2024 Subject Selection Course Guide

Course Guide 2024 SUBJECT SELECTION

Year 10 Elective Descriptions

English

Software

VCE

Design

Health

Physical

SENIOR SCHOOL

A B C D

SENIOR SCHOOL YEARS 11 - 12

INTRODUCTION

The purpose of this booklet is to give students together with their parents, information to assist in their elective subject selection process. Students are asked to complete their subject selection process by:

Monday, 28th August 2023

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 this course guide 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.

Timeline of Events

July

Distribution of Senior School Course Guide to current Year 9 and Year 10 students.

Tuesday 25th July - Year 10 Subject Selection Information Evening for current Year 9 students and parents commencing at 7.00 pm.

August

Tuesday 22nd and Wednesday 23rd August Parent/Teacher Interview sessions online

Monday 28th August Course selection completed online by all students

CAREER PLANNING INFORMATION

WHAT ARE THE OPTIONS? VCE VCE Vocational Major

ABOUT THE VCE

The Victorian Certificate of Education (VCE) is Victoria’s senior secondary qualification. It recognises the successful completion of a student’s secondary education and provides pathways to university, higher-level TAFE or VET certificate courses, apprenticeships, traineeships and the workforce. It is designed to be undertaken in Years 11 and 12. Many Victorian students choose to finish secondary school studying the VCE that best suits their career aspirations and talents. As such, some students will choose a VCE ATAR pathway, while others will choose a vocational and applied learning pathway within the VCE. Whatever the pathway, all students graduate senior secondary with a VCE certificate.

ABOUT THE VCE (ATAR PATHWAY)

The VCE offers a direct pathway to university and can provide you with an ATAR. To get your VCE, you must successfully complete at least 16 units, including:

• 3 units from the English group, including a unit 3 and 4 sequence,

• at least 3 other sequences of unit 3 and 4 studies. Over years 11 and 12, most students study between 20 and 24 units, usually 7 studies in year 11 and dropping back to 5 in year 12.

The Australian Tertiary Admission Rank (ATAR) is a figure that reflects your relative achievement compared to everyone else in Year 12. It is based on study scores and is a figure (or ranking) between 0.00 and 99.95. Before offering places, tertiary institutions such as Universities, often look at each student’s ATAR and the combination of VCE subjects they finished. To receive an ATAR, you must complete 4 Unit 3 and 4 sequences, including a VCE English subject and complete the graded assessments for those subjects. The Victorian Tertiary Admissions Centre (VTAC) calculates your ATAR. Go to VTAC www.vtac.edu.au for more about the ATAR and tertiary course options.

ABOUT THE VCE VOCATIONAL MAJOR

The VCE Vocational Major will develop your personal and practical life skills. It will help to prepare you for the next important stage of your life. The VCE VM has specific subjects designed to prepare you for a vocational pathway. They are VCE VM Literacy, VCE VM Numeracy, VCE VM Work Related Skills, and VCE VM Personal Development Skills (and 180 nominal hours of VET at Certificate II level or above).

Each subject has 4 units and each unit has a set of outcomes which are assessed through a range of learning activities and tasks.You will apply knowledge and skills in practical settings such as structured work placement and, also undertake community-based activities and projects that involve working in a team. VCE VM gives students practical work-related experiences and the opportunity to build personal skills that are important for life and work.

ABOUT THE VCE VET

As part of the VCE, students can select to study a Vocational Education and Training (VET) study. VET allows you to do nationally recognised training as part of your VCE or VCE VM. You can combine general and vocational studies, explore career options, and learn in the workplace.

VET develops industry specific knowledge and skills, as well as general skills needed for employment, training, and further education. VET gives you practical skills relevant to your many talents, and helps you work towards a formal VET qualification.

VET qualifications can contribute towards your VCE ATAR or VCE Vocational Major. VCE VET programs offered at Mazenod College contribute to your VCE program in the same way that other studies contribute (study score), PLUS, the added benefit of a nationally recognised certificate provided by our Registered Training Organisations (RTO) partners, that will issue the certificate to the students at the successful completion of the course.

VCE VET Programs offered on campus at Mazenod College include Christian Ministry & Theology, Creative Digital Media, Engineering, Furnishing, Hospitality, Information & Communications Technology, Small business Operations/Innovations or Sport and Recreation.

*delivered at our partner TAFE, Homesglen Institute (RTO 0416) Waverley campus.

VCE VM students will study a VET program on offer at Mazenod College plus an additional VET program of their own choice, at TAFE. Go to VTAC www.vtac.edu.au for more about the ATAR and tertiary course options.

VICTORIAN CERTIFICATE OF EDUCATION

ATAR PATHWAY

TO TRANSITION WITH AN ATAR TO A: UNIVERSITY COURSE or TAFE COURSE

VOCATIONAL MAJOR (VM)

PATHWAY

TO TRANSITION TO AN: APPRENTICESHIP or TRAINEESHIP or FURTHER EDUCATION COURSE AT TAFE or EMPLOYMENT

VCE VET SUBJECTS

A TAFE QUALIFICATION COMPLETED WITHIN THE SENIOR SCHOOL WITH CREDIT TO EITHER VCE PATHWAY

YEAR 9 CURRICULUM OVERVIEW

Students take 5 core subjects and 4 elective units each semester.

Semester 1 Semester 2

Religious Education (4 lessons)

English (4)

Mathematics (4)

Religious Education (4 lessons)

English (4)

Mathematics (4)

Science (4) Science (4)

History (4)

Elective 1 (2)

Elective 2 (2)

Elective 3 (2)

Elective 4 (2)

Sport (2)

History (4)

Elective 5 (2)

Elective 6 (2)

Elective 7 (2)

Elective 8 (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 language. Design Technology is a full year – two unit elective. All other electives are half year - single unit electives.

Elective

Languages:

Notes

YEAR 10 CURRICULUM OVERVIEW

Students take 6 core semester units and 8 Elective semester units. Semester

Students must choose 8 elective units which consists of at least one Science, and at least one Humanities. All units may be taken individually unless ‘2’ is indicated. Students cannot take BOTH VCE VET Engineering and VCE VET Furnishing.

CORE AND ELECTIVE OPTIONS - YEARS 9 -12

RE

English, Mathematics, Science, History + choose 8 units

Art, Digital Art

Financial Literacy

Financial Literacy

Geography

Enhancement History

Politics

Italian (4)

Japanese (4)

Chinese (Mandarin) (4)

Literature

Creative Digital Media

Music Performance

Music Technology

Physical Education

PE: Sports Science

Drama

VCD

Design Technology (2)

Food Technology

Digital Technologies

Software Dev’t (Games)

STEM: Robotics

RE or Youth Ministry RE

English, Mathematics, at least one Science and at least one Humanities

Studio Arts Foundation & Extension

Commerce: Business & Accounting

Commerce: Business & Accounting

Commerce: Business & Accounting

Enhancement Business Management

Commerce: Economics & Legal

Commerce: Economics & Legal

Geography

Modern History or

VCE History (1 & 2)

Global Politics

Italian (2)

Japanese (2)

Chinese (Mandarin) (2)

Literature

VCE VET Creative Digital Media

Music Foundation

Music Extension

Physical Education

PE: Health & Fitness

PE: Health & Fitness

Enhancement Physical Education

Drama Foundation & Extension

VCD Foundation & Extension

VCE VET Engineering (2)

VCE VET Furnishing (2)

Food Technology

VCE VET ICT

Software Development Foundation

Software Development Extension

General Mathematics

Mainstream Mathematics

Enhancement Mathematics

Religion & Society (3 & 4), (1 & 2) or VCE

VET Christian Ministry & Theology, English and/or Literature and/or

English Language + choose 5 subjects

Studio Arts

Accounting

Business Management

VCE VET Small Business

Business Management (3 & 4)

Economics

Legal Studies

Geography

History: 20th Century/Asian

History Revolutions (3 & 4)

Global Politics

Italian Japanese Chinese (Culture & Society)

Literature

English Language

VCE VET Creative Digital Media

Music

Music Performance (3 &4)

Physical Education

VCE VET Sport & Recreation

Health & Human Development

Physical Education (3 & 4)

Drama

VCD

VCE VET Engineering

VCE VET Furnishing

VCE VET Hospitality (at TAFE)

VCE VET ICT

Software Development

Software Development (3 & 4)

General Mathematics

Mathematical Methods

Specialist Mathematics

RE seminars

English and/or Literature and/or

English Language + choose 4 subjects

Studio Arts

Accounting

Business Management

VCE VET Small Business

Economics

Legal Studies

Geography

History: Revolutions

Global Politics

University Enhancement: - Philosophy

Italian

Japanese

Chinese Culture & Society

Literature

English Language

VCE VET Creative Digital Media

Music Performance

Music Inquiry

Physical Education

VCE VET Sport & Recreation

Health & Human Development

Drama

VCD

VCE VET Engineering

VCE VET Furnishing

VCE VET Hospitality (at TAFE)

VCE VET ICT

Software Development

University Enhancement: IT

General Mathematics

Mathematical Methods

Specialist Mathematics

STEM: Forensic Science

Enhancement Biology

Biology/Psychology Foundation

Physics/Chemistry Foundation

Physics/Chemistry Extension

Vocational Package

Religion

Vocational English

General Mathematics

VET: Career Investigation

Vocational Science

VCE VET Engineering or

VCE VET Furnishing or

VCE VET Creative Digital Media or

VCE VET ICT & a practical subject

(PE, Health & Fitness, Business & Finance, Food, Studio Arts etc)

Biology (3 & 4)

Biology

Psychology

Physics

Chemistry

VCE Vocational Major (VM)

Religion & Society

Literacy

Numeracy

Work Related Skills

Personal Development Skills

Choose 1 VCE VET from Yr 11

SWL (1 day/week)

VET TAFE course (1 day/week)

University Enhancement:

Biology

Psychology Physics

Chemistry

VCE Vocational Major (VM)

RE Seminars & Retreat

Senior Literacy

Senior Numeracy

Work Related Skills

Personal Development Skills

Choose 1 VCE VET from Yr 12

SWL (1 day/week)

VET TAFE course (1 day/week)

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.

YEAR 10

RELIGIOUS EDUCATION

Youth Ministry Religious Education

Religious Education

MATHEMATICS

YEAR 11

YEAR 12

Religion & Society 3 & 4

VCE VET Christian Ministry & Theology 3 & 4

Enhancement Mathematics Double Mathematics: Mathematical Methods 1 & 2 Specialist Mathematics 1 & 2

ENGLISH

Enhancement English Literature

HISTORY

VCE History 1 & 2

DIGITAL TECHNOLOGY

Software Development Foundation & Extension

MUSIC

Instrumental Music Program

Music Foundation & Extension

SCIENCE

English Language 1 & 2 or Literature 1 & 2

History 3 & 4

Software Develoment 3 & 4

University Enhancement: Philosophy

Mathematical Methods 3 & 4 Specialist Mathematics 3 & 4

English Language 3 & 4 or Literature 3 & 4

Global Politics 3 & 4

University Enhancement: Information Technology

Instrumental Music Program Music Contemporary Performance 3 & 4

Enhancement Biology Biology 3 & 4

COMMERCE

Enhancement Business Management Business Management 3 & 4

HEALTH & PHYSICAL EDUCATION

Enhancement Physical Education Physical Education 3 & 4

LANGUAGES

VCE Japanese 1 & 2 or

VCE Chinese Culture & Society 1 & 2

VCE Italian 1 & 2

Japanese 3 & 4 or Chinese Culture & Society 3 & 4 Italian 3 & 4

Instrumental Music Program

Music Inquiry 3 & 4

University Enhancement: Biology

YEAR 9 COURSE PLANNER

Due Date: Monday, 28th August 2023

• 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 this Subject selection course guide.

Compulsory Subjects

Languages: Italian (4)

Languages: Japanese (4)

Languages: Chinese (Mandarin) (4)

Design Technology (2)

Music Performance (if continuing to VCE)

Music Technology

Art

Digital Art

Visual Communication Design

Drama

Food Technology

Financial Literacy

Politics

Enhancement History

Geography

Literature

Physical Education

PE: Sports Science

Digital Technologies

Creative Digital Media

Software Developm’t (Games Programming)

STEM: Robotics

STEM: Forensic Science

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

YEAR 10 COURSE PLANNER

Due Date: Monday, 28th August 2023

• 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 this Subject selection course guide.

Compulsory

Languages: Italian (2)

Japanese (2)

Chinese (Mandarin) (2)

VCE VET: Furnishing (2)

Engineering (2)

Creative Digital Media

VET ICT

Music Performance Foundation

Music Performance Extension

IT Software Development Foundation

IT Software Development Extension

Studio Arts Foundation

Studio Arts Extension

Visual Communication Design Foundation

Visual Communication Design Extension

Drama Foundation: Expressive Skills

Drama Extension: Comedy

Food Technology

Commerce: Business & Accounting or Enhancement Business Management

Commerce: Economics & Legal

Literature

Physical Education or Enhancement Physical Education

Health & Fitness

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

Humanities Electives: (Choose at least one Humanities)

Modern History

VCE History 1&2

Geography

Politics

Science Electives: (Choose at least one Science)

Biology/Psychology Foundation

Physics/Chemistry Foundation

Physics/Chemistry Extension

Biology Enhancement

VOCATIONAL PATHWAY OVERVIEW

The Vocational Program caters for students who are intending to undertake the Victorian Certificate of Education (VCE) Vocational Major 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, Vocational English, Vocational Science, General Mathematics, Career Investigations, and the choice of practical based subjects or VCE VET certificates such as Engineering, Furnishing, Creative Digital Media or ICT. Students select six electives.

SAMPLE YEAR 10 VOCATIONAL COURSE PLANNER

Compulsory Subjects

Electives (6)

As per the full year 10 elective list. # Students may also choose practical based electives and/ VCE VET in this section

Semester 1

Religious Education or Youth Ministry RE

Vocational English

General Mathematics

Vocational Science

VET: Career Investigation

1 VCE VET or Practical based Elective VCE VET Furnishing

VCE VET Engineering

VCE VET Creative Digital Media

VCE VET ICT

Physical Education

Health & Fitness

Business & Accounting

Food Technology

Semester 2

Religious Education

Vocational English

General Mathematics

Vocational Science

VET: Career Investigation

2 VCE VET or Practical based Elective VCE VET Furnishing VCE VET Engineering

Practical Electives

Physical Education

Food Technology

Business & Accounting

Health & Fitness or students may choose any electives from the Year 10 list and may also include Learning Centre periods if approved

3 Elective

4 Elective

5 Elective

6 Elective

Students enrolled in the Vocational 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 VCE Vocational Major (VM) (Year 11 & 12), TAFE, apprenticeships or the workforce.

Excursions and Incursions

Vocational 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 Vocational 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, Vocational 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 Vocational Program will also need to fill out the application on page 51.

VOCATIONAL PATHWAY PLANNER

Due Date: Monday, 28th August 2023

• 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: Health & Fitness, Business and Accounting, VCE VET Creative & Digital Media, VCE VET ICT.

• Other possible subjects would include VCD Foundation, Studio Arts Foundation, Drama Foundation, 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 this Subject selection course guide.

Compulsory Subjects

(History is not compulsory for Year 10 students taking the Vocational Package)

Semester 1

Religious Education or Youth Ministry RE

Vocational English

General Mathematics

Vocational Science

VET: Career Investigation

Semester 2

Religious Education

Vocational English

General Mathematics

Vocational Science

VET: Career Investigation

VCE VET Elective Pathways

VCE VET Furnishing (2)

VCE VET Engineering (2)

VCE VET Creative Digital Media

VCE VET ICT

(VCE VET Sport & Recreation in Yr 11)

(VCE VET Sport & Recreation in Yr 11)

(VCE VET Small Business in Yr 11)

(VCE VET Hospitality in Yr 11)

Practical Electives

Physical Education

Food Technology

PE: Health & Fitness

Business & Accounting etc or students may choose any electives from the Year 10 list and may also include Learning Centre periods if approved

1 VCE VET

VCE VET Furnishing (1)

VCE VET Engineering (1)

VCE VET Creative Digital Media

VCE VET ICT

Physical Education

PE: Health & Fitness

Business & Accounting

Food Technology

2 VCE VET

VCE VET Furnishing (2)

VCE VET Engineering (2)

YEAR 9 EXAMPLE COURSE PLANNER

Due Date: Monday, 28th August 2023

• 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.

• Design Technology takes up 2 of your 8 choices.

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

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

Compulsory Subjects

Semester 1

Religious Education

English

Mathematics

Science

History

Electives

Languages: Italian (4)

Languages: Japanese (4)

Languages: Chinese (Mandarin) (4)

Design Technology (2)

Music Performance (if continuing to VCE)

Music Technology

Art

Digital Art

Visual Communication Design

Drama

Food Technology

Financial Literacy

Politics

Enhancement History

Geography

Literature

Physical Education

PE: Sports Science

Digital Technologies

Creative Digital Media

Software Developm’t (Games Programming)

STEM: Robotics

1

Semester 2

Religious Education

English

Mathematics

Science

History

2

YEAR 10 EXAMPLE COURSE PLANNER

Due Date: Monday, 28th August 2023

• 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 8 choices.

• All other electives take 1 of your 8 choices.

• This is an example only, not a recommended package of electives. Take at least one Science and Humanities

Compulsory Subjects

Electives

Languages: Italian Japanese Chinese (Mandarin)

VCE VET: Furnishing Engineering

Creative Digital Media

VET ICT

Humanities Electives: Modern History or VCE History 1&2 Geography Politics

Science Electives:

Biology/Psychology Foundation

Physics/Chemistry Foundation

Physics/Chemistry Extension

Biology Enhancement

Music Performance Foundation

Music Performance Extension

IT Software Development Foundation

IT Software Development Extension

Studio Arts Foundation

Studio Arts Extension

Visual Communication Design Foundation

Visual Communication Design Extension

Drama Foundation: Expressive Skills

Drama Extension: Comedy

Food Technology

Commerce: Business & Accounting or Enhancement Business Management

Commerce: Economics & Legal

Literature

Physical Education or Enhancement Physical Education

Health & Fitness

PE: Health & Fitness

VET Career Investigation

Semester 1

Religious Education or Youth Ministry RE

Semester 2

Religious Education

English Mathematics Mathematics

English

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 Performance (1 Unit)

The focus of Year 9 Music is on further developing musicianship and performance competency, with a view to equipping students with the essential skills required to undertake VCE Music. Students regularly perform for one another, and work to grow their knowledge regarding effective and efficient practice. Students develop skills needed for composition and musical arrangement. They also continue to refine their listening skills and build on their understandings regarding the use of the elements of music. They begin to use more complex performance techniques, compositional devices and forms, and explore styles and genres in greater depth. Students also build on their understanding of how musicians communicate with audiences and begin to investigate music from a range of cultures, times and locations, identifying characteristics of performance unique to particular genres.

Music – Technology (1 Unit)

Year 9 Music Technology is a course building on skills acquired from Year 8 Mainstream Music. This course will mature the students’ core competencies in sound engineering, production and electronic music composition. The students will use industry standard professional software to create, mix and produce a wide range of modern music and video. They will learn workflow in Ableton Live 10 and understand how professional music software is used to create, produce and DJ modern electronic music. They will create their own original electronic compositions as well as learning about sound design and audio engineering.

Drama (1 unit)

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.

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 decisionmaking at the personal, local, national, regional and global levels and the effects of these decisions on themselves and others, now and in the future.

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 participate 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 laboratory. Students practise their fieldwork skills by assessing the vegetation in the Freeway Reserve Drainage Basin, estimating tree heights and canopy cover. They also use a range of geospatial technologies including Google Earth Pro, Augmented Reality and various digital mapping platforms.

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. This course provides a pathway to studying VCE Politics in senior years.

The course applies a thematic approach, drawing on relevant case studies, and is designed to incorporate a significant student-led investigative approach. Political issues covered include:

• Gun ownership controls in the USA and Australia

• Should Australia adopt a new flag?

• The challenges presented by mass migration

• Compulsory voting in Australia

• The rise of international terrorism

• FIFA and the corruption scandal

Literature

YEAR 9 ELECTIVE DESCRIPTIONS

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

Year 9 Languages is a chance for language learners to really start communicating in either Mandarin, Japanese or Italian. Teachers communicate more in the target language making classes engaging and challenging and full of fun. Continuing with a language in Year 9 is highly recommended to ensure maximum choices in senior school and to ensure maximum academic vigour.

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.

Year 9 students may have the option of joining a study tour to either Japan, Italy or China, depending on the language they are 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 9 Japanese has a focus on teenage life and covers differences in Japanese and Australian school life, seasonal actives, shopping, food and describing fashion and people. These topics not only ensure students are communicating in Japanese but also get a feel for life in Japan. Assessment revolves around ICT skills in Japanese, including learning the Japanese keyboard and more traditional means of communicating such as using Japanese squared paper.

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.

YEAR 9 ELECTIVE DESCRIPTIONS

Digital Technologies

Digital Technologies (1 unit)

Digital Technologies is an elective offered for one semester with no prerequisite. This study will enable students to build on their critical thinking, problem-solving and technical skills, which will benefit them in any career path they choose.

In the first term, students will work with Microsoft Office applications to create solutions to business problems. Students will acquire a range of knowledge and skills in presenting data information and Infographics that communicate effectively in a business environment.

In the second term, students will have the opportunity of learning Blockly and JavaScript on DroneBlocks.com by coding autonomous missions using the Tello drones. Students will shape their decision-making and cooperation skills while benefiting from exposure to technology.

Creative Digital Media (1 unit)

Creative Digital Media is an elective offered for one semester with no prerequisite. This study will enable students to build genetic multimedia skills, critical thinking, and problem-solving skills, which are valuable for all careers.

In the first term, students will be introduced to Adobe Photoshop. Students will acquire a range of knowledge and skills in manipulating photos, creating 3D animations, and editing techniques to create images for web and graphic design.

In the second term, students will learn to build their own 3D creations, animate them with code and explore them in Virtual & Augmented Reality. The online application introduced to students will be CoSpaces Edu, and it will provide students with immersive and embodied learning experiences.

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 (Foundation & Extension) the following year).

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.

YEAR 9 ELECTIVE DESCRIPTIONS

Physical Education

At Year 9 there are two electives 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.

Physical Education (1 Unit)

In Year 9 Physical Education, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of 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 Racquet Sports, Handball, Football Codes and Fitness. The Multi-Stage Fitness Test is used to give an indication of a student’s aerobic level of fitness.

Physical Education: Sports Science (1 Unit)

In Year 9 Physical Education: Sports Science, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of sporting contexts. 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 Training Programs, Movement and Energy This subject is designed to prepare students for Enhancement PE: Sports Science in Year 10.

YEAR 9 ELECTIVE DESCRIPTIONS

STEM: Science, Technology, Engineering & Maths

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 robots 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.

YEAR 10 CORE DESCRIPTIONS

In Year 10, students study a core of three subjects and weekly sport. In each of these five core areas there are options to cater for the diverse needs of all students, as follows:

Religious Education Mainstream Religious Education or Youth Ministry Religious Education

English Mainstream English or Enhancement English or Vocational English Mathematics Mainstream Mathematics or Enhancement Mathematics or General Mathematics

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

Students in Year 10 Youth Ministry explore questions such as:

• Can the Bible be trusted if it is a 2,000 year old book and a product of Chinese whispers?

• Science points to a big bang theory, not God as creator. Is the whole God the creator therefore a myth?

• Do Science and faith oppose each other?

• Does evidence for evolution show that God could not have created humans in His own image?

• Is there any non-Christian evidence for Jesus existing?

The Youth Ministry course is designed to help you answer these questions and many more that youth ponder. With a lot of videos, we look at evidence that points to God existing. Faith should not be a blind leap into the dark but a rational decision based on the weighing of evidence. From that point, Christians should come to know Jesus in a personal way through the bible and prayer. The other part of the course is examining what it takes to be a leader, especially a Christian leader. Practical advice is given on how to develop yourself so that you will be ready when an opportunity presents itself. This is followed by two weeks of preparation for a full period retreat for a year 7 homeroom given by groups of 5 students within our class. In Semester Two we do the mainstream course and prepare for Units 3 and 4 Religion and Society.

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 Religious 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

In mainstream English, students study a variety of texts, while developing their writing style and oral communication skills. 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. Vocational English is offered in the Vocational Package.

Mathematics

YEAR 10 CORE DESCRIPTIONS

Mainstream Mathematics, Enhancement Mathematics or General 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 General 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 General Mathematics or for Year 11 VCE Vocational Major (VM) Numeracy. Students who study General Mathematics in Year 11 may continue to General 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.

YEAR 10 ELECTIVE DESCRIPTIONS

Science Electives:

At Year 10, students gain a greater autonomy over the particular fields of Science they study. All mainstream students must select at least one Science unit in Year 10, but may choose to select more than this. Students electing to take the Vocational pathway enrol in the Applied Science subject, which focuses on practical applications of scientific knowledge. Applied Science is designed to prepare students for progress to the VCE Vocational Major.

In Year 10 Science subjects are refined into fields, with Chemistry and Physics paired, and Biology Psychology paired, more closely reflecting the VCE. Students unsure of their VCE direction are encouraged to choose both Foundation level subjects as this gives them a broad set of options to select from in Year 11. The Foundation level subjects are sufficient to progress into the related VCE subject in Year 11. Extension Physics/Chemistry gives students the opportunity to further progress their knowledge and skills prior to VCE, and is suitable for students planning to complete both subjects at VCE level.

While the extension Physics/Chemistry subject is open to all students with an interest in physical sciences, Enhancement Biology remains a select entry program, requiring a separate application. Entrance into this course, which prepares students for accelerated entry into Units 3&4 Biology in Year 11, is based on overall academic progress, and aptitude in Year 9 Science.

Biology/Psychology Foundation

In foundation Biology students study the transmission of heritable characteristics from one generation to the next involves DNA and genes which leads to the theory of evolution by natural selection explaining the diversity of living things as supported by a range of scientific evidence.

Topics overview:

• Cell Theory and the function of various cells

• Identify the main structure of DNA. Distinguish between DNA, genes, chromosomes, and proteins. Describe the features of the genetic code.

• Describe the different mutations can occur in the genetic code.

• Define evolution and the evidence for evolution. Explain the limitations of the fossil record as evidence for evolution

Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals, groups, communities, and societies think, feel and act. Students study contemporary research, models and theories to understand how knowledge in psychology has developed and how this knowledge continues to change in response to new evidence and discoveries in an effort to solve day-to-day problems and improve psychological wellbeing.

As part of this Science elective, students will gain an insight into some of the topics covered in VCE Psychology and introduced to scientific investigation methodologies, to develop key science skills and to interrogate the links between knowledge, theory, and practice.

Topic overview:

• Nervous System and The Brain

• Memory and Forgetting

• Mental Health

• Famous Social Psychology Experiments

YEAR 10 ELECTIVE DESCRIPTIONS

Physics/Chemistry Foundation

In Physics students use contexts of direct relevance to their lives to investigate and experience a wide range of physical phenomena related to electricity. They take accurate measurements and apply quantitative calculations to their observations and data. They identify basic electronic components and describe the role of these components in the operation of electronic devices. They use simple circuits to observe the operation of electronic and electrical components and the effects of combining components. They describe the link between electricity and magnetism and the operation of electromagnetic devices.

Topics overview:

• Circuit components and terminology

• Transfer of energy within electrical circuits

• Calculations involving series and parallel circuits

Students undertaking this subject are thinking of studying Unit 1 Chemistry or if they want to explore the basic ideas of Chemistry. It will focus on the basics of atomic theory, the periodic table and bonding theory. Students will use their chemistry knowledge to explore and explain the relationships between properties, structure, and bonding forces within particles.

Topics overview:

• Identify the components of an atom

• Describe the Periodic Table and it’s uses

• Understand Metallic, Ionic and Covalent bonding

• Identify and write word equations for precipitation reactions

Physics/Chemistry Extension

In this Physics unit students study and make relations to the universe, from tiny atoms to the planets and stars, understanding that everything is in constant motion. In fact, ‘motion’ is at the heart of every physical process. Kinematics is the science of describing the motion of objects using words, diagrams, numbers, graphs and equations.

Topics overview:

• Calculating speed, velocity, reaction times and applications to forensic science

• Analysing motion graphs and motion formulae

• Understanding gravity and aerodynamics

This Chemistry unit is highly recommended if students are thinking of studying Units 1 and 2 Chemistry. Students will extend their knowledge of the periodic table and atomic theory to make connections between the periodic table and element reactivity. There will be a focus on developing practical skills and chemical concepts integral to understanding the VCE Chemistry course.

Topics overview:

• Explore Periodic Table trends

• Investigate element reactivity

• Understand different reaction types and communicate with balanced equations

• Introduction to quantitative chemistry as a foundation to the mole concept

YEAR 10 ELECTIVE DESCRIPTIONS

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:

• Cellular structure, function, and reproduction

• Body systems

• The structure of DNA and organisation of chromosomes

Applied Science

Applied Science is a course designed for VCE students not undertaking Physics or Chemistry at Year 11 and 12., or students intending to take VCE Vocational Major (VM) in senior school. Students MUST apply to take the Vocational Package and will then study Applied Science in place of Core Science using the application form on page 51.

YEAR 10 ELECTIVE DESCRIPTIONS

Humanities Electives:

History is no longer a core subject. Instead, all current Year 9 students have to select to study AT LEAST one Humanities subject (History, Politics and/or Geography elective) to study in Year 10. Please note that being accepted to study VCE History (Units 1 & 2) in Year 10 on the accelerated pathway also counts as a Humanities subject. 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.

Modern History (1 unit)

This new History elective builds on the Year 9 History course by covering some of the major events of the twentieth century, and also provides a foundation for taking VCE History in Year 11. Have you ever wondered why a democratic, wealthy country like Germany voted for Hitler and the Nazi Party, or why the USA dropped atomic bombs on Japan in 1945? This course covers the major events of the recent past, including the rise of Adolf Hitler and Nazism in Germany, the Second World War (including the Holocaust), Australia’s War in the Pacific, and the fight for equal rights by Indigenous Australians in their own land. Students will develop their source analysis skills by examining a wide range of media, including rich audio-video footage from the time.

or

VCE History (Unit 1 & 2)

Talented History students who have been part of History Enhancement classes in junior years may apply to take VCE History (Units 1 & 2) in Year 10. Please note that there is a formal application process for this course, and places are limited. By taking this course in Year 10, students have the opportunity to then apply to take VCE History Revolutions (Units 3 & 4) in Year 11 on an accelerated pathway. The VCE History course is structured as follows:

Unit 1: The 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 Veteran or Vietnamese Civilian. This unit involves a visit to the Vietnam Veterans Museum in Philip Island.

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.

YEAR 10 ELECTIVE DESCRIPTIONS

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, aand 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 includes:

• 1972 Munich Olympic Games Black September terrorist attacks

• How democratic is Australia?

• The rise of the Far Right in Australia

• Why is there so much tension in Israel?

• Should Australia become a republic?

• War crimes in the 21st Century

• 1994 Rwandan Genocide

Visual Arts

YEAR 10 ELECTIVE DESCRIPTIONS

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 Foundation

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 Extension

Unit 2 of Year 10 Studio Arts is designed to allow students to primarily focus on creating digital artworks. Using DSLR cameras and the Adobe Suite programs Lightroom and Photoshop, students are encouraged to create individual artworks that are contemporary in theme, material and techniques. Topics such as Appropriation Art and Protest will allow students to interpret and respond creatively using contemporary ideas, materials and issues. These works can be 2 or 3 dimensional and could also combine traditional art methods and materials with digital imaging and photography. Studio Arts students who wish to work in more traditional materials are still encouraged to join this class, as topics can be adjusted.

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 Foundation

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 Extension

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.

Performing Arts

Music Performance Foundation

Sound engineering and electronic music production forms a vital part of Year 10 Music Performance – Foundation. Students are introduced to industry standard professional sound engineering software and they learn and apply skills involved in electronic music production, composition and digital recording. Students develop a competent workflow in Ableton Live 10 which enables them to record and create original high definition music and videos.

Students also focus on developing their live performance skills by working through various pieces and technical exercises, both as soloists and as members of an ensemble. They perform regularly in front of their peers to help develop confidence and critical analysis skills.

NB: This subject is a prerequisite for students who wish to undertake VCE Music Contemporary Performance (Unit 3 & 4) in Year 11.

Music Performance Extension

The focus on Year 10 Music Performance – Extension, is on preparing students to undertake VCE Music Performance in Year 11.

Students undertake fortnightly performance workshops in class, where they present works to one another, and critically evaluate both positives and areas for improvement. They are further given opportunities to perform throughout Melbourne, at various eisteddfods and contests, both as soloists and as members of an ensemble.

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.

NB. This subject is a prerequisite for students who wish to undertake VCE Music Contemporary Performance (Unit 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 Foundation: 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 Extension: 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.

Commerce

YEAR 10 ELECTIVE DESCRIPTIONS

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.

OR

Commerce: Enhancement Business Management

This subject is designed to give students who wish to accelerate in Business Management Units 3 / 4 a clear pathway in line with other enhanced Year 10 subjects offered by other faculties.

• The subject will run on a semester basis, with a VCE Business Management focus.

• Choosing this subject means students cannot also take 10 Commerce A.

• Students must undertake the enhancement programme to be eligible for Unit 3 / 4 acceleration in the following year.

• The Enhancement programme makes the decision making process on acceleration into Units 3 & 4 much clearer.

• Undertaking the Enhancement Business Management subject does not guarantee entry into acceleratedUnit 3 / 4 Business Management the following year. Acceleration is granted on performance.

The Year 10 Commerce (Enhancement) Business Management will include content from Units 1 & 2 which assists students in their acceleration at Units 3 & 4. Subjects include:

• The internal environment, external environment and macro nvironment

• Global issues such as overseas competitors, overseas markets, offshoring labour, exchange rates, patenting, copyrights, trademarks and online sales

• Types of legal business structures such as sole trader, partnership, private limited company, public listed company and the factors affecting choice of business structure

• Planning tools including SWOT analysis

• Corporate social responsibility considerations

• Accounting for Business

YEAR 10 ELECTIVE DESCRIPTIONS

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

YEAR 10 ELECTIVE DESCRIPTIONS

English

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

- Expert command of language

- Independent reading

- 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

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)

Year 10 Japanese is a subject where our language studies really comes alive and allows for some real communication in Japanese. Activities to promote communication are organised online and in person with Japanese schools and other local schools studying Japanese.

Each topic studied has a link to teenage life in Japanese and Australia and allows for language acquisition and also traditional cultural and pop cultural concepts. Some topics covered are: Manga, Homestay, Sports Heroes, and Festivals.

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. 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 sister school in Osaka in Japan, either as Mazenod Hosts or as participants in the Mazenod Language Study.

Our students are encouraged to continue with a language until VCE as there are many benefits. Besides the many skills in communication, problem solving and analysis learning a language gives, studying a language in senior years increases confidence and appeals to university entrance criteria as well as opens the employment market in the future considerably.

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.

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 Foundation

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 Extension

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. 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.

VCE VET Information & Communications Technology (ICT) (1 unit)

Students will design and build networks, install, and test operating systems, install, test and evaluate software applications and commence coding Games. ICT30120 Certificate III in Information Technology is a three-year course commencing in Year 10 through to Year 12. This course provides students with a pathway to a variety of IT employment opportunities. Units 3 and 4 offer scored assessment. Refer to page 45 for more detail.

VCE VET Creative Digital Media (1 unit)

Students will design and develop communications, animations, and web development. The course introduces practical skills in 2D animation and 3D visualisation, sound editing and digital visual effects. This is a three-year course commencing in Year 10 through to Year 12. CUA31020 Certificate III in Screen and Media, provides students with a pathway to a variety of creative industries. Units 3 and 4 offers scored assessment. Refer to page 44 for more detail.

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 delivered externally at Holmesglen Institue (RTO 0416), Waverley Campus.

YEAR 10 ELECTIVE DESCRIPTIONS

Health & Physical Education

At Year 10 there are three electives offered in the study of Health & 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.

Enhancement Physical Education: Sports Science (1 Unit)

Enhancement PE: Sports Science is an in depth study of how and why the body moves and what happens the 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, and skeletal system. It is designed to offer an insight into the concepts and skills needed to be a successful VCE PE student. Those students who excel in enhancement PE 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.

Health & Fitness (1 Unit)

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..

YEAR 10 ELECTIVE DESCRIPTIONS

VCE VET FURNISHING

MSF20522 Certificate II in Furniture Making Pathways, AIET (121314)

Overview

This qualification offers a comprehensive skill set for aspiring furniture makers, providing a broad knowledge in furniture making tasks. From undertaking furniture making projects to developing career plans in the furnishing industry, students will gain hands-on experience in measurements, calculations, environmentally sustainable work practices. Safety, effective communication, and teamwork is also emphasised through projects demonstrating the use of hand/power tools and wood working machinery, selecting and applying hardware and joining furnishing materials in an exceptionally equipped furniture manufacturing workshop that replicates industry best practices.

Course Code and Title

MSF20522 - 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 III, IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

VCE: Students who complete MSF20522 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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

Certificate II in Furnishing is delivered in partnership with AIET (RTO 121314). The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include:

• Undertake a basic furniture making project

• Make measurements and calculations

• Demonstrate care and apply safe practices

• Assemble furnishing products

• Select and apply hardware

• Join furnishing materials

• Produce simple scale drawings by hand

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

YEAR 10 ELECTIVE DESCRIPTIONS

VCE VET ENGINEERING

22470VIC Certificate II in Engineering Studies, AIET (121314)

Overview

The aim of this qualification is to provide students with skills and knowledge in machine processing, fabrication techniques, using hand and power tools and computers for engineering related work activities. It provides preemployment training and pathways in the engineering, manufacturing or related industries and accommodates entry into the wider engineering industry. Students explore the world of welding, machining, and utilising engineering tools and equipment to create and modify objects, 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

• Fabrication Trade

• Machinist

• Tool Maker

• Mechanical Trade

• Locksmith

Students can also articulate to TAFE studies in Engineering at either Certificate III, IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

Certificate II in Engineering is delivered in partnership with AIET (121314). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

YEAR 10 ELECTIVE DESCRIPTIONS

VCE VET CREATIVE DIGITAL MEDIA

CUA31020 Certificate III in Screen and Media, COSAMP (41549)

Overview

VCE VET Creative Digital Media program provides participants with 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

CUA31020 - 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 VCE Vocational Major (VM)

VCE: Students who complete CUA31020 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.

Course Delivery

Certificate III in Media is delivered in partnership with COSAMP (41549). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

YEAR 10 ELECTIVE DESCRIPTIONS

VCE VET INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)

ICT30120 Certificate III in Information Technology

Overview

The Certificate III in Information Technology provides students with the skills and knowledge for a range of information and communications technology (ICT) roles, including animation, basic cloud computing, basic cyber awareness, digital media skills and generalist IT support services. They develop the capacity to work collaboratively and creatively in a job role, including the application of skills in networking, programming, systems, and web development.

Course code and title:

ITC30120 - Certificate III in Information & Communications Technology

Course Outcomes

On successful completion of this course, students will be able to:

• Write basic programs for software applications

• Develop basic web applications

• Produce digital images for the web

• Protect privacy and intellectual property rights

• Work effectively in teams and with ICT clients.

Students can also articulate to TAFE studies in IT either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

VCE: Students who complete ITC30120 - 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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

VCE VET Certificate III in Information & Communications Technology is delivered in partnership with Ripponlea Institute (RTO 21230). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

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 Vocational Package.

Course code and title

22523VIC - 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 year 11 and 12 VCE Vocational Major (VM)

• 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 VCE Vocational Major (VM)

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

VCE Vocational Major (VM):This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

22523VIC Certificate I in Employment Pathways is delivered in partnership with iVET Institute (RTO 40548) The units are delivered at the College over two semesters in year 10 only. Units of competence include:

• Contribute to health and safety of self and others

• Develop personal effectiveness

• Prepare for employment

• Develop an action plan for career planning

• Use strategies to identify job opportunities

• Participate in work placement

MAZENOD COLLEGE APPLICATION FOR SELECTING: ENHANCEMENT HISTORY IN YEAR 9

Collect this green form from the Year 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 28th August 2023. 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

Did

Did

Did

Assessment Result

Teacher’s Signature Comments Support Yes/No

YEAR 8 LEVEL COORDINATOR (Mr Lee)

YEAR 8 HISTORY TEACHER (SEMESTER 1 OR 2)

YEAR 8 ENGLISH TEACHER

YEAR 8 ENHANCEMENT TEACHER (If applicable)

Parents’

MAZENOD COLLEGE

APPLICATION FOR SELECTING IN YEAR 10:

VCE HISTORY 1 & 2 OR VCE LANGUAGE 1 & 2, ENHANCEMENT BIOLOGY, ENHANCEMENT BUSINESS MANAGEMENT OR ENHANCEMENT PHYSICAL EDUCATION OR SOFTWARE DEVELOPMENT EXTENSION

Collect this purple form from the Year 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, Enhancement PE, Software Development Extension in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 28th August 2023.

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

Year 9 Subjects (Semester 1) Assessment Result

English

Religious Education

Mathematics

Science

History

Language (Japanese, Italian or Chinese - if applicable)

Financial Literacy

PE

Software Development

Teacher’s Signature

YEAR LEVEL COORDINATOR

CURRENT YEAR 9 HISTORY, LANGUAGE, SCIENCE, PE or FINANCE TEACHER

YEAR 9 ENHANCEMENT TEACHER (If applicable)

FACULTY COORDINATOR

HISTORY (Mr Young)

LANGUAGE (Ms Bonica)

BIOLOGY (Ms Vissenjoux)

PE (Mr Muling)

Commerce (Ms Sullivan)

Digital Technology (Mr Steel)

Parents’ Comments & Signature:

MAZENOD COLLEGE APPLICATION FOR

SELECTING: GENERAL MATHEMATICS IN YEAR 10

Preparation for Year 11 & 12 General Mathematics or Year 11 & 12 VCE Vocational Major (VM) Numeracy

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

Name: _____________________________________________

Home Room: __________________

Students wishing to be considered for Year 10 General Mathematics in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 28th August 2023.

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

Teacher’s Signature Comments Support Yes/No

YEAR LEVEL COORDINATOR

CURRENT YEAR 9 MATHEMATICS TEACHER

FACULTY COORDINATOR

MATHEMATICS (Mr Coulter or Ms Shangari)

Parents’ Comments & Signature: ______________________________________Signed______________________________________________

PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

Why do you wish to undertake this study?

Teacher’s Signature

YEAR LEVEL COORDINATOR (Mr May)

CAREERS COORDINATOR (Ms Seremetis)

CURRENT MATHS TEACHER

CURRENT SCIENCE TEACHER

VCE VET COORDINATOR (Mr Harris)

Comments

Support Yes/No

Parents’ Comments & Signature:

PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

MAZENOD COLLEGE APPLICATION FOR SELECTING:

VOCATIONAL PACKAGE - IN YEAR 10

(General Mathematics/Vocational English/Vocational Science/ VET Career Investigation/ VCE VET or Practical subject)

Collect this pink form from the Year 9 Coordinator’s office

Students completing this Vocational package will be prepared for VCE Vocational Major (VM) in Y11 & 12 OR for VCE in Year 11 & 12 excluding Math Methods, Specialist Maths, Physics, Chemistry, Literature, English Language, RE 3 & 4.

Name: _____________________________________________ Home Room: __________________

Students wishing to take the Vocational Package in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 28th August 2023.

Notes:

General 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 General Mathematics in Year 10.

Students taking General Mathematics in Year 10 may study Numeracy as part of VCE Vocational Major (VM) in Year 11 and 12 or they may choose to study General Mathematics in the VCE.

Vocational 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 Vocational Science in Year 10.

Studentstaking Vocational Sciencemaychooseto studyVCE Vocational Major(VM) inYear11 and12 orBiologyorPsychology in the VCE.

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

SAMPLE

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

Year 9 Subjects (Semester 1) Results

English

Religious Education Mathematics

Science

History

Elective:

Elective:

Elective:

Elective:

Career Intentions:

Timeline of Events

Distribution of Senior School Course Guide to current Year 10 and Year 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 24th July - Senior School Information Evening for Year 10 commencing at 7.00 pm.

Tuesday 22nd and Wednesday 23rd August

Parent/Teacher Interview sessions online

Monday 28th August

Course selection completed online by all 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 2023 course.

Transition timetabled classes: Year 11 2024 to be advised Year 12 2024 to be advised

Commence Senior School classes

Note: The College will endeavour to offer as many VCE/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.

Further Assistance

If parents or students would like further assistance with any matters regarding the VCE/VCE Vocational Major (VM)/VET beyond that which is offered, please ring the College to arrange an appointment.

Please contact:

Mr Noel Jenkinson

Mr Matt Fyfield

Deputy Principal – Curriculum Deputy Principal - Learning & Teaching

Mr Leigh Harris

Ms Vivian Seremetis

VCE VET Coordinator Careers Coordinator

VCE VM Coordinator

Mr Mark Rolfe

Mr Mladen Spasic

Mrs Pier Bourne

VCE Coordinator Enhancement Coordinator Dean of Senior School

Visit the College Careers website: www.mazenodcollegeviccareers.com

Mazenod College

Address: 5 Kernot Avenue, MULGRAVE VIC 3170

Telephone: 9560 0911

Web Address: www.mazenod.vic.edu.au

PLANNING YOUR SENIOR SCHOOL PATHWAY - CHECKLIST

Planning for Year 11

Monday 24th 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 18th 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 VCE Vocational Major (VM) program (page 15 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 28th 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 28th 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 Year 12 VCE or VCE Vocational Major (VM) 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.

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.

Transitioning to VCE

• To transition into VCE 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.

• 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.

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

Enhancement Coordinator – Mr Mladen Spasic VCE Vocational Major (VM) Coordinator

- Mr Leigh Harris

Deputy Principal Curriculum – Mr Noel Jenkinson VCE Coordinator - Mr Mark Rolfe

Deputy Principal Learning & Teaching – Mr Matt Fyfield

- Morrisby Online Diagnostic Assessment

- University & TAFE handbooks/brochures

- Open days

- Victorian Tertiary Entrance Requirements

- 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.

Outcomes Units 1 – 4

VCE ASSESSMENT

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.

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 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 assessments in that subject

• 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 VCE Vocational Major (VM) 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 is 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 this course guide 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 VCE Vocational Major (VM) courses.

For further information, see the VCE VET and VCE Vocational Major (VM) sections of this course guide or contact Mr Leigh Harris- VCE VET and VM 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

VICTORIAN CERTIFICATE OF EDUCATION PLANNER (VCE)

VICTORIAN CERTIFICATE OF EDUCATION PLANNER (VCE VM)

YEAR 11 VCE Vocational Major (VM):

Compulsory Subjects (5) Literacy

Religious Education

Work Related Skills (WRS)

Personal Development Sills (PDS)

YEAR 12 VCE Vocational Major (VM):

Compulsory Subjects (4) Literacy Numeracy

Work Related Skills (WRS)

Personal Development Sills (PDS)

Choose ONE Mazenod College VCE VET program from: •Furnishing

• Engineering

• Creative Digital Media (CDM)

• Information & Communications Technology

• Sport & Recreation

• Small Business Management

Choose ONE EXTERNAL VCE VET program from:

NOTE: External VET programs are offered at local TAFE Colleges who have a partnership with Mazenod College. Students will be required to travel to and from the campus offering the VET program that you wish to include in your VM program (often, in most cases, a full pre-apprenticeship certificate).

• Automotive

• Building & Construction

• Electrotechnology

• Hospitality

• Plumbing

• Program of your choice as negotiated with VM/VET Coordinator of Mazenod College.

VCE COURSES AVAILABLE AT MAZENOD COLLEGE

Year 10 VCE/VCE VET Year 11 (Units 1 & 2 unless indicated 3 & 4)

Year 12 (Units 3 & 4)

Compulsory: Religious Education

Religious Education Units are compulsory for Year 11

Arts

Commerce

Humanities

Languages

Religious Education

Religious Education (3 & 4), (1 & 2) or VCE VET Christian Ministry & Theology (3 & 4)

English or Literature or English Language

Accounting

Studio Arts

Business Management

Business Management (3 & 4)

VCE VET Small Business

Economics

English Language

Religious Education Seminars

English or Literature or English Language

Accounting

Studio Arts

Business Management

VCE VET Small Business

Economics

English Language

History 1 & 2

History: 20th Century/Asian History Revolutions (3 & 4)

Geography

Australian and Global Politics

Italian

Japanese Chinese Culture & Society

Legal Studies

Literature

History: Revolutions

Geography

Global Politics

Italian

Japanese Chinese Culture & Society

Legal Studies

Literature

VCE VET Creative Digital Media

VCE VET Creative Digital Media

Music Performance

Music Contemporary Performance (3 & 4)

Health and Human Development

Physical Education

Physical Education (3 & 4)

Drama

VCE VET Sport & Recreation

Visual Communication Design

VCE VET Creative Digital Media

Music Contemporary or Repertoire Performance

Music Inquiry

Health & Human Development

Physical Education

Drama

VCE VET Sport & Recreation

Visual Communication Design

Mathematics

Science

Technology

VCE VET Engineering

VCE VET Furnishing

Software Development

Foundation & Extension

VCE VET Information, Digital Media & Tech

Biology

Chemistry

Physics

Psychology

VCE VET Engineering

VCE VET Furnishing

VCE VET Hospitality - External

VCE Software Development

Software Development (3 & 4)

VCE VET ICT

General Mathematics

Mathematical Methods

Specialist Mathematics & Mathematical Methods

Biology Chemistry Physics

Psychology

VCE VET Engineering

VCE VET Furnishing

VCE VET Hospitality - External

VCE Software Development

VCE VET ICT

General Mathematics

Mathematical Methods

Specialist Mathematics & Mathematical Methods

University Enhancement: Mathematics, Biology, IT

VCE Vocational Major (VM)

Vocational Package

VCE Vocational Major (VM)

Religion Literacy

Numeracy

Work Related Skills

Personal Development Skills

One VCE VET/VCE from Yr 11

Work Experience (1 day/week)

VCE VET TAFE course (1 day/wk)

VCE Vocational Major (VM)

RE Seminars & Retreat Literacy

Numeracy

Work Related Skills

Personal Development Skills

One VCE VET/VCE from Yr 12

Work Experience (1 day/week)

VCE VET TAFE course (1 day/wk)

VICTORIAN CERTIFICATE OF EDUCATON: VOCATIONAL MAJOR

VCE Vocational Major is a 2 year vocational and applied learning program within the VCE. The program aims to equip students with the skills, knowledge, confidence and agency needed to prepare for the world of work and further education and training.

VCE Vocational Major (VM) 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 VCE Vocational Major (VM) 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 VCE Vocational Major (VM), you will have knowledge and skills that are a useful preparation for a trade or industry certificate

Program Content

VCE Vocational Major (VM) programs offered by Mazenod College at Intermediate and Senior level include:

• Literacy & Numeracy classes – units are selected from VCE Literacy and Numeracy. VCE Numeracy caters for pre-apprenticeships and for specific trade courses and preparation.

• Work Related Skills units – incorporating work placement within the specific industry relating to the chosen Vocational 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).

• Personal Development Skills units – incorporating Vocational 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 Vocational program chosen. Students will select a Mazenod internally delivered VCE VET and an externally delivered VCE VET at our TAFE partner Institutions.

Entry Requirements

Year 11 Unit 1 & 2: Students must complete Year 10 before undertaking VCE Vocational Major (VM).

Year 12 Unit 3 & 4: Students must satisfy all components of Year 11 VCE Vocational Major (VM) which includes; course work, work placement & TAFE; or satisfactorily complete Year 11 VCE Vocational Major (VM) before undertaking Year 12.

All students will be required to attend an interview with the VCE Vocational Major (VM) 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 VCE 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 VCE students across Victoria.

Students MUST complete the VCE Vocational Major (VM) Application form available from your Year Level Coordinator or Mr Harris, VCE Vocational Major (VM) Coordinator. More information is available for each of these courses from the VCE VET/VM Coordinator or Careers Coordinator.

VCE Vocational Major (VM) PROGRAM DESCRIPTIONS

Your VCE Vocational Major (VM) 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, Creative Digital Media, ICT and Small Business Operations. For more information on these programs, please refer to the full program details in the VCE VET section of this course guide.

Sample VCE Vocational Major (VM) programs

AUTOMOTIVE BUILDING & CONSTRUCTION ELECTRICAL

This program will give you VCE Vocational Major (VM) 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 VCE Vocational Major (VM) 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.

This program will give you the Certificate II in Electro-technology Studies (Pre-vocational) and the VCE Vocational Major (VM) 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.

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

Suggested Mazenod VCE VET to complement this program –Furnishing studies

(Pre-apprenticeship certificate)

The VCE VM 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

This program will give you both the Certificate II in Plumbing (Prevocational) and the VCE Vocational Major (VM) 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.

The VCE VM 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 Engineering Studies (Pre-apprenticeship certificate)

This program will give you both the Certificate II in Hospitality (Kitchen Operations) and the VCE Vocational Major (VM) 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.

The VCE VM 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 Small Business Operations

SPORT & RECREATION

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 the VCE Vocational Major (VM) Certificate. It is recommended that the student undertakes a Certificate II in Business at TAFE.

The VCE VM 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 Sport & Recreation

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 & Communications Technology together with the VCE Vocational Major (VM) 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.

The VCE VM 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

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 the VCE Vocational Major (VM) Certificate. The Patient Services stream teaches you how to comply with infection control policies and procedures in health work and understand basic medical terminology.

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

Suggested Mazenod VCE to complement this program – Health and Human Development

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 the VCE Vocational Major (VM) 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 VCE Vocational Major (VM) and VCE VET Coordinators of the college.

The VCE VM 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 VCE VET VM Coordinator. Note: Students must successfully complete all VET units of competency to be eligible to receive a certificate. In some cases, students will be required to complete additional units of competency at TAFE at the completion of VCE studies to qualify for the full pre-apprenticeship certificate. More information available from the VCE VET VM Coordinatorw.

VCE ATAR PATHWAY

TO TRANSITION WITH AN ATAR TO A: UNIVERSITY COURSE or TAFE COURSE

VOCATIONAL PATHWAY

TO TRANSITION TO AN: APPRENTICESHIP or TRAINEESHIP or FURTHER EDUCATION COURSE AT TAFE or EMPLOYMENT

VCE VET SUBJECTS

A TAFE QUALIFICATION COMPLETED WITHIN THE SENIOR SCHOOL WITH CREDIT TO EITHER VCE PATHWAY

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.

VICTORIAN CERTIFICATE OF EDUCATION

VCE PREREQUISITE SUBJECTS FOR UNIVERSITY ENTRANCE

To enter into a university course, you must complete the prerequisite subjects and achieve the required scores. The standard VCE score requirement is a 25 raw study score. Some courses may be higher. Every course will require the completion of VCE units 3&4 English (this can include English, Literature, English Language or EAL). In Victoria, The University of Melbourne and Monash University have the strictest entry requirements. As a general guide, if you satisfy the prerequisite subjects for these universities, you will satisfy the requirements for other universities in the state, however, often other universities have lesser prerequisite requirements (subjects or raw scores).

Below is a summary of common courses and their prerequisites. THIS IS DESIGNED AS A GUIDE & THIS LIST IS NOT EXHAUSTIVE. You can check the entry requirements for all Victorian courses using VTAC Coursesearch. The VTAC Prerequisite and Course Explorer allows you to check which courses you would be eligible for based on your VCE subjects. You can also view the VTAC Prerequisites Guide (for relevant year of entry), which provides all course prerequisites, ordered by University institution, TAFE Institution and Private Providers. Visit the VTAC website at www.vtac.edu.au

The summary below, SHOULD ALWAYS BE CHECKED AGAINST THE VTAC Prerequisite Guide relevant to your year of entry into Tertiary Education & Study as prerequisites are changed from time to time.

Course Outline

BACHELOR OF ARCHITECTURAL DESIGN

A Bachelor of Architectural Design can provide a shorter pathway to the Master of Architecture, which is required to become an accredited architect. Some architecture courses require a portfolio or selection task (e.g., RMIT).

PREREQUISITE SUBJECTS Related Subjects

English

Visual Communication and Design

Studio Arts

BACHELOR OF ARTS

The Bachelor of Arts is a broad course, allowing students to study humanities. Majors can include History, Politics, International Studies, Sociology, Languages, Psychology, Media and Communications, Criminology, English, etc.

BACHELOR OF BIOMEDICAL SCIENCE

Biomedical Science (also called Biomedicine) is designed for students wishing to enter scientific research. Please note Biomedical Science does not qualify students to be a medical doctors, but can provide pathways to graduate medical degrees.

English

Global Politics

History

Economics

Psychology

Languages

Legal Studies

Biology

Health and Human Development

PREREQUISITE SUBJECTS

Related Subjects

BACHELOR OF BUSINESS

BACHELOR OF COMMERCE

Business (also called Commerce) allows students to develop their knowledge in Accounting, Economics, Management, Finance, and Marketing. Most Business/Commerce courses do not require Mathematics Methods for entry, rather Further Maths or no maths at all.

BACHELOR OF COMPUTER SCIENCE

BACHELOR OF INFORMATION TECHNOLOGY

Universities offer Information Technology, Information Systems and Computer Science courses. These courses focus on different aspects of computing. Some Computer Science/ IT courses do not require Mathematics Methods for entry, but require 2 units of any Mathematics.

English Mathematical Methods*

Prerequisite at Monash Uni and The University of Melbourne only*

English Mathematical Methods*

B.Com Sci

prerequisite at Monash Uni only*

Note: B.Com Sci at Swinburne requires any maths. B. IT at Monash any Maths at least in year 11.

Accounting Business Management

Economics (Specialist Mathematics for Actuarial Studies)

Computing Software Development

Specialist Mathematics

VCE VET Information, Digital Media & Technology (ICT) VCE VET

Creative Digital Media (CDM)

BACHELOR OF DENTAL SCIENCE

La Trobe University offers the only undergraduate dentistry course in Victoria, located on their Bendigo campus. Students are not required to complete the Undergraduate Clinical Aptitude Test (UCAT)

English Biology Chemistry

Health and Human Development

BACHELOR OF DESIGN

The Bachelor of Design allows students to consider how design of materials, spaces and communication can assist the user to have a positive experience. Major Options: Industrial Design, Spatial Design, Communication Design, Collaborative Design

BACHELOR OF ENGINEERING

The Bachelor of Engineering (Honours) is a 4-year course resulting in professional accreditation. Within the course students can specialise in a specific field of engineering, including Civil, Mechanical, Aeronautical, Mechatronic, Electrical, and Chemical.

BACHELOR OF EXERCISE SCIENCE/ SPORTS SCIENCE

Sports scientists work with athletes to ensure peak performance. These courses can lead to coaching and conditioning roles in professional sporting organisations.

English

Studio Arts

Visual Communication and Design

VCE VET Creative Digital Media (CDM)

English ONE of Mathematical Methods OR Specialist

Maths AND ONE of Physics or Chemistry

Computing Software

Development

Mathematical Methods

Specialist Maths

Physics

Chemistry

Physical Education

English

Health and Human Development Biology

Course Outline

BACHELOR OF FINE ARTS

Fine Arts allows students to develop their creative thinking. The course requires an audition, portfolio or interview for entry. Students can major in Acting, Theatre, Animation, Dance, Film and TV, Production, Screenwriting, and Visual Art.

PREREQUISITE SUBJECTS Related Subjects

English Note: University of Melbourne (VCA)

Bachelor of Fine Arts (requires Portfolio and interview)

Studio Arts

Drama

Visual Communication and Design

VCE VET Creative

Digital Media (CDM)

BACHELOR OF LAWS

A Bachelor of Laws allows students to pursue registration with the Victorian Bar Association and becoming a practicing lawyer.

BACHELOR OF OF MUSIC

The Bachelor of Music requires audition and interview for entry. The guide level for entry is AMEB Grade 7.

BACHELOR OF MEDICINE

Monash is the only Victorian university to offer undergraduate medicine. Entry into this course is extremely competitive and requires a 98+ ATAR, University Clinical Aptitude Test (UCAT) and an interview for entry (MMI).

English Legal Studies

English

Health and Human Development

Studio Arts

English Chemistry

Visual Communication and Design

VCE VET Creative

Digital Media (CDM)

BACHELOR OF NURSING

Students can also combine Nursing and Midwifery. The combination degree has the same prerequisite subjects as the Bachelor of Nursing, but a higher ATAR requirement.

English and Units 1 and 2 satisfactory completion in two units (any study combination) of Maths, General Methods or Specialist OR Units 3 and 4.

Any Mathmatics

Biology

Health and Human Development

Any Maths

BACHELOR

OF NUTRITION

SCIENCE

Students can study the link between diet and disease, leading to work as a nutritionist. Students can pursue graduate study to become a dietitian after this course.

BACHELOR OF PHARMACY

Students gain knowledge of how drugs are formulated into medicines and administered, and how they are used in the treatment of disease.

English and ONE of Chemistry OR Biology

English and Chemistry and ONE of:

Mathematics

Methods OR Specialist

Mathematics

Physical Education

Health and Human Development

Biology

Biology

Physics

BACHELOR OF PHYSIOTHERAPY

Physiotherapy can be studied at the undergraduate level at Monash, La Trobe, ACU or VU.

PREREQUISITE SUBJECTS Related Subjects

English, and TWO of: Biology, Chemistry, Mathematics Methods, Specialist Mathematics, or Physics

Health and Human Development

Physical Education

BACHELOR OF PSYCHOLOGY

Psychology can be studied within Bachelor of Science, Bachelor of Arts or Bachelor of Psychology (Honours). These courses are the first step in the 6-year APAC Registration Pathway to becoming a psychologist.

BACHELOR OF RADIOGRAPHY & MEDICAL IMAGING

Students develop the expert skills to become a radiographer, enabling patient diagnosis and management by using X-rays - including CT scanning, ultrasound and magnetic resonance imaging (MRI) - to create diagnostic images for analysis and interpretation.

English Psychology

BACHELOR OF SCIENCE

Science is a broad course, allowing students to specialise in a variety of science areas. At the completion of a science degree, students can pursue a research career through additional study (Honours, Masters, or PhD.)

English and ONE of: Biology or Physics AND ONE of: Mathematics

Methods OR Specialist Mathematics

English, Mathematics

Methods* and ONE of Biology, Chemistry, Physics and Specialst Mathematics

* NOTE: some Science degrees do not require Mathematics but rather one subject from a set of.

Health and Human Development

Physical Education

Psychology

BACHELOR OF VISION SCIENCE/ MASTER OF OPTOMETRY

Deakin University provides the only undergraduate Optometry course in Victoria.

Computing Psychology

Health and Human Development

Geography

Psychology

English Biology

Health and Human Development

PREREQUISITES are VCE studies you MUST have completed to be eligible for selection to a course. RELATED SUBJECTS are VCE studies that can complement your VCE program or a particular course and may provide university ‘subject adjustment’ during the selection process. IT IS NOT NECESSARY TO STUDY ALL SUBJECTS LISTED IN THESE SUGGESTIONS.

ART AND DESIGN

Fine Arts/Visual Communication & Design/Art Design

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

Program Units

Studio Arts Unit 1

Visual Communication Design Unit 1

Other Units

VCE VET Creative Digital Media Unit 1

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3

Religious Education Seminar Days English Study Unit 4

Studio Arts Unit 2

Visual Communication Design Unit 2

Program Units

Studio Arts Unit 3

Visual Communication Design Unit 3

VCE VET Creative Digital Media Unit 2

Other Units

Studio Arts Unit 4

Visual Communication Design Unit 4

VCE VET Creative Digital Media Unit 3

VCE VET Creative 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, VCE VET ICT, 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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.

INDUSTRIAL DESIGN (Product Design)

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3

Program Units

Studio Arts Unit 1

Studio Arts Unit 2

Visual Communication Design Unit 1

Visual Communication Design Unit 2

Other Units

English Study Unit 4

Program Units

Studio Arts Unit 3

Visual Communication Design Unit 3

Other Units

Religious Education Seminar Days

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, VCE VET ICT, VCE VET Creative Digital Media

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Building & Construction, Industrial Design, Graphic Design, Art & Design

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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

Year 11/12

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Program Units (Year 11 or 12)

Music Performance Unit 1

Music Performance Unit 2

Music Inquiry Unit 3

Other Units

Music Inquiry 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 in Year 12 you could choose from the following:

Music Inquiry, Drama, 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).

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3

BUILDING DESIGN/ARCHITECTURE

Program Units

Visual Communication Design Unit 1

Visual Communication Design Unit 2

Studio Arts Unit 1

Studio Arts Unit 2

Other Units

Mathematics (any) Unit 1

Mathematics (any) Unit 2

English Study Unit 4

Religious Education Seminar Days

Program Units

Visual Communication Design Unit 3

Visual Communication Design Unit 4

Studio Arts Unit 3

Other Units

Mathematics (any) Unit 3

Studio Arts Unit 4

Mathematics (any) 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: Business Management, Physics, VCE VET ICT, Mathematics, VCE VET Creative Digital Media

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Architectural Building Design, Construction, Planning & Design, Interior Architecture

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

Bachelor Degrees in: Architecture, Landscape Architecture, Building, Environments, Construction Management

Architect, Urban Planning, Teacher, Designer, Building and related Industries. Note: A Mathematics/Science course also qualifies for entry into Architecture.

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

PHYSICAL SCIENCE/ENGINEERING

4

Year 12

Compulsory Subjects English Study Unit 3 Religious Education Seminar Days

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, PE, Music, Geography, VCE VET ICT.

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Engineering, Applied Science, Mechanical Drafting, Laboratory Technology

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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.

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3

Religious Education Seminar Days English Study Unit 4

GENERAL SCIENCE

Program Units

Physics, Biology Unit 1 Chemistry Unit 1

Physics, Biology Unit 2 Chemistry Unit 2

Mathematical Methods Unit 1

Mathematical Methods Unit 2

Other Units

Specialist Mathematics Unit 1

Specialist Mathematics Unit 2

Program Units

Physics, Biology Unit 3 Chemistry Unit 3

Physics, Biology Unit 4 Chemistry Unit 4

Other Units

Mathematical Methods Unit 3 Specialist Mathematics Unit 3

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 General Mathematics, Studio Arts, Visual Communication, P.E, 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.

Year 11

Compulsory Subjects

HEALTH SCIENCES

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 General Mathematics, Physics, Legal Studies, Geography, Economics, Accounting, Studio Arts, Visual Communication, 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 VCAT during Year 12.

Year 11

Compulsory Subjects English Study Religion and Society Unit 3

Study Religion and Society Unit 4 Year 12

Compulsory Subjects

SOFTWARE DEVELOPMENT

Study 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 General Mathematics, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, P.E, Music, Italian, VCE VET Creative Digital Media.

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Computing, Science & Engineering, Mirco-

Computing, Information Technology, Computer Programming

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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.

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days English Study Unit 4

BUSINESS/COMPUTING

Program Units

VCE VET ICT Unit 1 (2nd year)

VCE VET ICT Unit 2 (2nd year)

Legal Studies, Accounting Unit 1

Legal Studies, Accounting Unit 2

Business Management, Economics Unit 1

Business Management, Economics Unit 2

Other Units

(any) Unit 1

Mathematics (any) Unit 2

Program Units

VCE VET ICT Unit 3 Legal Studies, Accounting Unit 3

Management, Economics Unit 3

(any) Unit 3

VCE VET ICT Unit 4 Legal Studies, Accounting Unit 4

Management, Economics 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, Methods or General Mathematics.

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in: Business Applications, Business/Computing, Business/Secretarial Studies and Office Practice, Information Technology

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

(any) Unit 4

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

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

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days

English Study Unit 4

COMMERCE/ACCOUNTING

Program Units

Accounting Unit 1 Economics Unit 1

Accounting Unit 2 Economics Unit 2

Program Units

Accounting, Economics Unit 3

Accounting, Economics Unit 4

Legal Studies Unit 1

Legal Studies Unit 2

Legal Studies, Business Management Unit 3

Legal Studies, Business Management Unit 4

Business Management Unit 1

Business Management Unit 2

Other Units

Mathematical Methods Unit 1

Mathematical Methods Unit 2

Mathematical Methods Unit 3

Other Units

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 General 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

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

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.

Year 11

Compulsory

BUSINESS/BUSINESS MANAGEMENT

Year 12

Compulsory Subjects English Study Unit 3 Religious Education Seminar Days

Study 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: Computing, Specialist or General Mathematics, VCE VET Small Business

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in: Business, Computing, Accounting, Taxation, Banking & Finance, Real Estate, Retailing, Travel & Tourism, Marketing.

EMPLOYMENT OPPORTUNITIES INCLUDE:

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.

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

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days

English Study Unit 4

ECONOMICS/COMMERCE

Program Units

Accounting Unit 1 Economics Unit 1

Business Management Unit 1

Other Units

Mathematical Methods Unit 1

Accounting Unit 2 Economics Unit 2

Business Management Unit 2

Mathematical Methods Unit 2

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, VCE VET ICT, Specialist or General Mathematics, Biology.

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Accounting, Public Relations, Hotel Management, Human Resource Management

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

Bachelor Degrees in:

Law, Journalism, Planning, Education, Accounting, Commerce, Business Marketing

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.

Year 11

Compulsory Subjects English Study Religion and Society Unit 3 English Study Religion and Society Unit 4

Year 12

Compulsory Subjects English Study Unit 3 Religious Education Seminar Days

Study Unit 4

HOSPITALITY AND TOURISM

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, VCE VET Small Business.

THIS PROGRAM MAY LEAD TO:

TAFE

Diploma and Certificate courses in:

Trade, Tourism, Hospitality, Hotel Management & Catering

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

Hospitality Services, Tourism, Trade and Service Industries, Hotel Management & Services, Catering

Year 11

Compulsory Subjects

Study Religion and Society Unit 3 English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

Study Unit 3 Religious Education Seminar Days English Study Unit 4

PERSONAL DEVELOPMENT

Program

Program

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, 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

Sports Administration, Nursing, Child Care, Youth Work, Social Work, Exercise Science, Recreation & Fitness Industry, Police & Defence Forces, Teaching, Local Government.

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days English Study Unit 4

HUMANITIES/LANGUAGES

Program Units

Italian, Japanese or Chinese (Mandarin) Unit 1

Italian, Japanese or Chinese (Mandarin) Unit 2

History Unit 1

Other Units

Global Politics Unit 1

Program Units

Italian, Japanese or Chinese (Mandarin) Unit 3

Italian, Japanese or Chinese (Mandarin) Unit 4

History Unit 2

Global Politics Unit 2

History Unit 3

Other Units

Global Politics Unit 3

History Unit 4

Global Politics 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, Biology, Legal Studies, History, Economics, Accounting, Studio Arts, Visual Communication, Music, Physical Education, Health & Human Development, 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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.

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days

English Study Unit 4

HUMANITIES

Program Units chosen from: Other Units

History: Rise of Hitler Unit 1

Global Politics Unit 1

Literature Unit 1 Geography Unit 1

History: Vietnam & Its Wars Unit 2

Global Politics Unit 2

Literature Unit 2 Geography Unit 2

Program Units chosen from:

History Revolutions: Russian Unit 3

History Revolutions: American Unit 3

Global Politics Unit 3

Literature Unit 3 Geography 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, 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

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.

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

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days

English Study Unit 4

Program Units

VCE VET Engineering Unit 1

VCE VET Engineering Unit 2

Program Units

VCE VET Engineering Unit 3

VCE VET Engineering Unit 4

OR VCE VET Furnishing Unit 1

VCE VET Furnishing Unit 2

General Mathematics Unit 1

General Mathematics Unit 2

Other Units

Other Units

OR VCE VET Furnishing Unit 3

VCE VET Furnishing Unit 4

General Mathematics Unit 3

General 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:

VCE VET ICT, 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.

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

Bachelor Degrees in: Technology- Manufacturing, Design, Business

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

Year 11

Compulsory Subjects

English Study Religion and Society Unit 3

English Study Religion and Society Unit 4

Year 12

Compulsory Subjects

English Study Unit 3 Religious Education Seminar Days

English Study Unit 4

DRAMA

Program Units

Drama Unit 1: Introducing Performance Styles

Drama Unit 2: Australian Identity

Other Units

Program Units

Drama Unit 3: Devised Ensemble Performance

Drama Unit 4: Devised Solo Performance

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: Mathematics, Biology, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, Music, Physical Education, Health & Human Development, 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

EMPLOYMENT OPPORTUNITIES INCLUDE:

UNIVERSITY

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

Community Theatre, Contemporary Performance Companies, Drama Education, Film, Live Theatre, Performing Arts Centres, Television.

Religion & Society 3&4

Unit 3: The Search for Meaning

Unit 4: Religion, Challenge and Change

VCE VET Christian Ministry & Theology or Religion & Society 1&2

Certificate III in Christian Ministry & Theology

Units 3 & 4

Unit 1: The role of Religion in Society

Unit 2: Ethics

ENGLISH STUDIES SUBJECT OUTLINES

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 SUBJECT OUTLINES Accounting

Unit 1: Establishing and Operating a Service Business

Economics

Unit 1: The Australia Economy

Legal Studies

Unit 1: Criminal Law and Justice

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

Business Management

Unit 1: Small Business Management

Unit 2: Communication and Management

Unit 3: Law Making

Unit 4: Evaluation of the Legal System

Unit 3: Corporate Management

VCE VET Small Business Operations & innovations

Certificate II in Small Business Operations Unit 1 & 2

Studio Arts

Unit 1: Artistic inspiration and techniques

Drama

Unit 1: Introducing Performance Styles

Unit 2: Studio exploration and concepts

Unit 2: Australian Identity

Unit 4: Managing People and Change

Certificate II in Small Business Operations Unit 3 & 4

Unit 3: Studio practices and processes

Unit 4: Studio practice and art industry contexts

Unit 3: Devised Ensemble Performance

Unit 4: Devised Solo Performance

Visual Communication Design

Unit 1: Visual Communication

Geography

Unit 1:Hazards and Disasters

History

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

History- Revolutions

Unit 1: Rise of Nazi Germany Unit 2: Vietnam and The Cold War

Global Politics

Unit 1: Ideas, Actors and Power

Italian

Unit 2:Global Connections

Unit 3: Russian Revolution

Unit 4: American Revolution

Unit 3: Global Actors

Unit 1: Italian Unit 2: Italian Unit 3: Italian

Japanese Second Language

Unit 1: Japanese Unit 2: Japanese

Unit 3: Japanese

Chinese Language, Culture and Society

Unit 1: Chinese Unit 2: Chinese

Music

Unit 1: Music Performance

Unit 2: Music Performance

Physical Education

Unit 1: The Human Body in Motion

Unit 2: Physical Activity, Sport and Society

Health & Human Development

Unit 1: Understand Health & Wellbeing

Unit 2: Managing Health & Development

VCE VET Sport & Recreation

Certificate II in Sport & Recreation, Units 1 & 2

Unit 3: Chinese

Unit 4: Global Challenges

Unit 4: Italian

Unit 3: Music Performance

Completed in Yr 11 or Yr 12

Unit 3 & 4: Music Inquiry

Unit 4: Japanese

Unit 4: Chinese

Unit 4: Music Performance

Completed in Yr 11 or Yr 12

Unit 3 & 4: Music Inquiry

Unit 3: Movement Skills and Energy for Physical Activity

Unit 4: Training to Improve Performance

Unit 3: Australia’s Health in a Globalised World

Unit 4: Health & Human Development in a Global Context

Certificate III in Sport & Recreation Units 3 & 4

SCIENCE/TECHNOLOGY SUBJECT OUTLINES

Biology

Unit 1: How do living things stay alive?

Chemistry

Unit 2: How is continuity of life maintained?

Unit 1: The Big Idea of Chemistry Unit 2: Environmental Chemistry

Physics

Unit 1: Physical World. Thermodynamic principles and electric circuits.

Psychology

Unit 1: How are behaviour and mental processes shaped?

Unit 2: Motion and practical investigation.

Unit 3: How do cells maintain life?

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

Unit 3: Chemistry at Work

Unit 4: Chemical Pathways

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

Unit 3: Electric fields, magnetism and electricity.

Unit 4: Motion and Light and Matter.

Unit 3: How does experience affect behaviour and mental processes?

Unit 4: How is wellbeing developed and maintained?

Digital Technology Software Development

Unit 1 & 2 Software Development

Unit 3 & 4 Software Development

VCE VET Information & Communications Technology (continued from Yr 10)

Certificate III in Information & Communications Technology, Units 1 & 2

Certificate III in Information & Communications Technology , Units 3 & 4

VCE VET Creative Digital Media (continued from Yr 10)

Certificate III in Screen and Media, Units 1 & 2 continued

Certificate III in Screen and Media, Units 3 & 4

VCE VET Hospitality (Holmesglen, Waverley Campus) Tuesday/Wednesday afternoon)

Certificate II in Hospitality, Units 1 & 2

Certificate III in Hospitality (Hospitality/Kitchen Operations), Units 3 & 4

VCE VET Furnishing (continued from Yr 10)

Certificate II in Furniture Making Pathways Units 1 & 2

Certificate II in Furniture Making Pathways Units 3 & 4

VCE VET Engineering (continued from Yr 10)

Certificate II in Engineering Studies, Units 1 & 2

Certificate II in Engineering Studies, Units 3 & 4

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 a Units 3 and 4 sequence. Those who have shown aptitude by scoring above 75% in religious education examinations and assignments in Year 10 complete Units 3&4 Religion and Society. Mazenod has been exceptionally successful in this subject, topping the state for over 15 years. Students who do not meet the requirements of this program are still offered a unit 3&4 sequence, VET Christian Ministry and Theology. This rigorous pathway contributes to the VCE ATAR and ensures that our students have a solid knowledge of their Tradition. The third option is to complete Units 1&2 Religion and Society. While this program does not contribute to the ATAR, it is designed to offer a solid foundation in faith, while preparing students for the rigours of VCE. Students completing VCE VM complete a customised RE program within their Personal Development Skills module.

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 VCE Vocational Major VM 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

Religious Education Pathways Year 11

VCE Vocational Major (VM) Pathway: All VCE Vocational Major (VM) students complete VCE Vocational Major (VM) Religious Education and Personal Development Skills

VCE Pathway: The VCE pathway into Year 11 is partly determined by Year 10 results in Religious Eduction.

Year 10 Results

Semester 1 Exam

Cumulative Test

Semester 2 Exam

If at least 2 of these assessments above 75%

VCE Religion and Society Units 3 & 4

Students completing VCE R&S 3&4 may elect to complete VCE VET Christian Ministry and Theology if not undertaking a second Unit 3&4 subject

If at least 2 of these assessments below 75%

Choice of:

VCE VET Christian Ministry and Theology Units 3 & 4

and/or

VCE Religion and Society Units 1 & 2

COMPULSORY SUBJECTS

English Study

Students have a choice of three English subjects 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.

Four units of English studies must be completed by students in Years 11 and 12. These units can be drawn from the three English subjects: English 1-4, English Language 1-4, Literature 1-4

Students can undertake two of these English subjects 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

Year 11 VCE Vocational Major (VM) students will study Unit 1 and 2 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 VCE Vocational Major (VM) students study Unit 3 and 4 Literacy

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 General 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 CORE & ENHANCEMENT MATHEMATICS PATHWAYS FOR YEAR 11

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.

Unit 1: Mathematical Methods

Unit 2: Mathematical Methods

Unit 3: Mathematical Methods

Unit 4: Mathematical Methods

AND

Unit 1: Specialist Mathematics

Unit 2: Specialist Mathematics

Course B

Unit 1: Mathematical Methods

Unit 2: Mathematical Methods

Unit 3: Specialist Mathematics

Unit 4: Specialist Mathematics

Unit 3: Mathematical Methods

Unit 4: Mathematical Methods

Unit 1: Specialist Mathematics

Unit 2: Specialist Mathematics

Course C

Unit 1: Mathematical Methods

Course D

Unit 1: General Mathematics

Unit 2: Mathematical Methods

Course A AND AND OR

Unit 2: General Mathematics

VCE Vocational Major (VM) Year 11

Unit 3: Mathematical Methods

Unit 3: General Mathematics

Unit 3: General Mathematics

VCE

Unit 4: Mathematical Methods

Unit 4: General Mathematics

Unit 4: General Mathematics

Vocational Major (VM) Year 12

ENHANCEMENT AT MAZENOD

For general information, please contact Mr Mladen Spasic, the Enhancement Coordinator.

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

They must satisfy the criteria for selection as outlined on page 53 of this course guide.

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/Foundation & Extension in Yr 10, see Mr Steel)

Music Contemporary or Repertoire Performance

(follows from Music/Foundation & Extension in Yr 10, see Mr Melitsis)

History - Revolutions

(follows from History 1&2 in Yr 10, see Mr Young)

Languages: Japanese (or Italian/Chinese)

(follows from VCE Japanese 1&2 – see Ms Bonica)

Biology

(follows from Enhancement Biology in Year 10 see your Yr 10 Science teacher and Ms Vissenjoux)

Business Management

(Follows from Enhancement Business Management in Year 10, see Ms Sullivan)

Physical Education

(Follows from Enhancement PE in Year 10, see Mr Muling)

VCE VET Christian Ministry & Theology

(Follows from Year 10 RE, see Mr Tighe)

Year 12 students can take one of the university enhancement subjects. Further information is at the end of this course guide.

ENHANCEMENT PATHWAYS FROM YEAR 10 TO YEAR 12

Religious Education

Year 10

Religious Education

Youth Ministry

Mathematics

Year 10

Enhancement

Mathematics

English

Year 10

Enhancement English (English, Literature & English Language)

History

Year 10

VCE History 1 & 2

Applied Computing

Year 10

Software Development: Foundation & Extension

Music Science

Year 10

Instrumental Music Program Music (2 Units)

Year 10

Enhancement Biology

Commerce

Year 10

Business & Finance

Enhanced Bus Man

Language

Year 10

VCE Japanese 1 & 2 or Italian/Chinese

Physical Education

Year 10

Physical Education

Enhanced PE

Year 11

Religious & Society 3 & 4

VCE VET Christian Ministry & Theology 3 & 4

Year 11

Double Mathematics: Mathematical Methods & Specialist Mathematics

Year 11

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

Year 11

VCE History - Revolutions 3 & 4

Year 11

VCE Software

Development 3 & 4

Year 11

Instrumental Music Program

VCE Music Performance 3 & 4

Year 11

VCE Biology 3 & 4

Year 11

VCE Business

Management 3 & 4

Year 11

VCE Japanese 3 & 4 or Italian/Chinese

Year 11

VCE PE 3 & 4

Year 12

University Enhancement: Philosophy

Year 12

Mathematical Methods & Specialist Mathematics

Year 12

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

Year 12

VCE Global Politics 3 & 4

Year 12

University Enhancement: Information Technology

Year 12

Instrumental Music Program

VCE Music Inquiry 3 & 4

Year 12

University Enhancement: Biology

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 & 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.

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

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 artists’ 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.

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 of study students will study a range of management theories and compare these with management in practice using 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 nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students 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 business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

Unit 3: Managing a Business

In this unit students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice using contemporary Australian and global business case studies.

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. Using one or more contemporary business case studies, students evaluate business practice against theory.

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 student’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 constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on stimulus material from a contemporary or historical Australian context.

Students analyse their own performance work as well as undertaking an analysis 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.

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: Economic Issues and Living Standards

A core principle of economics is maximising the living standards of society. This is done through economic decisions that optimise the use of resources to produce goods and services that satisfy human needs and wants. Economic activity is therefore a key consideration for economics. Students consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards. They evaluate the benefits and costs of continued economic growth and consider the extent to which our current measurements of living standards are adequate. Economics provides useful tools for investigating contemporary issues that inspire debate and wide differences in opinion. Students undertake an applied economic analysis of two contemporary economics issues from a local, national and international perspective. They use the tools of data collection, analysis, synthesis and evaluation to examine the issue through an economics lens. They do this through investigation of the economic factors influencing the issue and via examination of its economic importance at a local, national and international level. Students consider the perspectives of relevant economic agents and evaluate the validity and effectiveness of individual and collective responses to the issue.

Unit 3: Australia’s living standards

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.

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

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

LITERATURE

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

Unit 1

Students consider how language, structure and stylistic choices are used in different literary forms and types of texts. Students also explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres.

There are two areas of study in this unit:

1. 1. Reading practices

2. 2. Exploration of literary movements and genres

Unit 2

Students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. Students also develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text, and that textual details and structures can be scrutinised to illustrate its significance.

There are two areas of study in this unit:

1. Voices of Country

2. The text in its context

Unit 3

Students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. Students also develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language.

There are two areas of study in this unit:

1. Adaptations and transformations

2. Developing interpretations

Unit 4

Students focus on the imaginative techniques used for creating and recreating a literary work. Students also attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text.

There are two areas of study in this unit:

1. Creative responses to texts

2. Close analysis of texts

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 Veteran or Vietnamese Civilian. This unit involves a visit to the Vietnam 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 lady’s hands.

Stalin’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.

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 Melbourne’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 and deforestation across the globe. A critical part of this study will be exploring how geospatial 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 fieldwork investigation of an area that is in the process of urban development.

Unit 4: Population issues

The world’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.

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. Given the dynamic nature of the subject, students will be expteced to read online articles on a regular basis, and assessment comprises both extended responses and essays. 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 - Politics

Students do not need to have studied Politics before to take VCE Politics - all they require is an interest in current affairs and an ability to write extended responses and essays.

Unit 1: Politics, power and political actors

In Unit 1, students learn that politics is about how political actors use power to resolve issues and conflicts over how society should operate by studying a range of political actors and issues. A political issue will involve a conflict between political actors with different interests and perspectives. Students consider the concept of power by examining why and how political power is used, with special attention to the way national and global political actors exercise power and the consequences of that use.

Unit 2: Democracy: stability and change

In this unit, students investigate the key principles of democracy and assess the degree to which these principles are expressed, experienced and challenged, in Australia and internationally. They consider democratic principles in the Australian context and complete an in-depth study of a political issue that inherently challenges basic democratic ideas or practice. Students also investigate the degree to which global political actors and trends can challenge, inhibit or undermine democracy, and evaluate the political significance of these challenges. In previous years, Year 11 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 and essays. 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 include:

• The power of corporations over states

• Greenpeace’s use of ‘ecotage’ to shape public opinion

• The Australia-US alliance, and the rise of China

• How is globalisation changing the world power balance?

• Will war criminals be held to account for their crimes?

• The role of Australian aid in the Pacific

• Should governments uphold human rights?

• The rise (and fall?) of Islamic State

• The politics of climate change

• How should the world respond to the refugee crisis?

• The IMF and the Greek debt crisis

LEGAL STUDIES

VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their confidence and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can affect positive change to laws and the legal system.

Unit 1: The presumption of innocence

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

Unit 2: Wrongs and rights

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

Unit 3: Rights and justice

In this unit, students examine the methods and institutions in the criminal and civil justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases. Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4: The people, the law and reform

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

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 Italy’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 .

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 individual’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 individual’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 .

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 of life 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.

VCE MUSIC PERFORMANCE and VCE MUSIC INQUIRY

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) VCE Music Contemporary or Repertoire Performance 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 Inquiry (Year 12 only):

In VCE Music Inquiry, students design and conduct an inquiry into performance practices that are characteristic of a music style, tradition or genre. They describe and explore their selected Inquiry 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 Inquiry Topic. Concurrently, students select, rehearse and prepare to perform a program of works that are representative and characteristic of their Inquiry 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.

PHYSICAL EDUCATION

Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity.

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

Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.

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.

HEALTH & HUMAN DEVELOPMENT

VCE Health and Human Development presents concepts of health and wellbeing, and human development, from a range of perspectives: individual and collective; local, national and global; and across time and the lifespan. Students develop health literacy as they connect their learning to their lives, communities and world. They develop a capacity to respond to health information, advertising and other media messages, enabling them to put strategies into action to promote health and wellbeing in both personal and community contexts.

Unit 1: Understanding Health and Wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. They look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. Students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food and through extended inquiry into one youth health focus area.

Unit 2: Managing Health and Development

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, possible considerations of parenthood and management of health related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Unit 3: Australia’s Health in a Globalised World

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Students look at various public health approaches as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Unit 4: Health and Human Development in a Global Context

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Area of Study 2 looks the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

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 student’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.

VCE VET Certificate III in Christian Ministry and Theology

The Certificate III in Christian Ministry and Theology is a nationally accredited qualification offered by the Institute of Faith Education (IFE) in partnership with Mazenod College. It is designed to be relevant for high school students, giving them the opportunity to study and reflect on your own beliefs and ethics and develop vital study and employability skills. It equips young people who work and lead in Catholic workplaces such as schools, hospitals, parishes, aged care, or social services. Students use the College as a case study, investigating the role of charism and tradition in the ongoing development of this Oblate mission. There is a strong focus on practical, project based learning. This subject contributes to a student’s ATAR as a fifth subject. There is an ATAR Boost of 10% of a students’ fourth study score that is added as the fifth or sixth subject when calculating their ATAR.

For futher details see the VCE VET section at the back of this course guide.

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.

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 using 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 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.

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: VCE Vocational Major (VM) Numeracy

In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies.

In Unit 2 students will develop and extend their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and identification and appropriate selection and use of relevant technologies.

Unit 1 & 2: General Mathematics

General Mathematics Units 1&2 provide preparation for the study of VCE General Mathematics at the Units 3& 4 level and contain assumed knowledge and skills for these units. The areas of study for Units 1& 2 of General Mathematics are ‘Data analysis, probability and statistics’, ‘Algebra, number and structure’, ‘Functions, relations and graphs’ and ‘Space and measurement’.

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: ‘Proof and Number’, ‘Circular (Trigonometric) Functions’, ‘Algebra’, ‘Calculus’, and Vectors in Two and Three Dimensions’. 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.

MATHEMATICS UNITS 3 & 4

There are three units of study being offered to VCE students at the 3 & 4 level. General 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: General Mathematics

General Mathematics Units 3 &4 focus on real life application of mathematics and consist of the areas of study ‘Data Analysis, probability and statistics’ and ‘Discrete mathematics’. Unit 3 comprises Data Analysis and Recursion and financial modelling, and Unit 4 comprises Matrices and Networks and decision mathematics.

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: Logic and Proof, Circular (Trigonometric) Functions, Algebra, Calculus, Vectors in Two and Three Dimensions, Data Analysis, Probability and Statistics. All of this material is covered in a progression from Unit 3 to Unit 4.

Units 3 & 4 Vocational Major (VM) Numeracy

In Unit 3 students further develop and enhance their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies.

In Unit 4 students further develop, enhance and extend their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and use of, evaluation and justification of appropriate technologies.

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 investigates plant and animal systems, while Unit 2 focuses on 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 immunity and explores the relatedness between species overtime. Throughout Units 1-4, students develop their skills in designing experiments and reporting and evaluating scientific data.

Unit 1: How do organisms regulate their functions?

Students examine the cell as a structural and functional unit of life, from the single celled to the multicellular organism, including requirements for sustaining cellular process.

There are three areas of study:

1. How do cells function?

2. How do plant and animal systems function?

3. How do scientific investigations develop understanding of how organisms regulate their functions?

Unit 2: How does inheritance impact on diversity?

Students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity

There are three areas of study:

1. How is inheritance explained?

2. How do inherited adaptation impact on diversity?

3. How do humans use science to explore and communicate contemporary bioethical issues?

Unit 3: How do cells maintain life?

Students investigate the workings of the cell from several perspectives.

There are two areas of study:

1. What is the role of nucleic acids and proteins in maintaining life?

2. How are biochemical pathways regulated?

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, and continues to be, subjected to.

There are three areas of study:

1. How do organisms respond to pathogens?

2. How are species related over time?

3. How is scientific inquiry used to investigate cellar processes and/or biological change?

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: How do chemical reactions shape the natural world?

In this unit students will analyse and compare different substances that may be produced in chemical reactions. They will explore solubility in water, molar volume of a gas, volumetric analysis and the use of a calibration curve. Students will also explore applications of acid-base and redox reactions in society.

Unit 3: How can design and innovation help optimise chemical processes?

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 carbon-based compounds designed for purpose?

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.

PHYSICS

The study of VCE Physics involves investigating, understanding and explaining the behaviour of physical phenomena in the Universe. Models, including mathematical models, are used to explore, simplify and predict how physical systems behave at varying scales from the very small (quantum and particle physics) through to the very large (astronomy and cosmology).

VCE Physics provides for continuing study pathways within the discipline and can lead to a range of careers. Physicists may undertake research and development in specialist areas including acoustics, astrophysics and cosmology, atmospheric physics, computational physics, communications, education, engineering, geophysics, instrumentation, lasers and photonics, medical diagnosis and treatment, nuclear science, optics, pyrotechnics and radiography.

Unit 1: How is energy useful to society?

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

Unit 2: How does physics help us to understand the world?

Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion.

Unit 3: How do fields explain motion and electricity?

In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

Unit 4: Investigation revolutionised thinking in physics?

Students examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light.

PSYCHOLOGY

Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. VCE Psychology applies a biopsychosocial approach to the systematic study of mental processes and behaviour. Students study contemporary research, models and theories to understand how knowledge in psychology has developed and how this knowledge continues to change in response to new evidence and discoveries in an effort to solve day-to-day problems and improve psychological wellbeing.

Unit 1: How are behaviour and mental processes shaped?

Students consider and explore:

1. Influences of hereditary and environmental factors; concepts of normality, neurotypicality and neurodiversity; the diagnosis and treatment of selected mental disorders.

2. The role of the brain; neuroplasticity; the impact of acquired brain injuries (ABIs) and Chronic Traumatic Encephalopathy (CTE)

3. Critical and creative thinking and scientific inquiry skills to explain the relevant psychological concepts

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

Students consider and explore:

1. Cognitive biases and heuristics; stereotypes, prejudice, discrimination and stigma; research on individual behaviour, including obedience and conformity; influences of media on mental wellbeing and group behaviour

2. Human perception – vision and taste; perceptual distortions; forms of agnosia

3. Scientific investigation into the internal or external influences on perception and/or behaviour

Unit 3: How does experience affect behaviour and mental processes?

Students consider and explore:

1. The nervous system; neurotransmitters; gut microbiota and stress; models that explain stress; strategies for coping with stress and improving mental wellbeing

2. Learning and memory; mnemonics; songlines; neurodegenerative diseases including Alzheimer’s disease

Unit 4: How is mental wellbeing supported and maintained?

Students consider and explore:

1. Sleep as an altered state of consciousness; REM and NREM sleep; sleep deprivation compared to blood alcohol concentration; sleep hygiene to improve the sleep-wake cycle and mental wellbeing

2. Mental wellbeing; levels of functioning; resilience; specific phobia; factors that contribute to an individual’s mental wellbeing

3. A student-designed scientific investigation to generate primary data relating to mental processes and psychological functioning

VCE APPLIED COMPUTING (SOFTWARE DEVELOPMENT)

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 four units.

Unit 1: Software Development

In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.

1. Area of Study One: Software Development: Data analysis

2. Area of Study Two: Software Development: Programming

Unit 2: Software Development

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

1. Area of Study One: Software Development: Innovative solutions

2. Area of Study Two: Software Development: Network security

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.

1. Area of Study One: Software Development: Programming

2. 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.

1. Area of Study One: Software Development: Development and evaluation

2. Area of Study: Cybersecurity: Software security

Note: Students may elect to undertake one or both of these Units 3 and 4 sequences.

VOCATIONAL EDUCATION AND TRAINING (VCE VET)

VCE VET programs are TAFE programs attained in secondary schools and recognised within VCE/VCE Vocation. 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/VCE Vocation. Thus a student can achieve both their VCE or VCE Vocational Major (VM) 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 offers VCE VET studies in:

• VCE VET Christian Ministry & Theology, Year 11, 10% increment only

• VCE VET Creative Digital Media, Years 10, 11 & 12

• 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 Hospitality, at TAFE

• VCE VET Information & Communications Technology, Years 10, 11 & 12

• VCE VET Small Business Operations and Innovation, Years 11 & 12, 10% increment only

• VCE VET Sport & Recreation, Years 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

VCE VET FURNISHING

MSF20522 Certificate II in Furniture Making Pathways, AIET (121314)

Overview

This qualification offers a comprehensive skill set for aspiring furniture makers, providing a broad knowledge in furniture making tasks. From undertaking furniture making projects to developing career plans in the furnishing industry, students will gain hands-on experience in measurements, calculations, environmentally sustainable work practices. Safety, effective communication, and teamwork is also emphasised through projects demonstrating the use of hand/power tools and wood working machinery, selecting and applying hardware and joining furnishing materials in an exceptionally equipped furniture manufacturing workshop that replicates industry best practices.

Course Code and Title

MSF20522 - 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 III, IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

VCE: Students who complete MSF20522 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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

Certificate II in Furnishing is delivered in partnership with AIET (RTO 121314). The units are delivered at the college over 3 years – Year 10, 11 and 12. Units of Competence include:

• Undertake a basic furniture making project

• Make measurements and calculations

• Demonstrate care and apply safe practices

• Assemble furnishing products

• Select and apply hardware

• Join furnishing materials

• Produce simple scale drawings by hand

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET ENGINEERING

22470VIC Certificate II in Engineering Studies, AIET (121314)

Overview

The aim of this qualification is to provide students with skills and knowledge in machine processing, fabrication techniques, using hand and power tools and computers for engineering related work activities. It provides preemployment training and pathways in the engineering, manufacturing or related industries and accommodates entry into the wider engineering industry.

Students explore the world of welding, machining, and utilising engineering tools and equipment to create and modify objects, 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

• Fabrication Trade

• Machinist

• Tool Maker

• Mechanical Trade

• Locksmith

Students can also articulate to TAFE studies in Engineering at either Certificate III, IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

Certificate II in Engineering is delivered in partnership with AIET (121314). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET CREATIVE DIGITAL MEDIA

CUA31020 Certificate III in Screen and Media, COSAMP (41549)

Overview

VCE VET Creative Digital Media program provides participants with 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

CUA31020 - 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 VCE Vocational Major (VM)

VCE: Students who complete CUA31020 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.

Course Delivery

Certificate III in Media is delivered in partnership with COSAMP (41549). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)

ICT30120 Certificate III in Information Technology

Overview

The Certificate III in Information Technology provides students with the skills and knowledge for a range of information and communications technology (ICT) roles, including animation, basic cloud computing, basic cyber awareness, digital media skills and generalist IT support services. They develop the capacity to work collaboratively and creatively in a job role, including the application of skills in networking, programming, systems, and web development.

Course code and title:

ITC30120 - Certificate III in Information & Communications Technology

Course Outcomes

On successful completion of this course, students will be able to:

• Write basic programs for software applications

• Develop basic web applications

• Produce digital images for the web

• Protect privacy and intellectual property rights

• Work effectively in teams and with ICT clients.

Students can also articulate to TAFE studies in IT either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCE Vocational Major (VM)

VCE: Students who complete ITC30120 - 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.

VCE Vocational Major (VM): This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCE Vocational Major (VM).

Course Delivery

VCE VET Certificate III in Information & Communications Technology is delivered in partnership with Ripponlea Institute (RTO 21230). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET HOSPITALITY

SIT20316 Certificate II in Hospitality, Holmesglen Institute (RTO 0416)

Overview

The course is taught through a blend of online, classroom and practical training at Holmesglen’s kitchens and student training restaurant, Zest, located at the Glen Waverley campus. You will learn key hospitality skills such as customer service, coffee making, food and beverage service, basic kitchen skills, and methods of cookery. You will also learn about food safety procedures and safe work practices. In your second year, you can specialise in hospitality or kitchen operations, depending on which pathway you prefer.

Course code and title

SIT20316-Certificate II in Hospitality

Course Outcomes

This course provides you with the skills and knowledge to work in multiple food and beverage settings within the hospitality industry. Career opportunities include bar attendant, café attendant, catering assistant, food and beverage assistant.

Pathways to further study include:

SIT30816 Certificate III in Commercial Cookery

SIT31016 Certificate III in Patisserie

SIT40516 Certificate IV in Commercial Cookery

SIT40716 Certificate IV in Patisserie

SIT30616 Certificate III in Hospitality

SIT40416 Certificate IV in Hospitality

SIT50416 Diploma of Hospitality Management

SIT60316 Advanced Diploma of Hospitality Management

Bachelor of Hospitality Management

Contribution to the VCE or VCE Vocational Major (VM)

VCE scored assessment is available for second year students if you choose to sit for the VCE external exam. This will contribute to your ATAR.

Course Delivery

In your second year, you can specialise in hospitality or kitchen operations, depending on which pathway you prefer. On completion of your secondary school studies, you can gain credits towards the above listed qualifications.

Holmesglen, Glen Waverley Campus: 1 class per week; theory classes will run on Tuesdays or Wednesdays 4pm8.30pm. Additional time will be required in the kitchens and restaurant when students undertake practical classes. This will be communicated to students on enrolment.

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET SPORT & RECREATION

SIS30115 Certificate III in Sport and Recreation, Savile, RTO:45452

Overview

The VCE VET 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. Coaching small groups, collaborating to identify hazards, planning, delivering and reviewing programs, role plays and simulations, creation of education material and digital fluency.

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

SIS30115 - Certificate III in Sport & Recreation (Year 11 and 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 VCE Vocational Major (VM)

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.

Course Delivery

Certificate III in Sport & Recreation is delivered in partnership with Savile (RTO 45452). 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

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VET SMALL BUSINESS - Certificate II (Operations/Innovation)

Overview

The Certificate II in Small Business provides students with the key knowledge and skills required in small business workplaces. Students learn to work effectively within small business contexts across a range of industry sectors, developing the skills, knowledge and attributes to support safe and sustainable small business operations, support the daily financial management of small business operations, apply effective communication, creative thinking and problem-solving techniques to underpin co-operative relationships, and support the implementation and review of innovation and change within a small business context.

Course code and title

22480VIC Certificate II in Small Business (Operations/Innovation)

Career opportunities, include:

• Retail

• Business

• Marketing

• Finance

Pathways to further study:

Business courses at Certificate IV, Diploma and Degree level

Contribution to the VCE or VCE Vocational Major (VM)

Students who receive a VCE VET Unit 3–4 sequence for the VCE VET Small Business qualification will be eligible for an increment towards their ATAR (10% of the lowest study score of the primary four studies). Credit in the VCE (including VCE VM and VPC): recognition of up to three VCE VET units at Units 1 and 2 level, and a VCE VET Unit 3–4 sequence.

Course Delivery

22480VIC Certificate II in Small Business (Operations/Innovation) is delivered in partnership with Ripponlea Institute (21230). The units are delivered at the college over 2 years – Year 11 and 12. Units of Competence include:

• Contribute to small business operations and innovation

• Develop elementary skills for small business environments

• Identify small business policies and procedures

• Undertake basic market research and promotion for a small business product or service

• Participate in small business quality processes

• Follow procedures for routine financial activities of a small business

Upon satisfactory completion of all units of this course, a student may attain a national qualification.

VCE VET CHRISTIAN MINISTRY AND THEOLOGY

10741NAT Certificate III in Christian Ministry and Theology, Institute of Faith Education

'As you move forward, make sure that you choose the right path. What does this mean? It means “journeying” through life, and not “wandering aimlessly”.' -Pope Francis

Overview

This course is intended to provide participants with the following knowledge and skills to deepen their understanding of Christian theology and to perform limited functions associated with serving in a Christian church group or ministry context.

Course code and title

10741NAT Certificate III in Christian Ministry and Theology

Course Outcomes

On successful completion of this course, students will be able to:

• Apply knowledge of theological sources

• Understand theological information

• Understand Christian practices

• Apply skills to identify theological insights

• Communicate theology effectively

Training & Employment outcomes

The purpose of this course is to either qualify individuals to serve in church groups and other ministry contexts within a broad range of defined roles and in accordance with the values, procedures and practice guidelines of those church groups and Christian ministry contexts or to provide a pathway for further learning by progression to higher level of qualifications developed in conjunction with this Course, and in particular, to the Certificate IV in Christian Ministry and Theology.

Contribution to the VCE

Students who receive a Units 3 and 4 sequence for VCE VET Christian Ministry & Theology will be eligible for an increment towards their ATAR (10 per cent of the fourth study score of the primary four studies), that is added as their fifth or sixth subject.

Course Delivery

This course is offered to Year 11 students and runs for one year. Students are required to complete 6 core units and two electives. The course is auspiced by the Institute of Faith Education, Provider Code: 31402

Study Areas include -

Core teachings of Christianity. You will also have the opportunity to explore other world religions to understand common themes and differences.

Core Catholic values and how these shape an organisation, such as a school, hospital, aged care facility, child care or social services run by a Catholic organisation. Your learning here can be applied to consider the role of values more generally in any organisation, Christian or secular. You will learn to think about how values shape a workplace or organisation and how you can contribute to making a positive difference.

The Bible: its content, interpretation and relevance today. Ethics, social justice, care for the earth and other current moral/ethical issues. You will learn strategies for analysing issues and making sound ethical decisions. Your own worldview and how worldview shapes your perspective. You will learn to consider and articulate, your own values and beliefs.

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

Art History

Chemistry

Planet Earth and Climate Change

Deakin University

Accounting

Criminology

Disability/Diversity & Inclusion

Economics Economics

Range of Languages inc. Japanese/Italian

Literature

Health Practice and Research

Journalism

Mathematics Law

Media and Communication

Philosophy

Physics

Psychology

Cost

Management

Marketing

Philosophy

Physical Education and Sport Science

Public Relations

Robotics and Data Science

Sports Management

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 Spasic 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