Wangaratta High School Subject Handbook 2025

2025

SUBJECT INFORMATION

BOOKLET

FINDING YOUR PATHWAY TO SUCCESS

Welcome

A warm welcome to Wangaratta High School and a fabulous new phase in your educational experience. We aim to provide all students with the maximum opportunity for personal and academic growth in a supportive environment that will meet the learning needs of individuals. We have adopted an individualised pathways program approach, offering a broad range of options. The key to success is making sensible and informed choices. We place a strong emphasis on individual program development and course selection support. Our staff make the time to work with students and their families to undertake extensive pathway development and course selection. Please ensure that you take advantage of these services.

Our Vision Our vision at Wangaratta High School is to empower all students to grow academically, socially and emotionally by providing an outstanding learning environment built on high expectations for success that will enable all students, with support, to experience quality teaching within a positive climate for learning.

Our graduates will be independent, lifelong learners who are equipped to make a positive impact on the world around them.

WELCOME TO WANGARATTA HIGH SCHOOL

Our School At Wangaratta High School, we place each child at the centre of our thinking. Our focus is to ensure that every child becomes a confident, curious, creative and independent thinker and learner who can achieve their personal best. We model and nurture respectful relationships to create a positive environment in which every child can thrive.

Our school is a vibrant, innovative learning community based on the principles of quality learning.

Our highly skilled teachers design and activate a broad range of programs to engage and challenge, excite and inspire every young person to pursue their unique pathway. Through structured and flexible learning opportunities, we empower students to explore and negotiate their learning so that they can make a difference in their school, local and global communities.

To save precious resources, we have made very few printed copies this subject handbook. Viewing online ensures that you are viewing the latest version, as details may change. You can access this handbook on our website and via Favourites within Compass.

Dave Armstrong Executive Principal

Table of Contents – click the page number Pathways ............................................................................................................ 1 YEAR 7................................................................................................................. 2 English ......................................................................................................................................................... 2 SEAL English................................................................................................................................................. 2 Mathematics ............................................................................................................................................... 2 SEAL Mathematics....................................................................................................................................... 3 Science ........................................................................................................................................................ 3 Science SEAL ................................................................................................................................................ 3 Humanities .................................................................................................................................................. 4 SEAL Humanities ......................................................................................................................................... 4 Health and Physical Education and SEAL .................................................................................................... 4 Music ........................................................................................................................................................... 4 Food Technology ......................................................................................................................................... 5 Metal and Plastics Technology.................................................................................................................... 5 Digital Technology ....................................................................................................................................... 5 Textiles Technology..................................................................................................................................... 5

YEAR 8................................................................................................................. 7 SEAL English................................................................................................................................................. 7 SEAL Mathematics....................................................................................................................................... 8 Science ........................................................................................................................................................ 8 Science SEAL ................................................................................................................................................ 8 Humanities .................................................................................................................................................. 8 SEAL Humanities ......................................................................................................................................... 8 Health and Physical Education and SEAL .................................................................................................... 9 Music ......................................................................................................................................................... 10 Drama ........................................................................................................................................................ 10

TABLE OF CONTENTS

Art and Art Experimental Design .............................................................................................................. 10 Wood Technology ..................................................................................................................................... 10 Metal Technology ..................................................................................................................................... 10

YEAR 9............................................................................................................... 11 English ....................................................................................................................................................... 11 English SEAL............................................................................................................................................... 11 Mathematics ............................................................................................................................................. 11 SEAL Mathematics..................................................................................................................................... 12 Science ...................................................................................................................................................... 12 Science SEAL .............................................................................................................................................. 12

Humanities ................................................................................................................................................ 12 SEAL Humanities ....................................................................................................................................... 12 Explore the Globe: Food and Culture Unveiled - Cultural Studies -\ ........................................................ 13 Year 9 Korean Elective .............................................................................................................................. 13 Health and Physical Education, including SEAL ........................................................................................ 15 PERFORMING ARTS ................................................................................................................................... 16 Music ......................................................................................................................................................... 16 Music Industry........................................................................................................................................... 16 Drama ........................................................................................................................................................ 16 Technology Year 9 ..................................................................................................................................... 17 Food Technology ....................................................................................................................................... 17 Textiles Technology................................................................................................................................... 17 Design and Print-Textiles .......................................................................................................................... 17 Wood Technology ..................................................................................................................................... 17 Metal ......................................................................................................................................................... 17 Product Design and Technology – Metal .................................................................................................. 18 CAD (Computer Aided Design) .................................................................................................................. 18 Arts Year 9 ................................................................................................................................................. 19 Examples of Common Assessment Tasks in Art for Wellbeing ................................................................. 19 -

Reflective journaling .......................................................................................................................... 19

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Flow quiz and reflection questions .................................................................................................... 19

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Participation in collaborative art making project .............................................................................. 19

Community Leadership Challenge (CLC) Program .................................................................................... 20

YEAR 10............................................................................................................. 21 Extension English ...................................................................................................................................... 21 MATHEMATICS .......................................................................................................................................... 22 Foundation Mathematics .......................................................................................................................... 22 Advanced Mathematics ............................................................................................................................ 23 SCIENCE (CORE) ......................................................................................................................................... 24 Chemistry .................................................................................................................................................. 24 Psychology................................................................................................................................................. 24 Biology ....................................................................................................................................................... 24 Humanities ................................................................................................................................................ 25 Humanities (Core) - World War II and the Holocaust ............................................................................... 25 Humanities Electives ................................................................................................................................. 25 Rights, Freedoms and Popular Culture ..................................................................................................... 25 The Roman Empire .................................................................................................................................... 25 Makin’ Money ........................................................................................................................................... 26

Power and Justice ..................................................................................................................................... 26 Gender and Equality.................................................................................................................................. 26 First Nations .............................................................................................................................................. 26 Explore the Globe: Food and Culture Unveiled - Cultural Studies............................................................ 27 PHYSICAL EDUCATION............................................................................................................................... 27 Health/Physical Education Core ................................................................................................................ 27 Physical Education and Health Electives ................................................................................................... 28 Outdoor Education .................................................................................................................................... 28 Child Development.................................................................................................................................... 28 Advanced Physical Education.................................................................................................................... 28 Sport & Recreation .................................................................................................................................... 28 Music ......................................................................................................................................................... 29 Drama ........................................................................................................................................................ 29 2D Art- Creative Practice- Painting, Drawing & Printmaking.................................................................... 29 3D Art- Creative Practice - Ceramics & Sculpture ..................................................................................... 29 Photography to Media .............................................................................................................................. 30 Visual Communication Design .................................................................................................................. 30 Food Technology ....................................................................................................................................... 30 Catering ..................................................................................................................................................... 30 Textiles Technology................................................................................................................................... 31 Design and Print-Textiles .......................................................................................................................... 31 Wood Technology- Furniture Design ........................................................................................................ 31 Product Design and Technology – Metal .................................................................................................. 31 CAD (Computer Aided Design) .................................................................................................................. 32

YEARS 11 AND 12 .............................................................................................. 33 English – Units 1 &2 (Year 11) and Units 3 & 4 (Year 12) ......................................................................... 33 Mathematics ............................................................................................................................................. 38 Foundation Mathematics Units 1 – 4........................................................................................................ 38 General Mathematics Units 1 – 4 ............................................................................................................. 39 Mathematical Methods Units 1–4 ............................................................................................................ 39 Specialist Mathematics Units 1–4 ............................................................................................................. 39 Humanities ................................................................................................................................................ 40 Ancient History.......................................................................................................................................... 40 Business Management .............................................................................................................................. 41 Legal Studies ............................................................................................................................................. 42 Certificate III in Business (BSB30120) ....................................................................................................... 43 Units 3 & 4 Assessment (VCE/VET Business) ............................................................................................ 43 Certificate II in Community Services (CHC22015) ..................................................................................... 44

Units 3 & 4 Assessment (VCE/VET Community Services) ......................................................................... 44 Science ...................................................................................................................................................... 45 Biology ....................................................................................................................................................... 45 Psychology................................................................................................................................................. 46 Chemistry .................................................................................................................................................. 47 Physics ....................................................................................................................................................... 48 VISUAL Arts ............................................................................................................................................... 49 Media Studies............................................................................................................................................ 49 Visual Communication Design .................................................................................................................. 50 VCE Art Creative Practice .......................................................................................................................... 51 VCE Music - Units 1 & 2 ............................................................................................................................. 52 VCE Music Repertoire Performance – Units 3 & 4.................................................................................... 53 CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET ................................................. 53 Units 1 & 2................................................................................................................................................. 53 CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET Units 3 & 4 .............................. 54 CUA30920 Certificate III in Music (Performance Focus) – VCE/VET ......................................................... 54 Units 1 & 2................................................................................................................................................. 54 CUA30920 Certificate III in Music (Performance Focus) – VCE/VET ......................................................... 55 Units 3 & 4................................................................................................................................................. 55 Drama ........................................................................................................................................................ 56 TECHNOLOGY ............................................................................................................................................ 57 Product Design & Technology (Wood or Textiles) .................................................................................... 57 Food Studies .............................................................................................................................................. 57 Physical Education..................................................................................................................................... 59 Health and Human Development ......................................................................................................... 60 Outdoor Education .................................................................................................................................... 61 VCE Agricultural and Horticultural Studies (Units 1 & 2) .......................................................................... 61 Certificate III in Sport, Aquatics and Recreation (SIS30122) ..................................................................... 63 VOCATIONAL MAJOR STUDIES .................................................................................................................. 64 Literacy ...................................................................................................................................................... 64 Unit 1 Literacy ........................................................................................................................................... 64 Unit 2 Literacy ........................................................................................................................................... 64 Unit 3 Literacy ........................................................................................................................................... 64 Unit 4 Literacy ........................................................................................................................................... 65 Numeracy .................................................................................................................................................. 65 Personal Development Skills ..................................................................................................................... 66 Work Related Skills.................................................................................................................................... 66 Centre for Higher Education Studies (CHES) ............................................................................................. 68

PATHWAYS Set your goals and plan ahead: You will make the best educational opportunities if you set goals and plan for your future.

Start planning for your future by exploring your options. Ask yourself…Who am I? Explore your abilities, talents, and interests. Be generous to yourself – do not sell yourself short.

What sort of careers are available?

Explore a wide range of career options. Include some you might not automatically think about and find out about some you have never heard of.

What do I need to know about Further Education & Training?

Develop an understanding of the requirements for further training, such as Traineeships, Apprenticeships, TAFE courses, and University courses.

How can the programs at school help?

You need to develop an understanding of all programs offered at WHS, particularly your senior years at the school. Find out about the programs offered, such as VCE, VCE Vocational Major (VM), VPC & VET, which can assist you in matching your career goals with an appropriate program. Ask yourself, and find out…

• • • • • •

Do I need a full VCE? Do I need a VCE Vocational Major (VM) Certificate?

Do I need a VET Certificate?

Do I need high grades?

Which subjects do I need?

What work experience would be beneficial?

SENIOR YEARS

While this can sometimes be a difficult process, there are many resources available to ensure a successful outcome.

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YEAR 7 English Through the reading, viewing and creation of a variety of texts, students will explore themes and issues such as culture, societal values, conflict and relationships. English is focused on the three interrelated strands of Language, Literature and Literacy. The aim is to extend students’ knowledge, understanding and skills in these areas, which are established in primary school. Together, the three strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing.

Common Assessment Tasks include: •

Persuasive writing

• Presenting Argument (oral presentation) • Reading and Responding to texts • Crafting and Creating Texts Students in Year 7 also spend one lesson a week working on foundational Literacy skills such as spelling, grammar, punctuation and comprehension.

SEAL English The Select Entry Accelerated Learning (SEAL) English program in Year 7 at Wangaratta High School offers talented students an enriched learning experience, focusing on critical thinking, advanced literacy, and communication skills. Taught by experienced teachers, the program provides both a specialised curriculum and individualised attention. There are extension activities that broaden students' understanding and appreciation of English. Overall, the SEAL English program fosters intellectual growth, prepares students for academic success, and cultivates a love for literature and language.

• • • •

Common Assessment Tasks are closely aligned with VCE outcomes and include: Reading and Responding to Texts Crafting and Creating Texts Analysing Argument Presenting Argument

YEAR 7

Mathematics

At the Year 7 level, the curriculum is designed to give students a solid foundation in a range of topics to prepare them for life, as well as the rest of their schooling. They are encouraged to find solutions to reallife mathematical problems and to develop their knowledge in the following areas of study: • Measurement • Geometry • Number skills – positive integers, fractions, decimals and percentages • Statistics and Probability • Algebra • Coordinates and Cartesian Planes A variety of learning activities are applied to classes, making use of resources both in class and around 2025 Subject Handbook - Page 2

the school. Students will also make use of technology to access resources such as MathSpace and Essential Assessment to enhance their learning. Students are assessed using a variety of measures, including tests, assignments, problem-solving activities and homework tasks.

SEAL Mathematics In Year 7 SEAL Mathematics, students work through the Year 7 and Year 8 Mathematics Curriculum.

Students will be extended on a number of tasks set by the classroom teacher. In Year 7 SEAL Mathematics, students will focus on the following topics: Measurement, Number Theory, Fractions and Probability.

Science In Year 7 Science, students are introduced to the application of the scientific process by inquiry. They learn that Science is about finding the answers to questions by testing them scientifically and the concept of a fair test. They begin with an introduction to the laboratory and learn about safety and scientific equipment. They complete studies of mixtures and separating techniques in Chemistry, the classification of life in Biology and how organisms interact with each other and their environment. They explore how the Sun and the Moon affect our planet Earth and are introduced to Physics by examining simple Machines and Forces.

Science SEAL

YEAR 7

In Year 7 Science, students are introduced to the fundamental principles of scientific inquiry and its practical application across various scientific domains. Through engaging hands-on activities and investigations, students develop critical thinking skills and an understanding of the scientific process. In the area of Biology, students will explore the process of digestion in humans and other organisms. As well as constructing food webs to understand the interdependence of organisms in ecosystems while investigating energy flow and trophic levels within food chains. Students will investigate Chemistry by learning about the properties and behaviours of solids, liquids, and gases in addition to the phase changes that occur. Geology involves learning about the different types of rocks and their formation processes, as well as exploring the rock cycle and its significance in Earth's geology. Finally, students will delve into Physics by investigating the fundamental forces such as gravity, friction, and magnetism. By the end of the year, students will have a solid foundation in scientific inquiry and be equipped to approach scientific questions methodically and critically.

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Humanities In Year 7, students are introduced to the Humanities as four key disciplines: History, Geography, Business and Economics, and Civics and Citizenship. In history, they developed knowledge about the earliest human communities to the end of the ancient period. In Geography, students learn about water in the world and the factors that improve liveability in different places. They explore consumer and financial literacy, discuss the concept of Australian identity and how it is informed by Australian values, and investigate how laws are applied to Australian citizens. As they gain knowledge, students learn how to record, collect, select and represent data in different forms. They also develop analytical skills by asking questions about data and sources of information.

SEAL Humanities 7 SEAL Humanities compacts the knowledge components of the Year 7 Humanities curriculum and part of the Year 8 curriculum. Students are introduced to the Humanities as four key disciplines: Geography, Business and Economics, Civics and Citizenship, and History. Geography begins by looking at geographical concepts through the lens of water and how they interconnect across local, regional, national, and global scales. They then further develop knowledge and skills through the topics of place, liveability, and changing nations as they learn about where people live and why, megacities, the significance of infrastructure, and what makes places liveable. Students start exploring the discipline of Economics and Business by investigating the role of the market, consumption and sustainability, and the future of work.

Students incorporate their developing knowledge and skills through the design of their own city.

In Civics and Citizenship, students develop knowledge and critical thinking skills when investigating the features of the Australian government, the principles of Australia’s legal system, how laws are made and how the Constitution can be changed. They discuss aspects of Australian identity and values and explore how citizens can participate in society. In their study of History, students investigate the ancient past, the nature of Australian Indigenous culture prior to colonisation, and the development of ancient civilisations such as Egypt, Rome, Greece and China. They then move on to the Middle Ages to learn about daily life, the role of women, social hierarchy, and the growth of new types of empires. Throughout their study in this unit, students develop a range of skills, including critical thinking and questioning, explaining cause and effect, assessing significance, and researching and evaluating the usefulness of a range of different types of sources.

Health and Physical Education and SEAL

YEAR 7

Year 7 Physical Education aims to develop students' fundamental motor skills to enable them to participate fully in sports in the future.

Sports units covered in Year 7 include swimming, fitness testing, athletics field event training, fundamental motor skills, netball, soccer, gymnastics, T-Ball, cricket and minor games. Students are expected to participate fully in all practical sessions. If students are injured or sick, they are required to bring a note explaining the situation to the teacher.

Health is run in Terms 2 and 3 for a single session per week. The course is derived from the Victorian curriculum. The Health curriculum covers puberty and positive relationships, the health benefits of being active, an aerobic power training program, healthy eating and how to deal with bullying. Students require a workbook and pens for the health sessions and a full school PE uniform for the practical sessions.

Music In Year 7, Music students will study and learn the following key units of work: • Instrument Families and how they operate.

• Explore basic composition skills and concepts using music technology.

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• Learn and play the ‘rock’ instruments for small group performances and in larger ensemble formats.

• Basic musicianship skills: analysis of music, listening, aural and theory skills.

• Research project on an artist or band.

Visual Arts This course is designed to extend students’ understanding of 2D art. This course will let them explore creative avenues and teach them about different materials used when creating art and different techniques used to create art in line with the historical aspects of art practice. Included in the semester is a five-week unit designed to introduce students to exploring visual communication design. They will focus on the design elements and principles and create their own work by following the design process.

Students will celebrate their work in the end-of-semester exhibition.

Food Technology

Food Technology focuses on students working safely and hygienically in a kitchen environment. Students use a range of materials and ingredients, equipment and processes to produce a variety of products. Students learn to use the Australian guide to Healthy Eating as a way of making healthy food choices. Students learn the design process and carry out each stage to produce simple, nutritious meals.

Metal and Plastics Technology

Year 7 students are introduced to a range of metal and plastic working skills and processes. They learn about a range of the characteristics and properties of the materials. Design briefs are provided, and students develop and create their own design solutions for each of the products they produce. Students explore design factors covering society, ethics, and economic, environmental, and social sustainability.

Students learn how to evaluate using the design process to develop and improve future design solutions.

Common Assessment Tasks: Plastics fabrication: Key Tag, fridge magnet and picture frame. Metal fabrication: Etching and Soldering- Ring, Sheet metal folding and riveting – e.g., Toolbox, small container, or candleholder.

Digital Technology

7 YEAR YEAR 7

Students develop their ability to problem solve and think creatively to design solutions that can enhance the user experience. Students learn block coding skills to first code a mini robot through an obstacle course and then create an online ordering system with the user experience in mind. Students also explore ways to stay safe in the digital world and increase their capacity to use Microsoft and Google presentation programs efficiently. Students also enjoy an introduction to animation.

• Coding basics • Cyber Safety • Online collaboration • Problem-Solving Common Assessment Tasks: Introduction to Block Coding. Robo Olympics: design and obstacle course and code a mini robot to navigate it. Collaborate with peers to create an online ordering app. Create an animation with a storyline.

Textiles Technology

Year 7 students investigate and select from a range of textile products. They consider the ways 2025 Subject Handbook - Page 5

characteristics and properties of fibres can be combined to create design solutions for problems for individuals and communities whilst considering society, ethics, economic, environmental, and social sustainability factors.

Students respond to feedback from others and evaluate the use of the design processes to develop design solutions. Students use creativity and innovation with increasing independence and confidence as they progress through the various classroom activities.

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YEAR 7

YEAR 7

Common Assessment tasks: Students follow the design process to produce a pincushion tie-dye bag and character cushion.

YEAR 8 English This unit extends students’ language, literature and literacy knowledge, understanding and skills from Year 7. Text and issues allow students to learn across the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. Through the reading, viewing and creation of a variety of texts, students will explore themes and issues such as culture, societal values, conflict and relationships.

Common Assessment Tasks include: • Text Analysis • Analysing Argument • Persuasive Writing • Creating Texts

SEAL English The Year 8 Select Entry Accelerated Learning (SEAL) program at Wangaratta High School continues to provide talented students with an enriched and challenging learning experience. Building upon the foundation established in Year 7, this program focuses on further developing critical thinking, advanced literacy, and communication skills. Students engage in stimulating discussions, analyse complex texts, and tackle advanced writing tasks. By nurturing intellectual growth, preparing students for academic success, and fostering a deep appreciation for literature and language, the Year 8 SEAL English program equips students with the skills and knowledge necessary to excel in their academic pursuits and beyond.

Common Assessment Tasks align with the VCE curriculum and include: • Reading and responding to texts • Analysing Argument • Presenting Argument (oral presentation) • Crafting and Creating Texts All students in Year 8 also spend one lesson a week working on foundational Literacy skills such as spelling, grammar, punctuation and comprehension.

YEAR 8

Mathematics At the Year 8 level, students build on the fundamental Mathematical skills developed in their previous years of schooling. All students have the opportunity to improve their abilities in the following topics: • Measurement Geometry • Real Numbers – fractions, decimals, percentages and ratios • Statistics and Probability • Linear Relationships • Patterns and Algebra Students will also develop their calculator skills to assist them in improving their maths. Assessments are performed using a range of measures, such as tests, problem-solving activities and Essential Assessment pre and post-assessment tasks.

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SEAL Mathematics In Year 8 SEAL Mathematics, students work through the Year 8 and Year 9 Mathematics Curriculum.

Students will be extended on a number of tasks set by the classroom teacher. In Year 8 SEAL Mathematics, students will focus on the following topics: Linear Relations, Algebraic Expressions, Pythagoras' Theorem and Trigonometry.

Science

In Year 8 Science, students further develop their scientific process skills through inquiry. They study cells and gain proficiency in using a light microscope in Biology. Additionally, they explore the structure and function of the cardiovascular system as part of their study of Body Systems. In Chemistry, students analyse elements, compounds, and mixtures and learn to classify changes as physical or chemical. They also plan and carry out chemical experiments while investigating reaction rates. Furthermore, students explore various forms of energy and how energy transformations occur. As part of their studies, they investigate different rock types and their formation within the Rock Cycle.

Science SEAL In Year 8 SEAL Science, students will delve into the role of homeostasis in maintaining the body within a narrow range of conditions. They will examine the immune system's function in protecting against pathogens and explore the long-term benefits of vaccinations. Additionally, students will gain insights into biomes, studying both biotic and abiotic factors in various ecosystems. To conclude this segment, they will investigate ecosystem relationships to assess their impact on species, whether beneficial or harmful. The Electricity unit will enable students to compare series and parallel circuits using snap circuit kits, followed by an exploration of Ohm's law to calculate current, voltage, or resistance, enhancing their understanding further.

Humanities

In Year 8, students further develop geographical knowledge, skills, and concepts by studying the topic of landforms and landscapes, building on prior knowledge and skill to create an annotated visual display.

They incorporate business knowledge by investigating the connections between landforms and tourism, leading to enterprising behaviours in communities. They then conducted an in-depth study on urban life, the impacts of urbanisation, and the emergence of megacities in India, China, and Indonesia. They conclude the unit by exploring enterprising behaviours and capabilities demonstrated by entrepreneurs, developing their own ‘Shark Tank’ proposal.

In History, students learn about the Middle Ages in Europe. They investigate how communities at that time dealt with the big social, cultural, economic, environmental and political issues of their times. Topics include daily life, feudalism, knights and castles, and the Black Death. They then compare the European experience with Shogunate Japan, exploring how Japanese society was organised during this time, the role of women and the role of the Samurai. Students then conclude with a sub-unit on government in Australia and how our democracy is structured.

YEAR 8

SEAL Humanities

Students continue to develop skills in critical thinking and questioning. In History, they explore the making of the modern world by learning about the Enlightenment and the Industrial Revolution. They study the effects of rapid global development, the mass movements of people, and how political and social reforms changed the world by looking at the experience of family members. They then study in depth the causes of WWI and Australia’s involvement in that conflict.

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Through the study of an integrated unit covering geography, business, economics, civics and citizenship, students learn about landscapes and landforms, biomes and food security, and the geographies of interconnection. They investigate different economic structures, the Australian economy, how it is structured, and how Australia is situated within the global economy. They explain links between economic performance and living standards and give possible causes for variations. They analyse Australia’s system of government and compare this with the values and key features of different government systems.

Finally, using what they have learned throughout the unit, students create their own nation-state by taking into consideration geographical features and resources, as well as government and economic structures.

Health and Physical Education and SEAL Year 8 Physical Education is a compulsory subject.

Students are expected to change into the Wangaratta High School PE uniform for all practical sessions and bring a note of explanation to the teacher if they cannot participate due to illness or injury.

Sport units covered in Year 8 include fitness testing, swimming, athletics field event training, basketball, touch rugby, badminton, hockey (indoor and outdoor), Aussie rules, gymnastics, softball, cricket and minor games.

The aim is for students to understand how to develop sporting skills and specific sporting fitness, warmup and cool down to prevent injury and work as a team player.

The health course focuses on topics derived from the Victorian Curriculum and is completed for one single session per week in Terms 2 and 3.

Topics covered include a personal fitness plan, respectful relationships, improving and maintaining mental health and the harmful effects of smoking and alcohol.

Students are to bring a workbook and pens to health classes.

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Music In Year 8, Music students will study and learn the following key units of work: • History of Rock Music, particularly the history of Blues Music.

• Learn how to play the 12-bar blues on guitar, bass and keyboard.

• Work in small groups to perform a piece on instruments chosen by the students.

• Basic composition and computer music software techniques to create their own music piece.

• Basic musicianship skills: analysis of music, listening, aural and theory skills.

Drama In Year 8 Drama, students develop an understanding of the skills required for building scripts and physical comedy. They develop their understanding of how to progress a scene and not stall the action. They also work in their groups to devise a group performance to demonstrate their knowledge of playmaking techniques. Students are required to script, rehearse and present their work to an audience. Students further explore how to use expressive skills to develop engaging characters through a range of styles, including slapstick, farce, parody and satire.

Art and Art Experimental Design

In Year 8, students build on their technical artmaking skills in the areas of drawing, painting and ceramics.

They develop skills in planning and designing artworks, documenting artistic practice, and creating their own fully realised artworks in a variety of different mediums. Students are required to study several different artists and develop their understanding of how artists use materials, techniques, technologies and processes to realise their intentions in art works.

Wood Technology Year 8 wood students are introduced to a range of woodworking skills and processes. They learn about the characteristics and properties of timber. From the design briefs provided, students develop and create their own design solutions. Students are introduced to design factors covering society, ethics, economic, environmental, and social sustainability. Students learn how to evaluate using the design process to develop and improve future design solutions.

Common Assessment Tasks: Phone holder - introduction to hand tools and sawing timber, Spice Rack and a container, or box- introduction to joinery.

Metal Technology

YEAR 8

Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements of action plans to manage a range of design tasks safely. They apply management plans to complete design tasks successfully. Students identify and establish safety procedures maintaining safety standards and management procedures to ensure success.

They learn to transfer theoretical knowledge to practical activities across products like a Toolbox and Ring/Pendant.

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YEAR 9 English Year 9 English is built around the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. The focus is on extending students’ knowledge, understanding and skills in language, literature and literacy. Students engage with a variety of texts for enjoyment and learning. They analyse, interpret, evaluate, discuss, create and perform a wide range of texts. Through this learning, students also explore themes and issues such as culture, societal values, conflict and relationships.

Common Assessment Tasks include: • Text Analysis • Analysing Argument • Presenting Argument (debating) • Crafting and Creating Texts • Personal Response All learning extends to the literacy skills developed in Year 8 English.

English SEAL

The Year 9 Select Entry Accelerated Learning (SEAL) program at Wangaratta High School continues to provide talented students with a challenging and enriching learning experience. Building upon the skills acquired in previous years, this program focuses on further honing critical thinking, advanced literacy, and effective communication skills. Students delve into more complex literary works, engage in sophisticated discussions, and tackle advanced writing assignments. With experienced teachers and a supportive learning environment, students continue to receive individualised attention and guidance. By nurturing intellectual curiosity, promoting analytical thinking, and fostering a deep appreciation for the power of language, the Year 9 SEAL English program prepares students for higher-level academic pursuits and equips them with the skills necessary for success in their future educational and professional endeavours.

Common Assessment Tasks align with the VCE curriculum and include: • Reading and responding to texts • Analysing Argument • Presenting Argument (oral presentation) • Crafting and Creating Texts • Personal Response to Texts

Mathematics

YEAR 9

At the Year 9 level, students extend their fundamental Mathematical skills into new areas of study. They are encouraged to find solutions to real-life mathematical problems through the application of theorems and processes by building on and extending their knowledge in the following areas: • • • •

Measurement: Using units of measurement Geometry Real Numbers: Investigating time scales.

Statistics and Probability Financial Mathematics 2025 Subject Handbook - Page 11

• Linear and Non-Linear Relationships Algebra • Pythagoras and Trigonometry Students take part in a variety of learning activities, both computer and non-computer based.

Students are assessed using a variety of measures, including tests, assignments, problem-solving activities, and homework tasks, as well as websites such as MathSpace and Essential Assessment.

SEAL Mathematics In Year 9 SEAL Mathematics, students work through the Year 9 and Year 10 Mathematics Curriculum.

Students will be extended on several tasks set by the classroom teacher. In Year 9 SEAL Mathematics, students will focus on the following topics: Surds, Statistics, Quadratics and Simultaneous Equations.

Science

In this unit, students engage in studies spanning Chemistry, Physics, and Biology, delving into theories and conducting experiments to deepen their understanding of the subjects. Specifically, in Chemistry, they explore Atomic Theory, Chemical Reactions, and Acids and Bases. Building upon their knowledge from Year 8, students further their understanding of Human Body Systems, including the immune system (Diseases) and the nervous system. The Physics segment focuses on electricity, offering students the chance to investigate electrical circuits and the influence of different components on electricity operation. Furthermore, students analyse how Plate tectonics and continental drift continue to impact our contemporary lives.

Science SEAL

In Year 9 Science, students embark on an engaging exploration of foundational concepts in Physics, Chemistry, and Biology. Through a combination of theoretical learning and practical experiments, students will develop a deeper understanding of Newton's Laws in Physics, the structure of the Periodic Table in Chemistry, the principles of writing equations and chemical bonding, and the fundamentals of genetics in Biology.

Humanities

In Year 9 History and Geography, students study the making of the modern world form 1750 to 1918, looking at the changes caused by technological and social change during this era with a particular focus on World War I. Students also investigate how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways and how these connections help to make and change places and their environments with a focus on the tourist industry.

SEAL Humanities In 9 SEAL Humanities, students cover part of the Year 9 Humanities curriculum and aspects of the Year 10 curriculum. In Civics and Citizenship, students take an in-depth look at the key features of Australia’s court systems, analyse the key principles of Australia’s justice system, compare these principles with those of Asian justice systems, and assess how effectively we meet our international legal obligations. In 2025 Subject Handbook - Page 12

YEAR 9

YEAR 9

In Year 9 Economics and Civics, students consider how the Australian economy is performing and the importance of its interactions and relationships with the global economy in achieving growth and prosperity. Students explore the way the work and business environment is changing in contemporary Australia and globally and the implications this has for current and future work and the work of entrepreneurs. Students investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. They also investigate the values and practices that enable a democratic society to be sustained.

Economics, students explore the nature of innovation and research how the nature of work is changing in Australia and globally. They engage in an in-depth study of an economic issue of significance and demonstrate knowledge and skills in order to craft an analytical essay. They also look at ways enterprising behaviours can be developed to improve work and business environments. Students then explore the geographies of human wellbeing and learn about the different ways that wellbeing can be measured and mapped. They assess issues affecting the development of places and analyse the impact of these issues on human wellbeing. They investigate the factors that influence environmental changes and analyse the causes and consequences of these changes on Australia and the world.

In History, students learn about the key political ideologies that impacted the twentieth century, explore the causes of WWII and study the main periods of the war. They conduct an in-depth historical investigation on a topic of their choice relating to WWII. They also explore the causes, consequences and significance of the Holocaust as a historical event.

Explore the Globe: Food and Culture Unveiled - Cultural Studies -\

Embark on a captivating journey into the heart of diverse cultures with our exciting course, "Explore the Globe: Food and Culture Unveiled." This course promises a rich exploration of how a person's roots, history, and surroundings influence not only their community but also shape individual choices that define their part of the world.

In this unit, students will delve into the fascinating interplay between geography, history, economic resources, and government, unravelling the intricate tapestry of societies' cultural values and beliefs.

While we engage with the 'fun stuff'—studying film, media, fashion, architecture, and hobbies—the spotlight of our exploration will be on two essential aspects: food and cultural celebrations.

Discover the profound impact of cuisine on identity as we delve into the question, "What food makes people from different places feel like they are 'at home'?" Uncover the culinary secrets that serve as a cultural bridge, connecting people across borders and creating a sense of belonging. Through engaging discussions, students will gain insights into the significance of traditional dishes and their role in preserving cultural heritage.

But that's not all—prepare to embark on a global festival tour as we explore how communities 'party' to celebrate their unique culture. From traditional festivals to contemporary celebrations, students will unravel the vibrant tapestry of cultural expressions, understanding the shared experiences that bind communities together.

Join us in this immersive experience where learning extends beyond textbooks, and cultural exploration becomes a flavourful adventure. "Explore the Globe: Food and Culture Unveiled" promises to be a delicious blend of academic inquiry and sensory discovery, inviting students to savour the world's diversity through the lens of food and celebration. Enrol now for a semester of discovery, connection, and a celebration of global flavours!

YEAR 9

Year 9 Korean Elective Korean is one of the priority languages of the Asian region to be taught in Australian schools, reflecting the fact Korea has emerged as one of Australia’s major trading partners. The study of the Korean language is of particular importance in equipping the student with a variety of skills useful in the expanding economic activities between Korea and Australia. It can provide enhanced vocational opportunities in such fields as trade, commerce, tourism, banking, international relations, technology, and education.

Students will use Korean in a range of classroom interactions and learning activities, communicating with the teacher and each other. They listen to, read, create, and present texts on topics of interest including those drawn from other learning areas in different formats and modes, practising language forms and using modelled language with support from the teacher. Drawing on their literacy in their first language, 2025 Subject Handbook - Page 13

students understand that the Korean language is a linguistic and cultural system different from their own.

They learn Hangeul, experimenting with syllable blocks and their pronunciations, and connecting sounds and letters in the Korean language. Literacy development in Korean at this stage enables learners to access and use texts in different modes and to explore and experiment with Korean with increasing independence. Students use familiar vocabulary and basic forms and structures including some honorific elements, recognising how communicating in Korean is different from communicating in their own language/s. They recognise that language use varies according to audiences, purposes, and contexts, developing cultural knowledge and intercultural awareness. Through interactional routines where cultural appropriateness is embedded (for example, the teacher’s consistent use of the informal polite sentence ender –어/아요 for instruction), students learn how to establish cultural appropriateness through language. Students reflect on their experience as Korean language learners and users and explore how language and culture influence each other. They develop metalanguage for discussing aspects of Korean language and culture and for comparing them with those of English.

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Health and Physical Education, including SEAL Year 9 Health requirements are covered by the CLC project.

Year 9 Physical Education uses the Game Sense model to teach students various sports in the game sense categories. The aim is for students to understand the similar skills in each sport category and transfer these skills to each sport in the Game Sense category.

Term 1 students complete fitness testing, pickle ball and athletics field event training.

Term 2: Net/Wall sports, such as badminton, tennis, volleyball, bat tennis, and table tennis.

Term 3: Invasion sports. Football, soccer, netball, lacrosse, basketball and touch rugby.

Term 4: Target sports. Frisbee golf, bocce, corn hole. Bat and ball sports: Golf, baseball and long ball.

Students are to change into the Wangaratta High School PE uniform for practical sessions, and if students are injured or ill, they need to bring a note of explanation to their teacher.

Physical Education Electives

YEAR 9

Introduction to VET Sport and Recreation This subject gives students an understanding of VET Sport and Recreation Certificate III, which is offered in Year 11 and Year 12. This Year 9 elective subject will give students a sample. of units covered in VET. Students will study coaching styles, training programs, warm-up, and cool-down procedures, and students will be required to plan and teach a lesson, either at a Primary school or to their peers. The subject has practical and theoretical components.

Students need a workbook and pens for this subject.

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PERFORMING ARTS Music In Year 9, Music students will study and learn the following key units of work: • • • •

Performance: students work in small groups to prepare and perform work.

Musicianship Skills: analysis of music, listening, aural and theory skills.

History of Music: research project on a particular decade of rock music.

Composition: computer-based composition.

Music Industry In Year 9, Music Industry students will study and learn the following key units of work: • Computer Music Composition: use high-end audio production equipment to create their own piece of music.

• Animated Film: use high-end audio software to create sound FX and voice overs for a portion of an animated film.

• Radio Program: create and record a radio program for the local radio station. This could be a Podcast instead.

• Lighting & Live Audio Production: set up and operate a basic lighting and audio system.

Drama

YEAR YEAR 9 9

In Year 9 Drama, students focus on dramatic elements, expressive skills and production areas. They explore a range of different styles, including Greek Theatre, Commedia Dell Arte, and Melodramas. The assessment piece for the unit requires students to participate in a group performance that incorporates different dramatic elements while demonstrating an understanding of actor/audience relationships.

Students are required to script, rehearse and perform the final piece.

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Technology Year 9 Food Technology

Students study the principles of food safety, preparation, and presentation techniques and investigate sustainability and ethical issues and how these could influence their food choices. They research the cultural history of Australian cuisine and the factors that have impacted the Australian diet. Students research and modify recipes to promote healthy eating with adjustments for food allergies and intolerances. Students create food solutions for healthy eating based on the Australian Guide to Healthy Eating in response to a proposed design brief.

Textiles Technology Students use their understanding of textile processes and production skills to produce design solutions in response to identified opportunities using fibre and fabrics. Students consider combining characteristics and properties of fibres and fabrics to create design solutions for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors. Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions.

Common Assessment Tasks: Investigating, designing, and evaluating folio, designer research, producing, negotiating textile articles-woven cushion and sleepwear

Design and Print-Textiles

This is a hands-on course for Year 9 students, which caters for the exploration of a variety of hand printing and colour application techniques to create designs onto fabric. The methods undertaken are broad, allowing students to tailor to their own interests. Students will have the chance to explore hand-cut stencils and computer-generated stencils for screen printing onto premade clothing or an article of their choice.

Units covered: Digital printing, natural dyeing, custom T-shirt printing (computer generated and hand-cut screened stencils), block printing on fabrics using traditional wood carving techniques and Lino printing techniques.

Wood Technology

Designed for students who enjoy working with wood and have some skill level in this area. During the design process, they will clarify their understanding of design brief requirements and use a variety of drawing and modelling techniques to visualise design ideas and concepts. Students will develop their understanding of design elements and principles and use appropriate technical language whilst working safely with a range of tools and equipment to produce a range of products. Students will be able to suggest modifications to improve their products considering the evaluation of their function and appearance.

Projects may include tables, racks, bread boards or stands to contain items.

YEAR 9

Metal

Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction, when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across products like Saw, Sprinkler and Action Figure.

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Product Design and Technology – Metal

Students consider how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of metal technologies and their appropriateness for their intended purpose. Students create designed solutions based on a critical evaluation of needs or opportunities. Students investigate and consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and/or the community, considering society and ethics, and economic, environmental and social sustainability factors.

In this unit students will learn about: • Applying safe work practices in a technology workroom and risk management practices for using equipment in the classroom.

In this unit students will learn to: • Analyse ways to create designed solutions through selecting and combining characteristics and properties of materials, tools and equipment.

• Follow a work plan, making adjustments as required.

Students will draw on prior learning from year 7,8 and 9 technology based learning programs. Students are re-introduced to safe use of machinery and tool practices and risk management techniques. Students are re-introduced to design conceptualisation once the concept of design brief structures are comprehended.

Design and Technologies over aching goal is to develop the knowledge, understanding and skills so students can: • Become designers and producers of designed solutions • Can investigate, generate and critique designed solutions for sustainable futures • Use design and systems thinking to generate innovative and ethical design ideas and communicate these.

• create designed solutions suitable for a range of contexts by creatively selecting and safely manipulating a range of materials, tools and equipment • learn how to transfer the knowledge and skills from design and material manipulation to new situations • Understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.

This study prepares students to select metal in later years of schooling in Year 11+12, and beyond. It fosters growth in mild steel forming and sheet metal fabrication techniques to then move into welding processes. Students would also be encouraged to undertake VET Engineering.

CAD (Computer Aided Design)

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YEAR 9

Year 9 CAD is a computer-aided design course that introduces students to planning and designing using CAD. Students work through the design process to research, visualise, create and evaluate their design.

They will design and produce a Boat to meet different design parameters. They work with 3d printers to print their boat and test the outcomes of their designs. They will also be introduced to Adobe Illustrator to produce designs for cutting on the CNC laser cutter.

Arts Year 9 Visual Arts In Year 9, Art students build on their awareness of how and why artists realise their ideas through a variety of visual arts practices. They refine their personal aesthetic in their Visual Diary through art production and responding perceptively as an artist or audience to other artworks. Through annotation and individual research, students identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.

Examples of Common Assessment Tasks in Art - Pop Art Portraits - Ceramic Bust - Street Art Inspired Still Life

Photography In Year 9 Photography, students refine and extend their understanding and use of the formal elements both in their own and others work. They use post-production technologies such as photoshop and illustrator to enhance and refine their photographs. Students then extend the use of photography techniques and digital skills in exploring styles and themes in photography, including AI and photography, DSLR functions, lighting and Layering text in post-production. Students produce a portfolio of photographs suitable for presentation and exhibition.

Examples of Common Assessment Tasks in Photography - Introduction to formal elements in photography - Introduction to DSLR - Aperture, Shutter speed and lighting - AI and Cyanotype - Presenting photographs for exhibition

Art for Wellbeing Elective

The focus on this elective is to use artmaking as a vehicle for improved wellbeing and self reflection.

Students will undertake experiential artmaking as a way to find their ‘flow’ and express themselves in a safe and supportive environment. Students will develop personal and social learning by participating in individual and collaborative artmaking experiences and activities and use reflective journaling to document their creative journey.

PLEASE NOTE- This is a non-academic arts pathway- This unit of study will be assessed using CRITICAL AND CREATIVE THINKING and PERSONAL AND SOCIAL LEARNING strands of the Victorian Curriculum (not Art). Many students at WHS love artmaking as a way of coping and supporting their wellbeing. This subject would allow students interested in supporting their own wellbeing to develop critical and creative thinking techniques and reflective skills and build their confidence in using a variety of art processes and techniques.

Examples of Common Assessment Tasks in Art for Wellbeing - Reflective journaling - Flow quiz and reflection questions - Participation in collaborative art making project

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Visual Communication Design In Year 9 Visual Communication Design, students create visual communications responding to a design brief. They learn to communicate ideas with specific purposes to a target audience, using different visual communication design processes, including manual and digital drawing methods and technical drawing.

They consolidate their knowledge of the design elements and principles and apply them in a practical and hands on way.

Examples of Common Assessment Tasks in VCD - Introduction to communication design - Skateboard design inspired by a designer - Environmental design- Van redesign

Media

In Year 9 Media, students consider the local, global, social and cultural contexts that shape the purposes and processes in producing media artworks and evaluate the social and ethical implications of media arts.

Students explore a range of traditional and contemporary media art forms and develop their media production skills through the application of media technologies for animation and image manipulation.

Community Leadership Challenge (CLC) Program

For students to link their learning to real-life situations, all Year 9 students are involved in the Community Leadership Challenge Program. The Community Leadership Challenge Program is an integral part of Wangaratta High School. The CLC program provides the opportunity for Year 9 students to link their learning to their interests and skills within a local or global community context whilst working with a core team of teachers and mentors dedicated to working with Year 9.

A feature of the program is an ongoing project that integrates learning where students collaborate with the community. It allows all students the opportunity to experience applied learning and some VET Taster experiences prior to making pathway decisions for Year 10. ‘Product-based’ learning is considered ‘best practice in teaching and learning; its relevance and links to the ‘real world’ allow students to take control of their learning and develop the essential interpersonal and organisational skills that enable them to take their place as valued members of society.

The CLC program builds on the research about student learning in Year 9. The research indicates that the CLC program significantly enhances Year 9 independence in learning and maximises student learning potential for the future. The ‘Community Project’ component of the CLC program operates from the CLC Year 9 Learning Space, providing a welcoming but educative atmosphere for all involved. This program runs every Wednesday for one semester.

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YEAR 10 ENGLISH

This unit is built around the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. The focus is on extending students’ language and literacy knowledge, understanding and skills in relation to texts and issues. Through the reading and viewing of a variety of texts, students will explore themes and issues such as identity, family and personal relationships. In Year 10, students distinguish between inclusive and exclusive language and communicate effectively in familiar and unfamiliar contexts, preparing them for their senior years of education.

Common Assessment Tasks include: • Reading and Responding to Texts • Analysing Argument • Presenting Argument • Crafting and Creating Texts • Personal Response to Texts All learning extends the text genre knowledge and literacy skills developed in Year 9 English, and assessments are modelled on VCE expectations.

Extension English In Year 10 Extension English, students are encouraged to develop their analytical skills by reading more widely and more closely. Students will be challenged and supported to read texts across a range of genres, forms and time periods. They will also develop their reading practices, such as annotation, note-taking and discussion. Writing in response to texts is also a major focus, and students are shown how to use textual evidence to justify their interpretations. This subject is a good choice for students looking to extend themselves.

As this is an advanced elective, there are criteria that students need to meet to qualify. For instance, students’ English CAT results should put them above the expected standard, and students' efforts should be of a very high standard. Students’ Year 9 English teacher must recommend that students elect English Extensions, as the class runs for the whole year, and students who choose it do not also do the standard English program. Students who complete Advanced English will be prepared for both Literature and English VCE pathways.

10 Foundation English

YEAR 10

The Foundation English course is designed for students who may require a more vocationally focused approach to English or may be aiming to directly enter the workforce upon completing their postcompulsory secondary studies. It may also be suited to students who need additional time and assistance to strengthen and refine their literacy skills to support their study in VCE English, VCE Literature, or VCE English Language Units 1–4 and in other VCE studies.

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MATHEMATICS This unit aims to build on the mathematical knowledge students learned in previous years and extend it to VCE readiness. Although students looking to head towards Maths Methods should ideally complete the Advanced Maths unit, Core Maths will also prepare students, regardless of their VCE and postsecondary school pathway.

Students will undertake a variety of learning activities tailored to their learning needs in the following areas: • Number and Algebra • Measurement and Geometry • Statistics and Probability Throughout the year, students will be required to use computers and other technology, making specific use of resources like MathSpace and Essential Assessment to enhance learning and student outcomes.

Assessment of this subject will include tests, projects, class work and an exam each semester.

Foundation Mathematics

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YEAR 10

YEAR 10

This unit is designed to support students in developing their foundational knowledge of Mathematics and how it applies to the world around them. During this subject, students will develop their functional numeracy skills that are essential to be productive members of the community and workforce.

Students will undertake a variety of learning activities tailored to their needs in the following areas: • Number and Algebra • Numerical Skills and processes • Fractions, decimals and percentages • Rates and ratios • Financial mathematics • Measurement and Geometry • Converting units of measure • Application of area and volume formulae • Geometric constructions • Statistics and Probability • Data in the media • Interpretations and representations • Chance experiments Students will be assessed based on the completion of tasks in class, their growth on Essential Assessment and the projects they complete. This unit prepares students for numeracy skills used in life and the workforce and VCE Foundation Mathematics.

Advanced Mathematics

YEAR 10

This unit is designed to provide capable students with work that extends their knowledge in the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

In Number and Algebra, the students will focus on; • Quadratic functions • Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations.

• Indices, surds and logarithms • Linear relations In Measurement and Geometry, the students will focus on: • Area, surface area and volume • Use the unit circle to define trigonometric functions and graph them with and without the use of digital technologies.

• Solve simple trigonometric equations • Sine rule and cosine rule In Statistics and Probability, the students will focus on: • Describe the results of two-and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities or events • Investigate the concept of independence • Investigate conditional probability statements Assessment of this subject will include an assessment task for each topic, class work and an exam in each semester.

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SCIENCE (CORE) This core science unit encompasses topics from Biology, Physics, and Chemistry. Students enrolled in this unit will develop a broad understanding of science and will benefit from the key knowledge they acquire throughout the course. However, taking Science electives is strongly advised to prepare for specific VCE Sciences.

Students may choose to delve into studies such as: • • • •

Evolution Atomic structure, the organization of the periodic table, and properties of metals and non-metals Forces and Motion, including Newton’s Laws Food chemistry

Chemistry Chemistry is a ‘physical science concerned with the composition, properties, and reactions of substances’ or, in simplest terms, it is the science of matter. This unit has been designed to prepare students for VCE Chemistry and beyond.

Students will study: • Historical development of atomic theory and the structure and trends in the Periodic Table • The electron configuration of an element and how it is used to predict chemical and physical properties and its tendency to form a particular bond type. Students will study models for metallic, ionic, and covalent bonding.

• Chemical reactions and factors that influence the rate and the mole concept in relation to quantitative analysis.

• Organic chemistry and the widespread use of polymers in everyday life

Psychology

Psychology is ‘both an academic and applied discipline involving the scientific study of mental processes and behaviour’ or, in its simplest terms, is a study of human behaviour. This unit has been designed to prepare students for VCE Psychology and beyond.

Students will study: • The difference between Psychology and Psychiatry • Sports psychology • Major experimental research procedures • The structure and function of the different parts of the brain.

• Memory • Forensic Psychology – specifically stalkers and stalking, dangerousness, forensic profiling

YEAR 10

Biology Biology is the study of living organisms and their interactions with each other and the environment. This unit is designed to prepare students for VCE Biology.

Skills developed are: • Use of scientific equipment, including the microscope • Scientific investigation and reporting Content covered in this unit includes: 2025 Subject Handbook - Page 24

• How plants and animals obtain and use energy (Photosynthesis and cellular respiration) Why cells are the smallest unit of life and what the small structures inside do (Cell structure and function) • What happens when organisms compete and encounter changes in their environment (Homeostasis, adaptations, ecology and evolution) • How do organisms and cells manage to replicate and reproduce (Genetics)

Humanities Humanities (Core) - World War II and the Holocaust

This is the mandatory core Humanities subject for Year 10. Students who completed Year 9 SEAL do not have to undertake this subject. Students interested in studying history and links to VCE courses in 20th Century History, Ancient History, and Global Politics will develop a range of essential skills in preparation for their senior years.

This subject focuses on a critical period in Australian and world history. World War II changed the world, and although it was the deadliest conflict in history, it set us on the path to the life we live today. Students will learn about the causes of the war and the clash in ideologies that saw countries become deadly enemies. They engage in a historical investigation on a topic of their choice related to World War II, which could include (but is not limited to!) weapons, specific battles, battle strategy and tactics, the changing role of women, technology and innovation, spying and secret coding machines, war as represented in film, or the experiences of individuals. Students also learn about the Holocaust, why it happened, and the lasting effects of the tragedy. They will further develop critical thinking skills as they evaluate a wide range of sources and engage in historical debates that require explanation and analysis.

Humanities Electives Rights, Freedoms and Popular Culture

This subject is aimed at students interested in studying history and links to VCE courses in 20th Century History, Global Politics, Ancient History and Legal Studies. It is also useful for students who want to study Textiles, VCE Music subjects, Visual Arts and Performing Arts subjects as students will learn about key cultural influences of the 20th century.

There are two main parts to this elective: the Civil Rights movements in the USA and Australia and the rise of popular culture from the 1950s onwards.

Slavery ended in the United States in 1865. However, its legacy of racism, violence and oppression endured in the American experience. The Civil Rights Movement was an organised effort by black Americans to end racial discrimination and gain equal rights under the law. Students will learn about key people and events, as well as about groups such as the Ku Klux Klan, who tried to stop the movement through violence and intimidation. With popular culture, they will learn about the cultural revolution that went around the world after World War II, led by the Baby Boomers who wanted to live in a different kind of world and pushed back against the cultural expectations of previous generations. The phrases “make love, not war” and “sex, drugs, and rock ‘n’ roll” helped define an era of massive social upheaval.

Students will learn about how this time has impacted later generations, including themselves! They will also do a study of a decade of their choice from the 1950s-1990s, focusing on its popular culture influences in fashion, music, art, literature, and social/cultural movements.

YEAR 10

The Roman Empire

This subject is aimed at students interested in studying VCE courses in Ancient History, 20th Century History, Classical Studies, Philosophy, or Politics and anyone interested in learning more about this period of history that widely influenced the development of the modern world.

In this elective, students learn about the establishment of the Roman Empire, the reigns of Augustus, and the Julio-Claudian emperors such as Tiberius, Caligula, and Nero. Students explore why the Roman military was so successful in expanding the empire and how warfare was fought. They undertake a site 2025 Subject Handbook - Page 25

study of Pompeii and Herculaneum to learn more about daily life during the imperial period, including social structure, family life, the role of women, housing, education, gods and religion, and slavery. They also learn about the Colosseum and the importance of entertainment, such as chariot racing and gladiator games in the political power structures of Rome. Students further develop skills in research, critical analysis and written communication as they undertake a historical investigation of a topic of their choice.

Makin’ Money

This subject is aimed at students wishing to study VCE Business Management, Legal Studies or VET Business and anyone interested in establishing and operating a micro business.

In this elective, students will learn about how to identify and assess the impacts of financial risks and rewards. They will have a hands-on approach to risk-taking through playing the “Stock Market Game” and will develop knowledge and skills in innovation and innovative thinking, as well as learn about entrepreneurialism and how successful people have used their skills to look for opportunities and act on them when they appear. Students will learn how to set up their own micro business and will become their own “$20 Boss”, where with $20, they will get a micro business idea up and running.

Power and Justice

This subject is aimed at students wishing to study either VCE Legal Studies, Global Politics, Sociology or Psychology, as well as anyone interested in learning about how the Australian legal and political systems work.

In this elective, students learn about the influence of the media on people's values. They explore ideas and issues around social media, ‘fake news’ and ‘click baiting’, learning how to think critically about information and where it comes from. They investigate social issues that are having a significant impact on Australian society, such as racism and religious extremism, and look at issues that are important to Australian teenagers. Students will learn about what justice and equality in Australia mean for them personally and for our wider Australian society. They will engage in fieldwork research where they get out into the community to find out what is affecting real people. By doing this, skills will be developed in ethical data gathering that would be very useful for any student considering studying VCE Psychology or Sociology.

Gender and Equality

This subject is aimed at students interested in studying VCE Legal Studies, Sociology or Psychology and anyone interested in exploring debates around gender and equality.

In this elective, students learn how gender is connected to every aspect of our lives. It dictates how we interact with other people and society, how society thinks, how laws are made, how much money we earn, who dies younger than others, and our risk of experiencing violence. This subject will introduce you to the different ways to think about and understand gender, explore the history of gender around the world, and explore public debate and inequalities that exist in our society around gender. You will consider the ways that people act based on the gender stereotypes that they encounter and how this changes the choices and opportunities that people might face. A number of different media and resources will be used to understand how gender is represented in media forms such as social media.

YEAR 10

First Nations

This subject is aimed at students wishing to study VCE Legal Studies, Politics, Sociology, Psychology, or Health and Human Development and anyone interested in learning more about the history and culture of Koorie groups in our region. This subject will also be helpful for students interested in working in community services, health, education or government services.

In this elective, students learn about the diversity of the Koorie peoples of North East Victoria. They will explore the history, culture, and accomplishments of First Nations people and how they have contributed 2025 Subject Handbook - Page 26

to our region for thousands of years. Students will engage with local community groups and develop skills in inquiry, ethical data gathering, and visual communication of findings.

Explore the Globe: Food and Culture Unveiled - Cultural Studies Embark on a captivating journey into the heart of diverse cultures with our exciting course, "Explore the Globe: Food and Culture Unveiled." This course promises a rich exploration of how a person's roots, history, and surroundings influence not only their community but also shape individual choices that define their part of the world.

In this unit, students will delve into the fascinating interplay between geography, history, economic resources, and government, unravelling the intricate tapestry of societies' cultural values and beliefs.

While we engage with the 'fun stuff'—studying film, media, fashion, architecture, and hobbies—the spotlight of our exploration will be on two essential aspects: food and cultural celebrations.

Discover the profound impact of cuisine on identity as we delve into the question, "What food makes people from different places feel like they are 'at home'?" Uncover the culinary secrets that serve as a cultural bridge, connecting people across borders and creating a sense of belonging. Through engaging discussions, students will gain insights into the significance of traditional dishes and their role in preserving cultural heritage.

But that's not all—prepare to embark on a global festival tour as we explore how communities 'party' to celebrate their unique culture. From traditional festivals to contemporary celebrations, students will unravel the vibrant tapestry of cultural expressions, understanding the shared experiences that bind communities together.

Join us in this immersive experience where learning extends beyond textbooks, and cultural exploration becomes a flavourful adventure. "Explore the Globe: Food and Culture Unveiled" promises to be a delicious blend of academic inquiry and sensory discovery, inviting students to savour the world's diversity through the lens of food and celebration. Enrol now for a semester of discovery, connection, and a celebration of global flavours!

PHYSICAL EDUCATION Health/Physical Education Core

In Year 10 health, students complete the following units. Traffic Safety, Food and Nutrition, the Health benefits of being physically active, Relationships and Sexuality. These units allow students to evaluate health information from a range of sources and apply it to health decisions and situations.

The Traffic Safety Unit will allow students to study for their driver’s license, allow students to explore a range of influences on their driving skills and enable students to make safe driving choices.

Students will participate in several sports that enable them to devise, implement, and refine strategies demonstrating leadership and collaboration skills when working in groups or teams. Students will also reflect on how fair play and ethical behaviour can influence the outcomes of movement activities and perform and refine specialized movement skills in challenging movement situations.

Sports units in Year 10 semester PE are athletics field events and relay training, squash, touch rugby, fitness testing and fitness training, self-defence, table tennis and minor games.

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Physical Education and Health Electives Outdoor Education

Year 10 Outdoor Education is a great introduction to VCE Outdoor and Environmental studies. The subject is mainly theoretical, with two to three field trips during the semester to enable students to experience the outdoors and put theory into practice. Some of the theory work will be completed outdoors. Students will complete units on sustainability, Indigenous studies, map reading and compass skills, minimal impact bushwalking, safe participation in outdoor activities, risk assessment and safe equipment use.

Child Development

Year 10 Child Development is a great introduction to VCE Health and Human Development.

The subject covers the growth and development of children throughout the early childhood stages of the life span (under five years of age). The subject explores the following topics: pregnancy and childbirth, stages of growth and development, childhood health, nutrition and safety, play and the developing child, parenting styles and child neglect. There will be a visit to a childcare centre to give students the opportunity to work with and observe children in the early childhood stages.

Advanced Physical Education

This elective is for students who are strongly considering the study of VCE Physical Education in years 11 and 12. This elective mainly focuses on sports science and would suit students who are very keen to understand the body and its relationship with physical activity. Topics covered in this elective include exercise physiology, which covers the body systems of cardiovascular, muscular, skeletal, and respiratory.

Concepts relating to skill acquisition, application of training principles and evaluation of performance will be investigated. Students who have been successful in Health and PE in Years 8 and 9 are strongly recommended to consider this elective. Independent study skills will be practised, and the criteria of acquiring, applying, and evaluating will be assessed to prepare students for study in the senior subject. A variety of physical activities will be engaged in, balanced by the theoretical foundations of this subject.

Sport & Recreation

YEAR 10

This is an elective Physical Education class for students wanting additional Physical Education in Year 10.

This subject will lead to VET Sport and Recreation.

The semester unit will combine theory and practical sessions. Students will develop their understanding of all the fitness components. Aerobic capacity, muscular strength (including core body strength), power and endurance, speed, agility, reaction time and flexibility.

Students will elect the sports units the class will undertake. These sports units will enable the development of different fitness components.

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ARTS PROGRAM Music

This course is designed for those students who love to play music. Students who undertake this course will work on developing their performance skills either as a soloist or in an ensemble. 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 the works they are preparing for performance.

Students will also work on developing their musicianship, analysis concepts, theory, and aural skills. This course provides a pathway for students to study VCE Music – contemporary performance, VCE Music – repertoire performance or VET Music – performance stream.

Drama In this unit, students will create their own small ensemble performance and solo work. Students will experience all aspects of creating the performance, including acting, directing, sound, lighting, sets, costumes and publicity. Students will study the dramatic elements, including movement, voice and gesture, and how these contribute to creating authentic characters in performance. From inspiration and improvisation to development, production and performance, this unit is your chance to make new and exciting theatre.

2D Art- Creative Practice- Painting, Drawing & Printmaking

In Year 10, students are able to explore two dimensional art as a way to express themselves and explore what is going on in their world. Students undertake three short projects exploring artists practice, and undertake experiential and project based learning to build their skills in a variety of 2D media including but not limited to - Painting, drawing, printmaking, collage, digital drawing, mixed media. Students will learn to write about structural, personal and cultural elements of their own and others artworks. They begin to develop their own visual language using the creative practice to research, explore, experiment, develop, resolve, refine and reflect on their own practice. *Please note if there are small numbers of students for 2D and 3D art they may be combined to form a singular semester subject covering both 2D and 3D areas Example Common Assessment Tasks in Year 10 2D Art - Large Scale Drawings inspired by Jim Dine - Messing with the Masters- Appropriating Famous Artworks - Independent Creative Practice inspired by a theme

3D Art- Creative Practice - Ceramics & Sculpture

YEAR 10

In Year 10, students have the option to explore three dimensional artmaking to develop their own visual language. They use the creative practice to undertake three short projects inspired by different artists and craftspeople and make personal visual responses to the ideas and issues in artists' work. They begin to use 2D and 3D to develop their own visual language using the creative practice to research, explore, experiment, develop, resolve, refine and reflect on their own practice. They will explore a variety of 3D media including but not limited to ceramics, mixed media, fabric, metal and found objects. Students will learn to write about structural, personal and cultural elements of their own and others artworks. Please also note drawing is still a fundamental part of 3D artmaking and is still expected in the 3D course. *Please note if there are small numbers of students for 2D and 3D art they may be combined to form a singular semester subject covering both 2D and 3D areas 2025 Subject Handbook - Page 29

Example Common Assessment Tasks in Year 10 3D Art - Story Pots- Create a ceramic vessel inspired by Grayson Perry - Appropriation- Research a famous 2D artwork and create a 3D object - Form vs Function- Functional objects with a twist

Photography to Media Take your photography and video storytelling skills to the next level. In this unit, students build on the skills they developed in Year 9 Photography and Media while deepening their understanding of media production processes. Students continue to develop their photography skills and ideas while exploring how to create a series of images to communicate a theme. Students explore how to control different settings on the camera and learn Photoshop skills that help to enhance the artistic side of photo editing.

In the video section of the course, students learn about genre conventions and how to use technical and story elements to create a short film. In addition to the assessment tasks, students produce photographs, short video exercises, and written responses that analyse media products.

Visual Communication Design Year 10 Visual Communication is a creative subject that focuses upon teaching students how to draw two and three dimensional objects / products / forms, using a selection of freehand and instrumental (technical) drawing techniques. To complement your developing drawing skills students will also be introduced to basic computer generated design using Adobe Photoshop, Illustrator and InDesign. Through the use of the design process students will be able to research, develop and refine a range of design solutions with a particular emphasis upon the use of the elements and principles of design so that they can create with flair and understanding.

TECHNOLOGY PROGRAM Food Technology

Food Technology is a practical and theoretical subject that gives students the opportunity to develop food preparation and presentation skills and techniques as well as an understanding of nutritional considerations in order to produce good quality, healthy, savoury and sweet products. It addresses the importance of hygiene, safe working practices, and legislation in the production of food. Students investigate the role that food plays in society, factors that have impacted the Australian diet, the future of sustainable food production and the ethical issues that are part of food production. Students will use the design process to plan, produce and evaluate several dishes.

Pathways: Designed to prepare students for studies in VCE Food Studies units 1 & 2.

YEAR 10

Catering

Catering aims to develop the student’s knowledge and appreciation of food further and their food planning, preparation and presentation skills. They will use design briefs and the design process to plan and manage real-life catering situations, different dietary requirements, and distinctive styles of food and cuisines. Students will continue to study the principles of food safety and workplace safety, particularly in a kitchen setting. They will undertake sensory evaluations of fresh produce, commercially produced food, and the food they produce. Finally, the class will collaborate to use the skills learnt to undertake a major catering project.

Pathways: Designed to prepare students for studies in VCE Food Studies units 1 & 2.

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Textiles Technology Students use design and technology knowledge and understanding of Textile processes and production skills to produce design solutions in response to identified opportunities using fibre and fabrics. Students consider combining characteristics and properties of fibres and fabrics to create design options for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing confidence and independence.

Common Assessment Tasks: Investigating, designing, and evaluating folio, designer research, producing, and negotiating textile articles of own choice.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Textiles.

Design and Print-Textiles This is a hands-on course that allows for an exploration of a variety of hand printing and colour application techniques to create designs for fabric. The methods undertaken are broad, allowing students to tailor to their own interests. Students will have the chance to explore hand-cut stencils and computer-generated stencils for screen printing onto premade clothing or an article of their choice.

Units covered. Digital printing is used for basic printing, natural dyeing of fabrics, custom T-shirt printing (computer generated and hand-cut screened stencils), block printing on fabrics using traditional wood carving techniques and lino printing techniques.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Textiles.

Wood Technology- Furniture Design Students use design and technology knowledge and understanding of wood processes and production skills to produce furniture solutions that are designed in response to identified opportunities using timber. Students consider combining characteristics and properties of timber to create design options for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors. Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions.

Common Assessment Tasks: Design Folio and produce a product of student choice.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Wood.

Product Design and Technology – Metal

YEAR 10

Students consider how people working in design and technology occupations consider factors that impact design decisions and the technologies used to create designed solutions. They identify the changes necessary to design solutions to realise the preferred futures they have described. When creating designed solutions for identified needs or opportunities, students evaluate the features of metal technologies and their appropriateness for their intended purpose. Students create designed solutions based on a critical evaluation of needs or opportunities. Students investigate and consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and/or the community, considering society and ethics, and economic, environmental and social sustainability factors.

In this unit students will learn about: • Applying safe work practices in a technology workroom and risk management practices for using equipment in the classroom.

In this unit students will learn to: • Analyse ways to create designed solutions through selecting and combining characteristics and 2025 Subject Handbook - Page 31

•

properties of materials, tools and equipment.

Follow a work plan, making adjustments as required.

Students will draw on prior learning from years 7,8 and 9 of technology-based learning programs.

Students are re-introduced to the safe use of machinery and tool practices and risk management techniques. Students are re-introduced to design conceptualisation once the concept of design brief structures are comprehended.

Design and Technologies goal is to develop the knowledge, understanding and skills so students can: • Become designers and producers of designed solutions • Can investigate, generate and critique designed solutions for sustainable futures • Use design and systems thinking to generate innovative and ethical design ideas and communicate these.

• create designed solutions suitable for a range of contexts by creatively selecting and safely manipulating a range of materials, tools and equipment • learn how to transfer the knowledge and skills from design and material manipulation to new situations • Understand the roles and responsibilities of people in design and technology occupations and how they contribute to society.

This study prepares students to select metal in later years of schooling in Year 11+12, and beyond. It fosters growth in mild steel forming and sheet metal fabrication techniques to then move into welding processes. Students would also be encouraged to undertake VET Engineering.

CAD (Computer Aided Design)

YCAD is a computer-aided design course that will expand on previous CAD students to planning and designing using CAD. Students work through the design process to research, visualise, create and evaluate their design. They will design and produce a product to meet different design parameters. They work with 3d printers to print their product and test the outcomes of their designs. They will also work on Adobe Illustrator to produce designs for cutting on the CNC laser cutter.

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YEARS 11 AND 12 English – Units 1 &2 (Year 11) and Units 3 & 4 (Year 12) There are no prerequisites for entry to Units 1, 2 and 3. Students must, however, undertake Unit 3 and Unit 4 as a sequence and must satisfactorily pass three units in total to achieve their VCE Certificate.

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 to participate in a democratic society and the global community.

English Unit 1, Area of Study 1 – Reading and Exploring Texts: Students engage in reading and viewing texts with a focus on personal connections with the story.

English Unit 1, Area of Study 2 – Crafting Texts: In this area of study, students engage with and develop an understanding of effective and cohesive writing.

English Unit 2, Area of Study 1 – Reading and Exploring Texts: In this area of study, students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing to further open possible meanings in a text, and to extend their writing in response to text.

English Unit 2, Area of Study 2 - Exploring argument: Students consider the way arguments are developed and delivered in many forms of media. Students apply their knowledge of argument to create a point of view text for oral presentation.

YEARS 11 AND 12

English Unit 3, Area of Study 1 – Reading and Responding to Texts: Students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. The summative assessment is an analytical response to a text in written form.

English Unit 3, Area of Study 2 - Creating Texts: Students build on the knowledge and skills developed through Unit 1. They read and engage imaginatively and critically with mentor texts, and they engage in effective and cohesive writing within identified contexts. The summative assessment consists of two written texts constructed with consideration of audience, purpose, and context, as well as a commentary reflecting on writing processes.

English Unit 4, Area of Study 1– Reading and Responding to Texts and Analysing and Presenting Argument: Students further sharpened their skills of reading and viewing texts, which developed in the corresponding area of study in Unit 3. Students consolidate their capacity to analyse texts critically, deepen their understanding of the ideas and values a text can convey, and present this in an analytical response to text in written form.

English Unit 4, Area of Study 2 – Analysing and Presenting Argument: Students analyse the use of argument and language in persuasive texts, including one written text (print or digital) and one text in another mode (audio and/or audio-visual); and create an analytical response in a written form. In addition 2025 Subject Handbook - Page 33

to this, they develop and present a point of view text in the form of an oral presentation.

Final external assessment - The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score. The examination will be set by a panel appointed by the VCAA. All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable. The examination will be completed under the following conditions: Duration: 3 hours.

Date: end-of-year, on a date published annually by the VCAA. VCAA examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook.

The examination will be marked by assessors appointed by the VCAA. Further information can be found at: https://www.vcaa.vic.edu.au/curriculum/vce/vce-studydesigns/english-and-eal/Pages/index.aspx

English Literature Students who choose English Literature should carefully consider including English Core in their selections, as 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.

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.

VCE Literature, Unit 1, Area of Study 1 – Reading Practice: 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.

VCE Literature, Unit 1, Area of Study 2 – Exploration of literary movements and genres In this area of study, students explore the concerns, ideas, styles, 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.

VCE Literature, 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 the Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation.

VCE Literature, Unit 2, 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 2025 Subject Handbook - Page 34

reflect the specific time period and/or culture, as well as 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.

VCE Literature, Unit 3, Area of Study 1 – Adaptations and Transformations: In this area of study, students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. They then reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. By exploring an adaptation, students also consider how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas present in the original text.

VCE Literature, Unit 3, Area of Study 2 – Developing interpretations: 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. These student interpretations should consider the historical, social and cultural context in which a text is written and set. Students also consider their own views and values as readers.

VCE Literature, Unit 4, 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.

VCE Literature, Unit 4, Area of Study 2 – Close analysis of texts: In this area of study, students focus on 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.

YEARS 11 AND 12

External assessment: The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute 50 per cent to the study score. The examination will be set by a panel appointed by the VCAA. All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable. The examination will be completed under the following conditions: • Duration: 2 hours • Date: end-of-year, on a date to be published annually by the VCAA • VCAA examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook • The examination will be marked by assessors appointed by the VCAA. Further information can be found at: https://www.vcaa.vic.edu.au/curriculum/vce/vce-studydesigns/literature/Pages/index.aspx

VCE Vocational Major Literacy (VM previously VCAL) VM Literacy has been designed so that Units 1 and 2 can be undertaken as standalone units or concurrently. Units 3 and 4 may be undertaken sequentially.

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

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Texts should be drawn from a wide range of contexts and be focused on participating in the workplace and community. Further to this, texts should be drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace texts from increasingly complex and unfamiliar settings. As students develop these skills, they engage with texts that encompass the everyday language of personal experience to the more abstract, specialised and technical language of different workplaces, including the language of further study. The applied learning approach of this study is intended to meet the needs of students with a wide range of abilities and aspirations.

Assessment tasks; Unit 1, 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.

Unit 1, Area of Study 2 – Understanding and creating visual 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, 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. Students will consider the values and beliefs that underpin different perspectives and how these values create different biases and opinions, including thinking about how these issues might arise in particular vocational or workplace settings.

Unit 2, Area of Study 2 – Responding to opinions In this area of study, students practise their use of persuasive language and participate in discussions 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.

Students consider the arguments presented and critically analyse the language, evidence, and logic of others' arguments so that they can create their own responses.

YEARS 11 AND 12

Unit 3, 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 reallife 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. Students will learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Students will develop their confidence to deal with a range of technical content that they will encounter throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts.

Unit 3, 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. Students read and respond to a variety of technical content from a vocational, workplace or organisational setting of their choice, demonstrating an understanding of how these texts inform and shape the organisations they interact with.

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Unit 4, 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. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion and some of the forms that are increasingly being used in the digital domain for publicity and exposure.

Unit 4, Area of Study 2 - Speaking to advise or to advocate

YEARS 11 AND 12

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. The presentation needs to be developed in consultation with the teacher and should focus on an area of student interest with a clearly stated vocational or personal focus. Students are encouraged to connect this area of study to their learning in Unit 4 of either Work-Related Skills or Personal Development Skills. If students are not undertaking either of these studies, they may select an option from either of the two outlined below: Literacy for civic participation or Literacy for everyday contexts.

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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.

Unit 3 Unit 4

YEARS 11 AND 12

VCE Examination

School Assessed Coursework (SAC) 1 – Mathematical Investigation 1 School-Assessed Coursework (SAC) 2 – Mathematical investigation 2 School-Assessed Coursework (SAC) 3 - Mathematical investigation 3

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20% 20% 20% 40%

YEARS 11 AND 12

Units 3 & 4 Assessment Unit 3

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, particularly 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.

Units 3 & 4 Assessment (General Mathematics) Unit 3 School Assessed Coursework (SAC) 1 – Analysis Task 40% Unit 3 School-Assessed Coursework (SAC) 2 – Problem-solving / Modelling 20% Unit 4 School-Assessed Coursework (SAC) 3 – Problem-solving / Modelling 20% Unit 4 School-Assessed Coursework (SAC) 4 – Problem-solving / Modelling 20% VCE Examination 1 (end of year) – Multiple Choice VCE Examination 2 (end of year) – Extended Response

34%

33% 33%

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.

YEARS 11 AND 12

Units 3 & 4 Assessment (Specialist Mathematics) Unit 3 School-Assessed Coursework (SAC) – Application Task Unit 4 School-Assessed Coursework (SAC) 1 – Problem-solving / Modelling Task Unit 4 School-Assessed Coursework (SAC) 2 – Problem-solving / Modelling Task VCE Examination 1 (end of year) VCE Examination 2 (end of year) Where might this course lead?

Arts, Journalism, Politics, Law.

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20% 10% 10% 20% 40%

Humanities

All humanities subjects help students 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 it 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: Unit 1 •

Unit 2 Ancient Mesopotamia.

Unit 3 •

• Ancient Egypt (Old Kingdom to Second Intermediate Period).

Unit 4

Ancient Egypt (New Kingdom).

•

Ancient Rome.

Units 3 & 4 Assessment (Ancient History) Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (2 hours)

25% 25% 50%

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YEARS 11 AND 12

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 owners, project managers, human resource managers, operations managers or executive managers.

Unit 1 • Planning a business.

Unit 2 • Establishing a business.

Unit 3 • Managing a business.

Unit 4 • Transforming a business.

Units 3 & 4 Assessment (Business Management) Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (2 hours)

25% 25% 50%

YEARS 11 AND 12

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.

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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 develop 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, apply legal reasoning and decision-making skills, and foster 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.

Unit 1

•

Unit 2 Guilt and liability.

Unit 3

•

•

Sanctions, remedies and rights.

Unit 4 Rights and justice

•

The people and the law.

Units 3 & 4 Assessment (Legal Studies) Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (2 hours)

25% 25% 50%

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YEARS 11 AND 12

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, judgment and relevant theoretical knowledge.

Students will develop and build teamwork, interpersonal skills, and organisational capabilities, which can be used to strengthen their employability skills in post-secondary 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.

*Indicates Units 3 and 4 - scored assessment units.

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) 3 coursework tasks VCE Examination (1.5 hours)

66% 34%

YEARS 11 AND 12

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)

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Certificate II in Community Services (CHC22015)

This certificate allows students to develop the skills and knowledge to undertake community service 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.

*Indicates scored assessments.

Units 3 & 4 Assessment (VCE/VET Community Services) 3 coursework tasks VCE Examination (1.5 hours)

66% 34%

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YEARS 11 AND 12

YEARS 11 AND 12

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

Where might this course lead?

Teaching, Foreign Affairs, Interpreter, Border Security, Banking, International Diplomat, Tourism Guide, Museum Guide.

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 2 How does inheritance impact on diversity?

Inheritance explained.

How inherited adaptations impact diversity.

Bioethical issues.

t3 t4 w do cells maintain life? w does life change and respond to challenges?

The role of nucleic acids and proteins have in How organisms respond to pathogens maintaining life.

Biological evolution.

Photosynthesis and cellular respiration.

Investigate cellular processes and/or biological change.

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (end of the year)

20% 30% 50%

2025 Subject Handbook - Page 45

YEARS 11 AND 12

YEARS 11 AND 12

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?

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.

• 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 operates and the impact of stress as a psychobiological process • How people learn and remember.

Unit 4 How is mental wellbeing supported and maintained?

• How levels of consciousness including sleep effect mental processes and behaviour.

• Mental health and wellbeing.

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework Unit 4 School-Assessed Coursework VCE Examination (end of the year)

YEARS 11 AND 12

Where might this course lead?

Research, Education, Management, Human Resources, Health, and Government.

2025 Subject Handbook - Page 46

20% 30% 50%

Chemistry

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, as well as 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 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 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 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?

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (end of year)

20% 30% 50%

2025 Subject Handbook - Page 47

YEARS 11 AND 12

YEARS 11 AND 12

Where might this course lead?

Agricultural Scientist, Analytical Chemist, Biochemist, Pharmaceutical Scientist, Research Scientist, Food Scientist, Forensic Scientist, Toxicologist.

Physics

Physics is the study of the world around you. Key areas include the study of motion and the laws that 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?

• • •

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

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.

• •

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.

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework Unit 4 School-Assessed Coursework VCE Examination (end of year)

30% 20% 50%

YEARS 11 AND 12

Where might this course lead?

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.

2025 Subject Handbook - Page 48

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’ perceptions 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.

Unit 1

Unit 2

• Media forms, Australian stories.

representations

and

Narrative across media forms.

Unit 4

Unit 3 • Media production

•

narratives,

contexts

and

pre-

• Media production; agency and control in and of the media

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) – Narrative and contexts Unit 3-4 Folio & Production Unit 4 School-Assessed Coursework (SAC) – Agency and Control VCE Examination (end of year)

10% 40% 10% 40%

YEARS 11 AND 12

Where might this course lead?

Graphic Design, TV & Film, Education, Social Media, Photography, Lighting, Commercial Production, Merchandising, Marketing, Illustrator/Animation, Sound Design.

2025 Subject Handbook - Page 49

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 with 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

Unit 2

Finding, reframing and resolving design problems

Design contexts and connections

Unit 3

Unit 4

Visual communication in design practice

Delivering design solutions

Units 3 & 4 Assessments Unit 3 School-Assessed Coursework (SAC) 1 – Visual communication in design practice Unit 3 School-Assessed Coursework (SAC) 2 – Design contexts and connections Unit 4 Folio (SAT) Delivering design solutions VCE Examination (end of year)

10% 10% 50% 30%

YEARS 11 AND 12

Where might this course lead?

Graphic Design, Engineering, Education, Interior Design, Architectural Design, Commercial Production, Merchandising, Marketing, Illustrator, Environmental Design.

2025 Subject Handbook - Page 50

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 and enhance 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, as well as the stimulus and inspiration to develop their own artistic skills and ensure they become innovative and progressive artists.

Unit 1

Unit 2

Interpreting artworks and exploring the Creative Practice

Interpreting artworks and developing the Creative Practice

Unit 3

Unit 4

Investigation, ideas, artworks and the Creative Practice

Interpreting, resolving and presenting artworks and the Creative Practice

Units 3 & 4 Assessments Unit 3 School-Assessed Coursework (SAC) 1 Unit 4 School-Assessed Coursework (SAC) 1 Unit 3-4 Folio and Artworks VCE Examination (end of year)

5%

5% 60% 30%

EARS 11 AND 12

Where might this course lead?

Artist, Graphic Design, Education, Illustrator, Curator/Conservator, Gallery Assistant, Merchandising, Conceptual Artist, Animation, Print Making.

2025 Subject Handbook - Page 51

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 the work 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 they 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 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

YEARS 11 AND 12

Units 3 & 4 Assessment Unit 3-4 School-Assessed Coursework (SAC) VCE Examination (End of Year Performance Exam) VCE Examination (End of Year Written Exam)

2025 Subject Handbook - Page 52

30% 50% 20%

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

Units 3 & 4 Assessment Unit 3-4 School-Assessed Coursework (SAC) VCE Examination (End of Year Performance Exam) VCE Examination (End of Year Written Exam)

30% 50% 20%

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. The qualifications are delivered with and in partnership with COSAMP (RO #41549).

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

EARS 11 AND 12

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

2025 Subject Handbook - Page 53

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. The qualifications are delivered with and in partnership with COSAMP (RO #41549).

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. The qualifications are delivered with and in partnership with COSAMP (RO #41549).

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

ARS 11 AND 12

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

2025 Subject Handbook - Page 54

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 specialist training in Performance – solo or group performance focused 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 endof-year performance exam (50%). The course is nationally accredited through the College of Sound and Audio Production. The qualifications are delivered with and in partnership with COSAMP (RO #41549).

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)

YEARS 11 AND 12

Where might this course lead?

Musician, Arranger, Composer, Music Teacher, Music Therapy.

2025 Subject Handbook - Page 55

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 roles and characters. 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.

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (Performance Exam) VCE Examination (Written Exam)

30% 10% 35% 25%

YEARS 11 AND 12

Where might this course lead?

Performing Arts Courses, Acting, Directing, Theatre technologies and Stagecraft courses (lighting, set, make-up, costume), Teaching.

2025 Subject Handbook - Page 56

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 problem-based design approaches that trial, test, evaluate, critique, and iterate product solutions. As student designersmakers 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.

Unit 1

Unit 2

Design practices

Positive impacts for end users

Unit 3

Unit 4

Ethical product design and development

Ethical production and evaluation

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) 10% Unit 4 School-Assessed Coursework (SAC) 10% School Assessed Task (SAT) Folio and product 50% VCE Examination (End of Year Written Exam) 30% Where might this course lead?

Product Designer, Fashion Designer, Textile Designer, Patternmaker, Tailor, building contractor or inspector, Cabinet Maker, Carpenter, Craftsperson and Furniture Designer.

YEARS 11 AND 12

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 rural-based 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.

2025 Subject Handbook - Page 57

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 their needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

In Unit 3: In this unit, students investigate the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientific evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (, and develop their understanding of diverse nutrient requirements.

In Unit 4: In this unit, students examine debates about Australia’s food systems as part of the global food system and describe key issues relating to the challenge of adequately feeding a rising world population.

Unit 1 •

Unit 2 Food origins

•

Food makers

Unit 3

Unit 4

Food in daily life

Food, issues, challenges and futures.

YEARS 11 11 AND AND 12 12 YEARS

Where might this course lead?

Dietitian, Nutrition Advisor, Food Technologist, Environmental Health Officer, Food Scientist, Food Stylist, Food Writer, Health Educator, Home Economist, Nutritionist, Teacher.

2025 Subject Handbook - Page 58

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

Unit 2 Physical activity, sport and society

• How does the musculoskeletal system work to produce movement?

• How does the cardiorespiratory system function at rest and during physical activity?

• 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

Unit 3 Movement skills and energy for physical activity • •

How are movement skills improved?

How does the body produce energy?

• What are the foundations of an effective training program?

• How is training implemented effectively to improve fitness?

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (End of Year Written Exam)

25% 25% 50%

YEARS 11 AND 12

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.

2025 Subject Handbook - Page 59

Health and Human Development

Health and Human Development helps students learn how important health and wellbeing are 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 them at risk. The study provides opportunities for students to view health and wellbeing through a lens of social equity and justice.

Unit 1 Understanding health and wellbeing

Unit 2 Managing health and development

• Health perspectives and influences.

• Health and nutrition.

• Young health and wellbeing.

Unit 3 Australia’s health in a globalised world

• •

Understanding health and wellbeing.

Promoting health and wellbeing.

• •

• •

Development transitions.

Health care in Australia.

Unit 4 Health and Human development in global context

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (End of Year)

Health and wellbeing in a global context.

Health and sustainable development goals.

25% 25% 50%

2025 Subject Handbook - Page 60

YEARS 11 AND 12

YEARS 11 AND 12

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 2 Discovering outdoor environments • •

Investigating outdoor environments.

Impacts on outdoor environments.

Unit 3 Movement skills and energy for physical activity

Unit 4 Training to improve performance

• Historical relationships with outdoor environments.

• Relationships with Australian environments since 1990.

• •

Healthy outdoor environments.

Sustainable outdoor environments.

Units 3 & 4 Assessment Unit 3 School-Assessed Coursework (SAC) Unit 4 School-Assessed Coursework (SAC) VCE Examination (End of Year Written Exam)

25% 25% 50%

Where might this course lead?

Surveying, Park Ranger, Hydrographer, Environmental Science, Marine Biology, Recreation Officer, Adventure Guide, Urban Planning, and Outdoor Education Teacher.

YEARS 11 AND 12

VCE Agricultural and Horticultural Studies (Units 1 & 2) VCE Agricultural and Horticultural Studies takes an interdisciplinary approach to exploring food and fibre production. Its overarching focus is on land cultivation and the raising of plants and animals through evidence-based, sustainable, and ethical practices. Students consider the role of agriculture and horticulture from local, state, national, and global perspectives.

This study focuses on the rapid rate of change in the agriculture and horticulture industries and the increasing application of innovation and data-driven initiatives. Students conduct primary and secondary research to design and evaluate sustainable practices, understand challenges, and current issues, propose solutions and determine best practices.

Practical tasks are integral to Agricultural and Horticultural Studies and may include plant and/or animal management; experiential field trips; scientific trials, experiments, and data analysis; business or entrepreneurial practices, including value-adding activities; investigative reporting on best practices; and virtual reality experiences.

This study enables students to: • gain an understanding of the role of agricultural and horticultural industries in local, state, national and global contexts and • develop awareness of the breadth and viability of career pathways and employment opportunities in food and fibre production.

2025 Subject Handbook - Page 61

• • • • • •

develop an understanding of ethical and sustainable land, water, plant and animal management. analyse the drivers and effects of change in food and fibre industries and apply innovative technologies to practices. engage in applied, experiential tasks to extend understanding of agricultural and horticultural practices. apply scientific methodologies and data analysis to agricultural and horticultural planning and problem solving. analyse challenges to food and fibre production, including climate change, biological resistances and threats to biodiversity and biosecurity. evaluate information and various points of view on issues relating to the food and fibre industries.

2025 Subject Handbook - Page 62

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 judgment 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.

Units 3 & 4 Assessment (VCE/VET Sport and Recreation) Coursework Tasks VCE Examination (1.5 hours)

66% 34%

2025 Subject Handbook - Page 63

YEARS 11 AND 12

YEARS 11 AND 12

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 units 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 discussions 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

YEARS 11 AND 12

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.

2025 Subject Handbook - Page 64

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

YEARS 11 AND 12

The Numeracy component will be covered under VCE Mathematics. See VCE Mathematics for details.

Students may choose Foundation Mathematics, General Mathematics or Mathematical Methods.

2025 Subject Handbook - Page 65

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 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 needs.

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, develop effective communication skills to enable self-reflection and self-promotion, and practically apply their skills and knowledge.

YEARS 11 AND 12

This subject requires students to think about and investigate potential employment pathways, develop a career action plan, and 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, understand transferable skills, identify their personal skills and capabilities, and promote them through the 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 Further Education modules or certificates.

2025 Subject Handbook - Page 66

Year 11

Year 12 VCE VM or VCE

Literacy VM 1 / 2

Literacy VM 3 / 4

VCE English 1 / 2

VCE English 3 / 4

VCE Foundation Mathematics 1 / 2

VCE Foundation Mathematics 3 / 4

VCE General Mathematics 1 / 2

VCE General Mathematics 3 / 4

VCE Mathematics Methods 1 / 2

VCE Mathematics Methods 3 / 4

Work Related Skills

VCE VM Work-Related Skills 1/2

VCE VM Work-Related Skills 3/4

Personal Skills

VCE VM Personal Development Skills 1/2

VCE VM Personal Development Skills 1/2

Literacy

YEARS YEARS 11 11 AND AND 12 12

Numeracy

Development

General VCE

VCE unit 1/2

VET/SBAT

VET Certificate 1/ 2

VET Certificate 3 / 4

2025 Subject Handbook - Page 67

Centre for Higher Education Studies (CHES) CHES is a ground-breaking new centre of excellence that has been established to cultivate the potential of high-ability and highachieving senior secondary school students.

CENTRE It is a direct response to the Victorian Government’s intention that FOR HIGHER EDUCATION all students, regardless of their starting point, are supported to STUDIES realise their full potential.

CHES expands access to Higher Education Studies (HES) for high-achieving government school students.

CHES offers two separate types of learning suited to students at Wangaratta High School.

1.

Specialist VCE subjects include: a.

VCE Algorithmics (Units 3&4).

Algorithmics is the only subject of its kind in the VCE. It is a ‘Higher Education Scored Study’, so it is designed to be the equivalent of a first-year university subject, and some universities offer accelerated pathways and credits for completion. At the same time, students can attain a VCE study score for Algorithmics that contributes to the ATAR. Algorithmics provides a structured framework for solving real-world, practical problems with computational methods. It is fundamental to computer science and software engineering and is essential for understanding the technical underpinnings of our information society. b.

VCE Extended Investigation Extended Investigation enables students to develop, refine and extend knowledge and skills in independent research and to carry out an investigation that focuses on a rigorous research question. The investigation may be an extension of an area of the curriculum already studied, or it may be completely independent of any other subject in the student’s VCE program.

2.

Higher Education Studies (HES): A range of first-year university subjects are from RMIT, University of Melbourne, Federation University, LaTrobe University, Swinburne University, and Victoria University. Courses in almost every discipline are offered.

There are no enrolment costs for government school students studying a HES program at CHES. HES subjects do count towards VCE and ATAR, which is explained on the CHES website Eligibility: only open to students enrolled in Victorian Government Schools. Subjects and course have specific prerequisites, all set out on the CHES website.

YEARS 11 AND 12

Full details are available on the CHES website: https://ches.vic.edu.au/

2025 Subject Handbook - Page 68

17-49 Edwards Street Wangaratta Victoria 3677 P: 03 5723 0500 www.whs.vic.edu.au

2025 Subject Handbook - Page 69