MOUNT ST.
JOSEPH GIRLS’
COLLEGE
VCE/VET/VCAL Course Selection
2016 Handbook
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 1
Contents
Planning Your Pathway in the Senior Years ................................................................................................................... 3
Timeline.............................................................................................................................................................................. 4
Key Personnel ................................................................................................................................................................... 5
Pathways at MSJ ............................................................................................................................................................... 6
Pathway One - VCE ........................................................................................................................................................... 7
Pathway Two – VCE/VET ................................................................................................................................................ 13
Pathway Three – VCAL ................................................................................................................................................... 14
Pathways One & Two ...................................................................................................................................................... 16
Undertaking Accelerated Studies in Year 11 ................................................................................................................ 17
VCE Studies Available .................................................................................................................................................... 18
Religious Education ................................................................................................................................................... 19
Religion & Society.................................................................................................................................................... 19
Texts & Traditions .................................................................................................................................................... 20
Religion, Art & Society - Unit 1 ................................................................................................................................ 21
Year 12 Religious Education ................................................................................................................................... 21
Language .................................................................................................................................................................... 21
English/English as an Additional Language or Dialect (EALD) ................................................................................ 22
English Language .................................................................................................................................................... 22
Literature ................................................................................................................................................................. 23
LOTE – French, Italian & Japanese ........................................................................................................................... 24
French ..................................................................................................................................................................... 24
Italian ....................................................................................................................................................................... 24
Japanese ................................................................................................................................................................. 24
Health & Physical Education ..................................................................................................................................... 25
Health & Human Development ................................................................................................................................ 25
Physical Education .................................................................................................................................................. 26
Outdoor & Environmental Studies............................................................................................................................ 27
Humanities .................................................................................................................................................................. 28
Accounting ............................................................................................................................................................... 28
Business Management ............................................................................................................................................ 29
Economics ............................................................................................................................................................... 30
Global Politics .......................................................................................................................................................... 30
History ..................................................................................................................................................................... 31
Australian History..................................................................................................................................................... 31
Revolutions .............................................................................................................................................................. 32
Legal Studies ........................................................................................................................................................... 32
Business VET .......................................................................................................................................................... 33
Mathematics ................................................................................................................................................................ 34
Foundation Mathematics Units 1 & 2 ....................................................................................................................... 34
General Mathematics Units 1 & 2 ............................................................................................................................ 34
Further Mathematics Units 3 & 4 ............................................................................................................................. 34
Mathematical Methods (CAS) Units 1 & 2 ............................................................................................................... 34
Mathematical Methods (CAS) Units 3 & 4 ............................................................................................................... 34
Specialist Mathematics Units 1 & 2.......................................................................................................................... 35
Specialist Mathematics Units 3 & 4.......................................................................................................................... 35
Science ........................................................................................................................................................................ 36
Biology ..................................................................................................................................................................... 36
Chemistry ................................................................................................................................................................ 37
Environmental Science ............................................................................................................................................ 38
Physics .................................................................................................................................................................... 38
Psychology .............................................................................................................................................................. 39
Technology ................................................................................................................................................................. 41
Product Design & Technology - Textiles .................................................................................................................. 41
Food & Technology.................................................................................................................................................. 42
Computing ..................................................................................................................Error! Bookmark not defined.
Visual & Performing Arts ........................................................................................................................................... 44
Drama ...................................................................................................................................................................... 44
VCE/VET Interactive Digital Media .......................................................................................................................... 45
Certificate III in Music .............................................................................................................................................. 45
Media ....................................................................................................................................................................... 46
Studio Arts ............................................................................................................................................................... 47
Visual Communication and Design .......................................................................................................................... 48
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 2
Planning Your Pathway in the Senior Years
Next year you will be commencing the final two years of your secondary schooling. You will be completing either VCE
(Victorian Certificate of Education) or VCAL (Victorian Certificate of Applied Learning). You may also be studying a VET
(Vocational Education and Training) subject.
Right now you need to start thinking about the pathways you can take over the next two years to achieve your goals. We
encourage you to discuss your choices with your teachers and the Careers and Pathways Co-ordinator. You should also
discuss your proposed pathways with your parents.
We have prepared this booklet to help you to plan your two-year study program and to answer some of the questions
about the VCE and VCAL. Please make sure that you read the information carefully and ask questions about anything
you do not understand. It is important that you and your parents attend the Senior Course Selection Evening on the 16th
of July. You will be provided with information about the programs that are available at Mount St. Joseph Girls' College
and how you will be guided through the subject selection and pathways planning process. Domain Leaders, VCE and
VCAL subject teachers and Year 11 and 12 students will be available to answer any questions you have about the
different pathways and the various studies that are offered in the College.
Finally, it is important that you are aware of the timelines for the Course Selection process and that you meet all of the
required deadlines. A summary of the process and the schedule follows.
Good luck with your thinking and your planning for the future.
Mrs Joanna De Bono
Deputy Principal – Learning and Staff
Ms Fran Dorgan
Director of Learning and Teaching
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 3
Timeline
In order to complete your course selection for this year, it is important that you work through the following process.
You need to:
 Think about your abilities, interests and academic achievements in various subjects.
 Read this 2016 VCE/VET/VCAL Course Selection Handbook (also posted on the intranet under Course Selection Online
icon). The booklet includes an overview of the VCE Program and description of the subjects to assist you in making
choices.
 Consider whether you are best suited to a VCE, VCE/VET or VCAL pathway in Year 11 and 12 at MSJ.
 Identify which studies you wish to complete in 2016.
 Complete the Year 11 or Year 12 2016 Course Selection Form. This form will be supplied in an assembly and a sample
paper copy is contained in this document.
 Obtain your on-line course selection password go to sso.countrynet.net.au, type in your school email address from
Obtain PIN/Password. Your password will be emailed to you
 Enter your Course Selection into the Online Course Selection Software on the Intranet for Semesters 1 and 2. Note that
you need to click on the icon, and work through the process.
 Print two copies of your selections at the end of the process and ask your parents to sign both copies.
 Submit one signed printout to your Pastoral Group Teacher and keep one for yourself.
Notes:
Every endeavour will be made to accommodate your course selection however the College retains the right to withdraw
an elective if there are insufficient student numbers. Students will be notified if they need to reselect any subjects.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 4
Key Personnel
Principal
Catherine Dillon
Deputy Principal – Learning and Staff
Joanna De Bono
Deputy Principal – Student Wellbeing
Steven Mifsud
Director of Catholic Identity
Danielle Fairthorne
Director of Learning and Teaching
Fran Dorgan
Director of Learning Engagement
Matt Smith
Director of Wellbeing
Stacey Bourke
Domain Leaders
English
Brad Abraham
Mathematics
Anil Krishna
Science
Mia Loft
Humanities
Gerry Pinto
Performing Arts
Belinda Sorbello
Visual Arts
David Meilak
LOTE
Luisa Ragusa
Health / Physical Education/ Food Technology
Courtney Baka
Religious Education
Lee-Anne Furlong
Co-ordinators
VCAL
Jacqui Krell
Learning Support
Helen Thomas
Digital Learning
Adam Gonzalez
VASS (Administrator)
Moira Pavicic
Pathways
Jacqui Krell
Year 12
Anna Stafrace
Year 11
Clare Kubacki / Kelly Sexton
Year 10
Cherie Meurant
Year 9
Merryn Snooks
Year 8
Alison Duncan
Year 7
Lidia Morlin
Student Support Services
Counsellors
Susha Arnheim
Ana Gasparis
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 5
Pathways at MSJ
The term ‘Pathways’ is used to describe the different study and training opportunities individuals take up in pursuit of
particular career and employment aspirations. In Australia, a student’s post-school options include University study, fulltime TAFE study, Australian Apprenticeships (now incorporating traineeships) and employment. Other possibilities
include short courses, part-time university or TAFE study and distance education. The program you select in your final
years of secondary education is the first step toward creating a pathway that will lead you to future career and
employment opportunities.
At Mount St Joseph Girls’ College there are three types of courses offered to students. Students need to choose one of
the following courses:
Victorian Certificate of Education (VCE)
VCE / Vocational Education and Training (VET)
Victorian Certificate of Applied Learning (VCAL)
The initial choice between VCE and VCAL is a crucial one and one that many students do not think through, often
regretting their choice well into Year 11 or Year 12. Here are the options at Mount St Joseph Girls’ College.
VCAL
3 - 4 Days a week of classes at the College,
1- 2 Days per week of Pre-Apprenticeship/
VET/ASBA
For students who wish to go into the workforce, go
into specific TAFE courses or obtain an
apprenticeship or traineeship.
Competency based with no exams.
Work / TAFE / Apprenticeship
Students will have skills and experience to gain
access to the workplace, TAFE courses and to
apply for apprenticeships.
VCE
5 days per week of classes
This pathway can also include VCE/VET courses
ATAR score to go to Higher Education
For students who wish to undertake an academic
study with exams and go onto further study.
End of year exams for all subjects.
Higher Education
Students apply through VTAC while in Year 12 to a
Tertiary Institution/TAFE or private provider to
complete a higher education degree, diploma or
certificate course.
Students still have the opportunity to access
Higher Education at a later date if they wish to.
Work
Students enter the workforce after
Completing 3-6 years of study.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 6
Pathway One - VCE
Overview
During your last two years at MSJ you usually study a minimum of 22 units. You may have completed one unit during
Year 10.
Of the 22 units at MSJ, you must select:
1.
2.
3.
At least four sequential units from the group of English Studies –
English 1 and 2, English 3 and 4, English Language 1 and 2, English Language 3 and 4, Literature 1 and 2,
Literature 3 and 4
At least two units of Religion or
Religion and Society in Art (one unit).
Year One:
In your first year of VCE at MSJ you would usually choose 12 or 13 units to study in the two semesters. This must
include Religious Education.
Year Two:
In your second year you would usually choose 10 units to study in the two semesters. These units must include at least
five sequences of Units 3 & 4, including at least one sequence from the group of English Studies – English 3 and 4,
Literature 3 and 4, English Language 3 and 4.
Satisfactory completion:
To complete requirements of the VCE you must satisfactorily complete a total of no fewer than 16 units. Satisfactorily
completed units must include:
1.
2.
3.
At least three units from the group of English studies, which must include a 3 and 4 sequence of English, English
Language or Literature.
AND
At least three other sequences of Units 3 & 4 studies other than your English study – you may take more than one
of the Unit 3 and 4 English studies.
The expectation of the College is that students undertake a minimum of five Unit 3 and 4 sequences at Year 12
level.
Further study:
Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s Australian Tertiary
Admissions Rank (ATAR), satisfactory completion of both Units 3 & 4 of an English study is also required.
Assessment:
The Victorian Certificate of Education (VCE) is a two year certificate, and assessment is spread over Years 11 and 12.
Different methods of assessing students and their attainment of specified learning outcomes will give students the
opportunity to develop and demonstrate a range of skills. The award of satisfactory completion for a unit is based on a
decision that the student has demonstrated achievement of the set of learning outcomes specified for the unit. This
decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks
designated for the unit.
Units 1 and 2:
The award of ‘Satisfactory Completion’ for a unit is based on a decision that the student has demonstrated achievement
of the set of outcomes specified for the unit in the Study Design. The College determines procedures for the assessment
of levels of achievement. This is in accordance with the College’s VCE Satisfactory Completion Policy. Assessment of a
student’s level of achievement is by a combination of coursework, extended tasks and examinations.
Units 3 & 4:
The award of ‘Satisfactory Completion’ for a unit is based on a decision that the student has demonstrated achievement
of the set of outcomes specified for the unit in the Study Design. A student’s level of achievement will be determined by
a combination of school assessed coursework, tasks and external examinations.
Reporting:
Completion of a Unit will be reported on the Statement of Results issued by the Victorian Curriculum Assessment
Authority (VCAA) as S (Satisfactory), or N (Not Satisfactory). The College will also provide written reports on the level of
achievement attained by students at the end of Units 1, 2 and 3.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 7
Sample Programs
On the following pages are examples of possible programs that could be undertaken by students. Guidelines are
provided as to possible approaches to subject selection. Each program leads to a specific field or area of tertiary study or
work. Students are encouraged to seek advice from the Pathways Team, Pastoral Group Teacher and subject teachers,
before selecting any possible pathway.
It is very important that students complete their own research on prerequisites required for tertiary study in their chosen
field before finalising their selections
Art and Design – Fine Arts/Design/Ceramics
Guidelines for choosing a study program
Tertiary courses in this field usually require the development of a folio. Students interested in pursuing a design
pathway need to choose Visual Communication. Students focusing on other visual arts may choose from Studio Arts
or Media Studies. It is sometimes wise to choose two arts and design subjects to allow for flexibility in the
development of folios. Design and Technology and Furnishing (VET) can be useful subjects to complement studies in
art and design. Business Management is also a subject that fits in with many of the career paths in the art and design
field.
This pathway can lead to:
University studies such as:
Fine Arts (painting, printmaking, ceramics, sculpture, gold and silver smithing), Visual Communication (Graphic
Design, Visual Communication), Textiles Design (Industrial Design, Fashion, Interior Design) Photography,
Advertising, Media arts.
TAFE studies such as:
Diplomas and Certificates in Applied Design, Graphic Arts, Visual Arts, Visual Merchandising, Product Design,
Interior Decoration, Photography and Fashion.
Employment in areas such as:
Advertising, Teacher, Designer (fashion, industrial, interior), Architect, Artist, Illustrator, Arts Administrator, Graphic
Artist, Jeweller, Desktop Publisher, Photographer.
Business
Guidelines for choosing a study program
There are usually no prerequisite subjects required to enter business courses at the tertiary level. It is, however,
highly recommended that Mathematics be studied up to the end of Year 12. If you wish to enter business courses at
Monash (Clayton campus) or the University of Melbourne, Mathematical Methods is required. Mathematical Methods
is also a prerequisite study for Economics and Finance at RMIT.
Other highly recommended subjects are Accounting and Business Management. Business Administration (VET),
Legal Studies and Computing are also useful subjects that relate well to courses with a business specialisation.
This pathway can lead to:
University studies such as:
Bachelor Degrees in Economics, Accounting/Computing, Business, Banking and Finance, Marketing, Management,
Computing, Arts/Commerce, Business Systems, International Trade, Tourism and Hospitality, Administration and
Event Management.
TAFE studies such as:
Associate Diploma, Advanced Certificates in Business, Computing, Accounting, Marketing and Finance.
Employment in areas such as:
Banking, Marketing, Insurance, Finance, International Trade, Travel and Tourism, Clerical Work, Public
Administration, Local Government, Real Estate, Sales and Retail
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 8
Engineering
Guidelines for choosing a study program
Mathematical Methods is a prerequisite for all University Engineering courses and the study of Specialist Mathematics
in Year 12 is a definite advantage in the preparation for such a course. It is also highly recommended that Physics is
taken as a subject and Chemistry is essential if you are interested in Chemical Engineering or related fields in this
discipline.
Because many Engineers work in a management role in a business setting, students might also like to consider
choosing at least one business subject as part of their program.
This pathway can lead to:
University studies such as:
Electrical Engineering, Mechanical Engineering, Computer Engineering, Civil Engineering, Telecommunications
Engineering, Aerospace Engineering, Chemical Engineering.
TAFE studies such as:
Diplomas and Advanced Certificates in Engineering.
Employment in areas such as:
Engineer, Engineering Associate, Project Manager.
Computing
Guidelines for choosing a study program
Computing is a highly recommended subject for this pathway but it is not a prerequisite for courses. Mathematical
Methods is a prerequisite for most of the more technical IT courses such as Computer Science and Software
Engineering at university. It is possible to get into many of the more business oriented IT courses such as Information
Systems courses without Mathematical Methods.
If students are interested in computing courses with a heavy emphasis on hardware/ electronics then Physics is also
recommended. An example of this would be Computer Systems Engineering.
If students are more interested in Business Computing/ Information Systems as an option then it is recommended you
consider choosing some business units such as Accounting or Business Management or VET Business.
This pathway can lead to:
University studies such as:
Bachelor Degrees in Computer Science, Software Engineering, Information Systems and Computing, Computer Game
Design, Health Information Management.
TAFE studies such as:
Associate Diplomas, Certificate Courses and Traineeships in Computer Science, Computer Systems and Computing,
Multimedia.
Employment in areas such as:
Programming, Network Manager, Systems Analyst and Software Engineer, Computer Games Designer, Multimedia/Web
Designer
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 9
Architecture, Urban planning and Building
Guidelines for choosing a study program
Mathematical Methods is required for some University Architecture and Building courses but not all. Visual Communication
is an important subject for those interested in Architecture and Geography is an important subject for those interested in
Urban Planning.
Business subjects such as Business Management can be useful subjects complementing your study program.
The study of Physics is not compulsory but may be an advantage in some aspects of University Architecture and Building
courses.
This pathway can lead to:
University studies such as:
Degrees in Architecture, Construction Management, Urban Design and Planning, Landscape Architecture, Property,
Interior Architecture/design.
TAFE studies such as:
Diplomas in Building, Building Surveying, Architectural Drafting.
Employment in areas such as:
Building Project Manager, Architect, Town Planner, Landscape Architect, Building Surveyor.
Food/Hospitality
Guidelines for choosing a study program
For students seeking to enter the Hospitality Industry Food Technology is an important VCE subject in this field. This is
often complemented with subjects such as Business Management and Health And Human development.
For students more interested in the scientific study of food such as in the area of Food Science, Food Technology or
Nutrition, subjects such as Chemistry, Biology, Health and Human Development become very important as preparation for
these careers.
This pathway can lead to:
University studies such as:
Hospitality, Food Technology, Food Science, Catering and Hotel Management, Nutrition.
TAFE studies such as:
Hospitality Management Studies, Event Management, Kitchen Operations.
Employment in areas such as:
Hotel Management, Nutritionist, Food Technologist, Food Scientist, Catering, Hospitality/ Food Service, Event
Management.
Journalism/Media/Public relations
Guidelines for choosing a study program
For careers relating to Journalism and Public Relations it is best to choose a broad range of subjects that will help to
develop your written and oral skills together with improving your general knowledge of the world. Subjects such as
Literature, Language, History, Geography and Legal Studies are excellent subjects in this regard.
Media Arts and Film Production courses often require a folio, so students should look at choosing a VCE Studio Arts
course in this field.
This pathway can lead to:
University studies such as:
Degrees in Journalism, Media and Communications, Professional Writing, Public Relations, Media Arts and Media Studies.
TAFE studies such as:
Diplomas in Professional Writing, Screen Production, Public Relations, Advertising.
Employment in areas such as:
Public Relations Officer, Journalist, Media Liaison Officer, Writer, Copywriter, Film Director.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 10
Humanities
Guidelines for choosing a study program
Most humanities courses do not require prerequisite VCE subjects so students can choose broadly within the humanities
subjects in this handbook. Programs could also include LOTE units and English units such as Literature and Language.
Such courses can easily be complemented with subjects outside the humanities such as Mathematics, Sciences and
Business units. This pathway can lead to: journalism/ media/public relations.
This pathway can lead to:
University studies such as:
Bachelor Degrees in Arts, Law, Education, Social Sciences.
TAFE studies such as:
Associate Diploma and Certificate courses in Liberal Arts, Community Services, Childcare, Welfare Studies, Criminal
Justice, Law Enforcement Studies.
Employment in areas such as:
Teacher, Public Servant, Social Researcher, Legal Professional, Communications Office
Sport and Recreation
Guidelines for choosing a study program
For students interested in pursuing University courses in this field Physical Education and Biology are important subjects to
choose in a VCE program. Health and Human Development, Business Management and Psychology are subjects that
complement a program in this pathway very well.
This pathway can lead to:
University studies such as:
Degrees in Exercise Science, Human Movement, Sports Management, Physical Education, Outdoor Education.
TAFE studies such as:
Diplomas and Advanced Certificates in Fitness, Sport and Recreation.
Employment in areas such as:
Personal Trainer, Coach, Sports Club Manager, Exercise Physiologist, Sports Development Officer, Recreation Officer,
Physical Education Teacher, Sports Manager/ Event Manager.
Psychology/Community and Health Services
Guidelines for choosing a study program
Prerequisite subjects for Psychology may depend upon whether it is studied as part of an Arts course or a Science
(Behavioural) course. Apart from Psychology it is important that Mathematics is chosen as part of your VCE program with
studies in Biology being an advantage for some psychology courses. Students aiming at the community and health services
pathway will often choose Health and Human Development in combination with Psychology.
For those interested in Nursing the study of Mathematics and Biology is essential (at least in Year 11) and Chemistry, although
not a prerequisite, may be an advantage when dealing with the science aspects of a nursing course.
This pathway can lead to:
University studies such as:
Bachelor Degree in Teaching, Nursing, Paramedics, Social Work, Psychology, Midwifery, Speech Pathology, Occupational
Therapy, and various other Health Sciences.
TAFE studies such as:
Diplomas, Associate Diplomas, Advanced Certificates in Nursing, Youth Work, Welfare Studies, Community Work, Children’s
Services.
Employment in areas such as:
Nurse, Childcare Worker, Youth Worker, Teacher, Paramedic, Social Worker, Counsellor, Clinical Psychologist, Occupational
Therapist, Speech Pathologist
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 11
Science – Biological and Medical
Guidelines for choosing a study program
Chemistry and Biology are obviously extremely important subjects when preparing for this pathway. Apart from Science
prerequisites some, but not all, courses require Mathematical Methods. Students are encouraged to choose at least one
elective subject outside of the Mathematics /Science area if possible.
Students interested in Medical Imaging/Radiography should also choose Physics.
This pathway can lead to:
University studies such as:
Bachelor Degrees in Biological Science, Behavioural Science, Health Science, Biotechnology, Medical Laboratory
Science, Medicine, Dentistry, Pharmacy, Physiotherapy, Biomedical Science, Pharmaceutical Sciences, Biomedical
Engineering.
TAFE studies such as:
Associate Diplomas and Certificate Courses in Applied Science, Technology, Bio-Technology, Pathology, Laboratory
Sciences.
Employment in areas such as:
Doctor, Biomedical Scientist., Physiotherapist, Medical Radiation Therapist, Dietician, Chiropractor, Osteopath,
optometrist, Biomedical Engineer.
Science – Physical
Guidelines for choosing a study program
Mathematical Methods is a prerequisite to enter many of these courses but not all. The study of Specialist Mathematics in
Year 12 can be of an advantage in some streams of science but is not required as a prerequisite.
Students are recommended to consider Chemistry and Physics as part of their VCE program.
Students choosing this pathway are encouraged to take at least one elective unit outside of the Mathematics/ Science
block if possible.
This pathway can lead to:
University studies such as:
Degrees in Science, Chemical Science, Applied Physics, Pharmaceutical Science, Engineering, Agricultural Science,
Environmental Science.
TAFE studies such as:
Diplomas in Laboratory Science, Engineering.
Employment in areas such as:
Laboratory Professional, Research Scientist, Industrial Chemist, Physicist, Science Teacher, Engineer, Environmental
Engineer/Mining Engineer, Agricultural Scientist.
Performing Arts
Guidelines for choosing a study program
Tertiary courses in this field may require the development of a folio or an audition as part of the selection process.
Students interested in pursuing a Performing Arts pathway need to choose from subjects such as Music (VET), Dance or
Drama. Literature and media are subjects that fit in with many careers in the performing arts. Business Management is
also a subject that could complement many of the career paths in performing arts. Many tertiary institutions require an
interview as part of the entry process so it is strongly advised that students wishing to pursue the performing arts maintain
their interests outside of the College in areas such amateur theatre, music and dance lessons etc
This pathway can lead to:
University studies such as:
Dance, Drama, Film and Television, Media Studies, Performing Arts, Creative Arts Industries, Theatre Studies.
TAFE studies such as:
Diplomas and Certificates in Music Industry Studies, Music Performance, Screen/script writing, Costume Design, Acting.
Employment in areas such as:
Arts Administrator, Choreographer, Professional Musician, Sound or Studio Engineer, Film Director, Screen Writer,
Costume or Set Designer, Actor.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 12
Pathway Two – VCE/VET
What is VET?
VET stands for vocational education and training. VET is a national system designed to skill people to work in particular
industries e.g. plumbing, retail, childcare, hospitality etc.
VET in Schools
VET in the VCE or VCAL allows students to include vocational studies within their senior secondary certificate. Students
undertake nationally recognised training from either accredited state curriculum in schools or national training packages in
TAFE Colleges, which may contribute, to their VCE and/or VCAL.
VCE VET Programs with a Study Score
For some VET subjects the study score can contribute directly to the ATAR as one of the student’s primary four scaled
studies or as the fifth or sixth study. It is important to note that the Units 3 & 4 sequences of VCE/VET programs are not
designed as stand-alone studies. In order to receive the VET qualification, students must undertake the entire Units 1 to 4
structure of a VCE/VET program.
Vocational Education and Training at MSJ
The College recognises that the VCE alone does not meet the needs of all students and therefore we offer alternative
pathways. Students at Mount St Joseph Girls’ College have the opportunity to begin the following TAFE Certificates,
otherwise known as Vocational Education and Training programs (VET). The certificates listed below are vocational
programs and give students practical work skills, which are accepted and accredited by industry.
VET Programs
Mount St Joseph offers some VET units at year 10. These units commence at this level so that a good choice of subjects
is still possible in Year 11.
The certificate courses are:
1.
2.
3.
Certificate III in Media
Certificate II in Computing (with modules in Cert II)
VCE/VET Certificate III in Music is offered in Year 11 and 12. It can be taken in a VCE pathway. The final score
will contribute directly to the ATAR.
These courses could change depending on student numbers. We have the facilities and qualified staff to conduct these
programs. Students will finish their three year programs with both a VCE and a TAFE certificate.
TAFE Credit Transfer
Many VCE units may provide credit upon entry into a TAFE course – in other words you may not have to attempt some of
the modules in the TAFE course because your VCE work is considered to be equivalent. This means that the TAFE
course may be completed in a shorter time than would otherwise be the case.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 13
Pathway Three – VCAL
VCAL Design
The Victorian Certificate of Applied Learning at Mount St Joseph Girls’ College is offered and accredited to the senior
level. The course is full time. The timetable is structured to enable VCAL students to satisfy the Industry Specific strand
through their VET training and related employment off campus on Wednesdays and Thursdays. Students undertake VET
training through a TAFE or Registered Training Organisation for School Based Apprenticeships and Traineeships.
What is the VCAL?
The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for Years 11 and 12 students.
The VCAL gives you practical work-related experience, as well as literacy and numeracy skills and the development of
personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is an
accredited secondary certificate, which is managed and overseen by the Victorian Curriculum Assessment Authority
(VCAA). Pathways open to students who do VCAL are at Technical and Further Education (TAFE) institutes, traineeships
and employment.
The VCAL’s flexibility enables you to undertake a study program that suits your interests and learning needs. Accredited
modules and units are selected for the following four compulsory strands:
1.
2.
3.
4.
Literacy and Numeracy Skills
Industry Specific Skills
Work Related Skills
Personal Development Skills.
If you successfully complete your VCAL, you will receive a Certificate and a Statement of Results from VCAA.
What I Need to Know:
Why would I choose to do the VCAL?
Just like the VCE, the VCAL is an accredited senior secondary school certificate undertaken in Years 11 and 12. The
VCAL is based on hands-on learning, also referred to as ‘applied learning’. If you choose to do the VCAL, you will gain
practical experience and employability skills, as well as the skills you will need to go onto further training in the workplace
or at a TAFE institute.
When can I do the VCAL?
You can begin your VCAL program in Year 11 or Year 12 of secondary school. The VCAL is also available at TAFE
institutes and a number of Adult and Community Education (ACE) centres.
How long will VCAL take me to complete?
The VCAL has been developed for Years 11 and 12 students and the time it takes varies depending on how your VCAL
program is structured. A VCAL Intermediate and Senior certificate will usually take a year each to complete.
What do I get after successfully completing VCAL?
If you successfully complete your VCAL program you will receive a VCAL certificate at Intermediate and Senior levels,
depending on the VCAL level you choose to complete. You will also receive a Statement of Results from the Victorian
Curriculum and Assessment Authority (VCAA), listing all completed VCAL, VCE and Vocational Education and Training
(VET) units, as well as a Statement of Attainment from the Registered Training Organisation (RTO) for VET or Further
Education (FE) training you have completed.
What Do I Study?
With the help of your teacher or careers counsellor, you can develop a VCAL program that suits your particular learning
needs and interests. You have the choice of selecting units and modules from each of the following four VCAL strands.
Strand 1 – Literacy and Numeracy Skills
Your VCAL program must include literacy and numeracy subjects.
Strand 2 – Industry Specific Skills
Your VCAL program must include industry specific units from VET certificates. You may have the opportunity to
undertake various modules or units of competence from a range of VET certificates to meet the VCAL requirements, and
gain experience in a range of vocational areas.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 14
Strand 3 – Work Related Skills
In order to develop employability skills, VCAL gives you the choice of undertaking a structured workplace learning
placement or a School Based Apprenticeship or Traineeship and/or part-time work. You will also study units and modules
that will help prepare you for work, e.g. occupational health and safety and job interview skills.
Strand 4 – Personal Development Skills
As part of your VCAL program you will participate in community-based projects and/or structured activities that will help
develop your teamwork skills, self-confidence and other skills important for life and work.
What must I do to be awarded a VCAL Certificate
To be awarded a VCAL certificate, you must successfully complete a learning program of 1000 nominal hours that is
designed to comply with the following credit requirements. The learning program must:
1.
2.
3.
4.
Be made up of a minimum of ten credits
Include curriculum components to fulfil each of the four VCAL curriculum strands
Include:
A minimum of two VCAL units
A minimum of one credit for Literacy and one credit for Numeracy; and in each of the remaining three strands,
components to the value of at least one credit.
Include components to the value of six credits at the level of the VCAL award or above, of which one must be for
Literacy and one credit must be for a Personal Development Skills unit.
Will the VCAL get me ready to enter a trade?
Once you have completed your VCAL, you will have knowledge and skills that are a useful preparation for a trade or
industry certificate. The knowledge and skills you have learnt in VCAL may also count towards a traineeship or
apprenticeship. Many students include a School Based Apprenticeship or Traineeship as part of their VCAL.
Assessment
A range of assessment methods will be used for VCAL units to enable students to demonstrate successful completion of
the learning outcomes within this curriculum. Assessment will be based on authentic situations linked to the project or
activity the student is undertaking.
Assessment will also be designed so that students are able to demonstrate that they can apply and integrate the
knowledge and skills developed in the Learning Program.
Units in the Personal Development and Work Related Skills Strands will have learning outcomes and criteria designed to
cover such application and integration, using approaches such as portfolios, projects and assignments.
Certification
The Victorian Curriculum Assessment Authority will award the Victorian Certificate of Applied Learning to students who
have successfully completed the VCAL course requirements at the appropriate level.
The student will receive:


A VCAL Certificate
A Statement of Results
TAFE institutions and other the Registered Training Organisations for successful completion of VET or Further Education
curriculum will provide additional Statements of Attainment or certificates. Students who begin the VCAL Learning
Program but do not complete it will still receive a Statement of Results at the completion of each year of study.
Australian School Based Apprenticeships (ASBA)
The Australian School Based Apprenticeships (ASBA) for Secondary School Students Program involves the student
undertaking their VCE and normally a VCAL program as well as being employed and trained. This program can be
undertaken in a variety of work placements, e.g. office administration, sport and recreation, hospitality, community
services and retail.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 15
Students are employed 1 day per week and must complete the required allocated work modules related to their individual
programs. Australian School Based Apprenticeships generally provide the same contribution to the VCE as their related
VET in the VCE Program.
Our College is committed to promoting and developing multiple pathways and transition opportunities for our students and
therefore provide the opportunity for the students with specific pathway needs to undertake a VET program through a
variety of Registered Training Organisations. Some of the certificates being undertaken this year are outlined below:
Certificate III in Business Studies
Certificate II in Business Studies
Certificate III in Community Services 1
Certificate III in Events Management
Certificate III in Hospitality
Certificate II in Hospitality
Certificate II in Animal Studies
Certificate III in Allied Health
Certificate III in Tourism
Certificate III in Children’s Services
Certificate III in Hairdressing
Certificate III in Make Up Services
Pathways One & Two
Planning your VCE/VET Course
When planning your course you need to consider the following:
1.
2.
3.
4.
What you are good at, the tasks you do well and excel at
The tasks and activities you enjoy doing
The pre-requisites needed for the career path you are considering
Consider units that complement each other, eg: Physics and Mathematics; Food Technology and Hospitality.
Spend some time reading about the units, talk to staff and students who are involved in the area, and ask lots of questions
about the units at the Course Selection Assembly and Senior Subject Information Night.
Units 3 & 4 at Year 11
Students may apply to study a Unit 3 and 4 study in Year 11 except for those listed here. For these subjects it is
compulsory that students study Units 1 and 2 first: French, Italian, Japanese, Mathematical Methods, Chemistry, and
Physics. Specialist Mathematics can only be taken in Year 12.
Note:
Students must complete an application form for the study of a Unit 3 and 4 in Year 11. All applications will be considered
on a case-by-case basis by a panel including the Director of Learning and Teaching, the Deputy Principal – Learning and
Teaching, Domain Leaders, Subject Teachers and the relevant Year Level Coordinator. The panel will consider each
application and then make a decision on whether or not it will be approved. The decision of the panel is final and binding.
All completed Unit 3 and 4 applications must be submitted by August 12, 2015.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 16
Undertaking Accelerated Studies in Year 11
Acceleration in the VCE
Acceleration in the VCE refers to students undertaking a VCE study a year earlier than normal. This acceleration is for
students who have demonstrated ability and commitment to their studies in Years 7 to 10. This pathway is not automatic
and students need to apply to undertake acceleration and have their application approved by the college.
Students wishing to apply to undertake a Units 3 & 4 study in Year 11 must carefully consider their current and past
academic strengths and weaknesses. They need to research and investigate the most appropriate study that could best
complement their learning strengths, whilst being aware of the recommended subject background for successfully
undertaking their nominated study. It is expected that students considering applying for accelerated studies will have fully
investigated the study through reading the description in the Handbook.
Undertaking a VCE study early requires commitment not only to this study but also all studies undertaken. Students in
Year 11 who are undertaking a Unit 3 and 4 sequence must ensure that their Unit 1 and 2 studies are not neglected.
These foundation studies are essential for a successful Year 12. Such a decision should not be taken lightly. It is important
to note that successful completion of a Unit 3 and 4 sequence in Year 11 is not acceptable grounds for a student to
request fewer studies in Year 12.
The following Accelerated Studies are available to Year 11 VCE students in 2016:
Accelerated Studies available to Year 11 students
 Biology Units 3 & 4
 Business Management Units 3 & 4
 Further Mathematics 3 & 4
 Health and Human Development Units 3 & 4
 Australian History Units 3 & 4
 Computing Units 3 & 4
 Legal Studies Units 3 & 4
 Physical Education Units 3 & 4
 Psychology Units 3 & 4
 Religion & Society Units 3 & 4
The Selection Criteria:
The following criteria will be used to assess an application for an Accelerated Study:
 Consistently high level of commitment and persistent effort across a range of subject areas (B+ grades or higher in
all assessment tasks).
 Demonstrated ability to write clear, coherent, well structured responses.
 Demonstrated ability to analyse and synthesise information.
 Demonstrated ability to work in a mature and co-operative manner.
 Able to cope with the demands of the accelerated study.
 Demonstrated ability to work independently, complete work reliably and submit punctually.
 Demonstrated ability to evaluate own learning and willingness to seek teacher assistance when appropriate.
 No intended period of extended absence for family travel, which could impact on the 90% attendance requirement
required for satisfactory completion.
 A well considered two year VCE program in view of future tertiary and career expectations.
The Application Process
 The student completes the ‘Application for Acceleration in the VCE’.
 The application is submitted with the Course Selection Form.
 Applications are considered by the relevant Learning Domain Leader. Subject teachers will provide advice to the
Domain Leader on request. Other information, such as NAPLAN data and Career wise data, will be reviewed in this
process.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 17
VCE Studies Available
VCE 1 & 2 STUDIES
Accounting
Biology
Business Management
Business VET
Chemistry
Computing
Computing VET
Product Design and Technology – Textiles
Drama
Economics
English / English EALD
English as a Second Language or Dialect
English Language
Environmental Science
Food & Technology
Foundation Mathematics
French
General Mathematics
Health & Human Development
History – 20th Century
Italian
VCE 3 & 4 STUDIES
Accounting
Australian History
Biology
Business Management
Chemistry
Computing
Drama
English / English EALD
English Language
Food & Technology
French
Further Mathematics
Global Politics
Health & Human Development
International Politics
Italian
Japanese
Legal Studies
Japanese
Legal Studies
Literature
Mathematical Methods (CAS)
Media
Media VET
Music VCE/VET
Outdoor Education
Physical Education
Physics
Psychology
Religion & Society
Religion Art & Society
Specialist Mathematics
Studio Arts
Texts & Traditions
VCAL Literacy
VCAL Numeracy
VCAL Personal Development
VCAL Work Related Skills
Visual Communication & Design
Literature
Mathematical Methods (CAS)
Media
Media VET
Music VCE/VET
Physical Education
Physics
Product Design and Technology – Textiles
Psychology
Religion & Society
Revolutions
Specialist Mathematics
Studio Arts
Texts & Traditions
VCAL Literacy
VCAL Numeracy
VCAL Personal Development
VCAL Work Related Skills
Visual Communication & Design
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 18
Religious Education




Religion & Society
Texts & Traditions
Religion, Art & Society Unit 1
Year 12 Religious Education
The VCE Religious Education is a creative framework of dialogue, understanding and action constructed, leading students
in a process of deep learning, evaluation and response to the mysteries of life, enlivened by the Holy Spirit. The goal of
this process is a deepened relationship with God, right relationships with others, a greater love of the Church, and
empowerment to work to create a just world. It is an active interplay between life, culture and religion within the
environment of a classroom. Students are engaged in the exploration and celebration of religious traditions in all their
richness and diversity through reflection, prayer and action for the good of others and their world.
The VCE Religious Education Program allows students to choose which Religious Education units they study. This
program allows flexibility of choice and provides students with the opportunity to choose units that they enjoy and are
better suited to. Every student at Mount St Joseph will study Religious Education in Year 11 and 12; however, it is not
mandatory to choose a Unit 3 and 4 combinations in Year 12.
The options available to Year 11 students in 2015 are:





Religion & Society Units 1 & 2
Texts and Traditions Units 1 & 2
Religion & Society Units 3 & 4
Texts & Traditions Units 3 & 4
Religion, Art & Society Unit 1 – studied through Semester 1 and 2
Students are encouraged to select the option that they have either enjoyed and/or obtained good results for in Year 10.
While it is not compulsory for students to complete a Unit 3 and 4 combinations, there are advantages to doing so.
Religion & Society
Description
The beliefs, values and ideas of religious traditions can play an important part in shaping and maintaining culture.
Religious beliefs about the nature of existence and the purpose of human life provide a frame of reference for
understanding the world and for guiding daily personal and communal action.
VCE Religion and Society is designed for students to engage with the great questions of life. It values and promotes open
inquiry, without bias towards any one tradition, while drawing on the personal and collective experiences of the students.
The subject provides the opportunity for students to understand the complex relationships that exist between individuals,
groups, religious traditions and the society in which they live.
Unit 1: Religion & Society
In this unit students explore the origins of religion, identifying the nature and purpose of religion past and present. They
investigate the contribution of religion to the development of human society and then focus on the role of religious
traditions in shaping personal and group identity. Students examine how religious traditions are affected and changed by
individuals and groups.
Unit 2: Ethics and Morality
Choosing which values to live by in principle and in practice is fundamental to being human. Ethics is a discipline that
investigates the various methods for making ethical decisions; it involves reflection on what is ‘right’ and ‘wrong’, ‘good’
and ‘bad’ mean when applied to human decisions and actions. In this unit students survey various approaches to ethical
decision-making and then explore at least two religious traditions in detail. They explore contemporary ethical issues in the
light of their investigations into ethical decision-making and ethical perspectives, and moral viewpoints in religious
traditions.
Unit 3: The Search of Meaning
Across time and cultures, humanity has sought to understand the why and how of existence. In this quest, students begin
by studying the religious beliefs developed by one or more than one religious tradition in response to the big questions of
life. They explore the ways in which these religious beliefs create meaning for religious traditions and their members. The
religious beliefs of any religion arise from the beliefs held about ultimate reality, and these in turn inform particular beliefs
about human existence; about its meaning, purpose and destiny.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 19
Unit 4: Challenge and Response
The focus of this unit is the interaction of religious traditions and the societies of which they are a part. Religious traditions
are dynamic, living institutions that contribute in many ways to wider society. In this unit students explore challenge and
response in historical and contemporary contexts. Students investigate historical challenges to religious traditions arising
internally and externally. They explore the challenge to religious traditions in contemporary pluralistic society for action on
behalf of social justice and for assessment of new problems arising from social and technological change.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Religion and Society for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Texts & Traditions
Description
The study of VCE Texts and Traditions equips students to come to a deeper understanding of the relationship between
religious traditions and the written texts, which grow from and shape the traditions. There is much to be learned about
religious traditions if they are examined in relation to the texts upon which they are founded. These texts become a
touchstone to the tradition as the tradition develops and responds to changing circumstances.
Units 1: Texts in Traditions
This unit examines the place of texts and their literary forms within a religious tradition. Story-telling is one of the major
literary forms in religious traditions; other forms include law, prophecy, sacred songs, reflection and instruction. This unit
explores the importance of texts at the source of a tradition and how we might find and describe their meaning for the
earlier and continuing tradition. The discovery of meaning in a religious text is known as exegesis. This unit introduces the
student to basic methods of exegesis to bring about a deeper awareness of the meaning of texts to the religious tradition.
This unit also explores how texts have been used by people both within and beyond the religious tradition as a means of
bringing meaning to the text, or using the text to bring meaning to issues or ideas in a new cultural setting.
Units 2: Texts in Society
In this unit texts are studied as a means of investigating themes such as justice, racism and gender roles. Therefore, the
texts selected for study should be potential sources of ideas about these or other themes in society. Some of the texts
may call for change in attitudes and values; others may call for changes in social, religious and political institutions. Some
texts may justify or support existing social, religious and political institutions. For the investigation students consider the
social context within which the texts were produced, the conditions under which they are currently read, the reasons for
reading them, and the kinds of authority attributed to them by traditions.
Unit 3: Texts and The Early Tradition
The texts of a particular religious tradition can be seen to be foundational in that they recount specific events, narratives,
laws and teachings that describe the beginnings and initial development of a religious tradition’s history. In this unit,
students explore the history and culture from which the tradition being studied was formed. They gain an understanding
that the historical milieu of these beginnings lent shape and content to the texts themselves.
Unit 4: Texts and their teachings
In this unit students continue to apply, in greater depth, the exegetical method to the passages for special study begun in
Unit 3. Some texts are regarded as essential for the continuation of a tradition because they function as a means of
communicating teachings or understandings about the relationship between the human and the transcendent. These
understandings are often expressed through religious ideas, beliefs or social themes in the particular texts.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 20
With the passing of time, some of the themes contained in the foundational texts have been reinterpreted at different times
in the tradition. In this unit a significant idea, belief or social theme contained in the set text will be studied, and the
interpretation of the text in the light of the idea, belief or theme considered.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Text and Traditions for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Religion, Art & Society - Unit 1
Description
This unit focuses on the role of religious traditions in shaping personal growth and group identity. It uses art as a practical
medium for students to explore what is sacred. The Unit provides the opportunity for students to understand the
relationships that exist between individuals and groups within religious traditions as well as the relationship between
religious traditions and the society in which they live.
Year 12 Religious Education
Description
This course provides Year 12 students an opportunity to explore a variety of ethical issues such as human trafficking,
asylum seekers and refugees, gender equality, freedom of expression and capital punishment. The aim of the course is to
equip students to come to a deeper understanding of the issues and the Catholic Church’s perspective on a number of
ethical issues, in addition to challenging students to respond to current issues affecting society in a positive and productive
way. Students gain access to and understand the Scriptures, the traditions of the Catholic community, its stories, its
experiences and its teachings. The Church’s teachings is linked with the life experience of the students responding to the
activity of God in their lives and society.
Language




English
EALD - English as an Additional Language or Dialect
English Language
Literature
The English Requirement
Taking an English study is compulsory and students must satisfactorily complete (pass) a minimum 3 units of study from
the core group of English studies (see table below). Two of these studies must be Units 3 & 4 level.
Choosing your English Study
You have a number of options:
You can study English in Year 11 and English in Year 12
Or
English Language in Year 11 and English Language in Year 12
Or
English Language in Year 11 and English in Year 12
Or
Literature in Year 11 and either Literature or English or English Language in Year 12
NB: Unit 3 & 4 subjects must be taken as a sequence. No more than two of the 3 and 4 sequences will count towards a
student’s ATAR
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 21
English/English as an Additional Language or Dialect (EALD)
Description
The English language is central to the way in which students understand, critique and appreciate their world, and to the
ways in which they participate socially, economically and culturally in Australian society.
The study of English encourages the development of literate individuals capable of critical and imaginative thinking,
aesthetic appreciation and creativity. The mastery of the key knowledge and skills described in this study design underpins
effective functioning in the contexts of study and work as well as productive participation in a democratic society in the
twenty-first century.
Unit 1
The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to
comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop
competence and confidence in creating written, oral and multimodal texts. The term ‘set text’ refers to texts chosen by the
College for the achievement of Outcomes 1 and 2.
Unit 2
The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse
ways in which they are constructed and interpreted, and on the development of competence and confidence in creating
written, oral or multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes
1 and 2.
Unit 3
The focus of this unit is on reading and responding both orally and in writing to a range of texts.
Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They
develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and
the ability to explain choices they have made as authors.
Unit 4
The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and
provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context
and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE English for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
English Language
Description
This study aims to combine learning about the nature of language in human thought and communication with learning how
to use English more effectively and creatively. It is informed by the discipline of linguistics and integrates a systematic
exploration of the nature of the English Language.
Unit 1: Language and Communication
The focus of this unit is language and its use in communication. The use of language is an essential aspect of human
behaviour, the means by which individuals relate to the world, to each other, and to the community of which they are
members. This unit focuses on the nature and functions of language itself and the way language is organised so that it
provides its users with the means by which they can make sense of their experience and have contact with others.
Unit 2: Language Change
The focus of this unit is language change. Languages are dynamic and change is an inevitable and a continual process.
Engaging with texts from the past can show us how all subsystems of the language system are affected – phonetics and
phonology, morphology and lexicology, syntax, discourse analysis, and semantics, and how English has altered over the
centuries and how it continues to evolve today.
This unit explores the concepts of change, especially within Australian English, and aims to give students insight into the
what, how and why of these changes.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 22
Unit 3: Language Variation and Social Purpose
In this unit students investigate English language in the Australian social setting, along a continuum of informal and formal
registers. Students examine the stylistic features of formal and informal language in both spoken and written modes: the
grammatical and discourse structure of language; the choice and meanings of words within texts; how words are
combined to convey a message; the purpose in conveying a message; and the particular context in which a message is
conveyed.
Unit 4: Language Variation and Identity
In this unit students focus on the role of language in establishing different identities. Standard Australian English is the
variety that is granted prestige in contemporary Australian society and it has a role in establishing national identity.
Students examine both print and digital texts to consider the ways different identities are constructed. Such historical and
contemporary texts include, but should not be limited to, extracts from novels, films or television programs, poetry, letters
and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE English Language for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Literature
Description
The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the
challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The
study is based on the premise that meaning is derived from the relationship between the text, the context in which it was
produced and the experience of life and literature the reader brings to the texts. Students learn to understand that texts
are constructions, to consider the complexity of language and to recognise the influence of contexts and form.
Unit 1
This unit focuses on the ways literary texts represent human experience and the reading practices students develop to
deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This variety
of approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on students’
close engagement with language to explore texts, students also inform their understanding with knowledge of the
conventions associated with different forms of text, for example poetry, prose, drama and/or non-print texts.
Unit 2
The focus of this unit is on students’ critical and creative responses to texts. Students deepen their understanding of their
responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text.
Students extend their exploration of the ideas and concerns of the text. They understand the ways their own culture and
the cultures represented in the text can influence their interpretations and shape different meanings. Students make
comparisons between texts and identify some of the relationships that exist through features such as the language,
characterisation and ideas.
Unit 3
This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students
consider how the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and
generates different expectations in readers, the ways texts represent views and values and comment on human
experience, and the social, historical and cultural contexts of literary works.
Unit 4
This unit focuses on students’ creative and critical responses to texts. Students consider the context of their responses to
texts as well as the concerns, the style of the language and the point of view in their re-created or adapted work.
In their responses, students develop an interpretation of a text and learn to synthesise the insights gained by their
engagement with various aspects of a text into a cogent, substantiated response.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Literature for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 23
LOTE – French, Italian & Japanese
Units 1 - 4: Common Areas of Study
The areas of study for LOTE comprise themes and topics, grammar, text types, vocabulary and kinds of writing. They are
common to all four units of the study, and they are designed to be drawn upon in an integrated way.The themes and topics
are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the
subject of the activities and tasks that the student undertakes.
The grammar, vocabulary, text types and kinds of writing are linked, both to each other, and to the themes and topics.
Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for
successful achievement of outcomes. There are three prescribed themes with a number of prescribed topics.
French

The individual (Personal World; Education and aspirations; Personal opinions and values)

The French-speaking communities (Lifestyles, Historical perspectives, Arts and entertainment)

The changing world (Social issues; The world of work; Scientific and technological issues)
Italian

The individual (Personal World; Health and Leisure; Education and aspirations)

The Italian-speaking communities (Historical perspectives; Lifestyle in Italy and abroad; Arts and entertainment;
Social and contemporary issues)

The changing world (The world of work; Technology; Trade and commerce; Tourism and hospitality)
Japanese

The Japanese-speaking communities (Visiting Japan; Life in Japan; Getting to know people in Japan)

The changing world (The world of work; Changes in daily life; Home and neighbourhood)

The individual (Personal World; Daily life; Past and future)
Unit 1
On completion of this unit, a student should be able to:
1. Establish and maintain a spoken or written exchange related to personal areas of experience.
2. Listen to, read and obtain information from written and spoken texts.
3. Produce a personal response to a text focusing on real or imaginary experience.
Unit 2
On completion of this unit, a student should be able to:
1. Participate in a spoken or written exchange related to making arrangements and completing transactions.
2. Listen to, read and extract and use information and ideas from spoken and written texts.
3. Give expression to real or imaginary experience in written or spoken form.
Unit 3
On completion of this unit, a student should be able to:
1. Express ideas through the production of original texts.
2. Analyse and use information from spoken texts.
3. Exchange information, opinions and experiences.
Unit 4
On completion of this unit, a student should be able to:
1. Analyse and use information from written texts.
2. Respond critically to spoken and written texts, which reflect aspects of the language and culture of the LOTEspeaking communities.
Detailed Study
The student is required to undertake a detailed study during Units 3 & 4. The student will be expected to discuss their
detailed study in section 2, Discussion, of the Oral Examination.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE French, Italian and Japanese for Units 3 & 4 are as follows:
Unit 3 school-assessed coursework:
25%
Unit 4 school-assessed coursework:
25%
Examinations*:
oral component
12.5%
written component
37.5%
*A single grade is awarded
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 24
Health & Physical Education


Health and Human Development
Physical Education
Health & Human Development
Description
Through the study of VCE Health and Human Development, students investigate health and human development in local,
Australian and global communities. Health is a dynamic condition that is influenced by complex interrelationships between
individuals and biomedical and behavioural factors, as well as physical and social environments. These interrelationships
are reflected in a social view of health that sees health as being created in the settings where people live and work. This
social view of health recognises the need for personal skills development, the importance of empowering communities to
take action to promote health, the creation of social and physical environments that are supportive of health and
development, an awareness of the impacts on health of public policies and the need for health services to be oriented
towards health promotion and the prevention of ill health.
Unit 1: The Health and Development of Australia’s Youth.
On completion of this unit the student should be able to describe the dimensions of, and the interrelationships within and
between, youth health and individual human development, and analyse the heath status of Australia’s youth using
appropriate measurements. Students will develop understanding of a range of determinants and their ability to influence
youth health and individual human development. Students explore the importance of nutrition and the developmental
functions it performs in the body, including the consequences of nutritional imbalance on the health and individual human
development of youth.
Unit 2: Individual Human Development and Health Issues.
In this unit students develop understanding of the health and individual human development of Australia’s unborn children.
Students study the physical changes that occur from conception to birth. They investigate how determinants, including
physical environment, biological, behavioural and social, influence prenatal health and individual human development.
Students study the period from birth to approximately twelve years. They explore the physical, social, emotional and
intellectual changes that occur from birth to late childhood and they investigate how determinants, including physical
environment, biological, behavioural and social, influence child health and development.
Unit 3: Australians Health.
In this unit of study students develop understanding of the health status of Australians by investigating the burden of
disease and the health of population groups in Australia. Students use key health measures to compare health in Australia
and analyse how determinants of health, including the physical environment, biological, behavioural and social, contribute
to variations in health status. This unit examines different models of health and health promotion. Students investigate the
roles and responsibilities of governments in addressing health needs and promoting health for all through the provision of
a national health system and health promotion initiatives. They examine the role of government and non-government
organisations in providing programs and support for the promotion of healthy eating.
Unit 4: Global Health and Human Development.
In this unit of study students explores global health, human development and sustainability. Students identify similarities
and differences in the health status between people living in developing countries and Australians, and analyse reasons
for the differences. The role of the United Nations’ Millennium Development Goals is investigated in relation to achieving
sustainable improvements in health status and human development. This unit explores the role of international
organisations including the UN and WHO in achieving sustainable improvements in health and human development.
Students consider strategies designed to promote health and sustainable human development globally, as well as
Australia’s contribution to international health programs and contributions to non-government organisations.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE HHD for Units 3 & 4 are as follows:
Unit 3 School Assessed Coursework:
25%
Unit 4 School Assessed Coursework:
25%
End of year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 25
Physical Education
Description
VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on
performance and participation in physical activity. It focuses on the interrelationship between motor learning and
psychological, biomechanical, physiological and sociological factors that influence physical performances, and
participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding
of health, wellbeing and performance of people. The study enables the integration of theoretical knowledge with practical
application through participation in physical activities. There are opportunities for students to apply theoretical concepts
and reflect critically on factors that affect all levels of performance and participation.
Unit 1: Bodies in Motion
In this unit students explore how the body systems work together to produce movement and analyse this motion using
biomechanical principles. Through practical activities students explore the relationships between the body systems and
physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the
energy required for movement and the basic characteristics of each pathway. One detailed study is to be selected from
technological advancements from a biomedical perspective and injury prevention and rehabilitation.
Unit 2: Sports Coaching and Physically Active Lifestyles
This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of
an athlete. The way in which a coach influences an athlete can have a significant effect on performance. The approach a
coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an
athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical
insight into coaching. A detailed study is to be selected from decision making in sport and promoting active living.
Unit 3: Physical Activity Participation and Physiological Performance
This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and
physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse
the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the socialecological model to identify a range of Australian strategies that are effective in promoting participation in some form of
regular activity. Students investigate the use of aerobic and quaerobic pathways to produce energy for movement.
Students also explore the interplay of the three energy systems.
Unit 4: Enhancing Performance
Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and
evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the
analysis, they then investigate the required fitness components and participate in a training program designed to improve
or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and
psychological strategies to gain advantage over the competition. Students learn to critically evaluate different techniques
and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various
practices from sporting competition.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE PE for Units 3 & 4 are as follows:
Unit 3 School Assessed Coursework:
25%
Unit 4 School Assessed Coursework:
25%
End of year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 26
Outdoor & Environmental Studies
Description
VCE Outdoor and Environmental Studies is concerned with the ways humans interact with and relate to outdoor
environments. ‘Outdoor environments’ include environments that have minimum influence from humans, as well as those
environments that have been subject to different levels of human intervention. The study enables students to make
critically informed comment on questions of environmental sustainability and to understand the importance of
environmental health, particularly in local contexts.
In this study both passive and active outdoor activities provide the means for students to develop experiential knowledge
of outdoor environments. Such knowledge is then enhanced through the theoretical study of outdoor environments from
perspectives of environmental history, ecology and the social studies of human relationships with nature. The study also
examines the complex interplay between human impacts on outdoor environments and nature’s impact on humans.
Outdoor experiences suited to this study include a range of guided activities in areas such as farms, mining/logging sites,
interpretation centres, coastal areas, rivers, mountains, bushland, forests, urban parks, and state or national parks.
Activities undertaken could include bushwalking, cross-country skiing, canoe touring, cycle touring, conservation and
restoration activities, marine exploration, and participation in community projects. Outdoor experiences that use weapons
or motorised devices to replace human effort are not suitable for this study.
Unit 1: Exploring Outdoor Experiences
This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor
environments. The focus is on individuals and their personal responses to and experiences of outdoor environments.
Students are provided with the opportunity to explore the many ways in which nature is understood and perceived.
Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the
factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments.
Areas of Study:
1. Motivations for outdoor experiences
2. Experiencing outdooe environments
Unit 2: Discovering Outdoor Environments
This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the
human impacts on outdoor environments.
In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of
human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and
changing human lifestyles on outdoor environments.
Areas of Study:
1. Investigating outdoor environments
2. Impacts on outdoor environments
In 2016, only Units 1 and 2 are being offered with scope for all Units to be offered in 2017.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 27
Humanities
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Accounting
Business Management
Economics
Global Politics
History
Australian History
Revolutions
Legal Studies
Business VET
Accounting
Description
Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting information,
which is then communicated to internal and external users of this information. It plays an integral role in the successful
operation and management of businesses.
Unit 1: Establishing and Operating a Service Business
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. Using single entry recording of financial data and analysis of
accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a
service business.
Unit 2: Accounting For a Trading Business
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.
Students develop their understanding of the importance of ICT in the accounting process by using a commercial
accounting software package to establish a set of accounts, record financial transactions and generate accounting reports.
Unit 3: Recording and Reporting for a Trading Business
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 used.
Unit 4: Control And Analysis of Business Performance
This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and nonfinancial 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.
Students investigate the role and importance of budgeting for the business and undertake the practical completion of
budgets fro cash, profit and financial position. Students interpret accounting information from accounting reports and
graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance
of the business.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Accounting for Units 3 & 4 are as follows:
Unit 3 School Assessed Coursework:
25%
Unit 4 School Assessed Coursework:
25%
End of year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 28
Business Management
Description
In contemporary Australian society, there is a wide variety of business organisations in terms of size, ownership,
objectives, resources and location. These organisations are managed by people who establish systems and processes to
achieve a range of objectives.
VCE Business Management examines the ways in which people at various levels within a business organisation manage
resources to achieve the objectives of the organisation. Students develop an understanding of the complexity; challenges
and rewards that come from business management and gain an insight into the various ways resources can be managed
in small, medium and large-scale organisations.
Unit 1: Small business management
Small rather than large businesses make up the majority of all businesses in the Australian economy. It is the small
business sector that provides a wide variety of goods and services for both consumers and industries, such as
manufacturing, construction and retail. This, combined with employment opportunities, makes the small business sector a
vital component in the success, growth and stability of Australia. Small businesses are tangible to students as they are
visible and accessible in daily life. This unit provides an opportunity for students to explore the operations of a small
business and its likelihood of success.
Unit 2: Communication and Management
This unit focuses on the importance of effective communication in achieving business objectives. Students investigate
communication both internal and external to the business. They develop knowledge of aspects of business communication
and are introduced to skills related to its effective use in different contexts. The vital functions of marketing and public
relations are considered, with students developing an understanding of the important role these functions play in the
ultimate success of a business.
Unit 3: Corporate Management
In this unit students investigate how large-scale organisations operate. Students examine the environment (both internal
and external) in which large-scale organisations conduct their business, and then focus on aspects of individual business’
internal environment and how the operations of the business are managed. Students develop an understanding of the
complexity and challenge of managing large-scale organisations and have the opportunity to compare theoretical
perspectives with practical applications.
Unit 4: Managing People and Change
This unit continues the examination of corporate management. It commences with a focus on the human resource
management function. Students learn about the key aspects of this function and strategies used to most effectively
manage human resources. The unit concludes with analysis of the management of change. Students learn about key
change management processes and strategies and are provided with the opportunity to apply these to a contemporary
issue of significance.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Business Management for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 29
Economics
Description
Economics is the study of how individuals and societies use resources to satisfy needs. It is central to understanding why
individuals and societies behave as they do. Economic decisions are about resource use in producing goods and services
and about the distribution of the proceeds of production.
Unit 1: Economics: Choices And Consequences
In this unit students come to understand how the decisions made by individuals, firms, governments and other relevant
groups affect what is produced, how it is produced and who receives the goods and services that are produced. By
focusing on one or more markets, a closer examination can be made of the factors that influence the prices and allocation
of resources and how economic decisions are made to solve economic problems as they evolve. Through an examination
of market structure, students gain an appreciation of the importance of competition and how market power may affect the
allocation of resources and the welfare and living standards of the general population.
Unit 2: Economic Change: Issues And Challenges
In this unit students investigate Australia’s wealth and the levels of economic activity in other countries. Through a close
examination of Australia’s trading relationships, students come to appreciate the factors that influence Australia’s balance
of payments and exchange rate. Increased volume of world trade, movement of capital and migration of people will all be
examined in the context of how they affect living standards in Australia.
Unit 3: Economic activity
In this unit students examine the factors that affect the price and quantity traded in individual markets. Students investigate
the importance of competition and analyse the degree of market power in different industries and how this affects the
efficiency of resource allocation. Students also come to appreciate that markets will not always lead to the most efficient
allocation of resources.
Unit 4: Economic management
In this unit students investigate the federal government’s attempts to influence the achievement of its economic goals
using a range of policies. The government can influence the level of aggregate demand in the economy by relying upon its
demand management policies. Students apply the language, theories and tools of economics to develop a critical
perspective about the role of aggregate demand and aggregate supply policies in the current government policy mix.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Economics for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Global Politics
Description
Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and
non-state actors in the twenty-first century. It examines the interconnectedness of twenty-first century global citizens and
the impact of globalisation on culture, language, human rights and the environment. It examines the nature and
effectiveness of key global actors in the twenty-first century and global challenges, including human rights, people
movements, development issues and weapons proliferation. It explores the nature of global crises such as environmental
degradation, war and terrorism, and the effectiveness of responses and proposed solutions by key global actors.
Unit 3: Global Actors
In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary
evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key
actors through an in-depth examination of the concepts of national interest and power as they relate to the state, and the
way in which one Asia-Pacific state uses power within the region to achieve its objectives.
This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events
before the twenty-first century, that students need to understand to contextualise contemporary global situations, focus
needs to be on the twenty-first century when choosing particular examples and case studies.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 30
Unit 4: Global Challenges
In this unit students investigate key global challenges facing the international community in the twenty-first century. They
examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global
citizenship. They then evaluate the effectiveness of responses to these issues. This unit is concerned with contemporary
issues and events. While these may have antecedents in issues and events before the twenty-first century, that students
need to understand to contextualise contemporary global situations, focus needs to be on the twenty-first century when
choosing particular examples and case studies.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Global Politics for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examinations:
50%
History
Description
History is the practice of understanding and making meaning of the past. The subject provides opportunities to develop
historical understanding through key concepts including continuity and change, cause and effect, alternate perspectives,
empathy and significance. History involves two key strands: Historical Knowledge and Understanding and Historical Skills.
Unit 1: Twentieth century history 1900–1945
The first half of the twentieth century was marked by significant change. From the late nineteenth century up to World War
I there was still a sense of a certain and natural order of society. This order was challenged and overturned. Old
certainties were replaced by new uncertainties as new movements and organisations emerged in response to economic,
social and political crises and conflicts. Revolution, civil war and international conflict overshadowed the first fifty years of
the twentieth century.
Unit 2: Twentieth century history 1945–2000
In 1945 the forces of Japanese imperialism and German fascism were defeated. The United States of America and the
USSR emerged from the destruction of World War II as the new world superpowers. The relationship between these allies
soon dissolved into acrimony and suspicion and for the next forty years a Cold War was waged between these opposing
ideologies. In 1945 the atomic bombs were dropped on the Japanese cities of Hiroshima and Nagasaki.
Australian History
Description
These units examine Australian history during times in which Australians engaged in debates about future directions of
their society. These debates often focused on questions of inclusion and exclusion and dependence and independence as
well as the place Australia should assume in the world. How and when was Australia imagined as a national community?
Which Australians have been most influential in shaping ideas about the nation? How and why have the ideas changed?
Unit 3: Australian History – Imagining Australia
The study introduces students to the visions and ideas, which underpinned colonial society and examines the ways in
which they changed over the colonial period, especially under the impetus of significant events such as the discovery of
gold and the Eureka rebellion. The underlying visions will also be explored in relation to their impact on those who lived in
the Port Phillip District, including the Indigenous people.
Unit 4: Australian History
This unit continues the exploration of the ideas and visions underpinning Australian society by offering students the
opportunity to examine a time when these visions were under threat. They may choose to focus on World War I, The
Depression or World War II. The emphasis is on the ways in which Australians responded to the particular threats and
whether this led to a rethinking of old certainties. Students will also examine the impact of these experiences on change
and social cohesion.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 31
Revolutions
Description
Revolutions are the great disjuncture of modern times and mark deliberate attempts at new directions. They share the
common aim of breaking with the past by destroying the regimes and societies that engender them and embarking on a
program of political and social transformation. As processes of dramatically accelerated social change, revolutions have a
profound impact on the country in which they occur, as well as important international repercussions.
Unit 3 and 4: Revolutions
Revolutions in history have been reconsidered and debated by historians. The study of a revolution should consider
differing perspectives and the reasons why different groups have made different judgments of the history of the revolution.
In developing a course, teachers should select two of the following revolutions, one for Unit 3 and one for Unit 4:
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The American Revolution
The French Revolution
The Russian Revolution
The Chinese Revolution
For the two selected revolutions, both areas of study must be explored.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE History for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Legal Studies
Description
VCE Legal Studies examines the processes of law making, dispute resolution and the administration of justice in Australia.
Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal
decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be
involved in decision-making within the legal system, encouraging civic engagement and helping them to become more
informed and active citizens.
Unit 1: Criminal Law in Action
The law influences all aspects of society – at home, at work and in the wider community. Laws are used by society to
preserve social cohesion, and to ensure the protection of people from harm and from the infringement of their rights.
These laws can be grouped according to their source and whether they are criminal or civil in nature. Following an
overview of the law in general, this unit focuses on criminal law.
Unit 2: Issues in Civil Law
The civil law regulates the rights and responsibilities that exist between individuals, groups and organisations. If legal
rights have been infringed, the aggrieved party may pursue legal action through the court system, through a tribunal, or by
using one of the methods of dispute resolution.
Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types
of civil laws and related cases and issues and develop an appreciation of the role of civil law in society and how it affects
them as individuals.
Unit 3: Law-Making
In this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and
processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for
the law to keep up to date with changes in society.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 32
Unit 4: Resolution and Justice
The legal system provides mechanisms by which legal disputes of both a criminal and a civil nature can be resolved in a
fair and just manner. Dispute resolution bodies such as courts and tribunals employ a range of means and processes that
enables the resolution of legal disputes. Students examine the institutions that adjudicate criminal cases and civil
disputes. They also investigate methods of dispute resolution that can be used as an alternative to civil litigation.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Legal Studies for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
Business VET
Description
Business VET (Certificate II in Business) is an entry level qualification which provides students with the knowledge and
skills to enhance employment prospects in a business or office environment. This certificate will give students an
understanding of business fundamentals within the Australian context and will help gain employment in an entry level
administrative or customer service role. Depending on the electives chosen, the VCE VET program includes
communicating in the workplace, organising and completing work activities, producing simple word processed documents,
using business technology and creating and using spread sheets.
Qualification: BSB20107 Certificate II in Business or BSB20107 Certificate II in Business
The VCE VET Business program aims to provide students with the knowledge and skills to enhance their employment
prospects within a broad range of business and industry settings. The VCE VET Business program has been structured to
allow for two exit points.
Students may choose to complete:
• BSB20107 Certificate II in Business
• BSB20107 Certificate II in Business with selected units from BSB30107 Certificate III in Business.
VCE credit:
For completion of Certificate II: up to four units at Units 1 and 2. For completion of Certificate II and selected units from
Certificate III: up to five units: three at Units 1 and 2, and a Units 3 & 4 sequence.
Units 1 and 2 include occupational health and safety, communicating in the workplace, organising work activities,
producing word processed documents, using business technology and creating and using spreadsheets.
Units 3 & 4 incorporate units such as maintaining financial and business records, organising work priorities, organising
workplace information, promoting innovation and designing and producing business documents.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 33
Mathematics
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Foundation Mathematics
General Mathematics
Further Mathematics
Mathematical Methods (CAS)
Specialist Mathematics
Description
Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for
thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides a means
by which people can understand and manage their environment. Essential mathematical activities include calculating and
computing, abstracting, conjecturing, proving, applying, investigating, modelling, and problem posing and solving.
This study is designed to provide access to worthwhile and challenging mathematical learning in a way, which takes into,
account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the
importance of mathematics in everyday life in a technological society, and confidence in making effective use of
mathematical ideas, techniques and processes.
Each unit of study deals with specific content and is designed to enable students to achieve a set of outcomes. Each
outcome is described in terms of the key knowledge and skills students are required to demonstrate.
Foundation Mathematics Units 1 & 2
Foundation Mathematics provides for the continuing mathematical development of students entering VCE, who need
mathematical skills to support their other VCE subjects, including VET studies, and who do not intend to undertake Unit
3 and 4 studies in VCE Mathematics in the following year. In Foundation Mathematics there is a strong emphasis on
using mathematics in practical contexts relating to everyday life, recreation, work and study. These units will be especially
useful for students undertaking VET studies.
The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, shape and design’, ‘Patterns and number’,
‘Handling data’ and ‘Measurement’. Foundation Mathematics does not lead to a Unit 3 & 4 subject and students
completing this course would need to undertake further mathematical study in order to attempt Further Mathematics Units
3 & 4.
General Mathematics Units 1 & 2
The areas of study for Unit 1 and Unit 2 of General Mathematics are ‘Arithmetic’, ‘Data analysis and simulation’, ‘Algebra’,
‘Graphs of linear and non-linear relations’, ‘Decision and business mathematics’ and ‘Geometry and trigonometry’.
Students who study General Mathematics Units 1 and 2 must have good Number skills, satisfactory Algebra skills and a
sound ability to use the CAS TI-Nspire calculator. This is the prerequisite for Further Mathematics, Units 3 & 4.
Further Mathematics Units 3 & 4
The assumed knowledge and skills for Further Mathematics Units 3 & 4 are drawn from General Mathematics Units 1 and
2. Students who have done only Mathematical Methods Units 1 and 2 will also have had access to assumed knowledge
and skills to undertake Further Mathematics. A CAS TI-Nspire calculator is required for this course of study.
Further Mathematics consists of a compulsory Core area of study ‘Data analysis’ and ‘Recursion and financial modelling’
and then a selection of two from four modules in the ‘Applications’ area of study. Unit 3 comprises the Core area of study,
which incorporates a statistical application task. Unit 4 comprises the two selected modules from four possible modules:
‘Matrices’, ‘Networks and decision mathematics’, ‘Geometry and measurement’ and ‘Graphs and relations’.
Mathematical Methods (CAS) Units 1 & 2
A course with closely sequenced development of material, intended as preparation for (and is a pre requisite of)
Mathematical Methods Units 3 & 4. The concepts learned in Mathematical Methods Units 1 & 2 are quite challenging and
students must have developed very good mathematical skills in Year 7 to 10, especially in Algebra, to complete this
course of study. The areas of study for Unit 1 and 2 are ‘Functions and graphs’, ‘Algebra’, ‘Rates of change and calculus’
and ‘Probability’. A CAS TI-Nspire calculator is required for this course of study.
Mathematical Methods (CAS) Units 3 & 4
May be taken alone or in conjunction with either Specialist Mathematics Units 3 & 4 or Further Mathematics Units 3 & 4.
This course of study has a particular emphasis on Algebra and provides an appropriate background for further study in, for
example, science, humanities, economics or medicine. Students must have satisfactorily completed Mathematical
Methods (CAS) Units 1 and 2 to be successful in this course of study. Mathematical Methods (CAS) Units 3 & 4 consists
of the following areas of study: ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’. A CAS TI-Nspire calculator is
required for this course of study.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 34
Specialist Mathematics Units 1 & 2
This is a course of study for students intending to study Specialist Mathematics Units 3 & 4. This course of study must be
chosen in conjunction with Mathematical Methods Units 1 & 2 and is the prerequisite for Specialist Mathematics, Units 3 &
4. Specialist Mathematics is a challenging course and requires very good Number and Algebra skills as well competent
skills in using the CAS TI-Nspire calculator.
Specialist Mathematics Units 3 & 4
Normally taken in conjunction with Mathematical Methods Units 3 & 4 and must be studied in conjunction with
Mathematical Methods Units 3 & 4. Specialist Mathematics Units 3 & 4 is a very challenging course of study and is
intended for those with strong interests in mathematics and those who wish to undertake further study in mathematics and
related disciplines. Specialist Mathematics consists of the following areas of study: ‘Functions, relations and graphs’
‘Algebra’, ‘Calculus’, ‘Vectors’ and ‘Mechanics’. A CAS TI-Nspire calculator is required for this course of study.
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Mathematics for Units 3 & 4 are as follows:
Further Mathematics
Unit 3 School-assessed Coursework:
20%
Unit 4 School-assessed Coursework:
14%
Units 3 & 4 examination 1:
33%
Units 3 & 4 examination 2:
33%
Mathematical Methods (CAS)
Unit 3 School-assessed Coursework:
17%
Unit 4 School-assessed Coursework:
17%
Units 3 & 4 examination 1:
22%
Units 3 & 4 examination 2:
44%
Specialist Mathematics
Unit 3 School-assessed Coursework:
17%
Unit 4 School-assessed Coursework:
17%
Units 3 & 4 examination 1:
22%
Units 3 & 4 examination 2:
44%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 35
Science
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Biology
Chemistry
Environmental Science
Physics
Psychology
Biology
Description
Biology focuses on the processes and requirements of an organism in order to survive. Biology explores the structure and
function of organelles of plant and animal cells. Students also investigate how organisms adapt in order to survive in their
particular environment. Biology also explains how organisms interact with each other and compete for survival. The stages
of the cell cycle are also examined for cell growth and repair. The inheritance of genes as a code for the characteristics of
an individual is also investigated as students explore how the cell cycle affects the way organisms develop and become
unique individuals. Stem cells are also a focus of Biology in terms of how they can be used in medical therapies.
A student-directed research investigation into, and communication of, an issue related to genetics and/or reproductive
science is to be undertaken in Area of Study 3. The investigation draws on content from Area of Study 1 and/or Area of
Study 2.
Unit 1: How do living things stay alive?
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.
Areas of Study:
1. How do organisms function?
2. How do living systems sustain life?
3. Practical investigation
Unit 2: Organisms and their Environment
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.
Areas of Study:
1. How does reproduction maintain the continuity of life?
2. How is inheritance explained?
3. Investigation of an issue
Unit 3: Signatures of Life
In this unit students consider the molecules and biochemical processes that are indicators of life. They investigate the
synthesis of biomolecules and biochemical processes that are common to autotrophic and heterotrophic life forms.
Students consider the universality of DNA and investigate its structure; the genes of an organism, as functional units of
DNA and code for the production of a diverse range of proteins in an organism.
Unit 4: Continuity and Change
In this unit students examine evidence for evolution of life forms over time. Students explore hypotheses that explain how
changes to species have come about. In addition to observable similarities and differences between organisms, students
explore the universality of DNA, and conservation of genes as evidence for ancestral lines of life that have given rise to the
present biodiversity of our planet.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 36
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Biology for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
20%
Unit 4 School-assessed Coursework:
20%
End-of-year examination:
60%
Chemistry
Description
Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and
interaction of substances that make up matter. Although there are no sharp boundaries between sciences such as
chemistry, physics and biology, chemistry is used to explain natural phenomena at the molecular level, as well as create
new materials such as medicines and polymers.
Unit 1 – How can the diversity of material be explained?
The nature of chemical elements, their atomic structure and their place in the periodic table, as well as the model of the
atom and changes which have occurred over time, is investigated. The periodic table is examined including patterns and
trends of, and relationships between, elements with reference to properties of the elements including their chemical
reactivity.
Fundamental quantitative aspects of chemistry are introduced including the mole concept, relative atomic mass,
percentage abundance and composition by mass and the empirical formula of an ionic compound.
Areas of Study:
1. How can knowledge of elements explain the properties of matter?
2. How can the versatility of non-metals be explained?
3. Research investigation
Unit 2 – What makes water such a unique chemical?
This area focuses on the properties of water and the reactions that take place in water including acid-base and redox
reactions. Relating the properties of water to its structure, polarity and bonding as well as the significance of water’s high
specific heat capacity and latent heat of vaporisation for living is also explored. Solubility of substances in water,
precipitation, acid-base and redox reactions that occur in water is investigated.
Areas of Study:
1. How do substances interact with water?
2. How are substances in water measured and analysed?
3. Practical Investigation
Unit 3 - Chemical Pathways
In this unit students investigate the scope of technologies available to the analytical chemist. Chemical analysis is vital in
the work of the forensic scientist, the quality control chemist at a food manufacturing plant, the geologist in the field and
the environmental chemist monitoring the health of a waterway.
Areas of Study:
1. Chemical Analysis
2. Organic Chemical Pathways
Unit 4 - Chemistry at Work
In this unit students investigate the industrial production of chemicals and the energy changes associated with chemical
reactions.
Areas of Study:
1. Industrial Chemistry
2. Supplying and Using Energy
Assessment:
Units 3 & 4
Percentage contributions to the study score in VCE Chemistry for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
20%
Unit 4 School-assessed Coursework:
20%
End-of-year examination:
60%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 37
Environmental Science
Description
Environmental Science provides the opportunity for students to understand the structure, function and diversity of natural
ecosystems on this planet and evaluate the impacts of human activities on them. Students examine strategies to maintain
and protect the ecological health of the environment while meeting the needs and desires of human populations.
Environmental Science investigates the interactions between natural and human systems. This study examines the
application of environmental science to ecologically sustainable development and environmental management. Students
should understand the values and attitudes that underpin environmental decisions and reflect on effective ways for
modifying behaviour of individuals and groups for positive environmental outcomes.
Unit 1: How are Earth’s dynamic systems connected?
The Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere is examined. A
systems perspective when exploring the physical requirements for life, the effects of natural and human-induced changes
in ecosystems are undertaken. Investigation into the physical environment and its components, the function of local
ecosystems and the interactions that occur in and between ecological components over different time scales is explored.
Consideration of how the biotic and abiotic components of local ecosystems can be monitored and measured is
investigated.
A practical investigation related to ecosystem monitoring and/or change is also undertaken in this unit.
Areas of Study:
1. How is life sustained on Earth?
2. How is Earth a dynamic system?
3. Practical investigation
Unit 2: How can pollution be managed?
This unit explores the concept of pollution and associated impacts on Earth’s four systems through global, national and
local perspectives. An understanding of wastes, contaminants and pollutants are examined as well as the characteristics,
measurement and management of pollution. Analysis of the effects of pollutants on the health of humans and the
environment over time, rules for use, treatment and disposal of pollutants are also examined. The significance of
technology, government initiatives, communities and individuals in redressing the effects of pollutants, and considerations
into how values, beliefs and evidence affect environmental decision-making is explored.
An in-depth case study of the management strategies that apply to a pollutant of local concern related to ecosystem
monitoring and/or change is also undertaken in this unit.
Areas of Study:
1. When does pollution become a hazard?
2. What makes pollution management so complex?
3. Case Study
In 2016, only Units 1 and 2 are being offered with scope for all Units to be offered in 2017.
Physics
Description
Physics is a science made up of theories and practical investigations. It helps us understand the physical universe from
the smallest building blocks of matter to the unimaginatively vast Universe. This understanding helps us understand our
place in the Universe. Students should be able to describe and use theories and models, propose and investigate
hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and
use a range of appropriate technologies and mathematical techniques.
Unit 1
In this unit students explore some of the fundamental ideas and models used by physicists in an attempt to understand
and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain
electricity and consider the origins and formation of matter.
Areas of Study:
1. Thermodynamics
2. Electricity
3. Matter
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 38
Unit 2
In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in
keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity,
biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The
option enables students to pursue an area of interest by investigating a selected question. Students also design and
undertake investigations involving at least one independent, continuous variable.
Areas of Study:
1. Motion
2. Selected study option
3. Student-designed Practical Investigation
Unit 3
In this unit students explore the importance of energy in explaining and describing the physical world. They examine the
production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an
understanding of why objects move when they are not apparently in contact with other objects. Students use Newton’s
laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of
very fast objects.
Areas of Study:
1. Field models: gravitational, electric and magnetic
2. Electricity
3. Motion
Unit 4
In this unit, students explore the use of wave and particle theories to model the properties of light and matter. A wave
model is also used to explain the behaviour of matter which enables students to consider the relationship between light
and matter. Students design and undertake investigations involving at least two continuous independent variables.
Areas of Study:
1. Wave model of light
2. Light and matter
3. Student-designed Practical Investigation
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Physics for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
21%
Unit 4 School-assessed Coursework:
19%
End-of-year examination:
60%
Psychology
Description
Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological,
psychological and social perspectives and the systematic application of this knowledge to personal and social
circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through
the use of a biopsychosocial approach. As a scientific model, this approach considers biological, psychological and social
factors and their complex interactions in the understanding of psychological phenomena.
An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of inquiry
tasks that may be self-designed, develop key science skills and interrogate the links between theory, knowledge and
practice. In VCE Psychology inquiry can include laboratory experimentation, observational studies, self-reports,
questionnaires, interviews, rating scales, simulations, animations, examination of case studies and literature reviews.
Students work collaboratively as well as independently on a range of tasks. They pose questions, formulate research
hypotheses, operationalise variables, and collect, analyse and critically interpret qualitative and quantitative data. They
analyse the limitations of data, evaluate methodologies and results, justify conclusions, make recommendations and
communicate their findings. Students investigate and evaluate issues, changes and alternative proposals by considering
both shorter and longer term consequences for the individual, environment and society. A working knowledge of the safety
considerations and the ethical standards and guidelines that regulate psychological research is integral to the study of
VCE Psychology. As well as an increased understanding of scientific processes, students develop capacities that enable
them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an
awareness of the ethical, social and political contexts of scientific endeavours.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 39
Unit 1: Introduction to Psychology
Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure
and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students
explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They
consider the complex nature of psychological development, including situations where psychological development may not
occur as expected. Students examine the contribution that classical and contemporary studies have made to an
understanding of the human brain and its functions, and to the development of different psychological models and theories
used to predict and explain the development of thoughts, feelings and behaviours.
A student-directed research investigation related to brain function and/or development is undertaken in this unit. The
research investigation draws on content from Area of Study 1 and/or Area of Study 2.
Unit 2: Self and Others
A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In
this unit students investigate how perception of stimuli enables a person to interact with the world around them and how
their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception
of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the
behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made
to the understanding of human perception and why individuals and groups behave in specific ways.
A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The
investigation draws on content from Area of Study 1 and/or Area of Study 2.
Unit 3: The Conscious Self
This unit focuses on the study of the relationship between the brain and the mind through examining the basis of
consciousness, behaviour, cognition and memory.
Advances in brain research methods have opened new ways to understanding the relationship between mind, brain and
behaviour. The limitations of traditionally invasive approaches in human research have given way to the use of noninvasive methods such as brain imaging technologies including positron emission tomography (PET), functional magnetic
resonance imaging (fMRI) and more recently transcranial magnetic stimulation (TMS). Students study the structure and
functioning of the human brain and nervous system, and explore the nature of consciousness and altered states of
consciousness including sleep.
Unit 4: Brain, Behaviour and Experience
This unit focuses on the interrelationship between learning, the brain and its response to experiences, and behaviour. The
overall quality of functioning of the brain depends on experience, and its plasticity means that different kinds of experience
change and configure the brain in different ways. Students investigate learning as a mental process that leads to the
acquisition of knowledge, development of new capacities and changed behaviours.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Psychology for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
20%
Unit 4 School-assessed Coursework:
20%
End-of-year examination:
60%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 40
Technology
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Product Design and Technology - Textiles
Food and Technology
Computing
Product Design & Technology - Textiles
Description
Students develop skills to critically analyse the purpose, processes and products associated with design and technological
innovation and activity. The study of Product Design and Technology can provide a pathway to a range of related fields
such as industrial, product and interior design, engineering, fashion, furniture, jewellery, textile and ceramic design.
Unit 1: Design Modification and Production
This unit focuses on the analysis, modification and improvement of a product design. It provides a structured approach
towards the design process, and looks at examples of design practice used by a designer, and analysis and evaluation of
a design. The design and production work students complete will need to include three points of difference to improve an
existing design/product.
Unit 2: Collaborative Design
In this unit each student works as a member of a team to design and develop a product range or contribute to the design
and production of a group product. Team members contribute their expertise, share research findings and develop viable
solutions that conform to the needs and requirements outlined in a design brief. Restrictions and parameters within design
may be determined by end-user’s needs, producer’s requirements, social conventions and environmental concerns. This
unit focuses on the impact of these factors on the design solution.
Unit 3: Design, Technological Innovation and Manufacture
A range of complex factors influences the design and development of a product that meets the needs and expectations of
a client or an end-user. These include client or community requirements; innovation, social and economic trends,
availability of resources and technological developments in industry. In this unit, students investigate a client or end-user’s
needs, prepare a design brief, devise evaluation criteria, carry out research and propose a series of design options. They
justify the choice of a preferred design option and develop a work plan, and commence production of the product, which
will be completed and evaluated in Unit 4.
Unit 4: Product Development, Evaluation and Promotion
Evaluations are made at various points of product design, development and production. When judging the suitability and
viability of design ideas and options designers refer to the design brief and evaluation criteria in collaboration with a client.
Designers may also base design decisions on intuition and experience. Comparisons with similar products help to judge
the success of a product in relation to a range of design factors and fundamentals. In this unit, students use comparative
analysis and evaluation methods to make judgments about product design and development.
Percentage contributions to the study score in VCE Product Design and Technology are as follows:
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Design and Technology – Textiles for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
12%
Unit 4 School-assessed Coursework:
8%
School-assessed Task:
50%
End-of-year examination:
30%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 41
Food & Technology
Description
VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point
of view. The study enables students to apply their theoretical understanding of the relationship between food and
technology as they develop skills in food preparation. Students use the design process, critical thinking and problemsolving skills to develop food products to suit specific situations. In this process, they also develop independent and
cooperative learning skills.
The study may provide a foundation for pathways into food science and technology, consumer science, home economics,
child care and education, community services and aged care, the hospitality and food manufacturing industries, and
nutrition and health studies.
Unit 1: Food Safety and Properties of Food
In this unit students study safe and hygienic food handling and storage practices to prevent food spoilage and food
poisoning, and apply these practices in the preparation of food. They consider food preparation practices suitable for use
in a small-scale food operation. Students consider the selection and use of a range of tools and equipment suitable for use
in food preparation. Students examine the classification of foods and their properties, and examine changes in properties
of food when different preparation and processing techniques are used. They investigate quality and ethical
considerations in food selection. Students use the design process to meet the requirements of design briefs to maximise
the qualities of key foods.
Unit 2: Planning and Preparation of Food
In this unit students investigate the most appropriate tools and equipment to produce optimum results, including the latest
developments in food technology. Students research, analyse and apply the most suitable food preparation, processing
and cooking techniques to optimise the physical, sensory and chemical properties of food. Students work both
independently and as members of a team to research and implement solutions to a design brief. They use the design
process to respond to challenges of preparing food safely and hygienically for a range of contexts and consumers, taking
into account nutritional considerations, social and cultural influences, and resource access and availability. Students also
explore environmental considerations when planning and preparing meals.
Unit 3: Food Preparation, Processing and Food Controls
In this unit students understand food safety in Australia and the national, state and local authorities and their regulations.
They investigate the causes of food spoilage and food poisoning and apply safe work practices while preparing food.
Students demonstrate understanding of key foods, the functions of the natural components of key foods and apply this
information in the preparation of foods. They investigate cooking techniques and justify the use of the techniques when
preparing key foods. Students develop an understanding of the primary and secondary processes that are applied to key
foods.
Students devise a design brief from which they develop a detailed design plan. In preparing their design plan, students
conduct research and incorporate their knowledge about key foods, properties of food, tools, equipment, safety and
hygiene, preparation, cooking and preservation techniques. In developing the design plan, students establish an overall
production timeline to complete the set of food items (the product) to meet the requirements of the brief for implementation
in Unit 4.
Unit 4: Food Product Development and Emerging Trends
In this unit students develop individual production plans for the proposed four to six food items and implement the design
plan they established in Unit 3. In completing this task, students apply safe and hygienic work practices using a range of
preparation and production processes, including some, which are complex. They use appropriate tools and equipment and
evaluate their planning, processes and product.
Students examine food product development, and research and analyse driving forces that have contributed to product
development. They investigate issues underpinning the emerging trends in product development, including social
pressures, consumer demand, technological developments, and environmental considerations. Students also investigate
food packaging, packaging systems and marketing.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Food and Technology for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
18%
Unit 4 School-assessed Coursework:
12%
Units 3 & 4 School-assessed Task:
40%
End-of-year examination:
30%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 42
Computing
Description
VCE Computing focuses on the processing of data and the management of information and information systems. The
rapid pace of development in information and communications technology (ICT) is having a major influence on many
aspects of society. Not only does ICT provide the capacity to change how tasks and activities are undertaken, but it also
creates new opportunities in work, education, entertainment and society.
While it is important that students extend their use of ICT as a learning and personal tool, the study of VCE Computing
encompasses information systems and how people interact with Computing to create structured information and to
connect with others to exchange information. It encompasses the theoretical foundations of computation and techniques
for writing programs and developing solutions. It also focuses on how the needs of individuals, organisations, communities
and society are met through the combination of ICT and meaningful information. VCE Computing equips students with
appropriate knowledge and skills to use ICT responsibly and to make informed personal and workplace choices about
developments in this exciting field.
Unit 1: IT in Action
This unit focuses on how individuals and organisations use, and can be affected by, information and communications
technology (ICT) in their daily lives. In Areas of Study 1 and 3, students acquire and apply a range of knowledge and skills
to manipulate different data types such as numeric, text, sound and images (still and moving) to create solutions that can
be used to persuade, educate, inform and entertain. In Area of Study 3, students also explore how their lives are affected
by ICT, and consider strategies for managing how ICT is applied. In Area of Study 2, students examine how networked
information systems allow data to be exchanged locally and within a global environment, and explore how mobile devices,
such as phones, are used within these networks.
Unit 2: IT Pathways
This unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students apply a range of
knowledge and skills to create solutions, including those that have been produced using a programming or scripting
language, to meet users’ needs. In this unit, students apply all stages of the problem-solving methodology when creating
solutions. Details of this methodology are contained in the Study Design. In Area of Study 1 students analyse data from
large repositories and manipulate selected data to create visualisations. In Area of Study 2 students develop skills in using
programming or scripting language software and they investigate careers that involve the use of these skills.
Unit 3: IT Applications
The focus of Unit 3 is the World Wide Web and how it supports the information needs of individuals, communities and
organisations. In Area of Study 1, students investigate the design and technical underpinnings of different types of
websites that support the varying needs of online communities. Students use web authoring software to create prototype
websites for particular online communities, taking into account both technical and non-technical constraints. Area of Study
2 focuses on the use of a relational database management system (RDBMS). Students examine techniques used by
organisations to acquire data via websites and consider the relationship between how the data is acquired and the
structure of an RDBMS. At the practical level, students acquire and apply knowledge and skills in the use of an RDBMS. In
Unit 4 when solving information problems students can either use spreadsheet software or continue to use an RDBMS.
Students apply the analysis, design and development stages of the problem-solving methodology when creating solutions.
Details of this methodology are contained in the Study Design.
Unit 4: IT Applications
In this unit students focus on how ICT is used by organisations to solve ongoing information problems and on the
strategies used to protect the integrity and security of data and information. In Area of Study 1 either a relational database
management system (RDBMS) or spreadsheet software is selected and used to create solutions to information problems.
In addition, students use web authoring or multimedia authoring software to produce onscreen user documentation. When
creating solutions to ongoing information problems, students apply all stages of the problem-solving methodology. Details
of this methodology are contained in the Study Design. In Area of Study 2, students explore how organisations manage
the storage, communication and disposal of data and information in order to minimise threats to the integrity and security
of data and information, and to optimise efficient information handling.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Computing for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
25%
Unit 4 School-assessed Coursework:
25%
End-of-year examination:
50%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 43
Visual & Performing Arts
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Drama
VCE/VET Interactive Digital Media
Certificate III in Music Industry (Technical Production)
Media
Music VET
Studio Arts
Visual Communication & Design
Drama
Description
The study of Drama focuses on the creation and performance of characters, narratives and stories. Students draw on a
range of content and use role and expressive skills to create, embody and present dramatic works. They analyse the
development of their performances and explore the actor–audience relationship. Students develop an understanding of
dramatic elements, stagecraft and theatrical conventions appropriate to performance styles from a range of cultural
contexts. They view and analyse performances by professional and other drama practitioners.
The study provides students with opportunities to explore the ways in which drama represents social, political, and
historical contexts, narratives and stories. Students develop an understanding of the language of drama including
terminology and expressions appropriate to the context of the drama that students create, perform and analyse.
Unit 1: Dramatic Storytelling
This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters,
based on personal, cultural and/or community experiences and stories. Students examine storytelling through the creation
of solo and/or ensemble devised performance/s and manipulate expressive skills in the creation and presentation of
characters. They develop an awareness and understanding of how characters are portrayed in naturalistic and nonnaturalistic performance style/ s.
Unit 2: Non-naturalistic Australian Drama
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 art
work, a text and/or an icon from a contemporary or historical Australian context. Students use a range of stimulus material
in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical
conventions appropriate to the selected performance styles are also explored.
Unit 3: Devising non-naturalistic ensemble performance
This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and
associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively
to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions,
performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the
performance. Students also document and evaluate stages involved in the creation, development and presentation of the
ensemble performance.
Unit 4: Non-naturalistic solo performance
This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore
non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural
performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic
elements, conventions, performance styles and performance and expressive skills to develop and present a short solo
performance. These skills are further developed as students create a devised solo performance in response to a
prescribed structure. Students also document and evaluate the stages involved in the creation, development and
presentation of a solo performance.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Drama for Units 3 & 4 are as follows:
Units 3 & 4 school-assessed coursework:
40%
End-of-year performance examination:
35%
End-of-year written examination:
25%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 44
VCE/VET Interactive Digital Media
Description
Multimedia is about newer richer forms of communication and is the combination of a variety of media elements including
graphics, video, audio, text and animation. It has been recognised as one of the world’s fastest and largest growth
industries. Interactive Digital Media is designed and delivered as a two-year course. Students who complete the first year
of the course will be eligible for two units of credit at Units 1 and 2 level. Upon completion of the second year students wi ll
be eligible for Units 3 & 4 sequence and Certificate III in Media, which is a nationally recognised TAFE qualification.
The course provides the students with the knowledge and skills to design and create digital and interactive multimedia.
Students use SLR Cameras, studio equipment and industry standard software to create digital graphics (Photoshop), web
design (Dreamweaver), video editing (Premiere), visual effects (After Effects), 2D animation (Flash), 3D modelling and
animation (Maya 3D).
Structure
The units of competency required to attain the Certificate III in Media are spread over two years of secondary school. They
are offered as follows:
Year 1: Focus on 3D Modelling Video Editing and Compositing
1. Develop & extend critical thinking
2. Participate in OHS processes
3. Work effectively in screen/media industries
4. Produce and prepare photo images
5. Create 3D digital models
6. Collect/organise content for broadcast
Year 2: Communication in context
1. Explore/apply creative Designs in 2D format
2. Create 2D digital animations
3. Prepare video assets
4. Author interactive sequences
5. Create visual design components
6. Write content for a range of media
Entry
The Units 3 & 4 sequence of VCE VET Interactive Digital Media is not designed as a stand-alone study.
Selection Advice
Certificate III in Media is a folio-based VCE subject. Students wishing to receive a study score or an ATAR contribution for
VCE VET Interactive Digital Media must undertake scored assessment. This consists of three coursework tasks, worth
66% of the overall study score and an end of year examination, worth 34% of the overall study score.
Scored assessment is based on the Units 3 & 4 sequence of the Certificate III in Media (CUF30107).
Students who are considering doing more than one Folio based subject such as Visual Communication and Design,
Media, Interactive Digital Media, Studio Arts and Design Technology (Food or Fibre) must consider the workload that a
folio subject entails. Often students who complete more than one folio subject intend entering a Tertiary Course that
requires an interview and folio presentation. Students who wish to choose two or more folio-based subjects are advised to
seek advice prior to making their subject selection.
Certificate III in Music
The VCE VET Music Industry program provides students with the knowledge and skills that will enhance their employment
prospects within the music industry. Certificate III in Music provides broad based knowledge and skills required for entry
into the music industry. The Certificate III qualifications offer specialist training in performance.
The VCE VET Units 1 and 2 core units of competence include developing and updating music industry knowledge and
following health, safety and security procedures. Elective units include composition and reading music. The VCE VET
Music Units 3 & 4 sequence incorporates units such as preparing self for performance and extending technical skills in
performance. The completion of Certificate III in Music (TAFE qualification) does contribute to the student's ATAR score.
The Certificate III in Music incorporates industry elements such as performance, critical listening, music management and
music promotions.
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 45
Media
Description
VCE Media provides students with the opportunity to analyse media products and concepts in an informed and critical
way. Students consider media texts, technologies and processes from various perspectives, including an analysis of
structure and features. They examine industry production and distribution context, audience reception and the media’s
contribution to and impact on society. This aspect of the study is integrated with the individual and collaborative design
and production of media representations and products.
VCE Media supports students to develop and refine their analytical, critical, creative thinking and expression. Students
strengthen their communication skills and technical knowledge. This study is relevant for students who wish to pursue
further formal study at tertiary level or in vocational education and training settings. The study provides knowledge and
skills in creative thinking, planning, analysis, creative expression and communication valuable for participation in and
contribution towards contemporary society.
Unit 1: Representation and Technologies of Representation
In this unit students develop an understanding of the relationship between the media, technology and the representations
present in media forms. They study the relationships between media technologies, audiences and society. Students
develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the
creation of meaning in media products, the role and significance of selection processes in their construction, the role
audiences play in constructing meaning from media representations, and the creative and cultural impact of new media
technologies.
Unit 2: Media Production and The Media Industry
In this unit students develop their understanding of the specialist production stages and roles within the collaborative
organisation of media production. Students participate in specific stages of a media production, developing practical skills
in their designated role. Students also develop an understanding of media industry issues and developments relating to
production stages and roles and the broader framework within which Australian media organisations operate.
Unit 3: Narrative and Media Production Design
In this unit students develop an understanding of film, television or radio drama production and story elements, and learn
to recognise the role and significance of narrative organisation in fictional film, television or radio drama texts. Students
examine how production and story elements work together to structure meaning in narratives to engage audiences.
Students also develop practical skills through undertaking exercises related to aspects of the design and production
process. They complete a media production design plan for a specific media form and audience. They present the relevant
specifications as a written planning document, with visual representations that employ media planning conventions
appropriate to the media form in which the student chooses to work.
Unit 4: Media: Process, Influence and Society’s Values
In this unit students further develop practical skills in the production of media products to realise the production design
plan completed during Unit 3. Organisational and creative skills are refined and applied throughout each stage of the
production process. Students analyse the relationship between media texts, social values and discourses in the media.
The nature and extent of media influence, the relationship between the media, media audiences and media regulation are
also critically analysed in this unit.
Selection Advice
Media has a major component of folio-based assessment.
Student's who are considering doing more than one Folio based subject such as Media, Visual Communication and
Design, Studio Arts, VET Certificate III in Interactive Digital Media and Product Design and Technology (Textiles) must
consider the workload that a folio subject entails. Often students who complete more than one folio subject intend entering
a Tertiary Course that requires an interview and folio presentation. Students who wish to choose two or more folio-based
subjects are advised to seek advice prior to making their subject selection.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Media for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
8%
Unit 4 School-assessed Coursework:
12%
School-assessed Task:
35%
End-of-year examination:
45%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 46
Studio Arts
Description
The creative nature of visual art provides individuals with the opportunity for personal growth, the expression of ideas and
a process for examining identity. The exhibition of visual art offers an insight into the diverse interpretations of life and its
experience by artists. Engagement with visual art facilitates creative thinking and the development of new ideas, it also
supports connection and exchange within communities and beyond.
Studio Arts provides a framework for the establishment of effective art practices through an understanding and application
of the process of design. The design process enables students to explore ideas and sources of inspiration, experiment
with materials and techniques and practice specialised skills in a range of art forms.
Unit 1: Artistic Inspiration and Techniques
This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a
wide range of materials and techniques as tools for communicating ideas, observations and experiences through art
making. Students also explore and research the ways in which artists from different times and cultures have interpreted
and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks.
Unit 2: Design Exploration and Concepts
This unit focuses on students establishing and using a design process to produce artworks. The design process includes
the formulation and use of an individual approach to locating sources of inspiration, experimentation with materials and
techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks.
Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures
are analysed to understand the artists’ ideas and how they have created aesthetic qualities and identifiable styles.
Unit 3: Studio Production and Professional Art Practices
This unit focuses on the implementation of an individual design process leading to the production of a range of potential
directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration. They
plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the
development of the potential directions is an intrinsic part of the design process to support the making of finished artworks
in Unit 4.
Unit 4: Studio Production and Art Industry Contexts
This unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students
present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to
produce the cohesive folio of finished artworks. These artworks should reflect the skilful application of materials and
techniques, and the resolution of ideas and aesthetic qualities. This unit also investigates aspects of artists’ involvement
in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the
preparation, presentation and conservation of artworks. Students examine a range of environments for the presentation of
artworks exhibited in contemporary settings. Students are expected to visit at least two different exhibition spaces in their
current year of study.
Selection Advice
Studio Arts is a folio based VCE subject. The two Folio Assessment Tasks (Unit 3 school-assessed task 33% and Unit 4
school-assessed task 33%) constitutes 66% of the total Studio Arts Study Score.
Student's who are considering doing more than one Folio based subject such as Media, Visual Communication and
Design, Studio Arts, VET Certificate III in Interactive Digital Media and Product Design and Technology (Textiles) must
consider the workload that a folio subject entails. Often students who complete more than one folio subject intend entering
a Tertiary Course that requires an interview and folio presentation. Students who wish to choose two or more folio-based
subjects are advised to seek advice prior to making their subject selection.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Studio Arts for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
33%
Unit 4 School-assessed Coursework:
33%
End-of-year examination:
34%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 47
Visual Communication and Design
Description
Visual Communication is a bridge between an idea and its intended audience. In the fields of architecture, engineering,
graphic, industrial and multimedia design, advertising and marketing, cartography and fashion, for example, visual
communicators use text and/or image to communicate information. The visual form that the communication takes may be
imaginative and original or it may conform to conventions or accepted rules. The production of visual communications
involves the application of a design process in which final presentations are developed in response to needs identified in
an initial brief. The design process provides a defined, yet flexible approach, to the development, evaluation and
refinement of visual communication solutions.
Unit 1: Visual communication
The main purpose of this unit is to enable students to develop an understanding of instrumental drawing methods and
freehand drawing including drawing from direct observation. The unit involves the study of a range of drawing methods,
including relevant Australian Standards conventions. Students develop practical skills in the application of appropriate
drawing methods, design elements and principles, and information and communications technology. The unit also
introduces students to the diversity of visual communication and the role of the design process in visual communication
production.
Unit 2: Communication in Context
The main purpose of this unit is to enable students to develop and refine practical skills by generating images and
developing them through freehand drawing, instrumental drawing and the use of information and communications
technology. In the development of visual communications, this unit enables students to develop an awareness of how the
design process facilitates exploration and experimentation and how information and ideas are communicated.
Unit 3: Visual Communication Practices
The main purpose of this unit is to enable students to develop an understanding of visual communication production
through the application of the design process to satisfy specific communication needs. Within the unit, students consider
existing visual communication and analyse and evaluate examples. Students will also investigate the production of visual
communications in a professional setting and examine the nature of professional practice in the design and production of
visual communications.
Unit 4: Designing to a Brief
The main purpose of this unit is to enable students to apply their knowledge of the components of the design process in
the preparation of one design brief. Students apply their practical skills to the development and production of two distinct
final visual communication presentations through application of the design process and based on the requirements of the
brief.
Selection Advice
Visual Communication and Design is a folio based VCE subject.
Student's who are considering doing more than one Folio based subject such as Media, Visual Communication and
Design, Studio Arts, VET Certificate III in Interactive Digital Media and Product Design and Technology (Textiles) must
consider the workload that a folio subject entails. Often students who complete more than one folio subject intend entering
a Tertiary Course that requires an interview and folio presentation. Students who wish to choose two or more folio-based
subjects are advised to seek advice prior to making their subject selection.
Assessment
Units 3 & 4
Percentage contributions to the study score in VCE Visual Communication Design for Units 3 & 4 are as follows:
Unit 3 School-assessed Coursework:
33%
Unit 4 School-assessed Coursework:
33%
End-of-year examination:
34%
MSJ | 2016 VCE/VET/VCAL Course Selection | Page 48