At North Geelong Secondary, we are proud of our senior students’ academic results and pathways. Consistently, we see our senior students achieve high levels of success in all their chosen pathways. Our VCE students achieve excellent study scores and we have high completion rates in all pathways. All students have real destinations, whether it is tertiary study at university or TAFE, or sustainable employment such as in apprenticeships and traineeships.
In addition to the academic success our students experience at NGSC, our students also show leadership in a range of sporting and cultural activities and events. Senior students participate in the decision-making of the school through leading the Student Representative Council (SRC) and annual College events such as Multicultural Festival, Athletics Day and School Production.
The College’s Student Management and Wellbeing Teams provide ongoing pastoral care to students, on an individual basis or as part of their year levels in the form of Leadership Camps and Study Skills Programs. Our qualified Careers Practitioners help students navigate through the range of post-schooling options available and determine the best pathway for each individual. Students are further supported by our state-of-the-art technology, their own Year 12 common room and experienced teachers who are committed to the development of their students.
With its broad range of choices, including both academic and vocational studies, the senior school curriculum at NGSC prepares students to develop the skills that will allow them to transition from the school setting into universities, training and further education, apprenticeships or employment.
VCE students will be generally be required to study 22 units taken over two years. 12 Units in Year 11 and 10 Units in Year 12. These subjects may include approved VET units. The 22 units must include the following:
Year 11
- Units 1-2 of English, EAL or Literature
- Units 1-2 of four more subjects (other than the English group above)
- Total: 12 units
Year 12
- Units 3-4 of English, EAL or Literature
- Units 3-4 of four more subjects (other than the English group above)
- Total: 10 units
Satisfactory Completion
The minimum requirement for a student to be awarded a VCE at the end of Year 12 is that a student must have completed 16 units. This must include the satisfactory completion of:
- At least three units of English or Literature or EAL (including units 3 and 4).
- Units 3 and 4 of at least three more subjects (other than the English group above).
Satisfactory completion of each VCE unit is based on demonstration of the key knowledge and key skills specified in that unit of the relevant VCE subject. Satisfactory completion of each unit is determined by the subject teacher in accordance with the VCAA requirements and outcomes documented in the study designs.
Click the subjects below to find out more information
Australian Tertiary Achievement Rank (ATAR)
An Australian Tertiary Achievement Rank (ATAR) is calculated for tertiary admissions. In order to receive an ATAR, Year 12 students must have satisfactorily completed their VCE Certificate (see above). ATARs are calculated based on the top four study scores each student receives and must always include English, EAL or Literature. If a student completes fifth and sixth subjects, 10 percent increments of these study scores will be added to their ATARS. This includes Vocational Education and Training (VET) subjects.
Please note that only two subjects from any ‘grouping’ can be counted in the top four study scores. For example, if a student completes Further Maths, Maths Methods and Specialist Maths, only their top two study scores will be counted in full. The third can only contribute a 10 percent increment as a fifth subject.
Attendance Policy
North Geelong Secondary College requires a minimum attendance of 90 percent of classes, each semester, for students to satisfactorily complete their VCE units. The following variations to the above program may apply:
- Students may complete their VCE over three years
- Year 10 students who study Unit 1 and 2 of a subject may have access to complete Unit 3 and 4 in Year 11
For more information on the successful completion of VCE, examples of programs of study or ATARs, please contact the College Pathways Team or visit the VCAA or VTAC websites.
VCE VM Requirements
Most students will undertake between 16-20 units over the two years. To be eligible to receive the VCE VM, students must satisfactorily complete a minimum of 16 units, including:
- 3 VCE VM Literacy or VCE English units (including a Unit 3–4 sequence)
- 2 VCE VM Numeracy or VCE Mathematics units
- 2 VCE VM Work Related Skills units
- 2 VCE VM Personal Development Skills units, and
- 2 VET credits at Certificate II level or above (180 nominal hours)
Students will be required to complete a minimum of four Unit 3-4 sequences. Students can include VCE units in their learning program.
The Personal Development Skills, Work Related Skills, Numeracy and Literacy study designs aim to equip students with the necessary skills and knowledge to engender confidence and self-agency in their preparation for the world of work and further training and education.
The new Vocational Major units have a strong focus on the application of knowledge and skills in practical contexts. Many of the units are underpinned by community-based activities and the development of self-agency.
Click the subjects below for more information
| CORE SUBJECTS | VET |
| VCE VM Literacy | Beauty Services |
| VCE VM Numeracy | Sport and Recreation |
| VCE VM Personal Development Skills | External VET outside of NGSC |
| VCE VM Work Related Skills |
For more information on any of the courses or information outlined here, please contact the Senior Sub School or the Pathways Team.
During a students’ senior studies, they must select a nationally recognised certificate to complement their Year 11 and 12 VCE VM Program. VCE students may also choose to complete a VET Certificate. Students can choose from over 40 different courses, in all areas of interest, with the option of some courses held at our College along many with other providers. For most classes, which run on Mondays and Wednesdays, there is a bus network to take students all over Geelong to their chosen courses.
In 2020, we had courses conducted at our College, by TAE qualified staff, with suitable industry experience, including Certificate II in Sport and Recreation and Certificate III in Beauty Services.
For the full list of courses on offer (updated each year) across the region, their descriptions and future pathways from these courses, please contact the College on 5240 5800 to speak with our VET/SBAT Coordinator, Caroline Makin.
English as an Additional Language – EAL
North Geelong Secondary College has an extensive EAL program for all students in Years 7 to 12. We have outstanding facilities. Our purpose-built English Language Centre houses much of the school’s withdrawal program and senior EAL classes. The New Arrivals program offers intensive English instruction and caters for students with with developing English skills. This program is staffed by the Geelong English Language Centre (GELC) and North Geelong Secondary College. Students with disrupted schooling participate in our Transition Program. In the mainstream part of the school students are supported in their subjects by EAL staff and Multicultural Aides. We also have specialist EAL classes for all year levels.
The innovative, award winning EAL/VCAL program at North Geelong Secondary College has been designed to increase the confidence and improve the learning outcomes of EAL Refugee students with periods of interrupted learning. The students have all arrived in their mid to upper secondary years and in most cases have no career pathway plans. Previous programs run with the EAL/VCAL students include the The Taste of Success Project that ran in conjunction with the VCAL staff and students at Bellarine Secondary College
The applied learning program is practical, hands-on, focused on work related skills, relevant and integrated. The students do all of the VCE VM Learning Strands but with extra periods and language support to help meet the learning outcomes.
Click the subjects below for more information
- VM Literacy
- VM Personal Development Skills
- VM Work Related Skills
Dance
Units 1 & 2 – Year 11
Description of the subject
VCE dance allows the students to explore movement as a means of creative expression. In VCE, students create and perform their own dance works, as well as studying the dance works of others through performance and analysis. Students will have regular dance training to build up their skill and ability to execute movements. Students will develop their dance vocabulary and choreographic skills. They will study how other choreographers have chosen movements to communicate to the audience. Students will perform both solo and group learnt dances, as well as their own creations.
Unit 1: Dance Perspectives
This area of study focuses on analysis of choreographers’ intentions, expressive movement resulting from use of the choreographic processes and the physical skills required to safely realise dance works. Students learn about how the intention of a choreographer might be realised, ways of articulating an intention and approaches to researching and documenting influences on choreography. They develop their skills in documenting movement, for example using annotated drawings and sketches generated manually or using ICT, and written descriptions using dance terminology
Unit 2: Choreography and Performance
In this area of study students develop an intention for a solo, duo and/or group dance work and explore and safely use movement to communicate this intention through choreography and performance. Students use the choreographic process to explore their chosen intention and develop a personal movement vocabulary. Students study ways of structuring and developing a cohesive composition and develop solo, duo and/or group improvisation skills
Equipment or Texts
Students will need to wear their sports uniform during class. Students will be required to view dances made by other choreographers, live or digitally.
Pre requisites
None
Special Comments
“A love of dance and performing will allow you to reach your full potential in this subject”
Pathway
Educational: This subject is a prerequisite to VCE Dance Year 12 (Units 3 and 4). This subject counts towards your entrance score at University
Career: Dancer, Performer, Theatre
Drama
Unit 1 and 2 – Year 11
Unit 1:
In this unit students study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived.
This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers.
Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. They document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.
In this unit the terms character, performance, story and style may be understood as one or more characters, performances, stories or styles.
Unit 2:
In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.
In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application of symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic elements and production areas.
Students analyse their own performance work as well as undertaking an analysis of a performance of an Australian work, where possible, by professional actors. An Australian work might:
- be written, adapted or devised by Australian writers or theatre-makers
- reflect aspects of Australian identity, for example the voice of Australia’s first peoples, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, urban and rural perspectives.
Across this unit, students study performance styles from a range of historical and/or social and/or cultural contexts. In this unit the terms character, performance, story and style may be understood as one or more characters, performances, stories or styles.
Pathway
Units 1 & 2 lead on to units 3 & 4 Drama. The course complements study in other Arts subjects.
Unit 3 and 4 – Year 12
Unit 3:
In this unit students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Students create work that reflects a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature. They use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Throughout development of the work they experiment with transformation of character, time and place, and application of symbol. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.
Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.
In this unit the terms character, performance, story and style can be understood as one or more characters, performances, stories or styles.
Unit 4:
This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create a performance in response to a prescribed structure. They consider the use of production areas to enhance their performance and the application of symbol and transformations. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.
Students are encouraged to attend performances that incorporate a range of performance styles to support their work in this unit.
Media
Unit 1 and 2 – Year 11
Description of the subject
VCE Media encourages students to explore and understand media conventions and the use of media technology in the 21st century. This course is designed for students interested in learning about film, television, print text, radio and the Internet. Students can expect to participate in filmmaking, directing, journalism, print production, acting etc. Students will have the opportunity to be innovative and creative and apply their knowledge to both practical and theoretical tasks.
Unit 1:
Media forms, representations and Australian stories
The relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Students work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning.
Unit 2:
Narrative across media forms
Fictional and non-fictional narratives are fundamental to the media and are found in all media forms. Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, and using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user-generated content, which challenges the traditional understanding of narrative form and content. Narratives in new media forms have generated new modes of audience engagement, consumption and reception. In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.
Equipment or Texts
Exercise book and iPad or laptop
Special Comments
This is an important subject for students who intend to learn more about the Media or who would like to continue with future studies in the Media industry. The Media industry relates to anything in television, print, radio or the Internet. Units 1 & 2 lead on to Units 3 & 4 Media.
Unit 3 and 4 – Year 12
Unit 3:
Media narratives and pre-production
In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Narratives are defined as the depiction of a chain of events in a cause and effect relationship occurring in physical and/or virtual space and time in non-fictional and fictional media products. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.
Unit 4:
Media production and issues in the media
In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.
Equipment or Texts
Exercise book and iPad or laptop
Art Making and Exhibiting
Unit 1 and 2 – Year 11
Description of the subject
VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited.
Unit 1:
In this unit students explore materials, techniques and processes in a range of art forms. They expand their knowledge and understanding of the characteristics, properties and application of materials used in art making. They explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Throughout their investigation students become aware of and understand the safe handling of materials they use.
Students explore the different ways artists use materials, techniques and processes. The students’ exploration and experimentation with materials and techniques stimulates ideas, inspires different ways of working and enables a broad understanding of the specific art forms. Their exploration and experimentation is documented in both visual and written form in a Visual Arts journal.
Unit 2:
In Unit 2 students continue to research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences, and how ideas are represented to communicate meaning.
Students respond to a set theme and progressively develop their own ideas. Students learn how to develop their ideas using materials, techniques and processes, and art elements and art principles. They consolidate these ideas to plan and make finished artworks, reflecting on their knowledge and understanding of the aesthetic qualities of artworks. The planning and development of at least one finished artwork are documented in their Visual Arts journal.
Students investigate how artists use art elements and art principles to develop aesthetic qualities and style in an artwork. Working in their Visual Arts journal they begin to discover and understand how each of the art elements and art principles can be combined to convey different emotions and expression in their own and others’ artworks. They also explore how art elements and art principles create visual language in artworks.
Students begin to understand how exhibitions are planned and designed and how spaces are organised for exhibitions. They also investigate the roles associated with the planning of exhibitions and how artworks are selected and displayed in specific spaces. This offers students the opportunity to engage with exhibitions, whether they are in galleries, museums, other exhibition spaces or site-specific spaces.
Equipment or Texts
Pencil 2H, pencil 2B, black fineliner, coloured pencil set, ruler 30cm, eraser, A3 visual diary A3, Cambridge Artisan Studio Arts – VCE Units 1-4
Special Comments
“I like being able to explore my own ideas and develop my own theme based on my interests”
“The best exhibition I went to was Top Arts because this showcases the best VCE Art and Studio Art students’ work and I found these artworks more interesting than the artwork of older artists.”
“The teacher went out of her way to source materials for the work I wanted to explore”
Student quotes
Pathway
This is an important subject for students who intend to continue studies in the Visual Arts or related creative areas. It is advisable for students pursuing careers in The Arts to study a variety of Visual Arts subjects as most course selection is based on a folio demonstrating a wide variety of art experiences.
Units 1 & 2 lead on to units 3 & 4 Art Making and Exhibiting. The course complements study in other Arts subjects.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Studio production and professional art practices
In this unit students are actively engaged in art making using materials, techniques and processes. They explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. They also investigate how artists use visual language to represent ideas and meaning in artworks. The materials, techniques and processes of the art form the students work with are fundamental to the artworks they make.
Students use their Visual Arts journal to record their art making. They record their research of artists, artworks and collected ideas and also document the iterative and interrelated aspects of art making to connect the inspirations and influences they have researched. The Visual Arts journal demonstrates the students’ exploration of contexts, ideas and subject matter and their understanding of visual language. They also document their exploration of and experimentation with materials, techniques and processes. From the ideas documented in their Visual Arts journal, students plan and develop artworks. These artworks may be made at any stage during this unit, reflecting the students’ own ideas and their developing style.
In order to receive constructive feedback on the progress of their art making, and to develop and extend their ideas, students present a critique of their artworks to their peer group. Students show a selection of their developmental work and artworks from their Visual Arts journal in their presentation. After the critique students evaluate their work and revise, refine and resolve their artworks. Students will visit an exhibition in either a gallery, museum, other exhibition space or site-specific space.
Unit 4: Studio production and Art industry contexts
In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in -specific art forms. The progressive resolution of these artworks is documented in the student’s Visual Arts journal, demonstrating their developing technical skills in a specific art form as well as their refinement and resolution of subject matter, ideas, visual language, aesthetic qualities and style. Students also reflect on their selected finished artworks and evaluate the materials, techniques and processes used to make them.
The Visual Arts journal in Unit 4 includes:
- the continued development of the student’s own art making in a specific art form
- evaluation of art making in a specific art form
- the visual documentation of the processes used for finalising artworks
- annotations to support visual documentation
- research into the connections between specific artists and artworks and the student’s own artworks
- research about the presentation of artworks in exhibitions
- research undertaken for conservation and care of artworks
- research about the selection of artworks for display and the planning of exhibitions
- written and visual research to make connections with specific artists and artwork.
The progress of individual student artworks is an important element of Unit 4, and throughout the unit students demonstrate their ability to communicate to others about their artworks. They articulate the development of subject matter, ideas, visual language, their choice of materials, their understanding of the inherent characteristics and properties of the material, their use of techniques and processes, and aesthetic qualities. Acting on their critique from Unit 3, students further develop their ideas and broaden their thinking to make new artworks.
Students organise the presentation of their finished artworks. They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks. Students also present a critique of their artworks and receive and reflect on feedback.
Students continue to engage with galleries, museums, other exhibition spaces and site-specific spaces and examine a variety of exhibitions. They review the methods used and considerations involved in the presentation, conservation and care of artworks, including the conservation and care of their own artworks.
Equipment or Texts
A3 Visual Art Diary, Grey lead sketching pencil set, fineliner, water colour pencils, eraser
Special Comments
“I love art because I am able to express myself visually and I like presenting my work to people”
Student quote
Pathway
This is an important subject for students who intend to continue studies in the Visual Arts or related creative areas. It is advisable for students pursuing careers in Fine Arts to study a variety of Visual Arts subjects as most course selection is based on a folio demonstrating a wide variety of art experiences.
Visual Communications and Design
Unit 1 and 2 – Year 11
Description of the subject
Unit 1:
This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.
Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration.
In this unit students are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications.
Unit 2:
This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields.
Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.
Equipment or Texts
Pencil 2H, Pencil 2B, Black Fineliner, Ruler 30cm, Eraser, Visual Diary A3 200p, Isometric Setsquare, Bantex A3 Binder, Bantex A3 Pockets pack of 25, Nelson VisCom Design VCE Units 1-4 Workbook, 2nd Edition
Special Comments
“The teacher brings brings industry skills that have helped heaps”
“Using the Macbooks to design and learn graphics programs made me stay at school and do extra work”
Student quotes
There will be an excursion to Melbourne at the start of the year to Top Design in Melbourne. This is a fantastic day out for students to gain an idea of what year 12 looks like. Student also visit Hosier Lane (google images it, so much graffiti art!)
If you have an artistic flare or a creative bone in your body this is the Unit for you.
Pathway
Students completing this unit will be ready made for Units 3 to 4 in Visual Communication and Design.
Why Study Design?
Graphic design is an intellectual, technical and creative pursuit that serves to inform and inspire. It involves the creation of visual solutions to communication problems. In an age where people are constantly being inundated with messages, it is the role of the graphic designer to interpret information and translate it through a visual medium to create a valuable experience for a wider audience.
In order to do so, having a sound knowledge in design processes across a broad range of disciplines, including photography, illustration and typography is crucial. Organisations such as television networks, print bureaus, Internet companies, magazines, newspapers and other visual media companies depend heavily on the skills of graphic designers.
The Bachelor of Visual Communication Design adopts a well-rounded focus towards theory and practice in contemporary and traditional forms, preparing job-ready graduates for exciting careers in a diverse array of industries.
Careers in Design
3D Modeller, Animator, Architect, Art Director, Copywriter, Creative Director, Design Manager, Draftsmen, Entertainment and Media Production, Film/Television Production Assistant, Games Developer, Graphic Designers, Logo Designer, Illustrator, Multimedia Designer, Web Designer, Multimedia Developer, Multimedia Specialist, Museum Publications Officer/Editor, Practicing Artist, Craftsperson, Program Manager / Project Coordinator, VCD Teacher, Visual Arts Teacher, Visual Effects Technician, Web Designer.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3:
In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.
Students use their research and analysis of the process of visual communication designers to support the development of their own designs. They establish a brief for a client and apply design thinking through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.
Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and research underpin the developmental and refinement work undertaken in Unit 4.
Unit 4:
The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs.
Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.
As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.
Equipment or Texts
Pencil 2H, Pencil 2B, Black Fineliner, Ruler 30cm, Eraser, Visual Diary A3 200p, Isometric Setsquare, Bantex A3 Binder, Bantex A3 Pockets pack of 25, Nelson VisCom Design VCE Units 1-4 Workbook, 2nd Edition
Special Comments
“We got to go to a design conference and listen to designers from around the world”
“I have the folio and skills I need for Uni”
Student quotes
There will be an excursion to Melbourne at the start of the year to Top Design in Melbourne. This is a fantastic day out for students to gain an idea of what year 12 looks like. Student also visit Hosier Lane (google images it, so much graffiti art!) Later in the night students attend a design conference with international talent on display. Students get the opportunity to talk to universities to discuss suitable courses.
If you have an artistic flare or a creative bone in your body this is the Unit for you.
Pathway
Why Study Design?
Graphic design is an intellectual, technical and creative pursuit that serves to inform and inspire. It involves the creation of visual solutions to communication problems. In an age where people are constantly being inundated with messages, it is the role of the graphic designer to interpret information and translate it through a visual medium to create a valuable experience for a wider audience.
In order to do so, having a sound knowledge in design processes across a broad range of disciplines, including photography, illustration and typography is crucial. Organisations such as television networks, print bureaus, Internet companies, magazines, newspapers and other visual media companies depend heavily on the skills of graphic designers.
The Bachelor of Visual Communication Design adopts a well-rounded focus towards theory and practice in contemporary and traditional forms, preparing job-ready graduates for exciting careers in a diverse array of industries.
Careers in Design
3D Modeller, Animator, Architect, Art Director, Copywriter, Creative Director, Design Manager, Draftsmen, Entertainment and Media Production, Film/Television Production Assistant, Games Developer, Graphic Designers, Logo Designer, Illustrator, Multimedia Designer, Web Designer, Multimedia Developer, Multimedia Specialist, Museum Publications Officer/Editor, Practicing Artist, Craftsperson, Program Manager / Project Coordinator, VCD Teacher, Visual Arts Teacher, Visual Effects Technician.
Bridging English as an Additional Language
Unit 1 and 2 – Year 11
Description of the subject
Bridging EAL focuses on the language skills needed by students for whom English is an additional language. Students develop knowledge and skills in speaking, listening, reading, viewing, writing and thinking, and the ability to adapt their language use to communicate effectively in different contexts, including academic and social settings.
Students use a range of registers of spoken and written English. Speaking and Listening skills are emphasised, along with explicit, close study of linguistic features, structures and meaning in Standard Australian English, and in literary and non-literary texts. It is strongly recommended that EAL students intending on taking the VCE complete this course before attempting Units 3 and 4 English as an Additional Language, which is compulsory.This subject consists of two units:
Unit 1: English for learning
Area of study 1 – English for everyday purposes
Area of study 2 – English for academic purposes
Unit 2: English for life
Area of study 1 – English for self-expression
Area of study 2 – English in the media
Equipment or Texts
Selected texts (film, short stories, novels)
Selected Student Workbook
Pre requisites
There are no prerequisites for this course. It is highly recommended for students who have experienced interrupted education, limited exposure to an English language learning environment, as well as those EAL students who would benefit from a program which is designed to support the building of English knowledge and skills.
Special Comments
VCCA offers two electives for Unit 2, Area of Study 2. However, students at NGSC are required to take English in the Media as this is conducive to further studies in the VCE.
Pathway
This course provides additional support for students taking or planning to undertake the VCE as improved skills in English translates to better outcomes across all curriculum areas. It is also highly recommended for students taking a vocational pathway.
English as an Additional Language - EAL
Unit 1 and 2 – Year 11
Description of the subject
Unit 1:
Area of Study 1 – Reading and creating texts
You will explore the ways that the author has used language to create characters, settings, events, explore themes, and build the world of the text, for you the reader. At the end of the area of study you will write an analytical and creative response to the text.
Area of Study 2 – Analysing and presenting argument
Through an analysis of how language is used to persuade, this area of study allows you to recognise the features of persuasive language and understand its effect on an audience. At the end of this area of study you will analyse a range of texts for their use of persuasive language. You will also create your own persuasive texts in a variety of forms.
Unit 2:
Area of Study 1 – Reading and comparing texts
In this area of study you will explore how comparing texts can provide a deeper understanding of ideas, issues and themes. You will practise your listening and speaking skills through discussion, developing your ideas and thinking in relation to the texts you study. At the end of this unit you will compare the presentation of ideas, issues and themes in the two texts you have studied.
Area of Study 2 – Analysing and presenting argument
In this area of study you will build on your understanding of argument and the use of persuasive language in texts. You will develop and present reasoned points of view on current issues. On completion of this unit you will be able to identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text, which presents a point of view.
Equipment or Texts
The details of required texts are listed on the booklist. Some of these texts may be available in electronic form for use on an iPad device.
Special Comments
This subject may be undertaken by students attempting the VCE or VCAL. For VCE students, completion of an English subject is mandatory. For VCAL students, this subject is an alternative to VCAL Literacy.
Pathway
Successful completion of this subject leads to Units 3 & 4 English.
Unit 3 and 4 – Year 12
Description of the subject
The study of EAL/English will assist you to gain knowledge and confidence with English and prepare you for further study and work. You will study various texts for different purposes. For example, you will learn to analyse persuasive language techniques in the media and study contemporary issues. Furthermore, in the study of context you will make connections between your experience of growing up in another country and Australia.You are eligible to be enrolled in EAL/English units 3&4 if you have been enrolled in an Australian school for up to 7 years. EAL/English is aligned with Units 3&4 English with some minor differences. You will study one less text, and in the Persuasive Language section of the exam you will complete tasks in Note Taking.
You will study EAL/English in a small class of up to 15 students. This will provide more one on one time with your teacher. The class will focus on developing English skills for the purpose of exam preparation, and independent learning and thinking.
Skills and understandings will be developed through the three main areas of study:
Reading and Responding
Creating and Presenting
Using Language to Persuade
Each area has school-assessed coursework and is assessed at the end of year exam.
The three areas of study involve reading, interpretation, and analysis of selected texts for different purposes. In Reading and Responding you will develop an understanding of the language used by the writer to create meaning. In the area of study Creating and Presenting, you will develop ideas and arguments from the context to write for a specific audience. In the area of using Language to Persuade you will present a point of view in oral form.
Equipment or Texts
There are three texts to be studied over the course of the year – two for Reading and Responding and one for Creating and Presenting. The selected texts and context are taken from the VCAA website.
Our current texts for Reading and Responding are No Sugar (play) by Jack Davis.
The War Poems by Wilfred Owen.
The topic for the Context is Issues of Identity and Belonging.
The Context text is the film Skin. In addition, you will read numerous shorter texts to further support the exploration of ideas and arguments.
Pathway
EAL students may select a pathway of VCE or EAL/VCAL.
VCE may be completed over three years.
English
Unit 1 and 2 – Year 11
Description of the subject
English is compulsory at VCE. This could be made up of English, English Literature or English Language.
Unit 1:
Area of study 1 – Reading and Creating
In this unit students read and respond to texts analytically and creatively. Students develop their skills in creating written, spoken and multi-modal texts.
Area of study 2 – Analysing and Presenting Argument
In this area of study students analyse and construct texts that attempt to persuade readers based on current issues in the media.
Unit 2:
Area of study 1 – Reading and Comparing Text
In this area of study students explore how comparing texts can provide a deeper understanding of themes, ideas and issues.
Area of study 2 – Analysing and Presenting Argument
In this area of study students build on their understanding of argument and the use of persuasive language in the persuasive text.
Unit 3 and 4 – Year 12
Description of the subject
Units 3 and 4 must be taken sequentially and a pass is needed in both Units. VCE English Units 3 and 4, focuses on three Areas of Study.
Unit 3:
Area of study 1 – Reading and Creating Texts
In this area of study students explore how comparing texts can provide a deeper understanding of themes, ideas and issues.
Area of study 2 – Analysing Argument
In this area of study students build on their understanding of argument and the use of persuasive language in the persuasive text.
Unit 4:
Area of study 1 – Reading and Comparing Texts
In this area of study students explore the meaning for connections between two texts.
Area of study 2 – Presenting Argument
In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audience.
Texts
Selected texts (film, short stories, novels)
Selected Student Workbook
Special Comments
Pre requisites: Units 1 and 2 in either English, English Literature or English Language
English is compulsory at VCE. This could be made up of English, English Literature or English Language. Units 3 and 4 must be taken sequentially and a pass is needed in both Units.
Pathway
Mandatory requirement for entrance to courses at University and Colleges
Foundation English
Unit 1 and 2 – Year 11
Description of the subject
VCE Foundation English focuses on how English is used to communicate through written, spoken and multimodal texts of varying complexity. Students focus on developing language and communication skills, primarily through the study of a variety of texts. They develop communication skills in order to listen, speak, read and write effectively in academic, workplace and social contexts. Students develop a range of literacy skills and learning strategies. They extend the understandings and processes required to read and write effectively. Students employ learning strategies designed to enhance their achievement in and enjoyment of the English language.
Equipment or Texts
Selected texts and resources supplied. No special equipment is required beyond pens and exercise books
Pre requisites
Satisfactory completion of Year 10 English
Special Comments
This subject should be considered the key to success for students who wish to complete the requirement of VCE English Units 1 to 4, but have faced difficulty in previous studies of English or not enjoyed subject English. It is an exciting opportunity to enhance students’ current skillsets in subject English. As an elective, this subject is taken in conjunction with either Year 10 English as a VCE Acceleration subject or taken in conjunction with VCE English Units 1&2 for Year 11 students.
The assessment tasks in this subject differ to the traditional assessment tasks in English and include a broad range of ways for students to improve and demonstrate their skills and knowledge. Multimodal texts such as comic strips and podcasts are examples of possible assessment tasks students will complete in this subject.
Pathway
VCE English Units 1 to 4
Literature
Units 1 to 4 – Years 11 and 12
Description of the subject
Literature…
- Causes public outcry: The Catcher in the Rye by J.D.Salinger
- Can change the world: The Telephone Directory
- Reforms long-held values and ideas: The 95 Thesis
- Becomes an integral part of popular culture: 1984 “Big Brother Is Watching You” by George Orwell
- Coins a phrase: “To thine own self be true”
Literature encourages students to think and discuss literary texts and the way they represent human experience. They are encouraged to explore, question, interpret, compare and analyse what they read and view. Students engage closely with the language of the texts and respond to them personally, critically and creatively.
Unit 1:
Area of Study 1- Reading practices
Respond to a range of texts and reflect on influences shaping these responses.
Texts
Jane Eyre by Charlotte Bronte
Selected 19th Century Poetry
Area of Study 2- Ideas and concerns in texts
Analyse the ways in which a selected texts reflects or comments on the ideas and concerns of individuals and particular groups in society.
Text
The Outsider by Albert Camus
Unit 2:
Area of Study 1- The text, the reader and their contexts
Analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups
Text
Accidental Death of an Anarchist by Dario Fo
Area of Study 2- Exploring connections between texts
Compare texts considering the dialogic nature of texts and how they influence each other.
Texts
In Cold Blood by Truman Capote
Making a Murderer (excerpts)
Joe Cinque’s Consolation by Helen Garner
Unit 3:
Area of Study 1- Adaptations and transformations
Analyse the extent to which meaning changes when a text is adapted to a different form.
Area of Study 2- Creative responses to texts
Respond creatively to a text and comment on the connections between the text and the response.
Unit 4:
Area of Study 1 – Literary perspectives
Produce an interpretation of a text using different literary perspectives to inform their view.
Area of Study 2 – Close analysis
Analyse features of texts and develop and justify interpretations of texts.
Unit 3 and 4 text selection
In Units 3 and 4 students must study at least six texts. Five of the required six texts must be selected from the Text List published by the VCAA. Click here to find out more
Assessment tasks (SACs)
Oral/ multimedia presentation
Passage analysis
Analytical essay
Comparative essay
Creative response
Pathway
Tertiary courses: Arts, Journalism, Law, Psychology, Theology, Sociology
Careers: Professional Writing, Creative Writing, Journalism, Advertising, Marketing, Editing, Teaching, Psychology, Law
Health and Human Development
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Understanding health and wellbeing
Area of Study 1 – Health perspectives and influences
In this area of study students understand the multidimensional approach to health and wellbeing. They consider the influence of age, culture, religion, gender and socioeconomic status on perceptions of and priorities relating to health and wellbeing.
Area of Study 2 – Health and nutrition
This area of study explores food and nutrition by investigating the roles and sources of major nutrients and an understanding of the food selection models used to influence food practices and choices.
Area of Study 3 – Youth health and wellbeing
In this area of study students focus on the health and wellbeing of Australia’s youth, identifying major health inequalities and how the government and organisations influence implementation of youth programs. Students select a particular focus area and conduct research, interpret data and draw conclusions on how the health and wellbeing of Australia’s youth can be promoted and improved.
Unit 2: Managing health and development
Area of Study 1 – Developmental transitions
This area of study examines the developmental transitions from youth to adulthood. They consider the characteristics of respectful, healthy relationships and examine the potential transition of parenthood in life.
Area of Study 2 – Health care in Australia
This area of study investigates the health system in Australia. Students research the range of health services in their communities and suggest how to improve health and wellbeing outcomes and health literacy in Australia.They explore a range of issues associated with the use of new and emerging health procedures and technologies.
Equipment or Texts
A separate workbook for Health notes and activities.
Cambridge Health and Human Development Unit 1 & 2: Fourth Edition Text Book (Sonia Goodacre, Chrissy Collins and Carolyn Slattery)
Pathway
VCE Health and Human Development Units leads into units 3 and 4. This pathway can go onto careers and further study in the areas of Health Science, Nursing, Nutrition, Aged Care, Disability Services and Teaching to name a few.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Australia’s health in a globalised world
Area of Study 1 – Understanding health and wellbeing
This area of study explores health and wellbeing and illness as complex, dynamic and subjective concepts. Students inquire into the WHO’s prerequisites for health and wellbeing. Students develop their understanding of the indicators used to measure and evaluate health status, and the factors that contribute to differences between population groups in Australia.
Area of Study 2 – Promoting health and wellbeing
This area of study looks at different approaches to public health over time and the progression of public health in Australia since 1900. Students investigate the Australian health system and its role in promoting health and wellbeing. They conduct a detailed study on a successful health promotion campaign or program, and inquire into priorities for health improvements in Australia.
Unit 4: Health and human development in a global context
Area of Study 1 – Health and wellbeing in a global context
This area of study looks at similarities and differences in major burdens of disease in low- , middle- and high income countries, including Australia. Students investigate a range of factors that contribute to health inequalities and study the concepts of sustainability, human development and the Human Development Index.
Area of Study 2 – Health and the Sustainable Development Goals
This area of study looks at action for promoting health globally. It looks at the United Nations Sustainable Development Goals, focusing on their promotion of health and wellbeing and human development. Students investigate the priorities and work of the WHO and evaluate Australia’s aid program and the role of non-government organisations, selecting one aid program for detailed research and analysis.
Equipment or Texts
Cambridge Health and Human Development Unit 3 & 4: Fourth Edition Text Book (Sonia Goodacre, Chrissy Collins and Carolyn Slattery), exercise book and iPad/BYOD device
Special Comments
Pre requisites and capability requirements: An interest in health and health promotion will help in this subject and completion of Health and Human Development Unit 1&2.
Pathway
Educational: University, Tafe
Career: Health promotion industry
Excellence in Sport: Soccer
Units 1 and 2 – Year 11
Description of the subject
Year 11 Excellence in Soccer continues the Pathway program of Excellence in Soccer. Students in Year 11 EIS Soccer will focus on upskilling themselves with a Soccer focus. During the subject, students will undergo coaching, first aid, refereeing and management courses, with the specific focus of developing specific skills utilised in the sporting industry. Students will continue to develop their practical soccer skills with an expert coaching panel employed by the Excellence in Sport team.
Multiple excursions and Camps: Rubicon outdoor Education Centre, Halls Gap Leadership Camp, Multiple Excursions and Training Activities also included.
Pre-requisites, capability requirements: EIS Year 10, or approval from EIS coordinator.
Equipment or Texts
There is a fee of approximately $250 for the whole year. These fees make contributions to the students uniforms, excursions and camps. No textbook is required.
Special Comments
“Two years in the EIS program has been an invaluable experience for myself and the Team. We have built a fantastic culture and family like team that is incorporated within all aspects of the NGSC College. We have been exposed to some great experiences (such as camps, excursions, leadership and training activities) and we’re all looking forward to continuing this pathway into our Senior Years at NGSC.”
2019 Year Ten EIS Captain, Khalil Hussain
Multiple excursions and Camps: Rubicon outdoor Education Centre, Halls Gap Leadership Camp, Multiple Excursions and Training Activities also included.
Pathway
Educational (eg. VCE 3&4, Uni, Tafe): Pathways to many sport related pathways are possible. University degrees (exercise / sports science), TAFE diplomas (Diploma of Fitness), and
Career: Sports associated; Media, Training, Injury Rehabilitation, Physiotherapy, Strength & Conditioning, Biomechanist, Refereeing, Coaching, Sports Massage, Sports Management.
Subject not available in Year 12
Outdoor and Environmental Studies
Unit 1 and 2 – Year 11
Description of the subject
Outdoor and Environmental Studies is a challenging and exciting subject, which combines practical experiences and theoretical knowledge of human interactions with outdoor environments. If you have an interest in the outdoors, are seeking nature experiences and also the challenge of participating in some of the following activities; rock climbing, bushwalking, surfing, canoeing, snorkeling and sailing then this subject is for you.
Unit 1: Exploring outdoor environments
Area of study 1 – Motivations for outdoor experiences
In this area of study students examine motivations for and responses to nature and outdoor experiences. They also investigate a range of contemporary terms associated with nature, types of outdoor environments and the requirements for safe participation in outdoor experiences, such as basic first aid.
Areas of study 2 – Influences on outdoor experiences
This area of study focuses on how humans experiences in the outdoors are influenced. You will explore the influence of media portrayals, risks and factors that affect people’s ability to access outdoor environments.
Unit 2: Discovering outdoor environments
Area of Study 1 – Investigating outdoor environments
This area of study introduces students to the characteristics of a variety of outdoor environments. You will explore scientific understandings of specific outdoor environments and the effect of natural changes to environments such as fire, flood, drought, migration, and climate change
Area of Study 2 – Impacts on outdoor environments
This area of study focuses on both positive and negative human impacts on outdoor environments. Students will explore the impact of technology and changing human lifestyles. You will also investigate local commercial, recreational and conservation interactions.
Equipment or Texts
A textbook is required. A plastic display folder and exercise book is required.
PE uniform will be required at times for some practical experiences. The school provides equipment such as tents, stoves, packs and wetsuits where appropriate for activities, and that students are not required to provide their own.
Special Comments
There is an expectation that all students must attend all the activities as part of meeting the outcomes of the course. Camps are a compulsory component of the course. Students will be provided further information for overnight camps including appropriate clothing, footwear and food requirements.
Pathway
Educational: VCE 3&4, Uni, Tafe
Career: Teaching, Outdoor Adventure Instructor, Environmental Management, Tourism
Unit 3 and 4 – Year 12
Description of the subject
Outdoor and Environmental Studies provides you with challenges and adventures both inside and outside the classroom. If you are interested in the Australian environment and want to learn more about it and at the same time visit a wide variety of outdoor locations, then this subject will suit you. Excursions include bike touring, rock climbing, snorkeling, bushwalking and skiing/snowboarding.
Unit 3: Relationships with natural environments
Area of Study 1 – Historical relationships
You will examine Australian outdoor environments and investigate a range of human relationships with outdoor environments. This includes Indigenous cultural experiences and a number of major historical events such as the gold rush and building Australia as an Independent Nation. Environmental issues following European settlement are also considered
Area of Study 2 – Relationships with Australian environments since 1990
In this area of study you will examine relationships between humans and outdoor environments since 1990. You will look at the number of ways outdoor environments are depicted in different media as well as the social, cultural, economic and political factors that influence these relationships.
Unit 4: Sustainable outdoor relationships
Area of Study 1 – Healthy outdoor environments
You will explore the contemporary state of environments in Australia and the importance of natural environments to individuals and society.You will examine the nature of sustainability and use observations to evaluate the health of outdoor environments. You will investigate current and potential damage to outdoor environments such as climate change and the subsequent impacts that this will have.
Area of Study 2 – Sustainable outdoor environments
In this area of study you will focus on the sustainability of environments to support the future needs of ecosystems, individuals and society, and the skills needed to be an environmentally responsible citizen.
You will develop an understanding that management strategies, together with acts and conventions, contribute to maintaining the health and sustainability of outdoor environments in contemporary Australian society.
Equipment or Texts
No text book required. A folder with loose leaf and plastic pockets is required. Appropriate clothing and footwear will be required for practical activities. Where possible the NGSC PE uniform is to be worn.
Special Comments
There is an expectation that all students must attend all the activities as part of meeting the outcomes of the course. Camps are a compulsory component of the course. Students will be provided further information for overnight camps including appropriate clothing, footwear and food requirements.
Pathway
Careers: Park Ranger, Outdoor Recreation Instructor, Outdoor Education Teacher, Camp Director, Recreational Officer, Corporate Team Builder.
Education: This subject will also help to gain entry into TAFE and University Courses including teaching degrees and recreational certificates.
Physical Education
Unit 1 and 2 – Year 11
Description of the subject
If you are interested in learning about the human body & you enjoy being physically active, then this is the subject for you. Physical education helps students to develop the skills, knowledge, and competencies to live healthy and physically active lives at school and for the rest of their life. Read on & look forward to being part of the senior PE team.
Unit 1: The human body in motion
This unit studies how four body systems (skeletal, muscular, cardiovascular and respiratory) work together enabling us to move. Students will explore the structure and function of these body systems along with the prevention of illness and injury. Students will also examine legal and illegal methods to enhance sporting performance.
Unit 2: Physical activity, sport and society
This unit looks at the relationship between physical activity, sport, health and society. Students will investigate strategies to promote physical activity and reduce sedentary behaviour in a number of different settings. Students will explore the benefits of exercise and the consequences of being inactive. Students will undertake research into contemporary issues associated with physical activity and sport, for example: women in sport, declining levels of physical activity and cultural diversity and inclusion through sport.
Equipment or Texts
PE Gear – NGSC PE Uniform
Text – Nelson Physical Education VCE Units 1 & 2
Special Comments
During Unit 1 students will undertake at least one practical class per week to supplement the theory aspects of the unit. During Unit 2 students will undertake at least two practical sessions per week.
Pathway
PE Units 3-4
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Movement skills and energy for physical activity
Area of Study 1 – How are movement skills improved?
In this area of study students examine the biomechanical and skill acquisition principles that can be applied when analysing and improving movement skills used in physical activity and sport. Through peer coaching and involvement in a variety of practical activities, students investigate and analyse movement patterns to develop an understanding of how the correct application of biomechanical and skill acquisition principles leads to greater efficiency and accuracy in movement skills.
Area of Study 2 – How does the body produce energy?
In this area of study, students explore the various systems and mechanisms associated with the production of energy required for human movement. They consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They examine the way in which energy for activity is produced by the three energy systems and the associated fuels used for activities of varying intensity and duration. Students also consider the many factors contributing to fatigue as well as recovery strategies used to return to pre-exercise conditions. Through practical activities students explore the interplay of the energy systems during physical activity.
Unit 4: Training to improve performance
Area of Study 1 – What are the foundations of an effective training program?
In this area of study students focus on the information required to form the foundation of an effective training program. They use data from an activity analysis and determine the fitness requirements of a selected physical activity. They also use data collected from participating in a series of fitness tests to inform the design of the training program. Students determine the relevant factors that affect each of the fitness components, and conduct a series of fitness tests that demonstrate correct and ethical implementation of testing protocols and procedures.
Area of Study 2 How is training implemented effectively to improve fitness?
In this area of study students focus on the implementation and evaluation of training principles and methods from a practical and theoretical perspective. They consider the manner in which fitness can be improved through the application of appropriate training principles and methods. Students identify and consider components of an exercise training session, they monitor, record and adjust training. Students explain the chronic adaptations to the cardiovascular, respiratory and muscular systems.
Equipment or Texts
Nelson VCE Physical Education Units 3 & 4
Special Comments
While PE is a practical based subject there is a large amount of theory that is covered throughout the unit 3+4. As a rough guide, students will complete one practical activity at least once a week.
Pathway
Education: Bachelor of Sports Science, Bachelor of Exercise & Sports Science, Nursing courses and Education Courses
20th Century History
Unit 1 and 2 – Year 11
Description of the subject
Interested in the Holocaust, or the impact of the first atomic bomb? How about the civil rights movements and the ‘space race’ of the 1960s; the Vietnam War protests and the music that defined a generation? These topics and much, much more are yours to study.
Unit 1: 1900-1945
The first half of the twentieth century was marked by significant change. This unit focuses on the causes of WWI, ‘The Roaring Twenties’, developments in Germany, including the rise of Nazism and the Third Reich.
Unit 2: The World Since 1945
Following World War II the United States and the USSR emerged as new world superpowers. Despite advances in technology, diplomacy and efforts to improve the quality of life for humankind, wars and civil unrest continued to take a huge toll on human life across the globe. Some of the major events and issues studied include the Vietnam Conflict, the Cold War, the civil rights movement and the rise and influence of popular culture, and the fall of the Berlin Wall.
Equipment or Texts
Access to resources that will keep students well informed about topics covered and issues is strongly advised.
Special Comments
“Those that fail to learn from history, are doomed to repeat it.”
Winston Churchill
“Any fool can make history, but it takes a genius to write it.”
Oscar Wilde
Pathway
This unit leads into History of Revolutions Units 3 and 4
Unit 3 and 4 – Year 12
Description of the subject
History is interesting, entertaining and challenging. It is the practice of understanding and making meaning of the past. You will learn about the people, ideas and events that have created present societies and cultures. At NGSC we study both the Russian and Chinese Revolutions.
Unit 3: The Russian Revolution
The period for Area of Study One is The Russian Revolution from 1905 (Bloody Sunday) to October 1917 (the Bolshevik Revolution), evaluating the role of ideas, leaders, movements and events in the development of the revolution. Area of Study Two covers The Russian Revolution from November 1917 (Initial decrees) to 1924 (the death of Lenin), analysing the challenges faced by the emerging new order, the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.
Unit 4: The Chinese Revolution
The period for Area of Study One is The Chinese Revolution 1898 (100 Days of Reform) to 1949 (the triumph of Mao). In this study you will evaluate the role of ideas, leaders, movements and events in the development of the revolution. While Area of Study Two, The Chinese Revolution is from 1949 (Communist Revolution) to 1976 (the death of Mao). You will analyse the challenges faced by the emerging new order, and the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.
Equipment or Texts
Analysing the Russian Revolution- Richard Malone
Analysing the Chinese Revolution- Trevor Snowdon
Special Comments
“History is enthralling!”
“History teaches us about past events and helps us understand our society today?”
Student quotes
Pathway
A range of university and TAFE courses. History provides invaluable training for a range of careers. The study of history develops sophisticated skills in analysis, evaluating evidence, thinking critically and as well as written and oral communication. Many jobs today require people with these well-developed skills as well as critical minds and the ability make decisions logically and creatively.
Ancient History
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Ancient Mesopotamia
In this unit, students explore Ancient Mesopotamia. The lands between the rivers Tigris and the Euphrates have been described as the ‘cradle of civilisation’. Although this view is now contested in ancient history and archaeology, the study of Ancient Mesopotamia provides important insights about the growth of cities. Students investigate the creation of city-states and empires. They examine the invention of writing – a pivotal development in human history. This unit highlights the importance of primary sources (the material record and written sources) to historical inquiry about the origins of civilisation.
Unit 2: Ancient Egypt
Ancient Egypt gave rise to a civilisation that endured for approximately three thousand years. Unlike Mesopotamia, Egypt was not threatened by its neighbours for the greater part of its history. The Nile served as the lifeblood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flourished and fell around the banks of this great river. This unit highlights the importance of primary sources (the material record and written sources) to historical inquiry about Old and Middle Kingdom Egypt.
Equipment or Texts
The teacher will share relevant reading material. Students will require appropriate stationary including a workbook. Students will also require a fully functioning iPad or laptop.
Special Comments
This subject prepares students for VCE History Units 3 and 4.
Unit 3 and 4 – Year 12
Description of the subject
Egypt, Greece and Rome were major civilisations of the ancient Mediterranean. They have bestowed a powerful legacy on the contemporary world. In each of Units 3 and 4, students explore the structures of one of these societies and a period of crisis in its history. Life in these ancient societies was shaped by the complex interplay of social, political and economic factors. Trade, warfare and the exchange of ideas between societies also influenced the way people lived. Furthermore, all three societies experienced dramatic crises which caused massive disruption. During these times of upheaval, individuals acted in ways that held profound consequences for themselves and for their society. These units highlight the importance of primary sources to historical inquiry about ancient civilisations.
Accounting
Unit 1 and 2 – Year 11
Description of the subject
Unit 1:
This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit.
Unit 2:
This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business.
Equipment or Texts
Latest Edition Cambridge VCE Accounting Units 1 & 2 – Anthony Simmons & Richard Hardy
Latest Edition Cambridge VCE Accounting Unit 1 & 2 Workbook – Anthony Simmons & Richard Hardy
Pathway
Educational: Unit 3 & 4 Accounting
Career: Accountant, Commerce
Unit 3 and 4 – Year 12
Description of the subject
Unit 3:
This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is also used.
Unit 4:
This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system.
Equipment or Texts
Latest Edition Cambridge VCE Accounting Units 3 & 4 – Anthony Simmons & Richard Hardy
Latest Edition Cambridge VCE Accounting Workbook Units 3 & 4 – Anthony Simmons & Richard Hardy
Pathway
Educational: University/TAFE
Careers: Accountant, Commerce
Business Management
Unit 1 and 2 – Year 11
Description of the subject
Unit 1:
Students develop an understanding of the nature of business by exploring different types of business and their internal and external environments. Students learn about stakeholders and how business decisions impact upon these groups. Students investigate the importance of being socially responsible and the influence of business ethics on long term success success.
Unit 2:
Students extend their knowledge of small business management with a strong focus on three key areas: Communication in Business, Marketing and Public Relations.
Equipment or Texts
Students use the one text book for both units. Students use Computer Technology for research and production work.
Special Comments
During unit 1, students apply their knowledge of business planning and running a small business through participation in “Market Day” which is usually held within the first few weeks of term 2. On this day, students run their own business in small groups. Funds raised on the day are used to reimburse students for out of pocket expenses and the profits are donated to charity.
Pathway
Education: VCE 3&4 Business Management, Business Courses at University or TAFE
Careers: Management, Marketing, Public Relations. Aspirations to one day run your own business eg: in support of your trade or perhaps retail.
Unit 3 and 4 – Year 12
Description of the subject
Have you ever wondered what goes on behind the scenes in big business? Can you imagine yourself working within a global organisation? Do you have what it takes to be the manager?
In this subject we consider a variety of large-scale organisations, their contributions to the Australian economy and their importance in the global marketplace. We analyse the role of management and the characteristics of effective leaders in the large-scale organisations of the future.
We study the policies and practices of human resource management including recruitment, staff induction and training, staff motivation and performance management, and employee relations in contemporary Australian organisations.
For some time now, the Australian industrial landscape has been undergoing significant transformation and experts suggest that there will be more to come. In this subject we closely examine the effects of these changes and the implications for future growth in the Australian economy.
On a daily basis, large-scale organisations appear in news media reports. In Business Management, we study management theory within the context of current events and issues as they arise.
Equipment or Texts
Essential VCE Business Management (see booklist for details) and internet access.
Special Comments
If you have a part-time job in a large-scale organisation (eg. McDonalds, K-Mart) you will be able to use your experience to support your understanding in this subject.
Pathway
Educational: TAFE and University: Accounting, Commerce, Business Studies, Economics, Human Resources Management, Business Law, Public Relations, Marketing, Business Information Systems, Journalism, International Relations
Career: Management Traineeships and Graduate Positions in government and private sector large-scale organisations, local, national and international.
Geography
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Hazards and disasters
In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people.
Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.
Unit 2: Tourism
In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments.
The study of tourism at local, regional and global scales emphasises the interconnection within and between places. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism. Students undertake fieldwork in this unit and report on fieldwork using the structure provided.
Equipment or Texts
iPad or laptop
Pathway
Educational: VCE 3&4, Uni, Tafe
Careers: Urban planning, community development, cartography, climatologist, transportation management, environmental management, researcher, demography, emergency manager and many more!
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Changing the land
This unit focuses on two investigations of geographical change: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world. Students investigate the distribution and causes of these three processes. At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change. Students undertake fieldwork and produce a fieldwork report using the structure provided
Unit 4: Human population – trends and issues
In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Population movements such as voluntary and forced movements over long or short terms add further complexity to population structures and to economic, social, political and environmental conditions.
Equipment or Texts
iPad or laptop
Pathway
Careers: Urban planning, community development, cartography, climatologist, transportation management, environmental management, researcher, demography, emergency manager and many more!
Global Politics
Units 1 to 4 – Years 11 and 12
Description of the subject
Are you interested in global events? Are you concerned about the threat of terrorism? Have you wondered what influence China might have on the world in coming years? Or how different states and non-state organisations wield their power to further their interests? Have you shown interest in events such as the United States presidential election? Or the rising tensions between North Korea and the United States? Then this subject may be for you.
Unit 1:
In this unit students are introduced to the key ideas relating to the exercise of power. They consider the nature of power in Australian democracy and compare this to a non-democratic political system. Students will explore questions such as: what is meant by power and how can it be exercised? How is power distributed in the Australian political system? How do non-democratic systems distribute power?
Unit 2:
This unit introduces students to the global community and the global players that are part of this community. Students will investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability. This unit is contemporary in focus and students must use examples and case studies from within the last 10 years.
Unit 3:
In unit three students examine the key actors in contemporary global politics: states, Intergovernmental Organisations (IGOs), non-state actors, and ONE Transnational Corporation (TNC). Students will then examine the way in which China uses its power to pursue its national interests, and explore the factors that have shaped that state’s national interests in the last 10 years. Students will consider questions such as: What is power? Who are the key players in contemporary global politics? From where does their power stem? Why do different ideas about national interests exist? What is the most effective type of power for a state to use to pursue its national interests? How effective is the state in achieving its national interests?
Unit 4:
In unit four students investigate ethical challenges facing the international community in the 21st century such as arms control, refugees and the movement of people, human rights and economic development. Students will also investigate current global crises such as climate change, armed conflict, terrorism and economic instability. Students will consider questions such as: what are the causes of particular global crises? How have global actors responded to these crises and how effective are their responses? What challenges do global actors face in achieving resolutions to these crises?
Equipment
Australian & Global Politics VCE Units 1 & 2 (1st edition)
Global Politics VCE Units 3 & 4 (1st edition)
Pathway
Studying Global Politics develops many highly sought after skills that are valuable in the pursuit of an interesting career. They include reading and analysis, understanding and analysing different perspectives, the ability to evaluate and argue, independent and critical thinking, and a high level of written communication.
Global Politics is particularly useful in the following career pathways: lawyer, diplomat, journalist, economist, academic, lobbyist, policy maker, politician, researcher, travel writer, university lecturer.
This subject is suitable for students who aspire to University or TAFE; or who wish to become more informed global citizens.
Legal Studies
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Guilt and liability
In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.
Unit 2: Sanctions, remedies and rights
This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.
Equipment or Texts
Students use a text book that covers both units of study. Students use computer technology for research and presentation of assessment tasks.
Special Comments
The course is supported by a variety of excursions where students can experience, first hand, the law at work. These include visits to Parliament House, sitting in on court cases and when possible a visit to Barwon Prison.
Pathway
Education: VCE Legal Studies units 3&4, Business and Law Courses at University, Business Courses at TAFE
Careers: In Law, the courts, the police force, politics
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Rights and justice
In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.
Unit 4: The people and the law
In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.
Equipment or Texts
Key Concepts in Legal Studies Units 3 & 4 – Annie Wilson, Graeme Smithers & Peter Farrar Workbook
Pathway
Educational: University, TAFE, employment
Career: Commerce, Law
Philosophy
Unit 1 and 2 – Year 11
Description of the subject
Philosophy is about considering life’s biggest and oldest questions. Philosophical questions are different to scientific ones which are likely to be answered at some stage in the future. Rather, philosophical questions are those that persist because concrete answers are never likely come about. Each of our units will be explained through some of the questions they will consider.
Unit 1: Exisitence, knowledge and reasoning
- What is the mind, thoughts, and consciousness?
- Does God exist, and if so, what is God’s nature?
- Are physical objects the only thing that exist?
- Do we have free will, or are our actions determined by our past experiences?
- What is time?
Unit 2: Epistemology
- Is certainty necessary for knowledge?
- Are there things we can know without the help of experience?
- What is the scientific method?
- Is there such a thing as universal truth, or is truth relative to person, place, or culture?
Equipment or Texts
VCE PHILOSOPHY: A Student Text for VCE Units 1&2 (3rd edition)
Special Comments
“Science tells us how to heal and how to kill; it reduces the death rate in retail and then kills us wholesale in war; but only wisdom—desire coordinated in the light of all experience—can tell us when to heal and when to kill.”
Will Durant – The Story of Philosophy
Pathway
This unit leads into Philosophy Units 3 and 4
Sociology
Units 1 to 4 – Years 11 and 12
Description of the subject
Sociology focuses on the study of human behaviour and social interaction to understand how societies are organised, develop and change. There is no single sociological perspective, rather, there are several theories that offer different ways of understanding human society. Sociologists use these theories and frameworks in a complementary way to attempt to objectively examine social issues and explain concepts. In VCE Sociology students examine key theories regarding family, deviance, ethnicity, community and social movements. Sociology draws on scientific method in the exploration of social relationships and the outcomes of social activities.
Unit 1: Youth and family
This unit uses sociological methodology to explore the social category of youth and the social institution of family. Students explore the way youth is constructed as a social category, in the light of differing experiences of young people. There is a range of potential negative impacts of categorisation, including stereotyping, prejudice and discrimination. In a multicultural society like Australia, different communities have different kinds of families and experiences of family life.
Unit 2: Social norms: breaking the code
Students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as gender and ethnicity.
Unit 3: Culture and ethnicity
This unit explores expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous culture, and ethnicity in relation to migrant groups.
Unit 4: Community, social movements and social change
In this unit students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change.
German
Unit 1 and 2 – Year 11
Description of the subject
Deeper understanding is what you want! Year 11 is all about using the previously learned language and preparing for VCE exams. You’ll be introduced to a wide range of common text types in German, speaking and writing about recent German issues from society, environmental studies and politics/economics. If you were lucky enough to go on the exchange, now is the time to extend on those experiences and skills and if you didn’t, well, learn with someone who had gone. Interaction and communication is becoming increasingly important and you will be rewarded by seeing your German skills improve and grow.
To be fair, though, it is a lot of work. Any language student continuously needs to revise their vocabulary and grammar in order to express things correctly and in more detail. It all pays off in the end! Los geht’s!
Equipment or Texts
Textbook to be announced, an A4 exercise book and the Language Perfect App
Unit 3 and 4 – Year 12
Description of the subject
If I were to use a metaphor (and I am) for Year 12 German, it would be HARVEST TIME. It can be a lot of work, sweat and tears but that is what you need to do when you want to reap the rewards. And the same as with agriculture, it always pays off in the end if you were carefull in the lead up to harvest. A well planted seed (Year 7 and 8), proper maintenance (Year 9 and 10) and good preparation (Year 11) will give you the best outcomes!
So, Unit 3 and 4 are hectic! Apart from a few new things and text types you will spend a lot of time preparing for your exams, practicing your speaking and writing up revision sheets. The fun bit about it all is to see how much your German already improved and to gain the confidence you need to succeed in the VCE exams.
Equipment or Texts
Textbook to be announced, an A4 exercise book and the Language Perfect App
General/Further Maths
Unit 1 and 2 – Year 11
Description of the subject
Students will apply mathematical concepts and acquire and develop skills in carrying out mathematical rules and techniques. These skills will be then be employed in solving a range of real life applications including the use of technology to help solve problems. The topics concepts covered include univariate and bivariate data; linear equations and graphs; shape and measurement; trigonometry; financial arithmetic; sequences and series and networks.
Equipment or Texts
Edrolo and a Casio ClassPad calculator
Pre requisites
You will need to have undertaken and achieved success in either 10A or 10B Mathematics.
Special Comments
General Mathematics has been designed for a range of students with the focus on students progressing through to Further Mathematics in Year 12.
Pathway
Further Mathematics Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
Further Mathematics can be taken on its own or with Mathematical Methods Units 3 and 4.
Students will study the Core topics of Data Analysis (Univariate, Bivariate and Time Series Data) and Recursion and Financial Modelling and the modules of Geometry & Measurement and Networks.
CAS calculator technology and application of these skills and knowledge will be developed.
Equipment or Texts
Cambridge Further Mathematics (Revised) and a Casio Class Pad calculator
Pre requisites
Students undertaking this subject should have successfully completed any Unit 1 & 2 VCE Mathematics subject.
Special Comments
Further Mathematics has been designed for students to develop skills that have an application to situations outside of the classroom.
Pathway
Further Mathematics provides general preparation for employment or further study, in particular, where data analysis is important.
Math Methods
Unit 1 and 2 – Year 11
Description of the subject
The topics covered are Linear Relations (including linear graphing and linear equations, inequations), Quadratic Functions (including quadratic equations and parabola graphing), Relations and Functions, A Gallery of Graphs, Polynomials, Probability, Exponential and Exponential Functions, Circular Functions, Rates of Change, Differential Calculus and Applications, Antidifferentiation and Integral calculus.
Equipment or Texts
- Cambridge Maths Methods Second Edition (Enhanced)
- TI-Nspire CAS OS3 and Casio ClassPad version
- Casio ClassPad calculator
Pre requisites
You have completed 10A mathematics with a satisfactory assessment average.
Pathway
Maths Methods Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
This Mathematical Methods (CAS) course will study in units 3 and 4 functions and Graphs, algebra, calculus and probability. Coursework from Mathematical Methods 1 and 2 is assumed and may be examined. School based assessment is approximately 33%. External exams set by VCAA is approximately 66%. Exam 1 is calculator and notes free. Exam 2 is CAS enabled and one bound book is allowed. School based assessment has 5 types of definitive tasks (SACs) to be internally assessed. Each task may have more than one element of assessment.
Equipment or Texts
- Cambridge Essential Mathematical Methods 3&4
- CAS Second Edition (Enhanced) TI-Nspire CAS OS3 and Casio ClassPad version
- Casio ClassPad (CAS) calculator and Scientific calculator
Pre requisites
You will need to have undertaken and passed Mathematical Methods 1 and 2.
Pathway
Allows for entry to University Mathematics first year Level
Specialist Maths
Unit 1 and 2 – Year 11
Description of the subject
The topics covered are Linear Relations and Equations, Integers and Rational Numbers, Vectors, Univariate and Bivariate Statistics, Trigonometric Ratios, Real and Complex Number Systems, Non-Linear Relations and Equations, Circular Functions, Graphing (asymptotes, circles, ellipses, hyperbolas, parametric equations)
Equipment or Texts
- Cambridge Senior Mathematics – Specialist Mathematics 1&2
- TI-Nspire CAS OS3 and Casio ClassPad version
- Casio ClassPad calculator
Pre requisites
You will need to have undertaken and passed 10A mathematics.
Pathway
Maths Methods Units 3 & 4 and Specialist Maths Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
The topics covered are Linear Relations and Equations, Integers and Rational Numbers, Vectors, Univariate and Bivariate Statistics, Trigonometric Ratios, Real and Complex Number Systems, Non-Linear Relations and Equations, Circular Functions, Graphing (asymptotes, circles, ellipses, hyperbolas, parametric equations)
Equipment or Texts
Maths QUEST 12 Specialist Maths ( casio classpad edition ) and a Casio ClassPad calculator
Pre requisites
You will need to have undertaken and passed Methods 1 & 2 and Advanced General 1 & 2.
Pathway
Engineering, Medical, Electrical, Architecture, Actuary
Biology
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: How do living things stay alive?
In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population.
Unit 2: How is continuity of life maintained?
In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered.
Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.
Practical investigation
Students will also complete an investigation that requires them to to develop a question, plan a course of action to answer the question, undertake an investigation to collect the appropriate primary qualitative and/or quantitative data, organise and interpret the data and reach a conclusion in response to the question.
Equipment or Texts
Heinemann Biology
Pre requisites
It is recommended that students complete Year 10 Chemistry and Biology.
Pathway
VCE Biology Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: How do cells maintain life?
In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules.
Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.
Unit 4: How does life change and respond to changes over time?
In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species.
Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.
Equipment or Texts
Heinemann Biology
Pathway
Educational: University undergraduate degrees, TAFE courses.
Chemistry
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances. A research investigation is undertaken in Area of Study 3.
Unit 2: What makes water such a unique chemical?
Students examine the structure and bonding within and between water molecules in order to investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. They are introduced to stoichiometry and to analytical techniques and instrumental procedures analysis, and apply these to determine concentrations of different species in water samples, including chemical contaminants. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water. A practical investigation into an aspect of water quality is undertaken in Area of Study 3.
Equipment or Texts
Heinemann Chemistry 1, 4th Edition Enhanced and scientific calculator
Special Comments
Students need to be confident in maths (using formulae and substituting values into them).
Prerequisites
It is recommended that students complete Year 10 Chemistry and Biology.
Pathway
VCE Chemistry Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: How can chemical processes be designed to optimise efficiency?
Students compare and evaluate different chemical energy resources and investigate the combustion of fuels. They consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells and calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They apply the equilibrium law and Le Chatelier’s principle to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes.
Unit 4: How are organic compounds categorised, analysed and used?
Students process data from instrumental analyses to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. They predict the products of reaction pathways and design pathways to produce particular compounds from given starting materials. Students investigate key food molecules including carbohydrates, proteins, lipids and vitamins and use calorimetry to determine the energy released in the combustion of food.
Equipment or Texts
A copy of the current textbook as well as a scientific calculator (CAS calculators are not allowed in the examination). Students will also need writing books and pens.
Special Comments
If you enjoyed Units 1 & 2 Chemistry and would like to deepen your understanding of chemical reactions and analysis and broaden your understanding of the world around you, then Chemistry Units 3 & 4 is for you.
Students should be confident working with and manipulating mathematical formula and performing calculations. Thinking is essential, writing is required.
Pathway
Educational: University undergraduate degrees, TAFE courses.
Career: Forensic scientist, Geologist, Environmental scientist, Engineer, Biochemist, Nurse, Veterinarian, Zoologist, Winemaker, Sports medicine practitioner, Laboratory technician.
Environmental Studies
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: How are Earth’s systems connected?
In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how biotic and abiotic components of local ecosystems can be monitored and measured.
Unit 2: How can pollution be managed?
In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making. Pollutants can be produced through natural and human activities and can generate adverse effects for living and nonliving things when released into ecosystems. Students examine how pollutant effects produced in one of Earth’s four systems may have an impact on the other systems. They explore the factors that affect the nature and impact of pollution including pollutant sources, transport mechanisms and potential build-up due to long-term or repeated exposure. Students compare three pollutants of national and/or global significance with reference to their effects in the atmosphere, biosphere, hydrosphere and lithosphere, and discuss management options
Equipment or Texts
To be advised
Prerequisites
It is recommended that students complete Year 10 Biology and Environmental Science.
Pathway
VCE Environmental Science Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: How can biodiversity and development be sustained?
In this unit students focus on environmental management through the examination and application of sustainability principles. They explore the value and management of the biosphere by examining the concept of biodiversity and the services provided to all living things. They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species. Students use a selected environmental science case study with reference to the principles of sustainability and environmental management to explore management at an Earth systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere.
Unit 4: How can the impacts of human energy use be reduced?
In this unit students analyse the social and environmental impacts of energy production and use on society and the environment. They explore the complexities of interacting systems of water, air, land and living organisms that influence climate, focusing on both local and global scales, and consider long-term consequences of energy production and use. Students examine scientific concepts and principles associated with energy, compare the efficiency of the use of renewable and non-renewable energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment, including climate change. Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation, test predictions, and recognise the limitations of provisional and incomplete data. They learn to differentiate between relationships that are correlative and those that are cause-and-effect, and make judgments about accuracy, validity and reliability of evidence.
Equipment or Texts
To be advised
Pathway
Educational: University undergraduate degrees, TAFE courses.
From VCAA Environmental Science Study Design: VCE Environmental Science provides for continuing study pathways within the field and leads to a range of careers. Diverse areas of employment range from design, including landscape or building architecture, engineering and urban planning, environmental consultancy and advocacy, which may involve employment in air, water and/or soil quality monitoring and control, agriculture, construction, mining and property management and water quality engineering. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography.
Physics
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: What Ideas explain the physical world?
We will investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. The students will investigate DC circuits and household electrical systems in terms of charge, current, voltage, energy and power. The students will be introduced to electrical safety throughout the topic. The students will also explore the nature of matter, and consider the origins of atoms, time and space. They will examine the currently accepted theory of what constitutes the nucleus, the forces within the nucleus and how energy is derived from the nucleus.
Unit 2: What do experiments reveal about the physical world?
The students will observe motion and explore the effects of balanced and unbalanced forces on motion. They will analyse motion using concepts of energy, including energy transfers and transformations. They will also apply mathematical models during experimental investigations of motion. The students will be expected to plan and conduct an extended practical investigation on a specific area or question in physics. This investigation will be linked to one of twelve smaller areas of study, which the student will choose to study.
Equipment or Texts
Jacaranda Physics
Special Comments
Students need to be confident using formulae and substituting values into them.
Prerequisites
It is recommended that students complete Year 10 Physics
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: How do fields explain motion and electricity?
Area of study 1 – How do things move without contact?
Students examine the similarities and differences between three fields: gravitational, electric and magnetic. Field models are used to explain the motion of objects when there is no apparent contact.
Area of study 2 – How are fields used to move electrical energy?
In this area of study students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems.
Area of study 3 – How fast can things go?
In this area of study students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond. At very high speeds, however, these laws are insufficient to model motion and Einstein’s theory of special relativity provides a better model. They explore the relationships between force, energy and mass.
Unit 4: How can two contradictory models explain both light and matter?
Area of study 1 – How can waves explain the behaviour of light?
In this area of study students use evidence from experiments to explore wave phenomena such as reflection, refraction, interference and polarisation. Students investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave.
Area of study 2 – How are light and matter similar?
In this area of study students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter.
Light, which was previously described as an electromagnetic wave, appears to exhibit both wave-like and particle-like properties. Findings that electrons behave in a wave-like manner challenged thinking about the relationship between light and matter, where matter had been modelled previously as being made up of particles.
Area of study 3 – Practical Investigation
A student-designed practical investigation related to waves, fields or motion is undertaken. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work. The investigation requires the student to develop a question, formulate a hypothesis and plan a course of action to answer the question and that complies with safety and ethical guidelines. Students then undertake an experiment that involves the collection of primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to science ideas, reach a conclusion in response to the question
Equipment or Texts
Textbook: Jacaranda, Physics 2, 3rd edition, Lofts, Pentland, Phillips, Nelson, Livett, Anderson, Robertson, Pearce
Scientific Calculator
Special Comments
“Physics is interesting because we learn about the laws that govern the Universe.”
“The problems are very challenging and make me think.”
“Most of humanities unanswered questions exist within the realms of Physics.”
Student quotes
Pathway
Educational: University – Engineering, Medicine, Science, Information Technology
Career: Sound Engineer, Architect, Astronomer, Cartographer, Land Surveyor, Civil Engineering, Computing, Doctor, Radiologist, Electrical Engineer, Information Technology, Astronomer, Environmental Engineer, Meteorologist, Geotechnical Engineer, Structural Engineer, Mechanical Engineer, Water Engineer, Pilot, Aeronautical Engineer)
Psychology
Unit 1 and 2 – Year 11
Description of the subject
Psychology is the scientific study of mental processes and human behaviour. The science of Psychology has produced rapid expansion in knowledge, particularly in the fields of cognition and neuroscience.
Unit 1
Unit 1 focuses on exploring the role of the brain in mental processes and behaviour, with focus on early brain theories, adaptive brain plasticity and normal to a-typical psychological development.
Unit 2
Unit 2 focuses exploring how our behaviour and mental processes are influenced by our environment. Students firstly learn sensation and perception with a focus on sight and taste. They then study distortions of perception including visual illusions, and finally social influences on our thoughts and behaviour.
There is a focus on research methods and the use of scientific terminology and practices throughout the course.
Equipment or Texts
Text – Psychology VCE Units 1 & 2, ed 7; Grivas and Letch, 2016
Special Comments
Fascinating, gaining an insight into what makes people behave the way they do. Perfect for anyone with an insightful and curious mind.
Pre requisites
Year 10 Psychology would be of obvious benefit, however not necessary.
Pathway
Educational: VCE 3&4, Uni or Tafe.
Career: The study of Psychology leads to opportunities in a range of careers that involve working with children, adults, families and communities in a range of settings.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3
Unit 3 focuses on exploring how our experience influences behaviour and mental processes. Students learn about the divisions of the nervous system, with an in-depth study of how we respond to and cope with stress. The course then studies different types of learning. Lastly the unit explores Memory – theories to explain the operation of human memory; how and why forgetting occurs and ways to enhance memory.
Unit 4
Unit 4 focuses exploring how wellbeing is developed and maintained. Students firstly learn about differing states of consciousness, with an in-depth study of one state of consciousness – sleep. Students then look at the mental health continuum and illnesses including specific phobias. Lastly, students focus on improving mental health through resilience and other factors.
There is a focus on research methods and the use of scientific terminology and practices throughout the course.
Equipment or Texts
Text: Psychology VCE Units 3 & 4, ed 5; Grivas and Letch, 2017
Special Comments
It is not necessary to have completed Unit 1 & 2 Psychology as a pre-requisite for Unit 3 & 4 Psychology.
Pathway
Educational: University – psychology, nursing, social work etc
Careers: Teaching, research, consulting psychologist etc.
Food Technology
Unit 1 and 2
Description of the subject
Unit 1:
This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world.
Area of Study 1
Students explore how humanity has historically sourced its 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 particular food-producing regions of the world.
Area of Study 2
Students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.
They consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others.
Unit 2:
In this unit students investigate food systems in contemporary Australia.
Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production. 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.
Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
Equipment or Texts
Food Solutions 1 & 2 Fourth Edition, workbook, iPad or Laptop, tea towel and a container.
Special Comments
VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills.
Pathway
VCE Food Studies is designed to build the capacities of students to make informed food choices. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3
This unit investigates 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 physiology of eating and appreciating food, and the microbiology of digestion. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au) and develop their understanding of diverse nutrient requirements.
Area of Study 2
Focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns.
The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.
Equipment or Texts
Food Solutions Units 3 & 4 Fourth Edition, workbook, iPad or laptop, a tea towel and container
Special Comments
VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills.
Pathway
VCE Food Studies is designed to build the capacities of students to make informed food choices. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality.
Applied Computing
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Applied Computing
Area of study 1 – Data analysis
Data analysis consists of a variety of approaches including: teacher-led tutorials, exercises and online learning tutorials to develop skills in the use of spreadsheet and database software tools. An inquiry-based learning approach is used to engage students with data collection, analysis and peer review of data visualisations to generate discussions and debate in the classroom.
Area of study 2 – Programming
In this area of study, students will develop a range of knowledge, experience and skills in using a programming language. Students will prepare a project plan to support the development of their software solution.
Unit 2 – Applied Computing
Area of study 1 – Innovative solutions
In this area of study, students will work through activities that will be self-managed as part of a project plan. students will engage in authentic hands-on learning activities, with an emphasis on collaborative learning developing computational thinking skills.
Area of study 2 – Network security
Students will be introduced to networks and network security, with an emphasis on practical learning opportunities, such as creating a wireless personal area network (WPAN).
Equipment or Texts
iPad or approved BYOD device
Prerequisites
A desire to understand, research and solve problems all the while with an inquiring mind.
Pathways
Educational: Tertiary study at University.
Pathways: Possible career paths include: Applications developer, Cybersecurity, Big data, Business analyst, Cloud architect/engineer, Computer Hardware network/engineer, programmer, software engineer, systems analyst/engineer, User Interface or experience designer/engineer, IT sales/security/support, IT support technician/Manager and many more.
Data Analytics
Unit 3 and 4 – Year 12
Description of the subject
Information Technology Applications investigates some specific aspects of On-Line communities and how different communities require different forms of web pages to enable them to communicate, educate, inform and entertain their members. It follows a problem solving approach in solving data handling problems and utilises application software such as FileMakerPro, DreamWeaver, Excel, Word, PowerPoint and Inspiration. An investigation of the legal requirements of data handling, disposal and protection forming strategies for each ensuring all requirements are met is also included in this study.
Equipment or Texts
Textbook: I.T. Applications [VCE units 3 & 4] – By Potts & Lawson
Equipment: USB, Display folder [portfolio work]
Special Comments
This subject gives a good insight into the use of technology by the community to entertain, inform, educate and communicate and includes a study of the most popular forms of these websites like; Facebook, Twitter, WIKI
Pathway
Educational: Certificate I, II, III, IV, Degree/Diploma
Career: Network Technician, Computer Technician, Assistant, Programmer/Animator, Software Support Technician, HelpDesk Officer, Office Assistant, Network Adminsitrator, Animator, Digital Media Designer, Web Developer, Business Analyst, IT Project Manager, Software Manager, Network Security Specialist, Programmer, Web Designer, System Analyst
Software Development
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Software Development
Area of study 1 – Programing
Students use a programming language and undertake the problem-solving activities of manipulation programming, validation, testing and documentation in the development stage.
Area of study 2 – Analysis and design
In this area of study students construct the framework for the development of a software solution that meets a student-identified need or opportunity. This is the first part of the School-assessed Task (SAT), involving analysis and design, with the second part undertaken in Unit 4, Area of Study 1.
Unit 2 – Software development
Area of study 1 – Development and evaluation
In this area of study students develop the design they prepared in Unit 3, Area of Study 2, into a software solution that meets an identified need or opportunity by applying the problem-solving stages of development and evaluation.
Area of study 2 – Software security
Students apply systems thinking skills when analysing and evaluating software development security strategies within an organisation, and when recommending a risk management plan to improve current practices.
Equipment or Texts
iPad or approved BYOD device
Prerequisites
A desire to understand, research and solve problems all the while with an inquiring mind. With a preference of Unit 1 and 2 Applied Computing.
Pathways
Educational: Tertiary study at University.
Pathways: Possible career paths include Applications developer, Cybersecurity, Big data, Business analyst, Cloud architect/engineer, Computer Hardware network/engineer, programmer, software engineer, systems analyst/engineer, User Interface or experience designer/engineer, IT sales/security/support, IT support technician/Manager and many more.
Product Design and Technology - Textiles
Unit 1 and 2 – Year 11
Description of the subject
In this subject students assume the role of a designer-maker. They will acquire and apply knowledge of factors that influence design. Students will safely use a range of materials, tools, equipment and machines to transform these materials into useful products, while understanding the importance of environmental sustainability.
Designers play an important part in our daily lives. They determine the form and function of the products we use and transform ideas into drawings and plans for the creation of products that fulfil human needs and wants. Students also consider sustainability issues. Students consider the consequences of product design choices, and develop skills to critically analyse existing products and develop their own creative solutions.
Unit 1: Sustainable product redevelopment
- This unit focuses on the analysis, modification and improvement of a product design
- Sustainable product design thinking
Unit 2: Collaborative design
- Producing and evaluating a collaborative designed product. Design teams generate a design brief from a relevant scenario. Materials, techniques and processes are used to transform design options into products.
Pathway
Garment Technologist, Fashion Designer, Retail Buyer, merchandiser, Fashion Stylist , Textile Designer, Fashion Public Relations, Fashion Writer, Sewing Operator, Pattern Maker.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Applying the Product design process
- A design brief outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints and considerations.
Unit 4: Product development and evaluation
- In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user.
Pathway
Garment Technologist, Fashion Designer, Retail Buyer, merchandiser, Fashion Stylist , Textile Designer, Fashion Public Relations, Fashion Writer, Sewing Operator, Pattern Maker.
Product Design and Technology - Wood
Unit 1 and 2 – Year 11
Description of the subject
Unit 1: Product re-design and sustainability
This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Knowledge of material use and suitability for particular products is essential in product design. Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials from a sustainable viewpoint.
Area of Study 1
Provides an introduction and structured approach towards the Product design process and Product design factors. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer.
Area of Study 2
Students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief. If appropriate, a prototype made of less expensive materials can be presented; however, the specific materials intended for the final product would need to be indicated. A prototype is expected to be of full scale and considered to be the final design of a product before production of multiples.
Unit 2: Collaborative design
Students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively but are spread across the globe. In this unit students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics.
Area of Study 1
Student work both individually and as members of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen style or movement.
Area of Study 2
The product produced individually or collectively is evaluated.
Equipment or Texts
- Product Design and Technology VCE Units 1 – 4 (2nd Edition)
- Product Design and Technology VCE Units 1-4 Workbook
- Wood
- Tablet or laptop
- A3 sized display folder for folio
- A4 sized display booklet
- A4 sized exercise book 96 pages
- Pens, HB or 2B pencils, ruler and an eraser
- A3 graph paper
- Hearing protection (optional)
Pathway
Product Design and Technology may provide a foundation for pathways into various trades, building and construction, and manufacturing industries.
Unit 3 and 4 – Year 12
Description of the subject
Unit 3: Applying the Product design process
Students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Design and product development and manufacture occur in a range of settings. This unit examines different settings and takes students through the Product design process as they design for others.
In the initial stage of the Product design process, a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations.
Area of Study 1
Students examine how a design brief is structured, how it addresses particular Product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding of techniques in using the design brief as a springboard to direct research and design activities.
Area of Study 2
Students examine how a range of factors, including new and emerging technologies, and international and Australian standards, influence the design and development of products within industrial manufacturing settings. They consider issues associated with obsolescence and sustainability models.
Area of Study 3
Students commence the application of the Product design process for a product design for a client and/or an end-user, including writing their own design brief that will be completed and evaluated in Unit 4.
Unit 4: Product development and evaluation
Students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the Product design factors.
Area of Study 1
Comparative analysis and evaluation methods are used to make judgments about commercial product design and development.
Area of Study 2
Students continue to develop and safely manufacture the product designed in Unit 3, Outcome 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifications to the production plan and product.
Area of Study 3
Students evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria and client and/or end-user feedback. Students make judgments about possible improvements. They produce an informative presentation to highlight the product’s features to the client and/or an end-user and explain its care requirements.
Equipment or Texts
- Product Design and Technology VCE Units 1 – 4 (2nd Edition)
- Product Design and Technology VCE Units 1-4 Workbook
- Wood
- Tablet or laptop
- A3 sized display folder for folio
- A4 sized display booklet
- A4 sized exercise book 96 pages
- Pens, HB or 2B pencils, ruler and an eraser
Special Comments
If you like to design and manufacture your own timber products from scratch then this subject is for you!
Pathway
VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels.
Systems Engineering
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VCE VM Literacy
Unit 1 and 2 – Year 11
Description of the subject
VM Literacy is compulsory in the VCE VM course. VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. Students complete the following units and areas of study:
Unit 1:
Area of study 1 – Literacy for personal use
In this area of study students will develop their reading and viewing skills focusing 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 texts that serve a variety of purposes, from everyday content written to convey information, to texts written for specific workplaces or educational settings. In their study of visual and film texts, students will examine how purpose, language and structure influence the audience of a text.
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. Students will read, view and interact with different digital texts and participate in learning activities to develop their capacity to explore and discuss their impact. They will identify the ways a visitor encounters and experiences digital texts, considering their purpose and the social, cultural, vocational and workplace values associated with it. Students will explore text through the prism of their own experience, knowledge, values and interests, and also those of others.
Unit 2:
Area of study 1 – Understanding issues and voices
In this area of study, students will engage in issues that are characterised by disagreements or discussions. 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. Students will read, view and listen to a range of texts and content that demonstrate diverse opinions on a range of local and global issues, and which may impact on their community or be of particular concern to a vocational or workplace group.
Area of study 2 – Responding to opinions
In this area of study students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner. In developing their responses, students draft, revise, check and edit their writing to improve the clarity and meaning of their work.
Unit 3 and 4 – Year 12
Description of the subject
VM Literacy is compulsory in the VCE VM course. VCE Vocational Major Literacy 3 & 4 continues to focus on the development of the knowledge and skills required to be literate in Australia today. Students complete the following units and areas of study:
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. The texts used will 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. On completion of this unit the student should be able to demonstrate the ability to locate, read and understand the purpose, audience and content presented in a variety of informational, organisational and procedural texts through application of knowledge to real-life documents.
Area of study 2 – Creating and responding to organisational, informational or procedural texts
In this area of study students focus 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 understanding of how these texts inform and shape the organisations they interact with.
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, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure.
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. Students will deliver an informative or instructional presentation on an area of civic participation that is of personal interest or students will deliver an informative or instructional presentation on an area of personal management that is of interest.
Special Comments
VCE VM Literacy is compulsory in the VCE VM course. Units 3 and 4 must be taken sequentially and a pass is needed in both Units.
Pathway
Students successful in this completing these units will be able to utilise literacy skills in the workforce for trades, traineeships and other areas of employment.
VCE VM Numeracy
Unit 1 and 2 – Year 11
Description of the subject
VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Students complete the following units and areas of study:
Unit 1:
Area of study 1 – Number
In this area of study students will develop number sense through meaningful application of numeracy practices to a range of contexts where whole numbers, fractions, decimals and percentages are used.
Area of study 2 – Shape
In this area of study students will learn to recognise, describe and name common two- and three-dimensional shapes. Students will classify, manipulate, represent and construct common and familiar shapes in diagrammatical and concrete forms.
Area of study 3 – Quality and measures
In this area of study students will conduct estimations of measurements, undertake routine measurements, perform measurement calculations, and convert units within the metric system with the embedded use of different technologies.
Area of study 4 – Relationships
In this area of study students will recognise and represent relationships with simple mathematical expressions, or simple pictorial or graphical representation.
Unit 2:
Area of study 5 – Dimension and direction
In this area of study students will develop an understanding of space, direction and location in relation to common landmarks and key compass directions.
Area of study 6 – Data
In this area of study, students will collect, represent and undertake common analyses of data to look for patterns in data and derive meaning from data sets located within familiar and routine contexts.
Area of study 7 – Uncertainty
In this area of study students will explore the basic concepts and everyday language of chance.
Area of study 8 – Systematics
In this area of study students use technology to collate and organise data from maps and timetables.
Pre-requisites
There are no prerequisites for entry into Units 1 and 2 VCE VM Numeracy.
Pathway
VCE VM Units 3 & 4
Unit 3 and 4 – Year 12
Description of the subject
VCE Vocational Major Numeracy units 3&4 further focuses on students developing and enhancing their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies. Students complete the following units and areas of study:
Unit 3:
Area of study 1 – Number
In this area of study students undertake single- and multi-step operations and tasks applied to a range of numbers, including positive and negative numbers, fractions, decimals and percentages and numbers expressed using familiar power notations.
Area of study 2 – Shape
In this area of study students will use appropriate technologies that create and manipulate a range of two dimensional shapes as well as reflect and rotate these shapes using symmetry and reflectional properties.
Area of study 3 – Quality and measures
In this area of study students develop an understanding of metric measurements and their units of measurement applied to multi-step measurement tasks including working with commonly used non-metric measurements and their units of measure.
Area of study 4 – Relationships
In this area of study students recognise, understand and represent relationship and change in more formal mathematical terms, where it exists in relevant real-life contexts and applications such as ratios and wages per hour.
Unit 4:
Area of study 5 – Dimension and direction
In this area of study students will use technology to give direction and location between multiple destinations including unfamiliar locations.
Area of study 6 – Data
In this area of study, students will discriminate between the different measures of centre, identifying outliers and working with mean and medians of a set of data.
Area of study 7 – Uncertainty
In this area of study, students will estimate, predict and calculate the likelihood of events occurring using decimals, rations and percentages.
Area of study 8 – Systematics
In this area of study students use technology to collate and organise data from maps and timetables.
Equipment or Texts
Pencil 2H, Pencil 2B, Black Fineliner, Ruler 30cm, Eraser, Visual Diary A3 200p, Isometric Setsquare, Bantex A3 Binder, Bantex A3 Pockets pack of 25, Nelson VisCom Design VCE Units 1-4 Workbook, 2nd Edition
Pre-requisites
Students undertaking this subject should have successfully completed Unit 1 & 2 VCE VM Numeracy.
Pathway
Students successful in this completing these units will be able to utilise numeracy skills in the workforce for trades, traineeships and other areas of employment.
VCE VM Personal Development Skills
Unit 1 and 2 – Year 11
Description of the subject
VCE Vocational Major Personal Development Skills (PDS) units 3 & 4 focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community. Students complete the following units and areas of study:
Unit 1: Healthy individuals
Area of study 1 – Personal identity and emotional intelligence
In this area of study, students will be introduced to the concepts of personal identity and emotional intelligences in differing contexts. Students will explore the elements of emotional intelligence (self-awareness, self-regulation, motivation, empathy and social skills), and develop and apply strategies relating to personal identity and emotional intelligence.
Area of study 2 – Community health and wellbeing
In this area of study, students will explore concepts of health and wellbeing for individuals and groups, the factors that affect wellbeing and the characteristics of inclusive and cohesive communities. They will investigate activities and support services that aim to improve individual and group wellbeing within the community. Students will explore the requirements for undertaking activities or voluntary work within the community.
Area of study 3 – Promoting a healthy life
In this area of study, students will investigate key advancements in technology and the impact of technology on individuals and society. They will explore how technology is used to facilitate health promotion programs and understand the importance of using strategies to assess the reliability, validity and accuracy of health and wellbeing-related information.
Unit 2: Connecting with community
Area of study 1 – What is community?
In this area of study, students will explore the concept of community at a local, national and global level. They will understand the characteristics that influence how communities are formed, different groups within community, factors that influence groups, and also consider the role of citizenship. Students investigate community participation and recognise that there are a range of ways to participate in community life.
Area of study 2 – Community cohesion
In this area of study, students will examine issues affecting local, national and global communities, both in the current context and in anticipation of future challenges, to understand differing perspectives and the impact on community cohesion. Students will explore the enablers and barriers to problem solving and strategies to foster community cohesion.
Area of study 3 – Engaging and supporting community
In this area of study, students will consider the concept of community engagement and recognise the benefits and challenges of community engagement to address a range of issues. They will investigate the key features of effective community engagement to address issues and implement initiatives
Unit 3 and 4 – Year 12
Description of the subject
VCE Vocational Major Personal Development Skills (PDS) units 3 & 4 considers the role of interpersonal skills and social awareness in different settings and contexts. Students will examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied to the achievement of goals within personal and community contexts. They will explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity. Students will evaluate individual contribution as well as the overall effectiveness of the team. Students complete the following units and areas of study:
Unit 3: Leadership and teamwork
Area of study 1 – Social awareness and interpersonal skills
In this area of study, students will examine the characteristics of social awareness and a range of interpersonal skills to facilitate respectful interactions with others. They will investigate the contexts and settings in which people demonstrate social awareness and apply interpersonal skills (both in everyday life and when using digital technologies), and the processes people use to research a range of issues.
Area of study 2 – Effective leadership
In this area of study, students will investigate the concept of leadership and the qualities of effective, ethical leaders. They will look at contexts in which people become leaders, a range of leadership styles, and the ethics and expectations of leaders in a democratic society. Students will consider how effective leaders foster innovation and creativity to solve problems and achieve goals.
Area of study 3 – Effective teamwork
In this area of study, students will examine leadership and collaboration within teams. 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 evaluate the effectiveness of teamwork and explore the steps involved when putting a solution into action.
Unit 4: Community project
Area of study 1 – Planning a community project
In this area of study, students will complete an extended community project that addresses an environmental, cultural, economic or social issue. They will conduct research to identify a range of relevant issues in the community and justify the selection of a focus for the project. Students will seek to understand the issue’s significance to the community, develop a project focus, and investigate previous or current responses to the area of concern. They will explore opportunities to build awareness of the chosen issue in the community.
Area of study 2 – Implementing a community project
In this area of study, students will implement a detailed plan for the selected community project and consider the key elements and key considerations when implementing a plan of action through to completion. Students will consider the possible health, safety and ethical risks of a project, document evidence and make decisions on how findings will be organised, analysed and presented.
Area of study 3 – Evaluating a community project
In this area of study, students will evaluate the outcomes of the completed community project. They will become familiar with strategies to effectively communicate reflections and findings, and engage with audiences. Students will determine a suitable audience to present findings, identify and practise appropriate presentation skills, and make decisions about how a community project will be evaluated.
Pre-requisites
Students undertaking this subject should have successfully completed Unit 1 & 2 VCE VM PDS.
Pathway
Students successful in this completing these units will be able to further advance their careers in the industry of their choice and be confident to lead, run and evaluate community activities in the future
VCE VM Work Related Skills
Unit 1 and 2 – Year 11
Description of the subject
VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway. Students complete the following units and areas of study:
Unit 1: Careers and learning for the future
Area of study 1 – Future careers
In this area of study students will evaluate information relating to employment. They will consider the reliability and credibility of information sources and the scope of labour market information available, including skills shortages and industry growth areas, emerging industries and current and future trends.
Area of study 2 – Presentation of career and education goals
In this area of study students will consolidate their knowledge and understanding of future careers and their personal aspirations, skills and capabilities. Students will develop strategies for conducting research and presenting their research findings, seek feedback and refine their goals through self-reflection.
Unit 2: Workplace skills and capabilities
Area of study 1 – Skills and capabilities for employment and further education
In this area of study students will consider the changing nature of work and the impact this has on future career pathways. They will distinguish between transferable skills that are valued across industries and specialist and technical work skills required for specific industries.
Area of study 2 – Transferable skills and capabilities
In this area of study students will recognise the relationship between transferable and employability skills and capabilities. They will investigate the role of ongoing education, training and development for essential and specialist skills, and how these skills can be applied across different jobs and industries. Students will apply strategies to promote their unique skills and capabilities through writing job applications and participating in mock interviews.
Pre-requisites
There are no prerequisites for entry into Units 1 and 2 VCE VM WRS
Unit 3 and 4 – Year 12
Description of the subject
VCE Vocational Major Work Related Skills (WRS)units 3 & 4 continues to examine a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success. They will investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution. Students will discover how teamwork and communication skills contribute to healthy, collegiate and productive workplaces. Students complete the following units and areas of study:
Unit 3: Industrial relations, workplace environment and practice
Area of study 1 – Workplace wellbeing and personal accountability
In this area of study students will be introduced to the features and characteristics of a healthy, collaborative and harmonious workplace. They will examine the concept of culture and consider the characteristics of work–life balance. Students will analyse the interconnection between employee and employer expectations and understand the importance of diversity and inclusion in the workplace. They will apply their understanding of workplace wellbeing to simulated workplace scenarios and real-life case studies.
Area of study 2 – Workplace responsibilities and rights
In this area of study students will explore workplace relations, including the National Employment Standards and methods of determining pay and conditions. They will consider the characteristics and legal consequences of workplace bullying, workplace discrimination and workplace harassment, and gain an overview of the common legal issues experienced in the workplace.
Area of study 3 – Communication and collaboration
In this area of study students will apply effective and efficient workplace communication strategies. They will consider their role and the role of teams in the workplace. Students will also investigate techniques for developing and fostering professional, formal and informal networks and the role of digital and electronic collaboration and communication.
Unit 4: Portfolio preparation and presentation
Area of study 1 – Portfolio development
In this area of study students will explore the purpose of a portfolio and consider the intended audiences and uses of portfolios in different contexts. They will discuss and compare the features and uses of physical and digital portfolios and examine the characteristics of a high-quality portfolio. Students will understand how to prepare a portfolio proposal and how to plan the development of a portfolio.
On completion of this unit the student should be able to analyse the limitations and advantages of the features and uses of physical and digital and/or hybrid portfolios as they relate to potential employment in a chosen industry area or application to higher education.
Area of study 2 – Portfolio presentation
In this area of study, students will apply their knowledge of portfolios by engaging in the process of developing and formally presenting their completed portfolio in a panel style interview. Students will use a range of verbal, written and practical strategies to communicate their skills and knowledge, including visual appeal, and varied and appropriate content. Students will evaluate their portfolio using a range of mechanisms including self-assessment, feedback and comparison with criteria.
On completion of this unit the student should be able to communicate personal skills and attributes, evaluate evidence and analyse presentation skills for future enhancement relevant to employment or study.
Pre-requisites
Students undertaking this subject should have successfully completed Unit 1 & 2 VCE VM WRS.
Pathway
Students successful in this completing these units will be able to utilise skills learned in relation to joining the workforce and interview skills to land their preferred position in the workforce for trades, traineeships and other areas of employment.
VCE Engagement - Food Studies
Description of the subject
Over a 12 month period, students complete Year 11 Food Technology, Unit 2: Planning and Preparation of Food.
Students research, analyse and apply the most suitable food preparation and cooking methods to optimise the sensory, physical and chemical properties of food. Students work both independently and as a member of a team to research and implement solutions to a design brief and prepare food for a range of contexts. These contexts include nutritional considerations, cultural beliefs, and resource access and availability.
Areas of Study
1. Food preparation processes
2. Planning in food preparation.
Students will be required to keep records of design briefs, planning, food production and evaluation of production activities.
Equipment or Texts
Exercise book, iPad or laptop, container and tea towel (practical class only)
Special Comments
Pre requisites, capability requirements: Students should enjoy preparing, cooking and presenting food. It is preferred but not essential that students have completed years 9 and 10 Food Technology.
Pathway
Educational: VET hospitality, TAFE, apprenticeship in the hospitality industry
Career: Chef, cook, waitress, barista
VCE Engagement - Materials: Textiles
Description of the subject
Over a 12 month period, students complete Year 11 Textiles Technology, Unit 1: Sustainable product redevelopment.
This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability. Sustainable redevelopment refers to designers and makers ensuring products serve social, economic and environmental needs. In this unit students examine claims of sustainable practices by designers. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product.
In Area of Study 1 students consider the sustainability of an existing product and acknowledge the intellectual property (IP) rights of the original designer. Working drawings (also known as flats, trade sketches, assembly or technical drawings) are used to present the preferred design option.
In Area of Study 2, students produce a redeveloped product using tools, equipment, machines and materials, taking into account safety considerations. They compare their product with the original design and evaluate it against the needs and requirements outlined in their design brief.
Equipment or Texts
Fine liner HB pencil
Pathway
Fashion designer, Dressmaker, Costume designer, Footwear designer, Textile artist, Knitwear designer, Textile designer
VCE Engagement - Materials: Woodwork
Unit 1 and 2 – Year 11
Description of the subject
Over a 12 month period, students complete Year 11 Wood Technology, Unit 1: Product re-design and sustainability
VCAL Wood Technology focuses on sustainable product redesign and has two major requirements, a folio and practical component, that students need to complete in order to demonstrate their competencies in the subject. The folio is achieved through following the Design process in which students investigate materials, joining techniques and various drawing methods to finalise their design. Student then begin the production process and assess risk management for safe, efficient and accurate production of their designs; following safety procedures using hand tools, cordless power tools and large industrial machinery. To finalise the design process students reflect on their work and evaluate that the final product fulfills their initial design brief.
In Area of study 1, students should be able to design and plan the redevelopment of a product with the intention of considering sustainability issues when developing a new product and acknowledge the intellectual property (IP) rights of the original designer. The folio process is followed and working drawings (assembly or technical drawings) produced to present the preferred design option.
In Area of study 2, students produce a redeveloped product using tools, equipment, machines and materials, taking into account safety considerations. They compare their product with the original design and evaluate it against the needs and requirements outlined in their design brief.
Equipment or Texts
- A3 sized display folder for folio
- A4 sized display booklet
- A4 sized exercise book 96 pages
- Pens, HB or 2B pencils, ruler and an eraser
- A3 graph paper
- Hearing protection (optional)
Pathway
Wood Technology may provide a foundation for pathways into various trades, building and construction, and manufacturing industries.
VCE Engagement - Outdoor Education
Unit 1 and 2 – Year 11
Description of the subject
Outdoor and Environmental Studies is a challenging and exciting subject, which combines practical experiences and theoretical knowledge of human interactions with outdoor environments. If you have an interest in the outdoors, are seeking nature experiences and also the challenge of participating in some of the following activities; rock climbing, bushwalking, surfing, canoeing, snorkeling and sailing then this subject is for you.
Unit 1: Exploring outdoor environments
Area of study 1 – Motivations for outdoor experiences
In this area of study students examine motivations for and responses to nature and outdoor experiences. They also investigate a range of contemporary terms associated with nature, types of outdoor environments and the requirements for safe participation in outdoor experiences, such as basic first aid.
Areas of study 2 – Influences on outdoor experiences
This area of study focuses on how humans experiences in the outdoors are influenced. You will explore the influence of media portrayals, risks and factors that affect people’s ability to access outdoor environments.
Unit 2: Discovering outdoor environments
Area of Study 1 – Investigating outdoor environments
This area of study introduces students to the characteristics of a variety of outdoor environments. You will explore scientific understandings of specific outdoor environments and the effect of natural changes to environments such as fire, flood, drought, migration, and climate change
Area of Study 2 – Impacts on outdoor environments
This area of study focuses on both positive and negative human impacts on outdoor environments. Students will explore the impact of technology and changing human lifestyles. You will also investigate local commercial, recreational and conservation interactions.
Equipment or Texts
A textbook is optional. A plastic display folder and exercise book is required.
PE uniform will be required at times for some practical experiences.
Special Comments
There is an expectation that all students attend all the activities & excursions to meet the outcomes of the course.
There is an approximate cost of $370 to cover the two semesters. This fee covers all activities/instructors/bus hire. It does not include the student’s food for overnight camps. Students will be provided further information for overnight camps including appropriate clothing, footwear and food requirements.
Pathway
Career: Teaching, Outdoor Adventure Instructor, Environmental Management, Tourism
VCE Engagement - Studio Arts
Description of the subject
Over a 12 month period, students complete Year 11 Studio Arts, Unit 1: Studio inspiration and techniques
VCE Studio Arts encourages and supports students to recognise their individual potential as art makers and presents a guided process to assist their understanding and development of art making.
In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times. The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.
Equipment or Texts
Pencil 2H, Pencil 2B, Black Fineliner, Coloured pencil set, Ruler 30cm, Eraser, A3 Visual Diary A3,
Special Comments
“I like being able to explore my own ideas and develop my own theme based on my interests”
“The teacher went out of her way to source materials for the work I wanted to explore”
Student quotes
Pathway
This is an important subject for students who intend to continue studies in the Visual Arts or related creative areas. It is advisable for students pursuing careers in The Arts to study a variety of Visual Arts subjects as most course selection is based on a folio demonstrating a wide variety of art experiences.
VCE Engagement - Systems Engineering
Description of the subject
Unit 1: Mechanical Systems
This unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the creation of a system. The creation process draws heavily upon design and innovation processes. Students create an operational system using the systems engineering process. The focus is on a mechanical system; however, it may include some electrotechnological components. All systems require some form of energy to function. Students research and quantify how systems use or convert the energy supplied to them. Students are introduced to mechanical engineering principles including mechanical subsystems and devices, their motions, elementary applied physics, and related mathematical calculations that can be applied to define and explain the physical characteristics of these systems.
Area of Study 1 – Mechanical system design
On completion of this unit the student should be able to describe and apply basic engineering concepts and principles, and use components to design and plan a mechanical system using the systems engineering process.
Area of Study 2 – Producing and evaluating mechanical systems
On completion of this unit the student should be able to produce, test, diagnose and evaluate a mechanical system using the systems engineering process.
Unit 2: Electrotechnology Systems
In this unit students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microelectronic circuitry. Through the application of the systems engineering process, students create operational electrotechnological systems, which may also include mechanical components or electro-mechanical subsystems. While this unit contains fundamental physics and theoretical understanding of electrotechnological systems and how they work, the focus is on the creation of electrotechnological systems, drawing heavily upon design and innovation processes. Electrotechnology is a creative field that responds to and drives rapid developments and change brought about through technological innovation. Contemporary design and manufacture of electronic equipment involves increased levels of automation and inbuilt control through the inclusion of microcontrollers and other logic devices. In this unit students explore some of these emerging technologies. Students study fundamental electrotechnological principles including applied electrical theory, standard representation of electronic components and devices, elementary applied physics in electrical circuits and mathematical processes that can be applied to define and explain the electrical characteristics of circuits.
Area of Study 1 – Electrotechnological systems design
On completion of this unit the student should be able to investigate, represent, describe and use basic electrotechnological and basic control engineering concepts, principles and components, and design and plan an electrotechnological system using the systems engineering process.
Area of Study 2 – Producing and evaluating electrotechnological systems
On completion of this unit the student should be able to produce, test and evaluate an electrotechnological system, using the systems engineering process.
Levels of achievement
Units 1 and 2
North Geelong Secondary College students complete graded Assessment Tasks and Semester Examinations as part of the Assessment process for Units 1 and 2.
EAL - Literacy
Year 11
Description of the subject
You will strengthen and improve your English skills – in reading, writing, listening and speaking – to help you along your Career Pathways. You will become more confident about different types of writing. Writing letters and resumes will become much easier for you, with lots of practice. You will also learn many new words, and you will get experience in completing forms.
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 11 Literacy will complete VCAA learning outcomes at Foundation Level, which leads on Intermediate (or Senior) Level in Year 12.
This subject is part of an integrated EAL/VCAL program. The learning outcomes in Literacy are related to the learning outcomes for Personal Development and Work Related Skills.
In the EAL/VCAL program you are expected to practise speaking English away from class every day. You must also read books, newspapers and magazines, and you must watch the news and current affairs on television.
Pathway
Year 11 Literacy leads on to Year 12 Literacy. After Year 12, VCAL students usually go to TAFE; get an apprenticeship; get further job training; or obtain employment.
Year 12
Description of the subject
You will continue to strengthen and improve your English skills – in reading, writing, listening and speaking – to help you further along your Career Pathways. You will become more confident about different types of writing, and your reading will improve. Your resumes will be polished, and job application letters will become easy for you. You will also learn many new words, and you will get experience in completing forms. Through all of this, you will have improved your life skills as well as your English skills. You will feel confident about leaving school at the end of the year.
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 12 Literacy will complete VCAA learning outcomes at Intermediate or Senior Level. This subject is part of an integrated EAL/VCAL program. The learning outcomes in Literacy are related to the learning outcomes for Personal Development and Work Related Skills.
In the EAL/VCAL program you are expected to practise speaking English away from class every day. You must also read books, newspapers and magazines, and you must watch the news and current affairs on the television.
Pathway
After Year 12, VCAL students usually go to TAFE; get an apprenticeship; get further job training; or obtain employment.
EAL - Personal Development Skills
Year 11
Description of the subject
This subject will help you to build your confidence and your life skills through valuable Applied Learning experiences. You will participate in amazing projects and class activities, and you will meet many new people in the school and outside the school. You will learn a lot while having a lot of fun! The subject will have a special focus on health and community services, and the development of your teamwork and leadership skills.
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 11 Personal Development will complete VCAA learning outcomes at Foundation Level. This subject is part of an integrated EAL/VCAL program. The learning outcomes in Personal Development are related to the learning outcomes for Literacy and Work Related Skills. In this subject you will go on excursions and camps. You will play sport, and you might even go surfing!
Pathway
Having completed Foundation Level in Year 11, students will progress in Year 12 to Intermediate or Senior Level. After Year 12, VCAL students go to TAFE; get an apprenticeship; get further job training; or obtain employment.
Year 12
Description of the subject
Your confidence and your life skills will continue to grow, in this subject, through valuable Applied Learning experiences. You will participate and design amazing projects and class activities, and you will meet many new people in the school and outside the school. You will continue to learn a lot while still having heaps of fun! The subject will have a special focus on health and community services, and the continued development of your teamwork and leadership skills. You will be expected to take on a lot of leadership responsibility in group activities and projects (with the support of your teacher).
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 12 Personal Development will complete VCAA learning outcomes at Intermediate or Senior Level. This subject is part of an integrated EAL/VCAL program. The learning outcomes in Personal Development are related to the learning outcomes for Literacy and Work Related Skills. In this subject you will go on excursions and camps. You will play sport, and you might even go surfing!
Pathway
After Year 12 in the EAL/VCAL program, students go to TAFE; get an apprenticeship; get further job training; or obtain employment.
EAL - Work Related Skills
Year 11
Description of the subject
In this subject you will learn everything you need to know about preparing for the World of Work. You will get great practical, first-hand experience of the Australian workplace through your participation in VET and Structured Workplace Learning placements. You will actually get to go into an employer’s business where you will learn a lot from watching – and completing – work tasks. You will benefit, and your teacher will benefit, from important feedback that we will all receive from your employers. Your valuable experiences in VET and Structured Workplace Learning will help you to make important decisions about your career pathways. In class, we will focus on developing your employability skills; your knowledge of Occupation Health and Safety; and your knowledge of Modern Workplace Behaviour. We will also spend time on your resumes, and preparing you for job interviews.
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 11 Work Related Skills will complete VCAA learning outcomes at Foundation Level. This subject is part of an integrated EAL/VCAL program. The learning outcomes in Work Related Skills are related to the learning outcomes for Literacy and Personal Development. In each of your subjects for EAL/VCAL, you must practise speaking English away from class each day.
Pathway
Year 11 Work Related Skills [Foundation Level] leads on to Year 12 Work Related Skills [Intermediate or Senior Level]. First Year VET (Certificate 2) leads on to Second Year VET (Certificate 3).
Year 12
Description of the subject
In this subject you will continue to increase your knowledge about preparing for the World of Work. You will get further practical, first-hand experience of the Australian workplace through your participation in VET and Structured Workplace Learning placements. You will again go into an employer’s business where you will learn a lot from watching – and completing – work tasks. You will continue to benefit, and your teacher will continue to benefit, from important feedback that we will receive from your employers. Your valuable experiences in VET and Structured Workplace Learning will help you to make final important decisions about your career pathways. In class, we will continue to focus on developing your employability skills; your knowledge of Occupation Health and Safety; and your knowledge of Modern Workplace Behaviour. We will also spend more time on your resumes, and preparing you for job interviews.
Equipment or Texts
For this subject you will need a display folder, workbook, reflection journal, pens, and pencils.
Special Comments
Students in Year 12 Work Related Skills will complete VCAA learning outcomes at Intermediate or Senior Level. This subject is part of an integrated EAL/VCAL program. The learning outcomes in Work Related Skills are related to the learning outcomes for Literacy and Personal Development. In each of your subjects for EAL/VCAL, you must practise speaking English away from class each day.
Pathway
Students who complete Year 12 in EAL/VCAL go to TAFE; get an apprenticeship; get further training; or obtain employment.
Extended Investigation
Unit 3 and 4 – Year 12
Description of the subject
If you are interested in university-level research, then VCE Extended Investigation is for you. Extended Investigation students undertake a self-directed investigation into an area of personal interest over the course of one school year. There is no subject-specific prescribed content; instead, the learning is focused on the skills of inquiry, research, analysis and critical thinking.
Extended Investigation develops students’ understanding of what constitutes a good research question. Students develop and refine their own research questions that must be ethical, robust and practical. They learn how to conduct a literature review, to situate their study in the existing body of research. They learn about research project management and how to work within the limits that time and resources impose. Students are introduced to a broad range of academic research methods, gather independent data in response to their research question and learn how to analyse this. They develop skills in presenting, communicating and defending research findings, consequently becoming more independent, critical and reflective learners. There is no final written VCAA examination for this subject, however there are three external assessment tasks: the Unit 3 Critical Thinking Test, and the Unit 4 Written and Oral Reports.
Unit 3
Students identify potential areas of interest for their own investigations. They learn about the purpose and ethics of research and the features of a good research question, progressively refining their initial ideas into questions that are high-quality, rigorous and practical. Students learn how to locate and critically analyse a range of research literature and other resources to inform their own investigations. They lodge their proposed research questions with the VCAA and justify these through a Written Rationale (Outcome 1). To prepare for the commencement of their investigations, students complete a Written Research Plan (Outcome 2a) in the form of an Ethics Application. They explain and justify their research question and selected method to a non-specialist panel through an Oral Report, which includes a Q&A segment (Outcome 2b). They then commence the investigation, gathering data using their selected research method. Throughout Unit 3 students keep an Extended Investigation Journal to document their progress. They also complete the first external assessment of the study, the Critical Thinking Test (Outcome 3).
Unit 4
Students analyse their data, identify patterns and trends, document their findings and answer their research questions. They complete and submit a 4000 word Written Report (Outcome 1) which follows a structure much like that of a tertiary-level research report and presents, evaluates and reflects on their Extended Investigations. They present and defend
their findings to a non-specialist panel during an Oral Report, which includes a Q&A segment (Outcome 2). They continue to use their Extended Investigation Journals throughout Unit 4.
Pre Requisites
Extended Investigation is a ‘Unit 3 / 4 only’ subject; there is no Unit 1 and 2 in this study. Students do not need extensive knowledge in a particular discipline and can undertake research into any field of interest.
If you are an independent thinker who would like to develop your knowledge and understanding in an area of extended research of interest to you, then this is your subject.
If you enjoy working independently and you are self-motivated, then you will find this subject gives you the opportunity to engage in inquiry-based learning, pursue an academic interest and focus on a research project for an extended period. As such, it requires a degree of passion, self-motivation and self-organisation.
Special Comments
Some of the research questions studied by past VCE Extended Investigation students:
· How are women portrayed in pop music videos and does this influence adolescent girls’ views about gender roles?
· Does daily washing with camel’s milk soap reduce the symptoms of psoriasis and eczema?
· What change of attitude towards speeding whilst driving do the Transport Accident Commission (TAC) ads have on young male and female drivers?
· What are the effects of ultraviolet irradiation on diseased canola seeds?
· What is the effectiveness and reliability of a spring pendulum in comparison to a passive pendulum in reduction of side-to-side (lateral) movement at resonant frequency of a scale-model of the Eureka Tower in Melbourne?
· How has Japanese cultural identity been portrayed in the American film industry since 2000?
· What is the effect, if any, on middle school students’ test results when they listen to music when studying?
Benefits of studying Extended Investigation:
· ‘It encourages you to step out of your comfort zone. Through these challenges, my skills developed. I could approach my other Year 12 subjects with a unique perspective, and it made the transition between VCE and university easier.’ 2015 VCE Extended Investigation alumnus, Madison Schenck
Pathway
Extended Investigation is an ideal preparation for university and is primarily intended for students following this pathway, as the outcomes mirror the assessments typical of the ‘independent research’ subjects found in a range of Bachelor degrees. This course aims to provide students with the skills needed for success at the tertiary level. The VCAA Study Design has been developed in consultation with various Australian universities and is intended to develop academic thinking and research skills.
Contact us
Contact us
130 Separation Street,
North Geelong,
VIC 3215
Australia
03 5272 1756
north.geelong.sc@edumail.vic.gov.au
Absence contact
03 5240 5899
