2021 Subject Selection Guide

E S R U CO GUIDE

1 2 20

CONTENTS Organisation and Planning Subject Selection Important Considerations Criteria of allocation for Elective Subjects Career Planning Information Year 9 Curriculum Overview Year 10 Curriculum Overview Core and Elective Options - Years 9 - 12 Enhancement Pathways - Years 10 - 12 Year 9 Course Planner Year 10 Course Planner Applied Learning Pathway Overview Applied Learning Planner Year 9 Example Course Planner Year 10 Example Course Planner

A

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6 6 7 8 9 10 11 12 13 14 15 16 17

Planning and Application Forms: Application for Selecting Music in Year 9 Application for Selecting Enhancement History in Year 9 Application for Selecting Music in Year 10 Application for History 1 & 2, Language 1 & 2 and Enhancement Biology in Year 10 Application for Further Mathematics in Year 10 Application for Applied Learning Package

Year 9 Elective Descriptions The Arts: Visual Arts Art Digital Art Visual Communication Design The Arts: Performing Arts Music - Classroom Instrumental Drama Humanities & Commerce Financial Literacy Geography Enhancement History Politics Literature Languages Italian, Japanese, Chinese (Mandarin) Digital Technologies Digital Technologies Creative Digital Media (Publishing) Software Development (Games Programming) Design and Technologies Design Technology Food Technology Physical Education Raquet & Handball Sports Football Codes STEM: Science, Technology, Engineering & Maths Forensic Science Robotics

18

18

19

20 20 21

22

23

24

41 42 43 44 45 46/ 47

MIDDLE SCHOOL YEARS 9-10

B

C

Year 10 Core Descriptions Religious Education English Mathematics Science History Year 10 Elective Descriptions The Arts: Visual Arts Studio Arts A & B Visual Communication Design A & B The Arts: Performing Arts Music Drama A & B Commerce & Humanities Commerce - Business Management & Accounting Commerce - Economics & Legal Studies Australian International Politics Geography Literature Languages Italian, Japanese, Chinese (Mandarin) Digital Technologies Software Development Design and Technologies Food Technology Physical Education Fitness & Nutrition Science Enhancement Biology VCE VET Furnishing Engineering Creative Digital Media Information, Digital Media and Technology Career Investigation

25 25 26 26 26

27

28

29 29 29 30 30 30 31 32 33 33 34 35 35 36 37 38 39

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CONTENTS Organisation and Planning Timeline of Events Further Assistance Planning your Senior School Pathways

A B C

D

4

48 49 51

Introduction to VCE How to Qualify for VCE: Promotion Policy How do I choose?

Resources at Mazenod Student Program VCE: Successful Completion VCE: Assessment Tertiary Selection

52 52 52 53 54

Subject Selection Important Considerations, Criteria Courses available at Mazenod College

55 55 56

VCAL Program Content VCAL Program Descriptions

57 58

Student Programs Art and Design Industrial Design VCE Music Building/Architecture Physical Science/Engineering General Science Health Science Software Development Business/Computing Commerce/Accounting Business/Business Management Economics/Commerce Hospitality and Tourism Personal Development Humanities/Languages Humanities Technology: Wood/Metal Drama

61 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78

SENIOR SCHOOL YEARS 11 - 12

E

Subject Outlines Religion & Society Arts/Commerce/Humanities/Language Science/Technology/VCE VET Compulsory Subjects

79 79 81 82

F

VCE Unit Descriptions Arts/Humanities/Languages/RE Accounting Studio Arts Business Management Drama Economics English English Language Literature History History - Revolutions

88 88 89 90 91 92 93 94 95 96 96

G

VCE Unit Descriptions Mathematics/Science/Technology Mathematics Units 1 & 2 Mathematics Units 3 & 4 Science: Biology Chemistry Physics Psychology IT: Applied Computing Data Analytics Software Development

108 108 109 110 111 112 113 114 114 114

H

VCE VET Program Description Furnishing Engineering Studies Creative Digital Media Information, Digital Media & Tech Sport & Recreation

115 115 116 118 119 120

University Enhancement Subjects

121

I

Mathematics Pathways Enhancement at Mazenod Enhancement Pathways

Geography Global Politics Legal Studies Languages: Italian Japanese (second language) Chinese (language, culture & soc.)

Music Performance Physical Education Religion & Society Visual Communication Design

83 85 86

97 98 99 100 101 102 103 104 105 107

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MIDDLE SCHOOL YEARS 9-10 INTRODUCTION The purpose of this booklet is to give students in Year 8 and 9, together with their parents, information to assist in their elective subject selection process.

Students are asked to complete their subject selection process by:

MONDAY, 24th August SUBJECT SELECTION: IMPORTANT CONSIDERATIONS 1. Some variations may occur in the subjects offered. This is due to student numbers, staff availability, financial resources and the mix of other units on offer.

2. A subject will only be offered if there is a viable class. In cases where there is not a viable class, (ie. not enough students choose a subject), students will be given another selection opportunity 3. We make every effort to accommodate student’s choices however timetable constraints may require students to select a second or third preference.

4. Note also that timetable restrictions mean that there is only limited opportunity to change your subjects at the beginning of next year or in the middle of next year.

CRITERIA FOR SELECTING STUDENTS INTO ELECTIVE SUBJECTS If too many students apply for a subject some students may be placed on a waiting list and asked to make another choice. The following criteria will be applied to determine who is placed in the class: • The student has received satisfactory results on previous exams and assessment tasks in that subject, (D+ = 55%). If a student has shown disinterest and/or consistently poor results in the assessment tasks of a subject studied in the previous semester, their place in that subject may be reviewed • If it is a subject which is part of a package (eg VET), or complements the students course • The student has displayed a serious approach to studies and school in general • If a selection form arrived after the due date without extenuating circumstances, the student will be placed at the end of the waiting list for that particular subject • The student displays a positive attitude towards study and staff • The student displays an understanding and acceptance of all requirements as listed in the handbook and other information sheets including an awareness and acceptance of any extra costs involved.

• If too many students apply for a subject, some students may be placed on a waiting list and asked to make another choice.

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CAREER PLANNING INFORMATION WHAT ARE THE OPTIONS?

If you are curious about the options of study and training in Years 11 and 12, the following information can help you plan your Senior Secondary School years and future career pathways.

ABOUT THE VCE The Victorian Certificate of Education (VCE) is a certificate that recognises the successful completion of a student’s secondary education and provides pathways to further study at university, Technical and Further Education (TAFE) and to the world of work. It is designed to be undertaken in Years 11 and 12.

ABOUT THE VCAL The Victorian Certificate of Applied Learning (VCAL) is also a certificate that recognises the successful completion of a student’s secondary education. The VCAL provides a pathway to TAFE, an apprenticeship or employment. It gives you practical work-related experiences, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. It is designed to be undertaken in years 11 & 12.

If your son begins studies in the VCE and then wishes to change his enrolment to VCAL, he may be able to use units satisfactorily completed in VCE to provide credit towards VCAL. Should your son wish to pursue Vocational Pathways during Year 10, a recommended package of units is provided in Year 10: APPLIED LEARNING PACKAGE which includes Further Mathematics, VCE VET Career Investigation, Applied Science and a VCE VET or practical study (refer to page 14 for more information).

ABOUT VCE VET As part of your son’s VCE or VCAL program, he can choose a Vocational Education and Training (VET) program. This means that he will be undertaking training in a specific vocational area, for instance, Furnishing, Engineering, Sport & Recreation, Creative Digital Media, Information Technology or Hospitality.

A VCE VET program contributes towards your son’s VCE or VCAL program in the same way that other studies contribute. VCE VET programs are TAFE programs attained in secondary school and are nationally recognised. VET/TAFE certificates at Mazenod College are completed in three years (except Sport and Recreation which is two years).

Where can I find more information?

Parents and students can discuss these options with the Careers Coordinator, VCE, VCAL and VET Coordinator. For further information on VCE, VCAL or VET, visit the Victorian Curriculum (Year 12 certificate) and Assessment Authority (VCAA) website: www.vcaa.vic.edu.au

VCE

VICTORIAN CERTIFICATE OF EDUCATION

VCAL

VICTORIAN CERTIFICATE OF APPLIED LEARNING

VET VCE VET

VOCATIONAL EDUCATION AND TRAINING

PRIMARY PATHWAY

PRIMARY PATHWAY

TO GET AN ATAR FOR A:

TAFE COURSE

UNIVERSITY COURSE

APPRENTICESHIPS OR TRAINEESHIPS

TAFE COURSE

FURTHER EDUCATION COURSES EMPLOYMENT

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YEAR 9 CURRICULUM OVERVIEW Students take 5 core subjects and 4 elective units each semester.

Semester 1 Semester 2

Religious Education (4 lessons) Religious Education (4 lessons)

English (4) English (4)

Mathematics (4) Mathematics (4)

Science (4) Science (4)

History (4) History (4) Elective 1 (2) Elective 5 (2) Elective 2 (2) Elective 6 (2) Elective 3 (2) Elective 7 (2) Elective 4 (2) Elective 8 (2)

Sport (2) Sport (2)

= 30 lessons/week

= 30 lessons/week

Students must choose 8 elective units for the year.

Languages: ‘Italian’ or ‘Japanese’ or ‘Chinese (Mandarin)’ are full year - four unit electives.

Students can only take one.

‘Music – Classroom Instrumental’ is a full year - two unit elective.

Design Technology is a full year – two unit elective.

All other electives are half year - single unit electives.

Students can take no more than three of the IT and STEM electives.

Elective

Units

Notes

Languages: Italian Languages: Japanese Languages: Chinese (Mandarin)

4 4 4

Compulsory if intending to take Italian in Yr 10 Compulsory if intending to take Japanese in Yr 10 Compulsory if intending to take Chinese in Yr 10

Design Technology

2

Compulsory for VCE VET Furnishing or Engineering in Yr 10

Music – Classroom Instrumental

2

Art 1 Digital Art 1 Visual Communication Design 1 Drama 1 Food Technology 1 Financial Literacy 1 Politics 1 Geography 1 Enhancement History 1 Literature 1 PE: Racquet & Handball Sports 1 PE: Football Codes 1 IT: Digital Technologies 1 IT: Creative Digital Media 1 IT: Software Development (Games Programming) 1 STEM – Robotics 1 STEM – Forensic Science 1 8

Compulsory for Music in Yr 10

Students can take no more than three of the IT and STEM electives.

YEAR 10 CURRICULUM OVERVIEW Students take 9 core semester units, and 5 Elective semester units.

Semester 1 Semester 2

Religious Education or Youth

Ministry Religious Education (4 lessons) Religious Education (4 lessons)

English (4) English (4)

Mathematics (4) Mathematics (4) Science (4) Science (4)

History (4) Elective 3 (4) Elective 1 (4) Elective 4 (4) Elective 2 (4) Elective 5 (4)

Sport (2) Sport (2)

= 30 lessons/week = 30 lessons/week Students must choose 5 elective units.

All units may be taken individually unless ‘2’ is indicated.

Students cannot take BOTH VCE VET Engineering and VCE VET Furnishing.

Elective Units Notes Languages: Italian 2 Compulsory if intending to take Italian in Yr 11 Languages: Japanese 2 Compulsory if intending to take Japanese in Yr 11 Languages: Chinese (Mandarin) 2 Compulsory if intending to take Mandarin in Yr 11 VCE VET Furnishing 2 Compulsory if intending to take Furnishing in Yr 11 VCE VET Engineering 2 Compulsory if intending to take Engineering in Yr 11 VCE VET Creative Digital Media 2 Compulsory if intending to take Creative Digital Media in Yr 11 VCE VET Information Technology 1 Compulsory if intending to taker VCE VET IT in Yr 11

Enhancement/VCE: these all require application forms Music 1&2 2 Compulsory if intending to take VCE Music Performance 1&2 or 3&4 IT Software Development 1&2 2 Compulsory if intending to take IT Software Development 3&4 VCE History 1&2 2 Compulsory if taking VCE History 3&4, replaces Yr 10 History Enhancement Biology 1 Compulsory if intending to take VCE Biology 3&4 in Year 11 Studio Arts A 1 Studio Arts B (with Studio Arts A) 1 Visual Communication Design A 1 VCD B (with VCD A) 1 Drama A: Expressive Skills 1 Drama B: Comedy 1 Food Technology 1 Commerce: Business and Finance 1 Commerce: Economics & Legal Studies 1 Australian & Global Politics 1 Geography 1 Literature 1 Physical Education 1 PE: Fitness & Nutrition 1 VET Career Investigation 1 (Only with Applied Learning Package)

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CORE AND ELECTIVE OPTIONS - YEARS 9 -12 Year 9 Electives

Year 11 (units 1 & 2 unless otherwise indicated)

Year 12 (units 3 & 4)

RE English, Mathematics, Science, History + choose 8 units

RE or Youth Ministry RE English, Mathematics, Science, History + choose 5 units

Religion & Society (3 & 4) English and/or Literature and/ or English Language + choose 5 subjects

RE seminars English and/or Literature and/ or English Language + choose 4 subjects

Art, Digital Art Financial Literacy

Enhancement History Politics

Studio Arts A or Studio Arts A & B Commerce: Business & Finance Commerce: Business & Finance Commerce: Economics & Legal Commerce: Economics & Legal Geography History VCE History (2) Aust & Global Politics

Studio Arts Accounting Business Management Economics Legal Studies Geography History: 20th Century/Asian VCE History Revolutions (3 & 4) Global Politics

Studio Arts Accounting Business Management Economics Legal Studies Geography History: Revolutions

Italian (4) Japanese (4) Chinese (Mandarin) (4) Literature

Italian (2) Japanese (2) Chinese (Mandarin) (2) Literature

Italian Japanese Chinese (Mandarin) Literature English Language

Italian Japanese Chinese (Mandarin) Literature English Language

IT: Creative Digital Media

VCE VET Creative Digital Media (2)

VCE VET Creative Digital Media

VCE VET Creative Digital Media

Music: Class Instrument (2)

Music (2)

PE A – Racquet & Handball and/or PE B – Football Codes

PE, PE Fitness & Nutrition PE, PE Fitness & Nutrition

Music Music Performance (3 & 4) Physical Education VCE VET Sport & Recreation

Music Performance (3 & 4) Music Investigations Physical Education VCE VET Sport & Recreation

Drama VCD

Drama A: Expressive, Drama B: Comedy VCD A or VCD A & B

Drama VCD

Drama VCD

Design Technology (2)

VCE VET Engineering (2) VCE VET Furnishing (2) Food Technology VCE VET Information Technology (1) IT Software Development (2)

VCE VET Engineering VCE VET Furnishing VCE VET Hospitality VCE VET IT Units 1 & 2 Software Development (3 & 4)

VCE VET Engineering VCE VET Furnishing VCE VET Hospitality Data Analytics (2021 only) VCE VET IT in 2022 University Enhancement: IT

Further Mathematics Mainstream Mathematics Enhancement Mathematics

Further Mathematics Mathematical Methods Specialist Mathematics

Further Mathematics Mathematical Methods Specialist Mathematics

Enhancement Biology

Biology (3 & 4)

Science

Biology Chemistry Physics Psychology

University Enhancement: - Biology Biology Chemistry Physics Psychology

Applied Learning Package Religion English Further Mathematics VCE VET: Career Investigation Applied Science VCE VET Engineering or VCE VET Furnishing or VCE VET Creative Digital Media or VCE VET Information Technology & a practical subject (PE, Fitness & Nutrition, Food, Studio Arts etc)

VCAL Intermediate Certificate Religion & Society VCAL Literacy VCAL Numeracy VCAL Work Related Skills VCAL Personal Development Choose 1 VCE VET from Yr 11 SWL (1 day/wk) VET TAFE course (1 day/wk)

VCAL Senior Certificate RE Seminars & Retreat VCAL Senior Literacy VCAL Senior Numeracy VCAL Work Related Skills VCAL Personal Development Choose 1 VCE VET from Yr 12 SWL (1 day/wk) VET TAFE course (1 day/wk)

Financial Literacy Geography

Food Technology IT: Digital Technologies IT: Software Dev’t (Games) STEM: Robotics

STEM: Forensic Science STEM: Forensic Science

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Year 10 Electives

Global Politics University Enhancement: - History or Philosophy

ENHANCEMENT PATHWAYS - YEARS 10 -12 All unit 3 & 4 Enhancement Subjects in Year 11 (except Religious Education) will require a special application form and high (A+/A) grades in all subjects in Year 10.

RELIGIOUS EDUCATION Year 10 Year 11 Youth Ministry Religious Education Religion & Society 3 & 4 MATHEMATICS Year 10 Enhancement Mathematics

Year 12 University Enhancement: Philosophy

Year 11 Double Mathematics: Mathematical Methods Specialist Mathematics

Year 12

ENGLISH Year 10 Enhancement English Literature

Year 11 VCE English Language 1 & 2 VCE Literature 1 & 2

Year 12 VCE English Language 3 & 4 VCE Literature 3 & 4

HISTORY Year 10 VCE History 1 & 2

Year 11 VCE History 3 & 4

Year 12 University Enhancement: VCE Global Politics 3 & 4

DIGITAL TECHNOLOGY Year 10 Software Development 1 & 2

Year 11 Software Develoment 3 & 4

Year 12 University Enhancement: Information Technology

MUSIC Year 10 Instrumental Music Program Music 1 & 2

Year 11 Instrumental Music Program VCE Music Performance 3 & 4

Year 12 Instrumental Music Program VCE Music Investigations 3 & 4

SCIENCE Year 10 Enhancement Science and Enhancement Biology

Year 11 VCE Biology 3 & 4

Year 12 University Enhancement: Biology

COMMERCE Year 10 Commerce A and Commerce B

Year 11 VCE Business Management 3 & 4

LANGUAGES Year 10 VCE Japanese 1 & 2 or VCE Chinese (Mandarin) 1 & 2 or VCE Italian 1 & 2

Mathematical Methods & Specialist Mathematics

Year 11 VCE Japanese 3 & 4 or VCE Chinese (Mandarin) 3 & 4 or VCE Italian 3 & 4 11

YEAR 9 COURSE PLANNER Due Date: Monday, 24th August • You must include eight units in your planning.

• Some subjects may not be able to be run, depending on student numbers.

• Criteria will be used to determine places in a subject should more students apply than can be accommodated – see the criteria on page 6 of the Course Selection Handbook.

• You can choose NO more than three of the IT and STEM electives

Compulsory Subjects

Electives Languages: Italian (4) Languages: Japanese (4) Languages: Chinese (Mandarin) (4) Design Technology (2) Music–Classroom Instrumental (2)

Semester 1 Religious Education

Semester 2 Religious Education

English

English

Mathematics

Mathematics

Science

Science

History

History

1

2

3

4

5

6

Art Digital Art Visual Communication Design 7 Drama Food Technology Financial Literacy Politics Enhancement History Geography Literature PE: Racquet & Handball Sports PE: Football Codes IT: Digital Technologies IT: Creative Digital Media (Publishing) IT: Software Developm’t (Programming) STEM: Robotics STEM: Forensic Science

12

8

Ranking: please consider how you would rank these subjects from 1 to 8

NO more than three IT and STEM

YEAR 10 COURSE PLANNER Due Date: Monday, 24th August • You must include five units in your planning.

• Some subjects may not be able to be run, depending on student numbers.

• Criteria will be used to determine places in a subject should more students apply than can be accommodated – see the criteria on page 6 of the Course Selection Handbook.

Compulsory Subjects

Electives Languages: Italian (2) Languages: Japanese (2) Languages: Chinese (Mandarin) (2) VCE VET Furnishing (2) VCE VET Engineering (2) VCE VET Creative Digital Media (2) VCE VET Information Technology (1) Music (2) IT Software Development (2) VCE History (2) Enhancement Biology (1)

Semester 1 Religious Education or Youth Ministry RE

Semester 2 Religious Education

English

English

Mathematics or Further Maths Science

Mathematics or Further Maths Science

History

3

1

4

2

5

Ranking: please consider how you would rank these subjects from 1 to 5

Studio Arts A Studio Arts B Visual Communication Design A Visual Communication Design B Drama A: Expressive Skills Drama B: Comedy Food Technology Commerce: Business & Finance Commerce: Economics & Legal Australian & Global Politics Geography Literature Physical Education PE Fitness & Nutrition

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APPLIED LEARNING PATHWAY OVERVIEW The Applied Learning Program caters for students who are intending to undertake the Victorian Certificate of Applied Learning (VCAL) in Year 11 and 12 with the view of moving into Apprenticeships and Traineeships or undertaking further education and training at TAFE. The program places particular emphasis on career planning and work skills and is designed as a competency based course.

Students are provided with the opportunity to participate in subjects and experiences that will assist them as they develop their knowledge and skills related to training, career, jobs and study options. The program includes Religious Education, English, Applied Science, Further Mathematics, Career Investigations, and the choice of practical based subjects or VCE VET certificates such as Engineering, Furnishing or Creative Digital Media. Students also select three electives.

SAMPLE YEAR 10 APPLIED LEARNING COURSE PLANNER Semester 1 Religious Education or Compulsory Subjects Youth Ministry RE English Further Mathematics Applied Science VET: Career Investigation 1 VCE VET or Practical based Electives (4) As per the full year 10 elective list. Elective # Students may choose practical VCE VET Furnishing VCE VET Engineering based electives and/VCE VET in VCE VET Creative Digital Media this section also VCE VET Information Technology Physical Education Fitness & Nutrition Commerce A Food Technology 3 Elective Practical Electives Physical Education Food Technology Fitness & Nutrition etc 5 Elective or students may choose any electives from the Year 10 list and may also include Learning Centre periods if approved

Semester 2 Religious Education English Further Mathematics Applied Science VET: Career Investigation 2 VCE VET or Practical based Elective VCE VET Furnishing VCE VET Engineering VCE VET Creative Digital Media VCE VET Information Technology Physical Education Fitness & Nutrition Commerce A Food Technology 4 Elective

6 Elective

Students enrolled in the Applied Learning Program in Year 10 are expected to meet the agreed academic standards and be able to demonstrate competencies in ‘work skills’ related experiences. Successful completion of this program will lead students to VCAL Intermediate (Year 11) and VCAL Senior (Year 12), TAFE, apprenticeships or the workforce.

Excursions and Incursions Applied Learning Program students are involved in various excursion and incursion experiences which aim to enhance their learning. These experiences relate directly to specific elements of their course.

Work Experience All Applied Learning Program students participate in Work Experience (WE). This experience provides students with the opportunity to experience the ‘real world’ workplace. Students must attend five days of Work Experience during the course of the year. The days of WE occur during term time, typically the second last week of Term 2.

TAFE Taster Program In preparation for future learning opportunities, Applied Learning Program students participate in a structured ‘TAFE Taster’ Program. As a group, students attend a specified TAFE College for the day where they are involved in a variety of activities. Students are encouraged to recognise this experience as a wonderful opportunity to begin to familiarise themselves with TAFE Colleges, ongoing training and industry based opportunities.

All students selecting the Applied Learning Program will also need to fill out the application at the end of this handbook.

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APPLIED LEARNING PLANNER Due Date: Monday, 24th August • • • •

You must include five units in your planning, at least two of which should come from the following list...

VCE VET Furnishing, VCE VET Engineering, Physical Education, PE: Fittness and Nutrition, Commerce A: Business and Finance, VCE VET Creative & Digital Media, VCE VET IT. Other possible subjects would include VCD A, VCD B, Studio Arts A, Studio Arts B, Drama: Expressive Skills, Drama: Theatrical Styles, Software Applications, Food Technology, Geography.

Some subjects may not be able to be run, depending on student numbers.

Criteria will be used to determine places in a subject should more students apply than can be accommodated – see the criteria on page 6 of the Course Selection Handbook.

Semester 1

Semester 2

Religious Education or Youth Ministry RE

Religious Education

English

English

Further Mathematics

Further Mathematics

Applied Science VCE VET: Career Investigation

Applied Science VCE VET: Career Investigation

VCE VET Electives VCE VET Furnishing (2) VCE VET Engineering (2) VCE VET Creative Digital Media (2) VCE VET Information Technology (1) Physical Education (VCE VET Sport & Rec) Fitness & Nutrition (VCE VET Sport & Rec) Commerce A (VCE Business Management) Food Technology (VCE VET Hospitality)

1 VCE VET VCE VET Furnishing VCE VET Engineering VCE VET Creative Digital Media VCE VET Information Technology Physical Education Fitness & Nutrition Commerce A Food Technology

2 VCE VET VCE VET Furnishing VCE VET Engineering VCE VET Creative Digital Media VCE VET Information Technology Physical Education Fitness & Nutrition Commerce A Food Technology

Practical Electives Physical Education Food Technology Fitness & Nutrition etc or students may choose any electives from the Year 10 list and may also include Learning Centre periods if approved

3 Practical Elective

4 Practical Elective

5 Practical Elective

6 Practical Elective

Compulsory Subjects (History is not compulsory for Year 10 students taking the Applied Learning Package)

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YEAR 9 EXAMPLE COURSE PLANNER Due Date: Monday, 24th August • An example showing how the 4 unit and 2 unit electives should be included in your planning if you wish to take them.

• The 4 unit languages take up 4 of your 8 choices.

• The 2 unit Music – Classroom Instrumental takes up 2 of your 8 choices.

• Design Technology takes up 2 of your 8 choices.

• All other electives all take up 1 of your 8 choices.

• You can choose NO more than three of the IT and STEM electives • This is an example only, not a recommended package of electives

Compulsory Subjects

Electives

Languages: Italian (4) Languages: Japanese (4) Languages: Chinese (Mandarin) (4) Design Technology (2) Music–Classroom Instrumental (2) Art Digital Art Visual Communication Design Drama Food Technology Financial Literacy Politics Geography Enhancement History Literature PE: Racquet & Handball Sports PE: Football Codes IT: Digital Technologies IT: Creative Digital Media (Publishing) IT: Software Developm’t (Programming) STEM: Robotics STEM: Forensic Science

16

Semester 1 Religious Education

Semester 2 Religious Education

English

English

Mathematics

Mathematics

Science

Science

History

History

1

Italian/Japanese/Chinese

5 Italian/Japanese/Chinese

Italian/Japanese/Chinese

6 Italian/Japanese/Chinese

2

3

4

Music- Instrumental

Food Technology

NO more than three IT and STEM

7

8

Music- Instrumental

Financial Literacy

YEAR 10 EXAMPLE COURSE PLANNER Due Date: Monday, 24th August • An example showing how the 2 unit electives should be included in your planning if you wish to take them.

• The 2 unit electives take 2 of your 5 choices.

• All other electives take 1 of your 5 choices.

• This is an example only, not a recommended package of electives.

Compulsory Subjects

Electives Languages: Italian (2) Languages: Japanese (2) Languages: Chinese (Mandarin) (2) VCE VET Furnishing (2) VCE VET Engineering (2) VCE VET Creative Digital Media (2) VCE VET Information Technology (1)

Semester 1 Religious Education or Youth Ministry RE

Semester 2 Religious Education

English

English

Mathematics

Mathematics

Science

Science

History

3

1

4

2

VCE VET Furnishing

Italian or Japanese or Chinese

5

Physical Education 1

VCE VET Furnishing

Italian or Japanese or Chinese

Music (2) IT Software Development (2) VCE History (2) Enhancement Biology (1) Studio Arts A OR A + B VCD A OR A + B Drama A: Expressive Skills Drama B: Comedy Food Technology Commerce: Business & Finance Commerce: Economics & Legal Australian & Global Politics Geography Literature Physical Education PE: Fitness & Nutrition

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YEAR 9 ELECTIVE DESCRIPTIONS The Arts: Visual Arts Art (1 unit)

The Year 9 Art Elective at Mazenod College is offered over one semester. Students use a variety of drawing, painting and printmaking media to develop their skills and produce creative responses to tasks. Work is structured, but students are encouraged to push boundaries and explore their creativity in an active and inspired manner.

Art appreciation is informal, with relevant artists and art styles discussed when new topics are introduced.

Digital Art (1 unit)

The Year 9 Digital Art Course focuses on the creation of digital artworks. Students use digital cameras, scanners, printers and Photoshop to generate and manipulate imagery. At times, both traditional and digital art techniques are combined. Students develop confidence and skill in using Photoshop exploring its tools to create contemporary digitally enhanced artworks from photographic beginnings.

Visual Communication Design (1 unit)

Visual Communication and Design is an elective offered for one semester with no prerequisite. Students are instructed in the correct manner to communicate via drawings, symbols, charts and diagrams. Many aspects of this subject are modern and appealing. Tasks can be done freehand, with instruments or computer generated. All students’ abilities are challenged and independent research is encouraged to aid creativity. The majority of work is completed in class time; however, opportunities for after school work exist for enthusiastic students.

The Arts: Performing Arts Music: Classroom Instrumental (2 units)

It is compulsory that students complete these Year 9 Instrumental Elective units as preparation for entry into VCE Music units in Years 10-12. All students must be currently enrolled in instrumental tuition at the college or externally and MUST have at least two years of professional instrumental tuition on their instrument. Entry to this subject is by interview with the Head of Faculty to assess suitability and alignment to the course.

Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the college and all students in this subject must be a member of the college ensemble program. In addition to the ensemble program all Year 9 classroom instrumental music students must participate in the liturgical choir as this forms part of the subject assessment.

Music – Classroom Instrumental is an elective offered for a package of two semesters. The focus is on practical music making, involving composition, arranging, conducting, analysis and performance. Assessment tasks range from computer based written and audio tasks, to oral and live performances. Areas of study:

• Solo and Group performance • Aural skill development

Drama (1 unit)

• Practical & Theoretical concepts • Composition

The Year 9 Drama Elective at Mazenod College is offered over one semester. There are no prerequisites. Students will work with script ideas that they will improvise and develop into finished group and solo performances. They will be given stimulus material and structured situations to act out in groups to help them build confidence towards their finished group and solo performances.

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YEAR 9 ELECTIVE DESCRIPTIONS Humanities & Commerce Financial Literacy (1 unit)

This unit is designed to equip young people with the skills to make informed and effective decisions about earning, using and managing money. Students learn about the concepts of money and income, budgeting, personal taxation and rational consumer behaviour. The Economics and Business curriculum explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of economic and business decision-making at the personal, local, national, regional and global levels and the effects of these decisions on themselves and others, now and in the future. Students learn to appreciate the interdependence of decisions made and develop the knowledge, understanding and skills that will inform and encourage them to participate in, and contribute to, the economy.

In studying economics and business, students will develop transferable skills that enable them to identify and investigate contemporary economic and business issues or events. They will apply economic and business reasoning and interpretation to solve problems and interpret issues and events. This will assist them to understand the behaviour of participants in the economy, business, society and the environment. Students will then be better placed, now and in their adult lives, to partcipate in economic and business activities actively and effectively. They learn how current decisions and actions will shape future consequences and are encouraged to think critically about probable and preferred futures. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, to secure their own financial wellbeing, and to face the future with optimism and confidence.

Geography (1 unit)

In Year 9 Geography, students study many large-scale issues from different places around the world. They consider how and why natural environments are different based on their location and climate and explore how these places are being impacted by the increased food production needed to support our growing population. They also study different regions from developed and developing countries, exploring the factors that determine food security.

Students investigate their choice of case studies, looking at some modern forms of managing these issues such as harvesting and eating insects, using drones and autonomous farming equipment and growing meat in a lab.

Students practice their fieldwork skills by assessing the success of recent upgrades to the Freeway Reserve Drainage Basin. They learn about the importance of this infrastructure for suburban water management, community recreation and local habitat. Throughout these investigations, students use a variety of spatial technologies including Google Earth, Virtual Reality, Augmented Reality and digital maps.

Enhancement History (1 unit)

The Year 9 Enhancement History course is a new elective that will run as a single semester course. It is aimed at high achieving Humanities students, many of whom might have been involved in the History Enhancement program in lower year levels, and forms part of the accelerated History pathway that leads to the option of taking VCE History Revolutions in Year 11. In this course, students learn to argue effectively using evidence collated from a number of sources. In doing so, they also learn the basic research skills needed to appraise evidence for significance and reliability. The first unit focuses on debating/argumentative skills and preparation for the major assessment of the year: the research essay. The second unit is primarily an opportunity to learn the structures, methods and nuances of advanced essay writing. The course strongly emphasizes student choice, especially in terms of the themes picked for essay writing and research. Students who select this elective will still study mainstream History throughout Year 9.

Please note that entry to this course is subject to application and approval, and places will be limited.

Politics (1 unit)

Major global events from every corner of the world are now broadcast on 24 hour rolling news. Now, at the click of a mouse or button, ordinary citizens can upload and share videos of state terror with the outside world. The Politics course digs deeper, to learn about the individuals and organisations that dominate modern world affairs, whilst engendering a critical analysis of contemporary global issues. It provides an introduction to the study of the modern international world, political science and international relations.

The course applies a thematic approach, drawing on relevant case studies, and is designed to incorporate a significant student-led investigative approach. In 2019, political issues that were covered included: • Gun ownership controls in the USA and Australia • Compulsory voting in Australia • Should Australia adopt a new flag?

• The rise of international terrorism • The challenges presented by mass migration • FIFA and the corruption scandal 19

YEAR 9 ELECTIVE DESCRIPTIONS Literature Life through a Lens (1 unit)

This subject focuses on the experience of being human and offers students a lens through which they can explore and understand the world. By studying written texts from different cultures, past and present, students will develop empathy and learn something of the universal challenges that shape and define individuals and societies.

Students will develop the following skills: - Critical and independent reading and thinking - Expert understanding of language, vocabulary and written expression It remains true that those who read well, write well. This course provides students with an excellent opportunity to get one step ahead academically, and to equip themselves with some of the ‘tools’ needed to navigate their future.

Literature is an academically challenging elective for capable English students that will appeal to those keen to develop creative expression and expert communication skills; invaluable preparation for senior studies and adult life.

Languages In Year 9 the study of Languages in Italian, Chinese (Mandarin) or Japanese is an elective which builds on the linguistic concepts covered in Year 8. Students doing a Language need to know that the study is equivalent to two (2) electives each semester and that it runs for the whole year. Students are strongly advised to continue with a Language as this will enhance their choices at the end of Year 9. These subjects are compulsory for students intending to study them in year 10.

Students must have received a satisfactory level of achievement in their Year 8 course. Students will be required to present an oral task, a piece of writing in Italian/Japanese/Chinese and a comprehension exercise, which will include both listening and reading activities. These will form part of their assessment. They will also have a vocabulary and unit test for each area of study and will have a semester examination. Successful completion of Year 9 Italian/ Japanese/ Chinese is compulsory to enable students to choose that language as an elective in Year 10.

Year Nine students may have the option of joining a study tour to either Japan, Italy or China, depending on the language they are studying, which is held in alternate years.

Languages: Italian (4 units)

Students start their study from a personal focus on their home life and continue with an exploration of their wider community. Students learn to use Italian within the context of teenage experience. Topics studied include events of general interest such as the home, fashion and health & fitness. They also study wider themes drawn from Italian culture such as films & festivals.

Languages: Japanese (4 units)

Year Nine Japanese requires students to use their Hiragana, Katakana and Kanji skills from Year Eight and in Year Nine they will focus on more complex Kanji characters. The themes studied include: family, clothing, school, past experiences, food, weather, location, seasons and time. A placement test for the Acceleration Program is conducted at the end of Term 2 for students who are capable of fast tracking their VCE studies of Japanese.

Languages: Chinese (Mandarin) (4 units)

Students are introduced to more Chinese Characters and develop their writing skills with the goal of producing a short essay towards the conclusion of the year. They also examine Ancient Chinese Poetry. ICT activities are undertaken to create an interactive learning environment for the development of listening and speaking skills.

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YEAR 9 ELECTIVE DESCRIPTIONS Digital Technologies Note: You can choose NO more than three of the IT and STEM electives

Digital Technologies (1 unit)

Digital Technologies is an elective offered for one semester with no prerequisite. Students work with a selection of software applications used to support business environments. These packages include Microsoft Word, Microsoft Excel and Google Apps. The course allows students to build a range of knowledge and skills in the use of these packages, and the presentation of formal information, to communicate effectively to a business audience. Assessment will be based on a number of assignments requiring the establishment of a survey and the production of business reports.

Students are also introduced to the theory behind the use of Information Technology and its application within an organisation. This elective leads on to Year 10 VCE VET Information Technology or VCE VET Creative Digital Media in Year 10.

Creative Digital Media: Publishing (1 unit)

Digital Technology - Creative Digital Media (Publishing) is an elective offered for one semester with no prerequisite.

Students study and create the layouts required to produce online presentations. They use digital authoring packages to develop and test online presentations that are targeted to a specific audience. In so doing students adhere to the correct formatting and conventions for communication online. This elective leads on to VCE VET Creative Digital Media in Year 10 and VCE VET Information Technology in Year 10

Software Development: Games Programming (1 unit)

Digital Technology - Software Development (Games) allows students to begin software programming in a context they are interested in and can relate to. The programming environment provides the opportunity for creativity, design, problem solving, decision-making, multi-tasking and parallel processing. Students create interactive games initially using Gamemaker and then progress to using other software languages including complex Scratch and VisualBasic.Net. They acquire knowledge and skills that are used in the IT industry. This elective has elements of the Victorian Curriculum: Digital Technologies and leads on to Year 10 Software Development Units 1 & 2 (2 units) the following year).

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YEAR 9 ELECTIVE DESCRIPTIONS Design and Technologies Students wishing to continue with Metal (VCE VET Engineering) or Timber (VCE VET Furnishing) in Year 10 are required to take Design Technology in Year 9.

Design Technology (2 units)

Metal & Timber Technology can only be taken as a full year (2 semesters) subject called Design Technology. These units are very valuable preparation for students intending to take the VCE VET: Engineering or VCE VET: Furnishing courses in Years 10 – 12. They include all of the Metal & Timber skills outlined below.

In the Metal Technology part of the course students work with metal and prepare detailed design proposals for metal products, using complex equipment. They then analyse the effectiveness of their product with reference to specified criteria. The students apply knowledge of factors that affect product design, such as function, aesthetics and cost. They also become aware of organizations that monitor quality control, including the Australian Standards Association.

In the Timber Technology part of the course students are introduced to a variety of hand tools, power tools and specific techniques. Each student will produce two models using various joinery techniques. Both of the articles produced can be kept by the student. This course aims to develop confidence and self-esteem in each student through the use of hands-on experiential learning in a very practical way.

Food Technology (1 unit)

Food Technology is an Elective that is offered over one semester and has no prerequisites. It consists of both theoretical and practical units, which are closely related. The aims of the units are intended to further develop basic skills in the areas of food preparation, service and nutrition. Students also become fully aware of the correct methods of food handling, storage and hygiene requirements for the home and the Hospitality Industry.

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YEAR 9 ELECTIVE DESCRIPTIONS Physical Education At Year 9 there are two elective offered in the study of Physical Education. Students are required to wear sports uniform and to participate in practical classes to aid their development of coordination, motor skills and physical fitness levels. The two electives offer a range of sports to cover the range of sporting interests amongst students.

Practical classes are conducted in a number of locations including The Provence Centre, Oblate Hall, The Johnson Oval, St. Eugene’s Park, the Table Tennis room and Monash University.

Racquet and Handball Sports (1 Unit)

In Year 9 Physical Education: Racquet Sports and Handball, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of racquet sports. Students perform and refine specialised movement skills in challenging movement situations, evaluate their own and others’ movement compositions and provide and apply feedback in order to enhance performance situations. Students develop, implement and evaluate movement concepts and strategies for successful outcomes. Units that are covered include Tennis, Hockey, Handball and Badminton. The Multi-Stage Fitness Test is used to give an indication of a student’s aerobic level of fitness.

Football Codes (1 Unit)

In Year 9 Physical Education: Football Codes, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of football codes. Students perform and refine specialised movement skills in challenging movement situations, evaluate their own and others’ movement compositions and provide and apply feedback in order to enhance performance situations. Students develop, implement and evaluate movement concepts and strategies for successful outcomes. Units that are covered include Australian Rules Football, American football, Soccer and Touch Football. The Multi-Stage Fitness Test is used to give an indication of a student’s aerobic level of fitness.

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YEAR 9 ELECTIVE DESCRIPTIONS STEM: Science, Technology, Engineering & Maths (Note: You can choose NO more than three of the IT and STEM electives) There are a number of electives on offer at Year 9 to provide a greater diversity in the STEM curriculum. The electives are designed to be innovative, practical based and integrate technology to help engage students. Each elective will provide an insight to particular career fields that students may decide to pursue at tertiary level.

Forensic Science (1 Unit)

Forensic scientists collect scientific evidence from a crime scene that will allow the police and legal system to find out exactly what happened and who committed the crime. Forensic science helps to answer questions such as when a death occurred and why, the manner in which a crime occurred and the identification of key personnel involved.

The unit has been designed with an emphasis on laboratory activities that include crime scene scenarios. Students will be introduced to some forensic techniques used at real crime scene investigations and become competent with the applications. The unit will include the following topics: • • • • • • •

Examination of fibres, hairs and blood spatter analysis Fingerprinting, scanning and computer recognition Genetics, DNA and blood typing Soil analysis and impressions Examination and analysis of bones Major crime scene investigation Entomology and stages of corpse decay

Robotics (1 Unit)

This elective draws on four core disciplines of Science, Technology, Engineering and Mathematics. Students study the science behind solar electricity generation, they design their robots, labelling the physical components. These robotics are then built and coded by way of Input, Processing and Output and finally they model and predict the speed of their solar car and the graphical presentation of the effect of adding ice in two lots to room temperature water. Students investigate the principles of gearing and calculate speeds of their “solar cars” over 10 metres.

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YEAR 10 CORE DESCRIPTIONS In Year 10, students study a core of five subjects and weekly sport.

The five core areas are: Religious Education, English, Mathematics, Science and History.

In each of these five core areas there are options and alternatives to cater for the diverse needs of all students, as follows: Religious Education English Mathematics Science History

Mainstream Religious Education or Youth Ministry Religious Education Mainstream English or Enhancement English Mainstream Mathematics or Enhancement Mathematics or Further Mathematics Mainstream Science or Enhancement Science or Applied Science Mainstream History or VCE History 1 & 2

Religious Education

In Year 10, students have a choice between two Religious Education units in Semester 1. In Semester 2 all students do the same Religion and Society preparation course.

SEMESTER 1 A. Year 10 Youth Ministry Religious Education The Youth Ministry RE Program is designed to give students a chance to develop their faith and leadership skills in a practical way. The course consists of both theoretical and practical learning, culminating in the students leading a Christian youth experience. There are two assessment tasks and an examination. Topics explored include: • What it means to be a Christ-centred leader in contemporary society • Leadership skills and techniques to be utilised within youth ministry • The role of Catholic Mission within Australian and global contexts • Planning, facilitating and evaluating a youth ministry experience All students selecting Youth Ministry RE will also need to fill out the application form at the end of this handbook.

Students undertaking this course are expected to contribute to the faith life and liturgical celebrations of the college.

B. Mainstream Religious Education (Semester 1) The mainstream Religious Education course focuses on the story of Jesus Christ and how it is lived out in the lives of Christians. The Semester starts with an exegetical exploration of Mark’s Gospel and the message of Christ. Other topics studied include change and continuity in the Church over time and a discussion of contemporary moral issues relevant to young people today. Students explore the Christian response to issues relating to life and death and personal freedom.

As with Youth Ministry Rrligious Education, there are two assessment tasks and an examination.

SEMESTER 2 In Semester 2, all students focus on studies that prepare them for VCE Religious Education. In particular, they learn the subject specific language used in the Religion and Society course, whilst revising and deepening their understanding of distinctive Catholic beliefs. Students also investigate the lives of important Saints and discover how the Church responded to the challenge of modernity at the Second Vatican Council.

English

Mainstream English studies three texts in depth, develops analytical skills and oral communication skills as well as introducing students to comparative and creative writing. Enhancement English has a pace and depth of study involved that is greater than that in normal mainstream English classes. In this subject students are exposed to the skills and knowledge necessary for the study of Literature and English Language. In this way it acts as a precursor to VCE Literature and English Language at Years 11 and 12. The Literature elective is an elective that assists in preparation for VCE Literature and English.

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YEAR 10 CORE DESCRIPTIONS Mathematics

Mainstream Mathematics, Enhancement Mathematics or Further Mathematics.

Mainstream Mathematics explores concepts associated with number, algebra, measurement, statistics and probability. Where appropriate, CAS technology is used to explore and enhance the learning process. Students develop skills in mathematical reasoning, computation and representation which align with Victorian Curriculum Achievement Standards.

Enhancement Mathematics classes are a continuation of the Year 9 enhancement classes. The pace and depth of study involved is greater than that in normal mainstream classes. Selection in the classes is based on the Year 9 exams, and is by invitation. These classes are reviewed each semester.

The Further Mathematics class is tailored for the needs of students who have found Mainstream Mathematics in Year 9 difficult. It is designed to be preparation for Year 11 Further Mathematics or for Year 11 VCAL Intermediate Numeracy. Students who study Further Mathematics in Year 11 may continue to Further Mathematics 3 & 4 in Year 12.

Selection in the classes is based on the Year 9 exams, and is by invitation. These classes are reviewed each semester.

Science

Mainstream Science or Enhancement Science or Applied Science. The pace and depth of study involved in the enhancement class is greater than that in normal mainstream classes. Selection in the enhancement class is based on performance in a Science exam in Year 9, and is by invitation.

Science education will enable students to see the connections between science and people, note the relevance of science and technology to past achievement and current and future developments and be aware of the impact of science and technology on society, the individual and the environment. Science education prepares students for continuing studies at VCE and entry into the workforce in a variety of capacities. Science is preparation for students wishing to continue with Physics, Chemistry or Biology at VCE level.

Applied Science

Is a course designed for VCE students not undertaking Physics or Chemistry at Year 11 and 12., or students intending to take VCAL in senior school. Students MUST apply to take Applied Science as part of the Applied Learning Package in place of Core Science using the application form at the end of this handbook. Applications are due by Monday, 24th August.

History

Mainstream History (1 unit) or VCE History 1 & 2. The pace and depth of study involved in the enhancement VCE class is greater than that in normal mainstream classes. Selection in the enhancement VCE class is based on performance in Year 9 and in particular the Year 9 exams and on participation in the History enhancement program in years 7-9, and is by invitation. Mainstream History is studied for one semester only. Students studying VCE History must take this study for the whole year. (2 units)

Year 10 History

A study of fascinating and widely diverging topics, such as “was it right to drop the Atomic bombs on Japan?” and the Stolen Generation, engage students to think deeply. Educated Australians should know how populist politicians like Hitler continue to attract support, why Australians gave their lives for democracy against Japan and how governments have been unable to bridge the gap between indigenous and non-indigenous Australians.

To do this, students enquire into the Rise of Hitler, this War in the Pacific, the Cold War between the USSR and the United States, and the history of Indigenous Australians from the Twentieth Century to present day. We also analyse one movie’s representation of History as a valuable tool of media awareness. The course is largely online, using a wide variety of technologies to collaborate, display ideas, view video and research topics. Students must bring headphones as more than half the classes will involve the viewing of some video.

VCE History (Unit 1 & 2)

(Enhancement) looks at how a “mad man” (Adolf Hitler) became a beloved leader of Germany and the dictatorial but popular ruler that followed. Studies how the world battled over Vietnam and the various ways true conflict was portrayed in pictures, television and song.

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YEAR 10 ELECTIVE DESCRIPTIONS Visual Arts

Studio Arts (1 or 2 units)

In year 10 students may choose either a one semester Studio Arts unit or two units over both semesters. There are no prerequisites. Students develop their skills in both the practical and theoretical components and have the opportunity to broaden their experiences and skills with a large variety of art materials and activities. Gallery visits are an important aspect of the course, linking the practical and theory aspects. Studio Arts at VCE has no prerequisites but it is strongly recommended that interested students pursue Studio Arts electives in year 10. These studies greatly benefit those seeking a future in art and design related industries, maximising students scope for practical work and creative expression.

Studio Arts A Students are exposed to a broad range of art media and are encouraged to produce creative designs and major folio works. Emphasis is placed on developing skills in drawing and designing, as these underpin all art activities. The range of media available includes drawing, painting and printmaking. Technical skills are mastered and concepts are explored through a process of visual enquiry. This course contains many opportunities for students to develop their own designs and complete tasks to a high level of presentation. Students will have the opportunity to visit an art exhibition, at a gallery such as the National Gallery of Victoria, during the semester.

Studio Arts B: Digital Art Digital and contemporary art is the focus in this Unit. Students generate individual ideas, broadening their skills in using Photoshop and hand drawing techniques, to respond to contemporary issues. A wide range of stimuli is provided and both two and three dimensional works can be created. Students are encouraged to develop works with high levels of expertise and individuality. During the semester students will also have the opportunity to engage with contemporary art through exhibitions visits. The power of contemporary artists to think and act creatively in response to contemporary issues provides the catalyst for creating artworks in new media.

Visual Communication and Design (VCD) (1 or 2 units)

In year 10 students may choose either a one semester VCD unit or two units over both semesters.

There are no prerequisites.

Visual Communication and Design A In this course, the first semester delves into the ‘creative’ side of VCD with tasks in Symbol and Poster design undertaken. Students also explore 3D drawing, rendering techniques and theory to broaden their skills and knowledge of Graphics. Students are introduced to a variety of media and new techniques and are afforded the opportunity to explore and create designs either by hand or with computer software of Illustrator or Photoshop programs. Our ICT computer room boasts the most modern software and hardware in this totally VCD dedicated area.

Visual Communication and Design B The second semester is a ‘conventional’ Graphics course with tasks covering an introduction to Architectural and Engineering Drawing. All students undertake three tasks in this area based on Australian drawing standards and conventions. Further drawing tasks exploring the full range of three dimensional drawing systems are undertaken in term 4.

The majority of tasks in both semesters are student selections from a choice of recommended alternatives. All aspects of both courses are supported by theory.

The Year 10 course has proven to provide a solid foundation for the continued study of VCD at senior level where skills and knowledge acquired during Year 10 are further explored and consolidated. Studies of VCD in the senior levels focus on Environmental (Architectural), Industrial (Product design) and Communication (Advertising) areas.

The opportunity for all students to build on their computer skills exists in this second semester program.

It is highly recommended that students contemplating VCE studies in these areas, undertake VCD at Year 10 level.

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YEAR 10 ELECTIVE DESCRIPTIONS Performing Arts Music (2 Units) In Year 10 Music, students focus on developing their performance skills by participating in fortnightly critical workshops with their peers. Students also conduct research into effective and efficient exercise and practice routines, and use their developed knowledge to formulate a technical demonstration that addresses the physical challenges associated with their particular instrument. Aural studies form a vital component of the course, and students participate in listening exercises and quizzes designed to sequentially develop their listening skills. Students also take part in weekly music analysis classes designed to build a vocabulary that enables them to express core principles associated with music, and more broadly, aesthetics in general. They continue to develop their knowledge of music theory by working through the “Musicianship and Aural Training” text. Areas of study include: Theory and Aural • Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas • Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions Music Practices • Create, practise and rehearse music to interpret a variety of performance repertoire with increasing technical and expressive skill and awareness of stylistic conventions • Plan, develop, and notate compositions with an understanding of style and convention Presentation and Performance Perform music applying techniques and expression to interpret the composer’s use of the elements of music and compositional devices Response and Interpretation Evaluate a range of performances and compositions to inform and refine their own music making Analyse a range of music from contemporary and past times, including the music of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints, enrich their music making, and develop understanding of music practice in local, national and international contexts Please note that students who successfully complete Year 10 Music may be eligible to undertake VCE Music Performance Units 3&4 in Year 11.

Drama (1 or 2 units)

In year 10 students may choose either a one semester Drama unit or two units over both semesters.

Drama A: Expressive Skills This unit focuses on the expressive skills of voice, facial expressions, gesture and movement. Students devise and perform pieces based on actor focused performance styles. Students will study theatre practitioners such as Rudolph Laban and the method style of Constantin Stanislavski. Within the unit students will be expected to complete assessment tasks both in practical performance and written evaluation. This unit will encompass both solo and ensemble works with students devising their own pieces and working with scripts written by professional practitioners.

Drama B: Comedy This unit focuses on a range of theatrical styles as a possible lead into VCE drama. Studies will include exploration of Absurdist theatre, Commedia Dell’arte and 19th Century Melodrama. Students will be looking at devising and performing pieces in these styles, including the theatre studies element of stagecraft such as costuming, staging and lighting. The core focus of this unit is how comedy has developed within theatre history. Within the unit students will be expected to complete assessment tasks both in practical performance and written evaluation. Although this unit can be completed without the semester 1 unit ‘Drama: Expressive Skills’, it is recommended that students undertake both.

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YEAR 10 ELECTIVE DESCRIPTIONS Commerce and Humanities Although no prerequisites are required for VCE Humanities or Commerce studies in Year 11, students are encouraged to have completed the relevant electives as preparation in Year 10.

Commerce: Business Management and Accounting (1 unit) Commerce provides the knowledge, understanding and skills that form the foundation on which young people learn to make sound decisions about financial and business issues. Through this study students will develop business and accounting literacy skills which will enable them to view the world of commerce in an informed way. Current issues and events will be explored, together with real life scenarios. As part of Business Management studies, students will develop critical thinking skills and have the opportunity to explore businesses that promote ethical behaviour and social responsibility. The importance of entrepreneurs in society and the need to innovate is explored, together with business planning and decision making processes throughout the business life cycle.

This course also aims to familiarise students with basic accounting skills which will ready them for further accounting studies at VCE level or to use in practical real-life situations. Students learn the difference between cash and profit, and how to construct cash flow reports, Income Statements and Balance Sheets.

Commerce: Economics and Legal Studies (1 unit) The theme of this course is to introduce students to the key factors that influence the Australian economy and to examine Australia’s legal system in relation to law making and civic responsibilities. Students will learn the basic concepts underlying Economics and Law. Those who do not wish to pursue these subjects in Year 11 will at least gain an insight into the world of commerce.

Economics How the Australian Economy works • The importance of key economic concepts; the role of scarcity and choice • Opportunity cost and production possibilities • The role of markets – using demand and supply to make meaningful predictions • Economic issues - interest rates, unemployment, exchange rates • Australia’s comparative advantage and factors affecting living standards • Free trade agreements Legal Studies The Nature & Function of Laws • What are laws?

• How laws are made in Australia Civil Law • Difference between criminal and civil law • An introduction to tort laws • The role of remedy’s in civil law

Criminal Law • What is crime?

• An introduction to different types of crime • The role of sanctions in criminal law • The roles of key personnel involved in criminal law

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YEAR 10 ELECTIVE DESCRIPTIONS Commerce and Humanities Australian and International Politics (1 Unit)

“Man is by nature a political animal” – Aristotle Political decisions shape almost every aspect of society and our modern lives, from the laws we obey to the type of education we receive. The Year 10 course provides a study of the Australian political system, an introduction to political science and ideology, and an examination of many of the key issues and challenges facing the modern, global world, whilst also considering the role of and impact on individuals. Whilst this course will help prepare students for the VCE Global Politics in our senior year levels, students do not need to have studied any Politics subject previously.

The course applies a thematic approach, drawing on relevant recent and contemporary case studies, and is designed to incorporate a significant student investigative component, utilising the many online resources available to enhance learning. A sample of the issues covered in 2020 included: • 1972 Munich Olympic Games Black September terrorist attacks • How democratic is Australia?

• Should Australia become a republic?

• The rise of the Far Right in Australia

• War crimes in the 21st Century • Why is there so much tension in Israel?

• 1994 Rwandan Genocide

Geography (1 unit)

This subject is perfect for the students looking to develop a wide variety of research and analysis skills to gain knowledge of topical issues surrounding the management of the world. They will not just look at what has been done, but investigate futuristic ideas of environmental management, and how technology and computer programmes can be used by town planners to assess variation in quality of life around the World and within Australia. Students will discuss, deliberate and debate what can, and should be done to create a sustainable way of life.

Topics will be based on environmental issues in line with our ‘moral obligation towards sustaining the environment in which we live’. Studying Geography will open up a wide range of future employment pathways in a changing world.

There is a unit examination.

Literature (1 unit)

‘A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.’

-Nelson Mandela Central to the study of all literature is an understanding of language, ideas and experiences. Literature focuses on the experience of being human. It offers students a lens through which to explore the world and it fosters a communication of their own thoughts, beliefs, emotions and ideals.

By exploring written and film texts, past and present, of different personal, cultural, social and aesthetic value, students will develop their ability to read and view critically, and they will understand that multiple meanings and interpretations can be found within texts. They will also become more empathetic as they develop their appreciation of the universal challenges that shape and define individuals and societies.

Literature students develop the following skills: • Critical thinking

- Independent reading Expert command of language - Creative and imaginative expression Literature is an academically challenging elective that can be taken either as a pre-cursor to VCE study of Literature or it can be studied by those keen to develop diverse, transferrable skills that give them a competitive edge in senior and tertiary studies and in the employment market.

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YEAR 10 ELECTIVE DESCRIPTIONS Languages Italian (2 units)

Year 10 Italian is an elective subject for students who have achieved a satisfactory standard in Year 9 Italian. It is a two semester elective. It introduces more complex grammatical concepts and provides greater depth to the students’ oral and written comprehension while expanding their knowledge of Italian culture. The course gives students a sound preparation for VCE Italian.

Students will focus on themes that cover teenage experiences such as friendship, technology, work, travel and school life. They will also study how Italian is utilised within the sphere of their own world and that of the wider community.

Students will participate in various activities using the four main skills of listening, speaking, reading and writing.

Each area of study will include reading and listening comprehension tasks, an oral and a writing task. These will form part of the assessment together with a vocabulary and unit test. They will also be required to complete a semester examination.

Students in Year 10 will be able to join the study tour to Italy, which occurs in alternate years. Successful completion of Year 10 Italian is compulsory to enable students to do Year 11 Italian.

Japanese (2 units)

Students enrolled into Year 10 Japanese will be expected to have successfully completed the Year 9 course in Japanese. A fluency in the two basic scripts of hiragana and katakana is a prerequisite. It is a two semester elective.

Year 10 extends the concepts and the grammar that students have learnt in Year 9. Kanji characters learnt in Year 9 are revised and newer Kanji is introduced. The topics in Year 10 include my town and my community, dates and calendar, seasons, weather, hobbies, travel and tourism and the world of work. Students study cultural celebrations in Australia and make comparisons to the Japanese concept of cultural celebrations. Students also study celebrations such as Children’s Day and the Tanabata Festival as well as New Year’s Day. Each unit will include reading and listening comprehension, writing and an oral task. Students will do a semester examination. Students in Year 10 are encouraged to get involved in the Student Exchange Program with our brother school in Osaka in Japan, either as Mazenod Hosts or as participants in the Mazenod Language Study Tour to Japan.

Successful completion of Year 10 Japanese is compulsory to enable students to take up Japanese at VCE level.

Chinese (Mandarin) (2 units)

Year 10 Chinese is an elective subject for students who have successfully completed the Year 9 course in Chinese. It is a two semester elective.

Year 10 Chinese introduces more complex grammatical concepts and provides greater depth to the students’ oral and written comprehension while expanding their knowledge of Chinese culture. Hanzi characters learnt in Year 9 are revised and newer Hanzi is introduced. ICT activities are undertaken to create an interactive learning environment for the development of the four main skills of listening, speaking, reading and writing.

Students will study cultural celebrations such as Chinese New Year, Dragon Boat Festival and the Mid-Autumn Festival.

They will also be required to complete a semester examination.

In Year 10, students may have the opportunity to participate in the Chinese Language Study tour, which is offered in alternate years. Successful completion of Year 10 Chinese is compulsory to enable students to take up Chinese at VCE level.

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YEAR 10 ELECTIVE DESCRIPTIONS Digital Technologies Software Development (2 units)

Students intending to study Software Development 3 & 4 in Yr 11 must take both of these units.

Year 10 Software Development Unit 1 Students are introduced to basic programming skills and concepts through the development of programs using Microsoft Visual Basic.net. The course introduces problem solving skills, program development and foundation constructs (sequence, selection and iteration) for programming. As the semester progresses students will begin to develop simple simulations of rocket ship launching and car race through to computer animation as well as text and file manipulation.

Year 10 Software Development Unit 2 Students continue to develop basic programming skills and concepts through the use of Microsoft Visual Basic.net.

Students’ progress, in second semester to developing programs with advanced data structures and customised objects, through to database development using ADO.net. IT Software Development Unit 1 and 2 is required as a preparation for VCE IT: Software Development 3 & 4 that can be studied in Year 11. This elective has elements of the Victorian Curriculum: Digital Technologies and leads on to IT Software Development Units 3 & 4 in either Year 11 (subject to successful application) or Year 12.

Year 10 VCE VET Information Technology (1 unit)

VCE VET Certificate III in Information, Digital Media & Technology- first year.

Students get to build networks, install operating systems, install and test and evaluate software applications and commence coding Games. This is a part of the three year course commencing in Year 10 through to Year 12. This course provides students with a pathway to a variety of IT industries. Units 3 and 4 offers scored assessment. Refer to page 115 for more detail.

VCE VET Creative Digital Media (first year) (2 units)

In order to complete the pathways from Year 9 through to VCE VET Certificate III CDM (first year), it is highly recommended that students are familiar with this course detailed on page 34. This is a three year course commencing in Year 10 through to Year 12. CUA31015 Certificate III in Screen and Media: provides students with a pathway to a variety of creative industries. Units 3 and 4 offers scored assessment and incorporates units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components.

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YEAR 10 ELECTIVE DESCRIPTIONS Design and Technologies Food Technology (1 unit) At Mazenod College this elective subject is offered over one semester and has no pre-requisites. It consists of both theoretical and practical units, which are closely related.

• The units are intended to further develop their knowledge and skills in the areas of nutrition, food preparation and service.

• To be fully aware and practically experiencing the correct methods of food handling, storage and hygiene requirements when working with food, both in the Home and in the Hospitality Industry.

• To continue developing safety awareness in the kitchen environment.

• To develop self esteem through successfully learning and participating in a range of practical skills.

Assessment is a combination of practical work, theoretical test, major practical assessment tasks and written projects.

Year 10 Food Technology is an excellent introduction to the Year 11 and Year 12 VCE VET Hospitality program offered externally at Holmesglen Institue of TAFE, Waverley Campus.

Physical Education At Year 10 there are two elective offered in the study of Physical Education. In both subjects there is a combination of theory and practical classes to assist students in their understanding of Physical Education. Students are required to wear sports uniform and to participate in practical classes to aid their development of coordination, motor skills and physical fitness levels, as well as relating the practical being completed to the theory content. Practical classes are conducted in a number of locations including The Provence Centre, Oblate Hall, The Johnson Oval, St. Eugene’s Park, the Table Tennis room and Monash University.

Physical Education (1 Unit)

In Year 10 Physical Education students focus on developing knowledge and understanding about how and why the body moves and what happens to a body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and strategies that can be used to understand and enhance the quality of movement and physical activity performance. Students work towards establishing knowledge and understanding of the energy systems, biomechanics, muscular system, skeletal system and leadership. They also develop their understanding of the muscular and skeletal systems and the effects of exercise on these systems. Students work towards establishing complex motor skills and movement sequences in a variety of practical and theoretical activities.

This subject prepares students for VCE Physical Education Units 1&2.

Fitness and Nutrition (1 Unit)

In Year 10 Fitness and Nutrition students focus on developing knowledge and understanding about how and why the body moves and what happens to a body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and strategies that can be used to understand and enhance the quality of movement and physical activity performance. Students work towards establishing knowledge and understanding of fitness, fitness components, fitness testing, training methods and training principles. They also develop their understanding of the cardiovascular and respiratory systems, the effects of exercise on these systems and the importance of a healthy diet. Students work towards establishing complex motor skills and movement sequences in a variety of practical and theoretical activities. This subject prepares students for VCE Physical Education Units 1&2.

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YEAR 10 ELECTIVE DESCRIPTIONS Science Enhancement Biology (1 unit)

Enhancement Biology is an in depth study of the structure of cells and organs of the human body. It is designed to further student interest in the subject and offer an insight into the concepts and skills needed to be a successful VCE Biology student. Successful completion of this course will provide an advantage when completing Units 1 and 2 in Year 11 as students will have already studied the subject at a VCE level and have begun developing the study skills needed to perform at a high level in this subject. Those students who excel in enhancement biology are eligible upon application to complete Units 3 and 4 in Year 11. These students would need to achieve an A standard (greater than 80%) for their work in Year 10 in this subject and a B+ (greater than 75%) or better in all their Year 10 subjects to be eligible to accelerate to Units 3 and 4 in Year 11.

Topics overview • • •

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Cellular Organisation Digestive System and Molecular Breakdown Respiration, Circulation, Excretion, Nervous System, Endocrine System, Meiosis and Mitosis

YEAR 10 ELECTIVE DESCRIPTIONS VCE VET Furnishing (2 Units) Overview The VCE VET Furnishing (Cabinet Making) program provides participants with a variety of skills in Furniture Manufacturing. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in broad based training in Furniture Manufacturing with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make chairs, tables, a writing desk and other fine pieces of furniture.

Course Code and Title MSF20516 Certificate II in Furniture Making Pathways Course Outcomes On successful completion of this course, students will be able to: • Learn about basic occupational health and safety, how to read documents and how to make accurate measurements • Create furniture using hand tools, power tools and wood working machinery • Learn to make joints by hand, leg and rail construction methods, furniture and cabinet assembly, timber preparation and finishes • Participate in environmentally sustainable work practices Training & Employment outcomes Most units will give credits for Certificate III Furnishing (apprenticeship) courses: • Cabinet making • Wood machining • Upholstery • Furniture finishing (polishing) Students can also articulate to TAFE studies in Furnishing at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete MSF20516 Certificate II in Furniture Making with units from the Certificate III, will be eligible for up to five units credit towards their VCE: three units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Furnishing must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate II in Furnishing is delivered in partnership with Holmesglen Institute of TAFE. The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: • Construct a basic timber furnishing product • Set up, operate and maintain basic static machines • Follow plans to assemble production furniture • Select and apply hardware • Prepare cutting list from plans and job specifications • Use furniture making hand and power tools • Carry out measurements and calculations

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YEAR 10 ELECTIVE DESCRIPTIONS VCE VET Engineering (2 Units)

Overview The VCE VET Engineering Technology Program provides participants with a variety of skills in Engineering. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in entry-level studies with a view to gaining a nationally recognised qualification and/ or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make sheet metal products and various mechanical devices and tools using traditional and modern manufacturing methods such as 3D printing and design.

Course code and title 22470VIC - Certificate II in Engineering Studies Course Outcomes On successful completion of this course, students will be able to: • Learn about basic occupational health and safety, how to read documents and how to make accurate measurements • Create metal products using hand tools, power tools and metal working machinery • Learn to make sheet metal joins, operate lathes and mills, fabricate and weld, and design and prototype various products • Participate in environmentally sustainable work practices • Have an understanding of competitive manufacturing systems, for example, 5S. Training & Employment outcomes Most units will give credits for Certificate III Engineering (apprenticeship) courses: • Fabrication Trade • Machinist • Tool Maker • Mechanical Trade • Lock Smithing Students can also articulate to TAFE studies in Engineering at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete 22470VIC Certificate II in Engineering Studies, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Engineering must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate II in Engineering is delivered in partnership with the Australian Institute of Education and Training (AIET).

The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: • Use engineering hand and power tools • Produce engineering components and products using fabrication and machining • Apply mathematical techniques in a manufacturing engineering or related environment • Use computer-aided drafting systems to produce basic engineering drawings

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YEAR 10 ELECTIVE DESCRIPTIONS VCE VET Creative Digital Media (2 Units) Overview • The VCE VET Creative Digital Media program provides participants with foundation skills and knowledge in a range of competencies to enhance their opportunities for employment in the multimedia industry or, as preparation for further studies in Creative Digital Media. The course offers an opportunity for young men to develop skills in design communication, animation, and web development with a view to gaining a nationally recognised qualification to make a more informed choice of vocation and career paths. In this course students will learn practical skills in 2D animation and 3D visualisation, sound editing and digital visual effects.

Course code and title • CUA31015 - Certificate III in Screen and Media (Creative Digital Media) Course Outcomes On successful completion of this course, students will be able to: • Have an understanding of the basics of the interactive digital media industry • Acquire versatile skills in digital media, games design and website development • Have transferable skills and knowledge into other industries and further study • Develop an understanding of a broad range of digital media areas such as interactive content, radio presentation, multimedia, basic vision and sound editing.

Training & Employment outcomes On successful completion of this course, students may continue further study at either Certificate IV, Diploma, Advanced Diploma or Degree in Creative Digital Media. Employment may be gained in: • Animation • Digital Media Designer/Web designer • Digital Media Developer • Digital Media Programmer • Digital Media Development Technician Contribution to the VCE or VCAL VCE: Students who complete CUA31015 Certificate III in Screen and Media (Creative Digital Media), will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Creative Digital Media must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

Course Delivery Certificate III in Creative Digital Media is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the college over 3 years – Year 10, Year 11 and Year 12. Units of Competence include: • • • • • •

Apply critical thinking techniques Develop and apply creative industry knowledge Maintain interactive content Evaluate the nature of design in a specific industry context Create 2D digital animations Author interactive sequences

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YEAR 10 ELECTIVE DESCRIPTIONS VCE VET Information, Digital Media and Technology (1 Unit) Overview The VCE VET Information, Digital Media and Technology program provides learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information.

Employing nearly 450,000 Australians, the Information and Communications Technology (ICT) sector continues to grow and change. As it evolves so too do the ICT skills required by employers to meet the challenges of our transforming economy. Businesses in this sector provide expertise in information technology through writing, modifying and testing software and providing user support for software, hardware and cloud technologies.

The digital media sector includes the design and production of multimedia and games for platforms including PC, console, online and mobile. As Australian consumer spending on these games rises, considerable growth is expected to come from mobile games in particular. New platforms for distribution of games are lowering barriers to entry to the digital media sector and are making the path to market quicker, which is attracting new entrants at a high rate Course code and title: ITC 30118 - Certificate III in Information, Digital Media and Technology Course Outcomes On successful completion of this course, students will multi ask over a range of previously defined IT positions and be able to: • Become successful IT specialists in their field of study, maintaining their multiskilling as a key feature • Industry boundaries will diminish • Job descriptions will mutate, and constrain less • A challenging work place environment, able to present innovative solutions • New skills will be add all the time Students can also articulate to TAFE studies in IT either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete ITC 30118 - Certificate III in Information Technology, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET IT, must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery VCE VET Certificate III in Information, Digital Media and Technology is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: Six core units of competency • Participate in environmentally sustainable work practices • Use computer operating systems and hardware • Work and communicate effectively in an ICT environment • Operate application software packages • Operate a digital media technology package • Use social media tools for collaboration and engagement Eleven elective units of competency from • Software Operating Packages • Multimedia Platforms • Social media tools for collaboration and • Games Development Packages

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YEAR 10 ELECTIVE DESCRIPTIONS VET Career Investigation (2 Units) Overview This course is designed to develop student’s employability and work readiness skills. Students will be provided with valuable tools that will assist in the development of foundation skills in communication, team work, goal and career planning. This unit can only be taken as part of the Applied Learning Package.

Course code and title 22280VIC - Certificate I in Employment Pathways Course Outcomes On successful completion of this course, students will be able to: • establish routines, set goals and use planning and organisational tools to maximise their personal productivity • create professional resumes and cover letters and interview confidently • understand different methods of communication and how to make the most of each of them • understand and follow workplace safety standards.

• have an understanding of the world of work • skills and knowledge, which are transferable to other industries.

Training & Employment outcomes The program enables students to progress into a range of preparatory courses in a range of industries. Graduates of this course will be well placed to: • Continue in VCAL Intermediate in year 11, and VCAL Senior in year 12 • Continue training through an Apprenticeship or Traineeship • Continue with training through a specific training package, such as a pre-apprenticeship at TAFE • Move directly to seek employment with the skills gained.

Contribution to the VCE or VCAL VCE: Students undertaking the Certificate I in Employment Pathways are eligible for 2 credit units at Unit 1 & 2 level.

VCAL:This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate I in Employment Pathways is delivered in partnership with iVCE VET Institute. The units are delivered at the college over two semesters in year 10 only. Units of Competence include: • Participate in OHS processes • Increase Personal effectiveness • Prepare for employment • Develop an action plan for career planning • Participate in job seeking activities • Participate in a practical placement with support

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MAZENOD COLLEGE APPLICATION FOR SELECTING: MUSIC – CLASSROOM INSTRUMENTAL IN YEAR 9 (VCE MUSIC PATHWAY) Collect this blue form from the Music Director

Name: _____________________________________________

Home Room: __________________

Students wishing to take Music – Classroom Instrumental in year 9 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 24th August.

Notes: It is compulsory that students complete these Year 9 Instrumental Elective units as preparation for entry into VCE Music units in Years 10-12. All students must be currently enrolled in instrumental tuition at the college or externally and MUST have two years of professional instrumental tuition on their instrument. Entry to this subject is by interview and audition with the Head of Faculty to assess suitability and alignment to the course. All students undertaking any classroom Music unit must attend all co-curricular music activities including choir. Exceptions will be assessed on an individual basis.

E L P M SA

Please provide the following information:

Music Tutor Name:________________________________________________________________________________ Why do you wish to undertake this study?

_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Teacher’s Signature MUSIC DIRECTOR (INSTRUMENTAL) (Mr Leutchford)

Comments

Support Yes/No

MUSIC DIRECTOR (CLASSROOM MUSIC) (Mr Melitsis)

MUSIC TEACHER (INSTRUMENTAL)

Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed______________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING: ENHANCEMENT HISTORY IN YEAR 9 Collect this green form from the Yr 8 Coordinator’s office Name: _____________________________________________

Home Room: __________________

Students wishing to take Enhancement History in year 9 MUST complete this form, signed by all the relevant staff and your parents. Due Date: Monday 24th August. Places in this subject are dependant on previous results, teacher recommendation and timetable constraints.

Fill out the following table, listing relevant results from year 7 and 8.

Year 7 and 8 Subjects Year 7 English - Semester 2 Year 7 History - Semester 2 Year 7 Religious Education - Semester 2 Year 8 English - Semester 1 Year 8 History - Semester 1 (If applicable) Year 8 Geography - Semester 1 (if applicable) Year 8 Religious Education - Semester 1

Assessment Result

E L P M SA

Did you do Enhancement History - Year 7

Yes

\

No

Did you do Enhancement History - Year 8

Yes

\

No

Did you do General Enhancement - Year 7 (Mr Tranter)

Yes

\

No

Did you do General Enhancement - Year 8 (Mr Tranter)

Yes

\

No

Teacher’s Signature YEAR 8 LEVEL COORDINATOR (Mr Rowland)

Comments

Support Yes/No

YEAR 8 HISTORY TEACHER (SEMESTER 1 OR 2)

YEAR 8 ENGLISH TEACHER

YEAR 8 ENHANCEMENT TEACHER (If applicable) Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed_________________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING: MUSIC IN YEAR 10 Collect this buff form from the Music Director

Name: _____________________________________________

Home Room: __________________

Students wishing to be considered for Music in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 24th August.

Notes: Music is offered as a subject from Year 10 – 12. All students must be enrolled in instrumental tuition at the college and must be receiving approved professional instrumental tuition on their instrument. It is compulsory that students who select these units have completed the Music Instrumental elective in Year 9, and have at least THREE years of tuition on their instrument.

E L P M A S

Please provide the following information:

Music Tutor Name:________________________________________________________________________________

Teacher’s Signature MUSIC DIRECTOR (INSTRUMENTAL) (Mr Leutchford)

Comments

Support Yes/No

MUSIC DIRECTOR (CLASSROOM MUSIC) (Mr Melitsis)

MUSIC TEACHER (INSTRUMENTAL)

Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed______________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING: VCE HISTORY 1 & 2 OR VCE LANGUAGE 1 & 2 OR ENHANCEMENT BIOLOGY IN YEAR 10 Collect this purple form from the Yr 9 Coordinator’s office

Name: _____________________________________________

Home Room: __________________

Students wishing to be considered for any of VCE History 1 & 2, VCE Japanese or Italian or Chinese 1 & 2 or Enhancement Biology in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 24th August.

Fill out the following table, listing current subjects and your exam results for your Year 9 subjects.

Year 9 Subjects (Semester 1) English Religious Education Mathematics Science History Language (Japanese, Italian or Chinese - if applicable)

Assessment Result

Teacher’s Signature YEAR LEVEL COORDINATOR

Support Yes/No

E L P M SA Comments

CURRENT YEAR 9 HISTORY, LANGUAGE OR SCIENCE TEACHER

YEAR 9 ENHANCEMENT TEACHER (If applicable) FACULTY COORDINATOR HISTORY (Mr Young) LANGUAGE (Ms Bonnica) BIOLOGY (Ms Vissenjoux) Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed_________________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING: FURTHER MATHEMATICS IN YEAR 10 Preparation for Yr 11 & 12 Further Mathematics or Yr 11 & 12 VCAL Numeracy

Collect this orange form from the Yr 9 Coordinator’s office

Name: _____________________________________________

Home Room: __________________

Students wishing to be considered for Year 10 Further Mathematics in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 24th August.

Fill out the following table, listing current subjects and your exam results for your Year 9 subjects.

Year 9 Subjects (Semester 1) Mathematics English Religious Education Science History Year 8 Mathematics - Semester 2

Assessment Result

E L P M SA

Teacher’s Signature YEAR LEVEL COORDINATOR

Comments

Support Yes/No

CURRENT YEAR 9 MATHEMATICS TEACHER

FACULTY COORDINATOR MATHEMATICS (Ms Mrock)

Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed_________________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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Why do you wish to undertake this study? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Teacher’s Signature YEAR LEVEL COORDINATOR (Ms Skourides)

Comments

Support Yes/No

CAREERS COORDINATOR (Ms Seremetis)

CURRENT MATHS TEACHER CURRENT SCIENCE TEACHER VCE VET COORDINATOR (Mr Harris)

Parents’ Comments & Signature: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________Signed_________________________________________________ PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING: APPLIED LEARNING PACKAGE - IN YEAR 10 (Further Mathematics/Applied Science/VCE VET Career Investigation/VCE VET or Practical subject)

Collect this pink form from the Yr 9 Coordinator’s office Students completing this Applied Learning package will be prepared for the VCAL Certificate in Y11 & 12 or for the VCE in Yr 11 & 12 excluding Math Methods, Specialist Maths, Physics and Chemistry.

Name: _____________________________________________

Home Room: __________________

Students wishing to take the Applied Learning Package in Yr 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 24th August.

E L P M SA

Notes: Further Mathematics is a course designed for students not undertaking Mathematical Methods at Year 11 and 12.

You will be UNABLE to take Maths Methods or Specialist Maths if you take Further Mathematics in Year 10.

Students taking Further Mathematics in Year 10 may study Numeracy as part of VCAL in Year 11 and 12 or they may choose to study Further Mathematics in the VCE. Applied Science is a course designed for students not undertaking Physics or Chemistry at Year 11 and 12.

You will be UNABLE to take these subjects if you take Applied Science in Year 10.

Students taking Applied Science may choose to study VCAL in Yr 11 and 12 or Biology or Psychology in the VCE.

Students take VET: Career Investigation and Applied Science as a package, together with Further Maths and another VCE VET or Practical subject.

Fill out the following table, listing current subjects and your results for your Year 9 subjects.

Year 9 Subjects (Semester 1) English Religious Education Mathematics Science History Elective: Elective: Elective: Elective:

Results

Career Intentions: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

PLEASE ATTACH A COMPLETED APPLIED LEARNING PACKAGE PLANNER TO THIS FORM

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SENIOR SCHOOL YEARS 11 - 12 Timeline of Events July

Distribution of Senior School Course Guide to current Yr 10 and Yr 11 students.

Brief overview by Deputy Principal – Curriculum and Careers Coordinator.

Information Gathering (Morrisby Diagnostic Assessment, Careers Office, Open Days, Work Experience etc.)

Course Counselling occurring within Pastoral Care periods with assigned staff counsellors.

Monday July 27th - Senior School Information Evening for Yr 10 commencing at 7.00 pm online via MazCom. Monday 13th, Tuesday 21st and Wednesday 22nd July - Parent/ Teacher Interview sessions online

August Oct/Nov November

Monday 24th August – Course selection completed online by Yr 10 and Yr 11 students.

Planning and blocking of units to be offered by Mazenod College.

Further counselling on course selections, where necessary, based on review of this year’s results. Individual interviews with students/ parents where necessary.

Final blocking of units and course selection completed.

Confirmation and approval to students for 2021 course.

Transition timetabled classes: Yr 11 2021 to be advised

Yr 12 2021 to be advised

Jan/Feb

Commence Senior School classes Note: The college will endeavour to offer as many VCE/VCAL/VET units as possible. All offers of units are initially provisional and final classes are dependent on staff availability, level of student interest and blocking constraints of the timetable.

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Further Assistance If parents or students would like further assistance with any matters regarding the VCE/VCAL/VET beyond that which is offered, please ring the college to arrange an appointment.

Please contact: Mr Noel Jenkinson

Ms Vivian Seremetis

Deputy Principal – Curriculum

Careers Coordinator

Mr Mark Rolfe

Mr Leigh Harris

VCE Coordinator

VCAL Coordinator

Mr Leigh Harris

VCE VET Coordinator

Mr James Tranter Enhancement Coordinator

Visit the college Careers website: www.mazenodcollegeviccareers.com Mazenod College Address: 5 Kernot Avenue, MULGRAVE VIC 3170 Telephone: 9560 0911 Facsimile: 9562 2442 Web Address: www.mazenod.vic.edu.au

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PLANNING YOUR SENIOR SCHOOL PATHWAY - CHECKLIST Planning for Year 11 Before Monday 27th July • •

Read the Mazenod College Senior School Course Guide and together with your parents look through the courses on offer by the college.

Attend the senior school information evening together with your parents.

Pathway Planning (3 weeks – by 21st August) • • • • • • • •

Review your Morrisby Diagnostic Assessment (career profiling) account and interview notes.

Make a list of the University and/or TAFE courses you are interested in.

Discuss your selection with your parents.

In the month of August, attend university and TAFE open days together with your parents to collect information on potential courses of interest.

Using The Tertiary Entrance Guide, complete a prerequisite check for your courses of interest.

Build a list of the subjects you will undertake in your VCE or VCAL program (back page of this Guide).

Make sure you have all the prerequisite subjects for the courses that interest you.

Make an appointment with your subject counsellor.

Final Planning Stage - Enter your subject selections by Monday 24th August • • •

A follow up appointment or referral may be made for you by your counsellor.

Attend parent-teacher interviews to speak with your teachers about your progress and seek their recommendations in pursuing subjects in your senior school program.

Complete your final subject selections and have these checked and signed by your subject counsellor for approval.

Planning For Year 12 - Enter your subject selections by Monday 24th August • • • • • • • • •

Read the Mazenod College Senior School Course Guide and encourage your parents to look through the courses on offer by the college.

Refine your list of the University and/or TAFE courses you are interested in (from last year’s planning).

Discuss your career pathway plan with your parents.

In the month of August, attend university and TAFE open days together with your parents to collect information on potential courses of interest.

Confirm your list of subjects you will undertake in your Yr 12 VCE or VCAL program.

Make an appointment with your subject counsellor.

A follow up appointment or referral may be made for you by your subject counsellor.

Attend parent-teacher interviews to speak with your teachers about your progress and seek their recommendations in pursuing subjects in your senior school program.

Complete your final subject selections and have these checked and signed by your subject counsellor for approval.

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INTRODUCTION TO VCE The Victorian Certificate of Education (VCE) offers a range of options to the student that complements the work undertaken in Years 7 – 10 and which also acts as a foundation for further studies or career choices.

To maximise opportunities and experiences the VCE extends over 2 years. Some students may be strongly advised at the end of their first year to extend their VCE to a 3 year program. This advice will be based on the students’ preparedness to cope with the assessment program in Year 12 as demonstrated in their first year of VCE. A major aim of study in Years 11 and 12 is to encourage the student to develop self-discipline and become responsible for his own learning.

How to Qualify for VCE Entry: Promotion Policy • • • •

To qualify for VCE a student must have demonstrated a reasonable effort and an aptitude for study. Students will also need to achieve D+ or better in the end of year exam in Year 10 (55%).

To qualify for VCE entry into any given subject a student should have been successful in that subject or a related unit in Year 10. The quality of Year 10 results will affect the subject choices available to students.

Special consideration may be available on application.

Students are strongly advised to consult both the appropriate subject coordinator and teacher prior to all subject choices.

How do I choose?

• • • • • • •

Determine your dreams and ambitions for future career paths.

Work out how you might get there (don’t forget there will be several different pathways to get you where you want to go).

Will you need to go on to Higher Education (University or TAFE Diplomas) or will you need an apprenticeship or traineeship?

Are there any subjects in Years 11 and 12 that you MUST take (prerequisites) to enter the course or jobs you are researching?

Most courses or jobs only require you to have an English Study and 1 or 2 other subjects. The other subjects you can study should be the ones you are best at and enjoy the most.

Get your information from reputable sources (e.g. course guides, Industry Representatives, Careers Practitioners etc).

Rank the jobs and courses into your order of preference then investigate them in detail (e.g.

Open days, VICTER, Handbooks and on-line web resources).

Before you make the final choice 1. Realistically assess your own abilities. Look at previous test, exam, project and essay grades and comments. How well did you perform in these tasks?

2. Based on your self-assessment, determine the career goals available to you (this should involve gathering information from parents, teachers, the careers practitioner and career resources).

3. Be aware of the importance of Years 11 and 12 to your future and be prepared to cope with the demands and commitment they will entail.

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RESOURCES AT MAZENOD Many of the following resources are available for students and parents to consult either in the college Library or from the: Careers Coordinator – Ms Vivian Seremetis VCE VET Coordinator - Mr Leigh Harris VCAL Coordinator – Mr Leigh Harris VCE Coordinator - Mr Mark Rolfe Enhancement Coordinator – Mr James Tranter Deputy Principal (Curriculum) – Mr Noel Jenkinson - Morrisby Online Diagnostic Assessment - University & TAFE handbooks/brochures - Victorian Tertiary Entrance Requirements - Open days - Careers web page - VTAC Guides and Interstate Guides www.mazenodcollegeviccareers.com Student Program Generally students will undertake a program consisting of 24 units spread over two years. In some circumstances, some students may be given permission to attempt fewer or more than 24. The VCE requires each student’s program to include: • Four units of English Studies (Including English 1-4 and/or Literature 1-4 and/or English Language 1-4) At Mazenod College students can choose their remaining units, but Religious Education in Years 11 and 12 is compulsory.

Some Year 11 and Year 12 students have also taken the opportunity to enrol as TAFE students and in addition to obtaining their VCE will receive credits in VCE VET (Vocational Education and Training) programs. Some Year 12 students are engaged in Biology, History, Mathematics or Philosophy Enhancement Studies Program at Deakin and Melbourne Universities, which gives them credits towards a first year university subject.

VCE: Successful Completion To be eligible for the award of the VCE, students must successfully complete at least 16 units and a certificate will only be granted if you successfully complete: • At least three units of English Studies (English 1-4 and/or Literature 1-4 and or English Language 1-4) AND • Three sequences of Units 3 and 4 studies other than English “Successful Completion” for each unit is granted when outcomes for each unit are deemed satisfactorily demonstrated according to the specifications stated with each school assessment (SAC or SAT). Work submitted must clearly be the student’s own work. It not only has to be done but it has to meet the specifications that determine the quality and quantity of the work. Work is judged “S” (Satisfactory) or “N” (Unsatisfactory).

For each unit, all work must be successfully completed for a unit result of S. A unit result of “N” is awarded if some of the work within the unit has not been completed within the semester the unit is studied. These results are included for each subject on the VCE Certificate, which is issued at the end of each year. It is vital for students to be aware of the importance of completing all school assessment within the semester.

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VCE ASSESSMENT Outcomes Units 1 – 4 Each VCE unit includes 2 to 4 outcomes that highlight the key knowledge and key skills to be achieved by students. Students will be given the opportunity in the assessment tasks of each unit to demonstrate the achievement of each outcome. The achievement of outcomes will be assessed by teachers and will be reported to the Victorian Curriculum and Assessment Authority (VCAA).

Levels of Performance Within each unit students are required to complete a number of assessment tasks and an exam from which evaluations are made regarding the level of performance or standard attained.

School Based Assessment Units 1 and 2 Within Units 1 and 2, the subject teachers at Mazenod College determine assessment tasks and each will be ranked on a 10-point scale (A+ to E) indicating the level of performance on that task.

These results will be communicated to parents in a school report for each subject, but will not be included on the statement of results from VCAA. For Unit 1 & 2 subjects VCAA only reports S or N for each unit.

School Assessment (SACs and SATs) Units 3 and 4 For most subjects this involves School Assessed Coursework (SACs) but some subjects such as Studio Arts or Visual Communication Design have School Assessed Tasks (SATs). In both cases, VCAA outlines the type of assessment tasks to be completed 10 point scale (A+ to E) are reported

by VCAA for assessment tasks (SACs, SATs or exams) completed as part of Units 3 and 4.

Tertiary Selection An Australian Tertiary Admission Ranking (ATAR) is calculated using the grades achieved on Assessment Tasks for each subject. It uses the scores in an English Study (includes English 3/4 or English Literature 3/4 or English Language 3-4) plus the best three other subject scores plus 10% of the next two subject scores. Only six subject scores are counted. Requirements for all institutions are: • The satisfactory completion of the VCE, AND • The satisfactory completion of units 3 and 4 of an English Study in the one year.

A subject will not be included in a tertiary entrance calculation, if • A student has not obtained an S for the coursework • More than one assessment task in a subject is graded either UG or NA. The ATAR is used as the basis for selection into tertiary studies (Universities or TAFE Institutes).

Tertiary entrance is also affected by the prerequisite subjects which are included by the different university faculties and TAFE Colleges. Students need to be aware of this information and if they have a particular interest in a tertiary course the best source of information is the selection officer of the faculty of the tertiary institution.

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IMPORTANT CONSIDERATIONS, CRITERIA •

• • •

Some variations may occur in the subjects offered. This is due to student numbers, staff availability, financial resources and the mix of other units on offer. A subject will only be offered if there is a viable class. In cases where there is not a viable class, (i.e., not enough students select that subject), students will be given another selection opportunity.

It is in students’ interest to determine from tertiary prerequisites, which sequence of Mathematics and which other subjects are best suited to their career aspirations.

Note that timetable restrictions mean that there is limited opportunity to change your subjects at the beginning or in the middle of next year.

Some subjects may have both Year 11 and 12 students together. Due to timetabling constraints, these subjects will have one of their single periods before or after school EACH week. Students MUST attend this class outside normal school hours each week. Previous examples include History, Biology, Japanese, Music and IT: Software Development.

Criteria for selecting students into VCE courses The following criteria will be applied to determine who is placed in a subject (if too many students apply for a subject some may be placed on a waiting list and asked to make another choice): • The student has received satisfactory results on previous exams in that subject (55%) • The student has displayed a serious approach to studies and school in general • If the subject is necessary for the student to fulfil VCAA requirements • If the subject is part of a package (e.g. VCE VET), or complements the student’s course • If a student has shown disinterest and/or consistently poor results in the assessment tasks of a subject studied in the previous semester, their position in that subject may be reviewed • If the selection form arrived after the due date without extenuating circumstances, the student will be placed at the end of the waiting list for that particular subject.

Criteria for Selecting Students into VCE VET and VCAL courses As there may be limited places in these courses, the following criteria have been established to appropriately select students: • Commitment to the course, including extra work at school and at TAFE if required • A positive attitude towards study and staff • Demonstrated interest in this field as a career choice • An understanding and acceptance of all requirements as listed in the handbook and other information sheets • An awareness and acceptance of any extra costs involved • Students must find their own work placement to gain entry into the VCAL courses.

For further information, see the VCE VET and VCAL sections of this handbook or contact Mr Leigh Harris- VCE VET/VCAL Coordinator.

Criteria for Selecting Students into Units 3 & 4 Subjects in Year 11 Students wanting to attempt Unit 3 & 4 subjects in Year 11 other than Religion will need to meet these criteria: • A/B+ average grades in Year 10 subjects • An 80% Mid-Year 10 Exam Average • A very strong record of achievement in the particular subject area • A well considered two year VCE program • Teacher endorsement for the student to take that subject • Available room in the class 55

VCE VET/VCAL COURSES AVAILABLE AT MAZENOD COLLEGE Compulsory: Religious Education Religious Education Units 3 & 4 is compulsory for Year 11

Year 10 VCE/VCE VET

Year 11 (Units 1 & 2 unless indicated 3 & 4)

Year 12

Religious Education

Religious Education (3 & 4) English or Literature or English Language

Religious Education Seminars English or Literature or English Language

Accounting Studio Arts Business Management Economics English Language History: 20th Century/Asian History Revolutions (3 & 4) Geography Australian and Global Politics Italian Japanese Chinese (Mandarin) Legal Studies Literature VCE VET Creative Digital Media

Accounting Studio Arts Business Management Economics English Language History: Revolutions

Music Performance (3 & 4) Physical Education Drama VCE VET Sport & Recreation Visual Communication Design

Music Investigations Physical Education Drama VCE VET Sport & Recreation Visual Communication Design University Enhancement: Aust. History/Politics

Biology Chemistry Physics Psychology

Biology Chemistry Physics Psychology

VCE VET Engineering VCE VET Furnishing

VCE VET Engineering VCE VET Furnishing VCE VET Hospitality - External

VCE VET Engineering VCE VET Furnishing VCE VET Hospitality - External

Software Development (1 & 2)

VCE Software Development (3 & 4)

VCE Software Development (3 & 4)

VCE VET Information, Digital Media & Tech (1 unit)

VCE VET IT (2 units)

Data Analytics (2021) VCE VET IT units 3 & 4 (2022)

Further Mathematics Mathematical Methods Specialist Mathematics & Mathematical Methods

Further Mathematics Mathematical Methods Specialist Mathematics & Mathematical Methods

Arts Commerce Humanities Languages History 1 & 2

VCE VET Creative Digital Media Music 1 & 2

Mathematics Science Technology

(Units 3 & 4)

Geography Global Politics Italian Japanese Chinese (Mandarin) Legal Studies Literature VCE VET Creative Digital Media

University Enhancement: Mathematics, Biology, IT VCAL Certificate

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Applied Learning Package

Intermediate VCAL Religion VCAL Literacy VCAL Numeracy VCAL Work Related Skills VCAL Personal Development One VCE VET/VCE from Yr 11 Work Experience (1 day/week) VCE VET TAFE course (1 day/wk)

Senior RE Seminars & Retreat VCAL Literacy VCAL Numeracy VCAL Work Related Skills VCAL Personal Development One VCE VET/VCE from Yr 12 Work Experience (1 day/week) VCE VET TAFE course (1 day/wk)

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) The Victorian Certificate of Applied Learning (VCAL) provides an alternative option for students in Years 11 & 12.

VCAL, like VCE, is an accredited senior school certificate recognised nationally and provides industry training.

Students can complete Year 11 (Intermediate) and/or Year 12 (Senior) and move into a career or further study.

The VCAL gives you: • Practical work-related experience and employability skills • Literacy & Numeracy skills together with personal skills that are important for life and work Students who do the VCAL are likely to be interested in going on to training at TAFE institutes, doing an apprenticeship, or getting a job after completing school.

Once you have completed your VCAL, you will have knowledge and skills that are a useful preparation for a trade or industry certificate Program Content VCAL programs offered by Mazenod College at Intermediate and Senior level include: • Literacy & Numeracy classes – units are selected from VCAL Literacy and Numeracy. VCAL Numeracy caters for pre-apprenticeships and for specific trade courses and preparation.

• VCAL Work Related Skills units – incorporating work placement within the specific industry relating to the chosen VCAL program. For year 11 students, work placement is every Tuesday (one day per week) and for year 12 students, work placement is every Thursday (one day per week).

• VCAL Personal Development Skills units – incorporating VCAL Religion, Year 12 RE days, and involvement in community based and personal projects.

• Industry Specific Skills – various units of competency from a range of TAFE certificates closely related to the VCAL program chosen. Students will select a Mazenod internally delivered VCE VET and an externally delivered VCE VET at our TAFE partner Institutions.

Entry Requirements Intermediate: Students must complete Year 10 before undertaking the Intermediate Certificate in VCAL. Senior: Students must satisfy all three components of the Year 11 VCAL Intermediate Certificate which includes; course work, work placement & TAFE; or satisfactorily complete Year 11 VCE before undertaking the Senior Certificate in VCAL. All students will be required to attend an interview with the VCAL Coordinator, VCE VET Coordinator and respective Year Level Coordinator to determine the student’s suitability and commitment to this course. Parents are also encouraged to attend this interview.

Students who have previously completed VCE Units and/or Certificate units of competency are able to receive recognition of prior learning for these units of study.

Structured Workplace Learning (SWL) Students are required to undertake a minimum of 100 hours per semester of Structured Work Placement as part of VCAL Work Related Skills. Students may use this opportunity to sample industries of interest over one-day per week. For example, a student interested in Building may choose to work with a Builder in Term 1, a Glazier in Term 2, a Cabinet Maker in Term 3 and a Floor and Wall Tiler in Term 4. Obviously the more the student samples while on work placement the better he will be to make the decision as to which trade he may wish to specialise or pursue a Pre-Apprenticeship in the following year.

Students are required to find their own SWL. Some assistance is provided in class as to how to approach employers, write letters of application etc. Typically, work placement is found via family and friend networks. A small database of employers is available at the college for students experiencing difficulty in finding employment.

Assistance is available through the SWL portal. This is a statewide portal to assist VCAL students across Victoria.

Students MUST complete the VCAL Application form available from your Year Level Coordinator or Mr Harris, VCAL Coordinator. More information is available for each of these courses from the VCAL/VCE VET or Careers Co-ordinators.

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VCAL PROGRAM DESCRIPTIONS Your VCAL Intermediate or Senior program must include units from VCE VET certificates. The range of VCE VET options is extensive however Mazenod students have the opportunity to include a variety of VCE VET programs from within the college and programs accessed externally, one day per week (every Wednesday).

Internal VCE VET programs offered at the college include Furnishing, Engineering, Sport & Recreation – Fitness stream, and Interactive Digital Media. For more information on these programs, please refer to the full program details in the VCE VET section of this course guide.

Sample VCAL specialised programs

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AUTOMOTIVE

BUILDING & CONSTRUCTION

ELECTRICAL

This program will give you VCAL Intermediate, VCAL Senior plus the Automotive Pre-vocational certificate (Pre-apprenticeship) that include units in automotive and welding. These qualifications are highly sought after by employers of Automotive apprentices. The trade units combine theory and practical training, teaching students how to use workplace tools equipment, remove, replace, dismantle and assemble conventional engines and other automotive parts.

This program will give you VCAL Intermediate, VCAL Senior plus the Certificate II in (Carpentry) Pre-apprenticeship. These qualifications are highly sought after by employers of Carpentry apprentices. You will gain basic knowledge and skills for work in the building construction industry, such as building structures, using carpentry tools, framing types, sub-floor construction, form-work for concreting and adhering to OH&S requirements.

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

This program will give you the Certificate II in Electro-technology Studies (Pre-vocational) and an Intermediate and or Senior VCAL certificate. These qualifications are highly sought after by employers of Electrical and/or Refrigeration apprentices. You will gain basic knowledge and skills in the electrical and refrigeration industry, such as basic operations of vapour compression systems, electrical equipment, interpret electrical drawings and electrical mathematics.

Suggested Mazenod VCE VET to complement this program – Engineering studies (Pre-apprenticeship certificate)

Suggested Mazenod VCE VET to complement this program – Furnishing studies (Pre-apprenticeship certificate)

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET to complement this program – Engineering studies (Pre-apprenticeship certificate)

PLUMBING

HOSPITALITY

SPORT & RECREATION

This program will give you both the Certificate II in Plumbing (Prevocational) and an Intermediate and or Senior VCAL certificate. These qualifications are highly sought after by employers of Plumbing apprentices.

You will gain the basic knowledge and skills for work such as using plumbing tools, plumbing pipe systems, welding and cutting, OH&S requirements and how to communicate effectively in the workplace.

This program will give you both the Certificate II in Hospitality (Kitchen Operations) and an Intermediate and or Senior VCAL certificate. The course will give you an introduction to the hospitality (back of house or cookery) and hospitality (front of house & management). You will develop hands on skills in food production, meal preparation and food hygiene. Learn how to work in teams, plan and cater for events and learn responsible service of alcohol.

This program will give you the opportunities to participate in subjects which include fitness, sports coaching, sports even management, player management, outdoor recreation and sports marketing. Learners will have the opportunity to gain the Certificate III in Sport & Recreation together with an Intermediate and or Senior VCAL Certificate. It is recommended that the student undertakes a Certificate II in Business at TAFE.

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET to complement this program – Engineering studies (Pre-apprenticeship certificate)

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET or VCE to complement this program – VCE Business Management Units 1-4

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET or VCE to complement this program – VCE Sport & Recreation

DIGITAL MEDIA/INFORMATION TECHNOLOGY

HEALTH & PATIENT SERVICES LEADING TO NURSING

OTHER INDIVIDUALLY TAILORED PROGRAMS

This program will give you an introduction to aspects of IT and Digital Media. Learners will have the opportunity to gain the Certificate II in Computer Assembly and Repair or the Certificate II in Information, Digital Media and Technology together with an Intermediate and or Senior VCAL Certificate. Students will gain skills in multimedia, social media, web development, IT networking and computer maintenance. This program can also be customised to meet other interests such as Screen and Media studies.

This program will give you both the Certificate III in Health Services Assistance or Certificate II in Community Services (Early Childhood, Aged Care or Nursing). The program is designed to give you a unique way to enter the health care industry whilst completing an Intermediate and or Senior VCAL Certificate. The Patient Services stream teaches you how to comply with infection control policies and procedures in health work and understand basic medical terminology.

This program will provide you with the scope to select one of the VCE VET (vocational programs) delivered by any of our partner TAFE Institutes as part of your Intermediate and or Senior VCAL Certificate. You can choose an industry specific skill you wish to pursue based on your area of interest, strengths and skills.

Programs include (but are not limited to) the following: Music Industry, Animal Studies, Horticulture, Drafting/Graphic Design, Youth Work and many more as negotiated with the VCAL and VCE VET Coordinators of the college.

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET to complement this program – VCE VET Interactive Digital Media

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET or VCE to complement this program – Student selection/choice

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VCE VET or VCE to complement this program – Student selection/choice

Acceptance into any external VCE VET programs is at the discretion of the TAFE Institute offering the course. In some instances, students will also be required to pay for materials and appropriate footwear and clothing. More information is available from the VCAL and/or VCE VET Coordinators.

Note: Students must complete 3 years of VCE VET studies to qualify for the full Certificate II. In some cases, students will be required to complete additional units of competency at TAFE at the completion of VCAL studies to qualify for the full pre-apprenticeship certificate. More information available from the VCAL/VCE VET Coordinators.

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VCE

VICTORIAN CERTIFICATE OF EDUCATION

VCAL

VICTORIAN CERTIFICATE OF APPLIED LEARNING

VCE VET VET

VOCATIONAL EDUCATION AND TRAINING

VCE PRIMARY PATHWAY PATHWAY

TO GET AN ATAR FOR A: UNIVERSITY COURSE TAFE COURSE

VCAL PRIMARY PATHWAY PATHWAY TAFE COURSE

APPRENTICESHIPS OR TRAINEESHIPS FURTHER EDUCATION COURSES EMPLOYMENT

Student Programs A student program is the collection of VCE units, which students select for their two year VCE course. It suggests core subjects necessary for a particular course of study and highlights the available post VCE options, including a range of University and TAFE courses as well as possible employment opportunities.

Programs suggested in this booklet highlight the close links between VCE subjects and post VCE options. They should assist students to make sensible and realistic choices linked to their possible future. It also gives students the opportunity to “keep their options open” by enabling them to combine some programs giving them more than one pathway.

How to use Student Programs? Determine subjects you are interested in or careers you might follow and find the student programs which include these subjects or careers. These will give a guide to the subjects students could choose for their VCE studies.

WARNING: many complications exist in developing a student programs approach – most are associated with the differing prerequisite and tertiary requirements for tertiary courses. These can vary from university to university.

Generally speaking tertiary requirements set down by Melbourne and Monash Universities tend to be higher and even more demanding than other tertiary institutions. An English Study is included in the primary four subjects, but many tertiary institutions require a particular standard to be achieved in English (e.g. a grade average of 25).

Students with specific ambitions (Law, Medicine, Engineering, Economics, Journalism, etc.) at specific universities or TAFE colleges need to be sure that they satisfy the requirements. For example, degrees in Commerce at Monash and Melbourne Universities require English and Mathematical Methods but at Deakin University the prerequisite is English only. In addition, students aiming for combined courses such as Commerce/Law or Arts/Engineering must fulfil the prerequisites for both.

It is vital for students to be aware of the different conditions for each course in which they are interested. This requires careful study of the prerequisites set down by the tertiary institutions and may require parents and students to contact these institutions for confirmation in some circumstances.

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ART AND DESIGN Fine Arts/Visual Communication & Design/Art Design Year 11 Compulsory Subjects English Study

Religion and Society Unit 3

English Study

Religion and Society Unit 4

Program Units

Other Units

Studio Arts Unit 1

Visual Communication Design Unit 1

VCE VET Interactive Digital Media Unit 1

Studio Arts Unit 2

Visual Communication Design Unit 2

VCE VET Interactive Digital Media Unit 2

Year 12 Compulsory Subjects English Study Unit 3

English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Studio Arts Unit 3

Visual Communication Design Unit 3

VCE VET Interactive Digital Media Unit 3

Studio Arts Unit 4

Visual Communication Design Unit 4

VCE VET Interactive Digital Media Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose subjects like: Mathematics, Information Technology, Physics, History, VCE VET Creative Digital Media THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Building & Construction, Visual Arts, Art & Design, Graphic Design, Photography

UNIVERSITY Bachelor Degrees in: Fine Arts, Visual Arts, Interior Design, Fashion, Visual Communication, Graphic Design, Photography, Interactive Media, Architecture, Advertising, Landscape Architect, Environments

EMPLOYMENT OPPORTUNITIES INCLUDE: Teacher, Architect, Designer (Fashion, Industrial, Interior), Graphic Artist, Urban Planner, Building and related industries, Illustrator, Sculptor, Jeweller, Painter, Potter, Sign Writer, Screen Painter.

Note: Some courses prefer students to attempt both Studio Art and Visual Communication Design.

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INDUSTRIAL DESIGN (Product Design) Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

Studio Arts Unit 1

Visual Communication Design Unit 1

English Study

Religion and Society Unit 4

Studio Arts Unit 2

Visual Communication Design Unit 2

Year 12 Compulsory Subjects English Study Unit 3

English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Studio Arts Unit 3

Visual Communication Design Unit 3

Studio Arts Unit 4

Visual Communication Design Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose subjects like: Mathematics, Physics, History, Information Technology, VCE VET Creative Digital Media THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Building & Construction, Industrial Design, Graphic Design, Art & Design

UNIVERSITY Bachelor Degrees in: Industrial Design, Architecture, Building Planning, Interior Design, Graphic Design, Environments, Product Engineering

EMPLOYMENT OPPORTUNITIES INCLUDE: Designer (Fashion, Industrial, Interior, Graphic), Teacher, Architect and other Art related opportunities, Mechanical Engineering.

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VCE MUSIC Year 11 Compulsory Subjects English Study

Religion and Society Unit 3

English Study

Religion and Society Unit 4

Program Units (Year 11 or 12) VCE Music Completed in Year 10

Music Performance Unit 3

VCE Music Completed in Year 10

Music Performance Unit 4

Music Investigations

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program in Year 12 you could choose from the following: Music Investigations, Mathematics, Biology, History, Economics, Accounting, Italian, Legal Studies THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Music, Music (Technician), Music (Education), Sound Engineer, Piano Technician/Tuner

UNIVERSITY Bachelor Degrees in: Arts, Music, Education

EMPLOYMENT OPPORTUNITIES INCLUDE: Professional Musician (Orchestras, Rock Bands, Pit Bands), Piano Tuner, Record Producer, Sound Engineer, Acoustic Engineer, Music Therapy, School Teaching, Instrument Repairer, Music Administration.

Note: Most courses require at least Music – Performance or A.M.E.B. Grade 6 (Melbourne University requires Grade 7).

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BUILDING/ARCHITECTURE Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

Visual Communication Design Unit 1

Studio Arts Unit 1

Mathematical Methods Unit 1

English Study

Religion and Society Unit 4

Visual Communication Design Unit 2

Studio Arts Unit 2

Mathematical Methods Unit 2

Year 12 Compulsory Subjects

English Study Unit 3

English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Visual Communication Design Unit 3

Studio Arts Unit 3

Mathematical Methods Unit 3

Visual Communication Design Unit 4

Studio Arts Unit 4

Mathematical Methods Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Physics, Information Technology, Specialist or Further Mathematics.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Architectural Drafting, Architectural Technology, Construction, Planning & Design, Interior Architecture

UNIVERSITY Bachelor Degrees in: Architecture, Landscape Architecture, Building, Environments

EMPLOYMENT OPPORTUNITIES INCLUDE: Architect, Urban Planning, Teacher, Designer, Building and related Industries.

Note: A Mathematics/Science course also qualifies for entry into Architecture.

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PHYSICAL SCIENCE/ENGINEERING Year 11 Compulsory Subjects English Study

Religion and Society Unit 3

English Study

Religion and Society Unit 4

Program Units

Other Units

Physics Unit 1

Chemistry Unit 1

Mathematical Methods Unit 1

Specialist Mathematics Unit 1

Physics Unit 2

Chemistry Unit 2

Mathematical Methods Unit 2

Specialist Mathematics Unit 2

Year 12 Compulsory Subjects

English Study Unit 3

English Study Unit 4

Religious Education Seminar Days

Program Units Physics Unit 3

Chemistry Unit 3

Mathematical Methods Unit 3

Specialist Mathematics Unit 3

Physics Unit 4

Chemistry Unit 4

Mathematical Methods Unit 4

Specialist Mathematics Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Economics, Accounting, Italian, History, Legal Studies, Studio Arts, Visual Communication, P.E, VCE Music, Geography THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Engineering, Applied Science, Mechanical Drafting, Laboratory Technology

UNIVERSITY Bachelor Degrees in: Engineering (Civil, Chemical, Electrical, Mechanical, Geological, Electronic), Medicine, Science, Biomedical Science, Forestry, Surveying, Physiotherapy, Architecture, Building

EMPLOYMENT OPPORTUNITIES INCLUDE: Physiotherapy, Architecture, Science, Medicine, Engineering, Building and Planning, Education, Dentistry, Optometry and a wider range of other opportunities.

Note: Most University courses (Law, Arts, Commerce) are available to students performing well in these science subjects.

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GENERAL SCIENCE Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

Physics, Biology Unit 1

Chemistry Unit 1

Mathematical Methods Unit 1

Specialist Mathematics Unit 1

English Study

Religion and Society Unit 4

Physics, Biology Unit 2

Chemistry Unit 2

Mathematical Methods Unit 2

Specialist Mathematics Unit 2

Year 12 Compulsory Subjects

English Study Unit 3

English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Physics, Biology Unit 3

Chemistry Unit 3

Mathematical Methods Unit 3

Specialist Mathematics Unit 3

Physics, Biology Unit 4

Chemistry Unit 4

Mathematical Methods Unit 4

Specialist Mathematics Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Physics, Biology, Specialist or Further Mathematics, Studio Arts, Visual Communication, P.E, VCE Music, History, Geography, Economics, Accounting, Italian, Legal Studies, Psychology THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Applied Science, Technology, Horticulture

UNIVERSITY Bachelor Degrees in: Science, Dentistry, Pharmacy, Physiotherapy, Applied Science, Medicine, Education, Agricultural Science

EMPLOYMENT OPPORTUNITIES INCLUDE: Medicine, Nursing, Horticulture, Landscape & Environmental Management, Paramedical, Teaching and a wide range of other opportunities.

Note: For Medicine, students must also complete the UCAT during Year 12.

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HEALTH SCIENCES Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

Biology Unit 1

Chemistry Unit 1

Mathematical Methods Unit 1

PE Unit 1

English Study

Religion and Society Unit 4

Biology Unit 2

Chemistry Unit 2

Mathematical Methods Unit 2

PE Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Program Units

Religious Education Seminar Days

Other Units

Biology Unit 3

Chemistry Unit 3

Mathematical Methods Unit 3

PE Unit 3

Biology Unit 4

Chemistry Unit 4

Mathematical Methods Unit 4

PE Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Psychology, Specialist or Further Mathematics, Physics, Legal Studies, Geography, Economics, Accounting, Studio Arts, Visual Communication, VCE Music, Italian.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Applied Science, Technology, Horticulture, Bio-Technology and Farming

UNIVERSITY Bachelor Degrees in: Medicine, Nursing, Physiotherapy, Science, Chiropractic, Agricultural Science, Applied Science, Marine Science, Education, Biomedical Science, Pharmacy

EMPLOYMENT OPPORTUNITIES INCLUDE: Medicine, Nursing, Dentistry, Physiotherapy, Paramedical, Landscape and Environmental Management, Agricultural Science, Mining, Horticulture, Urban Planning, Surveying, Teaching, Marine Biology, Pharmacy.

Note: For Medicine, students must also complete the UMAT during Year 12.

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SOFTWARE DEVELOPMENT Year 11 Compulsory Subjects

Other Units

Program Units

English Study

Religion and Society Unit 3

IT: Software Development Unit 3

Mathematical Methods Unit 1

Physics Unit 1

VCE VET IT Unit 1

English Study

Religion and Society Unit 4

IT: Software Development Unit 4

Mathematical Methods Unit 2

Physics Unit 2

VCE VET IT Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Other Units

Program Units Data Analytics Unit 3

Mathematical Methods Unit 3

Physics Unit 3

Software Development Unit 3

Data Analytics Unit 4

Mathematical Methods Unit 4

Physics Unit 4

Software Development Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Specialist or Further Mathematics, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, P.E, VCE Music, Italian, VCE VET Interactive Digital Media.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Computing, Science & Engineering, MircoComputing, Information Technology, Computer Programming

UNIVERSITY Bachelor Degrees in: Information Technology, Computer Science, Surveying, Information Systems, Geomatics, Software Engineering

EMPLOYMENT OPPORTUNITIES INCLUDE: Computer Programming & Technology, Computer Designer, Business Systems, Systems Engineer.

Note: Some Universities require Physics (some courses do not) and others give subject adjustments for Chemistry or Specialist Mathematics.

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BUSINESS/COMPUTING Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

VCE VET IT Unit 1 (2nd year)

Legal Studies, Accounting Unit 1

Business Management, Economics Unit 1

Mathematical Methods Unit 1

English Study

Religion and Society Unit 4

VCE VET IT Unit 2 (2nd year)

Legal Studies, Accounting Unit 2

Business Management, Economics Unit 2

Mathematical Methods Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Program Units Data Analytics Unit 3

Legal Studies, Accounting Unit 3

Business Management, Economics Unit 3

Mathematical Methods Unit 3

Data Analytics Unit 4

Legal Studies, Accounting Unit 4

Business Management, Economics Unit 4

Mathematical Methods Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Specialist or Further Mathematics.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Business Applications, Business/Computing, Business/Secretarial Studies and Office Practice, Information Technology

UNIVERSITY Bachelor Degrees in: Business/Computing, Information Technology, Information Systems, Accounting, Commerce, Economics, Office Management, Marketing, Commerce/Law

EMPLOYMENT OPPORTUNITIES INCLUDE: Banking, Insurance, Marketing, Office Management, Retailing, Computer Applications & Operations, Information Processing, Secretarial & Administrative Duties, Law.

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COMMERCE/ACCOUNTING Year 11 Compulsory Subjects

Other Units

Program Units

English Study

Religion and Society Unit 3

Accounting Unit 1

Economics Unit 1

Legal Studies Unit 1

Business Management Unit 1

Mathematical Methods Unit 1

English Study

Religion and Society Unit 4

Accounting Unit 2

Economics Unit 2

Legal Studies Unit 2

Business Management Unit 2

Mathematical Methods Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Other Units

Program Units Accounting, Economics Unit 3

Legal Studies, Business Management Unit 3

Mathematical Methods Unit 3

Accounting, Economics Unit 4

Legal Studies, Business Management Unit 4

Mathematical Methods Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Specialist or Further Mathematics THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Business, Computing, Accounting, Taxation, Banking & Finance, Real Estate, Retailing, travel & Tourism, Marketing, Hospitality

UNIVERSITY Bachelor Degrees in: Economics, Business Systems, Banking & Finance, Marketing, Management, Business, Information Technology, Arts/Commerce, International Trade, Tourism & Hospitality, Teacher Education, Commerce/ Law, Economics, Law, Social Sciences

EMPLOYMENT OPPORTUNITIES INCLUDE: Banking, Insurance, Marketing, Finance, International Trade, Travel & Tourism, Clerical Work, Public Administration, Local Government, Real Estate, Sales & Retail, Auditor, Accountant.

Note: Some Universities (Monash, Melbourne) set Mathematical Methods as a prerequisite for commerce.

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BUSINESS/BUSINESS MANAGEMENT Year 11 Compulsory Subjects

Other Units

Program Units

English Study

Religion and Society Unit 3

Accounting Unit 1

Economics Unit 1

Legal Studies Unit 1

Business Management Unit 1

Any Mathematics

English Study

Religion and Society Unit 4

Accounting Unit 2

Economics Unit 2

Legal Studies Unit 2

Business Management Unit 2

Any Mathematics

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Other Units

Program Units Accounting, Economics Unit 3

Legal Studies, Business Management Unit 3

Any Mathematics

Accounting, Economics Unit 4

Legal Studies, Business Management Unit 4

Any Mathematics

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Computing, Specialist or Further Mathematics THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Business, Computing, Accounting, Taxation, Banking & Finance, Real Estate, Retailing, Travel & Tourism, Marketing.

UNIVERSITY Bachelor Degrees in: Business Systems, Banking & Finance, Marketing, Management, Information Technology, Arts/Commerce, Business, International Trade, Tourism & Hospitality, Teacher Education, Commerce/Law, Social Sciences.

EMPLOYMENT OPPORTUNITIES INCLUDE: Banking, Marketing, Insurance, Finance, International Trade, Travel & Tourism, Clerical Work, Public Administration, Local Government, Real Estate, Sales & Retailing, Human Resource Management.

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ECONOMICS/COMMERCE Year 11 Compulsory Subjects

Program Units

Other Units

English Study

Religion and Society Unit 3

Accounting Unit 1

Economics Unit 1

Business Management Unit 1

Mathematical Methods Unit 1

English Study

Religion and Society Unit 4

Accounting Unit 2

Economics Unit 2

Business Management Unit 2

Mathematical Methods Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Program Units Accounting Unit 3

Economics Unit 3

Business Management Unit 3

Mathematical Methods Unit 3

Accounting Unit 4

Economics Unit 4

Business Management Unit 4

Mathematical Methods Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Global Politics, Legal Studies, Computing, Specialist or Further Mathematics, Biology.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Accounting, Public Relations, Hotel Management, Human Resource Management

UNIVERSITY Bachelor Degrees in: Law, Journalism, Planning, Education, Accounting, Commerce, Business Marketing

EMPLOYMENT OPPORTUNITIES INCLUDE: Sales, Banking, Clerical Public Relations, Barrister, Solicitor, Journalist, Market Researcher, Systems Analyst.

Note: Some Universities (Monash, Melbourne) set Mathematical Methods as a prerequisite for some courses.

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HOSPITALITY AND TOURISM Year 11 Compulsory Subjects

English Study

Religion and Society Unit 3

English Study

Religion and Society Unit 4

Program Units

Other Units

Applied Computing Unit 1

Accounting Unit 1

Business Management Unit 1

VCE VET Hospitality (External)Unit 1

Applied Computing Unit 2

Accounting Unit 2

Business Management Unit 2

VCE VET Hospitality (External)Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Data Analytics Unit 3

Accounting Unit 3

Business Management Unit 3

Data Analytics Unit 4

Accounting Unit 4

Business Management Unit 4

VCE VET Hospitality (External) Unit 3

VCE VET Hospitality (External) Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Mathematics, History, Global Politics, Italian, Japanese, Chinese (Mandarin), Economics, Geography, Legal Studies.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Trade, Tourism, Hospitality, Hotel Management & Catering

UNIVERSITY Bachelor Degrees in: Business (Hotel Management, Travel & Tourism, Marketing), Economics, Commerce

EMPLOYMENT OPPORTUNITIES INCLUDE: Hospitality Services, Tourism, Trade and Service Industries, Hotel Management & Services, Catering

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PERSONAL DEVELOPMENT Year 11 Compulsory Subjects

Other Units

Program Units

English Study

Religion and Society Unit 3

Physical Education Unit 1

Biology Unit 1

Psychology Unit 1

English Study

Religion and Society Unit 4

Physical Education Unit 2

Biology Unit 2

Psychology Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Other Units

Program Units Physical Education Unit 3

Biology Unit 3

Psychology Unit 3

Physical Education Unit 4

Biology Unit 4

Psychology Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Psychology, Mathematics, Information Technology, Economics, Accounting, Chemistry, Legal Studies THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Service Industries, Trades, Hospitality, Health & Fitness, Social Sciences, Medical Technology

UNIVERSITY Bachelor Degrees in: Physical Education, Health Science, Applied Science (Human Movement, PE), Occupational Therapy, Family Studies, Business, Arts, Child Care, Nursing, Paramedics

EMPLOYMENT OPPORTUNITIES INCLUDE: Sports Administration, Nursing, Child Care, Youth Work, Social Work, Exercise Science, Recreation & Fitness Industry, Police & Armed Services, Teaching, Local Government.

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HUMANITIES/LANGUAGES Year 11 Compulsory Subjects

Program Units

English Study

Religion and Society Unit 3

Italian, Japanese or Chinese (Mandarin) Unit 1

English Study

Religion and Society Unit 4

Italian, Japanese or Chinese (Mandarin) Unit 2

Other Units

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Program Units

Other Units

Italian, Japanese or Chinese (Mandarin) Unit 1 Italian, Japanese or Chinese (Mandarin) Unit 2 Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Mathematics, Biology, Legal Studies, History, Economics, Accounting, Studio Arts, Visual Communication, VCE Music, Physical Education, Psychology, Geography, Global Politics THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Social/Community Services, Child Care, Welfare Studies, Criminal Justice, Law Enforcement Studies

UNIVERSITY Bachelor Degrees in: Arts, Law, Education, Arts/Business (Languages), Social Sciences, Psychology, Family Studies, Business Management

EMPLOYMENT OPPORTUNITIES INCLUDE: Public Relations, Journalism, Film & TV, Media, Humanities, Teacher Education, Travel & Tourism, Social Work, Child Care, Youth Work, Interpreter, Community Work, Local Government, Human Resource Management, Library Services, Counselling.

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HUMANITIES Year 11 Compulsory Subjects

Other Units

Program Units chosen from:

English Study

Religion and Society Unit 3

History: Rise of Hitler Unit 1

Global Politics Unit 1

Literature Unit 1

Geography Unit 1

English Study

Religion and Society Unit 4

History: Vietnam & Its Wars Unit 2

Global Politics Unit 2

Literature Unit 2

Geography Unit 2

Year 12 Compulsory Subjects English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Program Units chosen from: History Revolutions: Russian Unit 3

Global Politics Unit 3

Literature Unit 3

Geography Unit 3

History Revolutions: American Unit 3

Global Politics Unit 4

Literature Unit 4

Geography Unit 4

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Literature, History, VCE Music, Languages, Studio Arts.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Social/Community Services, Child Care, Welfare Studies, Criminal Justice, Law Enforcement Studies, Arts, Media

UNIVERSITY Bachelor Degrees in: Journalism, International Relations, Arts, Law, Education, Arts/Business (Languages), Social Sciences, Psychology, Family Studies, Business Management

EMPLOYMENT OPPORTUNITIES INCLUDE: Australian and Victorian Government Public Service, Public Relations, Journalism, Film & TV, Media, Humanities, Teacher, Education, Travel & Tourism, Social Work, Child Care, Youth Work, Community Work, Local Government, Human Resource Management, Library Services, Counselling, Barrister, Solicitor, Law Clerk.

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TECHNOLOGY VCE VET Furnishing / VCE VET Engineering Year 11 Compulsory Subjects

English Study

Religion and Society Unit 3

English Study

Religion and Society Unit 4

Program Units

Other Units

VCE VET Engineering Unit 1

OR VCE VET Furnishing Unit 1

Further Mathematics Unit 1

VCE VET Engineering Unit 2

VCE VET Furnishing Unit 2

Further Mathematics Unit 2

Year 12 Compulsory Subjects

Program Units

English Study Unit 3

VCE VET Engineering Unit 3

OR VCE VET Furnishing Unit 3

Further Mathematics Unit 3

VCE VET Engineering Unit 4

VCE VET Furnishing Unit 4

Further Mathematics Unit 4

English Study Unit 4

Religious Education Seminar Days

Other Units

Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Information Technology, Visual Communication, Mathematics, History, Accounting, Biology, Legal Studies, Business Management THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Drafting (Mechanical), Building, Construction, Building Inspection, Materials Technology, Panel Beating, Spray Painting, Fitting & Turning, Plumbing, Carpentry, Cabinet Making & Shop Fitting, Motor Mechanics, Bricklaying, Furniture Design, Tiling, Painting & Decorating.

UNIVERSITY Bachelor Degrees in: Technology- Manufacturing, Design, Business

EMPLOYMENT OPPORTUNITIES INCLUDE: Building & Construction Industry, Shop Fitting, Cabinet Making, Production Turning, Plastic Fabrication, Automotive & Manufacturing Industry, Interior Decoration, Furniture Designer, Sheet Metal Fabrication, Toolmaking.

77

DRAMA Year 11 Compulsory Subjects

Program Units

English Study

Religion and Society Unit 3

Drama Unit 1: Introducing Performance Styles

English Study

Religion and Society Unit 4

Drama Unit 2: Australian Identity

Compulsory Subjects

Program Units

Other Units

Year 12 English Study Unit 3 English Study Unit 4

Religious Education Seminar Days

Other Units

Drama Unit 3: Devised Ensemble Performance Drama Unit 4: Devised Solo Performance Must include at least 3 sequences of level 3 and 4 units.

Other Units: Choose from any of the remaining studies.

To complete your program you could choose from the following: Mathematics, Biology, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, VCE Music, Physical Education, Psychology Note: There are many combinations possible in the Arts/Humanities area.

THIS PROGRAM MAY LEAD TO: TAFE Diploma and Certificate courses in: Drama, Theatre (Technician), Drama (Education), Sound Engineer

UNIVERSITY Bachelor Degrees in: Arts, Drama and theatre studies, Performing Arts, Education.

EMPLOYMENT OPPORTUNITIES INCLUDE: Community Theatre, Contemporary Performance Companies, Drama Education, Film, Live Theatre, Performing Arts Centres, Television.

78

RELIGION & SOCIETY Unit 3: The Search for Meaning

Unit 4: Religion, Challenge and Change

English Unit 1: English and/or Unit 1: Literature and/or Unit 1: English Language

Unit 2: English and/or Unit 2: Literature and/or Unit 2: English Language

Unit 3: English and/or Unit 3: Literature and/or Unit 3: English Language

Unit 4: English and/or Unit 4: Literature and/or Unit 4: English Language

ARTS/COMMERCE/HUMANITIES/LANGUAGE Accounting Unit 1: Establishing and Operating a Service Business

Unit 2: Accounting for a Trading Business

Unit 3: Recording and Reporting for a Trading Business

Unit 4: Control and Analysis of Business Performance

Unit 2: Australian and Global Politics

Unit 3: Economic Activity & Objectives

Unit 4: Economic Management

Unit 2: Civil Law and Law in Focus

Unit 3: Law Making

Unit 4: Evaluation of the Legal System

Unit 2: Communication and Management

Unit 3: Corporate Management

Unit 4: Managing People and Change

Unit 2: Studio exploration and concepts

Unit 3: Studio practices and processes

Unit 4: Studio practice and art industry contexts

Economics Unit 1: The Australia Economy

Legal Studies Unit 1: Criminal Law and Justice

Business Management Unit 1: Small Business Management

Studio Arts Unit 1: Artistic inspiration and techniques

Drama Unit 1: Introducing Performance Styles

Unit 2: Australian Identity Unit 3: Devised Ensemble Performance

Unit 4: Devised Solo Performance

79

Visual Communication Design Unit 1: Visual Communication

Unit 2: Communication in Context

Unit 3: Visual Communication Practices

Unit 4: Designing a Brief

Unit 2: Tourism

Unit 3: Changing the Land

Unit 4: Human Populations

Geography Unit 1:Hazards and Disasters

History Unit 1: Rise of Hitler

History- Revolutions Unit 2: Vietnam and Its Wars

Unit 3: Russian Revolution

Unit 4: American Revolution

Unit 2:Global Connections

Unit 3: Global Actors

Unit 4: Global Challenges

Unit 2: Italian

Unit 3: Italian

Unit 4: Italian

Unit 3: Japanese

Unit 4: Japanese

Global Politics Unit 1: Ideas, Actors and Power

Italian Unit 1: Italian

Japanese Second Language Unit 1: Japanese

Unit 2: Japanese

Chinese (Mandarin) Language, Culture and Society Unit 1: Chinese

Unit 2: Chinese

Unit 3: Chinese

Unit 4: Chinese

Unit 2: Music Performance Completed in Yr 10

Unit 3: Music Performance Completed in Yr 11 or Yr 12

Unit 4: Music Performance Completed in Yr 11 or Yr 12

Music Unit 1: Music Performance Completed in Yr 10

Unit 3 & 4: Music Investigations

Physical Education Unit 1: The Human Body in Motion

Unit 2: Physical activity, Sport and Society

Unit 3: Movement Skills and Energy for Physical Activity

Unit 4: Training to Improve Performance

VCE VET Sport & Recreation and Fitness Certificate II in Sport & Recreation, Units 1 & 2

80

Certificate III in Sport & Recreation Units 3 & 4

SCIENCE/TECHNOLOGY Biology Unit 1: How do living things stay alive?

Unit 2: How is continuity of life maintained?

Unit 3: How do cells maintain life?

Unit 4: How does life change and respond to challenges over time.

Unit 2: Environmental Chemistry

Unit 3: Chemistry at Work

Unit 4: Chemical Pathways

Unit 2: Motion and practical investigation.

Unit 3: Electric fields, magnetism and electricity.

Unit 4: Motion and Light and Matter.

Unit 2: How do external factors influence behaviour and mental processes?

Unit 3: How does experience Unit 4: How is wellbeing affect behaviour and mental developed and processes? maintained?

Chemistry Unit 1: The Big Idea of Chemistry

Physics Unit 1: Physical World.

Thermodynamic principles and electric circuits.

Psychology Unit 1: How are behaviour and mental processes shaped?

Digital Technology

Software Development

Unit 3 & 4 Data Anaylitics (2021 only)

Unit 3 & 4 Software Development

VCE VET Information, Digital Media and Technology Certificate III in Informaiton, Digital Media and Technology, Units 1 & 2 continued from Yr 10

Certificate III in Informaiton, Digital Media and Technology , Units 3 & 4 continued from Yr 10

VCE VET Creative Digital Media Certificate III in Media, Units 1 & 2 continued from Yr 10

Certificate III in Media, Units 3 & 4

VCE VET Hospitality (Holmesglen, Waverley Campus) Tuesday/Wednesday afternoon) Certificate II in Hospitality (Kitchen Operations), Units 1 & 2

Certificate III in Hospitality, Units 3 & 4

VCE VET Furnishing Certificate II in Furniture Making, Units 1 & 2 continued from Yr 10

Certificate II in Furniture Making, Units 3 & 4

VCE VET Engineering Certificate II in Engineering Studies, Units 1 & 2 continued from Yr 10

Certificate II in Engineering Studies, Units 3 & 4

81

COMPULSORY SUBJECTS Religious Education Mazenod College strives to educate students to be young men of genuine faith informed by both Sacrament and prayer, but also grounded in a sound academic understanding. With this as our goal, Mazenod has developed a unique VCE Religious Education program.

At Year 11 the majority of students complete Units 3 and 4 Religion and Society. This is the expected pathway, and for most students, taking this subject is a mandatory part of completing VCE at Mazenod. This rigorous pathway ensures that our students have a solid knowledge of their Tradition. Students completing VCAL and those invited to by the college complete Units 1 and 2 Religion and Society.

At Year 12, with students having completed their formal Religious Education classes the previous year, the college provides a faith formation program in the form of a three day retreat and five full reflection days. This frees the students to focus on their other Year 12 studies whilst still allowing them the chance to develop their faith. Students completing senior VCAL will also participate in the retreat and reflection days.

This Religious Education program operates together with opportunities to become fully involved in the Mission of the Oblates so that our students are invited to immerse themselves in Oblate service. This includes: • Coordinating and contributing to Mission Action Day • Rosies Oblate Street Mission • Mission trips to China • Peer Support

English Study Students have a choice of three English Studies in Year 11 and Year 12: English, Literature and English Language.

No more than two of these subjects can be studied concurrently.

Of these three English Studies, students who are considering Literature and/or English Language at Year 12 would be advised to select these subjects as part of their Year 11 course. Because of the specialist nature of Literature and English Language, students should also have achieved solid English results in Year 10 before considering them as part of their studies next year.

Students who require further information about their Year 11 and 12 English choices should see their English teacher or English Co-ordinator.

Two units of English Studies must be completed by students in Years 11 and 12. These units can be drawn from the three English studies: English 1-4, English Language 1-4, Literature 1-4 Students can undertake two of these English Studies in Years 11 and 12. For example: Year 11 Students may choose one or two of the following: English and/or Literature and/or English Language Intermediate VCAL students will study Intermediate Literacy.

Year 12 Students may choose one or two of the following: English and/or Literature and/or English Language • •

Students who select English Language or Literature in Year 11 may do English in Year 12 if they discontinue either Literature or English Language at the end of Year 11.

Students who meet VCAA criteria may be eligible to undertake English as an Additional Language (EAL)

Year 12 VCAL students study VCAL Senior Literacy

82

MATHEMATICS PATHWAYS FROM YEAR 10 TO YEAR 11 To complete a subject in Year 11 a student must achieve a mark of 55% or more on their semester examinations. As there are two examinations for Mathematics the students must achieve an average mark of 55% or more. For Mathematics, an average of 55% allows a student to complete Further Mathematics in Year 11.

Any student planning to complete the more advanced Year 11 Mathematical Methods should achieve an average mark of 65% or more on their semester examinations.

Any student planning to complete the most advanced subject Year 11 Specialist Mathematics should achieve an average mark of 75% or more on their semester examinations. Please note that Specialist Mathematics cannot be studied without Mathematical Methods.

Students whose results do not meet the automatic entrance requirements for the subject they wish to select will need to have an interview during the subject selection process.

Year 10 Mathematics Pathways for Year 11

This second semester Year 10 subject is chosen on the basis of Semester 1 Core Mathematics Exam Results.

Year 10 “ Further Mathematics� pathway based on Core Mathematics Exam results

55% +

35 - 55%

<35%

Interview process

Further Mathematics Year 11

VCAL Numeracy Year 11 83

YEAR 10 CORE & ENHANCEMENT MATHEMATICS PATHWAYS FOR YEAR 11 Mathematics Pathways based on Year 10 Semester 1 core exam results

70% +

<30%

60 - 70%

55 - 63%

If wanting Specialist Mathematics

If wanting Mathematical Methods

If wanting Further Mathematics

Interview process

Interview process

Interview process

Specialist and Mathematical Methods Year 11

84

55% +

63% +

Mathematical Methods Only Year 11

30 - 55%

Further Mathematics Year 11

No Maths (VCE) or VCAL Numeracy

MATHEMATICS PATHWAYS FOR YEAR 11 TO 12 The course chosen in Mathematics should depend on your mathematical ability (consult your teacher and the Year 11 Mathematics teachers about this) and on your future career choice, especially if you intend to attempt tertiary studies. The following is a guide to the minimum requirements for tertiary courses (you can attempt a higher level of Mathematics if your wish). It is advisable to be aware of the specific requirements of individual universities and TAFE Colleges.

COURSE A is designed for engineering and computer science courses at universities.

COURSE B is sufficient for all physical science courses, medicine, architecture, physiotherapy and optometry

courses. Students should check prerequisites for particular courses.

COURSE C is suited to commerce, economics, accounting, marketing & some combined law degrees.

COURSE D is suited for tertiary courses with no formal prescribed Mathematics requirements.

COURSE E is suited for students planning to undertake the VCAL Year 11 and Year 12 (Intermediate and Senior)

Course A Unit 1: Mathematical Methods

Unit 3: Mathematical Methods

Unit 2: Mathematical Methods

Unit 4: Mathematical Methods AND

AND

Unit 2: Specialist Mathematics

Unit 1: Specialist Mathematics

Unit 3: Specialist Mathematics

Unit 4: Specialist Mathematics

Unit 3: Mathematical Methods

Unit 4: Mathematical Methods

Unit 3: Mathematical Methods

Unit 4: Mathematical Methods

Unit 3: Further Mathematics

Unit 4: Further Mathematics

Unit 3: Further Mathematics

Unit 4: Further Mathematics

Course B Unit 1: Mathematical Methods

Unit 2: Mathematical Methods

AND

Unit 1: Specialist Mathematics

Unit 2: Specialist Mathematics

Course C Unit 1: Mathematical Methods

Unit 2: Mathematical Methods OR

Course D Unit 1: Further Mathematics

Unit 2: Further Mathematics

VCAL Intermediate VCAL Numeracy Unit I

VCAL Numeracy Unit 2

VCAL Senior

VCAL Numeracy Unit I

VCAL Numeracy Unit 2

85

ENHANCEMENT AT MAZENOD For general information, please contact Mr James Tranter, the Enhancement Coordinator.

Year 11 students can take one of the following six Unit 3 & 4 subjects IN ADDITION to Religion and Society 3 & 4.

They must satisfy the criteria for selection as outlined on page 55 of this handbook.

Year 11 students in these classes will most likely have one lesson each week after school.

Applied Computing: Software Development (follows from Software Development 2 units in Yr 10, see Mr Steel/Mr Wright) Music Performance (follows from VCE Music 1&2 in Yr 10, see Mr Melitsis) History (follows from History 1&2 in Yr 10, or from Yr 10 History, see Mr Young) Languages: Japanese (follows from VCE Japanese 1&2 â&#x20AC;&#x201C; see Ms Bonica and Mr Fuji) Biology (follows from Enhancement Biology in Year 10 see your Yr 10 Science teacher and Ms Vissenjoux) Business Management (Follows from Commerce A in Year 10, see Mr Windley) Year 12 students can take one of the university enhancement subjects.

Further information is at the end of this handbook.

86

ENHANCEMENT PATHWAYS FROM YEAR 10 TO YEAR 12 Religious Education

Year 11 Religious & Society 3 & 4

Year 12 University Enhancement: Philosophy

Year 10 Enhancement Mathematics

Year 11 Double Mathematics: Mathematical Methods & Specialist Mathematics

Year 12 Mathematical Methods & Specialist Mathematics

Year 10 Enhancement English (English, Literature & English Language)

Year 11 VCE English Literature 1 & 2 or VCE English Language 1 & 2

Year 12 VCE English Literature 3 & 4 or VCE English Language 3 & 4

Year 11 VCE History 3 & 4

University Enhancement: History

Year 11 VCE Software Development 3 & 4

Year 12 University Enhancement: Information Technology

Year 11 Instrumental Music Program VCE Music Performance 3 & 4

Year 12 Instrumental Music Program VCE Music Investigations 3 & 4

Year 11 VCE Biology 3 & 4

Year 12 University Enhancement: Biology

Year 10 Religious Education CSYMA Mathematics

English

History

Year 10 VCE History 1 & 2

Year 12

VCE Global Politics 3 & 4

Applied Computing

Year 10 Software Development 1&2 Music

Year 10 Instrumental Music Program Music 1 & 2 Science

Year 10 Enhancement Biology Commerce

Year 10 Commerce A & B

Year 11 VCE Business Management 3 & 4

Language

Year 10 VCE Japanese 1 & 2

Year 11 VCE Japanese 3 & 4

87

ARTS/HUMANITIES/LANGUAGES/RELIGIOUS EDUCATION ACCOUNTING VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of Accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods.

Unit 1: Role of accounting in business Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.

Unit 2: Accounting and decision-making for a Trading Business Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Unit 3: Financial accounting for a Trading Business Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

Unit 4: Recording, reporting, budgeting and decision-making Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

88

STUDIO ARTS The Studio Arts study enables the student to develop ideas and create finished artworks that relate to a theme of their interest and in their chosen artform.

Areas of study are not restricted, allowing students to work in traditional and contemporary art forms such as painting, drawing, printmaking, sculpture ceramics, fashion, digital photography, animation, film and installation work. Students attend exhibitions at a range of galleries including public, private and artist run spaces, as both stimulus for the studio process and technical practice, and to support their study into the preparation, presentation and conservation of artworks.

Unit 1: Inspiration and Techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice.

Unit 2: Exploration and Concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process.

Through the study of art movements and styles, students begin to understand the use of other artistsâ&#x20AC;&#x2122; work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Analysis is used to understand the artistsâ&#x20AC;&#x2122; ideas and how they have created aesthetic qualities and subject matter.

Unit 3: Practices and Processes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4.

Students also investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore the professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms.

Unit 4: Practice and Art Industry Contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. The development of these artworks should reflect refinement and skillful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks.

This unit also investigates aspects of artistsâ&#x20AC;&#x2122; involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions.

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BUSINESS MANAGEMENT VCE Business Management examines the ways businesses manage resources to achieve objectives.

Throughout the course students will follow the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. They will also investigate changes that need to be made to ensure continued success of a business. Across the four units students will study a range of management theories and compare these with management in practice through the use of contemporary case studies. Students will also learn to propose and evaluate alternative strategies to contemporary challenges in establishing and maintaining a business.

Unit 1: Planning a Business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nationâ&#x20AC;&#x2122;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 will explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a Business This unit focuses on the establishment phase of a businessâ&#x20AC;&#x2122;s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students will examine the legal requirements that must be satisfied to establish a business. They will also 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.

Unit 3: Managing a Business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students will examine the different types of businesses and their respective objectives. They will consider corporate culture, management styles, management skills and the relationship between each of these. Students will also investigate strategies to manage both staff and business operations to meet objectives.

Unit 4: Transforming a Business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students will 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 will 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 will also investigate the importance of leadership in change management.

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DRAMA Unit 1: Introducing Performance Styles In this unit students study three or more performance styles from a range of contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation of real life as it is lived.

This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a studentâ&#x20AC;&#x2122;s own performance work and a work by professional drama performers.

Unit 2: Australian Identity In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring he work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in contructing a devised solo or ensemble performance.

Students create, present and analayse a performance based on stimulus material from a contemporary or historical Australian context.

Students analyse their own performance work as well as undertaking an alaysis of a performance of an Australian work, where possible, by professional actors.

Unit 3: Devised Ensemble Performance In this unit students explore the work of drama practitioners and draw on contemporary practice as they work collaboratively to devise, develop and present an ensemble performance. Students create work that reflects specific performance styles and use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Unit 4: Devised Solo Performance This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They also devise and prepare a solo performance piece from a topic chosen from the official VCAA prescribed criteria and topic list. This performance is presented externally to VCAA assessors as a performance examination at the end of the year.

Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.

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

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

Unit 1: The behaviour of consumers and businesses In this unit students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action. Students explore some fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour. They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts. Through close examination of one or more key markets they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.

Unit 2: Contemporary economic issues Students focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environmental sustainability can be compatible and discuss the effect of different policies on the achievement of these important goals. They evaluate the role of government intervention in markets and discuss whether achieving greater equality causes a decline in economic growth and average living standards. Through the analysis of specific policy measures, students analyse and question the nature of this key trade-off and evaluate whether there is a degree of compatibility between equity and efficiency. Students consider the influence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. Through an examination of the issue, students gain a greater appreciation of additional factors that can affect living standards in both Australia and in other nations.

Unit 3: Australia’s economic prosperity In this unit students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of goods and services. They develop an understanding of the key measures of efficiency and how market systems can result in efficient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market. In this unit students develop an understanding of the macroeconomy. Australia’s economic prosperity depends, in part, on strong economic relationships with its major trading partners. Students investigate the importance of international economic relationships in terms of their influence on Australia’s living standards. They analyse how international transactions are recorded, predict how economic events might affect the value of the exchange rate and evaluate the effect of trade liberalisation.

Unit 4: Managing the economy The ability of the Australian Government to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. The Australian Government can utilise a wide range of policy instruments to influence these goals and to positively affect living standards. Students develop an understanding of how the Australian Government can alter the composition and level of government outlays and receipts to directly and indirectly influence the level of aggregate demand and the achievement of domestic macroeconomic goals.

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ENGLISH VCE English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity. These skills are developed within the areas of reading, writing and speaking and listening. A major component of the course involves the study of texts. Students focus on creating, analysing and comparing texts, understanding and interpreting texts, and moving beyond interpretation to reflection and critical analysis.

Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it.

English helps equip students for participation in a democratic society and the global community.

Unit 1: In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences.

Students develop their skills in creating written, spoken and multi-modal texts.

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

Students develop their skills in creating written, spoken and multi-modal texts.

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

Unit 4: In this unit students compare the presentation of ideas, issues and themes in texts.

They create an oral presentation intended to position audiences about an issue currently debated in the media.

There are three areas of study in VCE English: 1. Reading and comparing texts 2. Reading and creating texts 3. Analysing and presenting argument

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ENGLISH LANGUAGE VCE English Language explores the ways in which language is used by individuals and groups. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change. Furthermore, it enables students to understand the structures, features and discourses of written and spoken texts.

Unit 1: This unit focuses on the nature and functions of language itself and the way language is organised so that it provides its users with the means by which they can make sense of their experience and have contact with others.

It enables students to explore the informational and expressive functions of language, the nature of language as a highly elaborate system of signs, the development of language in an individual, and the relationship between speech and writing as the dominant modes of use.

There are 2 areas of study: 1. The Nature and Functions of Language 2. Language Acquisition Unit 2: Languages are dynamic and change is an inevitable and a continual process. This unit explores the concepts of change, especially within Australian English, and aims to give students insight into the what, how and why of these changes.

There are 2 areas of study: 1. English Across Time 2. English Across the Globe Unit 3: In this unit students investigate English Language in the Australian social setting. They consider language as a means of societal interaction, understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. Students examine the stylistic features of formal and informal language in both spoken and written modes.

There are 2 areas of study: 1. Informal Language 2. Formal Language Unit 4: In this unit students focus on the role of language in establishing and challenging different identities, particularly within the Australian context. Students examine a range of historical and contemporary texts, both print and digital, to consider the ways different identities are constructed.

There are 2 areas of study: 1. Language Variation in Australian Society 2. Individual and Group Identities

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LITERATURE VCE Literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. Literature also encourages independent and critical thinking in studentsâ&#x20AC;&#x2122; analytical and creative responses to texts they are studying.

Unit 1: Approaches to literature In this unit students focus on the ways the interaction between text and reader creates meaning. Studentsâ&#x20AC;&#x2122; analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

There are two areas of study: 1. Reading practices 2. Ideas and concerns in texts Unit 2: Context and connections In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.

There are two areas of study: 1. The text, the reader and their contexts 2. Exploring connections between texts Unit 3: Form and transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts.

They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations.

Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms.

There are two areas of study: 1. Adaptations and transformations 2. Creative responses to texts Unit 4: Interpreting texts In this unit students develop critical and analytic responses to texts. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.

There are 2 areas of study: 1. Literary perspectives 2. Close analysis

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HISTORY The events of World War II and the Vietnam War have shaped the development of Australia and the world.

The study of the past allows us to understand why Australia and the rest of the world have developed the way they have and to gain an insight into the way people behave throughout the course of time. The study of History advantages the student in numerous ways, sharpening English skills, communication, comprehension and critical thinking. Students of History have been offered wide ranging tertiary courses including Arts, Law, Commerce, Business Studies, Science, Media Studies, Journalism and Education.

History units are suitably combined with Geography and Global Politics and go naturally with Languages, Art and Graphics.

Unit 1: Rise of Nazi Germany 1918-1945 Students study the rise of nationalism in Germany and the implementation of Nazism. They analyse the historical factors that contributed to the dramatic shift in public support for Hitler. As part of this exploration, they examine the varied effects Nazism had on different cultural groups within Germany and wider Europe, including the Holocaust. Assessment tasks are deliberately designed to prepare students for Units 3&4, including graphic analysis, essay writing and the use of historical schools of thought.

Unit 2: Vietnam and the Cold War The second half of the twentieth century was characterised by indirect conflict between the two superpowers (USA and USSR) and their competing ideologies of Communism and Capitalism. Vietnam was the scene of one such conflict. Students evaluate both the culture of Vietnam and the involvement of American and Australian involvement in the War. Assessment tasks include the evaluation of competing arguments for involvement and a primary source activity in which students are required to interview a Vietnam VCE VETeran or Vietnamese Civilian.

This unit involves a visit to the Vietnam VCE VETerans Museum in Philip Island.

HISTORY REVOLUTIONS Unit 3: The Russian Revolution Political intrigue, romance, blood and gore: The Russian Revolution has it all!

The amazing mind of Lenin is examined in the way he brought about a Communist dictatorship after the collapse of the rotting Russian Empire. The colourful character of holy man Rasputin and his unholy relationship with the Russian queen makes for fascinating study as the king, who only wants to be a family man, leaves the power in that ladyâ&#x20AC;&#x2122;s hands.

Stalinâ&#x20AC;&#x2122;s emergence from the ordinary man in the shadows to the feared, yet loved, dictator is a study of the manipulation of power. All of these areas are examined through essays, document studies and short answers.

Unit 4: The American Revolution The American Revolution is a coming of age story that plays out on the global stage. In what begins with disagreement over taxes on stamps and tea ends with the War of Independence led by George Washington.

Students of this course will also learn about the writing of the Constitution and how it is still shaping contemporary America. The plight of colonial women, Native Americans and African Americans is studied also. Ultimately, this course will give you a greater understanding of both the admirable and deeply troubling foundations of the United States of America.

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GEOGRAPHY With temperatures rising, volcanoes erupting, bushfires burning, glaciers melting, deserts expanding and populations growing there has never been a more crucial time to study Geography. Geographers will study the cause of these events, their environmental, economic and social impacts and how these impacts are managed around the world. On a local scale, students will study the interconnection between the human and natural world by going on field trips including Marysville, which was recently devastated by fires, tourism in Phillip Island and an example of land use change in Melbourneâ&#x20AC;&#x2122;s urban area. Geography involves the regular use of a variety of technologies including satellite imagery, on line mapping, data analysis and virtual reality. With no experience required and a guarantee that you will study relevant and interesting topics, there has never been a more useful time to study Geography.

Unit 1: Hazards Spectacularly featured in nightly news, hazards impact dramatically on the lives of many people. We will study examples like the 2004 Tsunami that affected most landmasses bordering the Indian Ocean, killing 230,000 people in 14 countries and the recent earthquake in Nepal. Hazards such as bushfires affect us on a local level and we will study the causes, impacts and responses to these events, which will include a field trip to Marysville.

Unit 2: Tourism Tourism is a growth industry that offers future employment. This unit will feature a case study of Phillip Island and include a field trip to the island to evaluate the sustainability of the tourism to the local people using the Penguin Parade as a specific case study. International case studies will also be studied to debate the conflict between accessing easy income to compromising the needs of the local people and environment.

Unit 3: Changing the land Students will explore the causes, impacts and responses of melting glaciers, deforestation and desertification across the globe. A critical part of this study will be exploring how spatial technology is used to assess and manage these impacts. On a local scale, students will explore how land use change has impacted various parts of Melbourne. This will include a field trip to several locations across Melbourne.

Unit 4: Population issues The worldâ&#x20AC;&#x2122;s population is continuing to grow at an unprecedented scale. This will bring with it a number of challenges including overpopulation, a lack of resources and an ageing population. Students will research a variety of case studies including population issues in Saudi Arabia and Germany while evaluating responses to these complex issues.

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AUSTRALIAN AND GLOBAL POLITICS Global Politics provides students with an insight into the political, social and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and of 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. In recent years, high attaining Mazenod Global Politics students have embarked on Bachelor Arts, Law and Global Studies degrees at the University of Melbourne and Monash University.

Units 1 & 2 - Australian and Global Politics In Unit 1, 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.

Unit 2 introduces students to the global community and the global actors that are part of this community. Students explore the myriad ways lives have been affected by the process of globalisation. Students also consider the extent to which global actors cooperate and respond to issues of global conflict and instability.

In previous years, students have considered such questions as: • How did social media challenge power during the Arab Spring?

• Why is Australia ranked higher than the United States in the Democracy Index?

• How do non-government organisations exercise power?

• How has Coca-Cola challenged the power of governments around the world?

• Can governments stop terrorism?

• Why did Donald Trump withdraw from the Paris Climate Agreement?

Unit 3 & 4 – Global Politics Students do not need to have studied Global Politics before to take Units 3 & 4 Global Politics - all they require is an interest in current affairs and an ability to write extended responses. In recent years, the highest attaining VCE Global Politics student has previously taken Units 3 & 4 History in Year 11, having not taken any Politics courses before.

In Unit 3 students use contemporary evidence to analyse the aims, roles and power of key global actors such as intergovernmental organisations, transnational corporations and non-government organisations in the 21” century. Students also examine the way in which Australia uses power to achieve its national interests within the Asia Pacific region. In Unit 4, students investigate key global challenges facing the international community. They examine the debates surrounding key ethical issues such as human rights and people movement, and analyse the effectiveness of the global community’s response to these issues. Students then examine and analyse a range of contemporary crises in global politics including international terrorism and climate change.

A sample of case studies in 2020: • The consequences of Brexit for the EU • The power of Samsung as a global actor • Greenpeace’s use of ‘ecotage’ to shape public opinion • The Australia-US alliance, and the rise of China • The role of Australian aid in the Pacific • Asylum seekers - The Syrian Civil War • The rise (and fall?) of Islamic State • The politics of climate change • The United Nations and intervention in Libya • The world’s newest state: South Sudan • IMF and the Greek debt crisis

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LEGAL STUDIES VCE Legal Studies examines the institutions and principles which are essential to Australiaâ&#x20AC;&#x2122;s legal system.

Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system. Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice.

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

Unit 2: Sanctions, remedies and rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice.

Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Unit 3: Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistratesâ&#x20AC;&#x2122; Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

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

Throughout this unit, students apply legal reasoning and information to actual scenarios.

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LANGUAGES The study of a second language contributes to the overall education of students and particularly in the area of communication, cross-cultural understanding, cognitive development, literacy and general knowledge.

The smaller our world is becoming and the more diverse our job market is becoming, the importance of a second language is growing intensely.

Italian

The study of Italian provides students with the ability to understand and use a language that is spoken in Italy, Vatican City and San Marino. Italian is one of the official languages of Switzerland and the European Union. It is widely spoken by communities of Italian speakers who migrated to countries such as Australia, Argentina, Brazil, Canada and the United States. It provides students with a direct means of access to the rich and varied cultures of the many communities around the world for whom Italian is a means of communication. Students are able to engage with Italian-speaking communities in Australia and internationally in a variety of endeavours, such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

Unit 1 In this unit students develop an understanding of the language and culture/s of Italian-speaking communities through the study of three or more topics from the prescribed themes. The three outcomes require students to develop their skills and knowledge to establish and maintain an informal, personal, spoken interaction in Italian, develop skills and knowledge to read, listen to or view texts in Italian effectively, to summarise content and to combine information from the texts in written responses in Italian and English and present content related to the selected subtopic in Italian in written form, which may include supporting visual elements.

Unit 2 In this unit students develop an understanding of the language and culture/s of Italian-speaking communities through the study of three or more topics from the prescribed themes. The three outcomes requires students to participate in a written exchange in Italian. They develop skills and knowledge that enable them to read, listen to and view texts and respond in Italian. Students are also required to extract information from texts provided in Italian and respond to the texts in writing using elements of this information. They develop skills and knowledge to read, listen to or view texts in Italian and to use information in a new context. Students research cultural products or practices that demonstrate an aspect of the culture studied. They develop an oral presentation in Italian on an aspect of the selected subtopic of interest to them.

Unit 3 In this unit students investigate the way Italian speakers interpret and express ideas, and negotiate and persuade in Italian through the study of three or more subtopics from the prescribed themes and topics. The topics are; the most liveable cities in the world and making comparisons to Australian cities, products that are made in Italy and how that brand has influenced and aided Italyâ&#x20AC;&#x2122;s economy and health and wellbeing. The three outcomes requires students to develop skills and knowledge to resolve a personal issue by negotiating a mutually agreeable outcome in a spoken exchange in Italian on a selected subtopic. Students will extract information from three or more texts relating to the selected subtopic, and create written responses in Italian. Students synthesise information from written, spoken and visual texts. Students will create an extended original piece of personal, informative or imaginative writing in Italian to express ideas, thoughts or responses on an aspect of the selected subtopic.

Unit 4 In this unit students investigate aspects of culture through the study of two or more subtopics from the prescribed themes and topics. The topics although updated regularly are; Italian youth today, and the difficulties they face in becoming independent and financially secure and the history of migration in Italy, both internally and abroad.

In this area of study students research and present information on a cultural product or practice from an Italian speaking community. Students develop knowledge and skills to share observations and consider how the product or practice may reflect a specific cultural perspective or behaviour. Students will analyse and present in writing information extracted from written, spoken and viewed texts in Italian on a selected subtopic. Students will present information, concepts and ideas in an extended written response to persuade an audience of a point of view or evaluate existing ideas and opinions about an aspect of the selected subtopic.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations. The examinations are written and oral .

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JAPANESE SECOND LANGUAGE 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. The study of Japanese provides students with a direct means of access to the rich traditional and popular cultures of Japan. Japan and the Japanese-speaking communities have an increasing influence in Victoria through innovations in science, technology, design, retail, fashion, cuisine, sport and the arts. A knowledge of Japanese, in conjunction with other skills, can provide employment opportunities in areas such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

Unit 1 In this unit students develop an understanding of the language and culture/s of Japanese-speaking communities through the study of three or more topics. Students access and share useful information on the topics and subtopics through Japanese and consolidate and extend vocabulary and grammar knowledge and language skills.

They focus on analysing cultural products or practices including visual, spoken or written texts. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. These may include the following: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. Students apply acquired knowledge of Japanese culture and language to new contexts. Students reflect on the interplay between language and culture, and its impact on the individualâ&#x20AC;&#x2122;s language use in specific contexts and for specific audiences.

Unit 2 In this unit students develop an understanding of aspects of language and culture through the study of three or more topics. Students analyse visual, spoken and written texts. They access and share useful information on the topics and subtopics through Japanese and consolidate and extend vocabulary, grammar knowledge and language skills. Cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities. Students reflect on the interplay between language and culture, and its impact on meaning, understanding and the individualâ&#x20AC;&#x2122;s language use in specific contexts and for specific audiences.

Unit 3 In this unit students investigate the way Japanese speakers interpret and express ideas, and negotiate and persuade in Japanese through the study of three or more topics. Students interpret information, inform others, and reflect upon and develop persuasive arguments. They access and share useful information on the subtopics through Japanese, and consolidate and extend vocabulary and grammar knowledge and language skills. Students consider the influence of language and culture in shaping meaning and reflect on the practices, products and perspectives of the cultures of Japanese-speaking communities. They reflect on how knowledge of Japanese and Japanese-speaking communities can be applied in a range of contexts and endeavours, such as further study, travel, business or community involvement.

Unit 4 In this unit students investigate aspects of culture through the study of two or more topics. Students build on their knowledge of Japanese-speaking communities, considering cultural perspectives and language and explaining personal observations. Students consolidate and extend vocabulary, grammar knowledge and language skills to investigate the topics through Japanese. Students identify and reflect on cultural products or practices that provide insights into Japanese-speaking communities. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. Students reflect on the ways culture, place and time influence values, attitudes and behaviours. They consider how knowledge of more than one culture can influence the ways individuals relate to each other and function in the world.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations. The examinations are written and oral .

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CHINESE LANGUAGE, CULTURE and SOCIETY This course is designed to develop an understanding of the language, social structures, traditions and contemporary cultural practices of diverse Chinese-speaking communities. Students extend their study of the Chinese language, develop the skills to critically analyse different aspects of the cultures of Chinesespeaking peoples and their communities, and gain insight into the connections between languages, cultures and societies.

The area of study for Chinese Language, Culture and Society comprise of various topics relevant to Chinese culture and society. A range of text types, kinds of writing, vocabulary and grammar is integrated with listening, speaking as well as writing skills.

Unit 1: On completion of this unit the student should be able to discuss and analyse, in Chinese, research about key aspects of Chinese family relationships and the education system in modem China. The student should also be able to establish and maintain a simple spoken exchange in Chinese related to personal experience of schooling and family life in a Chinese-speaking community. Finally students should have developed the ability to read short texts on aspects of the family in Chinese-speaking communities and the education system in China. They create texts in characters. Students produce informative writing and express personal ideas in written texts in Chinese.

Unit 2: Students are introduced to Chinese mythology evident in contemporary culture, including the dragon symbol and the importance of Chinese New Year and the Lantern festival. Students learn about legendary emperors and deities. Students explore Chinese art through examining sources in Chinese on areas such as calligraphy, painting, sculpture, ceramics, film and photography. They consider how these art forms represent aspects of Chinese culture. The student should also be able to establish and maintain a basic spoken exchange in Chinese related to planning travel in China. Finally, the student should be able to read and comprehend simple written texts in Chinese and create a simple text in Chinese about the geography of China.

Unit 3: On completion of this unit the student should be able to discuss in Chinese the significance and influence of two Chinese philosophies and Guanxi in contemporary Chinese culture. The student should also be able to understand and use information from a spoken text related to an aspect of leisure and lifestyle in Chinese­ speaking communities, and present this information in spoken Chinese. Finally, the student should be able to Read and comprehend written texts in Chinese about aspects oflife in a Chinese-speaking community and write a report in Chinese.

Unit 4: On completion of this unit the student should be able to investigate contemporary Chinese social and cultural values in Chinese and produce a written report in Chinese. The student should also be able to establish and maintain a spoken exchange in Chinese about an employment-related issue experienced by young people in Chinese-speaking communities. Finally, the student should be able to read and comprehend written texts in Chinese about the world of work in China and produce a written text in Chinese.

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VCE MUSIC PERFORMANCE and VCE MUSIC INVESTIGATIONS Music is offered as a VCE subject in Year 11 and 12. All students must be enrolled in instrumental tuition at the college or externally and must be receiving approved professional instrumental tuition on their instrument.

As soloists and members of ensembles, students develop skills in preparing programs of music works for performance. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the college and the Music Department is fully equipped with the latest music computer technology. Students are instructed in the full use of music software and assessed in accordance with VCAA assessment policies. All students undertaking any VCE Music must attend all co-curricular music activities including choir. Exceptions will be assessed on an individual basis.

VCE Music Performance (Year 11 and 12): VCE Music Performance focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the endof-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Areas of study include: • Performance Skill Development – Solo Performance • Background of Music Works • Music Craft – Aural Skill Development and Analysis Of Music • Theoretical Concepts • Ensemble Performance • Composition and Improvisation.

Students seeking to undertake VCE Music Performance Units 3&4 in Year 11 must discuss admission with their Instrumental and Classroom teachers.

VCE Music Investigations (Year 12 only): In VCE Music Investigations, students design and conduct an investigation into performance practices that are characteristic of a music style, tradition or genre. They describe and explore their selected Investigation Topic and its practices through critical listening, analysis and consideration of technical, expressive and contextual issues.

Students begin by researching a representative sample of music and related contextual issues. They develop their knowledge and understanding of techniques and ways of achieving expressive outcomes and other aspects relevant to performance practice in the style, tradition or genre they are investigating. Students develop and maintain a portfolio to document evidence of their research and findings. The portfolio also includes exercises, sketches or recorded improvisations that demonstrate their developing understanding of the Investigation Topic.

Concurrently, students select, rehearse and prepare to perform a program of works that are representative and characteristic of their Investigation Topic. As they learn and practise each work in the program, students use findings from their research to trial and make decisions about interpretative options and develop their ability to master technical and expressive features of the music.

Areas of study include: • Investigative research regarding the development of a chosen musician or music genre.

• Composition, improvisation and arrangement • Analysis of Music • Conventions of Solo and Ensemble Performance 103

PHYSICAL EDUCATION This subject is approached through both the study of and participation in physical activity.

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.

Unit 2: Physical Activity, Sport and Society In this unit students develop their 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 peopleâ&#x20AC;&#x2122;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 and investigate how participation in physical activity varies across the lifespan.

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.

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RELIGION & SOCIETY Religion and Society Units 1 and 2 are VCE subjects which contribute to the achievement of the Victorian Certificate of Education. These units do not have external examinations and do not contribute to a studentâ&#x20AC;&#x2122;s ATAR. Students are required to study a number of religious traditions in Unit 1 and 2. Where appropriate students will focus on the Catholic Christian Tradition.

Unit 1: The Role of Religion in Society In this unit students explore the origins of religion and its role in the development of society, identifying the nature and purpose of religion over time. They investigate the contribution of religion generally to the development of human society. They also focus on the role of religious traditions over time in shaping personal and group identity.

Students examine how individuals, groups and new ideas have affected and continue to affect religious traditions.

The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas and religious traditions broadly and in the Australian society in which they live.

Unit 2: Religion and Ethics How do we know what is good? How do we make decisions in situations where it is unclear what is good or not good? Do we accept what society defines as good? Do we do what feels right? Or do we rely on a definition of what is good from a religious tradition? What are the principles that guide decision making? Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments. An important influence on ethical perspective is the method of ethical decision-making, made up of concepts, principles and theories.

Ethical questions that demand practical moral judgment are raised at the personal, family, local, wider community, national and global level. Family, community and traditional connections tie people together and provide an ethical background to guide what individuals choose to do, approving of some choices and disapproving of others.

This ethical background is enmeshed with the dominant religious and philosophical traditions of the times within a culture at a certain point in time.

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RELIGION & SOCIETY Religion and Society Units 3 and 4 are VCE subjects with external examinations at the end of the year which can contribute towards a student’s ATAR. School Assessed Coursework (SACs) in Unit 3 constitutes 25% of the final result.

School Assessed Coursework (SACs) in Unit 4 constitutes 25% of the final result.

The examination at the end of the year constitutes 50% of the final result and is used by the VCAA to moderate SACs. Students at Mazenod College will be studying the Catholic Christian Tradition during both Unit 3 and Unit 4.

Unit 3: The Search for Meaning Over time and across cultures humanity has sought to understand the why and how of existence. In this quest for meaning humans have consistently posed big questions of life such as: Where did we come from? Is there someone or something greater than us – an ultimate reality? What is the purpose of our existence? How should we live? Is there anything beyond death? In response to this quest for meaning, various religious, philosophical, scientific, and ideological worldviews have been developed. Religion has developed answers in the form of various beliefs and other aspects that have offered ways of establishing meaning – not only for human existence, but also for all that exists. The aspects of religion have also attempted to explain the nature of relationships between humans individually and collectively, between humans and ultimate reality and between humans and the rest of the natural world.

The beliefs of any religion are the ideas held about ultimate reality and the meaning of human existence, such as the purpose of all life and notions of the afterlife. These beliefs together with their expressions through the other aspects form the distinctive identity of a religious tradition.

Unit 4: Religion, Challenge and Change This unit focuses on the interaction over time of religious traditions and the societies of which they are a part.

For a large part of human history religion has been a truth narrative, offering a means for finding answers to the big questions of life. Religious traditions are in a dynamic process of engagement and negotiation with members individually and collectively, as well as with other key institutions in wider society associated with power, authority and credibility. Religious traditions are living institutions that participate in and contribute to wider societies – both positively and negatively. They stimulate and support society, acting as levers for change themselves and embracing or resisting forces for change within society.

Religious traditions are in a constant state of development as members apply their talents and faith to extend the intellectual and aesthetic nature of the beliefs, of their expression and of the application to their lives. In the interaction of religious traditions and society there are also opportunities for development from significant challenges including the needs and insights of their membership, and of people and groups within wider society.

These challenges and the religious tradition are influenced by broader contexts such as changing economic, political and social conditions.

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VISUAL COMMUNICATION DESIGN The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. These include fields such as architecture, engineering, graphic and product design, advertising and fashion.

Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Throughout the study students explore manual and digital methods to develop and refine presentations. Students have the opportunity to investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts.

There are three areas of study in each unit.

Unit 1: Introduction to Visual Communication Design.

This unit focuses on usuing visual language to communicate messages, idea and concepts. This involves acquiring and applying design thinking shills as well as drawing skills to create messages, idea and concepts, both visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Unit 2: Applications of Visual Communication Design within Design Fields.

This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process detailed on pages 10 and 11 as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

Unit 3: Visual Communication Design Practices.

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

Unit 4: Visual Communication Design Development, Evaluation and Presentation.

The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.

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MATHEMATICS/SCIENCE/TECHNOLOGY MATHEMATICS UNITS 1 & 2 The study of Mathematics at VCE is designed not only to develop knowledge and skills but also to apply this knowledge to analyse, investigate and solve problems in a variety of situations. Students are encouraged to use, where appropriate, CAS calculators and computer software.

Unit 1 & 2: VCAL Numeracy

VCAL Numeracy is intended for students who need mathematical skills to support their VCAL and VCE VET studies.

In VCAL , there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use appropriate technology in all areas of their study. These units will be especially useful for students undertaking VCE VET and VCAL studies.

Unit 1 & 2: Further Mathematics

Further Mathematics is intended for a diverse group of students. Some may be preparing for apprenticeships, banking or clerical positions, others may be looking at further studies in areas such as Science, Psychology, Commerce or Business Studies. Further Mathematics is intended for those students who take this and no subsequent mathematics or for those who may be planning to take Further Mathematics Units 3 and 4.

Unit 1 & 2: Mathematical Methods

Mathematical Methods Units 1 & 2 involves the study of Calculus, Probability & Statistics, Functions, Graphs and Algebra. The course is intended for students who are interested in mathematics and/or pursuing tertiary studies with a mathematical content. It may be taken on its own or with Specialist Mathematics for students intending to take double Mathematics in Year 12.

Unit 1 & 2: Specialist Mathematics

Specialist Mathematics consists of the following areas of study: ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, ‘Algebra’, ‘Calculus’, ‘Vectors in Two and Three Dimensions and Mechanics’. The course content also highlights the mathematical structure of proof. It is intended for those students who will be studying Specialist Mathematics and Mathematical Methods Units 3 and 4. Specialist Mathematics 1 & 2 must be taken with Mathematical Methods Units 1 and 2.

Mathematical Methods 1 and 2 is a prerequisite for Mathematical Methods 3 and 4 and Specialist Mathematics 3 and 4. Specialist Mathematics 1 & 2 is a prerequisite for Specialist Mathematics 3 & 4.

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MATHEMATICS UNITS 3 & 4 There are three units of study being offered to VCE students at the 3 & 4 level. Further Mathematics provides students with a Unit 3 & 4 sequence in Mathematics but it is not intended that these students will undertake further studies in a mathematics area.

Mathematical Methods will provide a mathematics course for those students requiring knowledge of mathematics for tertiary studies, in the biological sciences or less mathematically based courses, whilst Specialist Mathematics is required for tertiary studies in engineering or mathematically based courses.

Students attempting Specialist Mathematics will need to take Mathematical Methods to obtain the basic skills.

The appropriate use of technology to support and develop the teaching and learning of mathematics is to be incorporated throughout these courses. This will include the use of some of the following technologies for various areas of study or topics: CAS calculators, spreadsheets, graphing packages, dynamic geometry systems and computer algebra systems. In particular students are encouraged to use graphics calculators and other technologies both in the learning of new material and the application of this material in a variety of different contexts.

Units 3 & 4: Further Mathematics

Further Mathematics consists of a compulsory area of study, ‘Data Analysis’ and then a selection of three from five modules in the ‘Applications’ area of study. The ‘Data Analysis’ area of study in Unit 3 incorporates a statistical applications task, and one of the modules from the area of study ‘Applications’ is also covered. In Unit 4, the other two selected modules from the area of study ‘Applications’ are covered.

Units 3 & 4: Mathematical Methods

Mathematical Methods Units 3 & 4 consists of the following areas of study: ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, Calculus’, ‘Algebra’ and ‘Statistics and Probability’ which must be covered in a progression from Units 3 & 4, with an appropriate selection of content for each of Unit 3 & 4.

Units 3 & 4: Specialist Mathematics

Specialist Mathematics consists of the following areas of study: ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, ‘Algebra’, ‘Calculus’, ‘Vectors in Two and Three Dimensions’, ‘Mechanics’ and ‘Statistics’; the course content also highlights the mathematical structure of proof. All of this material is covered in a progression from Unit 3 to Unit 4.

In Unit 3, the study of Specialist Mathematics includes content from ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’ and some material from the ‘Algebra’, ‘Calculus’ and ‘Vectors in Two and Three dimensions’ areas of study. Unit 4 consists of the remaining content from the ‘Algebra’, ‘Calculus’, and ‘Vectors in Two and Three Dimensions’ areas of study, all of the content from the ‘Mechanics’ area of study and higher applications of statistics.

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SCIENCE BIOLOGY Biology is the study of living organisms, of life processes and of the different levels of organisation from the cell to the biosphere. Unit 1 examines cells and body systems, while Unit 2 focuses on cell reproduction and the transmission of biological information from generation to generation. In Unit 3, students study the nature of biomolecules and how the cell responds to a changing environment and Unit 4 covers genetic inheritance and changes over time. Throughout Units 1-4, students develop their skills in designing experiments and reporting and evaluating scientific data.

Unit 1: How do living things stay alive?

Students explore the structure and function of living things, from cells to systems.

There are three areas of study: 1. How do organisms function?

2. How do living systems sustain life?

3. A student-designed or adapted investigation Unit 2: How is continuity of life maintained?

Students investigate how biological information is transmitted from generation to generation.

There are three areas of study: 1. How does reproduction maintain the continuity of life?

2. How is inheritance explained?

3. Investigation of an Issue Unit 3: How do cells maintain life?

Students investigate the workings of the cell from several perspectives.

There are two areas of study: 1. How do cellular processes work?

2. How do cells communicate?

Unit 4: How does life change and respond to challenges over time?

Students consider the continual change and challenges to which life on Earth has been subjected.

There are three areas of study: 1. How are species related?

2. How do humans impact on biological processes?

3. A student-designed or adapted investigation

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CHEMISTRY The study of VCE Chemistry enables students to explore key processes related to matter and its behaviour.

Students consider the relationship between materials and energy through four themes: the design and composition of useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon-based compounds as important components of body tissues and materials used in society.

Unit 1: How can the diversity of materials be explained?

In this unit students investigate the chemical properties of a range of materials and using their knowledge of elements and atomic structure, explore and explain the relationships between properties, structure and bonding forces within and between these particles. Students are introduced to quantitative concepts in Chemistry, such as the mole concept.

Unit 2: What makes water such a unique chemical?

Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentration of different species in water samples, including chemical contaminants.

Unit 3: How can chemical processes be designed to optimise efficiency?

The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students will compare and evaluate different chemical energy sources along with manufacturing processes.

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

The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families or organic compounds including those found in food.

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PHYSICS Physics students demonstrate interest in and understanding of the universe, and engage in debates about the nature of evidence, theories and models and the value of physics in society. They can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and use a range of appropriate technologies and mathematical techniques.

Unit 1: What ideas explain the physical world?

1. Students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work.

2. Students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components.

3. Students explore the nature of matter, and consider the origins of atoms, time and space.

Unit 2: What do experiments reveal about the physical world?

1. Students observe motion and explore the effects of balanced and unbalanced forces on motion.

2. Elective from detailed study 3. Students design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data.

Unit 3: How do fields explain motion and electricity?

1. Students examine the similarities and differences between three fields: gravitational, electric and magnetic.

2. Students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes.

Unit 4: Contradictory models to explain light.

1. Students use evidence from experiments to explore wave concepts in a variety of applications.

2. Students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world â&#x20AC;&#x201C; light and matter.

3. A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4.

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PSYCHOLOGY Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers factors and their complex interactions in the understanding of psychological phenomena. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, and mental health. Students examine classical and contemporary research and the use of imaging technologies, models and theories to understand how knowledge in psychology has evolved and continues to evolve in response to new evidence and discoveries.

Unit 1: How are behaviour and mental processes shaped?

In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

Unit 2: How do external factors influence behaviour and mental processes?

In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and mental processes?

In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved.

Unit 4: How is wellbeing developed and maintained?

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

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VCE APPLIED COMPUTING VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions. It is underpinned by four key concepts: digital systems, data and information, approaches to problem solving, and interactions and impact. VCE Applied Computing provides students with opportunities to acquire and apply knowledge and skills to use digital systems efficiently, effectively and innovatively when creating digital solutions. Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data and information. Through a structured approach to problem solving, incorporating computational, design and systems thinking, students develop an awareness of the technical, social and economic impacts of information systems, both currently and into the future.

The study is made up of six units.

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

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

Unit 3: Software Development In this unit students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

Area of Study One: Software development: Programming Area of Study Two: Software development: Analysis and Design Unit 4: Software Development In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

Area of Study One: Software development: Development and Evaluation Area of Study: Cybersecurity: Software Security Note: Students may elect to undertake one or both of these Units 3 and 4 sequences.

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VOCATIONAL EDUCATION AND TRAINING (VCE VET) VCE VET programs are TAFE programs attained in secondary schools and recognised within VCE/VCAL. VCE VET is designed to increase options for students in secondary schools. It allows students the opportunity to study approved vocational education and training courses while also completing their VCE/VCAL. Thus a student can achieve both their VCE or VCAL and a nationally recognised TAFE certificate by the end of Year 12. Most VCE VET/ TAFE certificates at Mazenod College are completed in three or less years.

These TAFE certificates consist of competencies that are bundled together to create VCE VET units. These VCE VET units have the same status as VCE units. In fact, students may complete as many as 16 VCE VET units within their VCE. Students participating in a VCE VET program have the opportunity to work in a related industry setting, through a Work Placement, while completing their VCE VET certificate.

Other advantages of successfully achieving a VCE VET certificate are that: • Your VCE VET training can be applied to an apprenticeship making you more attractive to employers; • You will have an increased awareness of education and training opportunities; • Depending on the certificate, your VCE VET program could be counted among your best 4 subjects or as a 5th or 6th subject when calculating your Australian Tertiary Admission Rank (ATAR); • You can still apply for entry to University courses as well as TAFE courses, training programs or seek to join the work force; • You will have gained practical and interpersonal skills that are transferable to other areas of work.

Mazenod College currently offers VCE VET studies in: • VCE VET Engineering Studies, 3 year course over Years 10, 11 & 12 • VCE VET Furnishing, 3-year course over Years 10, 11 & 12 • VCE VET Creative Digital Media, Years 10, 11 & 12 • VCE VET Sport & Recreation, Years 11 & 12 • VCE VET Information, Digital Media and Technology, Years 10, 11 & 12 Vocational Education and Training are practical based programs. Students will be required to complete theory components together with written assessments and examinations.

If you do not complete a VCE VET certificate you will still receive a Statement of Attainment for the units you have completed. These will be recognised by industry or a TAFE Institute should you wish to re-enter the program after leaving Mazenod College. More details about each certificate are provided in the following pages.

Student Selection Criteria: 1. Evidence of ability to complete the course, based on:

a. Your previous education and training

b. Your paid or unpaid work experience

c. Your life and community experience 2. Demonstrated relevance of the course:

a. Relevance of course to your career plans and goals

b. Knowledge of the career area 3. Other factors relating to any previous disadvantages that may be taken into account in the selection process

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VCE VET FURNISHING Overview The VCE VET in the VCE Furnishing (Cabinet Making) Program provides participants with a variety of skills in Furniture Manufacturing. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in broad based training in Furniture Manufacturing with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make chairs, tables, a writing desk and other fine pieces of furniture.

Course Code and Title MSF20516 - Certificate II in Furniture Making Pathways.

Course Outcomes On successful completion of this course, students will be able to: • Learn about basic occupational health and safety, how to read documents and how to make accurate measurements • Create furniture using hand tools, power tools and wood working machinery • Learn to make joints by hand, leg and rail construction methods, furniture and cabinet assembly, timber preparation and finishes • Participate in environmentally sustainable work practices Training & Employment outcomes Most units will give credits for Certificate III Furnishing (apprenticeship) courses: • Cabinet making • Wood machining • Upholstery • Furniture finishing (polishing) Students can also articulate to TAFE studies in Furnishing at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete MSF20516 Pathways with units from the Certificate III, will be eligible for up to five units credit towards their VCE: three units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Furnishing must undertake scored assessment for the purpose of achieving a study score.

This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate II in Furnishing is delivered in partnership with Holmesglen Institute of TAFE. The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: • Construct a basic timber furnishing product • Set up, operate and maintain basic static machines • Follow plans to assemble production furniture • Select and apply hardware • Prepare cutting list from plans and job specifications • Use furniture making hand and power tools • Carry out measurements and calculations Structured Work Placement SWL is not mandated in this program, though VCAA strongly recommends all VCE VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program. Most students undertake this placement as part of the Year 10 work experience program of the college.

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VCE VET ENGINEERING

Overview The VCE VET in the VCE Engineering Technology Program provides participants with a variety of skills in Engineering. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in entry-level studies with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make sheet metal products and various mechanical devices and tools using traditional and modern manufacturing methods such as 3D printing and design.

Course code and title 22470VIC - Certificate II in Engineering Studies Course Outcomes On successful completion of this course, students will be able to: • Learn about basic occupational health and safety, how to read documents and how to make accurate measurements • Create metal products using hand tools, power tools and metal working machinery • Learn to work with sheet metal, operate lathes and mills, fabricate, weld and design/prototype various products • Participate in environmentally sustainable work practices • Have an understanding of competitive manufacturing systems.

Training & Employment outcomes Most units will give credits for Certificate III Engineering (apprenticeship) courses: • Fabrication Trade • Machinist • Tool Maker • Mechanical Trade • Lock Smithing Students can also articulate to TAFE studies in Engineering at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete 22470VIC Certificate II in Engineering Studies, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE/VCE VET Engineering must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study. VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate II in Engineering is delivered in partnership with the Australian Institute of Education and Training (AIET).

The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: • Use engineering hand and power tools • Produce engineering components and products using fabrication and machining • Apply mathematical techniques in a manufacturing engineering or related environment • Use computer-aided drafting systems to produce basic engineering drawings • Perform bend and shape engineering materials Structured Work Placement SWL is not mandated in this program, though VCAA strongly recommends all VCE VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program. Most students undertake this placement as part of the Year 10 work experience program of the college.

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VCE VET CREATIVE DIGITAL MEDIA

Overview The VCE VET in the VCE Creative & Interactive Digital Media program provides participants with foundation skills and knowledge in a range of competencies to enhance their opportunities for employment in the multimedia industry or, as preparation for further studies in Digital and Interactive Media. The course offers an opportunity for young men to develop skills in design communication, animation, and web development with a view to gaining a nationally recognised qualification to make a more informed choice of vocation and career paths. In this course students will learn practical skills in 2D animation and 3D visualisation, sound editing and digital visual effects.

Course code and title CUA31015 - Certificate III in Screen and Media Course Outcomes On successful completion of this course, students will be able to: • Have an understanding of the basics of the interactive digital media industry • Acquire versatile skills in digital media, games design and website development • Have transferable skills and knowledge into other industries and further study • Develop an understanding of a broad range of digital media areas such as interactive content, radio presentation, multimedia, basic vision and sound editing.

Training & Employment outcomes On successful completion of this course, students may continue further study at either Certificate IV, Diploma, Advanced Diploma or Degree in Interactive Digital Media. Employment may be gained in: • Animation • Digital Media Designer/Web designer • Digital Media Developer • Digital Media Programmer • Digital Media Development Technician Contribution to the VCE or VCAL VCE: Students who complete CUA31015 Certificate III in Screen and Media, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Interactive Digital Media must undertake scored assessment for the purpose of achieving a study score.

This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate III in Media is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the college over 3 years – Year 10, Year 11 and Year 12. Units of Competence include: • Apply critical thinking techniques • Develop and apply creative industry knowledge • Maintain interactive content • Evaluate the nature of design in a specific industry context • Create 2D digital animations • Author interactive sequences Structured Work Placement SWL is not mandated in this program, though VCAA strongly recommends all VCE VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program.

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VCE VET INFORMATION, DIGITAL MEDIA & TECHNOLOGY Overview The VCE VET Information, Digital Media and Technology program provides learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information.

Employing nearly 450,000 Australians, the Information and Communications Technology (ICT) sector continues to grow and change. As it evolves so too do the ICT skills required by employers to meet the challenges of our transforming economy. Businesses in this sector provide expertise in information technology through writing, modifying and testing software and providing user support for software, hardware and cloud technologies.

The digital media sector includes the design and production of multimedia and games for platforms including PC, console, online and mobile. As Australian consumer spending on these games rises, considerable growth is expected to come from mobile games in particular. New platforms for distribution of games are lowering barriers to entry to the digital media sector and are making the path to market quicker, which is attracting new entrants at a high rate Course code and title: ITC 30118 - Certificate III in Information, Digital Media and Technology Course Outcomes On successful completion of this course, students will multi ask over a range of previously defined IT positions and be able to: • Become successful IT specialists in their field of study, maintaining their multiskilling as a key feature • Industry boundaries will diminish • Job descriptions will mutate, and constrain less • A challenging work place environment, able to present innovative solutions • New skills will be add all the time Students can also articulate to TAFE studies in IT either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCAL VCE: Students who complete ITC 30118 - Certificate III in Information Technology, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET IT, must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery VCE VET Certificate III in Information, Digital Media and Technology is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include: Six core units of competency • Participate in environmentally sustainable work practices • Use computer operating systems and hardware • Work and communicate effectively in an ICT environment • Operate application software packages • Operate a digital media technology package • Use social media tools for collaboration and engagement Eleven elective units of competency from • Software Operating Packages • Multimedia Platforms • Social media tools for collaboration and • Games Development Packages

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VCE VET SPORT & RECREATION Overview The VCE VET in the VCE Sport & Recreation programs (Certificate III in Sport and Recreation) provides students with the opportunity to explore the sport and recreation industry. Students will develop the skills and knowledge required to support the operation of facilities and assist in conducting sport and recreation programs. This course is designed to be hands on learning and engaging for the students as the program will be delivered within the school and students have the opportunity to utilise the college facilities.

Course code and title SIS20115 – Certificate II in Sport & Recreation (Yr 11) SIS30115 - Certificate III in Sport & Recreation (Yr 12) Course Outcomes On successful completion of this course, students will be able to: • Plan and conduct sport and recreation sessions • Maintain sport and recreation facilities • Provide customer service Training & Employment outcomes On successful completion of this course, you will be awarded a Certificate III in Sport & Recreation. This qualification will prepare you to specifically work in the Sport industry. Students will then be eligible to undertake the Certificate IV in Sport and Recreation and a Diploma of Fitness, Diploma of Sport Development and the Diploma of Outdoor Recreation.

Contribution to the VCE or VCAL VCE: Students who complete SIS30115 Certificate III in Sport & Recreation, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Sport & Recreation must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL. Course Delivery Certificate III in Sport & Recreation is delivered in partnership with IVCE VET Institute. The units are delivered at the college over 2 years – Year 11 and 12. Units of Competence include: • Provide healthy eating information to clients in accordance with recommended guideline • Instruct, strength and condition techniques • Plan and deliver gym programs

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UNIVERSITY ENHANCEMENT Melbourne and Deakin Universities, offer a range of university enhancement studies. Normally students enrolling in University studies will have demonstrated outstanding achievement in Year 11 and will have a VCE study score of 41 or more in a preparatory 3/4 subject. A student may also be selected on the basis of the principal’s evaluation of the student’s Year 11 performance. The student must be judged to be an excellent student.

Benefits Students are provided with intellectual challenges that: • May not be otherwise available in the normal Year 12 program.

• The University study is included in the calculation of the student’s Australian Tertiary Admission Rank (ATAR).

If the student successfully completes the program, the University study will count as the student’s sixth VCE study. However, unlike a sixth VCE study where 10% of the student’s result (out of a possible score of 50) is added to their aggregate, students who have successfully completed university study have either 4, 5 or 5.5 added to their aggregate.

• Students who have successfully completed enhancement studies will be placed in a special category by VTAC to highlight to the section officers that they have undertaken tertiary level studies in addition to their VCE. • Students also receive credit for a University degree course for which that study forms a part. It should be noted, however, that some courses are so structured that credit can only be awarded for a limited range of studies. Credit may be transferred to similar courses at other Universities.

Should I take on an Enhancement Study?

Deciding to take on enhancement study is a decision you should make with your school and your parents. You would need to be achieving extremely well across all your VCE studies.

Melbourne University

Deakin University

Art History

Accounting

Chemistry

Criminology

Planet Earth and Climate Change

Disability/Diversity & Inclusion

Economics

Economics

Range of Languages inc. Japanese/Italian

Health Practice and Research

Literature

Journalism

Mathematics

Law

Media and Communication

Management

Philosophy

Marketing

Physics

Philosophy

Psychology

Physical Education and Sport Science Public Relations Robotics and Data Science Sports Management

Cost These enhancement studies are university subjects on top of the VCE program. Melbourne and Deakin Universities have no enrolment fee.

How to apply - Please see Mr Tranter for Information Students who wish to participate and who have their school’s permission need to complete the University Enhancement Studies Program Application Form, have the relevant sections completed by the school and return it to the appropriate University.

Websites deakin.edu.au/courses/entry-pathways/accelerate study.unimelb.edu.au/study-with-us/programs-for-high-achievers/university-of-melbourne-extension-program 121 121

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