.

Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

UNIT 3 - HOW CAN DESIGN AND INNOVATION HELP TO OPTIMISE CHEMICAL PROCESSES?

Students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.

health and the environment. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.

Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

UNIT 4 - HOW ARE CARBON-BASED COMPOUNDS DESIGNED FOR PURPOSE?

Students investigate the structures and reactions of carbonbased organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.

Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.

VCE Environmental Science enables students to explore the interrelationships between Earth’s four systems. Students examine how past and current human activities affect the environment and how future challenges can be managed sustainably. In undertaking this study, students gain an understanding of the complexity of environmental decisionmaking, and how innovative responses to environmental challenges can reduce pressure on Earth’s natural resources and ecosystem services.

In VCE Environmental Science, students develop a range of scientific inquiry skills including practical experimentation, research and analytical skills, problem-solving skills including critical and creative thinking, and communication skills. Students pose questions, formulate hypotheses, conduct investigations, and analyse and critically interpret qualitative and quantitative data. They assess the limitations of data, evaluate methodologies and results, justify their conclusions,

UNIT 1 – HOW ARE EARTH’S DYNAMIC SYSTEMS INTERCONNECTED TO SUPPORT LIFE?

Earth has been dramatically altered over by naturally occurring climate swings, volcanic activity, drifting continents and other transformative processes. Human activities and lifestyles have an impact on, and are impacted by, Earth’s systems both directly and indirectly, and with both immediate and far-reaching effects.

In this unit students examine the processes and interactions occurring within and between Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere. They focus on how ecosystem functioning can influence many local, regional and global environmental conditions such as plant productivity, soil fertility, water quality and air quality. Students explore how changes that have taken place throughout geological and recent history are fundamental to predicting the likely impact of future changes. They consider a variety of influencing factors in achieving a solutions-focused approach to responsible management of challenges related to natural and humaninduced environmental change.

UNIT 2 – WHAT AFFECTS EARTH’S CAPACITY TO SUSTAIN LIFE?

A sustainable food and water system with a minimal environmental footprint is necessary to secure the food and water supplies that can meet the demands of current and future populations of Earth’s species, including humans. Both natural and human activities can generate pollution that can cause adverse effects across Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere – and consequently affect food and water security. Pollution can make air and water resources hazardous for plants and animals. It can directly harm soil microorganisms and larger soil-dwelling organisms, with consequences for soil biodiversity, as well as impacting on food security by impairing plant function and reducing food yields.

In this unit students consider pollution as well as food and

make recommendations and communicate their findings. Students investigate and evaluate environment-related issues, alternative proposals and responses to challenges by considering both short- and long-term consequences for the individual, the environment and society.

VCE Environmental Science provides direct pathways to a range of careers related to atmospheric sciences, ecology, environmental chemistry and geosciences. The interdisciplinary nature of the study leads to pathways including, but not limited to, architecture, environmental law, engineering, environmental consultancy, environmental advocacy, government policy development, industrial management, landscape design, regional and urban planning, and teaching and research. Environmental scientists also work in cross-disciplinary solutions-oriented areas such as coastal management, climate risk management and disaster risk management.

water security as complex and systemic environmental challenges facing current and future generations. They examine the characteristics, impacts, assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water.

UNIT 3 - HOW CAN BIODIVERSITY AND DEVELOPMENT BE SUSTAINED?

In this unit students focus on environmental management through the application of sustainability principles. They explore the value of the biosphere to all living things by examining the concept of biodiversity and the ecosystem services important for human health and well-being. They analyse the processes that threaten biodiversity and evaluate biodiversity management strategies for a selected threatened endemic animal or plant species. Students use a selected environmental science case study with reference to sustainability principles and environmental management strategies to explore management from an Earth systems perspective.

UNIT 4 – CLIMATE AND HUMAN ENERGY

In this unit students explore different factors that potentially contribute to the variability of Earth’s climate and that can affect living things, human society and the environment at local, regional and global scales. Students compare sources, availability, reliability and efficiencies of renewable and non-renewable energy resources in order to evaluate the suitability and consequences of their use in terms of upholding sustainability principles. They analyse various factors that are involved in responsible environmental decision-making and the role of science.

Students develop skills in data interpretation, extrapolation and interpolation and test predictions. They recognise the limitations of contradictory, provisional and incomplete data derived from observations and models. They explore relationships and patterns in data, and make judgments about accuracy and validity of evidence.

PHYSICS

Sir Isaac Newton glorified God for His universe and laws governing creation, from the minute building blocks of matter to the incredibly large expanses of the universe. In attempting to follow in the footsteps of this man, we will consider some of the mysteries of the universe with recognition given to God for His awesome work. The study of nature and the physical laws of the universe can only really result in wonder at the sovereignty, constancy, universality, orderliness, precision, dependability and infinite power of the Mighty Creator God.

Mathematical models are used to explore how physical systems behave. From classical ideas and their limitations,

students are introduced to modern explanations. Students study topics including light, atomic physics, radiation, thermal physics, electricity, fields, mechanics, quantum physics, energy and matter. They are given a choice of options and also design and undertake their own extended investigation. Students engage in a range of scientific investigation methodologies, develop key science skills, and interrogate the links between theory and practice. They develop insights into how knowledge changes in response to new discovery and how science is connected to innovation in addressing contemporary physics challenges. The application of safety and ethical guidelines is integral to the study of VCE Physics

UNIT 1 - HOW IS ENERGY USEFUL TO SOCIETY?

Students examine the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models are used to understand light, thermal energy, radioactivity, nuclear processes and electricity. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

UNIT 2 - HOW DOES PHYSICS HELP US TO UNDERSTAND THE WORLD?

Students explore the power of experiments in developing theories. They investigate a variety of phenomena by making observations and generating questions, leading to experiments. Students investigate the forces involved in moving objects and apply these concepts to a chosen case study of motion. Students pursue an area of interest through a research investigation and using physics to justify a stance to a contemporary societal issue. A student-designed scientific investigation draws on the key science skills and key knowledge.

UNIT 3 - HOW DO FIELDS EXPLAIN MOTION AND ELECTRICITY?

Students investigate Newton’s laws of motion in one and two dimensions. They explore fields as a model and compare three fundamental fields – gravitational, magnetic and electric, and their importance to the motion of particles. Students examine the production, transmission and delivery of electricity and the operation of particle accelerators.

UNIT 4 - HOW HAVE CREATIVE IDEAS AND INVESTIGATION REVOLUTIONISED THINKING IN PHYSICS?

Theory and experiment interplay between generating models and explaining natural phenomena. Attempts to explain how the universe works have changed over time. Key experiments have had a significant impact on our understanding of the nature of light, matter and energy. Students explore changes in thinking in Physics. Wave theory proves limited as quantum physics is utilised to explain particle-like properties of light. Light and matter are observed as having similar properties. At the speed of light, matter is observed differently from different frames of reference, and matter and energy become almost synonymous. Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS. For a student-designed practical investigation the findings of the investigation are presented in a scientific poster.

PSYCHOLOGY

VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed

to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientific advancements. The study is designed to promote students’ confidence and their disposition to use the information they learn in the study in everyday situations.

UNIT 1 - HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

Students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

UNIT 2 - HOW DO INTERNAL AND EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?

Students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

UNIT 3 - HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES?

Students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory. Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.

UNIT 4 - HOW IS MENTAL WELLBEING SUPPORTED AND MAINTAINED?

Students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia.

ART / TECHNOLOGY

cclough@balcc.vic.edu.au

APPLIED COMPUTING

VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings.

It provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

UNIT 1 - APPLIED COMPUTING

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

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 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

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.

ART CREATIVE PRACTICE

VCE Art Creative Practice introduces the role of art in contemporary and historical cultures and societies, and values the meaningful and unique impact of artists on the development of arts knowledge, tradition and experiences, both locally and globally. Students build an understanding of how artists, through their practice and the artworks they create, communicate personal experiences and ideas, and cultural values, beliefs and viewpoints. In this study, students

view artworks and investigate the working practices of artists from different cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewers or audiences who experience them. Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.

UNIT 1 - INTERPRETING ARTWORKS AND EXPLORING THE CREATIVE PRACTICE

Students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. They focus on the making of art and examine how artists communicate ideas and meaning in artworks. Students explore the practices of artists who have been inspired by ideas relating to personal identity. Through their analysis and interpretation students learn how to formulate and substantiate personal opinions about artworks.

Students learn about the components of the Creative Practice and explore areas of personal interest to develop a series of visual responses. They use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks.

UNIT 2 - INTERPRETING ARTWORKS AND DEVELOPING THE CREATIVE PRACTICE

Students use Inquiry learning to investigate the artistic and collaborative practices of artists. They explore the collaborative practices of artists and use the Creative Practice to make and present artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice.

Students examine the importance of the social and cultural contexts of artworks and analyse the varying social functions that art can serve. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

UNIT 3 - INVESTIGATION, IDEAS, ARTWORKS AND THE CREATIVE PRACTICE

Students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students apply the Interpretive Lenses to researched artworks and in their reflective analysis and evaluation of their use of the Creative Practice. They use critical and creative thinking skills to explore and develop ideas, and experiment with materials, techniques and processes.

UNIT 4 - INTERPRETING, RESOLVING AND PRESENTING ARTWORKS AND THE CREATIVE PRACTICE

Students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice.

Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of the Creative Practice. They reflect on the feedback from their critique to further refine and resolve a Body of Work that demonstrates their use of the Creative Practice and the realisation of their personal ideas.

Students use the Interpretive Lenses to analyse and interpret the meanings and messages of artworks created by the artists they study and to investigate the practices used to create them. They view a range of artworks in different contexts and interpret the ideas and meanings communicated in the artworks.

FOOD STUDIES

VCE Food Studies examines the background to Australia’s varied and abundant food supply and explores reasons for our food choices. This study is designed to build the capacities of students to make informed food choices. Students develop

UNIT 1 - FOOD ORIGINS

This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. Students explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to ruralbased agriculture, to today’s urban living global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world.

Students also investigate Australian indigenous food prior to European settlement and how food patterns have changed over time. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns.

UNIT 2 – FOOD MAKERS

In this unit students investigate food systems in contemporary Australia, exploring both commercial food production industries and food production in small-scale domestic settings. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. Students design new food products and adapt recipes to suit particular needs and circumstances.

UNIT 3 – FOOD IN DAILY LIFE

This unit investigates the many roles and everyday influences of food. Students explore the science of food –

their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns.

they consider the physiology of eating, the microbiology of digestion and appreciating food. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. Students analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and develop their understanding of diverse nutrient requirements.

Students also investigate how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.

UNIT 4 - FOOD ISSUES, CHALLENGES, AND FUTURES

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.

Students also investigate individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. Students’ food production repertoire reflects the Australian Dietary Guidelines and the Australian Guide to Healthy Eating.

VISUAL COMMUNICATION AND DESIGN

The complex demands of 21st-century living have broadened the scope of the designer’s work, and the potential of design to solve ill-defined problems is recognised across sectors including business, industry and education. In response, VCE Visual Communication Design moves beyond practices focusing largely on appearance and function, and views the work of designers as part of larger systems and services addressing problems in sustainable and strategic ways. Contemporary designers understand that visual communication is viewed in increasingly fluid and rapidly changing contexts, and that today’s consumers are often cocreators of content and form. In response, they engage deeply with human-centred research practices to uncover problems,

opportunities and emerging trends, while empathising with stakeholders’ needs, desires, behaviours and attitudes.

The study of VCE Visual Communication Design, therefore, seeks to cultivate future-ready designers who have a critical and reflective eye, a refined aesthetic sensibility, and who are equipped with the skills, knowledge and mindsets necessary to address the problems of life. Through exposure to the cultures and traditions of design practice, students learn how designers visually communicate ideas and information when designing for people, communities and societies. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible and empathetic practitioner equipped with agency and initiative.

UNIT 1 - FINDING, REFRAMING AND RESOLVING DESIGN PROBLEMS

In this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students learn the value of human-centred research methods, working collaboratively to discover design problems and understand the perspectives of stakeholders. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief.

UNIT 2 - DESIGN CONTEXTS AND CONNECTIONS

Unit 2 builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of userexperience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

UNIT 3 - VISUAL COMMUNICATION IN DESIGN PRACTICE

In this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practising in one or more fields of design practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences. They compare the contexts in which designers work, together with their relationships, responsibilities and the role of visual language when communicating and resolving design ideas. Students also identify the obligations and factors that influence the changing nature of professional design practice, while developing their own practical skills in relevant visual communication practices.

UNIT 4 - DELIVERING DESIGN SOLUTIONS

In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes.

MUSIC

Mrs Carol Clough

Art/Technology/Music

cclough@balcc.vic.edu.au

MUSIC

RATIONALE

Music is uniquely an aural art form and its essential nature is abstract. It is a complex socio-cultural phenomenon that exists distinctively in every culture and is a basic expression and reflection of human experience. It allows for the expression of the intellect, imagination and emotion, and the exploration of values, and fosters an understanding of continuity and change. Active participation in music develops musicianship through creating, performing, responding and analysing, and fosters an understanding of other times, places, cultures and contexts. Students develop ideas about the ways in which music can interact with other art forms, technology and design, and other fields of endeavour.

Music learning has a significant impact on the cognitive, affective, motor, social, cultural and personal competencies of students. It supports and encourages flexible cognitive and behavioural skills, and creativity, which are further enhanced by the non-verbal communication methods found in musical socialisation. Students learn to pose and solve problems, work independently and in collaboration, and create and convey meaning from various viewpoints. The nature of music study allows students to develop their capacity to manage their own learning, work together with others, and engage in activity that reflects the real-world practice of performers, composers and audiences, working towards the development of a personal voice.

Through performance, students sing and play music, demonstrating their knowledge and practical music skills through refining solo and/or ensemble performances. Students realise music ideas through the demonstration and interpretation of music elements and concepts to convey meaning and/or emotion to an audience.

Through creating, students explore the manipulation of sound, producing new music works and arrangements. Using the music elements and concepts, students apply their knowledge and understanding of compositional devices to their own creations and the works of others.

Through responding and analysing, students investigate and explain the use of music elements, concepts and compositional devices, and respond to music from a variety of contexts, styles and genres. They develop knowledge and skills in identifying and understanding how music is organised, how effect is created and how influences and cultural contexts are manifested in works.

VCE Music equips students with personal and musical knowledge and skills that enable them to focus on their musicianship in particular areas and follow pathways into tertiary music study or further training in a broad spectrum of music related careers. VCE Music also offers students opportunities for personal development and encourages them to make an ongoing contribution to the culture of their community through participation in life-long music making.

UNIT 1 – ORGANISATION OF MUSIC

Students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.

They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation.

They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.

UNIT 2 – EFFECT IN MUSIC

Students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.

Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance.

UNITS 3 & 4 - MUSIC CONTEMPORARY PERFORMANCE

This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice. Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. They refine selected strategies to enhance their own approach to performance.

Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers in contemporary styles. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music.

Students may present with any instrument or combination of instruments which will be suitable to convey understanding of the key knowledge and application of key skills for Outcome 1, with styles including (but not limited to) rock, pop, jazz, EDM, country, funk and R&B.

They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.

Students prepare a program for assessment in a live performance. They may be assessed as primarily a member of a group or as a solo performer. All performances must include at least one ensemble work with another live musician and an original work created by an Australian artist since 1990. All performances must include a personally reimagined version of an existing work. Original works may also be included in the program.

Students submit a program list along with a Performer’s Statement of Intent. Part of the statement should include information about their reimagined piece and explain how the existing work has been manipulated. This must be accompanied by an authentication document. As part of their preparation, students are able to present performances of both ensemble and solo music works and take opportunities to perform in both familiar and unfamiliar venues and spaces. Across Units 3 and 4 all students select works of their own choice for performance that allow them to meet examination requirements and conditions as described in the performance examination specifications.

VCE | MUSIC

UNITS 3 & 4 – MUSIC COMPOSITION

This study allows students to explore the organisation of sound in music to create expressive outcomes. Through critical listening, analysis and composition in notated and/ or digital media, students develop understanding of the ways music is organised, created and performed in a range of styles and traditions. Study of music works in diverse styles and traditions involves aural and visual analysis and consideration of the organisation of each work. Students’ analysis and knowledge of how composers use ideas, stimuli and creative processes becomes a starting point for creating their own music.

Across both units students:

• Create their own music in recorded and/or notated form, in both short exercise and extended composition formats.

• Undertake focused aural and/or visual analysis of selected works, thereby uncovering music characteristics of these works and their associated styles. Students study the ways composers/creators may have developed music ideas within the work, deepening their understanding of the ways in which sound can be organised in music. Students apply these skills in Unit 4 in an aural and/or visual analysis of their own creative work.

• Listen and respond to a wide variety of music excerpts in familiar and unfamiliar styles. They develop skills in aural analysis as they focus on the ways in which elements of music are treated and compositional devices are used to elicit responses.

HUMANITIES

Mrs Sylvia Loader

ACCOUNTING

Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting information which is then communicated to internal and external users of this information. It plays an integral role in the successful operation and management of businesses.

VCE Accounting focuses on small business. Unit 1 begins with a small service business, allowing students to develop

knowledge and skills in accounting without the complexities of accounting for trading businesses or large organisations. Units 2, 3 and 4 then focus on a single activity trading business where students build on and extend their accounting skills. Many students who study VCE Accounting will go on to further studies and careers in business and finance.

UNIT 1 – ESTABLISHING & OPERATING A SERVICE BUSINESS

This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the process of gathering and recording financial data and the reporting and analysing of accounting information by internal & external users. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business.

UNIT 2 – ACCOUNTING FOR A TRADING BUSINESS

This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports.

UNIT 3 – RECORDING AND REPORTING FOR A TRADING BUSINESS

This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the ‘First In, First Out’ (FIFO) method is also used.

UNIT 4 - CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single trading business using the perpetual inventory recording system. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business.

AUSTRALIAN AND GLOBAL POLITICS (AUSTRALIAN STREAM)

VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and its influence. It allows students to become informed observers of, and active participants in, their political system. As students begin to think critically, they recognise that democratic ideals are often difficult to

achieve in practice. Australian and Global Politics provides knowledge and skills that prepare students for formal study at the tertiary level or in vocational education and training settings. It also leads to opportunities in a range of careers, including academia, management, and government. Students may also pursue occupations in corporate and private enterprises in fields such as journalism, law, research and politics.

UNIT 1 - IDEAS, ACTORS, AND POWER

In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda.

UNIT 2 - GLOBAL CONNECTIONS

This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability.

UNIT 3 - EVALUATING AUSTRALIAN DEMOCRACY

This unit introduces students to the core principles and operation of the Australian political system. Area of Study 1 focuses on the values and principles that underpin the Australian political system. It introduces the key elements of liberal democracy and representative government and explores how they operate in theory and practice.

Area of Study 2 evaluates the Australian liberal democratic system further by comparing it with the political system of the United States of America (USA). Students analyse key aspects of the US political system, including the electoral process, the operation of the legislative branch and the protection of rights and freedoms.

UNIT 4 - AUSTRALIAN PUBLIC POLICY

This unit focuses on Australian federal public policy formulation and implementation. During the formulation stage of many public policies, the government is subject to pressures from competing stakeholders and interests. As the government responds to these influences and pressures, policy proposals are often subject to change and compromise. Students investigate the complexities the government faces in putting public policy into operation.

Area of Study 1 examines domestic policy, that which is largely concerned with Australian society and affecting people living in Australia. Students investigate ONE contemporary Australian domestic policy issue and consider the policy response of the Australian government to that issue. They analyse the major influences on the formulation of the policy and the factors affecting the success of its implementation.

In Area of Study 2, students consider contemporary Australian foreign policy. As it deals with Australia’s broad national interests, foreign policy may be less subject to the pressures and interests of competing stakeholders. Students examine the major objectives and instruments of contemporary Australian foreign policy and the key challenges facing contemporary Australian foreign policy.

AUSTRALIAN

AND GLOBAL POLITICS (GLOBAL STREAM)

VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and its influence. IIt allows students to become informed observers of, and active participants in, their political system. As students begin to think critically, they recognise that democratic ideals are often difficult to achieve in practice.

Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and of

UNIT 1 - IDEAS, ACTORS, AND POWER

In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda.

UNIT 2 - GLOBAL CONNECTIONS

This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability.

contemporary global issues. In doing so, students are provided with the opportunity to develop the awareness and the critical thinking skills that underpin active citizenship and an ability to more deeply appreciate and contextualise the global environment in which they live.

Australian and Global Politics provides knowledge and skills that prepare students for formal study at the tertiary level or in vocational education and training settings. It also leads to opportunities in a range of careers, including academia, management and government. Students may also pursue occupations in corporate and private enterprises in fields such as journalism, education, law, research and politics.

UNIT 3 - GLOBAL ACTORS

In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary evidence In this unit students investigate the key global actors of contemporary global politics. They use evidence to analyse the key global actors and their aims, roles, and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interests and power as they relate to the state, and the way in which ONE Asia-Pacific state uses power to achieve its objectives.

UNIT 4 - GLOBAL CHALLENGES

In this unit students investigate key global challenges facing the international community in the 21st century. They examine and analyse the debates surrounding TWO ethical issues that are underpinned by international law. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to resolving them.

BUSINESS MANAGEMENT

In VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as ethical and socially responsible members of society, managers and leaders of the business community, and as informed citizens, consumers, and investors.

The study of VCE Business Management leads to opportunities across all facets of the business and management field such as small business owner, project manager, human resource manager, operations manager, or executive manager. Further study can lead to specialisation in areas such as marketing, public relations, and event management.

UNIT 1 - PLANNING A BUSINESS

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

UNIT 2 - ESTABLISHING A BUSINESS

This unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be met 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 management practices by applying key 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 considerations for managing a business efficiently and to effectively achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

UNIT 4 - TRANSFORMING A BUSINESS

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these. In VCE Geography students develop a range of skills, many of which employ spatial and digital

UNIT 1 - HAZARDS & DISASTERS

In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards represent the potential to cause harm to people and or the environment whereas disasters are judgments about the impacts of hazard events. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Types of hazards are commonly classified by their causes, such as geological (or geophysical) hazards, hydro-meteorological (weather, climate, water) hazards, and biological hazards include infectious diseases.

UNIT 2 – TOURISM

In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. The travel and tourism industry is directly responsible for one in every twelve jobs globally and generates around 5 per cent of its GDP. (UNTWO Annual Reports 2011–2013).

The study of tourism at local, regional and global scales emphasises the interconnection within and between places. For example, the interconnections of climate, landforms and culture help determine the characteristics of a place that can prove attractive to tourists. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation.

technologies. Investigative skills develop students’ ability to conduct geographic study and inquiry including the collection of primary data through observation, surveys, fieldwork, and the collection of data and information from relevant secondary sources. Interpretative and analytical skills enable students to interpret information presented in a variety of formats including maps, graphs, diagrams and images. These skills encourage students to critically evaluate information for its validity and reliability.

UNIT 3 – CHANGING THE LAND

This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. People have modified land cover to produce a range of land uses to satisfy needs such as housing, resource provision, communication, recreation and so on. Students investigate three major processes that are changing land cover in many regions of the world: Deforestation, desertification, and melting glaciers and ice sheets. Students investigate the distribution and causes of these three processes. They select one location for each of the three processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales. At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change.

UNIT 4 - HUMAN POPULATION, TRENDS, AND ISSUES

In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. Populations change by growth and decline in fertility and mortality, and by people moving to different places. The Demographic Transition Model and population structure diagrams provide frameworks for investigating the key dynamics of population. Population movements such as voluntary and forced movements over long or short terms add further complexity to population structures and to economic, social, political and environmental conditions. Many factors influence population change, including the impact of government policies, economic conditions, wars and revolution, political boundary changes and hazard events.

HISTORY (MODERN)

The study of VCE History assists students to understand themselves, others, and the contemporary world, and broadens their perspective by examining events, ideas, individuals, groups and movements. Students of VCE History develop social, political, economic and cultural understandings of the conditions and features which have helped shape the present. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. Historical comprehension enables a source to be understood in relation to its context; that is,

UNIT 1 & 2 - MODERN HISTORY

Modern History provides students with an opportunity to explore the significant events, ideas, individuals, and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world. Importantly, this is a world that students currently live in.

UNIT 1 - Change and Conflict (1914-1939),

Area of Study One, students investigate and ask questions related to:

• How did significant events and ideas contribute to conflict and change?

• How did individuals and movements challenge existing political and economic conditions?

• What were the consequences of World War One?

• How did ideology influence the emergence of new nation states?

• To what extent did the events, ideologies, individuals, movements, and new nations contribute to the causes of World War Two?

students make links between the historical source and the world context in which it was produced.

We can never know the whole past. Historical knowledge rests on the interpretation of historical sources that are used as evidence. Furthermore, judgments about historical significance made by historians are central to the discipline. Historians do not always agree about the meaning of the past; historical interpretations are often subject to academic and popular debate. Therefore, history is contested, and students develop an ability to work within this contested space to form their own opinions and to defend them using evidence. The study of VCE History equips students to enhance their critical thinking, take an informed position on how the past informs the present and future, and contributes to them becoming informed and engaged citizens.

Area of Study One provides an overview of the consequences of World War I in determining thestrength of right-winged ideologies that emerged in Europe during this time. It further looks at how varying ideologies strengthened, challenged, or weakened nation states. Students study the changes to existing political structures and systems, including the Weimar Republic and the Third Reich in Germany and the New Deal in the USA. Students also discover the role significant individuals played in contributing to political change.

Area of Study Two focuses on the Social and Cultural Change, asking:

• How did society and culture change?

• How did cultural life both reflect and challenge the prevailing political, economic and social conditions?

• How did ideologies contribute to continuities and changes in society and culture?

• What role did individuals, groups and movements play in social and cultural continuity and/or change?

VCE | HISTORY (MODERN) COND.

UNIT 2 - The Changing World Order (1945-1991), examines the impact of the Cold War, the collapse of communist regimes in the USSR and the Eastern bloc, decolonisation movements, ethnic and sectarian conflicts. It also looks at the rise of social movements that challenged existing values and traditions and the creation of new political partnerships such as the UN, EU, APEC, OPEC, ASEAN, and the Commonwealth. Terrorism is also investigated as it remained a major threat, influencing politics, social dynamics, and migration of people across the globe.

Area of Study One, the Causes, Course and Consequences of the Cold War encourages students to ask:

• What were the causes of the Cold War?

• How did Cold War ideology contribute to increased tensions and conflict?

• What were the consequences of the Cold War on nations and peoples?

UNITS 3 & 4 - REVOLUTIONS

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals, and popular movements. Their consequences have a profound effect on the political and social structures of the post- revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression, and terror. In Year 12, students learn about the French and Chinese Revolutions.

• What caused the end of the Cold War?

• How did the social, political, economic, and cultural conditions influence and change the post-Cold War world?

Area of Study Two, looks at Challenge and Change asking:

• What caused the challenges to existing political and/or social structures and conditions?

• How did the actions and ideas of popular movements and individuals contribute to continuity and change?

• To what extent did change occur?

• What were the perspectives and experiences of those who demanded and/or resisted change?

For Area of Study One, Causes of the revolution, both revolutions require students to ask:

• What were the significant causes of revolution?

• How did the actions of popular movements and particular individuals contribute to triggering a revolution?

• To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution?

• For Area of Study Two, students further their understanding of the Consequences of revolution, by asking:

• What were the consequences of revolution?

• How did the new regime consolidate its power?

• What were the experiences of those who lived through the revolution?

• To what extent was society changed and revolutionary ideas achieved or compromised?

Unit 3: French Revolution- 1774 to 1795

Unit 4: Chinese Revolution -1912-1976

In contemporary Australian society there are a range of laws existing to both protect the rights of individuals and to achieve social cohesion. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of a democratic society interact with laws and the legal system through many aspects of their lives and can also influence law makers.

The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their confidence

UNIT 1 – THE PRESUMPTION OF INNOCENCE

Laws, including criminal law, aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order. When a criminal law is broken, a crime is committed which is punishable and can result in criminal charges and sanctions.

In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.

UNIT 2 – WRONGS AND RIGHTS

Civil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. In this unit, students investigate key concepts of civil law and apply these to actual and/ or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can affect positive change to laws and the legal system. VCE Legal Studies equips students with an ability to research and analyse legal information and apply legal reasoning and decision-making skills. It also fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as a solicitor, barrister, policy adviser, prosecutor, paralegal, legal assistant, as well as other careers in the courtroom, education and law enforcement.

UNIT 3 – RIGHTS AND JUSTICE

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit, students examine the methods and institutions in the criminal and civil 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 means and institutions used to determine and resolve cases.

Students explore topics 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. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

UNIT 4 – THE PEOPLE, THE LAW AND REFORM

The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it 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 lawmaking, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Philosophy is broadly concerned with questions of ethics, epistemology and metaphysics. Philosophy is the founding discipline of logic, and continues to develop and refine the tools of critical reasoning, influencing approaches in mathematics, digital coding, science and the humanities. Philosophers grapple with the problems that lie at the foundation of issues of public debate such as artificial intelligence, justification for a charter of human rights and freedom of speech. Philosophers are concerned with thinking rigorously and rationally about ideas, and exploring their meaning, context, coherence and implications. The nature of the questions studied, together with the techniques of reasoning and argument used to study them, can in turn help to create new ideas and insights. VCE Philosophy explores foundational ideas and enduring questions related to diverse

UNIT 1 – EXISTENCE, KNOWLEDGE AND REASONING

What is the nature of reality? How can we acquire certain knowledge? These are some of the questions that have challenged humans for millennia and underpin ongoing endeavours in areas as diverse as science, justice and the arts. This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’, for example through formulation of questions and philosophical exchanges with others. Hence the study and practice of techniques of reasoning are central to this unit. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. At least one of these examples will be from a primary philosophical text using a complete text or an extract. For the purposes of this study, a primary text is defined as offering a positive argument or viewpoint rather than a mere critique. Students investigate relevant debates in applied epistemology and metaphysics, and consider whether the philosophical bases of these debates continue to have relevance in contemporary society and our everyday lives.

UNIT 2 – QUESTIONS OF VALUE

What are the foundations of our judgments about value?

What is the relationship between different types of value?

How, if at all, can particular value judgments be defended or criticised? This unit enables students to explore these questions in relation to different categories of value judgment 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. They study at least one primary philosophical text, using the complete text or an extract, and develop a range of skills including formulating philosophical questions and informed responses. For the purposes of this study a primary text is defined as offering a positive argument or viewpoint rather than mere critique. For the purposes of this study, arguments make a claim supported by propositions and reasoning, whereas a

fields including the humanities, sciences and the arts. It is a challenging and stimulating study, which nurtures curiosity, problem-solving skills, open-mindedness and intellectual rigour. Studying VCE Philosophy involves explicitly developing the habits of clarifying concepts, analysing problems, and constructing reasoned and coherent arguments. It encourages students to reflect critically on their own thinking and helps them to develop a sophisticated and coherent worldview. Exploring the big philosophical questions and the ideas of some of history’s greatest thinkers promote a satisfying intellectual life and offer inspiration to future thinkers. The ability to think philosophically is highly regarded in careers that involve conceptual analysis, strategic thinking, insightful questioning and carefully reasoned arguments.

viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.

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 philosophical sources to their own views on these questions and to contemporary debates. For the purposes of this study, arguments make a claim supported by propositions and reasoning, whereas a viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.

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 life well lived? Is morality central to a good life? How does our social context impact on our conception of a good life? In this unit, students explore philosophical texts that have had a significant impact on western ideas about the good life. Students critically compare the viewpoints and arguments in set texts to their views on how we should live, and use their understandings to inform a reasoned response to contemporary debates. For the purposes of this study, arguments make a claim supported by propositions and reasoning, whereas a viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as psychology, sociology, science, engineering and politics.

The study of VCE Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further, it directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social change. It provides valuable knowledge and skills for participation in

everyday life. It develops a capacity for detailed observation of social patterns and group behaviour and encourages students to become aware of and to think about daily life and activities, as well as wider social issues, from a sociological perspective.

UNIT 1 - YOUTH AND FAMILY

Students use sociological methodology to explore the social category of youth and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of society’s composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures work.

UNIT 2 - DEVIANCE AND CRIME

Students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule-breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and gender.

UNIT 3 - CULTURE AND ETHNICITY

Students critically explore the historical suppression of, and increasing public awareness of, Australian Indigenous cultures. They examine the past and its influence on subsequent generations, as well as contemporary factors that may support and/or limit increasing awareness of Australian Indigenous cultures. Students also investigate ethnicity as a key sociological category that plays an important role in social life. Individuals often define themselves, or others, as members of at least one ethnic group based on a common heritage that gives them a unique social identity. Ethnicity is not fixed and unchanging; instead, ethnic identities constantly evolve and are shaped through a variety of political, cultural and social forces. The concept is often used in contrast to the concept of race, which generally refers to groups based on visible physical characteristics such as skin colour and facial features. Most sociologists prefer to focus on the concept of ethnicity rather than race.

UNIT 4 - COMMUNITY, SOCIAL MOVEMENT AND SOCIAL CHANGE

Students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change. They examine the changing definitions and experiences of community. This includes examination of the challenges and opportunities posed by political, social, economic and technological change. Students examine the concept of community with particular reference to the theories of Ferdinand Tonnies and Michel Maffesoli. Students also investigate the role of social movements. A social movement involves a group engaged in an organised effort to achieve social change. Students develop an understanding of the purpose, evolution, power and outcomes of social movements.

HEALTH & PHYSICAL EDUCATION

Karen Farquhar Health & Physical Education

Mrs

HEALTH & HUMAN DEVELOPMENT

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

UNIT 1 - UNDERSTANDING HEALTH AND WELLBEING

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status.

UNIT 2 – MANAGING HEALTH AND DEVELOPMENT

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

holistically – across the lifespan and the globe, and through a lens of social equity and justice.

VCE Health and Human Development is designed to foster health literacy. VCE Health and Human Development offers students a range of pathways including 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.

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. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

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. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Area of Study 2 looks at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

PHYSICAL EDUCATION

The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in

UNIT 1 - THE HUMAN BODY IN MOTION

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

UNIT 2 - PHYSICAL ACTIVITY, SPORT, AND SOCIETY

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour.

physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

UNIT 3 - MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY

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

Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

UNIT 4 - TRAINING TO IMPROVE PERFORMANCE

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

Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

VCE VOCATIONAL MAJOR

Mr David Neumann

UNDERSTANDING VCE VM

The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM aims to empower students. It aims to give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.

An applied learning approach emphasises skills and knowledge that may not normally be the focus of more traditional school curricula. It also recognises individual differences in ways of learning and post-educational experiences. Applied learning

incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences, where students discover how to apply what they have learnt by doing, experiencing, reflecting and relating acquired skills to the real-world. Teachers will assess students progress through a range of activities.

Students will utilise practical settings such as workplaces and will participate in community-based activities / projects that involve key skills such as working as part of a team. Students can also receive credit for on-the-job learning.

Motivation to engage in learning Student centred, flexible approach

Assessment practise which promote success

WHO IS THE VCE-VM FOR?

• Students in Year 11 and 12 who would benefit from an applied learning approach to teaching and assessment

• Students who would benefit from the flexibility to combine Structured Workplace Learning (SWL) or an SBAT (School Based Apprenticeships & Training) in their senior school program

• Students who are not requiring a direct pathway to university via an ATAR

○ No ATAR is given for a VCE VM certificate

APPROACHES TO APPLIED LEARNING TEAMWORK AND COMMUNICATION

CREATIVITY AND PROBLEM SOLVING

ADAPTABILITY

AND SELF MANAGEMENT

UNDERSTANDING VCE VM

WHERE A VCE VOCATIONAL MAJOR CAN TAKE YOU

The VCE Vocational Major offers a pathway into:

• apprenticeships

• traineeships

• further education and training

• university (through alternative entry programs)

• employment.

VCE VM AND VET (VOCATIONAL EDUCATIONAL & TRAINING)

VET will continue to play an important role in the VCE, and VCE VET programs will continue to be offered in 2023 and beyond; both at Ballarat Christian College and through the Highlands Llen VET Cluster. Students will continue to receive VCE credit for other training or school-based apprenticeships/traineeships. VET is a key element of the VCE Vocational Major program, with students required to complete a minimum of 180 nominal hours of VET at Certificate II level or above. Hours can be accrued across multiple certificates.

For further information see the “VET” section.

GETTING THE VCE VOCATIONAL MAJOR

To get your VCE Vocational Major, you must successfully complete at least 16 units, including:

• 3 Literacy or VCE English units (including a Unit 3 and 4 sequence)

• 3 other Unit 3 and 4 sequences

• 2 Numeracy or VCE Mathematics units

• 2 Work Related Skills units

• 2 Personal Development Skills

• 180 hours of VET at Certificate II level or above

Students can also include other VCE subjects and structured workplace learning. You must also complete at least 3 other unit 3–4 sequences. This means 3 other full year studies at a year 12 level. You can do other VCE studies or VET.

The award of satisfactory completion for a unit will be based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit, assessed through a range of learning activities and tasks. There are no external assessments, apart from the General Achievement Test and in some scored VCE VET programs. Students completing the VCE VM won’t receive an ATAR. Most students will finish their VCE Vocational Major over 2 years. When you’ve completed your course, you will receive a Victorian Certificate of Education with the additional words ‘Vocational Major’.

VCE VM LITERACY

• Focuses on the development of the knowledge and skills required to be literate in Australia today.

• Enables the development of knowledge, skills and attributes relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning and community.

VCE VM students only

VCE FOUNDATION MATHS

• Provide for the continuing mathematical development of students with respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in study.

*Alternatively, VCE VM students could choose VCE General Mathematics

VCE VM WORK RELATED SKILLS

• Offers practical, authentic opportunities for students to develop employability skills and prepare for their future pathway

• Students apply their knowledge and understanding to practical and collaborative activities to prepare for the process of applying for jobs and being a valued and productive employee in the workplace.

* VCE VM students only

VCE VM PERSONAL DEVELOPMENT SKILLS

• Through independent and collaborative activities, Personal Development Skills builds the capacity of students to set personal goals and participate in their communities with confidence, respect, safety and resilience.

• Students develop their capacity to understand and connect with the world they live in, and build their potential to be productive, independent and capable citizens.

SENIOR CHRISTIAN LIVING

• Compulsory for all VCE & VCE VM students

STRUCTURED WORKPLACE LEARNING

Structured Workplace Learning (SWL) is on-the-job training or work placements that allow you to develop work skills and understand what employers expect. SWL can be a valuable component of your VET qualification undertaken within your VCE, VCE VM or VPC. SWL complements your training at school or with another provider.

It should be spread across the whole training program, and it allows you to:

• Build and improve your skills

• Apply practical industry knowledge

• Be assessed in units of competency, as determined by the RTO

• Expand your employment opportunities

STRUCTURED WORKPLACE LEARNING RECOGNITION

When you complete SWL, you can gain extra units towards your VCE, VCE VM or VPC by completing SWL Recognition. This process gets you to reflect on your SWL experiences in a Workplace Learning Record and discuss these with your school. This also applies if you are undertaking a school-based apprenticeship or traineeship.

SCHOOL-BASED APPRENTICESHIP OR TRAINEESHIP (SBAT)

To become an apprentice or trainee you must be in paid work and sign a contract of training. The training contract must be registered with the Victorian Registration and Qualifications Authority.

Your VCE, VCE VM or VPC program would then include:

• VCE, VCE VM or VPC studies at school

• VET at an RTO, such as TAFE

• Part-time paid work in the industry in which you are training.

You can do a school-based apprenticeship or traineeship in many industries as part of your VCE, VCE VM or VPC. These include, but are not limited to, agriculture, building and construction, early childhood education, and sport and recreation. A school-based apprenticeship or traineeship qualification contributes to successfully finishing the VCE, VCE VM or VPC, just like VCE VET programs do, by giving students credit for Units 1 to 4. School-based apprenticeships or traineeships may contribute to an ATAR.

For further information regarding School Based Apprenticeships & Training and Structured Workplace Learning contact Mrs.Farquhar.

VCE VM PROGRAMS AT BALCC

Year 11 Year 12

Senior Christian Living Senior Christian Living

VCE-VM Unit 1&2 Literacy

VCE Unit 1&2 Foundation Maths

VCE-VM Unit 1&2 PDS

VCE-VM Unit 1&2 WRS

VET Unit 1&2 (e.g. Hospitality)

Unit 2 VCE I&E or

VCE-VM Unit 3&4 Literacy

VCE Unit 3&4 Foundation Maths

VCE VM Unit 3&4 PDS

VCE VM Unit 3&4 WRS

VET Unit 3&4 (E.g. Hospitality)

Year 11 Year 12

Senior Christian Living Senior Christian Living

VCE Unit 1&2 English

VCE Unit 1&2 Foundation Maths

VCE-VM Unit 1&2 PDS

VCE-VM Unit 1&2 WRS

VCE Unit 3&4 English

VCE Unit 3&4 Foundation Maths

VCE VM Unit 3&4 PDS

VCE VM Unit 3&4 WRS

VET Unit 3&4 (E.g. Building & Construction)

VET Unit 1&2 (e.g. Building & Construction)

Unit 2 VCE I&E or

Year 11 Year 12

Senior Christian Living Senior Christian Living

VCE-VM Unit 1&2 Literacy

VCE Unit 1&2 Foundation Maths

VCE-VM Unit 1&2 PDS

VCE-VM Unit 1&2 WRS

VET Unit 1&2 (e.g. Fashion)

VCE Unit 1&2

*Students not eligible for an ATAR

*Samples only; subject to offerings, staffing and timetable

A VCE Vocational Major must include

VCE-VM Unit 3&4 Literacy

VCE Unit 3&4 Foundation Maths

VCE VM Unit 3&4 PDS

VCE VM Unit 3&4 WRS

VET Unit 3&4 (E.g. Fashion)

VCE Visual Communication Design

• 3 Literacy or VCE English units (including a Unit 3 and 4 sequence)

• 3 other Unit 3 and 4 sequences

• 2 Numeracy or VCE Mathematics units

• 2 Work Related Skills units

• 2 Personal Development Skills

• 180 hours of VET at Certificate II level or above

Students can also include other VCE subjects and structured workplace learning

Please Note: You can only take the new studies of VM Literacy, Work Related Skills and Personal Development Skills if you are enrolled in the VCE Vocational Major (VM).

Talk to your teacher or careers counsellor about how to build your VCE or VCE VM program to best suit you. You can also check out Where to Now (https://www.vcaa.vic.edu.au/studentguides/whereto-now/Pages/Index.aspx) to learn more about how the VCE is structured.

VET

CERTIFICATE II APPLIED FASHION DESIGN AND TECHNOLOGY

This program provides an introductory overview of skills applied in the fashion industry. It includes skills used in the design and production of garments and millinery. This course provides students with an excellent introduction to fashion design and related industries, covering basic knowledge and skills in pattern making, garment design and garment construction for the creation of students own items. Potential occupation outcomes include fashion design assistant milliner’s assistant, designer, or textile operator.

CERTIFICATE II BUILDING AND CONSTRUCTION

The Certificate II in Building and Construction (22338VIC) provides young people with the opportunity to gain a strong skill and knowledge base related to their selected trade sector. It teaches students skills and knowledge, and boosts student’s literacy, numeracy and general employability. The learning outcomes include:

• communication skills for the construction industry

• workplace safety and site induction

• determining opportunities and pathways, and applying for work in the construction industry

• identification of different building structures and components and sequencing of activities in the construction industry

• application of mathematical calculations in the construction industry

• selection and application of levelling techniques

• identification of quality principles in the construction industry

• safe use and maintenance of general construction plant and selected portable power tools.

****VET course availabilities subject to Federal Government approval****

* Please Note: Year 9 & 10 electives and VCE / VET / VCE VM mentioned in this Handbook may or may not run depending on circumstance, including student interest levels, etc.

HIGHLANDS LLEN VET CLUSTER

WHAT IS THE HIGHLANDS LLEN VET CLUSTER?

VETDSS

Vocational Educational & Training Delivered to Secondary Students programs are undertaken as part of secondary school studies. VET programs offer students national or state recognised vocational certificates, which are endorsed for recognition in both the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCE VM) from the Victorian Curriculum and Assessment Authority (VCAA).

VCE VET PROGRAMS

With the exception of English there is no limit on the VET programs that may contribute to satisfactory completion of the VCE; however VET courses from the same area are not counted towards the VCE. VET may be fully incorporated into the VCE as VCE VET or Block Credit Programs.

• Are fully recognised within the Units 1 - 4 structure of the VCE and have equal status with other VCE studies

• May offer scored assessment and provide a study score (selected programs only)

• Three sequences other than English, can be approved VCE VET Unit 3 & 4 sequences, with study scores

• Scored VCE VET programs contribute directly to the ATAR in the primary 4 or as a 5th or 6th study increment

ENTRY LEVEL

VETDSS programs are available to Year 10, 11 & 12 students. Please note that preference will be given to suitable Year 11 applicants. This is due to most programs being undertaken over a two-year period.

BLOCK CREDIT VET PROGRAMS

Students who undertake VETDSS programs not included in the suite of approved VCE VET programs may be eligible for credit towards their VCE. However this will need to be discussed with the school prior to commencement. VTAC may award students who receive a Units 3 & 4 sequence through Block Credit recognition of a 10% increment towards their ATAR.

*Scored VCE VET subjects that are undertaken without scored assessments are not eligible for block credit.

VET INCREASES STUDENTS’ LEARNING POTENTIAL

• Broadens VCE/VCE VM options

• Develops students’ capacity to make decisions and solve problems

• Helps students to gain confidence and improve communication and interpersonal skills through learning in an adult environment

HIGHLANDS LLEN VET CLUSTER

The Highlands LLEN VET Cluster is a partnership between senior secondary education providers within the Highlands Region. The region encompasses Bacchus Marsh, Ballarat, Beaufort, Daylesford, Lake Bolac and Maryborough. Participating schools are from all education sectors; government, catholic and independent. We also have participation from students in other regions where space permits. Courses are provided by Registered Training Organisations (RTO’s).

• Fosters positive feedback by enabling students to demonstrate specific skills and competency

• Matches student interests and career directions through the provision of strong pathways

• Provides access to a range of different technologies related to the type and place of work

VET PROVIDES NATIONAL OR STATE QUALIFICATIONS & SKILLS

• Upon successful completion of the program, students are awarded a full or partial national or state accredited vocational training Certificate or Statement of Attainment

• VET qualifications may articulate directly into further education and training at TAFE or other RTOs through documented pathway agreements

VET INCREASES STUDENTS’ LEARNING POTENTIAL

• Multiplies post-school opportunities

• Provides the opportunity to trial a career. Helps students explore possible areas of interest which

• promote further study and work choices

• Allows a student to develop strong links with industry and local community employers, i.e. students may be offered part time/casual work

• Improves employment prospects

• Helps students gain knowledge of employers’ expectations and real working conditions

• Develops students’ capacity for cooperation, teamwork and leadership skills development

• Assists in transition from school to work

Highlands LLEN VET Cluster is located at Suite 21, Ballarat Technology Park Central 106 – 110 Lydiard Street South, Ballarat Central Victoria 3350 VET Cluster Coordinator: (03) 4344 4155

VET CLUSTER PROGRAM

This handbook outlines and extensive selection of VET programs available to students at member schools for 2022. Please note the printed arrangements regarding times, venues and course outlines are subject to change and will be confirmed by a letter to the student in Term 4 of each year prior.

HOW TO APPLY

STEP 1

Read the handbook and course requirements carefully. If students are unsure about the options, please speak with Mrs Sylvia Loader.

STEP 2

Apply for a Unique Student Identifier (USI)

All students studying national or state recognised training packages need to have a Unique Student Identifier (USI). This includes students undertaking VET at their home school. A USI is a reference number made up of numbers and letters. Creating a USI is free. Students will then have a secure online record of their nationally recognised training that they can access anytime and anywhere, and it’s theirs for life. The USI is linked to the National Vocational Education and Training. (VET) Data Collection, and this means an individual’s nationally recognised training and qualifications gained anywhere in Australia, from different training organisations, will be kept all together.

The USI will:

• link a student’s VET achievements, regardless of where in Australia they study the course

• • let students easily access secure digital transcripts of their achievements

• give students more control over their VET information. To obtain a USI simply apply online: www.usi.gov.au

STEP 3

Online Enrolment Go to www.highlandsvetcluster.com.au - 1st year applications for 2023 applications open on Monday 1st August and close on Monday 15th August. Online enrolments close late August.

STEP 4

Attend an interview or orientation session scheduled either the last week of Term 3 or the first week of Term 4.

STEP 5

Students will be notified if they have received a place in the VET program via offers. First Round offers available from Tuesday 16th August and further offers available onwards from Monday 29th August. If students accept the offer, they will be required to pay $70 as part payment for material costs, payable to the student’s home school. When enrolling in a VET program through the Highlands LLEN VET Cluster, students will be required to complete Student Commitment (code of conduct) and Medical Forms.

Further to this, additional course requirements set out by the Highlands LLEN VET Cluster must be adhered to. It is important that students, parents, and carers take time to read the following course requirements before submitting an enrolment online.

When enrolling in a VETDSS program through the Highlands LLEN VET Cluster, you will be required to complete a Student Commitment (Code of Conduct) and Medical Form. Further to this, additional course requirements set out by the Highlands LLEN VET Cluster must be adhered to. It is important that you and your parents take time to read the following course requirements before submitting an enrolment online.

VET COURSE REQUIREMENTS

1. ABSENCES

Students are permitted to have two absences a semester, or four for the year. An additional two approved absences will be allowed for school camps, excursions etc. Where possible students are required to notify their Head of School and their program teacher of their absence in advance. The College is not responsible for notifying the program teacher.

2. PUNCTUALITY

All students are expected to arrive on time to class. Students who arrive more than 10 minutes after the class has started will be marked as late. Regular lateness may result in being refused entry into the class room.

3. WORK REQUIREMENTS

All tasks assigned by the program teacher are to be completed by the due date. Students who fail to meet deadlines will be given a warning and a second submission date will be negotiated. Students who fail to complete set tasks, may face disciplinary action.

4. UNIQUE STUDENT IDENTIFIER (USI), STUDENT COMMITMENT & MEDICAL FORMS

Student Commitment and Medical Forms are part of the enrolment process and outlines all of the student responsibilities in regards to work requirements, student behaviour, and course expectations and provides the program teacher information about any medical conditions that the student may have. Failure to complete and submit these forms will jeopardise a student’s application for a VET program.

5. PROGRAM COSTS

The Highlands Local Learning and Employment Network (HLLEN) coordinates the Vocational Education and Training in Schools (VETiS) for the Ballarat and District Cluster of Secondary Schools, of which Ballarat Christian College is a member. Various secondary schools offer to host VETiS programs for students in the district. Due to the early closing date of VETiS Cluster programs 20th August, we ask students and parents to explore the programs on offer through the Cluster by visiting:

www.highlandsllen.org/education/vocational-educationtraining/

Applications for Cluster courses are found online here: www.highlandsvetcluster.com.au/

Please be aware that there are significant additional tuition and material costs associated with VET courses offered through the cluster. Parents are required to pay the Materials Fee levied for any selected course. The College will subsidise up to 50% of the applicable course Tuition Fee - capped at $1,500 - any amount over this is to be paid by the student’s parents. For example, if the Tuition Fee is $2,800 the College will pay $1,400 and the parents will pay $1,400; if the Tuition Fee is $3,500 the College will pay the capped amount of $1,500, and the parents will need to pay the $2,000 balance. VET fees must be paid in full by the due date; if you are unable to pay by the due date, please contact the College to make mutually agreeable payment arrangements. This subsidy only applies to one VETiS course per student per year.

Please note: once students have commenced their chosen course, program costs cannot be refunded and both semesters will be billed and remain payable in full.

Please contact Donna McGilligan (dmcgilligan@balcc.vic.edu. au) should you wish to know the indicative cost of a course of interest.

Please Note: The exact costing are not available until the course begins as it is reliant on participation numbers.

6. REPORTS

All students undertaking a VET program will receive official written progress reports. These reports are issued by the respective training providers for each program, and supplied to the student’s home school. These reports will include information on completed competencies, student learning, attendance, behaviour and general comments. Parents will receive a copy of these reports in Terms 2 and 4. Completed certificates will be sent directly to the student’s home school at the completion of the program. Home schools will forward these certificates to students. It should be noted that completed certificates might not be sent until the following year in accordance with graduation processes from the various TAFE and training institutions. Students completing a VET program will receive notification of their final results through the Victorian Registration & Qualifications Authority (VRQA). VET programs with a study score or inclement at Year 12 will have their results appear as part of their VCAA Study Scores. ATAR contributions are calculated at the Year 12 level only by VTAC and are made available to students by VTAC through normal channels.

7. STUDENT BEHAVIOUR

Currently, there are approximately 550 students undertaking VET programs through the Highlands LLEN VET Cluster. To ensure the success, continuity and availability of VET programs to all students, it is imperative that students abide by the program teacher’s rules and the rules of the host school whenever they are on site. This includes meeting Occupational Health and Safety requirements in and out of the classroom. Attitude and behaviour are to be at a high standard.

8. CATCH UP CLASSES

Where necessary, students may be required to attend ‘catch up’ classes after school, during the school holidays or on the weekend. The student and/or parent will be required to cover additional costs related to these classes should they be applied.

9. ABSENCES

a General Absences

Students need to contact their VET Coordinator at school and their program teacher prior to 9.00am on the day of absence.

b Absences from 2nd Year VET Programs with Scored Assessments

Second year students who are absent from class on a day when an assessed task is held, should:

1. Contact their VET Coordinator at school and their program teacher prior to 9.00am on the day of absence.

2. Provide a detailed parental note immediately upon return to school. A copy should be given to the VET Coordinator by 9.00am and a copy should be faxed to the program teacher. The program teacher in conjunction with the student’s VET Coordinator will determine whether the absence is excused and whether rescheduling the missed task will be granted.

Students who fail to report to their VET Coordinators on their first day back at school by 9.00am will not have their assessment task rescheduled.

10. WITHDRAWAL FROM A VET PROGRAM

VET programs are successful because students are able to access programs offered by member schools. It should be noted by students and parents that failure to abide by the above course requirements may result in a student being withdrawn from a program and parents may be charged for these costs.

11. COURSE CHANGES

All course details and delivery arrangements contained in this handbook are subject to change. All final course and delivery arrangements will be confirmed early Term 4 2020 via a confirmation letter. All courses require minimum student numbers to proceed. For further information on VET programs, please refer to the Victorian Curriculum and Assessment Authority website: www.vcaa.vic.edu.au/vet

12. VICTORIAN TRAINING GUARANTEE

Students enrolled at a school will not receive a government subsidised training place for a course through the Victorian Training Guarantee, unless they are undertaking the course as part of a School-Based Apprenticeship or Traineeship. The Government supports schools in other ways to offer vocational training to their students, and students should discuss these options with their school.

http://www.education.vic.gov.au/

13. COMPLAINTS/GRIEVANCE RESOLUTION

Highlands LLEN VET Cluster acknowledges that dispute problems, concerns or complaints may arise in relationships at all levels. It is important that satisfactory solutions be found so that matters can be appropriately resolved in a reasonable timeframe.

Highlands LLEN VET Cluster Complaints/Grievance Resolution procedure is structured to promote fairness, sensitivity, promptness and confidentiality. Matters intended to be managed by this process may include but are not limited to attendance, discrimination, welfare, health and safety, sexual harassment, intimidation, victimisation or violence. This Complaints/Grievance Resolution relates to all student behavioural issues, including if students are at risk of failing their VET subject or if a student or parent has a grievance against a program teacher or Registered Training Organisation. To see the full policy please ask your home school. To see BalCC’s Grievance / Compliant Resolution Policy visit

https://www.balcc.vic.edu.au/about-us#policies and click on Grievance Resolution

14. ACCESS & EQUITY

Highlands LLEN VET Cluster is committed to the goals of access and equity and aims to provide opportunities for VET students, VET program and Highlands LLEN VET Cluster staff that foster fairness, equity, and respect for social and cultural diversity that is free from discrimination, harassment and vilification.

PURPOSE

Highlands LLEN VET Cluster recognises the importance of providing quality facilities and services to assist secondary students in the community to achieve their training needs. To ensure that Highlands LLEN VET Cluster provides the level of service expected from its staff, program teachers and other stakeholders, and to ensure all VET secondary students understand the diversity within the Ballarat and surrounding community.

PRINCIPLES

Highlands LLEN VET Cluster principles for access and equity are:

1. Its commitment to coordinate training services to secondary school students in a non-discriminatory, transparent and respectful manner.

2. Ensuring that program teachers through their home school or RTO provider are skilled in access and equity issues, including cultural awareness and sensitivity to the requirements of customers and stakeholders with special needs.

3. Ensuring Highlands LLEN VET Cluster home schools and RTO providers provide facilities that are accessible to VET secondary students and other stakeholders of all levels of mobility and physical and intellectual capacity.

4. Encourage the participation from disengaged & disadvantage secondary students in VET Cluster programs

5. To improve retention rates by providing innovative technical and cultural support to traditionally disadvantaged groups.

STRUCTURED WORKPLACE LEARNING (SWL)

Structured Workplace Learning is a key feature of VET programs. All students are encouraged to complete a minimum of one week (40 hours) work placement in a related industry. This may involve an employer accepting a student on a one day a week basis or a one-week block. Structured workplace learning enables the student to demonstrate acquired skills and knowledge in an industry setting. During the work placement, a student will have specific tasks to undertake in order to demonstrate competence. They will be regularly monitored and may be assessed on the job. If a student is having difficulties finding a structured work placement Highlands LLEN will be offer assistance, through the VET Cluster, to source a suitable placement. It is the responsibility of the student however, to ensure that all paperwork associated with structured work placements are completed and returned in a timely fashion. Students will need to meet the work placement requirements of the course to the best of their abilities.

However, be aware that SWL is compulsory for some VET corses contact Highlands LLEN for further details.

BENEFITS OF WORKPLACE LEARNING

• Practical skill development

• Builds employer contacts

• Improves confidence in the workplace

• Development of personal skills and maturity

• Preparation for entering the workforce

• Adds relevant work experience to resume

• Opportunity to obtain an industry based reference

• Exposure to workplace dynamics

• Opportunity to learn about industry practices and procedures

• Allows skills and knowledge obtained in the classroom to be applied in the work environment

HOW CAN PARENTS HELP THEIR TEENAGER?

• Speak to them about their interests, study areas, career goals and plans for post-school years

• Encourage them to speak to people you know in your network - friends, family, work colleagues, etc about work opportunities

• Help them to prepare themselves for the professional workforce by talking to them about your experiences

• Ensure they attend the placement preparation workshops being run in their home schools For more information visit the Highlands LLEN website: www. highlandsllen.org

For further enrolment information and privacy collection notice details for parents and carers visit: https://drive.google. com/file/d/1S2RQNQpO_tvgq6lz9sTq9FzJVOPKqQyw/ view

STRUCTURED WORKPLACE LEARNING (SWL) PORTAL

The SWL Portal will help VET students gain vocational skills and experience as part of their VET program. The website provides information on opportunities and allows students to apply for a placement online.

For further information please visit: http://workplacements.education.vic.gov.au/

For support please contact Highlands LLEN on: (03) 4344 4155

HIGHLANDS LLEN VET CLUSTER PROGRAMS

Students will be required to pay an enrolment fee, materials costs and approximately half of the actual cost of the program which differs for each program

Guidelines to accompany individual Program Pages

Certificate II in Active Volunteering - 1 Year Program

Certificate II in Agriculture

Certificate III in Allied Health Assistance

Certificate II in Animal Care

Certificate II in Applied Fashion Design and Technology

Certificate II in Automotive vocational Preparation

Certificate II Building and Construction (Carpentry) (partial completion)

Certificate III in Business (Customer Engagement)

Certificate III Business (Marketing Focus) - 1 Year Program

Certificate III Business (Medical Administration)

Certificate II Construction Pathways

Certificate III in Community Services

Certificate II in Cookery

Certificate II & III in Dance

Certificate III in Early Childhood Education (partial completion)

Certificate II in Electrotechnology

Certificate III in Enabling Technologies

Certificate II in Engineering 1 Year Program

Certificate II in Engineering Studies

Certificate III in Equine Studies

Certificate II in Furniture Making Pathways

Certificate II in Health Support Services - 1 Year Program

Certificate II in Heavy and Light Rail Fundamentals (Pre-vocational)

Certificate II in Hospitality and cookery - 1 Year Program

Certificate II in Hospitality

Certificate III Information Technology

Certificate III in Music (Sound Production)

Certificate II in Outdoor Recreation - 1 Year Program

Certificate II in Plumbing (partial completion)

Certificate II in Retail Cosmetics

Certificate II in Salon Assistant

Certificate III in Screen and Media

Certificate II in Workplace Skills - 1 Year Program

Note: Some Programs are yet to be finalised and will appear here later. The details for these Programs is also subject to change. For a current list of VET programs on offer, and to apply, please go to the Highlands LLEN website https://www.highlandsllen.org/vet-cluster/

All programs are subject to student numbers and funding arrangements. All cluster programs are two years in duration and (are usually) timetabled on a Thursday afternoon from 1:30pm - 5:00pm (1st year) and Tuesday afternoon from 1:30pm - 5:00pm (2nd year). Sometimes programs are held outside the normal timetabled times due to circumstances outside of BalCC’s control.

Apprenticeship - No formal level of education stated, but employers prefer Year II or 12 for most positions. Combine on-the-job training with TAFE study forthree to four years.

Australian Tertiary Admission Rank (ATAR) - Is your overall ranking on a scale of 1 - 100 based on your study scores. It is used by Tertiary Institutions to select students for courses.

Australian Qualifications Framework (AQF) - The AQF relates specifically to VET/VETiS Certificate level courses. For these courses, AQF establishes standard titles and levels for courses across Australia which are closely aligned to industry needs.

Bachelor - When the name ‘Bachelor’ appears before the name of the course, e.g. Bachelor of Science, it indicates that this is a course of study undertaken at a College or University usually over three or four years. Successful completion results in the awarding of a degree.

Campus - Most tertiary institutions have more than one teaching site. Each site is called a “campus”, e.g. Deakin University has campuses in Geelong, Warrnambool and Melbourne.

Certificate Courses - These have a variety of entry points and are of varying lengths. They provide practical skills and theoretical knowledge for employment. They will be absorbed into the new Australian Qualifications Framework.

Deferment - This is available for some courses. A place in a course is offered and accepted, but study is postponed for one year.

Degree - A course of study, usually three or four years of full- time study, completed after VCE, at a University.

Faculty - Each department of a tertiary institution is responsible for a particular area of learning; these are called “Faculties”, e.g. Engineering Faculty, Law Faculty.

General Achievement Test (GAT) - A test conducted in June and undertaken by all students doing a Unit 3/4 sequence. It is not included in your VCE results. It is used by VCAA to ensure that your school is marking tasks to the same standard.

Handbook - A publication which every College, TAFE Institute and University prints to describe their courses and facilities.

Higher Education Contribution Scheme – Higher Education Loan Program (HECS-HELP) - Refers to a loan that enables eligible tertiary students to defer payment of their University or College course fees until after graduation.

Increment - Additional points given for fifth and/or sixth studies taken at Unit 3 and 4 level. They attract 10% each of the scaled study score.

Learning Outcome - The skills and knowledge that you are required to have at the completion of a Unit.

Middle Band Selection - When selecting between applicants for a course, authorities who use the two-stage selection process will identify those applicants whose ATAR is clearly sufficient to be selected and those whose ATAR is insufficient. In-between (at least 20 per cent of the numbers to be selected) will be those for whom closer consideration is needed. For applicants in this “middle band”, institutions have detailed the factors/ studies that they consider will be important.

Multi-Discipline - A multi-discipline course is one which you can study in two or three major subject areas, e.g. in a Bachelor of Applied Science you can do a major study in chemistry, computer science, physics and mathematics. This is often simply referred to as “a Major”.

Prerequisite Studies - Those studies nominated by individual course authorities which must be satisfactorily completed by all applicants seeking admission to that course.

“Primary Four” - Studies that will be counted first when creating an ATAR, namely an English study plus those with the next three highest scaled study scores.

School Assessed Course Work (SAC) - This is work set and completed to determine your performance in Unit 3/4 studies as set by the Study Design.

SAT - This is a task completed in school to assess your progress and marked according to VCAA Guidelines.

Satisfactory Completion - You have met the requirements of a unit. This is indicated with an ‘S’. Unsatisfactory completion will result in the awarding of an ‘N’.

School-Based Apprenticeships (SBAT) - Allow students to work as paid part-time apprentices or trainees while still at school. They allow young people to gain a vocational qualification and genuine workplace experience while also completing their school studies (VCE or VCAL).

Selection Mode - The type of selection methodology to be used by courses/ institutions.

Semester - One half of the school year.

Sequence - The order in which you do your units.

Scaling - The process of comparing results in VCE studies for tertiary entrance purposes only. This procedure will be carried out by VTAC on behalf of the tertiary institutions.

Scored Assessment - Study scores are currently available to students undertaking a Unit 3/4 sequence in 11 VCE VETDSS Programs. They are based on assessments of coursework tasks completed during the 3/4 sequence and an end of year exam. Students must have been assessed competent within the Certificate they are undertaking. Study scores will become available to a range of further VCE VETiS Programs over time.

Statement of Results - A set of documents issued by VCAA informing you of your results.

Study Design - The documents associated with the subjects you are studying. They are set up by VCAA and used by staff to develop work programs and assessment procedures.

Study Score - A score from 0 - 50 which shows how you performe in a Unit 3/4 study relative to the other students.

Technical and Further Education (TAFE) Traineeship - Involves a combination of on-the-job & off-the-job training at a TAFE Institute. A Traineeship usually lasts 12 months and is targeted at young people.

Undergraduate - A person who is studying for a first degree. Units - The parts of a study. One Unit = one semester of study. Victorian Curriculum Assessment Authority (VCAA) - A Victorian State Government authority responsible to the Minister of Education for conducting the VCE and VCAL. VCE - Victorian Certificate of Education.

VCE VM - Victorian Certificate of Education Vocational Major VCE Study Score (relative position) - This score (indicating the relative position within the study), issued by VCAA, is used in creation of the scaled study score and hence the ATAR.

VETDSS - Vocational Education and Training Delivered to Secondary Students. Nationally recognised vocational studies available as VCE studies or VCAL Units.

VICTER - Victorian Tertiary Entrance Requirements.

VTAC - Victorian Tertiary Admissions Centre.

VTAC Bulletin - Regular updates to the VTAC Guide and Tertiary Entrance Requirements, announcing future changes to courses, entrance requirements and VTAC procedures (sent to schools).

VTAC Guide - VTAC Guide to University and TAFE courses.

Youth Allowance - Financial support provided by the Federal Government to students 16 years and over, to encourage them and assist them to continue their studies.

SUBJECT SELECTION GUIDE

Choosing well means thinking about these questions

TAKING THE FIRST STEPS

When planning for your future, it is important to choose subjects at school that interest and motivate you to work hard! Taking steps in the right direction means choosing well. When planning your subject choices, it is also really important to remember that you don’t have to have a career in mind at this stage – you just need to choose a broad range of subjects that will give you plenty of choice.

The following exercise is to help you to organise your ideas

STEP 1

What you are like? Are you -

STEP 2

STEP 3

Subjects you have to do?

STEP 4

Subjects you don’t like & why?

STEP 5

Subjects you like & why?

STEP 6

New subjects you’d like try?

CHOOSING YOUR SUBJECTS

When choosing your subjects, is that you consider the following:

YOUR INTERESTS

You will achieve better academic results in those subjects that you enjoy and are interested in.

YOUR ABILITIES

Choose subjects appropriate to your abilities and skills. It is essential to listen to and be guided by your teachers’ recommendations. Choose your subjects at the appropriate level, e.g. the recommended Mathematics.

PREREQUISITES

The prerequisites of the courses that you are planning to study after completing school. If you are unsure of your career path, it may be wise to keep your options open (i.e. Mathematics is a prerequisite for a great many courses, as are Chemistry / Physics / Biology. Consider Art, Music, Drama and Theatre Studies if you are considering a creative course that will require a folio or an audition for tertiary selection). Keep in mind that choosing subjects according to your abilities remains critical. It is not helpful to choose subjects that are prerequisites if you do not achieve the stated minimum (unscaled) required study score.

With this in mind, you might like to list THREE interests or career ideas you might have.

Knowing what the VCE subject prerequisites are for the Tertiary Courses you might be interested in can help you achieve your career aspiration/s.

CAREER ASPIRATIONS / IDEAS YOU MIGHT HAVE:

QUESTIONS TO ASK WHEN CHOOSING YOUR YEAR 11 AND 12 SUBJECTS

What subjects do I need and which subjects give me plenty of choices one day?

? ?

DoI whatunderstand subjectsthese areabout?

What are prerequisitethesubjects for the courses I interestedamin?

? ?

Arethereany subjectsrecommended forentrytothiscourse?

Do I know how subjectsdifferent might help me in the future?

? ? ?

Am I asking the right questions about the subjects I have to do?

? ? ?

Do I like these subjects?

Have I spoken to subject teachers?

?

What subjects do I dislike and why?

Have I researched the subject content?

?

What are mystrengths - can I managerealistically thesesubjects?

Are there any extra requirements that I will have to meet e.g. folio / audition?

? ?

Browse the VTAC Year 10 Guide and the VTAC Guide for Year 11 and 12 Students that is available from June, that provides you with information about the VCE and the ATAR, and also browse other resources that can be found at http://www.vtac.edu.au/publications.html

Other useful websites you might like to also browse include: https://www.gooduniversitiesguide.com.au/careers-guide https://www.qilt.edu.au/

Having done your research, you might like to list three courses below:

OPTION 1

COURSE NAME INSTITUTION

SUBJECT PREREQUISITES FOR ENTRY NOTES

OPTION 2

COURSE NAME

SUBJECT PREREQUISITES FOR ENTRY

NOTES

OPTION 3

COURSE NAME INSTITUTION

SUBJECT PREREQUISITES FOR ENTRY

NOTES

LONG TERM PLANNING

Remember, you are planning what you will be doing for the final two years of secondary school. The subjects you choose will help you to gain access to certain tertiary courses by meeting the set prerequisites, so the decisions you are making now have an impact on your transition to life beyond school. It is therefore at this stage that you should be planning what you may be doing after school.

It is your responsibility to actively start exploring possible career options and paths. To do this you are advised to attend Tertiary Open Days (usually in August of each year), browse university websites and other careers literature, explore careers websites such as those suggested in your regular Career Newsletters and generally start exploring what options are out there for you.