Gladstone
Park
Secondary
College
VCE 2016
Student Handbook
Page
Subjects - continued
Page
Introduction
3
Health And Human Development
28
VCAL and VCAL overview
6
History
29
VCAA Guidelines
7
Information Technology
30
School Guidelines
9
Interactive digital media - VETiS
31
How To Select A Course Of Study
11
Italian
32
Subject/Career options
12
Legal Studies
33
Vocational Education and Training
14
Mathematics - Foundation
34
VCE Unit 3 & 4 Pre-requisites
15
Mathematics - Further
35
Mathematics - Methods
36
Subjects
Accounting
16
Mathematics - Specialist
37
Art - Studio Art
17
Media
38
Biology
18
Music Performance
39
Business Administration - VETiS
19
Photography - Studio Art
40
Business Management
20
Physical Education
41
Chemistry
21
Physics
42
Dance - VETiS
22
Psychology
43
Economics
23
Systems Engineering
44
English
24
Textiles - Product Design & Tech.
45
English Literature
25
Theatre Studies
46
Food Technology
26
Visual Communication and Design
47
Geography
27
Wood - Product Design & Tech.
48
2
Introduction
VCE
The Victorian Certificate of Education (VCE) is a two-year certificate administered by the
Victorian Curriculum and Assessment Authority (VCAA). This certificate is a main requirement
for entry into tertiary courses and some employers require it for selection purposes.
Generally, subjects are offered in four Units (1, 2, 3 and 4). Units 3 & 4 of all subjects must be
taken as a sequence. That is, students cannot enrol in Unit 4 unless they have also enrolled in
Unit 3 of any subject. Most students enrol in Units 1 and 2 in Year 11 then Units 3 and 4 in Year
12. Each Unit runs for 20 weeks (a school semester or two terms). Most students at GPSC
complete 22 to 24 Units over two years (Years 11 and 12).
To be awarded the VCE and receive an ATAR (Australian Tertiary Admission Rank), a student
must satisfactorily complete at least 16 Units, including;
 3 Units of English (including a 3/4 English or Literature sequence)
 Unit’s 3 and 4 in 3 subjects other than English
# It is each student’s responsibility to ensure that the course he or she selects will enable him or
her to meet these VCAA Requirements.
The awarding of satisfactory completion for Units is based on a decision that the student has
demonstrated achievement of the set of 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.
Achievement of an outcome means:
 The work meets the required standard
 The work was submitted on time
 The work is clearly the student’s own
 There has been no substantive breach of rules
If all outcomes are achieved, the student receives S (Satisfactory) for the Unit. If any of the
outcomes are not achieved, the student receives “N” (not satisfactory) for the Unit.
A student will not satisfactorily complete a Unit if:
 Their work is not of the required standard
 The student fails to meet a deadline for the assessment task, including where an
extension of time has been granted for any reason, including Special Provision
 The work cannot be authenticated or there has been a substantive breach of rules.
 A student has completed all work but there has been a substantive breach of the
attendance requirement.
3
Example of typical VCE program
Year 11
Year 12
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
“Choice 1”
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
“Choice 1”
“Choice 2”
“Choice 3”
“Choice 4”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Example of accelerated VCE program
Year 10
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
subject
Year 10
subject
Year 10
subject
Year 10
subject
Year 10
subject
“Choice 1”
Unit 1 & 2
Year 11
Year 12
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
“Choice 1”
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 3 & 4
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Example of typical SEAL VCE program
Year 10
Year 11
Year 12
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
subject
Year 10
subject
Year 10
subject
Year 10
Enrichment
English
“Choice 1”
“Choice 2”
Unit 1 & 2
Unit 1 & 2
“Choice 1”
“Choice 2”
English
“Choice 4”
“Choice 5”
“Choice 6”
Unit 3 & 4
Unit 3 & 4
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
4
Sample Year 10 - VCE Programs for Student Use
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
Year 11
Year 12
Sample Year 10 - VCE Programs for student Use
Subject 1
Subject 2
Subject 3
Subject 4
Year 10
Year 11
Year 12
5
Subject 5
Subject 6
VCE and VCAL – What’s the difference?
VCE - Victorian Certificate of Education
VCAL - Victorian Certificate of Applied Learning
A two year certificate.
Foundation, Intermediate or Senior certificates
awarded as each level is completed.
Certificate awarded when requirements of
VCE are met, usually at the end of two
years.
Certificate awarded when requirements of VCAL
are met, typically within 18 months.
A main requirement for entry into
University or TAFE courses. Some
employers also require it for selection
purposes.
Best suited to students seeking employment,
vocational training, traineeships,
apprenticeships or TAFE courses.
All Units have a theoretical component.
Some subjects have a large practical
component.
All Units have large practical components and
require students to demonstrate this through
evidence.
Courses consist of VCE Units and can
include VETiS Units.
Courses consist of VCAL and VETiS Units at
school and/or TAFE. Students can elect to
undertake some VCE Units.
Semester long Units of work where set
outcomes must be completed by the end of
the semester.
Semester long Units of work where set
outcomes must be completed by the end of the
semester.
All students studying a Unit must meet the
same outcomes.
All students studying a Unit must meet the same
outcomes.
Assessment is based on tasks completed in
class and exams.
Assessment is based on evidence collected
through a wide range of activities, including
work placement, TAFE coursework and
classroom activities.
Students must satisfactorily complete 16
Units, including 3 Units of English, and Units
3 & 4 in at least 3 other subjects.
Students must complete a minimum of 10
credits, which include Literacy, Numeracy,
Personal Development and credit gained
through VETis or VCE studies.
Students attend school for six periods per
day, five days a week.
Students attend school for six periods per day,
five days a week, including an approved Work
Placement and TAFE attendance.
 VCAL and VCE students are subject to the same discipline and welfare policies, uniform
policies and attendance requirements. All students are enrolled in, and their progress reported
on, the same computer system (VASS). Both VCE and VCAL are overseen by VCAA.
 VCAL and VCE students are offered the same opportunity to participate in all College
programs including graduation ceremonies, formals, sport and other extra-curricular activities.
VCAL students may be able to gain credits toward their certificate by playing an active
leadership role in College activities.
6
VCAA Guidelines
Assessment
At Units 1 & 2 assessment tasks are graded
from A+ to UG (ungraded). However, only S or
N is reported to VCAA. In Units 3 & 4
assessment tasks are scored numerically.
VCAA uses school-determined scores and
exam scores to produce a study score. Study
scores are used to calculate a student’s ATAR
(Australian Tertiary Admission Rank) which is
used by Tertiary providers when offering
student places.
In order to avoid authentication issues, the
VCAA provides the following rules, which
students must observe when preparing work
for assessment at both Years 11 and 12.
1. Students must acknowledge all
resources used, including text and
source material, the name(s) and
status of any person(s) who provided
assistance and the type of assistance
provided.
Authentication
2. Students must not receive undue
assistance from any other person in
the preparation and submission of
work. Acceptable levels of assistance
include: the incorporation of ideas or
material derived from other sources
(eg. by reading, viewing or note taking)
but which has been transformed by the
student and used in a new context,
prompting and general advice from
another person or source which leads
to refinements and/or self-correction.
Unacceptable forms of assistance
include: use of, or copying of, another
person’s work or other resources
without acknowledgment of actual
corrections or improvements made or
dictated by another person.
Teachers are required to authenticate all
student work. This means that the teacher
must be convinced that work submitted by
students is genuinely their own. Teachers
authenticate student work by using methods
such as monitoring class activities, consulting
with the student, viewing work completed in
class, setting a test, requiring an oral
explanation of work and keeping records of a
student’s ability and work history.
# It is the student’s responsibility to ensure
that teachers are able to authenticate their
work.
# VCAA has clear procedures described in the
Administrative Handbook, which operate if a
breach of authentication is reported. The
college will follow these procedures.
3. Students must not submit the same
piece of work for assessment more
than once.
4. Students who knowingly assist other
students in a Breach of Rules may be
penalised.
# Students must keep all drafts, notes,
preparatory work, photocopied references,
records of interviews, etc. so that they can
prove authenticity if asked to do so.
7
VCAA Guidelines - continued
Information for Students
Attendance
At the commencement of each Unit students
will be given:
VCAA has directed schools to set the minimum
class time and attendance rules. Where a
student has completed all tasks satisfactorily
but there has been a substantive breach of
attendance rules, the school must assign N for
one or more outcomes and thus the Unit.
 A detailed outline, which includes the
outcomes and assessment, tasks for
the Unit.
 A list of important dates including
submission dates and the dates of
assessment periods.
The College Council has ruled that an ‘N’ can
be given for a Unit if a student’s attendance
for that Unit falls below 90%, thus preventing
the student from ‘satisfactorily completing’
the Unit. Approved absences (illness, etc.) are
not included in this figure. However, total
absences, both approved and unapproved
must not be more than 20%. Absences must
be verified within two weeks of the absence.
Decisions to give an ‘N’ mark are not subject
to appeal to VCAA.
Special Provision
A student is eligible to apply for Special
Provision if at any time he/she is:
 Significantly adversely affected by
illness (physical or psychological),
factors relating to personal
environment or by another serious
cause
Derived Exam Scores
Students whose performance in an exam is
affected by illness or other personal
circumstances may apply to VCAA for a
Derived Exam Score (DES) to be calculated.
Students cannot receive a DES for long-term
or chronic illnesses or circumstances.
Students are eligible for a DES if they can
demonstrate that illness, personal trauma or
other circumstances occurring immediately
before or during the examination period has
affected their performance on the exam or
stopped them from attending. VCAA considers
“immediately before” as the two weeks prior
to the midyear GAT and November exam
periods.
 Disadvantaged by a disability or
impairment.
Special provision does not exempt students
from meeting the requirements for
satisfactory completion of the VCE or from
being assessed against the outcomes for a
study.
Students who believe they have grounds for
special provision must apply to the Senior
School Program Manager as soon as the need
for special provision becomes apparent, as
special provision cannot be applied
retrospectively. All applications for special
provision must be accompanied by evidence
of the adverse affect of the condition on the
student’s ability to demonstrate achievement.
Students need to apply for Derived Exam
Score, via the Program Manager, for exams as
soon as possible. Applications must be
substantiated with evidence from an
independent professional.
Examinations must be attended because the
VCAA does not reschedule exams.
8
School Guidelines
Assessment
In addition to observing VCAA rules, students
must also observe the rules of their school.
Resubmission of Tasks
Students will not be given the opportunity to
resubmit work that did not meet the required
standard. Students must be well prepared for
the assessment in order to achieve their best
result.
Students who miss an assessment period for a
legitimate reason can apply to the Year Level
Coordinator for special provision and, if
granted, may be given the opportunity to
complete the assessment task during an
official make up period.
Fees for Practical Subjects
Enrolments in practical subjects that include a
levy will not be confirmed until payment is
made in full for the entire school year, and any
remaining fees from the previous year are
paid. This payment must be made on or just
after the course confirmation day for the
relevant year level.
Students must be prepared to sit the missed
assessment task at the next available
opportunity. Make up sessions are generally
held out of school hours.
Students who are too ill to attend school must
have a medical certificate issued for the day of
the missed assessment.
Extended Holidays & Attendance
Extended family holidays are not approved
absences for the purposes of meeting the VCE
and VCAL attendance requirements. Parents
are asked to consider this in relation to
planning holidays outside the regular school
vacation periods. The school will not provide
make-up opportunities for missed
assessments (unless the absence is approved)
and absences due to family holidays will
contribute to the total unapproved absence
count for Units being studied. Any missed
assessments may lead to a lower grade or the
possibility that the student may receive an “N”
for the unit.
Students who miss an assessment period
without a legitimate reason will not be given
the opportunity to complete the assessment.
This may impact the students ability to meet
an outcome, which will in turn effect their
eligibility to be awarded an ‘S’ for the unit.
It is possible that the student may be able to
demonstrate the outcomes through regular
class work.
The Senior School Program Manager, Year
Level Coordinators and relevant Assistant
Principal will determine what constitutes a
legitimate reason.
When assessment tasks are completed out of
class, students must hand work to the teacher
in their normal class on the published due
date. It is NOT acceptable to hand in the work
after school or the next morning, to put work
in a teacher’s pigeon-hole or on their desk or
to submit it to another teacher unless
students have been specifically instructed to
do so.
Computers
While encouraging the use of computers, the
college is not able to make computer facilities
available to all students at all time.
Computer/printer breakdown or mishap is not
an acceptable excuse for late submission or
non-submission of assessment tasks.
9
School Guidelines – continued
Allocating subjects
What VCE students should expect
The process of finalising subjects for students
has become increasingly complex. Some of
the factors that have to be considered are:
Students undertaking Unit 1 & 2 should expect
their workload to increase significantly.
Deadlines are frequent and not negotiable.
The students must take responsibility to catch
up on work missed due to illness. Students
are expected to show initiative and take
responsibility for their own learning.
Students undertaking Unit 3 & 4 should expect
a further increase in their workload. Most
Year 12 students will have private study time
and must use it productively. Students will
find that the amount of homework expected
of them will increase considerably. It is
students’ responsibility to complete all
assessment tasks, manage workload and meet
deadlines to enable the successful completion
of their VCE.
 Staffing – both the number of staff and
the availability of staff with particular
specialist qualifications.
 Rooms – many programs require the
use of specialist rooms. Students can
only achieve desired outcomes if they
have access to spaces and equipment
in line with the course design.
 Student preference, which is a high
priority in deciding which subjects run.
Cross level subject selection
Some Year 11 students may have completed
Unit 1 & 2 of a subject in Year 10 and will be
undertaking Unit 3 & 4 in Year 11. This will
provide a student with six (6) VCE Unit 3 & 4
sequences at the end of Year 12. The ATAR
score is calculated on the study score of the
top 4 subjects, including English, plus a
percentage of the 5th and 6th subjects.
Students considering this alternative should
speak to their Year level Coordinator.
Australian Tertiary Admissions Rank (ATAR)
Part-time work
VCE is a full time study load and cannot be
completed well if too much time is given to
outside commitments. Financial
considerations are certainly important and
some students have very good organisational
skills, however the hours of work should not
exceed 6-8 hours a week.
To Enrol in VCE a student MUST
 Complete and return the signed Subject
Selection Sheet from Subject Selection OnLine by the due date.
Students’ Year 12 results are calculated to
establish a rank order of students within
Victoria, which is called the ATAR. The ATAR is  Attend the VCE Course Confirmation Day.
considered by Tertiary Institutions when
 Year 10 students undertaking Unit 1 & 2 will
choosing course participants.
be advised of this in time to collect relevant
information so they can attend VCE
It is a student’s responsibility to ensure they
Orientation for that subject.
meet Tertiary Entrance requirements.
 Sign the VCAA and GPSC declaration.
Year 12 Orientation
All students enrolled in Unit 3 & 4 (including
any Year 11 students) are required to attend
Year 12 orientation. These classes are
scheduled after course confirmation.
 Attend VCE orientation classes.
 Complete holiday homework set for all
selected subjects.
10
How to select a course of study
At Gladstone Park Secondary College our
policy is:
Year 10 students are provided with the
VICTER, which outlines pre-requisites subjects
for relevant University and TAFE courses.
 Year 11 students undertake a total of 6 VCE
subjects (12 Units) at the College including
English or Literature or both.
In some circumstances a student may change
a Unit 1 & 2 sequence at the end of first
Semester. This is dependent on timetable
constraints and availability, and must be done
 Year 12 students undertake 5 VCE subjects
(10 Units) at the college including English or with the approval of the Sub School.
Literature or both.
It should be noted by students and parents
that teachers can only give advice; the
 Year 10 students may select one (or, in
ultimate responsibility for course choices lies
some circumstances more) VCE subjects.
with students and their parents.
 Year 11 students may select a Unit 3/4
sequence depending on teacher
How to choose the “right” subjects
recommendation and availability.
 Modified courses of study may be available
to students, eg. Cross-level selection.
 Choose subjects that you are “good” at and
“enjoy”.
 Check the VICTER (or Herald-Sun equivalent)
for all Prerequisites that are relevant to
Apart from the English/Literature
any Tertiary Courses you may be
requirement, students are free to choose their
interested in.
own courses, keeping in mind the VCAA rules,
their career aspirations, their interests and
 Go to the University and TAFE Open Days in
their capabilities.
August.
Students should research possible careers
with regular assistance and feedback from the
College Careers Centre. Appointments to
speak with the careers team are available
during private study, or at recess, lunch or
after school.
Externally Assessed Subjects
Students officially enrolled in VCE Units
outside the school (for example, Languages
Other Than English) must inform the College
so they can be officially enrolled with VCAA.
Students who choose to enrol in subjects
outside the college will still be expected to
enrol in 12 Units at the College in Year 11 and
10 Units at the College in Year 12.
 Speak with teachers of the subjects that
interest you to find out more.
Don’t choose a subject because;




You have heard it is “easy”
You have heard it is “marked up”
Your friend has chosen it
You like the teacher who might teach it
Choosing a subject for the wrong reasons will
usually result in a less than satisfactory VCE
result for the student.
11
Subject / Career Options
Business – commerce, business studies, financial planning courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Business
Man.
Legal
Studies
Maths
Methods
Accounting
Further
Maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Business
Man.
Legal
Studies
Maths
Methods
Accounting
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Hospitality – hotel management, food preparation, tourism courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
VETiS
Business
Food
Health
Technology
Business
Man.
Further
Maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
VETiS
Business
Food
Health
Technology
Business
Man.
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 1 & 2
Unit 3 & 4
Creative Arts – fine arts, graphic design, media studies, merchandising courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Visual
Comm.
Studio Art
Further
Maths
Business
Man.
Student
choice
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Visual
Comm.
Studio Art
Further
Maths
Business
Man.
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
* The above tables are a guide only, not prerequisites.
12
Humanities – humanities, social science, education, community services courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
English
Literature
History
Legal
Studies
Health
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Literature
History
Legal
Studies
Further
Maths
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Subject 6
General
Maths
Further
Unit 1 & 2
Health Sciences – allied health, engineering, information technology courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
General
Maths
Methods
Unit 1 & 2
Maths
Methods
Info. Tech
Unit 1 & 2
Unit 1 & 2
English
Physics
Chemistry
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Physics
Chemistry
Maths
Methods
Specialist
Maths
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Subject 6
Exercise Science – physiotherapy, sport science, physical education, human movement, health
science courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
English
Physical
Education
Chemistry
Maths
methods
Biology
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Physical
Education
Chemistry
Maths
methods
Biology
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
* The above tables are a guide only, not prerequisites.
13
Subject 4
Subject 5
Subject 6
General
Maths
Methods
Unit 1 & 2
Vocational Education and Training (VETiS)
 VETiS subjects are optional for VCE and
compulsory for VCAL students at
Intermediate and Senior levels.
 Factors to consider before choosing VETiS
 Only VCAL students can access externally
delivered VETiS programs.
 Students who complete a two (2) year VETiS
course obtain a nationally recognised
 VETiS requires excellent time management
vocational qualification in that field, usually
and personal responsibility.
a Certificate II. Each VETiS course consists
of 4 Units.
 A significant part of a VETiS course is
theoretical, not just practical.
 VCE students will only be offered the
opportunity to select VET subjects that are
offered with the school
 Students are often responsible for working
though self-paced modules alone.
Advantages of undertaking VETiS
 Students gain their VCE together with a
vocational certificate from a Tertiary
institution.
 VETiS subjects contribute to the ATAR score.
 Most VETiS courses incorporate work
placement which equip students with work
readiness skills in an adult environment.
 Students may be required to undertake
Structured Workplace Learning during
school holidays.
 There are extra financial costs associated
with VETiS to cover TAFE delivery costs,
books, protective clothing etc.
 100% of the VETiS charge must be paid on
or before Course Confirmation Day to
ensure participation.
 Students experience an occupation first
hand and discover if they are suited before
making a permanent career commitment.
 Undertaking a VETiS program gives a
student the opportunity to create a Career
pathway into a particular industry while still
at Secondary College.
14
VCE Unit 3 & 4 pre-requisites
Unit 1 & 2
Unit 3 & 4
Arts
Dance
Media
Music Performance
Art (Studio Art)
Photo. (Studio Art)
Theatre Studies
Visual Comm.
~~~~~~~
~~~~~~~
=======
~~~~~~~
~~~~~~~
~~~~~~~
~~~~~~~
Dance
Media
Music Performance
Art (Studio Art)
Photo (Studio Art)
Theatre Studies
Visual Comm.
English
English
Literature
=======
~~~~~~~
English
Literature
LOTE
Italian
=======
Italian
Mathematics
Foundation Maths
Maths - Methods
Unit 1 & 2
Unit 3 & 4
Health & Physical Education
Health/Human Dev.
~~~~~~~
Physical Education
~~~~~~~
Health/Human Dev.
Physical Education
Science
Physics
Psychology
Biology
Chemistry
Physics
Psychology
Biology
Chemistry
=======
~~~~~~~
=======
=======
Technology
Computing
Computing
Systems Eng.
Textile Design
Wood Design
Food Technology
- - - - - - - Software
Development
- - - - - - - Informatics
~~~~~~~ Systems Eng.
~~~~~~~ Textile Design
~~~~~~~ Wood Design
~~~~~~~ Food Technology
VETiS
Business Admin.
=======
Business Admin.
Interactive Digital
~~~~~~~
Interactive Digital
N/A
~~~~~~~
Maths - Further
Maths - Further
Media
Maths - Methods
Maths - Methods
Maths - Specialist
=======
=======
Media
Maths - Methods
Humanities
Accounting
Business Man.
Economics
Geography
History
Legal Studies
Maths - Specialist
** Students considering Mathematics - Methods
at year 11 without Mathematics - Methods must
obtain an application form from the Maths
Coordinator.
15
~~~~~~~
~~~~~~~
~~~~~~~
~~~~~~~
~~~~~~~
~~~~~~~
Accounting
Business Man.
Economics
Geography
History
Legal Studies
=======
Essential prior Unit 1 & 2 Study
~~~~~~~
Recommended prior Unit 1 & 2 Study
-------
No prior Unit 1 & 2 Study
Accounting
Accounting focuses on the financial recording, reporting and decision-making processes of a
sole proprietor small business. Students study both theoretical and practical aspects of
accounting. Financial data is collected, recorded and accounting information reported using
both manual and ICT methods.
Unit 1 – Establishing and operating a service
business
Unit 3 – Recording and reporting for a trading
business
 Students are introduced to the skills and
knowledge required to set up a small
business.
 Students focus on financial accounting for a
single activity trading business for a sole
trader.
 Students learn practical skills which include
 A double entry system is used to record and
how businesses record financial information,
report financial information.
manage cash, and prepare reports that
determine a business’ profit and financial
 Students will develop knowledge and skills in
position.
recording and reporting stock, cash, other
assets and profit.
Unit 2 – Accounting for a trading business
Unit 4 – Control and analysis of business
performance
 Students develop their skills in recording and
reporting financial information with a focus  Provides an extension of the recording and
on trading businesses, learning how
reporting processes from unit 4.
businesses set prices and maintains stock
records.
 Students will learn the importance of
budgeting and will complete budgets for
 Students use a commercial accounting
cash, profit and financial position.
software package to record financial
transactions and develop an understanding
 Interpretation of accounting information
of the importance of ICT for small
from accounting reports and analysis of the
businesses.
results to suggest possible strategies to
improve performance of the business.
 Students learn to interpret financial reports
and discuss strategies to improve business
performance.
Associated career areas
 Accountant
 Bank Officer
 Insurance Officer
 Credit Controller
 Property Valuer
16
Art - Studio Art
Studio Arts encourages students to develop their potential as artists and presents a guided
process to assist their understanding and development of art-making. Students develop and
apply a design process and produce of a folio of artworks. Students can choose to work across
Textiles, Painting, Drawing and Sculptural techniques.
Unit 1 – Artistic inspiration and techniques
 Developing art ideas - focuses on the
development of individual ideas and the
identification of sources of inspiration to be
used as starting points for making art.
 Materials and Techniques - explores a range
of materials and techniques. Investigate the
way various visual effects and aesthetic
qualities can be achieved.
 Interpretation of ideas and use of materials
and techniques - focuses on the way artists
from different times and cultures
interpreted ideas and inspiration and used
materials and techniques.
Unit 2 – Design exploration and concepts
Unit 3 – Studio production and professional
art practices
 Exploration Proposal - focuses on the
development of an exploration proposal that
creates a framework for the individual
design process.
 Design process is developed in sufficient
breadth and depth to support the student to
produce a range of creative potential
directions.
Unit 4 – Studio production and art industry
contexts
 Folio of artworks - focuses on the production
of a cohesive folio of finished artworks
developed from the directions identified in
Unit 3.
 Design Exploration - focuses on developing
artworks through an individual design
process based on visual research and
inquiry.
 Focus, reflection and evaluation - requires
students to reflect on their folio and produce
an evaluation of the finished artworks.
 Ideas and styles in artworks - artworks by
artists and/or groups of artists from
different times and cultures are analysed.
** Students may only choose one (1) Studio
Art subject
# Fee of $30 per student
Associated Career areas
 Illustrator
 Printing Machinist
 Graphic Designer
 Visual Merchandiser
 Hair Dresser
17
Biology
Biology seeks to understand and explore the nature of life, past and present. Students study
the diversity, relationships and interactions between organisms.
Unit 1: How do living things stay alive?
Unit 3 – Signatures of life
 Students will examine the cell as the
structural and functional unit of life
 Molecules of Life - Functions of life inside
cells at the molecular level, including the
importance of proteins in regulation of cell
activities.
 They will analyse types of adaptations in
organisms to enhance their survival
 Students will study relationships and
structures within ecosystems and factors that
affect the growth of a population.
 Detecting and Responding - Cells
communicate with each other to regulate the
internal environment and how the body is
able to recognise and fight invasion by disease
carrying organisms.
 A practical investigation related to the
survival of an organism or species.
Unit 4 – Continuity and change
Unit 2: How is continuity of life maintained?
 A focus on cell reproduction and the
transmission of biological information from
generation to generation.
 They will examine the process of DNA
replication and cell division and the role of
stem cells in humans and potential use in
medical therapies will be examined.
 Heredity - Students learn how living things
pass on their characteristics to the next
generation. They will learn about the
structure and function of DNA and how DNA
can change over time.
 Change Over Time - Students will learn
about natural selection and evolution and how
human cultural and technological evolution
may have affected evolutionary processes.
 Students will learn how characteristics are
inherited and the role of genetic knowledge in
decision making, the uses of genetic screening
and its social and ethical issues.
 A student-directed research investigation
into, and communication of, an issue related
to genetics and/or reproductive science is to
be undertaken.
Associated career areas
 Biotechnologist
 Environmental Engineer
 Veterinary Nurse
 Sport Medicine Practitioner
 Dietician
18
Business Administration - VETiS
The VET Business program aims to provide students with the knowledge and practical skills
necessary to work efficiently and effectively in a wide range of business/office environments.
Students enrolled in the program work towards the completion of a nationally recognised
qualification – Certificate II in Business (auspiced by Kangan TAFE).
Unit 1 & 2
Unit 3 & 4
 Participate in OHS processes.
 Maintain daily financial/business records.
 Communicate in the workplace.
 Organise personal work priorities and
development.
 Work effectively with others.
 Produce simple word processed documents.
 Organise and complete daily work activities
and development.
 Organise workplace information.
 Design and produce business documents.
 Promote innovation in a team environment.
 Deliver a service to customers.
 Work effectively in a business environment.
 Use business technology.
 Communicate electronically.
# A $75 materials charge is attached to this
subject.
 Participate in environmentally sustainable
work practices.
Associated career areas
 Administrative/Office Assistant
 Receptionist
 Secretary
 Information Officer
 Customer Service Officer
19
Business Management
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. There are various levels
within a business organisation manage resources to achieve the objectives of the organisation.
Unit 1 – Small business management
Unit 3 – Corporate management
 Introducing business – examination of the
characteristics of a range of businesses
including the internal and external
environments.
 In this area of study, students examine the
importance of large-scale organisations to
the Australian economy. They identify and
apply a range of performance indicators to
evaluate the performance of a large-scale
organisation.
 Small business decision making, planning
and evaluation. Motivation for starting a
business, market research, business support
services, innovation & entrepreneurship.
One option will be selected from:
1. Introductory accounting
2. Management of staff in small business
3. Information and communication
technology (ICT)
4. Introduction to legal requirements.
Unit 2 – Communication and Management
 Communication in business - the concept of
communication in business, with an
emphasis on its importance and methods,
and its relationship to business objectives
and business strategy.
 Managing the marketing function - an
examination of the planning used by
management to position its products and
services in the marketplace.
 Students investigate key elements of the
internal environment such as different
management structures, corporate culture,
management roles and policy development.
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.
 Examine the practices and processes of
human resource management in large-scale
organisations in Australia. A general
introduction to human resources is
followed by an investigation of the two key
aspects of human resource management.
Associated career areas
 Statement about any business
 Human Resources Management
 Marketing & Research Marketing
 Financial Services
 Small business owner
20
Chemistry
Chemistry explores and explains the composition and behaviour of matter and the chemical
processes that occur on Earth and beyond. Chemistry underpins the production and
development of energy, the maintenance of clean air and water, the production of food,
medicines and new materials, and the treatment of wastes.
Unit 1: How can the diversity of materials be
explained?
 The elements and atomic structure are used
to explain how particles react and combine.
The bonding and properties of metals, ionic
crystals, and a range of non-metallic
substances are considered.
 Chemical quantities including the relative
masses of elements and the composition of
substances are determined. An investigation
of the origin, use and modification of useful
materials or chemicals is undertaken.
Unit 2: What makes water such a unique
chemical?
 The bonding forces within and between
water molecules are related to the properties
of water. A range of water based reactions
and processes are investigated. The mass of
substances produced by reactions is
investigated. Analytical techniques and
instrumental procedures are examined.
 Appropriate chemistry terminology
including symbols, units, formulas and
equations are used to represent and discuss
chemical phenomena.
Unit 3 – Chemical pathways
 Chemical Analysis - In this Unit the scope of
analytical techniques are investigated. The
techniques are related to the particular
property or reaction of the chemical
considered.
 Carbon Chemistry and Compounds - Organic
pathways and the chemistry of particular
organic molecules are investigated. The role
of molecules in the generation of biochemical
fuels and forensic analysis is examined.
Unit 4 – Chemistry At Work
 Chemicals of Importance - In this Unit
students investigate the industrial production
of chemicals and the energy changes
associated with chemical reactions.
 Chemical Reactions - The features that
affect chemical reactions, such as the rate,
yield and equilibrium are investigated.
 Chemical Energy - The production of energy
and the efficiencies, advantages and
disadvantages of each energy resource is
considered.
 A practical investigation into an aspect of
water quality is undertaken.
Associated career areas
 Civil Engineer
 Nurse
 Pharmacist
 Biochemist
21
Dance - VETiS
The VCE VET Dance program aims to provide participants with the knowledge and skills to
achieve competencies that will enhance their employment prospects in the live performance
industry. In addition it enables participants to gain a recognised credential and to make a more
informed choice of vocation or career path.
Unit 1 and 2
Unit 3 and 4
 Development of basic dance
techniques – street dance
 Preparing self for performances
 Follow basic safe dance practices
 Incorporating artistic expression into
basic dance performances
 Develop a basic level of physical
condition for dance performance
 Developing and applying creative arts
industry knowledge
 Development of ability to work
effectively with others
 Developing audition techniques
 Increasing depth of street dance
technique
One elective area
 Increasing depth of contemporary
dance technique
# A $75 charge is attached to this subject.
## Units 1 and 2 only will be available in 2016
Upon successful completion of units 1 and 2,
students will be awarded a Certificate II in
Dance with selected units of competency. If
students successfully continue VET Dance in
Year 12 they will be awarded accreditation
toward the Certificate III in Dance.
Associated career areas
 Costume Designer/Maker
 Entertainer
 Stage Manager
22
 Playwright
 Recreation Officer
Economics
Economics is the study of individuals and societies and the economic decisions about resource
use in producing goods and services and about the distribution of the proceeds of production.
Develop an awareness of the links between economics and the influence of political, ethical,
environmental and social forces on economic decision making.
Unit 1 - Choices and consequences
Unit 3 - Economic activity
 How markets operate to meet the needs and  Examination of the ways in which markets
wants of its citizens and the application of
operate to allocate scarce resources, and the
economic decision making to current
extent to which markets operate freely in
economic problems.
Australia.
 The nature of economic growth and
sustainable development and one other
contemporary economic issue, such as the
creation and distribution of wealth and
income or the issue of inflation.
 Learn how these issues are affected by the
actions of economic decision-makers, and
evaluate the impact on living standards.
 Students will examine the nature and
importance of key economic goals in
Australia; the factors that may have
influenced the achievement of these goals
over the past four years; and analyse the
impact each of these goals may have on
living standards.
Unit 4 - Economic management
Unit 2 - Issues and challenges
 Factors that influence Australia’s population
and labour markets, and how changes in
these areas may impact upon living
standards.
 Nature and operation of government
macroeconomic demand management
policies, the relationship between budgetary
and monetary policy, and how these policies
may be used to achieve key economic goals
and improve living standards in Australia.
 Students will examine the nature and
 Study the nature of two contemporary
operation of government aggregate supply
global economic issues, explain how each is
policies and how they may be used to
affected by the actions of economic
achieve key economic goals and improve
decision-makers, and evaluate the impact on
living standards in Australia. They will also
living standards. Issues include international
analyse the current government policy mix.
economic relations, development economics
and economic globalisation.
23
Associated career areas
 Economist
 Market Researcher
 Auditor
 Politician
 Financial Trader/Dealer
 Financial Services
English
The English language is central to how we understand and appreciate the world, and participate
in society. The study of English encourages the development of critical and imaginative
thinking, aesthetic appreciation and creativity. The study of texts focuses on creating,
analysing, understanding and interpreting texts, and moving to reflection and critical analysis.
Unit 1
Unit 3
 Identify and discuss key aspects of a set
text.
 Analyse how a selected text creates
meaning, conveys ideas and values and is
open to a range of interpretation.
 Creatively respond to a set text taking
account of decisions made in the writing
process.
 Analyse and discus the use of argument and
persuasive language in texts.
 Present a reasoned point of view in oral
form.
 Draw on ideas and arguments suggested by
texts to create written texts for a specified
audience and purpose.
 Analyse the use of language in persuasive
texts and present a reasoned point of view
on a current issue.
Unit 2
Unit 4
 Compare ideas, issues and themes
presented in two texts.
 Develop and justify a detailed interpretation
of a set text.
 Present a reasoned point of view in written
form.
 Draw on ideas and arguments suggested by
texts to create written texts for a specified
audience and purpose.
 Analyse and discus the use of argument and
persuasive language in texts.
24
Associated career areas
 Author
 Barrister
 Law clerk
 Librarian
 Speech therapist
25
English Literature
The pen is mightier than the sword! 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 of literature encourages independent and critical thinking in students.
Unit 1
Unit 3
 Analyse the ways both print and non-print
texts have been created and how they
present the ideas and experiences of the
characters.
 Adaptations and Transformations - Discuss
how the meaning of a written text is kept or
altered when the text is changed or adapted
in some way, for example, in performance.
 Analyse and respond creatively to the ways
in which the set texts explore the ideas of
individuals and groups.
 Views, Values and Contexts - Analyse and
interpret the views and ideas explored in
literary works.
 Considering Alternative Viewpoints - The
student looks at other interpretations of
texts and compares them with his/her own.
Unit 2
Unit 4
 Explore the relationships between the text,
readers and their social and cultural
contexts.
 Responding Imaginatively - The student
writes an imaginative response based on one
of the texts studied.
 Compare the similarities and differences
between an a text and its adaptation.
 Close Analysis - The student analyses short
passages from a text that has been studied
in some detail, and then makes connections
between the passages and the text as a
whole.
26
Food Technology
The food sector is diverse, dynamic and creative. Innovative new food products are continually
being introduced into the marketplace in response to changing social and consumer demands.
VCE Food and Technology challenges students to make links between food, food processing,
nutrition, health and well-being, and the issues associated with these.
Unit 1 – Food safety and properties of food
 Students study safe and hygienic food
handling and storage practices to prevent
food spoilage and poisoning, and apply
these practices in the preparation of food
 Examine the links between classification of
foods and their properties, and examine
changes in the properties of food when
different preparation and processing
techniques are used
Unit 2 – Planning and preparation of food
 Investigate appropriate tools and equipment
to produce optimum results, including the
latest developments in food technology.
Unit 3 – Food preparation, processing and
food controls
 Develop an understanding of food safety in
Australia and the relevant national, state
and local authorities and their regulations,
including the HACCP system.
 Analyse the functions of the natural
components of key foods and apply this
knowledge in the preparation of foods
including preserved items. An understanding
of the primary and secondary processes will
help students then justify cooking
techniques when selecting and preparing
key foods.
Unit 4 – Food product development and
emerging trends
 Students then 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.
 In this unit students produce the proposed
four to six food items and implement the
design plan they established in Unit 3.
# A $210 materials charge is attached to this
subject.
# A $160 materials charge is attached to this
subject.
 Examine and analyse driving forces behind
food product development. They investigate
issues underpinning the emerging trends,
including social pressures, consumer
demand, technological developments, and
environmental considerations.
Associated career areas
 Hotel/Motel Manager
 Health Promotion Officer
 Teacher
 Dietician
 Biotechnologist
27
Geography
Geography develops knowledge and skills that enable understanding of the complex
interactions of the world from a spatial perspective. Learn to participate effectively as global
citizens in the sustainable use and management of the world’s resources.
Unit 1: Hazards and disasters
Unit 3: Changing the land
 Students will investigate two contrasting
types of hazards and the responses to them.
 Students focus on investigations of
geographical change: change to land cover
and change to land use.
 Students examine the processes involved
with hazards and hazard events, including
their causes and impacts, human responses to
hazard events and interconnections between
human activities and natural phenomena.
 Students investigate three major processes
that are changing land cover in many regions
of the world:
 Unit 4: Human population – trends and
issues
 This unit investigates how people have
responded to specific types of hazards,
including attempts to reduce vulnerability to,
and the impact of, hazard events.
 Students investigate the geography of
human populations. They explore the patterns
of population change, movement and
distribution, and how governments,
organisations and individuals have responded
to those changes in different parts of the
world.
Unit 2: Tourism
 Students investigate the characteristics of
tourism, with particular emphasis on where it
has developed, its various forms, how it has
changed and continues to change and its
impacts on people, places and environments.
 Students study population dynamics before
undertaking an investigation into significant
population trends arising throughout the
world. They examine the dynamics of
populations and their economic, social,
political and environmental impacts.
 They select contrasting examples of tourism
from within Australia and elsewhere in the
world to support their investigations.
 A study of tourism at local, regional and
global scales emphasises the interconnection
within and between places.
Associated career areas
 Air Hostess
 Civil Engineering
 Ecologist
 Marine Biologist
 Pilot
28
Health and Human Development
Throughout this study, students investigate health and human development in local, Australian
and global communities. The role of nutrition in influencing both health status and individual
human development is also explored.
Unit 1 – The health and development of
Australia’s youth
 The dimensions of, and interrelationships
between, health and individual human
development.
 An understanding of the physical, social,
emotional and intellectual changes
associated with adolescence.
Unit 3 – Understanding Australia’s Health
 The health status of Australia’s population
compared with other developed countries
 Roles and responsibilities of governments in
addressing health needs and promoting
health.
Unit 4 – Global health and human
 The importance of nutrition for the provision development
of energy and growth during adolescence.
 Factors contributing to variations in health
status between Australia and developing
 Opportunity to participate in the “Baby
countries.
Think it Over Program”, parenting simulation
designed to help students understand the
demands of caring for an infant.
 The role of international organisations such
as the UN and WHO in achieving
Unit 2 – Individual human development and
improvements in health and human
health issues
development.
 Factors that affect the health and individual
human development of Australia’s children,
and adults
 Factors that affect the health and individual
human development during the prenatal
stage of life.
 Opportunity to participate in the “Baby
Think it Over Program” parenting simulation
designed to help students understand the
demands of caring for an infant.
Associated career areas
 Fitness instructor
 Nurse
 Medical technician
 Paramedic
 Massage Therapist
29
History
History deepens our knowledge of humanity and introduces us to a variety of human
experiences and values. It enables us to see the world through the eyes of others and enriches
our appreciation of the nature of change.
Unit 1 – Twentieth Century History 1918-1939 Unit 3 – American Revolution 1754 - 1789
 Explore the events, ideologies and
movements in the period after World War I,
the rise of the Nazi Party in Germany, the
personality of Adolf Hitler, and the policies
that led to conflict and the holocaust.
 Evaluate the role of ideas, leaders,
movements and events in the development
of revolution from the start of the French
and Indian War in 1754 to the Declaration of
Independence in 1776.
 Explore the social life and cultural
expression of the 1920’s and 30’s, and their
relationship to the technological, political
and economic changes of the period.
Students explore forms of cultural
expression from the period in Germany, and
relate these to the events and cultural
expression that emerged from the
Holocaust.
 Analyse the challenges facing the emerging
new order, and the way in which attempts
were made to create a new society from the
Declaration of Independence in 1776 to the
Inauguration of George Washington in 1789.
Unit 4 – Russian Revolution 1896 - 1927
 Evaluate the role of ideas, leaders,
Unit 2 – Twentieth Century History 1945-2000
movements and events in the development
of revolution from the coronation of Tsar
 Evaluate the causes and consequences of
Nicholas in 1896 to the Bolshevik Revolution
the Cold War, the competing ideologies that
of October 1917.
underpinned events, the effects on people,
groups and actions, and the reasons for the  Analyse the challenges facing the emerging
end of the sustained period of ideological
new order, and the way in which attempts
conflict. Students evaluate the Vietnam War.
were made to create a new society from the
initial decrees of November 1917 to the end
 The causes and nature of challenge and
of the New Economic Policy and the rise of
change in relation to campaigns of terrorist
Stalin in 1927
groups such as Black September, Irish
Republican Army, Hezbollah and Al Qaeda,
and conflicts such as the Arab-Israeli dispute
and the Irish troubles.
Associated career areas
 Journalist
 Public Sector Administrator
 Lawyer
 Criminologist
 Priest
30
Information Technology (Computing)
Information Technology (Computing) encompasses how information systems are used to
interact, create, and exchange structured information, write programs and develop solutions.
IT focuses on how the needs of individuals, organisations, communities and society are met
through the combination of ICT and meaningful information.
Unit 1 – Computing I
Unit 3 – Informatics I
 Focus on the interpretation and application
of data to create a digital solution that
graphically represents a useful
understanding of the data presented.
 Examine, design and develop how relational
database systems store and manipulate data
that meets the needs of the users.
 Acquire, prepare, manipulate and interpret
 Examines the design and technical aspects of
complex data that confirms or refutes an
a secure wireless and mobile network.
existing or emerging trend.
 Collaborate, design and develop a website
on a contemporary issue that meets
audience needs.
Unit 4 – Informatics II
 Design, develop and evaluate a multimodal
online solution and assess the effectiveness
of the project plan in managing process.
Unit 2 – Computing II
 Compare the effectiveness of two
 Design and develop a solution using a
organisations in managing the storage and
programming or scripting language to create
disposal of data and recommend
working software modules.
improvements.
 Manipulate data to create information that
is clear, usable, attractive and simple using a
visualisation tool.
 Create a solution using database
management software and explain the
advantages and disadvantages of this
process.
# Students may elect to undertake one or both
of these Unit 3 and 4 sequences. If there are
not adequate numbers to run both sequences,
then Software Development only will run.
Associated career areas
 Software engineer
 Electronics Engineer
 Network Administrator
 Games developer
“or”
Unit 3 – Software Development
 Interpret designs and apply a range of
functions and techniques using a
programming language.
 Analyse a need or opportunity, plan and
design a solution and develop
computational, design and systems thinking
skills.
Unit 4 – Software Development
 Create a solution using a programming
language that fulfils requirements and
assesses the effectiveness of the project.
 Analyse the dependencies between two
information systems and evaluate the
controls in place in one information system
to protect the integrity of its data source.
31
Interactive Digital Media - VETiS
Interactive Digital Media provides knowledge and skills that will enhance employment
prospects within the multimedia industry. Students will be introduced to Flash animation,
digital video and audio editing, image manipulation techniques and web design. This course
provides generic multimedia skills that are valuable in any career and a valid pathway into
graphic arts.
Unit 1 & 2
Unit 3 & 4
 Include following health, safety and security
procedures, creating, manipulating and
incorporating 2D graphics and producing
and manipulating images.
 Incorporates specialist units including web
page development, video editing and
production of 2D digital animation.
 Apply critical thinking techniques.
 Develop and Apply Creative arts.
 Industry knowledge.
 Participate in OHS processes.
 Maintain interactive content.
 Collect and organise content for broadcast or
publication.
 Develop and extend critical and creative
thinking skills.
 Follow a design process.
 Work effectively with others.
 Work effectively in the screen and media
industries.
 Produce and prepare photo images.
# A $75 charge is attached to this subject.
# A $75 charge is attached to this subject.
Associated career areas
 Graphic Designer
 Media Producer
 Multimedia Developer
 Games Developer
 Webpage Designer
 Videographer
 Photographer
32
Italian
Students have the opportunity to continue their studies of Italian language and culture through topics
that focus on the strands of writing, reading, speaking and listening.
Topics from Units 1 – 4 are taken from three broad themes:
The individual, the Italian speaking community and the changing world.
Unit 1
Unit 3
 Italian language and culture is explored and
used in a variety of tasks including different
writing styles, rehearsed and improvised
dialogues and comprehension based on
listening and reading.
 Italian language and culture is further developed
and practised.
 Topics may include: Immigration, Festivals
and Health & Wellbeing.
 Assessment is based on three outcomes (three of
the four strands).
 Topics may include Technology, Social Networks
and the New Wave of Migration.
 Assessment is based on: Four outcomes (one
for each strand) and a written exam.
Unit 4
Unit 2
 Continued focus on all four strands with
topics which may include work, travel and
leisure pursuits
- Assessment is based on 4 outcomes (one for
each strand) and a written exam.
* Units 1 & 2 are not recommended for
students who have not completed Italian at
Year 10.
 Consolidation of all elements of Italian language
learning. Topics may include the Arts, Cinema and
Literature with one of these topics forming the
basis for the detailed study.
 Assessment is based on three outcomes (three of
the four strands), a written exam and a 15 minute
external oral exam.
* Units 3 & 4 are not recommended for students who
have not completed Italian in Units 1 & 2.
Associated career areas
 Customs Officer
 Diplomat
 Import/Export Clerk
 Speech Pathologist
 Interpreter
33
Legal Studies
Legal Studies investigates the ways in which the law and the legal system relate to and serve
individuals and the community. This knowledge is central to understanding the workings of
contemporary Australian society.
Unit 1 – Criminal Law in action
 Understanding of the role of law and the
need for effective laws. They will gain an
understanding of the role of parliament and
subordinate authorities in law-making.
• Appreciation of the importance of criminal
law by investigating its principles, types of
crimes and their enforcement, and possible
outcomes.
Unit 3 - Law Making, Parliament and the
Courts
• Develop an understanding of law making
through parliament and the courts.
• The impact of the Commonwealth
Constitution on the operation of the legal
system and the separation of powers.
• Describe and evaluate the effectiveness of
the courts in law-making and their
relationship with parliament.
• Investigate procedures that are used prior to
bringing a criminal case to trial, jurisdiction
of the courts in hearing criminal cases.
Unit 4 - Dispute Resolution
Unit 2 – Issues in Civil Law
• The importance of civil law and how it is
distinguish from criminal law. Explore torts
and related defences. Understand the
process law making by judges.
• Dispute resolution bodies and methods
employed in resolving civil disputes.
Examine the purpose and operation of civil
pre-trial procedures and the adversarial
nature of a civil trial.
• Detailed investigation of a specific area of
the law and the consideration of contract
law, wills, family law and consumer
protection.
• Function and jurisdiction of courts, tribunals
and alternative avenues of dispute
resolution and compares the various dispute
resolution methods.
• Investigation of criminal and civil pre-trial
and trial processes and procedures, and the
operation of the jury and adversary systems
in civil and criminal trials.
• A comparison of features of the adversary
and inquisitorial systems of dispute
resolution.
• Evaluate the effective operation of the
Victorian legal system and make
recommendations for improvement and
reform.
Associated career areas
• Lawyer, Legal Support
• Occupational Health and Safety Officer
• Finance Clerk
• Insurance Claim Investigator
• Importer/Exporter
34
Mathematics - Foundation
Mathematics - Foundation provides for the continuing mathematical development of students
entering VCE, who need mathematical skills to support other VCE subjects, including VET
studies and who do not intend to undertake Units 3 and Unit 4 studies in Mathematics
Unit 1
Unit 2
• Patterns and number - Basic number
• Space shape and design - Two dimensional
operations, fractions, decimals, percentages,
shapes, angles and symmetry, scale plans
simple rates, money and ratio.
and diagrams, three dimensional solids
• Measurement - The metric system, unit
conversion, perimeter, area, surface area,
and volume, height and weight and rules for
rounding numbers.
• Handling data - Graphs, tables, maps and
plans, charts and tables, scale and units,
mean, median, mode and range of spread.
• Students should confidently and
• Students should confidently and
competently use mathematical concepts
competently use mathematical concepts and
and skills from the area of study.
skills from the area of study.
• Students should be able to apply and
• Students should be able to apply and discuss
discuss mathematical procedures to solve
mathematical procedures to solve practical
practical problems and communicate their
problems and communicate their results.
results.
• Students should be able to select and use
technology to apply mathematics in a range
of practical context.
• Students should be able to select and
use technology to apply mathematics in a
range of practical context.
• Assessment - This includes a range of skill
SAC and analysis task SAC
# A $10 charge for Manga Maths is attached
to this subject.
Associated career areas
• Sales Assistant
• Auto Mechanic
• Secretary
• Betting Clerk
• Trades person
35
Mathematics – Further
Practical mathematics used in everyday problem solving. In addition to performing calculations,
students must analyse their results and interpret their findings in the context of given realworld situations. Students gain proficiency in the use of the CAS calculator and are able to
incorporate technology efficiently into problem solving strategies.
Unit 1 and 2
Data and Statistics
 Analysis and Calculations involving data.
Unit 3 Core
Data Analysis
 Review types of data and its representation
 Displaying data
 To determine five number summary, box
plots, sample mean and standard deviation
Financial Arithmetic
 Calculate percentage increase and
percentage decrease
 Applications of simple and compound
interest
Matrices
 Gain an understanding of matrices and their
usage
Networks
 Gain an understanding of undirected
networks. Be able to differentiate between
paths and circuits
Number Patterns and Recursion
 Gain an understanding of an arithmetic and
geometric sequence
Trigonometry
 Review trigonometric ratios for sine, cosine
and tangent
Linear Graphs and models
Construct and interpret a variety of straight
line graphs
 Investigating the association between the
two relationships using scatterplots
Recursion and Financial Modelling
 Solve related problems involving interest,
appreciation and depreciation, loans,
annuities and perpetuities
Unit 4
Matrices
 Gain an understanding of the difference
types of matrices, matrix operations and
transition matrices
Graphs and relations
 Construct and interpret a variety of straight
line graphs and non-linear graphs and
relations
Networks and Decision Making
 Define and represent different kinds of
undirected and directed graphs, Eulerian
trails, Eulerian circuits, bridges, Hamiltonian
paths and cycles.
Associated career areas
• Childcare Assistant
• Personal Carer
• Administration Officer
• Credit Controller
• Builder
36
Mathematics - Methods
Students are expected to be able to apply techniques, routines and processes involving rational
and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation
and integration with and without the use of technology. The appropriate use of computer
algebra system (CAS) technology is also expected.
Unit 1 and 2
Functions and Graphs
 Students will cover the graphical
representation of polynomial and power
functions
Algebra
 Students will develop algebraic expression
and represent functions, relations, equations
and simultaneous equations
Unit 3 & 4
Functions and Graphs
 Students will cover transformations of the
plane and will look at key features of graphs
 Students will link graphs to applications and
practical situations
Algebra
 Students will cover simple functional
relations, inverse functions and the solution of
equations
Calculus
 Students should be able define constant and
 Solve using inverse operations or
average rates of change
factorisation
Probability and Statistics
 Students will cover concepts of event using Calculus
 Student will be able to differentiate, antiVenn diagrams, Karnaugh maps, tables and
differentiate and find integrals of functions
tree diagrams
 Students will consider events as either
impossible, certain, complementary, mutually
exclusive, conditional and independent
Probability and Statistics
 Students will cover discrete and continuous
random variables
 Calculate and interpret central measures
and measures of spread
Associated Career areas
• Meteorologist
• Radiation Therapist
• Patent Examiner
• Electrical Engineer
• Telecommunications Engineer
37
Mathematics - Specialist
. The topic areas studied consist of Functions, Relations and Graphs, Algebra, Calculus, Vectors
and Mechanics, and apply techniques, routines and processes both with and without the use of
technology
Unit 1 and 2
Arithmetic and Number
 Gain an understanding of natural numbers
and related proofs
Unit 3 and 4
Functions and graphs
 Find the sums of simple power functions of
integer powers
 The equivalence between fraction and
decimal forms
 Solve reciprocal functions and inverse
circular functions
Geometry in the plane and proof
 Understand geometric objects and relations
Algebra
 Arithmetic and algebra of complex numbers
including polar form
 Proofs of Pythagoras’ theorem
 Introducing factorisation of polynomial
functions over the complex field
Vectors in the plane
 Represent plane vectors as directed lines
segments involving position, displacement and
velocity
Calculus
 Students cover advanced calculus
techniques for numeric differentiation and
integration
Graphs of non-linear relations
 Interpret graphical representation of data
 Graph simple reciprocal functions including,
sine, cosine and tangent
Vectors
 Students cover the arithmetic and algebra
of vectors
Associated Career areas
• Town Planner
• Geophysicist
• Statistician
• Sport Scientist
• Architect
 Vector representation of curves in the plane
Mechanics
 Students will be introduced to Newtonian
mechanics
Probability and Statistics
 Students cover statistical inference to the
distribution of sample means, simulations and
confidence interval
# Special Mathematics must be studied in
conjunction with Mathematical Methods CAS
Units 3 & 4.
38
Media
Media has been designed to provide students with the opportunity to develop critical and
creative knowledge and skills within the media industry. Media texts, technologies and
processes are considered from various perspectives including structure and features, industry
production and distribution context, audience reception and the impact of media in society.
Unit 1 - Representation and technologies of
representation
Unit 3 - Narrative and media production
design
• 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, and the
creative and cultural implications of new
media technologies.
• Evaluate and analyse production and story
elements to recognise the role and
significance of narrative organisation in
fictional film, radio or television programs.
• Develop practical skills through undertaking
video production exercises (shooting and
editing) related to aspects of the design and
production process.
Unit 2 - Media production and media industry Unit 4 - Media process, society’s values and
media influences
• Analyse specialist production stages and
roles within the collaborative organisation of • Further develop practical skills in the
media production.
production of media products and realise a
production design. Organisational and
• Develop practical skills through undertaking
creative skills are refined and applied
assigned roles during their participation in
throughout this process.
specific stages of a media production and
analyse issues concerning the stages and
• Analyse the ways in which media texts are
roles in the media production process.
shaped by society’s values and contribute to
discourses on a range of issues. Students
• Analyse media industry issues and
also critically evaluate the role and influence
developments relating to production stages
of the media on audiences and society as a
and roles and the broader framework within
whole.
which Australian media organisations
operate.
# There is a compulsory materials charge of
$25 per year for Units 3 & 4
# There is a compulsory materials charge
of $20 per year for Units 1 &2
Associated Career areas
• Journalism
• Scriptwriting
• Graphic or Web Designer
• Film, Stage and Television Director
• Videographer / Photographer
• Animator
• Marketing Officer
39
Music Performance
This subject focuses on building performance and musicianship skills. Students present a variety
of group and solo performances, explore the work of other performers and composers and
explore strategies to optimise their own performance.
Unit 1 - Performance
Unit 3 - Performance
• Develop skills and knowledge to present a
musically engaging performance.
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Develop of
techniques for group and solo performance.
• Performance Technique - Focus on
developing of techniques for group and solo
performance.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
Unit 2 - Performance
Unit 4 - Performance
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Develop of
techniques for group and solo performance.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
• Organisation of Sound - Focus on devising
original work as a composition or
improvisation, inspired by analysis of works
studied.
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Focus on
developing of techniques for group and solo
performance.
• Musicianship -Develop skills of aural
perception, music theory and analysis.
Associated Career areas
• Music Arranger
• Teacher
• Music Critic
• Music Composer
• Music Therapist
40
Photography - Studio Art
Students undertake the design process and produce photographic folios, apply theoretical
knowledge regarding a range of photo media artists and photography practice, use
photographic equipment to explore and develop an array of conceptual possibilities. Students
explore photographic concepts that transform into complete pieces that link to industry
standard work.
Unit 1 – Artistic Inspiration and Techniques
Unit 3 – Studio Production and Professional
Art Practice
• Folio ‐ source ideas, inspiration and generate
ideas. An emphasis on recording ideas and
• Thematic Folio ‐ Implementation of a design
reflecting upon them in order to produce an
process leading to a range of potential
investigatory photographic folio.
directions.
• Materials & Technique ‐ Build upon
Photoshop skills, whilst learning camera
techniques. Experiment with photographic
materials to best present photographic
ideas.
Unit 4 – Studio Production and Art Industry
Contexts
Unit 2 – Design Exploration and Concepts
• Folio of artworks ‐ Production of a cohesive
folio of finished artworks to further develop
potential directions.
• Develop a design process ‐ Develop and
design process including visual research and
inquiry. Produce photographs which are
centred on a chosen theme.
• Focus, reflection and evaluation that reflect
on folio of finished artworks and provide a
document containing the focus, reflection
and evaluation of progress and final pieces.
• Analysis of ideas and styles in artworks ‐
Groups of artists from different time periods
to gain understanding of cultural aspects
whilst discussing the aesthetics of works
overall. Focuses on developing art
terminology.
• Art Industry contexts that provide
understanding of a variety of galleries
including commercial, public and artist run
spaces. Gallery roles, promotional methods
and marketing.
# Students may only choose one (1) Studio Art
subject
# There is a compulsory materials charge of
$150 per year for Unit 1 & 2.
# There is a compulsory materials charge of
$190 per year for Unit 3 & 4.
Associated Career areas
• Photographer / Videographer
• Journalist
• Industrial Designer
• Teacher
• Fashion Designer
• Digital Imager
41
Physical Education
Physical Education examines the biological, physiological, psychological, social and cultural
influences on performance and participation in physical activity. The study enables the
integration of theoretical knowledge with practical application through participation in physical
activities.
Unit 1 – Bodies in Motion
 The systems of the human body and how
they translate into movement.
Unit 3 – Physical activity participation and
physiological performance
 Biomechanical principles underpinning
physical activity and sport.
 Monitoring and promotion of physical
activity – subjective and objective methods
for assessing physical activity levels are
explored.
Unit 2 – Sports coaching and physically active
lifestyles
 The role of the cardiovascular, respiratory
and muscular systems in supplying oxygen
and energy to working muscles.
 The roles and responsibilities of a coach.
Unit 4 – Enhancing Performance
 The range of physical activity options in the
community, health benefits of participation
in regular physical activity and health
consequences of physical inactivity.
 Decision making in sport – introduces
students to an understanding of games and
sport, including how they are categorised.
 Planning, implementing and evaluating a
training program
 Nutritional, physiological and psychological
strategies used to enhance performance.
Associated Career areas
 Massage Therapist
 Recreation Officer
 Physiotherapist
 Acupuncturist
 Nurse
 Sports Coach
 PE Teacher
42
Physics
Physics seeks to understand and explain the physical world. It examines models and ideas used
to make sense of the world and which are sometimes challenged as new knowledge develops.
By looking at the way matter and energy interact through observations, measurements and
experiments, physicists gain a better understanding of the underlying laws of nature.
Unit 1: What ideas explain the physical
world?
Unit 3: How do fields explain motion and
electricity?
 Explain changes in energy and describe the
impact of human activities with reference to
thermal effects and climate change
 Analyse gravitational, electric and magnetic
fields, and use these to explain the operation
of motors and particle accelerators and the
orbits of satellites.
 Investigate and apply a basic DC circuit
model to battery-operated devices and
electrical systems and describe the safe and
effective use of electricity.
 Analyse and evaluate an electricity
generation and distribution system
 Explain the origins of atoms, the nature of
subatomic particles and how energy can be
produced by atoms
 Use Newton’s laws of motion to analyse
relative motion, circular motion and projectile
motion and compare Newton’s and Einstein’s
explanations of motion.
Unit 2: What experiments reveal about the
physical world?
Unit 4: How can two contradictory models
explain both light and matter?
 Observe and explore the effects of balanced
and unbalanced forces; using concepts of
energy, and apply models during experimental
investigations of motion.
 Apply wave concepts to analyse, interpret
and explain the behaviour of light
 A study on astrophysics, forces on a human
body, energy from the nucleus, medical
physics, physics in music, or physics in ball
sports.
 Investigate the scientific inquiry processes
of data collection and analysis, and draw
conclusions based on evidence.
 Explore the design of major experiments
that have led to the development of theories
to describe the most fundamental aspects of
the physical world – light and matter.
 Practical investigation - student-designed
practical investigation related to waves, fields
or motion
Associated Career areas
 Marine Engineer
 Motor Mechanic
 Telecommunications Technician
 Environmental Scientist
 Architect
43
Psychology
Psychology is the scientific study of human behaviour through biological, psychological and
social perspectives. Students explore how people think, feel and behave and develop an
increased understanding of scientific processes and the complexity and diversity of psychology.
Unit 1 – How are behaviour and mental
processes shaped?
Unit 3 – The conscious self.
 Mind, brain and body. Students study the
 Students examine how our understanding of role of the brain and nervous system in
the brain and brain function has changed over awareness of the self and the environment.
time and how the brain enables us to interact Students compare the thoughts, feelings and
with the external world.
behaviour common to normal waking
consciousness with altered states of
consciousness such as sleep.
 Students consider the influences of nature
and nurture on a person’s development and
consider factors that may lead to atypical
 Students investigate factors that affect
behaviour.
retention and recall of information, the neural
basis of memory and factors that affect
Unit 2 – How do external factors influence
memory and its decline over time.
behaviour and mental processes?
Unit 4 – Brain, behaviour and experience.
 Students compare the sensations and
 Students study the neural basis of learning,
perceptions of vision and taste and analyse
and examine different types of learning:
factors that may lead to distortions of
classical conditioning, operant conditioning,
perception.
observational learning and trial-and-error
learning.
 Students identify factors that influence
 Students investigate how biological,
individuals to behave in specific ways and
analyse how others can influence individuals
psychological and sociocultural factors
to behave differently. Students consider
interact to contribute to mental functioning
factors involved in forming attitudes,
and mental health. Students distinguish
prejudice, discrimination, helping behaviour
between universal experiences such as stress
and bullying.
and anxiety and chronic conditions such as
depression, anxiety and phobias which fall into
the category of mental illness or psychological
disorder.
Associated Career areas
 Psychologist
 Psychiatric Nurse
 Human Resources
 Market Research Analyst
 Youth Work
 Counsellor
 Police Officer
44
Systems Engineering
In this subject students develop an understanding of the Systems Engineering Process and the
range of factors that influence the design, planning, production, evaluation and use of a system.
Students develop skills in the safe use of tools, measuring equipment, materials, machines and
processes to make mechanical and electronic systems.
Unit 1 – Introduction to mechanical systems
 Describe and use basic engineering
concepts, principles and components, and
using the Systems Engineering Process,
design and plan a mechanical system.
 Make, test and evaluate a mechanical
system using selected relevant aspects of
the Systems Engineering Process
Unit 2 –: Introduction to electro technology
Systems
 Investigate, represent, describe and use
basic electro technology and control
engineering concepts, principles and
components, and using the Systems
Engineering Process, design and plan an
electro technology system.
 Make, test and evaluate an electro
technology system, using selected relevant
aspects of the Systems Engineering Process
# Unit 1 & 2 compulsory materials charge of
$80 per year, payable in advance.
Unit 3 – Integrated systems engineering and
energy
 Investigate, analyse and use advanced
mechanical-electro technology, integrated
and control systems concepts, principles and
components, and using the Systems
Engineering process, design, plan and
commence construction of an integrated and
controlled system.
 Discuss the advantages and disadvantages of
renewable and non-renewable energy
sources, and analyse and evaluate the
technology used to harness, generate and
store non-renewable and renewable energy.
Unit 4 – Systems control and new and
emerging technologies
 Produce, test and diagnose an advanced
mechanical-electro technology integrated
and controlled system using selected
relevant aspects of the Systems Engineering
Process, and manage, document and
evaluate the system and processes.
# Unit 3 & 4 compulsory materials charge of
$20 per year, payable in advance.
Associated Career areas
 Metal Fitter/Machinist
 Safety Inspector
 Mechanical Engineer
 Engineering Manager
 Engineering Technician
45
Textiles - Product Design and Technology
In this subject students assume the role of a designer-maker. They will acquire and apply
knowledge of factors that influence design. Students will safely use a range of materials, tools,
equipment and machines to transform these materials into useful products, while
understanding the importance of environmental sustainability
Unit 1 – Product Design and Sustainability
Unit 3 – Applying the Design Process
 This unit focuses on the analysis,
modification and improvement of a product
design with consideration of the materials
used and issues of sustainability. Finite
resources and the proliferation of waste
require sustainable product design thinking.
Many products in use today have been
redesigned to suit the changing needs and
demands of users but with little
consideration of their sustainability.
 In the initial stage of the Product design
process, a design brief is prepared. It
outlines the context or situation around the
design problem and describes the needs and
requirements in the form of constraints or
considerations.
Unit 2 – Collaborative design
 Producing and evaluating a collaborative
designed product. Design teams generate a
design brief from a relevant scenario.
Materials, techniques and processes are
used to transform design options into
products and work across garment
construction, accessories and soft
furnishings according to their interests.
# Unit 1 & 2 compulsory materials charge of
$100 per year, payable in advance.
** Students may only choose one (1) Studio
Art subject.
Unit 4 – Product Development and
Evaluation
 In the role of designer, students judge the
suitability and viability of design ideas and
options referring to the design brief and
evaluation criteria in collaboration with a
client and/or an end-user. Comparisons
between similar products help to judge the
success of a product in relation to a range of
Product design factors. The environmental,
economic and social impact of products
throughout their life cycle can be analysed
and evaluated with reference to the Product
design factors.
# Unit 3 & 4 compulsory materials charge of
$60 per year, payable in advance. Students
will need to buy additional materials
depending on their project
Associated Career areas
 Wardrobe Supervisor
 Costume Maker/Designer
 Tailor
 Teacher
 Interior Designer
46
Theatre Studies
This Subject focuses on the application of acting and other stagecraft in relation to theatrical
styles from a variety of eras. Students apply skills to interpret play scripts for performance and
analyse plays from the VCAA prescribed playlists.
Unit 1 – Theatrical styles of the pre-modern
era
Unit 3 – Production development
 This unit focuses on an interpretation of a
 This Unit focuses on the application of acting
play script through the four designated
and other stagecraft in relation to theatrical
stages of production: planning, production
styles of the pre-modern era.
development, production season, and
production evaluation.
 Students work with play scripts from prior to
the 1880s in both written form and in
 Students analyse the influence of stagecraft
performance.
on the shaping of the production.
 Students study theatrical and performance
analysis and apply skills to the analysis of a
play from the pre-modern era in
performance.
 Students attend a performance selected
from the prescribed texts published by the
VCAA, and analyse and evaluate the
interpretation of the play script in the
performance.
Unit 2 – Theatrical styles of the modern era
Unit 4 – Performance interpretation
 This Unit focuses on the application of acting
and other stagecraft in relation to theatrical
styles of the modern era.
 In this unit students study and perform a
monologue from the Theatre Studies
Performance Examination (monologue list)
published by the VCAA.
 Students work with play scripts from the
1880s to present, in both written form and
in performance.
 Students study theatrical and performance
analysis and apply skills to the analysis of a
play from the modern era in performance.
# There will be a cost of approximately $50
for mandated attendance of at least 2 live
performances.
 Students develop a theatrical brief that
includes the creation of a character,
stagecraft possibilities, and appropriate
research.
 Students attend a performance selected
from the prescribed texts published by the
VCAA, and analyse and evaluate the
interpretation of the play script in the
performance.
Associated Career areas
 Media Producer/Presenter
 Public Relations
 Industrial Designer
 Actor/Dancer/Entertainer
 Director/Stage Manager
47
Visual Communication and Design
Visual Communication is a bridge between an idea and its intended audience. In the field of
Design, visual communicators use text and/or image to communicate information. VCD
students start with a design brief and go through a design process to develop a final
presentation in response to the brief.
Unit 1 – Introduction to Visual
Communication design
Unit 3 – Design thinking and practice
 Drawing as a means of Communication Create drawings for different purposes using
a range of drawing methods, media and
materials.
 Analysis and practice in context – Create
visual communications for specific contexts,
purposes and audiences that are informed
by their analysis of existing visual
communications.
 Design elements and design principles Select and apply design elements and design
principles to create visual communications
that satisfy stated purposes.
 Design industry practice – Describe how
visual communications are designed and
produced in the design industry and explain
factors that influence these practices.
 Visual communication design in context Describe how a visual communication has
been influenced by past and contemporary
practices, and by social and cultural factors.
 Developing a brief and generating ideas Apply design thinking skills in preparing a
brief, undertaking research and generating a
range of ideas relevant to the brief.
Unit 2 – Applications of visual communication Unit 4 – Design development and
design
presentation
 Technical drawing in context - Create
presentation drawings that incorporate
relevant technical drawing conventions and
effectively communicate information and
ideas for a selected design field.
 Development of design concepts - Develop
distinctly different design concepts for each
need, and select and refine for each need a
concept that satisfies each of the
requirements of the brief
 Type and imagery - Manipulate type and
 Final presentations – Produce final visual
images to create visual communications
communication presentations that satisfy
suitable for print and screen-based
the requirements of the brief.
presentations, taking into account copyright.
# Fee of $30 per student
Associated Career areas
 Graphic Designer
 Industrial Designer
 Architect
 Digital Games Designer
 Web Design
48
Wood - Product Design and Technology
In this subject students assume the role of a designer-maker. They will acquire and apply
knowledge of factors that influence design. Students will safely use a range of materials, tools,
equipment and machines to transform these materials into useful products, while
understanding the importance of environmental sustainability
Unit 1 – Product re-design and sustainability
Unit 3 – Applying the Product design process
 Redesign a bedside cabinet with the
intention of improving the aesthetics,
functionality or quality, including
consideration of sustainability.
 The designer, client and/or end-user in
product development - Explain the roles of
the designer, client and end-user and explain
how the design process leads to product
design development.
 Evaluate material, tools, equipment and
processes to make the re-designed cabinet,
and compare the finished product with the
original design.
Unit 2 – Collaborative design
 Designing within a team - Design and plan a
product, product range or a group product
in response to a design brief based on a
common theme.
 Product development in industry - Analyse
influences on the design, development and
manufacture of products within industrial
settings.
 Designing for others - Present a folio that
documents the Product design process, and
commence production of the designed
product.
Unit 4 – Product development and evaluation
 Producing and evaluating a collaboratively
designed product - Safely make the product  Product analysis and comparison - analyse
and evaluate it individually and as a member
and evaluate similar commercial products.
of a team against the design brief.
 Product manufacture - Safely applies a range
of production skills and processes to make
# Unit 1 & 2 compulsory materials charge of
the product designed in Unit 3, manage time
$80 per year, payable in advance.
and resources effectively and efficiently.
** Students may only choose one (1) Product
Design and Technology subject
# Unit 3 & 4 compulsory materials charge of
$80 per year, payable in advance.
Associated Career areas
 Builder
 Shop Fitter
 Industrial Designer
 Drafter
 Cabinet Maker
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Illustrations by Kerri Neven – GPSC Art Department
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