31 minute read
YEARS 11 AND 12
English
The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.
Through engagement with texts from the contemporary world and from the past and using texts from Australia and 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.
Students who choose English Literature or Language should carefully consider including English Core in their selections. These subjects help support attainment in each other, and many students who have a strength in one can use this strength to enhance overall outcomes.
English EN011 Unit 1: in this unit, students read and respond to texts creatively and analytically with a personal focus. Students present an argument on a recent media issue in an oral presentation intended to position audiences.
Students further develop their skills in creating written, spoken and multimodal texts.
English EN012 Unit 2: in this unit, students analyse arguments presented and how the use of persuasive language in texts positions audiences to respond. Students respond analytically in response to a text.
English EN013 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.
English EN014 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.
English Units 3 & 4 Assessment final three-hour examination consists of three essays;
Each outcome is assessed on participation in the learning activities and the satisfactory completion of school-assessed coursework.
Text Response,
Comparison of texts
Literature
*This course will only run if numbers permit. The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognise the influence of contexts and form. The study of literature encourages independent and critical thinking in students' analytical and creative responses to texts, which will assist students in the workforce and in future academic studies.
Literature LI011 Unit 1:
Area of Study 1 – Reading Practices: in this area of study, students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students closely examine the literary forms, features and language of texts. They begin to identify and explore textual details, including language and features, to develop a close analysis response to a text.
Literature Area of Study 2 – Literary Movements and Genres: in this area of study, students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Examples of these groupings include literary movements and/or genres such as modernism, epic, tragedy and magic realism, as well as more popular or mainstream genres and subgenres such as crime, romance and science fiction. Students explore texts from the selected movement or genre, identifying and examining attributes, patterns and similarities that locate each text within that grouping. Students engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.
Literature LI012 Unit 2
Area of Study 1 – Voices of Country: in this area of study, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Students examine representations of culture and identity in Aboriginal and Torres Strait Islander peoples’ texts and the ways in which these texts present voices and perspectives that explore and challenge assumptions and stereotypes arising from colonisation. Students acknowledge and reflect on a range of Australian views and values (including their own) through a text(s). Within that exploration, students consider stories about the Australian landscape and culture.
Area of Study 2 – The Text in its Context: in this area of study, students focus on the text and its historical, social and cultural context. Students reflect on representations of a specific time period and/or culture within a text. Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance. Students develop the ability to analyse language closely, recognising that words have historical and cultural import.
LI013 Unit 3 (Form and Transformation):
Area of Study 1 – Adaptations and Transformations: in this unit, students consider how the form of a text affects meaning and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop responses to texts. Students develop their skills in communicating ideas in both written and oral forms.
Area of Study 2 – Developing Interpretations: in this area of study, students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. Students then explore a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values and assumptions of the set text to further enhance the students’ understanding. Informed by the supplementary reading, students develop a second interpretation of the same text, reflecting an enhanced appreciation and understanding of the text. They then apply this understanding to key moments from the text, supporting their work with considered textual evidence.
LI014 Unit 4 (Interpreting Texts)
Area of Study 1 – Creative Responses to Texts: In this area of study, students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored. Students develop an understanding of the various ways in which authors craft texts. They reflect critically on the literary form, features and language of a text, and discuss their own responses as they relate to the text, including the purpose and context of their creations.
Area of Study 2 – Close Analysis of Texts: in this area of study, students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.
Special Comments: Satisfactory completion of three units is necessary to meet the requirements of VCE. To obtain an ATAR score, Units 3 & 4 (English, English Language or English Literature) and one other unit must be satisfactorily completed.
These units lead to: Any career which involves reading, writing and dealing with people such as Journalism, Law, Media, Politics, Teaching, Public Relations, Publishing, Acting, Film Production and Social Work.
Unit 1
Approaches to Literature
• Features and conventions of a range of literary forms and styles.
• Key terms, concepts and practices required for further studies in literature.
• Awareness of how the views and values that readers hold may influence the reading of the text.
Unit 3
For and Transformation
• Adaptions & Transformations - The extent to which meaning changes when a text is adapted to a different form.
• Creative Responses to a Text – Respond creatively to a text and comment on the connections between the text and the response.
Unit 2
Context and Connections
• Exploration of ways our own culture and the cultures represented in texts influence our interpretations and shape meanings.
• Close reading of and analytical response to texts.
• Analysis of the similarities and differences across texts and connections between them.
Unit 4
Interpreting Texts
• Literary Perspectives – Produce an interpretation of a text using different literary perspectives to inform their view.
• Close Analysis – Analyse features of texts and develop and justify interpretations of texts.
Where might this course lead?
Mathematics
Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability, and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and the interrelationships between these. Essential mathematical activities include conjecturing, hypothesising and problem-posing; estimating, calculating, computing and constructing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem-solving.
The study is made up of the following units:
• Foundation Mathematics Units 1–4
• General Mathematics Units 1–4
• Mathematical Methods Units 1–4
• Specialist Mathematics Units 1–4
Each unit covers specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.
The areas of study from which content is drawn as applicable to each unit are: Algebra, number and structure; Calculus; Data analysis, probability and statistics; Discrete Mathematics; Functions, relations and graphs; and Space and measurement.
Units 1–4 have been developed as a sequence, with Units 1 and 2 covering assumed key knowledge and key skills as preparation for Units 3 and 4.
Foundation Mathematics Units 1 – 4
Provides for the continuing mathematical development of students with respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in study.
General Mathematics Units 1 – 4
Provide for the study of non-calculus and discrete mathematics topics. They are designed to be widely accessible and provide preparation for general employment, business or further study, in particular where data analysis, recursion and financial modelling, networks and matrices are important. Students who have done only Mathematical Methods Units 1 and 2 will have had access to assumed key knowledge and key skills for General Mathematics Units 3 and 4 but may also need to undertake some supplementary study.
Mathematical Methods Units 1–4
Provides for the study of simple elementary functions, transformations and combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, technology, engineering and mathematics (STEM), humanities, economics and medicine. Specialist
Mathematics Units 1–4
Provides for the study of various mathematical structures, reasoning and proof. The areas of study in Units 3 and 4 extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as well as other advanced mathematics topics such as logic and proof, complex numbers, vectors, differential equations, kinematics, and statistical inference. They also provide background for advanced studies in mathematics and other STEM fields. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.
Where might this course lead?
Politics, Law.
Humanities
All Humanities subjects help students to develop a broad set of knowledge and skills –particularly investigative and communication skills – that are used in the modern workplace. Humanities subjects are highly complementary to other VCE and VET subjects such as English, the Sciences, the Arts and Performing Arts, Design and Technology, Health and Human Development, and Digital Media. There are no prerequisite requirements for Unit 3 subjects.
Ancient History
The study of VCE History helps students to understand themselves, others and their world and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence.
This study is made up of four units:
Where might this course lead?
Gallery/Museum Guide, Tourism Guide, Library Assistant, Law Clerk, Criminologist, Librarian, Conservator, Archaeologist, Solicitor, Parliamentarian, Policy Analyst, Historian, Journalist, Editor, Teacher, Scrum Master.
Business Management
In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community and as informed citizens, consumers and investors. The study of Business Management leads to opportunities across all facets of the business and management field, such as small business owner, project managers, human resource managers, operations managers or executive manager.
Where might this course lead?
Clerk, Telemarketer, Lending Consultant, Office Management, Hotel/Motel Manager, Human Resources, Market Research Analyst, Marketing, Financial Analysis, Actuary, Accountant, Public Relations and Event Management, Scrum Master, Product Owner.
Legal Studies
The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and legal system. They development knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills and fosters critical thinking to solve legal problems. Further study in the legal study in the legal field can lead to a broad range of career opportunities such as lawyer, paralegal, legal secretary and careers in the courtroom.
Where might this course lead?
Solicitor, Paralegal, Legal Secretary, Clerk, Barrister, Judge, Conveyancer, Court Reporter, Court Interpreter, Police, Corrections Officer, Military Police, Journalist, Teacher, Legal Analysis, Scrum Master.
Certificate III in Business (BSB30120)
This qualification reflects the varied roles of individuals across different industry sectors who apply a broad range of competencies using some discretion, judgement and relevant theoretical knowledge.
Students will develop and build teamwork, interpersonal skills and organisational capabilities, which can be used to further strengthen their employability skills postsecondary schooling.
The importance of digital literacy in the workforce will be addressed, and students will gain a deeper understanding of its importance to their work lives. The course is delivered over 1-2 years, depending on the individual school and time allocated within the school framework.
• The second year (Units 3-4) can be undertaken as a partial completion.
If a student wants a VCE-scored assessment, they must complete the following as part of their BSB30120 Certificate:
Units 3 & 4 Assessment (VCE/VET Business)
Where might this course lead?
The Certificate II in Business is a pathway to a variety of TAFE courses including:
Certificate III in Business Administration (BSB30115)
Certificate III in Business Administration (Education) (BSB30915)
Certificate II in Community Services (CHC22015)
This certificate allows students to develop the skills and knowledge to undertake community services work, such as providing support and assistance to a variety of clients, including childcare, the elderly and the disability sector.
Scored assessment is available with the completion of Certificate II and required units. The first year (Units 1-2) can be undertaken as a one-year course.
Units 3 & 4 Assessment (VCE/VET Community Services)
Where might this course lead?
• Assistant community services worker
• Assistant childcare worker
• Assistant disability worker
• Elderly assistant
• Care service employee
• Customer service staff
• Social work roles
• Youth services roles
Italian
Year 11 – VCE Unit 1 & 2 – the pre-requisite for VCE Unit 1 & 2 is the Year 10 Italian subject. Skills gained from VCE language will provide you with a competitive edge in the job market. In this course, students will cover a variety of topics with the intention of encouraging students to communicate in both written and spoken Italian. All 4 units of this course have been designed in sequential order. Each unit of work will provide students with the opportunity to continue and develop their reading, writing, listening, and speaking language skills.
Units of competency studied in each VCE unit include:
Unit 1
Il mio mondo – My world
• Consolidate and develop skills and knowledge to establish and maintain an informal, personal conversation in Italian.
• Interpret information from texts in Italian.
• Present information, concepts and ideas in writing in Italian.
• Participate in a conversation in Italian to resolve an issue. Interpret information from texts and write responses in Italian.
• Express ideas in a personal, informative or imaginative piece of writing in Italian.
Where might this course lead? Teaching,
Unit 2
Il mondo che cambia – The changing world
• Respond in writing in Italian to spoken, written or visual texts presented in Italian. Analyse and use information from written, spoken and visual texts to produce an extended written response in Italian.
• Explain information, ideas and concepts in Italian about an aspect of Italian culture.
• Share information, ideas and opinions in a conversation in Italian.
• Analyse information from written, spoken and viewed texts for use in a written response in Italian.
Science
Biology
The study of Biology explores the diversity of life as it has evolved and changed over time and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism and examines how life forms maintain and ensure their continuity.
Unit 1
How do organisms regulate their functions?
• Cellular structure, function and cycle.
• How plant and animal systems function and regulate.
• Scientific investigation.
Unit 3
How do cells maintain life?
• The role of nucleic acids and proteins have in maintaining life.
• Photosynthesis and cellular respiration.
Unit 2
How does inheritance impact on diversity?
• Inheritance explained.
• How inherited adaptations impact diversity.
• Bioethical issues.
Unit 4
How does life change and respond to challenges?
• How organisms respond to pathogens
• Biological evolution.
• Investigate cellular processes and/or biological change.
Where might this course lead?
Agricultural Scientist, Anatomist, Biotechnologist, Ecologist, Environmental Planner, Geneticist, Immunologist, Marine Biologist, Natural therapist, Pharmacist, Viticulturist, Forensic Pathologist, Biologist, Pathologist, Microbiologist, Zoologist, Teacher.
Psychology
As a science, Psychology aims to describe, explain and predict thoughts, feelings and behaviour. Through the use of research methods, you will be able to develop skills in analytical and critical thinking.
Unit 1
How are behaviour and mental processes shaped?
• The complexity of psychological development.
• Role of the brain in mental processes and behaviour.
• Brain plasticity and brain injury
• Conduct and validate of psychological research.
Unit 3
How does experience affect behaviour and mental processes?
• How the nervous system enables psychological functioning.
• How people learn and remember.
Unit 2
How do internal and external factors influence behaviour and mental processes?
• Factors that influence individual and group behaviour.
• What influences a person’s perception of the world.
• Scientific investigations develop understanding of influences on perception and behaviour.
Unit 4
How is mental wellbeing supported and maintained?
• How levels of consciousness including sleep effect mental processes and behaviour.
• Mental health and wellbeing.
Where might this course lead? Research, Education, Management, Human Resources, Health, and Government.
Chemistry
The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society in ways that minimise adverse effects on human health and the environment. Chemistry underpins the generation of energy for use in homes and industry, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.
• Unit 1
• How can the diversity of materials be explained?
• How do the chemical structures of materials explain their properties and reactions?
• How are materials quantified and classified?
• How can chemical principles be applied to create a more sustainable future?
Unit 3
How can design and innovation help to optimise chemical processes?
• What are the current and future options for supplying energy?
• How can the rate and yield of chemical reactions be optimised?
• Unit 2
• How do chemical reactions shape the natural world?
• How do chemicals interact with water?
• How are chemicals measured and analysed?
• How do quantitative scientific investigations develop our understanding of chemical reactions?
Unit 4 How are carbon-based compounds designed for purpose?
• How are organic compounds categorised and synthesised?
• How are organic compounds analysed and used?
• How is scientific inquiry used to investigate the sustainable production of energy and/or materials?
Where might this course lead?
Agricultural Scientist, Analytical Chemist, Biochemist, Pharmaceutical Scientist, Research Scientist, Food Scientist, Forensic Scientist, Toxicologist.
Physics
Physics is a study of the world around you. Key areas include the study of motion, and the laws which govern all moving objects, whether it be a car, a plane or a high-speed electron. Physics also explores the interrelationship between electricity and magnetism, and we investigate modern concepts such as Einstein’s Special Theory of Relativity, and the Australian Synchrotron in Melbourne.
Unit 1
How is energy useful to society?
• Thermal energy and electromagnetic radiation.
• Nuclear energy.
• Electricity.
Unit 3
How do fields explain motion and electricity?
• Uses of gravitational, electric and magnetic fields.
• How electricity is produced and delivered to homes.
• Newton’s laws of motion.
Where might this course lead?
Unit 2
How does physics help us to understand the world?
• Energy, forces and motion.
• Scientific investigation.
Unit 4
How have creative ideas and investigation revolutionised thinking in physics?
• Mechanical waves and light as a wave.
• Einstein’s special theory of relativity.
• Light and matter.
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.
Visual Arts
Media Studies
Media is ever-present in today’s world. Working on a personal, local, national and global level, media is deeply embedded within life and culture. Through stories, media entertains, teaches, informs, and shapes audiences’ perception of their lives and the worlds in which we live. Developments in technologies have transformed media at a rapid pace challenging audiences that are no longer constrained by physical, social and political boundaries.
Where might this course lead?
Graphic Design, TV & Film, Education, Social Media, Photography, Lighting, Commercial Production, Merchandising, Marketing, Illustrator/Animation, Sound Design.
Visual Communication Design
Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. The design process provides students structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, cultural, environmental and economic factors.
Unit 1
• Introduction to visual communication design.
Unit 3
• Visual communication design practices.
Unit 2
• Applications of visual communication with design fields.
Unit 4
• Visual communication design development, evaluation and presentation.
Where might this course lead?
Graphic Design, Engineering, Education, Interior Design, Architectural Design, Commercial Production, Merchandising, Marketing, Illustrator, Environmental Design.
VCE Art Creative Practice
Art is an integral part of life and contributes to a progressive and critically visual society. Artworks and visual language are potent and dynamic means to communicate personal experiences. Art is founded on models of art practice, inquiry, creation, refinement, and analysis. In the study of VCE Art Creative Practice, research and investigation inform art making, as well as enhancing the creative lens of the student. Through the study of artworks, the practices of artists and their role in society, students develop their individual art practice and communicate ideas and meaning using a range of materials, techniques, and processes. Students develop critical and creative thinking, innovation, problem-solving and risk-taking skills
By combining a focused study of artworks, art practice and practical artmaking, students recognise the interplay between research, art practice and the analysis and interpretation of artworks. This study provides students with an informed context to support an awareness of art as a tool for cultural, social, and personal communication and the stimulus and inspiration to develop their own artistic skills, and ensure they become innovative and progressive artists.
Where might this course lead?
Artist, Graphic Design, Education, Illustrator, Curator/Conservator, Gallery Assistant, Merchandising, Conceptual Artist, Animation, Print Making.
Performing Arts
VCE Music - Units 1 & 2
Music focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive, and stylistic challenges relevant to works they are preparing for performance and practice technical work to address these challenges. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.
• Area of Study 1: Performing
• Area of Study 2: Creating
• Area of Study 3: Analysing and Responding
VCE Music Contemporary Performance – Units 3 & 4
Music Performance prepares students to present convincing performances of group or solo works in a contemporary style. In this unit students select a program of group or solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances and prepare for performance. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in aural perception and comprehension, transcription, music theory and analysis.
• Area of Study 1: Performing
• Area of Study 2: Analysing for Performance
• Area of Study 3: Responding
VCE Music Repertoire Performance – Units 3 & 4
Music Repertoire Performance is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works and who wish to gain and share knowledge of musical styles and performance practices. Aural and theoretical musicianship skills are developed across all areas of study. Students may present on any instrument for which there is an established repertoire of notated works. Students develop instrumental techniques that enable them to interpret the works and expressively shape their performances and prepare for performance. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in aural perception and comprehension, transcription, music theory and analysis.
• Area of Study 1: Performing
• Area of Study 2: Analysing for Performance
• Area of Study 3: Responding
Where might this course lead?
Musician, Arranger, Composer, Music Teacher, Music Therapy.
CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET
Units 1 & 2
CUA30920 Certificate III in Music (sound production focus) provides students with the foundation knowledge and skills required for entry into the music industry.
Core units of competency in the program include:
• CUACMP311 Implement Copyright Arrangements
• CUAIND314 Plan a Career in the Creative Arts Industry
• CUAIND313 Working Effectively in the Music Industry
The elective units in the program allow students to specialise in Sound Production:
• CUASOU211 Develop Basic Audio Skills and Knowledge
• CUASOU212 Perform Basic Sound Editing
• CUAMCP313 Create Simple Musical Pieces using Music Technology
CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET
Units 3 & 4
The aim of CUA30920 Certificate III in Music (sound production) is to provide students with the opportunity to experience specialist training in Sound Production – studio recording and live production. Certificate III comprises a minimum of 11 units of competency over the two years: 8 compulsory units at Unit 3/4. Scored assessment is available for the Sound Production specialisation. To gain a study score, a student must: be competent in the prescribed training, complete all scored in-class VCE VET assessments (66%), and complete an end-of-year exam (34%). The course is nationally accredited through the College of Sound and Audio Production.
Units 3 & 4 Assessment
School Assessed Coursework (SAC) 1 – Sound Reinforcement Set Up & Operation (Portfolio)
School Assessed Coursework (SAC) 2 – Edit and Mix a Multitrack Recording (Portfolio)
School Assessed Coursework (SAC) 3 – Studio and Live Recordings (Product)
VCE Examination: End of Year Written and Listening Exam (External)
Where might this course lead?
Studio Engineer, Live Sound Engineer, TV & Film Industry, Producing, Roadcrew.
CUA30920 Certificate III in Music (Performance Focus) – VCE/VET
Units 1 & 2
CUA30920 Certificate III in Music (performance focus) provides students with the foundation knowledge and skills required for entry into the music industry.
Core units of competency in the program include:
• CUACMP311 Implement Copyright Arrangements
• CUAIND314 Plan a Career in the Creative Arts Industry
• CUAIND313 Working Effectively in the Music Industry
The elective units in the program allow students to specialise in Performance:
• CUAMPF213 Perform Simple Repertoire in Ensembles
• CUAMPF313 Contribute to Backup Accompaniment as Part of a Group
• CUAMCP313 Create Simple Musical Pieces using Music Technology
CUA30920 Certificate III in Music (Performance Focus) – VCE/VET
Units 3 & 4
The aim of CUA30920 Certificate III in Music (performance) is to provide students with the opportunity to experience a specialist training in Performance – solo or group performance focus in the Music Industry. Certificate III comprises a minimum of 11 units of competency over the two years: 8 compulsory units at Unit 3/4. Scored assessment is available for the performance specialisation with an external performance exam at the end of the year. To gain a study score a student must: be competent in the prescribed training, complete all scored in class VCE VET SAC assessments (50%); and complete an end-of-year performance exam (50%). The course is nationally accredited through the College of Sound and Audio Production.
Note: This course is suitable for students with no music theory background and who want to gain valuable music industry performing experience.
School-Assessed Coursework (SAC) 1 – Performance, Preparation & Improvisation (Portfolio)
School-Assessed Coursework (SAC) 2 – Performance (group or solo) & Industry Statement (work performance)
School-Assessed Coursework (SAC) 3 – Stagecraft & Performance (work performance)
VCE Examination: End of Year Performance Exam (external)
Where might this course lead?
Musician, Arranger, Composer, Music Teacher, Music Therapy.
Drama
VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative processes, a range of stimulus materials and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles relevant to practices of ritual and storytelling, contemporary drama practice and the work of significant drama practitioners. Students explore characteristics of selected performance and apply and manipulate conventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. The performances they create will go beyond the reality of life as it is lived and may pass comments on or respond to aspects of the real world. These performances can occur in any space. Students also analyse the development of their own work and performances by other drama practitioners.
Unit 1 Unit 2
• Introducing performance styles.
• Australian Identity.
Unit 3 Unit 4
• Devised ensemble performance.
• Devised solo performance.
Where might this course lead?
Performing Arts Courses, Acting, Directing, Theatre technologies and Stagecraft courses (lighting, set, make-up, costume), Teaching.
Technology
Product Design & Technology (Wood or Textiles)
Product design is a response to changing needs and to improve quality of life by designing creative, innovative, and sustainable products. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental, and cultural factors. These factors influence the aesthetics, form, and function of products.
As designer-makers, students learn about the design industry whilst participating in problembased design approaches that trial, test, evaluate, critique, and iterate product solutions. As student designers-makers they safely and sustainably transform materials into products using a range of materials, equipment, and processes.
They study and experience a variety of design specialisations and use a range of materials, tools, and processes.
Where might this course lead?
Product Designer, Fashion Designer, Set Designer, Architect, Automotive Tradesperson, building contractor or inspector, Cabinet Maker, Carpenter, Craftsperson, Furniture Designer, Interior Designer, Jewellery Designer, and Model Maker.
Food Studies
In Unit 1 students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world. Students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to ruralbased agriculture to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into one food-producing region of the world.
They also look at indigenous Australian food prior to European settlement and how food patterns in general have changed, particularly through the influence of food production, processing and manufacturing industries and immigration. Students consider the influence of innovations, technologies, and globalisation on food patterns.
In unit 2 students investigate food systems in contemporary Australia, focusing on commercial food production industries, and food production in domestic and small-scale settings. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.
In demonstrating their practical skills, students design new food products and adapt recipes to suit needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
• Food origins
Where might this course lead?
• Food makers
Dietitian, Nutrition Advisor, Food Technologist, Environmental Health Officer, Food Scientist, Food Stylist, Food Writer, Health Educator, Home Economist, Nutritionist, Teacher.
Physical Education
Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity.
Unit 1
The human body in motion
• How does the musculoskeletal system work to produce movement?
• How does the cardiorespiratory system function at rest and during physical activity?
Unit 3
Movement skills and energy for physical activity
• How are movement skills improved?
• How does the body produce energy?
Unit 2
Physical activity, sport and society
• What are the relationships between physical activity, sport, health and society?
• What are the contemporary issues associated with physical activity and sport?
Unit 4
Training to improve performance
• What are the foundations of an effective training program?
• How is training implemented effectively to improve fitness?
Where might this course lead?
Health Sciences, Exercise Science, Education – Primary and/or Secondary PE teacher, Physiotherapist, Doctor, Fitness Instructor, Sports Coach, Chiropractor, Ambulance Officer, Police Officer, Youth worker.
Health and Human Development
Health and Human Development helps students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing through a lens of social equity and justice.
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• world
• Understanding health and wellbeing.
• Promoting health and wellbeing.
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• Health and wellbeing in a global context.
• Health and sustainable development goals.
Where might this course lead?
Age carer, Ambulance Officer, Child Care Worker, Chiropractor, Dental Assistant, Dietitian, General Medical Practitioner, Medical Imaging Professional, Medical Receptionist, Naturopath, Nutritionist, Occupational Therapist, Paramedic, Physiotherapist, Podiatrist, Registered Nurse, Speech Pathologist, Youth Worker.
Outdoor Education
Outdoor Education is concerned with the ways humans interact with and relate to outdoor environments. ‘Outdoor environments’ cover environments that have minimum influence from humans, as well as those environments that have been subject to different levels of human intervention. The study enables students to make critically informed comments on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts.
Unit 1
Exploring outdoor experiences
• Motivations for outdoor experiences.
• Influences on outdoor experiences.
Unit 3
Movement skills and energy for physical activity
• Historical relationships with outdoor environments.
• Relationships with Australian environments since 1990.
Units 3 & 4 Assessment
Discovering outdoor environments
• Investigating outdoor environments.
• Impacts on outdoor environments.
Unit 4
Training to improve performance
• Healthy outdoor environments.
• Sustainable outdoor environments.
Where might this course lead?
Surveying, Park Ranger, Hydrographer, Environmental Science, Marine Biology, Recreation Officer, Adventure Guide, Urban Planning, and Outdoor Education Teacher.
Certificate III in Sport, Aquatics and Recreation (SIS30122)
Through the new Certificate III in Sport, Aquatics and Recreation, students thoroughly develop the skills and knowledge to deliver sport and recreation services.
Students who complete this program develop the ability to work independently in the industry, using their judgement to effectively complete work activities.
Selected units in IVET’s Certificate III program cover various key areas within the industry, including recreation session delivery, coaching, technology, officiating, and working with diverse people. The skills and knowledge developed by completing these units provide students with a strong foundation for whichever direction they take in the industry.
Additionally, Year 2 of this program offers the opportunity to achieve a study score that contributes to a student’s ATAR.
Sport and Recreation)
Employment opportunities reflect roles such as recreation officer, activity operation officer, sport and recreation attendant, community activities officer or leisure services officer.
Vocational Major Studies
Literacy
Students can choose to continue with VCE English at unit 1/2 and 3/4 (see VCE English for details) or VCE VM Literacy units 1 to 4.
Unit 1 Literacy
Area of Study 1 - Literacy for personal use
This area of study focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Students will read or watch a variety of texts for a personal purpose, such as finding information.
Area of Study 2 - Understanding and creating digital texts
In this area of study students build on and work to consolidate their digital literacy skills. Students will develop their capacity to critically assess digital texts, including webpages for vocational and workplace settings, podcasts and social media.
Unit 2 Literacy
Area of Study 1 - Understanding issues and voices
In this area of study, students will engage in issues that are characterised by disagreement or discussion, developing and expanding upon students’ learning from Unit 1.
Area of Study 2 - Responding to opinions
In this area of study students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.
Unit 3 Literacy
Area of Study 1 - Accessing and understanding informational, organisational and procedural texts. In this area of study, students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature. These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.
Area of Study 2 - Creating and responding to organisational, informational or procedural texts
This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces and vocational groups.
Unit 4 Literacy
Area of study 1 - Understanding and engaging with literacy for advocacy
In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting.
Area of study 2 - Speaking to advise or to advocate
In this area of study students will use their knowledge and understanding of language, context and audience to complete an oral presentation that showcases their learning.
Numeracy
The Numeracy component will be covered under VCE Mathematics. See VCE Mathematics for details. Students may choose Foundation Mathematics, General Mathematics or Mathematical Methods.
Personal Development Skills
The VCE VM Personal Development Skills Unit 1 and 2 study focus on helping students develop personal identity and individual pathways to optimal health and wellbeing. It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self.
Students will investigate health in their community and play an active, participatory role in designing and implementing activities to improve community health and wellbeing.
Students will examine community participation and how people work together effectively to achieve shared goals. They will investigate different types of communities at a local, national, and global level.
Students will look at active citizenship and they will investigate the barriers and enablers to problem-solving within the community.
Students understand different perspectives on issues affecting their community, they will also plan, implement and evaluate an active response to community need.
The study examines interpersonal skills and social awareness in different settings and contexts.
Units 3 and 4 focus on leadership and teamwork and a community project. Students should be able to apply learnt social awareness and interpersonal skills when working independently and/or collaboratively in a real-life scenario or simulation relating to social awareness and interpersonal skills.
Students will investigate the concept of leadership and the qualities of effective, ethical leaders. They will demonstrate the characteristics and attributes of effective team leaders and team members, and reflect on personal contribution and leadership potential as they participate in a team or group activity.
Students will identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project.
Work Related Skills
VCE VM Work Related Skills allows students to understand and apply concepts and terminology related to the workplace and further studies to understand the complex and rapidly changing world of work and workplace environments.
It helps students understand and develop their skills, knowledge, capabilities and attributes as they relate to further education and employment, to develop effective communication skills to enable self-reflection and self-promotion and to practically apply their skills and knowledge.
This subject requires students to think about and investigate potential employment pathways, to develop a career action plan, to seek appropriate advice and feedback on planned career and further study options.
Students are required to consider the distinction between essential employability skills, specialist, and technical work skills; to understand transferable skills and identify their personal skill and capabilities and promote them through development of a cover letter and resume and through mock interviews.
The purpose of the Work-Related Skills (WRS) is to develop employability skills with a focus on transferable skills and occupational health and safety. With the aim of obtaining some accredited
