VCE & VCE VM Handbook

VCE VCE VM HANDBOOK BRIGHTON SECONDARY COLLEGE

CONTENTS INTRODUCTION 4 VCE 6 ACCOUNTING 6 ART MAKING AND EXHIBITING 6 BIOLOGY 7 BUSINESS MANAGEMENT 7 CHEMISTRY 8 ECONOMICS 8 ENGLISH & ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 9 FOOD STUDIES 9 GEOGRAPHY 10 HEALTH AND HUMAN DEVELOPMENT 10 HISTORY 11 JAPANESE SECOND LANGUAGE 11 LITERATURE 12 LEGAL STUDIES 12 MATHEMATICS 14 MEDIA 15 MUSIC 15 OUTDOOR & ENVIRONMENTAL STUDIES 16 PHYSICAL EDUCATION 16 PHYSICS 17 POLITICS 17 PRODUCT DESIGN AND TECHNOLOGY 18 PSYCHOLOGY 19 THEATRE STUDIES 20 VISUAL COMMUNICATION AND DESIGN 20 VCE VOCATIONAL MAJOR 21 LITERACY 21 PERSONAL DEVELOPMENT SKILLS 21 WORK RELATED SKILLS 22 VET (VOCATIONAL EDUCATION & TRAINING) STUDIES 24

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INTRODUCTION

THE BRIGHTON SECONDARY COLLEGE VCE & VCE VM HANDBOOK HAS BEEN DEVELOPED TO HELP STUDENTS AND FAMILIES MAKE INFORMED DECISIONS ABOUT SENIOR PATHWAYS AT THE COLLEGE.

Below you will find information on: •

Victorian Certificate of Education (VCE)

•

Victorian Certificate of Education – Vocational Major (VCE VM)

•

Victorian Pathways Certificate (VPC)

VICTORIAN CERTIFICATE OF EDUCATION (VCE) VCE students typically study 5-6 subjects each at Units 1&2 and Units 3&4, completing a total of 20-24 units throughout their VCE program.

To meet the minimum VCE minimum requirements, students must satisfactorily complete at least 16 units, which must include: •

Three units from the English group, including a Unit 3&4 sequence

•

Three additional Unit 3&4 sequences, which may include further English studies

The Victorian Tertiary Admissions Centre (VTAC) advises that a scored Unit 3&4 sequence from the English group (excluding VCE VM Literacy) is required for an ATAR calculation.

Additional options for students include: •

University Extension studies for high-achieving students – For further information please explore Higher Education Studies – VCAA

•

External language studies (languages not offered by the College can be studied with the Victorian School of Languages)

VICTORIAN CERTIFICATE OF EDUCATION – VOCATIONAL MAJOR (VCE VM) The VCE VM is an applied learning pathway designed to prepare students for apprenticeships, traineeships, further education, university (via alternative entry programs), or direct entry into the workforce.

At Brighton Secondary College, VCE VM students follow this weekly structure: •

On-site: Monday, Tuesday, and Thursday

•

VET studies: Wednesday

•

Work placement/School-Based Apprenticeship and Traineeship (SBAT): Friday

To achieve the VCE VM, students must satisfactorily complete a minimum of 16 units, including: •

Three VCE VM Literacy units, or three units from other English studies (including a Unit 3&4 sequence)

•

Two VCE VM Numeracy units or units from other Mathematics studies

•

Two VCE VM Personal Development Skills units

•

Two VCE VM Work Related Skills units

•

Two VET credits at Certificate II level or above (students may accrue two units of credit by completing 180 nominal hours of Units of Competency from one or more VET programs)

Students must also complete at least three additional Unit 3&4 sequences beyond their English sequence. These may include the VCE VM subjects listed above and other VCE subjects listed in this handbook.

Upon successful completion, students receive the ‘Vocational Major’ appellation on their VCE certificate.

If a student meets the standard VCE requirements but not those specific to the VCE VM, they will be awarded the VCE without the Vocational Major designation.

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VOCATIONAL EDUCATION AND TRAINING (VET) A wide range of VET programs are available to students as part of a local cluster arrangement. All VET courses are conducted off-site. A full list of VET offerings is available at the end of this handbook.

SCHOOL-BASED APPRENTICESHIPS AND TRAINEESHIPS (SBAT) A School-Based Apprenticeship or Traineeship (SBAT) in Victoria allows secondary school students to combine their senior secondary education with part-time, paid employment and vocational training, leading to a nationally recognised qualification.

Eligibility criteria: •

Students aged 15 or older

•

Enrolled in Years 10, 11, or 12

•

Undertaking the Victorian Certificate of Education (VCE), including the VCE Vocational Major

•

Australian Citizen or Permanent Resident

Please contact the Careers and Pathways team for further information.

VICTORIAN PATHWAYS CERTIFICATE (VPC) The Victorian Pathways Certificate (VPC) is an inclusive, flexible option to complete senior studies. It is designed for students who, for various reasons, aren’t able or ready to complete the VCE or VCE VM. The VPC is not open to all students, but may be recommended by schools to meet the needs of specific students, in partnership with families.

CAREERS AND PATHWAYS SUPPORT An extensive Careers and Pathways program supports all Year 11 and 12 students. It includes: •

Individual course counselling and subject selection interviews

•

VTAC guidance interviews

•

Careers expos

Please contact the College on (03) 9592 7488 if you would like to speak with someone in the Careers and Pathways team.

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VCE ACCOUNTING SCOPE OF STUDY

VCE Accounting explores and applies the financial recording, reporting, analysis and decision making systems and processes of a sole proprietor trading business. Students study the theoretical aspects of accounting and practically apply these principles. They collect, record, report, analyse, apply, evaluate and discuss accounting information using both manual and ICT based methods.

Students apply critical thinking skills to a range of business situations. They model alternative outcomes and use financial information generated to provide accounting advice to business owners, whilst taking into account ethical as well as financial considerations.

A more comprehensive description of this study can be found here.

ART MAKING AND EXHIBITING SCOPE OF STUDY

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited.

Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists.

Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed and exhibitions are curated. It also has an influence on the students’ own practice, and encourages them to broaden and develop their own ideas and thinking around their own art making.

A strong focus on the way we respond to artworks in galleries, museums, other exhibition spaces and site-specific spaces is integral to study and research in VCE Art Making and Exhibiting. The way institutions design exhibitions and present artworks, and also how they conserve and promote exhibitions, are key aspects of the study.

A more comprehensive description of this study can be found here.

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BIOLOGY SCOPE OF STUDY

The study of Biology explores the diversity of life as it has evolved and changed over time, and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism, and examines how life forms maintain and ensure their continuity. Students study contemporary research, models and theories to understand how knowledge in biology has developed and how this knowledge continues to change in response to new evidence and discoveries. An understanding of the complexities and diversity of biology provides students with the opportunity to appreciate the interconnectedness of concepts and areas both within biology, and across biology and the other sciences.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations involving controlled experiments, fieldwork, case studies, correlational studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety and ethical guidelines associated with biological investigations is integral to the study of VCE Biology.

As well as increasing their understanding of scientific processes, students develop insights into how knowledge in biology has changed, and continues to change, in response to new evidence, discoveries and thinking. They develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary biological challenges.

A more comprehensive description of this study can be found here.

BUSINESS MANAGEMENT SCOPE OF STUDY

VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management Study Design follows the process from the initial idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision-makers in managing businesses and their resources.

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

A more comprehensive description of this study can be found here.

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CHEMISTRY SCOPE OF STUDY

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society in ways that minimise adverse effects on human health and the environment. Chemistry underpins the generation of energy for use in homes and industry, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations involving controlled experiments, fieldwork, case studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety considerations, including use of safety data sheets, and ethical guidelines associated with undertaking investigations is integral to the study of VCE Chemistry.

As well as increasing their understanding of scientific processes, students develop insights into how knowledge in chemistry has changed, and continues to change, in response to new evidence, discoveries and thinking. They explore the impact of chemistry on their own lives, and on society and the environment. They develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary chemistry-based challenges.

A more comprehensive description of this study can be found here.

ECONOMICS SCOPE OF STUDY

Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why people behave the way they do and the consequences of their decision-making. By unpacking the economic considerations around how to best meet the needs and wants of citizens, the study of Economics provides students with valuable insight into issues that may affect them both individually and as members of society.

Economics assists us in making more informed and responsible decisions and in making a contribution to public debate as active citizens.

A more comprehensive description of this study can be found here.

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ENGLISH & ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) SCOPE OF STUDY

VCE English and English as an Additional Language (EAL) focuses on the how English language is used to create meaning in print and digital texts of varying complexity.

Texts selected for study are drawn from the past and present, from Australia and from other cultures, and comprise many text types, including media texts, for analysis of argument.

The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for whom English is an additional language.

A more comprehensive description of this study can be found here.

FOOD STUDIES SCOPE OF STUDY

VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills, and building individual pathways to health and wellbeing through the application of practical food skills. VCE Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices.

Students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems, and the many physical and social functions and roles of food. Students research sustainability and the legal, economic, psychological, sociocultural, health, ethical and political dimensions of food, and critically evaluate information, marketing messages and new trends.

Practical activities are integral to Food Studies and include comparative food testing, cooking, creating and responding to design briefs, demonstrations, dietary analysis, nutritional analysis, product analysis, scientific experiments and sensory analysis (including taste testing and use of focus groups).

A more comprehensive description of this study can be found here.

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GEOGRAPHY SCOPE OF STUDY

The study of Geography allows students to explore, analyse and come to understand the characteristics of places that make up our world. Geographers are interested in key questions concerning places and geographic phenomena: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? How could, and should, it change in the future? How is it different from other places and phenomena? How are places and phenomena connected?

Students explore these questions through fieldwork, the use of geospatial technologies and investigation of a wide range of secondary sources. These methods underpin the development of a unique framework for understanding the world, enabling students to appreciate its complexity, the diversity and interactions of its environments, economies and cultures, and the processes that helped form and transform these.

Twelve key geographic concepts underpin the study – change, distance, distribution, environment, interconnection, movement, place, process, region, scale, spatial association and sustainability (see pages 6–8). Each area of study utilises these concepts to assist in the observation, description, interpretation, analysis and explanation of geographic phenomena. VCE Geography is designed around two key concepts: change and interconnection, emphasising increasing human interaction with environments, which has had, and continues to have, significant consequences.

VCE Geography enables students to examine natural and human induced phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, students 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 and environments, and the human interactions with these.

A more comprehensive description of this study can be found here.

HEALTH AND HUMAN DEVELOPMENT SCOPE OF STUDY

VCE Health and Human Development takes a broad and multidimensional approach to defining and understanding health. Students investigate the World Health Organization’s (WHO) definition and other interpretations of health and wellbeing. For the purposes of this study, students consider wellbeing to be an implicit element of health.

Students examine health (including the concepts of health and wellbeing, and health status) and human development as dynamic concepts that are subject to a complex interplay of biological, sociocultural and environmental factors, many of which can be acted upon by people, communities and governments. Students consider the interaction between these factors and learn that health and human development is complex and influenced by the settings in which people are born, grow, live, work and age.

Students consider Australian and global contexts as they investigate health outcomes and examine the Australian healthcare system to help evaluate what is being done to address health inequity and inequality. They examine and evaluate the work of global health organisations and the Australian Government’s overseas aid program.

This study presents concepts of health and wellbeing, and human development, from a range of perspectives: individual and collective; local, national and global; and across time and human lifespan. Students develop health literacy as they connect their learning to their lives, communities and world. They develop a capacity to critique and respond to health information, advertising and other media messages, which enables them to put strategies into action to address health and wellbeing at a personal, community and global level.

A more comprehensive description of this study can be found here.

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HISTORY SCOPE OF STUDY

History is a dynamic discipline that involves structured inquiry into the human actions, forces and conditions (social, political, economic, cultural, environmental and technological) that have shaped the past and present. To make meaning of the past, historians use historical sources, which include primary sources and historical interpretations.

Historians analyse and evaluate evidence and use this when constructing historical arguments. As historians ask new questions, revise interpretations, or discover new sources, fresh understandings about the past come to light.

Although history deals with the particular – specific individuals and key events – the potential scope of historical inquiry is vast and formed by the questions that historians pursue, the availability of historical sources, and the capacity of historians to interpret those sources. VCE History reflects this by enabling students to explore a variety of eras and periods, events, people, places and ideas.

Ancient History investigates individuals and societies (Mesopotamia, Egypt, Greece, Rome and China) across three millennia. Empires explores the ideas and power relations accompanying the growth of empires in the early modern period. Modern History examines the causes and consequences of conflict and change in the modern era. Australian History investigates continuity and change from pre-colonial times to the modern day. Revolutions explores the causes and consequences of significant social upheaval (America, France, Russia and China) in the modern period.

A more comprehensive description of this study can be found here.

JAPANESE SECOND LANGUAGE SCOPE OF STUDY

VCE Japanese Second Language focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Japanese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Japanese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

A more comprehensive description of this study can be found here.

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LITERATURE SCOPE OF STUDY

VCE Literature focuses on the meanings derived from texts, the relationships between texts, the contexts in which texts are produced, and how readers’ experiences shape their responses to texts.

In VCE Literature students develop and refine four key abilities through their engagement with texts. These are: •

An ability to offer an interpretation of a whole text (or a collection of texts)

•

An ability to demonstrate a close analysis of passages or extracts from a text, in consideration of the whole text

•

An ability to understand and explore multiple interpretations of a text

•

An ability to respond creatively to a text

Students are provided with opportunities to read deeply, widely and critically; to appreciate the aesthetic qualities of texts; and to write creatively and analytically.

VCE Literature enables students to examine the historical, social and cultural contexts within which both readers and texts are situated. Accordingly, the texts selected for study should be drawn from a wide range of eras, a variety of forms and diverse social and cultural contexts.

A more comprehensive description of this study can be found here.

LEGAL STUDIES SCOPE OF STUDY

VCE Legal Studies examines the institutions and principles that are essential to the Australian legal system. Students develop an understanding of the rule of law, law-makers, legal institutions, the relationship between the people and the Australian Constitution, the protection of rights in Australia, and the Victorian justice system.

Through applying knowledge of legal concepts and principles to a range of actual and / or hypothetical scenarios, students develop an ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter.

They develop an appreciation of the ability of people to actively seek to influence changes in the law and analyse both the extent to which our legal institutions are effective, and whether the Victorian justice system achieves the principles of justice. For the purposes of this study, the principles of justice are fairness, equality and access: •

Fairness: all people can participate in the justice system and its processes should be impartial and open

•

Equality: all people engaging with the justice system and its processes should be treated in the same way; if the same treatment creates disparity or disadvantage, adequate measures should be implemented to allow all to engage with the justice system without disparity or disadvantage

•

Access: all people should be able to engage with the justice system and its processes on an informed basis

A more comprehensive description of this study can be found here.

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MATHEMATICS SCOPE OF STUDY

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability, and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and interrelationships between these. Essential mathematical activities include conjecturing, hypothesising and problem-posing; estimating, calculating, computing and constructing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem-solving.

FOUNDATION MATHEMATICS Units 1–4 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.

A more comprehensive description of this study can be found here.

GENERAL MATHEMATICS Units 1–4 provide for the study of non-calculus and discrete mathematics topics. They are designed to be widely accessible and provide preparation for general employment, business or further study, in particular where data analysis, recursion and financial modelling, networks and matrices are important.

A more comprehensive description of this study can be found here.

MATHEMATICAL METHODS Units 1–4 provide for the study of simple elementary functions, transformations and combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts.

They also provide background for further study in, for example, science, technology, engineering and mathematics (STEM), humanities, economics and medicine.

A more comprehensive description of this study can be found here.

SPECIALIST MATHEMATICS Units 1–4 provide for the study of various mathematical structures, reasoning and proof. The areas of study in Units 3 and 4 extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as well as other advanced mathematics topics such as logic and proof, complex numbers, vectors, differential equations, kinematics, and statistical inference. They also provide background for advanced studies in mathematics and other STEM fields. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.

A more comprehensive description of this study can be found here.

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MEDIA SCOPE OF STUDY

The media is ubiquitous. Media is deeply embedded within life and culture at a local, national and global level. It entertains, teaches, informs and shapes audiences’ perception of their lives and the world in which they live.

Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories, narratives are constructed that engage, and are read by, audiences. Representations of ideas, realities and imagination are constructed and deconstructed, remixed and re-imagined with ever-increasing technological sophistication, ease and speed to engage audiences.

The context of media shapes both production and the audiences’ reading. Contextual influences such as time, place, culture, societal attitudes and values may be reflected explicitly and implicitly in media products. Audiences also read and consume media through this contextual lens. The relationship between media and audience is complex. Students will interrogate notions of influence, power, audience, agency and the role that media plays in shaping views and values.

Developments in technologies have transformed media at a rapid pace. The interplay between print and broadcast media and multinational-networked database platforms has enabled creative communication opportunities and reworked notions of key media concepts including audiences, forms and products, storytelling, influence, institutions and industries.

Media audiences are no longer constrained by physical, social and political boundaries. Audiences are consumers, users, creative and participatory producers and product. This has created a dramatic increase in communicative, cultural and creative possibilities. The greater involvement of audiences has generated enormous changes in the media economy and issues of content control.

The growth of social media platforms means information is produced, distributed and consumed with increased immediacy, raising questions about accountability, regulation and influence. This growth has led to competition with traditional media forms and established media institutions. Traditional media continues to have power and influence, competing, cooperating and evolving alongside social media platforms. Through the study of Media, students gain a critical understanding of media and understand their role as both producers and consumers of media products.

Students examine how and why the media constructs and reflects reality, and how audiences engage with, consume, read, create and produce media products.

A more comprehensive description of this study can be found here.

MUSIC SCOPE OF STUDY

VCE Music is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop a critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice.

Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers, and respond to musical works as an audience. The developed knowledge and skills provide a practical foundation for students to compose, arrange, interpret, re-imagine, improvise, recreate and critique music in an informed manner.

In this study students are offered a range of pathways that acknowledge and support a variety of student backgrounds and music learning contexts, including formal and informal.

A more comprehensive description of this study can be found here.

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OUTDOOR & ENVIRONMENTAL STUDIES SCOPE OF STUDY

VCE Outdoor and Environmental Studies develops students’ understandings of outdoor environments, and the ways in which humans interact with, relate to and have impacted outdoor environments over time. ‘Outdoor environments’ encompasses landscapes, both local and further afield, that range in health from protected wilderness to those heavily impacted by human practices.

The study enables students to make critically informed comments on outdoor environmental issues, including asking questions about environmental sustainability and human connections to Country, both past and present. Students are able to understand the importance of change to environmental health from human or natural influences.

In this study, both passive and active outdoor experiences provide essential means for students to develop experiential knowledge of outdoor environments. Such knowledge is then enhanced through the study of outdoor environments from perspectives of environmental history, ecology and the social studies of human relationships with nature. The study also examines the complex interplay between outdoor environments and humans historically through to the modern day, and into the future.

Outdoor experiences suited to this study are a range of guided activities in areas such as farms, mining/logging sites, interpretation centres, coastal areas, rivers, mountains, bushlands, forests, urban parks, cultural and historical sites, and state or national parks. Activities undertaken could include bushwalking, cross-country skiing, canoe touring, cycle touring, conservation and restoration activities, marine exploration, and participation in community projects.

Outdoor experiences that use weapons or motorised devices to replace human effort are not suitable for this study.

The duration of activities undertaken should include a range of multi-day/journey-based activities, half/whole-day activities and class-time activities on school campus grounds, or in the nearby local environment.

A more comprehensive description of this study can be found here.

PHYSICAL EDUCATION SCOPE OF STUDY

VCE Physical Education explores the complex interrelationships between biophysical (anatomical, biomechanical, physiological and skill acquisition) and psychosocial (psychological and sociocultural) principles to understand their role in producing and refining movement for participation and performance in physical activity, sport and exercise.

Through physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of participation and performance in physical activity, sport and exercise.

Integrating theoretical understanding and practice is central to the study of VCE Physical Education. Theoretical knowledge and skills are developed and utilised in and through practical activities, which can be opportunistic, structured or investigative experiences. Practical activities challenge students to reflect on and share their participatory perspectives, while emphasising the educational value of human movement to develop theoretical understanding. These opportunities ultimately help students to develop deeper holistic connections that support their understanding of biophysical and psychosocial movement concepts.

A more comprehensive description of this study can be found here.

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PHYSICS SCOPE OF STUDY

The study of VCE Physics involves investigating, understanding and explaining the behaviour of physical phenomena in the Universe. Models, including mathematical models, are used to explore, simplify and predict how physical systems behave at varying scales from the very small (quantum and particle physics) through to the very large (astronomy and cosmology). Beginning with classical ideas and considering their limitations, and then being introduced to more modern explanations of the world, provides a novel lens through which students experience the world around them, drawing on their natural curiosity and wonder.

Conceptual understanding is developed as students study topics including light, atomic physics, radiation, thermal physics, electricity, fields, mechanics, quantum physics and the nature of energy and matter. Students are given agency through a choice of options and in designing and undertaking their own investigations.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between theory, knowledge and practice. Students work collaboratively as well as independently on a range of tasks involving experiments, fieldwork, case studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety and ethical guidelines associated with undertaking investigations is integral to the study of VCE Physics.

As well as increasing their understanding of scientific processes, students develop insights into how knowledge in physics has changed, and continues to change, in response to new evidence, discoveries and thinking. They develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary physics challenges.

Through the study of VCE Physics students continue to develop skills to describe, explain, analyse and mathematically model diverse physical phenomena.

A more comprehensive description of this study can be found here

POLITICS SCOPE OF STUDY

VCE Politics is the study of contemporary power, conflict and cooperation in a world that is characterised by unpredictability and constant change. In this study students investigate contemporary issues of conflict, political stability and/or change within Australia, the Indo-Pacific region and globally. They consider how national and global political actors respond to issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability. Students analyse the sources and forms of power available to these political actors and the consequences of their use. Students consider how political actors pursue their interests and the political significance of their actions in responding to national and global issues and crises. Throughout this study, students examine Australia’s place in the region and globally.

Political events and challenges are shaped and influenced by a variety of social, economic, historical, cultural, environmental, technological and psychological factors. VCE Politics assesses how political norms, perspectives, laws and interests influence governance and the operation of governments. Students develop tools for understanding these contemporary political events and challenges. They examine a number of current political systems and processes to better understand how power is used and how conflict may be resolved. They consider the values underpinning liberal democratic societies, including Australia, and assess the range of national and global challenges facing democratic norms and practice. They achieve this by analysing how the different interests and perspectives of political actors affect selected contemporary political issues and crises.

The study of VCE Politics develops students’ ability to think politically in the context of increasing global interconnectedness and the conflicts that arise as a result of tensions between political stability and change. VCE Politics focuses on contemporary issues and crises. This means examples and case studies selected for study should be ongoing or have occurred within the last 10 years. In investigating national, regional and global issues, students consider the causes and consequences of, and different perspectives on, the issues or crises; competing interests of the political actors involved; the political significance of various actors, issues and crises; and the impact of various issues and crises on political stability and/or change. Students develop the ability to construct informed analysis of political phenomena in the society, region and world in which they live, work and learn.

A more comprehensive description of this study can be found here.

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PRODUCT DESIGN AND TECHNOLOGY SCOPE OF STUDY

Product design is a solution-focused approach that engages with the diverse needs and opportunities of individuals, society and the environment in which we live. Product designers aim to improve welfare, which includes quality of life, by designing innovative and ethical solutions. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental and cultural factors. These factors influence the form, function and aesthetics of products.

Central to VCE Product Design and Technologies is a design process that encourages divergent and convergent thinking while engaging with a problem. The design brief identifies a real need or opportunity and provides scope for designing, making and evaluating. Investigation and research inform and aid the development of designed solutions that take the form of physical, three-dimensional products.

In VCE Product Design and Technologies students are designer-makers who design solutions that are innovative and ethical. As designer-makers, they learn about the design industry, teamwork and the collaborative nature of teams, entrepreneurial activities, innovative technologies and enterprise. The development of designed solutions requires speculative, critical and creative thinking, problem-solving, numeracy, literacy, and technacy. Students participate in problem-based design approaches that trial, test, evaluate, critique and iterate product solutions. Students prototype and test using a variety of materials, tools and processes. Throughout the process of designing and testing, students learn that innovative and ethical solutions come from constructive failure and intentional evaluation.

Knowledge and use of technological resources are integral to product design. Designers safely and sustainably transform materials into products using a range of materials, tools and processes. In this study, students gain an understanding of both traditional and new and emerging materials, tools and processes. They study and experience a variety of design specialisations and use a range of materials, tools and processes as they demonstrate technacy.

A more comprehensive description of this study can be found here.

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PSYCHOLOGY SCOPE OF STUDY

Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals, groups, communities and societies think, feel and act.

There are many different approaches to the study of psychology. VCE Psychology applies a biopsychosocial approach to the systematic study of mental processes and behaviour. Within this approach, different perspectives, models and theories are considered. Each of these has strengths and weaknesses, yet considered together they allow students to develop their understanding of human behaviour and mental processes and the interrelated nature of biological, psychological and social factors. Biological perspectives focus on how physiology influences individuals through exploring concepts such as hereditary and environmental factors, nervous system functioning and the role of internal biological mechanisms. Psychological perspectives consider the diverse range of cognitions, emotions and behaviours that influence individuals. Within the social perspective, factors such as cultural considerations, environmental influences, social support and socioeconomic status are explored. The biopsychosocial approach can be applied to understand a variety of mental processes and behaviours.

Students study contemporary research, models and theories to understand how knowledge in psychology has developed and how this knowledge continues to change in response to new evidence and discoveries in an effort to solve day-to-day problems and improve psychological wellbeing. Where possible, engagement with Aboriginal and Torres Strait Islander ways of doing, being and knowing has been integrated into the study, providing students with the opportunity to contrast the Western paradigm of psychology with Indigenous psychology. An understanding of the complexities and diversity of psychology provides students with the opportunity to appreciate the interconnectedness of concepts both within psychology and across psychology and the other sciences.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations including controlled experiments, case studies, correlational studies, modelling, simulations and literature reviews.

Knowledge and application of the research, ethical and safety guidelines associated with psychological investigations is integral to the study of VCE Psychology.

As well as increasing their understanding of scientific processes, students develop insights into how knowledge in psychology has changed, and continues to change, in response to new evidence, discoveries and thinking. They develop the capacity to critically assess the strengths and limitations of science, they develop respect for evidencebased conclusions, and they gain an awareness of the ethical and cultural contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary psychological challenges.

A more comprehensive description of this study can be found here.

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THEATRE STUDIES SCOPE OF STUDY

In VCE Theatre Studies, students interpret scripts from historic periods to the present day and produce theatre for audiences. Through practical and theoretical engagement with scripts, they gain an insight into the origins and development of theatre, the influences of theatre on cultures and societies, and the influences of culture and society on theatre. Students apply dramaturgy and work in the production roles of actor, director and designer, developing an understanding and appreciation of the role of theatre practitioners.

Throughout the study, students work individually and collaboratively in production roles to interpret scripts and to plan, develop and present productions. Students study the contexts of scripts (time and place, including the historical, cultural, political and social contexts) and the languages of scripts, as well as theatre movements. They experiment with different possibilities for interpreting scripts and apply ideas and concepts for presentation to audiences. They examine ways in which meaning can be constructed and conveyed through theatre performance. Students consider their audiences and, in their interpretations, incorporate knowledge and understanding of audience culture and demographics.

Students learn about innovations in theatre production across different times, cultures and places and apply this knowledge to their work. Through the study of scripts, theatre styles and contemporary theatre movements, and by working in production roles to interpret scripts, students develop knowledge and understanding of theatre, its conventions and elements of theatre composition. Students analyse and evaluate the production of professional theatre performances and consider the relationship to their own theatre production work. They consider their dual roles as artist and as audience. Students learn about and demonstrate an understanding of safe, ethical, inclusive, sustainable (where possible, environmentally sustainable) and responsible personal and interpersonal work practices in theatre production.

A more comprehensive description of this study can be found here.

VISUAL COMMUNICATION AND DESIGN SCOPE OF STUDY

Visual Communication Design is distinct in its study of visual language and the role it plays in communicating ideas, solving problems and influencing behaviours. Students learn how to manipulate type and imagery when designing for specific contexts, purposes and audiences. They choose and combine manual and digital methods, media and materials with design elements and principles. In doing so, students learn how aesthetic considerations contribute to the effective communication and resolution of design ideas, and how an understanding of visual language, its role and potential is the foundation of effective design practice.

Students explore how designers visually communicate concepts when designing messages, objects, environments and interactive experiences. They work both together and independently to find and address design problems, making improvements to services, systems, spaces and places experienced by stakeholders, both in person and online. Students employ a design process together with convergent and divergent thinking strategies to discover, define, develop and deliver design solutions. Drawings are used to visually represent relationships, ideas and appearances, while models and prototypes are produced for the purposes of testing and presentation. Students participate in critiques, both delivering and receiving constructive feedback and expanding their design terminology.

During this study, students consider various factors that impact design decisions, including conceptions of good design, aesthetic impact, and economic, technological, environmental, cultural and social influences. Students also consider how best to accommodate the varied needs of people and our planet, both now and in the future, using human-centred design principles, together with ethical, legal, sustainable and culturally appropriate design practices.

Students learn about the relationships between design, place and time, acknowledging Aboriginal and Torres Strait Islander design knowledges, histories, traditions and practices.

A more comprehensive description of this study can be found here.

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VCE VOCATIONAL MAJOR LITERACY SCOPE OF STUDY

VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. The key knowledge and skills studied build students’ ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency.

Texts are drawn from a wide range of contexts and focus on participating in the workplace and community. Further to this, texts are drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace texts from increasingly complex and unfamiliar settings.

As students develop these skills, they engage with texts that encompass the everyday language of personal experience to the more abstract, specialised and technical language of different workplaces, including the language of further study.

The applied learning approach of this study is intended to meet the needs of students with a wide range of abilities and aspirations.

A more comprehensive description of this study can be found here.

PERSONAL DEVELOPMENT SKILLS SCOPE OF STUDY

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, selfrealisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.

This study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. Students will develop skills in selfknowledge and care, accessing reliable information, teamwork, and identifying their goals and future pathways.

PDS explores concepts of effective leadership, self-management, project planning and teamwork to support students to engage in their work, community and personal environments.

Through self-reflection, independent research, critical and creative thinking and collaborative action, students will extend their capacity to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.

A more comprehensive description of this study can be found here.

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WORK RELATED SKILLS SCOPE OF STUDY

VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.

The study considers four key areas: the future of work; workplace skills and capabilities; industrial relations and the workplace environment and practice; and the development of a personal portfolio.

Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL).

A more comprehensive description of this study can be found here.

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VET (VOCATIONAL EDUCATION & TRAINING) STUDIES

VET (Vocational Education & Training) programs have a particular industry focus and provide students with curriculum based competencies that are developed and assessed to a standard deemed appropriate by industry.

The program is normally delivered one half day per week over a two year period during Years 11 and 12. There are a very small number of exceptions to this where students are required for a different time. Senior School students at Brighton Secondary College are able to undertake a VCE/VET program offered by TAFE Colleges or other Registered Training Organisations. All VET classes are offered off campus. VET providers include Holmesglen TAFE, Box Hill TAFE, Kangan TAFE and the Academy or Interactive Entertainment.

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VET must be taken as part of the Vocational Major Stream

BENEFITS •

Students will gain an insight into a specific industry through an accredited training program that is recognised by the industry

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Students will experience a more hands on or applied form of learning

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A VET study will provide students with a Nationally Accredited Certificate and credits towards their VCE

SUCCESSFUL COMPLETION OF VET CERTIFICATE IN A SENIOR SECONDARY PROGRAM WILL PROVIDE STUDENTS WITH: • A VET certificate issued by a Registered Training Organisation (RTO) and credits towards the completion of their VCE certificate •

Two Statements of results: One issued by the VCAA giving details of units completed in the VCE and a second one identifying units of competence/modules completed in the VET qualification

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A contribution to their ATAR which can improve access to further education

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Pathways into employment and/or further VET qualifications

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Workplace experience including structured workplace learning

STUDENTS VALUE VET BECAUSE: • It allows them to combine general and vocational studies which for many, provides a practical focus in a range of industry areas •

It provides direct experience of business and industry

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It allows students to experience an applied, or practical, learning environment

EMPLOYERS VALUE VET BECAUSE IT: • Contributes to the development of entry level skills for their industry •

Provides students with a practical and focused introduction to workplace requirements

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Enhances the employability of students

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Enables industry to contribute to educational programs in schools

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Enables industry to participate in local community networks.

PARENTS SHOULD NOTE: • Except for rare exceptions, there is no additional cost for VET subjects. The instruction and materials costs are covered entirely by Brighton Secondary College and through Government subsidies.

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Students who enrol in the first year of a VET program are expected to complete the full year. If a student were to withdraw after the first semester and change to another subject, they would not receive credit for a VCE Unit 1 subject.

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Students who withdraw at the end of the first year may receive a Unit 1&2 VCE credit and a statement showing the completed modules from the training certificate. But they will not qualify for the VET certificate.

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Students must make their own travel arrangements get to their VET provider in time for the start of their class. In many cases, they may need to travel on public transport.

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AT BRIGHTON SECONDARY COLLEGE, WE WILL BE OFFERING THE FOLLOWING VET PROGRAMS:

CERTIFICATE Cert. III in Allied Health Assistance

Cert. II in Horticulture

Cert. II in Animal Studies

Cert. II in Hospitality

Cert. II in Automotive Studies

Cert. III in Information, Digital Media and Technology – Partial (Games Stream)

Cert. II in Beauty

Cert. III in Interior Decoration (Retail Services)

Cert. II in Building and Construction – Carpentry (Partial)

Cert. III in Laboratory Skills

Cert. II in Construction Pathways

Cert. II in Plumbing (Pre-Apprenticeship)

Cert. III in Design Fundamentals

Cert. II in Salon Assistant (Hair)

Cert. II in Early Childhood Education & Care

Cert. III in Screen & Media (Game Art)

Cert. II in Electro Technology Studies (PreVocational)

Cert. II in Sport & Recreation

Cert. II in Enginerring

Cert. III in Music Industry (Performance)

Cert. III in Equine Studies

Cert. III in Music Industry (Sound Production)

Cert. III in Events

Cert. III in Tourism

Cert. II in Applied Fashion Design & Technology

Further information on the above VET subjects can be found here.

SCORED: Scored programs have examinations in November of the second year as for other VCE Unit 3&4 subjects. Students receive a study score out of 50 that may be counted as a primary four subject in the construction of their ATAR. NON SCORED SUBJECTS: A score is derived for these subjects out of 5 (10% of a full study score). These programs may be counted as a 5th or 6th subject in the construction of the ATAR. OTHER VET PROGRAMS: The programs listed above are all reasonably accessible to Brighton Students in terms of distance.

If you wish to undertake a VET subject not listed in the table above, ask the Careers team and we will endeavour to find a provider.

A complete list of accredited VET subjects, can be found here.

See also here.

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BRIGHTON SECONDARY COLLEGE

Address – 120 Marriage Road, Brighton East VIC 3187 Telephone – 03 9592 7488 Email – brighton.sc@education.vic.gov.au Website – www.brightonsc.vic.edu.au