S
ENIOR SCHOOL
2015
Melbourne Girls’ College
STUDENT
HANDBOOK
3
VCE/VET Programs at MGC ……………………………………………………..
4
VCE Studies at MGC ………..……………………………………………………
5
Assessment Structure for VCE Studies ………………………………………...
6

How do I satisfactorily complete a Unit? .................................................
6

Victorian School of Languages/Distance Education/CAE ……………….
7

Do I qualify for English as an Additional Language (formerly ESL?) ……..
7

Attendance Requirements …………………………………………………..
7

Guidelines for Subject Selection ……………………………………………
8
Assessments in Units 3&4 Studies ………………………………………………
Glossary of Terms …………………………………………………………………
Key Dates …………………………………………………………………………..
Who can I turn to for help? ……………………………………………………..
Year 10 Section ……………………………………………………………………
Year 10 Subjects ………………………………………………………………….
 English …………………………………………………………………………
9
10-11
11
12
13
14-15
16-17
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Mathematics ………………………………………………………………….
18-19
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Science ……………………………………………………………………….
20

Arts ………………………………………………………………….…………
21-22
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Technology …………………………………………………………………..
23
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Humanities ……………………………………………………………………
24-25
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Health & Physical Education ………………………………………………..
26-27
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Languages …………………………………………………………………...
27
VCE Studies - Course Outlines …………………………………………………
 English …………………………………………………………………………
28
29-33
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Mathematics ………………………………………………………………….
34-38
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The Arts ………………………………………………………………………..
39-46
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Science ……………………………………………………………………….
47-51
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Technology …………………………………………………………………...
52-54

Humanities ……………………………………………………………………
55-61
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Languages ……………………………………………………………………
62-63
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Health & Physical Education ………………………………………………..
64-67
Vocational Education and Training (VET) ……………………………………
Pathways & Careers ……………………………………………………………...
Useful Links & Resources ………………………………………………………...
68-70
71-79
80-81
CONTENTS
Services for Senior School Students at MGC ……………………………….
SERVICES FOR SENIOR SCHOOL STUDENTS AT MGC
Melbourne Girls’ College offers a
broad range of VCE and VET studies
which cater for varied career pathways.
A major goal of the College is to develop in girls the skills, knowledge
and confidence to become responsible citizens, leaders and decision
makers and proudly assume any role
available to them. To achieve this
goal and to support each student’s
academic program, the following activities are considered to be an integral component of education at Melbourne Girls’ College.
The timetable is designed so that
Year 10 students have access to Unit
1/2 and VET studies and Year 11 students can enrol in Unit 3/4 studies
and VET studies.
Sport & Music/Drama Performances
“School Athletics & Swimming Carnivals, Music Ensembles, Representing
the school in various senior sporting teams, major Drama, Dance, and
Music productions”
STUDENT ASSEMBLIES - STUDENT PARTICIPATION
A regular meeting schedule of whole school assemblies, year level assemblies, house assemblies and tutorial sessions provide opportunities for
student leadership and involvement in school decision-making. Meetings
are often organised and run by students as part of an extensive whole
school student participation programme. There is an opportunity for students to stand for election as school captains, vice captains, form captains, house captains and SRC representatives and there is also scope for
membership of many committees and working groups.
EXTENSION STUDIES IN THE VCE
VCE students may have the opportunity to undertake a first-year university subject as part of their VCE Year 12 program. Extension studies are
aimed at challenging the most able students. Melbourne University,
Monash University and other tertiary institutions offer extension studies.
Successful completion of a university study as part of the Extension Studies program currently entitles students to an increment on their aggregate
score, depending on how well they pass. Students attend classes at selected secondary schools and attend a number of on-campus sessions during
each semester.
VALEDICTORY DINNER
At the end of year all Year
12 girls are acknowledged at
a Valedictory Dinner. This is
a wonderful opportunity for
families to celebrate their
daughter’s achievements.
MANAGED INDIVIDUAL PATHWAYS
A number of supportive programs
and activities are made available to
senior students at Melbourne Girls’
College to help them to successfully
complete secondary school and
experience a smooth transition into
further education, training or em-
ployment. Each student is required
to have a ‘Managed Individual
Pathway’. The Careers Counsellor
checks the pathway plans and students are encouraged to review
their plan regularly in order to
check their progress with meeting
SERVICES FOR SEN SCHOOL STUDENTS
their goals and to seek out support
where necessary. Students also listen to a range of guest speakers
throughout the year, develop their
careers portfolio and have individualised careers counselling.
PAGE 3
LANGUAGE STUDIES AND
THE ATAR
As a result of government policy
to encourage the study of Language, the mean of each Language is adjusted up by adding 5
to the ATAR subject score mean
for Units 3 and 4. This process is
independent of the scaling applied to all subjects. It does not
imply that all Language students
receive an increase of 5 ATAR
points. Information is available at
http://www.vtac.edu.au/pdf/
publications/abcofscaling.pdf
VCE/VET PROGRAMS
ENROLMENT IN
STUDY OF LANGUAGE SECOND LANGUAGE
at Melbourne Girls’ College
What do I have to do to
get my VCE?
The VCE is a single certificate that will
normally be completed by school students over a minimum of two years. Units
1 and 2 can be completed as single units
and Units 3 and 4 must be taken as a
sequence in the same calendar year.
Students will be required to satisfactorily
complete sixteen (16) units of study, including:
 Three units of English (see note below) and
 Three sequences of Units 3 and 4
studies other than English
Note: The three units of English can be
selected from VCE English/EAL Units 1 to
4; English Language Units 3 and 4; and
Literature Units 3 and 4 with at least ONE
at Unit 3 or 4 level.
Students in Year 11 may choose from the
following English Units:
Semester 1: English Unit 1, English Language Unit 1, Literature Unit 1
Semester 2: English Unit 2, English Language Unit 2, Literature Unit 2
Please refer to the English section of the
VCE Studies section of this booklet for
further details.
In Year 11 students can choose combinations of Units 1 and 2 e.g. English 1 and
Literature 2, English Language and Literature, English and English Language
In Year 12 students must study a sequence of Units e.g. English 3 and English
4.
The Victorian Tertiary Admissions Centre
(VTAC) advises that for the calculation of
a students’ Australian Tertiary Admissions
Rank (ATAR), satisfactory completion of
both Units 3 and 4 of an English sequence are required.
VET Programs
VET (Vocational Education Training) in
schools program combines general VCE
studies with vocational training and experience in the workforce. VET programs
have become fully integrated into the
VCE. This means that they have been developed as independent studies at Units 1,
2, 3 and 4 level. All VET programs have full
VCE study status.
VET provides additional breadth to the
VCE and gives students a nationally recognised training credential endorsed by industry and an ability to articulate into furVCE/VET PROGRAMS
VCE Second Language studies in
Chinese, Indonesian, Korean and
Japanese are designed to cater
for students who have learnt all
they know of the language in an
Australian school or a similar environment.
All enrolments in VCE Second
Language Studies Units 3 and 4
must be approved by VCAA.
Eligibility is determined on the
basis of three criteria: Students
MUST inform the Dean of Year in
the August of the year prior to
commencing studies in Second
Language Studies Units 3 & 4.
Evidence must include:
 Country of residence from
the date of the student’s 5th
birthday
 Language of full time schooling
 Hours of study in the
language per week.
ther education and training courses.
 VCE VET units contribute a Unit 1-4
sequence in their own right for the
completion of VCE.
 Up to two of the three sequences
other than English can be approved
VCE VET Unit 3 and 4 sequences.
 Full VCE study scores are now available for most VET Units 3 and 4.
A maximum of one VCE VET Unit 3 and 4
sequence with a study score may be
counted in the primary four for the ATAR,
however, an unlimited number of VET
units may be included in the 16 units.
PAGE 4
VCE STUDIES AT
MELBOURNE GIRLS’ COLLEGE
A broad range of VCE studies is
available to students in the Senior
School. VCE Studies are those approved by the Victorian Curriculum
and Assessment Authority. Here is
the list of all VCE studies available
at Melbourne Girls’ College. In addition to VCE units, Year 10 students will be able to enrol in a selection of Senior School units. For
more details see the Year 10 section of this handbook.
Accounting
Legal Studies
Australian and Global Politics
Literature
Biology
Language
Business Management
Media
Chemistry
Mathematical Methods CAS
Dance
Music Performance
Drama
Physics
English
Physical Education
English Language
Product Design and Technology
Food and Technology
Psychology
Further Mathematics 3 and 4
Outdoor and Environmental Studies1
General Maths (Further) 1 and 2
Philosophy
General Maths (Specialist) 1 & 2
Specialist Mathematics 3 and 4
Health and Human Development
Studio Arts2
History
Visual Communication and Design
Note:
1. Outdoor and Environmental Studies is offered at the Unit 3/4 only to Year 11
students.
2. Studio Art offer two courses of this study - both are identical studies but MEDIA specific.
See course descriptions for further information.
3. ** Some subjects have a fee. An approximation has been given and is subject to yearly review.
VCE STUDIES
PAGE 5
ASSESSMENT STRUCTURE FOR VCE STUDIES
How do I satisfactorily complete a unit?
Learning outcomes set by the Victorian Curriculum and Assessment Authority
(VCAA) is the basis of satisfactory completion of VCE Units. Each VCE unit includes a
set of two to four outcomes. The award of satisfactory completion of a unit is based
on a decision that the student has demonstrated achievement of the outcomes.
This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks and class based activities designated for the unit.
The school, in accordance with the VCAA requirements determines satisfactory
completion of units. The VCAA supplies schools with assessment guidelines for each
subject. http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
ASSESSMENT OF UNITS 1 AND 2
Each Unit at the Unit 1 and 2 levels is
independent and, therefore, students
have the opportunity to make changes at
the end of Semester. Obviously, the
more work done within the study the
better prepared you will be for Units 3
and 4, so if you have some prerequisite
studies for tertiary entrance, we encourage you to take the matching Unit 1 and
2 studies. Some movement is possible
early in the semester, but after that it is
often too late to catch up with the work.
Unlike Units 1 and 2, Units 3 and 4 are
connected and must be studied in order
and together as a sequence. Satisfactory
completion at the Unit 1/2 level requires
that students achieve the set of outcomes specified for each unit. The Learning Area Manager for that subject will
determine the assessment tasks and the
level of achievement in accordance with
guidelines determined by the Victorian
Curriculum and Assessment Authority
each year.
ASSESSMENT OF UNITS 3 AND 4
For each study, students’ level of achievement for Units 3 and 4 sequences is assessed using school-based assessment and external examinations. Each study has
three assessment components in each unit 3 & 4 sequence. Each study includes at
least one examination.
The weighting of examinations varies from subject to subject. These assessments
will be reported as grades A+ to UG. For a detailed description of assessment in
each subject, refer to the appropriate section in the handbook.
Study Scores
Students’ overall
achievement for each
study will continue to be
calculated and reported
as a Study Score
(Relative Position) on a
scale of 0 to 50. In order
to qualify for a Study
Score, a student must
have S/S for Units 3 and
4 in that study and it
must be completed in
the same calendar year.
1. School Assessed Coursework
 Is made up of a number of assessment tasks that are specified by
the study design.
 Is used to assess the unit learning
outcomes.
 Is part of the regular teaching and
learning program.
 Is completed mainly in class time
in a limited time frame.
ASSESSMENT STRUCTURE FOR VCE
School Assessment
There are two forms
of school assessment, school assessed coursework
(SAC) and school
assessed tasks
(SAT). The form or
forms of school assessment and their
weighting will be
specified for each
study.
2. School Assessed Tasks
A small number of studies will have
school-assessed tasks (SATs). They are
used in studies where products and
models are to be assessed: Art, Media,
Studio Arts, Food and Technology,
Product Design and Technology and
Visual Communication and Design.
Results of these school assessments
will count towards your study score in
each VCE study and ultimately towards
your Australian Tertiary Admissions
Rank (ATAR).
PAGE 6
This booklet lists the units that
M.G.C. is offering for your Senior
School program. If several
students require other studies,
then these may be available depending on resources, staff availability and expertise. That's why
we also interview you about
your future, before enrolment.
VICTORIAN SCHOOL OF LANGUAGES/DISTANCE
EDUCATION/COLLEGE OF ADULT EDUCATION
The VSL offer a wide range of languages not currently
available at MGC. These include Russian, Vietnamese,
Ukrainian, and Hindu to name a few. Students are required to attend weekend classes. A fee is charged. See
the Language Learning Area Manager for more information and enrolment forms.
Students are sometimes able to enrol in subjects not
offered at MGC at Distance Education and the College of
Adult Education. However, permission must be obtained
from the Principal and a fee is charged by Distance Education. If you are considering a Distance Education subject you MUST see the Dean of Year for further information.
Please refer to the Distance Education Policy on the MGC
website for further details.
So how do I gain tertiary entry?
The VCE is the foundation qualification for
entry to all tertiary institutions. You should
check at the start of the year that you're doing the correct subjects for entry into your
projected course. Your results on your school
assessed coursework, school assessed tasks
(where applicable) and other requirements
and examinations will determine tertiary
entry for 2015/2016/2017.
Do I qualify for English as an
Additional Language (EAL)?
A student may be eligible for EAL status:

if you have been in Australia for less
than 7 years on January 1st of the year
you begin Year 12 then you are eligible
for EAL status (English as an Additional
Language). If you came after January 1st
2009, you are eligible for EAL status in
2016.

if English has been your major language
of instruction for a total period of not
more than seven (7) years over the period of your education. The period of 7
years is calculated cumulatively over
the students’ whole life.
ATTENDANCE REQUIREMENTS
To satisfactorily complete a unit a student is expected to
attend all timetabled classes. Where a student has completed work but there has been a substantive breach of
class attendance, the student may be awarded an N.
The only types of absence that will not be used as part of
the attendance requirement calculations is:
1. An authorised correctly dated medical certificate. A
note from a parent/guardian is NOT acceptable.
2. An approved absence due to extenuating circumstances, e.g. Funeral of family member. If a student is
involved in a school based activity that will cause her
to miss classes and approval has been granted.
ASSESSMENT STRUCTURE FOR VCE
Please see your Dean of Year if you believe
you fit these criteria.
PAGE 7
GUIDELINES FOR SUBJECT SELECTION
Entry to both Unit 1/2 and Unit 3/4
studies can be subject to school based
performance quotas instituted to
maximize student success in the studies.
Students may only enrol in ONE VCE/
VET subject above their year level. This
includes subjects taken via Distance
Education or VSL.
GUIDELINES FOR YEAR 10 STUDENTS WHO WISH TO UNDERTAKE
VCE/VET UNITS IN 2014
The following VCE/VET studies are available to MGC Year 10 students:
* Product Design & Technology
* Dance (by audition)
* Health and Human Development
* Psychology
* Biology
* VET Hospitality

Business Management
* VET Community Services - Childcare/
Community work
The Year 10 acceleration program aims to provide opportunities for more able students to:
VCE/VET units in year 10 must meet the following pre-requisites.

Maximise learning experiences by undertaking the study of a 1/2 sequence in Year 10.

A high attendance rate for the current year.


Excel in an area of interest
Demonstrated excellence in academic
achievement over the entire curriculum in
the current year.

Demonstrated commitment to study and
well developed time management skills.
Students interested in undertaking VCE units in
Year 10 will apply through the normal course
selection process. Students who wish to enrol in
GUIDELINES FOR YEAR 11 STUDENTS WHO WISH TO UNDERTAKE
UNIT 3&4 VCE/VET UNITS IN 2014
Students interested in undertaking VCE/VET
Unit 3 and 4 studies in Year 11 will apply
through the normal course selection process.
It is strongly recommended that students
have completed Unit 1 and 2 of that subject.
Students who wish to enrol in VCE/VET Unit 3
& 4 studies in Year 11 must meet the following pre-requisites.

A high attendance rate for the current
year.

If required for the chosen subject satisfactory completion of Unit 1 and 2.

At least a “B” average in both Unit 1 and 2
of the prerequisite.

Demonstrated excellence in academic
achievement over the entire curriculum in
the current year.
ASSESSMENT STRUCTURE FOR VCE

Demonstrated commitment to study and
well developed time management skills.
NOTE: Studying a VCE Unit 1 and Unit 2 study
in Year 10 does not automatically qualify students to study a Unit 3/4 of that study in Year
11.
Guidelines for students who wish to
undertake Unit 3/4 Mathematics and
Science in 2014.
Some Mathematics and Science subjects have
specific minimum entry requirements. See
subject description in Handbook.
PAGE 8
Assessment in Unit 3&4 Studies
MELBOURNE GIRLS’ COLLEGE
Obtaining an “S” in a unit is predicated
upon students meeting all outcomes for
that unit. This is not normally a concern
unless attendance issues interfere with
this. Therefore students should attend all
timetabled classes in order for teachers to
be able to attest that the student has met
the unit outcomes.
Although all studies at Units 1- 4 in the VCE
are subject to overview from VCAA, at Unit
3&4 level this is particularly true due to the
requirement for a level playing field across
all schools in the system. This ensures that
Study Scores are truly a reflection of student’s aptitude in the study.
At Unit 3&4 level, part of all studies are
School Assessed Coursework (SACs) or
School Assessed Tasks (SATs) which are
used to assess performance of students
during the year. The amount that these
components contribute to the Study Score
varies across studies but it is always a significant proportion.
SACs and SATs are often used (in conjunction with other school based activities) to
assess satisfactory performance (S or N). In
addition they also assist students to improve subject knowledge and give an indication of what is to be expected in exams
at the end of the year. Finally they are a
way of determining rank order of the student cohort of the study concerned. It is for
Special Provision for Unit 3&4 Studies
Some conditions or events in a student’s life mean that performance in
exams and/or SACs can be negatively impacted upon. Special Provision is
the term used for a variety of processes designed to ensure a level playing
field.
Special Examination Arrangements
This is one of the forms of Special Provision, and can mean extra reading
or writing time, rest breaks, use of a computer, taking food into an exam, a
scribe, a braille paper, a separate room etc. Some of these are only possible during the GAT or end of year exams, but some can be used during
SACs.
VCAA normally requires applications for Special Examination Arrangements to be submitted in early March for conditions that are chronic or
known at that time. Emergency Special Examination Arrangements are
also available where a condition has arisen later in the year. In both cases,
however, documentation from a professional in the field is required before VCAA or the school will consider the application. The College will normally (but not always) only vary conditions for students in SACs/SATs
where VCAA has already approved Special Examination Arrangements for
that student.
Application forms for Special Examination Arrangements are available
from the Year 12 Dean.
It is the student’s responsibility to apply for Special Examination Arrangements should they believe it is necessary.
ASSESSMENT STRUCTURE FOR VCE
this reason that the school must act in such
a way to provide a fair way of deciding a
performance ranking.
This means that:

Published dates for submission of
drafts / assessment tasks must be
strictly adhered to. Failure to do so
without adequate explanation could
mean that the task is not commented
upon or not assessed. In the latter case
a zero would result for this component
of the School Assessed Coursework.

Extensions to due dates generally will
not be made without appropriate documentation. This could be a medical
certificate or similar document completed by a professional in the field.

Where an extension is granted, the
assessment must be completed as
soon as practicable after the original
due date.

Students must keep the Year 12 Dean /
Assistant Dean advised of any issue
that may impact on classroom performance generally and SAC/SAT performance in particular.

Some students will be given Special
Provision in terms of the conditions
under which they complete SACs/SATs.
See later for an explanation of the
scope of such provision.
Derived Examination
Score
This is another aspect of Special Provision.
Some students may miss an exam due to a
traumatic event. Others may undertake an
exam but due to negative changed circumstances would not be expected to perform
to the level that would have been the case
had the event not occurred. A Derived
Examination Score is a score determined
by VCAA. It is determined by looking at a
variety of data including the GAT. It is designed to deal with issues that have occurred close to or in the end of year examination period.
Application forms are available from the
Year 12 Dean.
Similar to Special Exam Arrangements,
documentation from a professional in the
field is required before the application
would be favourably considered.
It is the student’s responsibility to apply
for a Derived Examination Score should
they believe it is necessary.
PAGE 9
Skills and knowledge student will achieve in the completion of a unit of study.
Appeal
There are several avenues open for students to appeal about their results, decisions made and penalties. So many in fact, that if you feel you have some grounds
to appeal then you should see the Dean of Year 12.
Assessment
See explanation on page 6
Attendance
Students are expected to attend all classes. Students should bring a note/medical
certificate from home for any absence. Students absent on days of School Assessed
coursework must supply a correctly dated medical certificate.
Authentication
Teachers and students have to state that the work submitted is the student's work
and that no copying or cheating has occurred. The easiest way to safeguard this
area is for students to be at school, working in classes. In this way teachers can see
the work in progress and know that the final product has been completed by the
student.
Breach of Rules
VCAA has a very dim view of students who break the rules that are given to each
student when they enrol. A variety of penalties are applied, depending upon the
situation.
SAC
School assessed coursework – see previous pages
SAT
School Assessed Tasks - see previous pages.
Change of name
and/or address
It is very important that the school and VCAA know about any changes. Please inform the General Office and Year Level Dean immediately if any changes are
known.
Students are expected to meet the deadlines for assignments. Issues affecting
deadlines should be discussed with teachers.
Deadlines
Delay of Decision on
Satisfactory Completion of a Unit
A long statement that basically says that sometimes work can be completed beyond the end of semester 1, under certain special circumstances. Hopefully this
won't be necessary, but if necessary see either the Year 11 or Year 12 Dean.
GAT
The General Achievement Test is used to provide a consistent basis to compare
students’ results on their School Assessed SAC’s. They are a method to hopefully
ensure the SAC and SAT grades are a reflection of the student’s abilities.
Grades
SAC, SAT’s and exams are graded from A+ to E, depending on your level of performance on the task. Other grades that may be used are UG and NA. UG-means ungraded - your level was not up to the E standard; and NA means the work was not
assessed - usually due to non-completion or non-submission.
Special Provision
VCAA realises that sometimes things get in your way when studying - this includes
physical or mental disabilities, illness, personal problems or other impairments.
The best thing to do is immediately inform your Year Level Dean of the problem
and discuss it with them. There are official forms and procedures to go through.
Derived
Examination Score
This provision is for students who are prevented from attending a Unit 3/4 examination, or whose performance on an exam is adversely affected as a result of illness, accident or some traumatic event occurring immediately before or during the
exam. See the Dean of Year 12 for details.
Lost or damaged
work
Hopefully this won't occur. There are rules governing this situation, but the best
thing to do is be in constant contact with the teacher about your progress. Students should keep all rough notes and drafts of essays, projects, etc and ensure all
work is named.
Candidate Numbers
Each student is allocated a Candidate number. This is very important, as it is the
only form of identification written on SAT’s and exams. Students should write it
down in several places, including their diary and folders.
Reports
End of Semester reports will be issued indicating whether the student has satisfied
the requirements of the unit (S/N), comments about their work and grades for all
Assessment Tasks, including comments on their level of performance. At the end
of the year students will receive a statement of results from VCAA, which states
whether the student has successfully completed each unit that she has attempted.
Results
VCAA results are released in December.
GLOSSARY OF TERMS
GLOSSARY OF TERMS
Learning Outcome
PAGE 10
GLOSSARY OF TERMS
(CONTINUED)
This is just a brief introduction to the language of the
senior school. More details will be progressively given
throughout the year by the Dean of your Year Level,
the Careers Coordinator and other members of staff .
ATAR
Australian Tertiary Admission Rank (ATAR).
The overall ranking on a scale of zero to
99.95 that a student receives based on his/
her study scores. The ATAR is calculated by
VTAC and used by universities and TAFE
institutes to select students for courses.
Formerly known as Equivalent National
Tertiary Entrance Rank (ENTER).
VCAA
The Victorian Curriculum and Assessment
Authority was established in 2001. It replaced the Victorian Board of Studies
(VBOS). VCAA is responsible for the administration and development of the VCE, as
well as curriculum development for Primary
and Year 7-10 students. Located in East
Melbourne, VCAA communicates with
schools and, if required, with individual
students.
VCE
The Victorian Certificate of Education
VET
Vocational Education and Training Programs
VTAC
The Victorian Tertiary Admissions Centre.
VTAC looks after most enrolments into Victorian tertiary institutes, except when special entry applies (e.g. mature age, etc.),
including Universities and TAFE Colleges.
Students should check through the "Entry
Requirements Booklet", available in the
careers room, to ensure their VCE course
satisfies the requirements for entry into
their prospective Tertiary course.
KEY DATES
KEY DATES

A curriculum information evening will be held for
families in July prior to the subject selection
process commencing.

A Headstart Program will be conducted for Year
10 and 11 at the end of November/early December in each year. Students must attend the Headstart Program designed for their year level.

Students will confirm subjects in late November/
early December by way of paying subject and
services fees for the following year.

Families can confirm dates on the MGC Calendar,
website and Compass.
PAGE 11
WHO CAN I TURN TO FOR HELP?
The structure of the Senior School course at Melbourne Girls’ College has
been designed to assist students achieve the maximum from their senior
years of secondary education. Your Dean and Assistant Dean of Year are
available to assist you.
THE UNIT/SUBJECT TEACHER
The Unit teacher assists each student in their class, reminding them of
methods of improvement, as well as helping them understand the area
of study involved and giving clear indication of progress and satisfactory
completion of tasks. Teachers are also available out-of-classes, at
lunchtime/after-school to further explain concepts, discuss work and
help with homework.
THE STUDENT SERVICES COUNSELLOR
The Student Services Counsellor is also available for counselling by appointment. You can make
contact directly with the Counsellor or arrange this through the Dean of Year. The SSC has many
resources available to students from emergency accommodation to financial assistance, outside
counsellors for students with personal problems to contacts with the Police & Community
Services.
THE LEARNING AREA MANAGER
The Learning Area Manager can also be of assistance explaining information
about the course and the areas of study involved. They can also assist students answering questions about course selection and pre-requisites of possible career options. They can also be approached when students wish to be
further involved in the subject, for example assisting during Science week,
being a Maths tutor, running lunchtime activities, organising faculty functions, etc.
YOUR TUTOR
THE CAREERS
COORDINATOR
The Careers Coordinator maintains a wide range of resources
from tertiary institutions and on
career options in the Careers
Room.
The Careers Coordinator can
help students with subject selection, investigating prerequisites
for tertiary courses and general
career research.
The Careers Coordinator will also
inform students of relevant
events, such as Open Days at
tertiary institutions, Career Expos
around Melbourne and Career
Information sessions to be held
at the school.
WHO CAN I TURN TO FOR HELP?
In Year 10 your Tutor is the initial contact for students during the course
counselling process and will provide advice on subject selection. Tutors can
accept notes for absences and are the first point of contact for parents. The
Dean and Assistant Dean of Year 11 and 12 are to be contacted in regard to
absences or matters concerning meeting the VCE requirements. Parents are
encouraged to use Compass to record absence approvals.
DEAN OF YEAR
The Senior School Year Level Deans
can assist students to clarify the
many detailed questions they may
have about the VCE such as extensions, delay of decisions, special examination arrangements etc. They
often have information on sessions
or courses for students to attend for
the development of their skills and
knowledge which will enhance their
chances of success in their VCE.
The Dean of each Year Level monitors each student’s progress, both
academically and personally. The
Year Level Dean should be approached if you have any personal
problems, school problems, and
problems with the work and can refer you to counselling support. The
Year Level Dean is the contact point
in the school for parents with questions or concerns. The Year Level
Dean is also involved in the discipline
of students, should the need arise
PAGE 12
YEAR 10
SECTION
PAGE 13
YEAR 10 SUBJECTS
COURSE SELECTION
Students will study six units per Semester (12 units per year) plus compulsory
units of Health and Physical Education.
Students are able to undertake a combination of Year 10 units including a
VCE subject (which counts as two units)
at MGC to fulfil these requirements.
Only one VCE subject can be studied
during year 10. This includes subjects
studied through the Victorian School of
Languages and VSL. Students granted
permission to study with the VSL and
Distance Education must continue to a
full load of year 10 subjects at MGC. All
COMPULSORY ENGLISH OR EAL (2 UNITS)
students will be counselled regarding
their choices.
Subjects worth 2 units are full year
courses. Students who select these
subjects will be required to undertake
the subject for the whole year.
COMPULSORY MATHEMATICS (1 OR 2 UNITS)
Students must select a mathematics subject from the following:
Students must an English Elective in each semester or EAL.
Each elective is worth 1 unit. The choices are:
ENGLISH
ENGLISH
(Semester 1)
(Semester 2)
YEAR 10 MATHEMATICS
UNITS
ADVANCED MATHEMATICS (FULL YEAR)
2
MATHEMATICS (FULL YEAR)
2
GENERAL MATHEMATICS (FULL YEAR)
2
CONSUMER MATHEMATICS (SEMESTER 1)
1
CONSUMER MATHEMATICS (SEMESTER 2)
1
MURDER MYSTERY
HEROES & VILLAINS
LITERARY CLASSICS
POW!
TRUE STORIES
DANGEROUS WOMEN
TALKING BACK
THE ISLAND
COMPULSORY SCIENCE (AT LEAST 1 UNIT)
LOVE & OTHER
HORROR!
Students must choose at least one unit of science. Students can
choose more than one unit of science.
CATASTROPHES
ENGLISH AS AN ADDITION- ENGLISH AS AN ADDITIONAL
AL LANGUAGE (EAL) Semes- LANGUAGE (EAL) Semester 2
ter 1
YEAR 10 SCIENCE
UNITS
BIOLOGY
1
CHEMISTRY
1
ENVIRONMENTAL ISSUES AND ACTIONS
1 NOTE: A VCE
1 science subject
(2 units) can
count as the
compulsory
science.
PHYSICS
OTHER SUBJECTS
Students must choose at least one subject from Group A and one subject from Group B.
YEAR 10 GROUP A SUBJECTS
(SELECT AT LEAST 1)
UNITS YEAR 10 GROUP B SUBJECTS
(SELECT AT LEAST ONE)
UNITS
LANGUAGE: CHINESE
2
COSTUME DESIGN
1
LANGUAGE: FRENCH
2
DIGITAL WORLDS
1
DANCE
1
FOOD, GLORIOUS FOOD
1
DRAMA
1
JEWELLERY DESIGN
1
MEDIA
1
AUSTRALIAN HISTORY
1
MUSIC
1
ECONOMICS AND LAW
1
VISUAL ARTS
1
EXPLOSIVE DECADES
1
VISUAL COMMUNICATIONS & DESIGN
1
FLIGHT OR FIGHT
1
INTRODUCTION TO EXERCISE PHYSIOLOGY 1
INTERNATIONAL STUDIES
1
ISSUES IN HEALTH & SPORTS SCIENCE
1
MISDEMEANOURS & RETRIBUTION 1
OUTDOOR EDUCATION
1
PHILOSOPHY
1
SPORTS ACTION & MANAGEMENT
1
GEOGRAPHY
1
EXTENDED INVESTIGATION
1
INTERIOR DESIGN (FURNITURE)
1
YEAR 10 SUBJECTS
REMEMBER: You need to
make sure that the total
units selected add up to
12, including:
 The 2 units for
English or EAL,
 at least one unit in
mathematics,
 at least one unit in
science,
 at least one unit
from Group A, and
 at least one unit
from Group B.
PAGE 14
Semester 1 & 2
YEAR 10 CAREERS PROGRAM
TUTORIAL/PATHWAY PLANNING
Curriculum Focus
The Year 10 Careers Program is primarily delivered during tutorial time. This
comprises of the Mock Job Interview program over Term 1 and the Careers Fast
track program during Term 2. This latter program identifies each student’s preferred learning style and concludes with an individual appointment with an external careers adviser. Parents are very welcome to attend this counselling session. Over Term 3 the focus is on introducing tertiary course options and how
these impact on VCE studies.
Work experience is a major thread over the whole year with a week in late November/early December concluding the Year 10 program. Students are required
to find a placement that reflects a career aspiration. As a result students are
strongly encouraged to start their search for a placement as early as possible.
The $60 (approximate) Careers Levy is to cover the provision of the vocational
program delivered by both school and CFT personnel in order to keep the costs
to a minimum.
EXTENDED INVESTIGATION
(a multi-disciplinary subject)
In 2013, VCAA trialled a Unit 3&4 subject called Extended
Investigation. A simpler version of this study is being offered to
Year 10 students in 2015 to prepare them for the possible
selection of this subject in 2016 as a Year 12 study.
Curriculum Focus
The Year 10 Extended Investigation will require students to develop their research skills and conduct independent research and investigations in an area of
interest. The investigation could be from a variety of subject areas such as science or technology or history for example. Students will develop a challenging
research question and conduct a review of relevant literature and research.
Students will then develop a plan to conduct their own research and how best
to present and communicate their findings. The final assessment task will be a
detailed thesis of the semester’s research. The skills developed in this course
are easily transferable to any educational or vocational setting.
YEAR 10 SUBJECTS
PAGE 15
YEAR 10 ENGLISH LANGUAGE ELECTIVES
FIRST SEMESTER
SECOND SEMESTER
Murder Mystery
Heroes and Villans
Literary Classics
POW!
Talking Back
Dangerous Women
True Stories
The Island
Love & Other Catastrophes
Horror!
MURDER MYSTERY
“English”
What is it about the murder mystery, with its red herrings, intricate plotting, eccentric detectives, tragic victims and evil villains, that fascinates us and makes us
search for a solution? The murder/mystery genre has fascinated readers and moviegoers for generations. By studying a range of novels, movies, short stories, and
TV shows we will consider why mysteries and crime stories intrigue us so much. In
this subject we will explore some traditional murder mysteries as well as some less
conventional tales of crime and murder to see whether we can answer some of
these questions.
What makes a classic a classic? It’s sometimes said that Shakespeare’s plays
were the equivalent of the ‘Neighbours’ of his time – written as a bit of
light entertainment for ordinary people. So does that mean that
‘Neighbours’ could be the classic of tomorrow? In this subject we will study
some literary classics and ask ourselves how they came to be seen that way
and why such texts remain so highly regarded by readers the world over.
Are they still worth reading? Are they still relevant and, if so, what messages do they have for those of us who live in the modern world?
TALKING BACK
We are often told “This is how you should think!” by individuals and social
groups, and even by texts. Every day we are bombarded by ideas from the
written, visual and spoken media, even by the novels we read and the films
and television we watch. We are not always aware of how our attitudes are
being shaped. But we can fight back by becoming what is known as a
‘resistant reader’. In this subject we will learn about different approaches
to reading, such as feminism, Marxism and psychoanalysis, to enrich their
approach to reading and writing. To illustrate these approaches we will be
looking at a range of popular culture texts as well as traditional texts such
as fairytales.
TRUE STORIES
Is any true story actually ‘the truth, the whole truth, and nothing but the
truth’? Don’t we all exaggerate, leave out minor details and rearrange
things to make our stories sound better? In this elective we will look at a
range of texts (e.g. biography/autobiography, short story, reality TV, documentary, poetry, interview, song lyrics, letters, talk shows, film) that are
about real people and events. We will consider such questions as: Can any
story ever be entirely ‘true’? Why do people want to reveal their lives in
public? Why are some ‘true’ texts considered to be ‘history’, while others
are dismissed as ‘trash’? How can there be different versions of the same
story? Should we believe what we see, read, or hear?
YEAR 10 SUBJECTS
SEMESTER 1
LITERARY CLASSICS
LOVE AND OTHER CATASTROPHES
How do I love thee? Let me count the ways.
Love is blind. Love is a many splendored thing.So call me maybe? Love hurts. Love lifts us up
where we belong. I knew you were trouble.
Love on top. Single Ladies (Put a ring on it). Love
you with the force of a thousand suns. Love,
love me do.
So what is all this fuss about love and why do
we bother? In this elective we will go on a journey of discovery as we wonder why love has
driven people to greater heights and terrible
endings. And is love the same in any place and
in any era? And what kinds of love exist and
who do we love the most and why- myself, the
family, the crush, the place, the i-phone or the
dog?
PAGE 16
HEROES AND VILLAINS
Who is your hero? What makes a hero? Are heroines and heroes a thing of the
past? Can they even exist? What do Odysseus and Harry Potter have in common?
What did women like Joan of Arc stand up against? What makes Katness Everdeen
so special? And who is the enemy that must be conquered? This unit examines old
myths from Ancient Greece to modern movies, popular texts and graphic novels.
From the dark side of fairytales to anti-heroes and dystopian fiction, we will look at
the many models of hero. Choose this elective to explore classical myths and modern stories, debate real and imagined characters, create a hero of your own and
discover the villain within.
POW!
What makes a story tick? What makes a story explode? How do they do that and
how can I do it too? Explore how forms such as graphic novels work and see stories
from a new perspective. This elective focuses on the PUNCH and POW as well as the
HOW of good story-telling. We will look at the big moment in a story and fresh
forms of storytelling, how and why writers write and artists create, and we will learn
how to discover and create our own stories. We will explore classical and modern
texts, including graphic novels, film and artworks. Learn how to find the story and
then answer the question: what happens next?
DANGEROUS WOMEN
Ever wondered where the idea of “mad” women came from? Why are “bad” women seen as worse than “bad” men? Throughout history women aspiring to power
were often branded as bad or mad or both. With labels like these they were controlled by men and the laws of a patriarchal society. In this way women’s power and
positions in society were successfully limited. Women are very often seen in literature as being empowered only through marriage and wealth. This elective will explore the notion that modern society is still doing this today. We will look at the
perception of women from witches to vampires and demons, from femme fatales to
wicked step-mothers. We will consider women’s bodies, sexuality and seduction
and traditional symbols of the threat of women. The unit will challenge the idea that
feminism has enlightened the world about women’s worth.
Semester 2
THE ISLAND
Australia: the sun, the surf, the sand, the sport, the… segregation? Look past the
postcards and interrogate what it means to be ‘Australian’ in the present day, an
island nation in a globalised world. This elective will challenge your understanding
of what Australia has been and where it is going, the virtues we trumpet and the
vices we’d rather you didn’t know about. Who gets it right – ‘Puberty Blues’ or
‘Bogan Pride’? And which Australian writers – from the shearing shed to the 7Eleven – have most exploded our sense of who we are? Wake up, Australia. Get
arguing and writing about what you think January 26 should mean to us and what
stands in the way.
HORROR!
“English”
YEAR 10 SUBJECTS
Why do we love stories that scare us silly? What is about stories that make then
scary? Tales about monsters, aliens and supernatural beings are often clues to the
deepest fears and anxieties of the society in which they are produced. They allow
us to say the things we cannot say in public, but might secretly like to. They contain our hidden fears about anyone who is ‘different’. So what does it mean then
that, in the past few years, books, movies and TV shows about things like vampires
and zombies have been everywhere? And did you know that the American government actually has a plan which they would use in the event of an attack by
zombies? What does this all this tell us? In this subject we will look at a range of
texts including, books, short stories, films and TV shows and ask ourselves whether we really should be scared after all?
PAGE 17
MATHEMATICS PATHWAY OPTIONS
Students in Year 10 are advised to select their mathematics subjects carefully and note that
Consumer Mathematics does not provide a pathway to Year 11 Mathematics.
Students wishing to take General Maths Specialist in Year 11 should take Advanced Maths in
Year 10.
YEAR 10
Advanced
Mathematics
Mainstream
Mathematics
General
Mathematics
Consumer
Mathematics
Semester 1 or 2
YEAR 10 SUBJECTS
YEAR 11
General
Mathematics
(Specialist) &
Mathematical
Methods
Mathematical
Methods
General
Mathematics
(Further)
YEAR 12
Specialist
Mathematics &
Mathematical
Methods
Mathematical
Methods
Further
Mathematics
No
Mathematics
PAGE 18
ADVANCED MATHEMATICS 1 & 2
Semester 1&2
Curriculum Focus
In Advanced Mathematics 1&2, students expand upon their knowledge,
skills and understanding through the content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability and
Functions. The curriculum focus is on students becoming proficient in
mathematical understanding, fluency, reasoning and problem solving.
Students will also be required to become adept at using the CAS calculator (refer to booklist) as a tool for solving mathematical problems. These
proficiencies will prepare students for the full range of VCE mathematics
subjects; General Mathematics (Specialist), Mathematical Methods and
General Mathematics (Further). It is, however, especially designed for
those students wanting to prepare for Mathematical Methods and General Mathematics (Specialist) in VCE. This course is recommended only to
students who have completed Year 9 mathematics to a high standard.
MATHEMATICS 1 & 2
Semester 1 & 2
Curriculum Focus
In Mathematics 1&2 students expand upon their knowledge, skills and
understanding through the content strands of Number and Algebra,
Measurement and Geometry, and Statistics and Probability. The focus is
on students becoming proficient in mathematical understanding, fluency, reasoning and problem solving. Students will also be required to become adept at using the CAS calculator (refer to booklist) as a tool for
solving mathematical problems. These proficiencies will prepare students
for the VCE mathematics subjects of General Mathematics (Further) or
Mathematical Methods. This course is recommended only to students
who have completed Year 9 mathematics to a reasonable standard.
GENERAL MATHEMATICS 1&2
Semester 1 & 2
Curriculum Focus
In General Mathematics, students expand upon their knowledge, skills and
understanding through the content strands of Number and Algebra, Measurement and Geometry, Statistics and Probability. The curriculum focus is on
students becoming more proficient in mathematical understanding, fluency,
reasoning and problem solving that will be needed as preparation for General
Mathematics (Further) at Year 11 as well as mathematics they will encounter
in every day life. The topics covered will include Linear Algebra, Trigonometry, Indices, Polygons, Using Statistics, Budgeting and Banking, Compound
Interest and Chance and Quality Control.
CONSUMER MATHEMATICS 1 &/OR 2
“Maths”
Semester 1 &/or 2
Curriculum Focus
In Consumer Mathematics, students expand upon their knowledge, skills and
understanding through the content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. The curriculum focus is
on students becoming more proficient in mathematical understanding, fluency, reasoning and problem solving that they will need in their day to day lives.
Students selecting this subject will be unable to do a mathematics course at
VCE. The topics covered will include Using Statistics, Budgeting and Banking,
Compound Interest and Chance and Quality Control. This subject can be taken in either semester or both semesters.
YEAR 10 SUBJECTS
PAGE 19
BIOLOGY
Single Semester
Curriculum Focus
Students explore the mechanisms of inheritance, genes, DNA, mitosis and
meiosis, and the causes of variation, both genetic and environmental. Recent advances in technology, including biotechnology, are also considered.
Students examine the processes of evolution, theories developed to account for this change, and investigate the origin and diversity of living organisms. The characteristics of pathogenic organisms and agents and the
nature of diseases caused by them are considered, as well as the mechanisms by which plants and animals defend themselves against organisms
and agents that cause disease.
CHEMISTRY
Single Semester
Curriculum Focus
This unit covers the structure of atoms and how they combine to form
many of the materials making up the universe; the sub-structure of an atom, including sub-atomic particles and correct electron configuration, and
how atoms can combine either through ionic, metallic or covalent bonding;
the patterns in the periodic table and how these patterns affect bonding
types; the connection between bonding type and the properties of a material; chemical reactions and writing balanced chemical equations. It is highly recommended that a student considering studying VCE Chemistry will
have completed this unit.
“Science”
ENVIRONMENTAL ISSUES & ACTIONS
Single Semester
Curriculum Focus
This environmentally-focused course is comprised of two units. During
the first unit, Energy and Climate Change, students investigate both renewable and non-renewable energy resources and consider their impacts on the environment. They also develop an understanding of ecological sustainability and produce an action plan to reduce their own
ecological footprints. The second unit, Biodiversity, focuses on the potential impact we as consumers have on the environment through the
choices we make, including the effects of energy consumption, agriculture and the impacts and ethics associated with raising animals for human consumption. There are two excursions – one for each unit.
PHYSICS
Single Semester
Curriculum Focus
Students investigate and experience a wide range of physical phenomena related to electricity and motion. A conceptual approach is taken
within a context that encourages students to express, question and test
their existing understanding and apply what they have learnt. Students
will be able describe and identify the fundamental quantities of electricity and how they apply to circuits, as well as explain the combined action
of different forces on the motion of objects in familiar situations. It is
highly recommended that a student considering studying VCE Physics
will have completed this unit.
YEAR 10 SUBJECTS
PAGE 20
DANCE
Single Semester
Curriculum Focus
The Year 10 Dance elective focuses on choreographing and developing
a unified composition. In this unit students will explore the use of
Dance elements and how to structure dances based on themes and narrative. Students will build on their dance skill in technique classes and
will also develop performance craft. Group dynamics is also developed
and this will allow students to create a unified composition. Students
will have the opportunity to display their work at a performance at the
end of the semester.
DRAMA
Single Semester
Curriculum Focus
The study of drama focuses on the development of expressive skills and
the development and performance of imagined characters. Drama provides students with the opportunity to examine, explore and make
meaning of a range of social, political, cultural and historical contexts
and give them a dramatic form. Students explore the collaborative process and construction techniques to create group performances. Theatrical Conventions and Dramatic Elements are studied to apply to performance work.
MUSIC
Single Semester
Curriculum Focus
Year 10 Music is a precursor to VCE Music Performance however it is
not a prerequisite or essential that students embark on the Unit 1- 4
sequence of Music Performance following this subject.
The unit focuses on developing students’ performance skills in both ensembles and as a soloist. The area of aural comprehension, recognition
of elements of music, creative organization, composition and analysis of
music encourages students to develop a greater understanding of the
complexities and creative potential within the artistic medium of music.
Students intending to take this subject should have skills in using an instrument or singing.
“The Arts”
MEDIA
Single Semester
Curriculum Focus
The media surround us and have a major impact on our daily lives. We are bombarded by both the medium and the message. In this unit students will be examining the role of the media and how it affects them. We will examine the workings, cultural significance and influence of Soap Operas and TV news. We will
look at film as a medium and complete practical work on video, computer and
other production area.
Note: There is a fee associated with this course of approximately $40.00
a semester.**
YEAR 10 SUBJECTS
PAGE 21
VISUAL COMMUNICATION & DESIGN
Single Semester
Curriculum Focus
The focus of this unit will be to develop 2D and 3D drawing and rendering
skills, encourage the use of a design process and develop an understanding of
the design elements and principles through analysis and design practice. An
understanding and appreciation of the role of aesthetics, function and drawing
conventions in design will be encouraged and developed through the maintenance of a workbook and ongoing evaluation of design ideas and solutions.
The course will cover Information, Environmental and Product Design.
Note: There is a fee associated with this course of approximately $40.00 a
semester.**
VISUAL ART
The Arts
Single Semester
Curriculum Focus
The artistic process is one of design, creation and reflection. In this unit students will move through a range of artistic activities (both traditional and contemporary). This unit will focus on the creative process; students will complete
a folio, a body of work in a variety of mediums and evaluate their work. As in
all good artistic endeavours, theory informs our practice and our practice informs our understanding of theory. In this unit students will also choose to
study the work of a variety of artists who work in different fields and with
different mediums.
Note:
There is a fee associated with this course of approximately
$40 a semester.**
YEAR 10 SUBJECTS
PAGE 22
INTERIOR DESIGN (FURNITURE)
New subject
We interact with products every day of our lives, we sit on
for 2015
chairs, we store things in containers, we sleep in beds. Furniture makes our lives more comfortable and more organised. Interior design is about assessing a personal space of your choice and
designing and making a piece of furniture or a product that will enhance this
environment. You will create items such as a small ottoman, a stool, shelves
etc.. that you have designed. You will use wood working tools, equipment and
machines to experiment with various methods of construction when making
your product/furniture.
COSTUME DESIGN
“Technology”
Single Semester
In Costume Design you will design and create a costume for a specific character
in a production. You will explore a range of materials and techniques as you
develop and refine your ideas. You will create your own character and design
and make a costume to suit them and the theme of the production. You will
use a sewing machine, follow and adapt patterns and experiment with methods of construction.
Note: There is a fee associated with this course of approximately $20.00
a semester.**
DIGITAL WORLDS
Single Semester
In this unit students will explore how digital technologies are coming together
to create new ways of working and communicating. They will learn how to use
specific software packages to create animations and games as well as learn the
basics of computer programming. Students will have the opportunity to work
in teams to design, code and publish App’s for Android devices. Ethical use of
technology will also be investigated along with the impact of social networks,
wireless communication, and ubiquitous computing on society now and into
the future.
FOOD, GLORIOUS FOOD
Single Semester
Curriculum Focus
In Food, Glorious Food, through both practical and theory classes, you will
expand on your knowledge of food, especially dishes and menus that can
be designed and created with the café culture in mind. As well you will also
design menus and create foods that explore other catering trends, such as
global flavours and stylish presentation. Throughout the unit you will have
the opportunity to adapt and individualise some dishes.
Note: There is a fee associated with this course of approximately
$80.00 a semester.**
Single Semester
JEWELLERY DESIGN
Curriculum Focus
Jewellery Design focuses in designing and
creating your own unique jewellery pieces.
You will be introduced to a variety of materials and techniques used by professional designers to construct, decorate and finish jewellery. You will become familiar with processes such as saw-piercing, silver soldering,
casting, roll-pressing and constructing linkages and findings.
Note: There is a fee associated with this
course of approximately $40.00 a
semester.**
YEAR 10 SUBJECTS
PAGE 23
AUSTRALIAN HISTORY
Single Semester
Curriculum Focus
This unit provides an overview of Australia’s past by examining two
intertwined strands: the long history of indigenous settlement and the
short history of a ‘migrant nation’. The study helps students to understand the contribution and impact of their heritage to today’s multicultural Australia. This will enable them to recognise the significance
of initiatives towards reconciliation, as well as appreciate the involvement of the Anzacs in Gallipoli and the Western Front. It is a skillbased unit that focuses on research, discussion and primary source
material and will provide a sound preparation for VCE Units.
ECONOMICS & LAW
Single Semester
Curriculum Focus
This course aims to build and consolidate students’ knowledge of economic and legal concepts, skills and values. This will equip them with a
greater awareness and understanding of Australia’s economy and government within a global context. Students will critically analyse issues
that affect Australia’s economy and discuss the effect these have upon
the standard of living; directly relating these issues back to their personal lives. They will deepen their understanding of how trade, exchange and markets impact Australia’s economy and how globalisation has shaped and altered the global economy. Students will develop skills that allow them to develop expertise at managing their own
personal finances; allowing them to recognise the value of savings and
ethical consumption. Students will gain a working knowledge of Australia’s political system and the factors that underpin Australia’s system of democracy. They will explore the function of the law and the
role that it plays in everyday life.
“Humanities”
FIGHT OR FLIGHT FOR FREEDOM
Single Semester
Curriculum Focus
This Unit gives students the opportunity to engage in the exploration
of key moments in modern history when people have had to stand
up for the most basic of human rights, their freedom. The study
starts with recent conflicts resulting in an exodus of refugees and
traces their perilous journeys through stories of hope and survival.
Through research, discussion and use of primary sources students
will enhance their understanding of the role of the United Nations
and consider Australia’s position of responsibility in supporting global
endeavours to provide for the needs of refugees.
EXPLOSIVES DECADES
Single Semester
Curriculum Focus
This unit provides students with an insight into the turbulent and ex-
citing decades of Australia and the world in the 1960s and 1970s. The
study will focus on The Cold War period and the Civil Rights Movement (including The Women’s Movement), through research, discussion and use of primary sources. This will enable students to understand the post-war period, the social and political world today, how
it has changed and how it might change in the future, providing a
sound preparation for VCE Units.
YEAR 10 SUBJECTS
PAGE 24
INTERNATIONAL STUDIES
Single Semester
Curriculum Focus
There are wide variations between the conditions of material life experienced by human populations. This unit allows students to use different
forms of measurement and evaluation to analyse global disparities with a
view to developing an international perspective. Students then investigate
global issues such as the status of women, climate change, refugees and
conflicts. The role of the United Nations is reviewed and evaluated in the
light of specific case studies. Increasing general knowledge is an important
aim in this unit.
MISDEMEANOURS & RETRIBUTIONS
Single Semester
Curriculum Focus
“Humanities”
What is a misdemeanour? What is retribution? Do they mean the same
thing to everyone all the time? This unit takes a practical approach to exploring the way in which societies deal with the rehabilitation of both criminals and victims. Students will consider the questions above as they examine cases of historical and social significance. Each student selects an aspect of misdemeanours and retributions that interests them and completes an in-depth investigation. This will include interviewing experts,
conducting opinion surveys and gathering other sources of data for analysis. Students present their findings on this form of justice at a parliamentary style Law Reform inquiry.
PHILOSOPHY: THE MEANING OF LIFE
Single Semester
Curriculum Focus
This unit introduces students to philosophical thinking through literature,
film and art. Students will study a range of texts or cultural representations
in order to explore the fundamental questions about the nature of realty
and the purpose of existence. A central aim of this unit is to develop in students a capacity for higher order thinking and an interest in ideas. It will
also provide students with a foundation for entry into VCE Philosophy.
GEOGRAPHY
Single Semester
Curriculum Focus
Geography allows students to develop an enjoyment of and an interest in
the interaction of the physical and human environments. The course provides an opportunity for students to undertake a study of Geography in
order to develop an understanding of geographical concepts, process and
issues through in-depth study of a selection of focus areas. Students will
learn more about the geographical processes that form and transform environments, the importance of the world’s environments and communities
and contemporary world events and issues. Possible topics which could be
investigated under these dimensions include: Where do People Live? Population Growth, Children of the World, Ageing Population .
Students will learn to gather process and communicate geographical information from a variety of primary and secondary sources. Geographical
tools such as maps, graphs, statistics, photographs and fieldwork, will be
used by students to gather, analyse and communicate geographical information.
YEAR 10 SUBJECTS
PAGE 25
“Health & PE”
CORE: HEALTH & PHYSICAL EDUCATION
Curriculum Focus
Semester 1 & 2
All year 10 students will participate in 1 Physical Education
class and 1 Health class each week. The year will be divided
into term based topics as follows:
Physical Education:

Term 1: Analysing personal sporting performance – participating in a variety of modified sports, analyse your
own performance and improve your proficiency in the
execution of movement and tactical skills.
 Term 2: You are the coach (Peer teaching) – designing a
lesson plan in an activity of your choice and delivering to
your peer group.
 Term 3: Getting fit for VCE – strategies for maintaining
and improving fitness during VCE.
 Term 4: Fitness through recreation – fitness can be fun –
paid activities may be part of this final unit.
Health Education:
 Term 1: You are what you eat – analysing fad diets and
poor eating habits that affect personal health. Encouraging student to look at setting good eating habits for life.
 Term 2: Party Safe – Recognising dangerous situations
and developing strategies to help students make good
decisions/choices – Drug Education.
 Term 3: Sex Education – Developing healthy relationships, taking responsibility for yourself, recognising dangers and developing strategies to help students make
good decisions/choices.
 Term 4: Drivers Education – Car basics (essential parts,
car maintenance and basic checks), road rules, decision
making and developing strategies to help student make
good decisions/choices.
SAM: SPORTS ACTION MANAGEMENT
Curriculum Focus
Single Semester
Sports Action and Management is a highly practical course, in
which students learn and apply the principles behind event
and sports management. They have the opportunity to gain
their Level ‘O’ officiating qualification in Australian Rules
football and umpire an ‘AUSKICK’ game at the half time
break of an AFL match. Students also learn the principles of
coaching, and are actively engaged in training a junior team
in a sport of their choice. Finally, students organise and run a
sporting event designed to meet a particular need within the
school or wider community.
Students will usually have one practical lesson each week in
which they are required to bring their MGC Sports Uniform
and participate as part of the class. There is a cost of $35 to
participate in this subject which covers the cost of the AFL
Umpiring Course.
YEAR 10 SUBJECTS
IHS: INTRODUCTION TO HEALTH & SPORT
SCIENCE
Curriculum Focus
Single Semester
Introduction the Health and Sport Science is great introduction to both Health and Human Development and Physical
Education VCE programs. It is an opportunity to delve into
issues linked to health and sport in our society. We investigate the social, scientific and political nature of community
health and the sporting industry. It addresses the following
topics:
 How memorable sporting moments OR successful athletes have influenced/changed society as a whole.
 Basic Biomechanics – highlighted through practical classes. Most practical sessions will run free of charge at
school; however, there may be a couple of practical sessions that need a small payment (eg swimming pool entry).
 Discussion of current Health Issues in Australia. Analysis
of a range of personal behaviours and community actions to address these issues.
 Finding the Edge - Ergogenic Aides to Sporting Performance – both legal and illegal.
 Current advancements in technology to improve health
and sporting performance.
Note: There is a fee
associated with this
course of $60.00
per semester**
IEP: INTRODUCTION TO EXERCISE
PHYSIOLOGY
Curriculum Focus
Single Semester
Introduction to Exercise Physiology is a highly practical
course with theory that gives students a great pathway towards VCE Physical Education. It addresses the following topics:
 Fitness Components, training principles and training
methods
 Students complete their own training program focusing
on a fitness goal of their choice.
 Anatomy and Physiology including the Muscular, Skeletal, Respiratory and Cardiovascular systems.
 An introduction to Sports Nutrition, Energy Systems,
Community fitness and Assessment of Physical Activity.
 Students attend approximately 8 classes at a local fitness
centre and this requires a fee for the subject.
PAGE 26
OE: OUTDOOR EDUCATION
Single Semester
Curriculum Focus
“Health & PE”
This is a semester subject that gives students an introduction and a good foundation for the VCE Units 3 & 4 Outdoor and Environmental Studies course. Students
will participate in both practical and theoretical classes designed to give them insight into the reasons behind participation in and conservation of natural environments.
Activities include:
 3 day surfing and lifesaving camp (Anglesea)
 3 day bushwalking camp (Mount Stirling, The Great Ocean
Walk or Brisbane Ranges)
 Kayaking on the Yarra River
 Lifesaving classes at Richmond Recreation Centre
 Initiatives and team building activities
 Camping and hiking skills
Due to the highly
 Camp cooking skills
Theoretical topics include:
 Australian Ecosystems and threats to
these ecosystems
 Weather
 Navigation
 Environmental Issues
 Risk and safety in outdoor environments
“Languages 1 & 2”
Students cannot progress to VCE language
study unless both semester 1 and 2 of Year
10 have been completed. Exception may be
made for students who speak the language
at home; such students must consult the
Learning Area Manager before Year 10 subject selection. Students are advised that this
subject must be studied for both semesters.
practical nature of
this subject, there is
a levy of approximately $350 to
cover transport and
camp fees.**
FRENCH
Semester 1 & 2
Curriculum Focus
In Year 10 French students will study topics of relevance and interest including healthy living, life in times gone by, relationships and future career and aspirations. By the end of the year students will be much more
able to express themselves effectively in written and spoken French as
more tenses are taught. Students will continue to explore the cultural
aspects that are relevant to the topics covered. Students will be prepared
for the academic aspect of VCE study. Their listening, reading, writing and
speaking skills will all be strengthened.
CHINESE
Semester 1 & 2
In Year 10 Chinese students will study topics of relevance and interest
including school life, leisure and entertainment, travel, birthday celebrations and festivals. By the end of the year students will be much more
able to express themselves effectively in written and spoken Chinese.
Students will continue to explore the cultural aspects that are relevant to
the topics covered. Students will be prepared for the academic aspect of
VCE study. Their listening, reading, writing and speaking skills will all be
strengthened.
YEAR 10 SUBJECTS
PAGE 27
VCE STUDIES
COURSE OUTLINES
PAGE 28
ENGLISH STUDIES
English
English as an
Additional Language
Literature
English Language
VCE STUDIES
PAGE 29
T
his study aims to develop competence in the un-
derstanding and use of English for a variety of purposes sufficient to meet the demands of post-school employment, further education, and participation in a
democratic society. It emphasizes the integration of
reading, writing, speaking, listening and thinking. It
values student diversity and particularly encourages
learning in which students take responsibility for their
language development and thus grow in confidence
and in language skill and understanding.
English
EN1: ENGLISH 1
The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts.
EN2: ENGLISH 2
The focus of this unit is on reading and responding to an expanded
range of text types and genres in order to analyse ways in which
they are constructed and interpreted, and on the development of
competence and confidence in creating written, oral or multimodal
texts.
EN3: ENGLISH 3
The focus of this unit is on reading and responding both orally and
in writing to a range of texts. Students analyse how the authors of
texts create meaning and the different ways in which texts can be
interpreted. They develop competence in creating written texts by
exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.
EN4: ENGLISH 4
The focus of this unit is on reading and responding in writing to a
range of texts in order to analyse their construction and provide an
interpretation. Students create written or multimodal texts suggested by their reading within the chosen context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.
VCE STUDIES
PAGE 30
T
his study aims to develop compe-
tence in the understanding and use of
English for a variety of purposes sufficient to meet the demands of postschool employment, further education,
and participation in a democratic society. It emphasises the integration of
reading, writing, speaking, listening and
thinking. It values student diversity and
particularly encourages learning in
which students take responsibility for
their language development and thus
grow in confidence and in language skill
and understanding.
English as an Additional Language
EAL1: ENGLISH (EAL) 1
The focus of this unit is the reading of a range of texts, with comprehension, enjoyment and discrimination, the development of
competence and confidence in writing, and the use of and response to oral language in different contexts.
EAL2: ENGLISH (EAL) 2
The focus of this unit is on a variety of forms of response to texts,
experimentation with different written forms, and the use of oral
language to interact positively, critically and confidently with audiences in formal and informal settings.
EAL3: ENGLISH (EAL) 3
The focus of this unit is in the development of critical responses to
both literary and non-literary texts, including media texts, and the
use of oral language to interact positively, critically and confidently with audiences in formal and informal settings.
EAL4: ENGLISH (EAL) 4
The focus of this unit is in the development of critical responses to
both literary and non-literary texts, and the achievement of competence and confidence in writing for different purposes and audiences, in a variety of forms. Oral work will continue to be an important element of classroom work.
VCE STUDIES
PAGE 31
V
CE English Language explores the
ways in which language is used by individuals and groups and reflects our
thinking and values. Learning about language helps us to understand ourselves,
the groups with which we identify, and
the society we inhabit. English Language builds on students’ previous
learning about the conventions and
codes used by speakers and writers of
English. Informed by the discipline of
linguistis, it provides students with metalinguistic tools to understand and analyse language use, variation and change.
English Language
ELA1: LANGUAGE & COMMUNICATION
In this unit, students consider the way language is organised so that its users have the
means to make sense of their experiences and to interact with others. Students explore the
various functions of language and the nature of language as a highly elaborate system of
signs. The relationship between speech and writing as the dominant modes of language
and the impact of situational and cultural contexts on language choices are also considered.
Students investigate children’s ability to acquire language, and the stages of language acquisition across a range of subsystems.
ELA2: ENGLISH LANGUAGE
In this unit, students focus on language change and people’s attitudes towards it. Languages
are dynamic and change is an inevitable and a continuous process. Students consider factors contributing to change over time in the English language and factors contributing to the
spread of English, such as globalisation. They explore texts from the past, and contemporary
texts, considering how all subsystems of the language system are affected.
EN2: ENGLISH 2
The focus of this unit is on reading and responding to an expanded range of text types and
genres in order to analyse ways in which they are constructed and interpreted, and on the
development of competence and confidence in creating written, oral or multimodal texts.
ELA3: LANGUAGE VARIATION & SOCIAL PURPOSE
In this unit students investigate English Language in the Australian social setting, along a
continuum of informal and formal registers. They consider language as a means of societal
interaction understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances.
ELA4: LANGUAGE VARIATION & IDENTITY
In this unit students focus on the role of language in establishing and challenging different
identities. Many varieties of English exist in contemporary Australian society, including national, regional, cultural and social variations. Students examine both print and digital texts
to consider the ways different identities are constructed.
VCE STUDIES
PAGE 32
T
he 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’ analytical and creative responses to texts,
which will assist students in the workforce and in future academic study.
Literature
LI1: LITERATURE 1
This unit focuses on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally,
critically and creatively.
LI2: LITERATURE 2
The focus of this unit is on students’ critical and creative responses to
texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. They understand the ways their own
culture and the cultures represented in the text can influence their
interpretations and shape different meanings.
LI3: LITERATURE 3
This unit focuses on the ways writers construct their work and how
meaning is created for and by the reader. Students consider how the
form of text (such as poetry, prose, drama, non-print or combinations
of these) affects meaning and generates different expectations in
readers, the ways texts represent views and values and comment on
human experience, and the social, historical and cultural contexts of
literary works .
LI4: LITERATURE 4
N.B. All students who wish to take Literature Units 1/2 must also study English 1/2 as it is a co-requisite.
VCE STUDIES
This unit focuses on students’ creative and critical responses to texts.
Students consider the context of their responses to texts as well as
the concerns, the style of the language and the point of view in their
re-created or adapted work. In their responses, students develop an
interpretation of a text and learn to synthesise the insights gained by
their engagement with various aspects of a text into a cogent, substantiated response.
PAGE 33
MATHEMATICS STUDIES
General Maths (Further)
Units 1&2
General Maths
(Specialist) Units 1&2
Further Maths
Units 3&4
Mathematical Methods
CAS
Specialist Maths Units
3&4
VCE STUDIES
PAGE 34
VCE Mathematics
VCE Mathematics consists of six blocks. Three blocks at Unit 1
and 2 level and three blocks at Unit 3 and 4 level. Each unit
takes one semester to complete and these blocks would normally be taken as a two-unit sequence.
Students need to talk to their mathematics teacher and the
careers adviser before making their choice. Students must
select their maths subject (s) as a year long subject as there is
no guarantee that a change of maths subject will be possible
during semester 1 or prior to semester 2. For example, students who enrol in Maths Methods Unit 1 will be unable to
change to General Maths (Further).
YEAR 11
GENERAL MATHEMATICS
Two different versions will be offered:
A. GENERAL MATHEMATICS (Further)
This course is for those students who only wish to
study Further Mathematics in Year 12 and is usually
not taken with any other unit of mathematics in Year
11.
B. GENERAL MATHEMATICS (Specialist)
This course is for those students who wish to study
both Mathematical Methods CAS and Specialist Mathematics in Year 12 or just Mathematical Methods in Year
12. It must be taken in combination with Mathematical
Methods CAS Units 1/ 2.
MATHEMATICAL METHODS CAS UNITS 1/2
Students selecting this subject may be doing General Mathematics (Specialist) concurrently. Work covered will provide
preparation for Mathematical Methods CAS Units 3/4 and
Specialist Mathematics Units 3 /4. It is also ideal preparation for any student wishing to take Further Mathematics
and Mathematical Methods CAS Units 3/4 in Year 12.
COMPUTER ALGEBRA SYSTEM CALCULATORS
Students undertaking any V.C.E. Mathematics unit must be able to use the
CAS calculator to support wider enquiry into the concepts, skills and tasks
covered within that unit.
OPTIONS IN YEAR 11
Students will need to determine the amount of Mathematics they require
to keep their options open for tertiary courses. They must also realistically
consider their ability to successfully manage the Courses they select.
YEAR 12
FURTHER MATHEMATICS UNITS 3/4
This course is intended for students who would like to continue a study of Mathematics but do not require a specific
Mathematics prerequisite for further studies.
MATHEMATICAL METHODS CAS UNITS 3/4
This course is intended for students who would like to continue a study of Mathematics that is Algebraic and/or who
require this subject for further tertiary study. This subject
is a prerequisite for a number of courses.
COMPUTER ALGEBRA SYSTEM CALCULATORS
Students undertaking any V.C.E. Mathematics unit must be able to use the
CAS calculator to support wider enquiry into the concepts, skills and tasks
covered within that unit.
SPECIALISTS MATHEMATICS UNITS 3/4
This course is intended for students who will be studying
Mathematics at University, or who will be applying for a
course where this subject is a prerequisite. It must be taken in combination with Mathematical Methods CAS Units
3/ 4.
OPTIONS IN YEAR 12
Students will need to determine the amount of Mathematics they require
to keep their options open for tertiary courses. They must also realistically
consider their ability to successfully manage the Courses they select. Doing all three Mathematics subjects in Year 12 is not recommended. All
three Mathematics can not be included in the primary four subjects of
your ATAR.
STUDENTS ARE REMINDED
OF THE BENEFITS OF
KEEPING THEIR OPTIONS
OPEN.
SOME POSSIBLE COURSES
Course 1:
Mathematical Method CAS 1-4, General
Mathematics (Specialist) 1/2, Specialist
Mathematics 3/4: This course is appropriate
for students who intend to undertake Science
or Mathematics based tertiary courses. To
choose this course you should like Mathematics and have done very well at it.
Course 2:
Mathematical Methods CAS 1/2 & 3/4,
General Mathematics Specialist 1/2: You will
choose this course if you want to keep your
options open for most University courses. You
need to have achieved reasonable marks in
Mathematics Semesters 1 & 2 in Year 10.
VCE STUDIES
Course 3:
General
Mathematics
(Further)
1/2,
Further Mathematics 3/4: You will do this
course if you don’t want to do a tertiary
course that is Mathematics based or if you
haven’t found Mathematics easy but want to
continue your studies.
Course 4:
Mathematical Methods 1/2, Further Mathematics: You will do this course if you don’t
want to do a tertiary course that is Mathematics based but wanted to keep options
open in Year 11. You need to have achieved
reasonable marks in Mathematics Semesters
1 & 2 in Year 10.
PAGE 35
General Mathematics (Further)
GF1: GENERAL MATHEMATICS (FURTHER) 1
In Unit 1 topics studied will include Applications of arithmetic, Financial
arithmetic, Linear graphs, Geometry and Trigonometry and Algebra. The
appropriate use of technology to support the learning of Mathematics is
incorporated throughout the course. This includes the use of CAS calculators, spreadsheets, and appropriate computer packages. The focus on the
course is on practical applications of Mathematics.
GF2: GENERAL MATHEMATICS (FURTHER) 2
In Unit 2 topics studied will include Univariate and bivariate Statistics, Sequences and series, Linear graphs and functions and measurement and
Trigonometry. The appropriate use of technology to support the learning of
Mathematics is incorporated throughout the course. This includes the use
of CAS calculators, spreadsheets, and appropriate computer packages. The
focus on the course is on practical applications of Mathematics.
General Mathematics (Specialist)
ENTRY
There are no prerequisites for entry to General Mathematics Units 1 and 2 however it is expected
that students will study Mathematical Methods concurrently.
GS1: GENERAL MATHEMATICS (SPECIALIST) 1
This course is designed to complement studies in Mathematical Methods,
which would normally be taken concurrently, and prepare students for
Specialist Mathematics (3-4). The topics covered include Number Systems,
Linear Graphs and Modelling, Linear programming, Shape and measurement, and Trigonometry. The appropriate use of technology to support the
learning of Mathematics is incorporated throughout the course. This includes the use of CAS calculators, spreadsheets, and appropriate computer
packages.
Note:
Enrolment in Specialist
Mathematics Units 3 and 4
assumes satisfactory
completion of BOTH General
Mathematics (Specialist) and
Maths Methods CAS with at
least a ‘C’ average
GS2: GENERAL MATHEMATICS (SPECIALIST) 2
This course is designed to complement studies in Mathematical Methods,
which would normally be taken concurrently, and prepare students for
Specialist Mathematics (3-4). The topics covered include Variation, Sketching and interpreting graphs, Vectors, Sequences and series and Matrices.
The appropriate use of technology to support the learning of Mathematics
is incorporated throughout the course. This includes the use of CAS calculators, spreadsheets, and appropriate computer packages.
VCE STUDIES
PAGE 36
Mathematical Methods CAS
MM1: MATHEMATICAL METHODS CAS 1
The areas of study in Unit 1 are Functions and Graphs, Algebra, Calculus and Probability. The appropriate use of a computer algebra
system and other technology to support the learning of Mathematics is incorporated throughout the course. This includes the use
of CAS calculators, spreadsheets, and appropriate computer
packages.
MM2: MATHEMATICAL METHODS CAS 2
NOTE: To undertake Unit 2 Maths
Methods CAS it is highly recommended that students have satisfactorily
completed Unit 1 Methods with at
least a “C” average.
The areas of study in Unit 2 are Functions and graphs, Circular functions, Exponential Functions, Algebra, Calculus and Probability. The
appropriate use of a computer algebra system and other technology
to support the learning of Mathematics is incorporated throughout
the course. This includes the use of CAS calculators, spreadsheets,
and appropriate computer packages.
MM3: MATHEMATICAL METHODS CAS 3
Mathematical Methods Unit 3 involves the study of material
from the following areas of study: Polynomial Functions; Exponential and Logarithmic Functions; Circular (trigonometric) Functions and calculus. Students practise mathematical algorithms,
routines and techniques and use them to solve standard problems; apply mathematical knowledge and skills in unfamiliar situations which require investigative, modelling or problem-solving
approaches, and use technology appropriately and effectively to
learn mathematics and apply it in different contexts.
MM4: MATHEMATICAL METHODS CAS 4
Mathematical Methods Unit 4 involves the study of material
from the following areas of study: Calculus and Probability. Students practise mathematical algorithms, routines and techniques
and use them to solve standard problems; apply mathematical
knowledge and skills in unfamiliar situations which require investigative, modelling or problem-solving approaches, and use technology appropriately and effectively to learn mathematics and
apply it in different contexts.
VCE STUDIES
NOTE:
TO UNDERTAKE METHODS UNIT 3
AND 4 STUDENTS MUST HAVE SATISFACTORILY COMPLETED UNIT 1 AND 2
MATHS METHODS WITH AT LEAST A C
AVERAGE.
PAGE 37
Further Mathematics
FM3: FURTHER MATHEMATICS 3
Further Mathematics consists of a compulsory area of study, Data
Analysis, and then a selection of three from six modules. In Unit 3
students complete Data Analysis and one module, Number
Patterns. In Data Analysis, students review their skills from previous studies in data gathering, describe and analyse data with one
variable, examine bivariate data to show the relationship between
two variables, and study time series, where we investigate one
measurement over a length of time. In Number Patterns, students
develop their skills in dealing with arithmetic and geometric sequences, first order linear difference equations, Fibonacci and related sequences. They solve related equations numerically, graphically and use their CAS calculator and/or algebraic skills.
FM4: FURTHER MATHEMATICS 4
Melbourne Girls’ College
In Unit 4 students complete their final two modules for the sequence. In Geometry and Trigonometry, student review Geometry,
including angles, triangles, Pythagoras theorem and similar figures.
They solve problems involving trigonometric ratios with right-angled
and non-right-angled triangles, and explore practical applications
including bearings, contour maps and angles of elevation. In the final
module, Matrices, students expand on their knowledge of operations involving matrices, and discover applications of matrices to
different situations, including solving simultaneous equations and
transition problems. In this module and throughout the course students apply technology (CAS calculator) to carry out calculations
where applicable. Students will then revise the year in preparation
for their two end-of-year examinations.
Specialist Mathematics
SM3: SPECIALIST MATHEMATICS 3
In Unit 3, includes content from Coordinate Geometry, Circular
functions, Algebra, Calculus and Vectors in and 3D areas of study.
The course highlights mathematical structure and proof. The appropriate use of technology to support the learning of Mathematics is incorporated throughout the course. Specialist Mathematics would normally be taken concurrently with Mathematical
Methods 3 and 4, which contains assumed knowledge for Specialist Mathematics Units 3 and 4.
SM4: SPECIALIST MATHEMATICS 4
In Unit 4, students study content from the Algebra, Calculus and
Vectors Kinematics and Mechanics. The course highlights mathematical structure and proof.
VCE STUDIES
Note:
Enrolment in Specialist Mathematics
Units 3 and 4 assumes satisfactory completion of BOTH General Mathematics
(Specialist) Units 1 & 2 and Maths Methods CAS Units 1 & 2 with at least a ‘C’
average in each of these units.
PAGE 38
THE ARTS
Dance
Drama
Media
Music Performance
Studio Arts (Visual)
Studio Arts (Multimedia)
Visual Communication
Design
VCE STUDIES
PAGE 39
D
ance is the language of movement.
This study is designed to develop a
broad understanding and appreciation
of dance through the integration of
practical and theoretical aspects of
learning in the context of composition
and performance. It also allows students
to develop and refine their technical
and compositional skills by exploring a
personal and learnt movement vocabulary and ways in which ideas are communicated in their own and others’
dance.
Dance
DA1: DANCE 1
This unit enables students to explore the potential of the body as an
instrument of expression. Students learn to apply knowledge of the
safe use and care of the body in the development of their physical
skills and body actions.
DA2: DANCE 2
This unit allows students to expand their dance vocabulary by exploring different ways of executing movement to produce contrasting qualities. Students apply their understanding of the expressive capacity of different movement qualities to the learning, composition and performance of dance works.
DA3: DANCE 3
In units 3 and 4, students develop and refine compositional skills by
exploring ways in which the intention of the dance maker can be expressed through the arrangement of movement within a structure,
and using spatial organisation and group structures.
Levels of achievement:
Units 3 and 4
School Assessed work and two end of
year examinations:
 Unit 3 school assessed coursework: 25 per cent
 Units 3 and 4 composition and
performance examination: 50 per
cent
 Units 3 and 4 Written Examination: 25 per cent
VCE STUDIES
DA4: DANCE 4
This unit focuses on choreography, rehearsal and performance of a
unified solo dance work which has a beginning, development/s and
resolution. When rehearsing and performing this work students focus
on expressive and accurate execution of choreographic variations of
spatial organisation and demonstration of performance skills. Students
also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of
the unified solo dance work.
PAGE 40
D
rama provides students with the
opportunity to examine and explore the
ways in which drama gives form to, and
makes meaning of, a range of social,
political, cultural and historical contexts.
It focuses on the development of expressive skills within dramatic structures
and the development and performance
of imagined characters, achieved
through the refinement of skills, techniques and processes in the creation
and presentation of dramatic works.
Drama
Note: There is a fee associated with this course of approximately $120.00 a year.**
DR1: DRAMATIC STORYTELLING
This unit focuses on creating, presenting and analysing a devised
performance that includes real or imagined characters, based on
personal, cultural and/or community experiences and stories. This
unit also involves analysis of a student’s own performance work
and analysis of a performance by professional and other drama
practitioners.
DR2: CREATING AUSTRALIAN DRAMA
This unit focuses on the use and documentation of the processes
involved in the construction of an ensemble performance. Students create, present and analyse a performance piece based on
Australian context.
DR3: DRAMA 3 - ENSEMBLE PERFORMANCE
This unit focuses on non-naturalistic drama. Non-naturalistic performance styles and theatrical convention are explored in the creation, development and presentation of an ensemble performance. Collaboration to create, develop and present ensemble
performance is central to this performance. .Students use and
manipulate dramatic elements, expressive skills and performance
styles to enhance performance. Students also attend professional
performances prescribed by the VCAA and analyse these performances.
DR4: DRAMA 4 - SOLO PERFORMANCE
In units 3 and 4, non-naturalistic drama from
a diverse range of traditions is explored in
the development of ensemble and solo
performances.
VCE STUDIES
This unit focuses on the use of stimulus material and resources to
create and develop character/s within a solo performance. Students complete two solo performances. A short solo performance
develops practical skills; researching, creating, presenting, documenting and analysing. The second solo performance is a response to a prescribed structure published by the VCAA.
PAGE 41
T
he media have a significant impact
on people's lives. The media entertain,
educate, inform and provide channels of
communication. The media not only
comment on culture, they reflect the
society, which creates them. The study
of media includes forms such as the
press, radio, film, TV, and photography,
and media processes such as publishing,
advertising, news production and popular culture.
Media
Note: There is a fee associated with this course of approximately $60.00 a year.**
ME1: REPRESENTATION & TECHNOLOGY
The main purpose of this unit is to enable students to develop an understanding of the relationship between the media, technology and
representations present in media forms. Students also develop practical and analytical skills in a study of the production of media products.
ME2: MEDIA PRODUCTION & THE AUSTRALIAN MEDIA
The main purpose of this unit is students are to develop an awareness of the specialist production stages and roles within the collaborative organisation of media production. Students develop practical skills and analyse issues concerning the media production process.
ME3: NARRATIVE & MEDIA PRODUCTION DESIGN
This unit enables students to develop an understanding of production and story elements and to recognise the role and significance of
narrative organisation in fictional media texts.
ME4: MEDIA 4 MEDIA PROCESS, SOCIAL VALUES & MEDIA INFLUENCE
The main purpose of this unit is to enable students to further develop
practical skills in the production of media products and to realise a
production design. Students also develop an awareness of the role of
social values in the construction of media texts and analyse issues
raised about the role and influences of the media.
VCE STUDIES
PAGE 42
M
usic offers students opportunities
to engage in the practice of performing,
creating and studying music that is representative of diverse genres, styles and
cultures. Students develop knowledge
of stylistic, aesthetic and expressive
qualities and characteristics of music
and their ability to communicate their
understanding through music making;
performing, composing, arranging and/
or improvising. Students develop their
musicianship skills in aural perception,
analysis and theory.
Music Performance
MP1: MUSIC PERFORMANCE 1
This unit focuses on building performance and musicianship skills.
Students present performances of selected group and solo music
works using one or more instruments. They study the work of other
performers and explore strategies to optimise their own approach to
performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and
must practise technical work to address these challenges. Students
study aural, theory and analysis of music concepts.
MP2: MUSIC PERFORMANCE 2
This unit further develops skills in practical music and performance in
solo and group contexts, using one or more instruments. Students
develop their musicianship skills of aural, theory and analysis. Students also create an original composition or improvisation.
MP3: MUSIC PERFORMANCE 3 - SOLO
ENTRY
Ideally, to undertake Units 3 and 4
Solo Performance, students
should have about three years experience prior to Year 11 on a
musical instrument or voice.
VCE STUDIES
The focus of this unit is preparing a solo program for their end of year
external exam from the prescribed list of works on their instrument
of choice. Technical, creative and interpretation skills are developed
for their performance of music in a range of styles. They continue to
develop their aural and theory skills. The focus for analysis of music is
works and performances by Australian musicians, created after 1910.
Students also complete some group performances.
MP4: MUSIC PERFORMANCE 4
The focus of this unit is on the continuing preparation and presentation of their solo performance program. Continued refinement of instrumental and performance techniques is a class focus. Students
continue to develop their aural and theoretical knowledge and analysis skills in preparation for their external written exam.
PAGE 43
S
tudio Arts (Visual Art) provides a framework for
the establishment of effective art practices through
an understanding and application of the design
process. This course provides fine art studies in
drawing, painting, printmaking, mixed media and
three-dimensional design production. Students
generate, explore and communicate ideas through
specific studio forms and develop and use specialised skills in a range of media and techniques. The
theoretical component of the study informs students’ practice through an investigation of how
selected studio forms have developed an examination of artists’ working methods and a study of professional practices. This subject may or may not run
separately to Studio Art (Multimedia).
Studio Arts (Visual Art)
Note: There is a fee associated with this course of approximately $100.00 a year.**
SA1: STUDIO ARTS 1 - ARTISTIC INSPIRATION & TECHNIQUES
This unit investigates how sources of inspiration generate creative activity
and the exploration of a wide range of materials and techniques as tools
for translating ideas, observations and experiences into visual form. The
application of materials and techniques and interpretation of sources of
inspiration by artists from different times and locations is also examined.
SA2: STUDIO ARTS 2 - DESIGN EXPLORATION & CONCEPTS
The focus of this unit is to establish an effective design process and develop skills in the visual analysis of art works.
SA3: STUDIO ARTS 3 STUDIO PRODUCTION & PROFESSIONAL PRACTICE
The focus of this unit is the implementation of the design process leading
to the production of a range of solutions. Students also examine traditional and contemporary practices of artists together with the ways in which
artists develop distinctive styles and approaches to subject matter.
SA4: STUDIO ARTS 4 STUDIO PRODUCTION & INDUSTRY CONCEPTS
The focus of this unit is to produce a cohesive folio of finished art works,
which resolves the aims and intentions set out in the exploration proposal
formulated in Unit 3. Students also examine different components of the
arts industry and issues relating to the public display, promotion and critique of art works.
VCE STUDIES
PAGE 44
S
tudio Arts (Digital Art) provides a framework
for the establishment of effective art practices
through an understanding and application of the
design process. This course specialises in animation, digital imaging, digital audio and video . Students generate, explore and communicate ideas
through specific studio forms and develop and use
specialised skills in a range of media and techniques. The theoretical component of the study
informs students’ practice through an investigation
of how selected studio forms have developed an
examination of artists’ working methods and a
study of professional practices. This subject may or
may not run separately to Studio Arts (Visual Art).
Studio Arts (Digital Art)
Note: There is a fee associated with this course of approximately $100.00 a year.**
SAD1: STUDIO ARTS 1 ARTISTIC INSPIRATION & TECHNIQUES
This unit investigates how sources of inspiration generate creative activity and the exploration of a wide range of materials and techniques
as tools for translating ideas, observations and experiences into visual
form. The application of materials and techniques and interpretation of
sources of inspiration by artists from different times and locations is
also examined.
SAD2: STUDIO ARTS 2 - DESIGN EXPLORATION & CONCEPTS
The focus of this unit is to establish an effective design process and develop skills in the visual analysis of art works.
SAD3: STUDIO ARTS 3 STUDIO PRODUCTION & PROFESSIONAL PRACTICE
The focus of this unit is the implementation of the design process leading
to the production of a range of potential directions. This course specialises
in animation, digital imaging, digital audio, and video and web design.
SAD4: STUDIO ARTS 4 STUDIO PRODUCTION & INDUSTRY CONCEPTS
The focus of this unit is to produce a cohesive folio of finished art works,
which resolves the aims and intentions set out in the work brief formulated in Unit 3. Students also examine different components of the arts industry and issues relating to the public display, promotion and critique of
art works. This course specialises in animation, digital imaging, digital audio, and video and web design.
VCE STUDIES
PAGE 45
V
isual Communication Design is
intended to assist students in the understanding, use and interpretation of
a range of visual communications. It
involves a study of the vocabulary and
grammar of visual communication,
which includes an understanding of,
and application of, drawing and drawing conventions, design elements, and
principles and function of design in
communication. This study also provides the opportunity to develop an
informed, critical and discriminating
approach to visual communications
encountered in everyday life.
Visual Communication Design
Note: There is a fee associated with this course of approximately $100.00 a year.**
VCD1: INTRODUCTION TO VISUAL COMMUNICATION DESIGN
The main purpose of this unit is to enable students to develop practical skills
by generating images and developing them through freehand, instrumental,
manual and digital drawing. The ways in which information and ideas are
communicated visually will be explored through analysing the work of others. Students will use their knowledge and understanding of the Design elements and principles to create their own visual communication designs.
VCD2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN
The main purpose of this unit is to enable students to develop practical
skills by generating images and developing them through freehand and
instrumental drawing. The ways in which information and ideas are communicated visually will be explored through analysing the work of others.
The visual communication process will be applied by modifying existing
final presentations for specified audiences.
VCD3: DESIGN THINKING AND PRACTICE
The main purpose of this unit is for students to gain an understanding of the
process designers employ to structure their thinking and communicate ideas
with clients, target audiences, and other designers and specialists. Students
will analyse examples of visual communications and use their findings in the
creation of their own designs. They will investigate the production of visual
communications in a professional setting and write a comprehensive brief
for their own design process.
VCD4: DESIGN DEVELOPMENT AND PRESENTATION
The main purpose of this unit is for students to develop design concepts and
two final presentations of visual communications to meet the requirements
of the brief. They will also evaluate and explain their designs.
VCE STUDIES
PAGE 46
SCIENCE
Biology
Chemistry
Physics
Psychology
VCE STUDIES
PAGE 47
B
iology is the study of living organisms, of life pro-
cesses, and of the different levels of organisation from
the cell to the biosphere. It includes the study of interactions between organisms and between organisms
and their environments. It considers the unity and continuity of life as well as diversity and change.
Biology
BI1: BIOLOGY 1 - UNITY & DIVERSITY
In this unit students examine the cell as the structural and functional unit of the whole
organism. Students investigate the needs of individual cells, how specialised structures
carry out cellular activities and how the survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments. Students investigate how diverse organisms meet the challenge of obtaining nutrients and water, a
source of energy, a means of disposing of their waste products, and a means of reproducing themselves. Despite their diversity, they have many fundamental features and biological processes in common. Students explore these patterns of similarities and differences
in how interdependent systems in living things assist in maintaining their internal environment.
BI2: BIOLOGY 2 - ORGANISMS AND THEIR ENVIRONMENT
In this unit, students consider the relationships between living things and their environment in Australian ecosystems, investigating the particular sets of biotic and abiotic factors that operate in different places in the biosphere, and how these factors influence the
kinds of organisms that live there. They study how energy flows and how matter is cycled
between the living and non-living components of the environment. Students consider
changes that have taken place in ecosystems, how species are affected by changes in environmental conditions, and how ecological principles can be applied to conserve natural
ecosystems to ensure sustainability of the biosphere.
BI3: BIOLOGY 3 - SIGNATURES OF LIFE
In this unit students consider the molecules and biochemical processes that are indicators
of life. They investigate the synthesis of biomolecules and biochemical processes that are
common to autotrophic and heterotrophic life forms. Students consider the universality
of DNA and investigate its structure; the genes of an organism, as functional units of DNA
and code for the production of a diverse range of proteins in an organism. They consider
the role of proteins in cell functioning. Students will also study how cells communicate
with each other at a molecular level, how they recognise ‘self’ and ‘non-self’ and how the
immune responses can protect the organism against pathogens.
BI4: BIOLOGY 4 - CONTINUITY AND CHANGE
To undertake units 3 and 4
it is highly recommended
that students have successfully completed Unit 1 and 2
Biology with at least a C
average
VCE STUDIES
In this unit students examine evidence for evolution of life forms over time. Students explore hypotheses that explain how changes to species have come about. In addition to
observable similarities and differences between organisms, students explore the universality of DNA, and conservation of genes as evidence for ancestral lines of life that have
given rise to the present biodiversity of our planet. They consider how genes are transmitted from generation to generation by examining meiosis and patterns of inheritance.
They study relationship between heritable variations and the environment in accounting
for changes to species over time. Students will also investigate the gene technologies
used to manipulate and modify the genomes of organisms.
PAGE 48
C
hemical processes are very important in improving human health;
preventing environmental problems and rehabilitating degraded environments. In this study of Chemistry a thematic approach has been
adopted, and throughout the study contexts have been provided to
apply chemical knowledge to technology and society.
Chemistry
CH1: THE BIG IDEAS OF CHEMISTRY
Students explore the historical development of and the relationship between
atomic theory and the Periodic Table. They also study the models for different
bonding types and then use these to describe the structure, observed properties
and applications of each. Students are introduced to the many major quantitative
and qualitative ideas that are fundamental to chemistry including empirical and
molecular formula and the mole concept. They consider the widespread use of
polymers as an example of the importance of chemistry to their everyday lives.
CH2: ENVIRONMENTAL CHEMISTRY
In this unit, students continue to use and develop the language of chemistry. They focus on symbols and chemical formulas and further develop their
writing of equations in relation to acid-base chemistry, ionic equations, redox
reactions and precipitation reactions (including calculation based scenarios).
Students focus on and explore the properties of water and relate this to chemical
bonding characteristics. They investigate pH and solubility when dealing with
problems of pollution and maintaining water quality. Students are encouraged to
evaluate the environmental impact of human activity in the biosphere and study
the interaction between living things and gases of the atmosphere. They use the
kinetic molecular theory to explain and predict the behaviour of gases.
Unit 1 and 2 Chemistry is a combination of theory and practical classes. It is a
prerequisite for Unit 3 and 4 Chemistry.
CH3: CHEMICAL PATHWAYS
Students are introduced to analytical techniques available to organic and analytical
chemists. These include volumetric, gravimetric and instrumental techniques. They
work to develop and understanding of the chemistry necessary in learning how and
why these techniques work, why some techniques are more appropriate than others and how they can be used in combination. Students expand on their understandings of organic nomenclature and properties of functional groups by investigating organic reaction pathways used in the production of biochemical fuels, biological polymers the role of organic chemicals in the development of medicines.
CH4: CHEMISTRY AT WORK
Students investigate the production of chemicals and energy changes in chemical
reactions that affect a range of products used and depended on in our everyday
lives. Students develop and understanding of factors that affect the rate and yield
of a chemical equilibrium positions and how this relates to optimum conditions in
the industrial production of a selected chemical. Students evaluate energy sources
in terms of renewability and efficiency. They investigate the transformation of
chemical energy to electrical energy by studying galvanic and electrolytic cells.
VCE STUDIES
To undertake units 3 and 4
students must have successfully completed Chemistry
Units 1 and 2 with at least a
C average.
PAGE 49
P
hysics is designed to enhance the scientific
literacy of students in the specialised area of
physics. Scientifically literate physics students
demonstrate interest in and understanding of the
Universe, they engage in debates about the nature of evidence, theories and models and the
value of physics in society.
Physics
PH1: PHYSICS 1 - LIGHT, RADIOACTIVITY & NUCLEAR ENERGY
This unit focuses on Physics as a human endeavour. Observations and ideas about the
physical world related to aspects of energy are organized and explained through the
use of conceptual models. Students will study nuclear physics and radioactivity. They
will describe the sources, uses and effects of nuclear reactions and radioactivity on
living things/ industry/ environment, as well as the applications of radioactivity and
wave phenomena in medical diagnosis and treatment. In their study of electricity, students will develop circuit models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed
through the study of safety mechanisms and the effect of current on humans.
PH2: PHYSICS 2 - MOTION & WAVE LIKE PROPERTIES OF LIGHT
This unit focuses on Physics as a human endeavour. Observations and ideas about the
physical world related to aspects of energy are organized and explained through the
use of conceptual models. In their study of motion, students will describe and explain
movement of particles and bodies in terms of Aristotelian, Galilean and Newtonian
theories. Students will describe and explain the wave model of light, compare it with
the particle model of light and apply it to observed light phenomena. Students will also
study flight and design, carry out and report on a practical investigation into an aspect
of aerospace technology.
Units 1 and 2 Physics are prerequisites for Units 3 and 4 Physics.
PH3: PHYSICS 3 - MOTION, ELECTRONICS & PHOTONICS
This unit focuses on the ideas that underpin much of the technology found in areas such
as communications, engineering, commerce and industry. In this unit, students study
motion in one and two dimensions, where they will use the Newtonian model to describe and explain transport motion and related aspects of safety; and motion in space.
In electronics and photonics, students will compare and explain the operation of electronic and photonic devices and analyse their use in domestic and industrial systems.
NOTE:
To undertake Physics units
3 & 4 it is recommended
that students have successfully completed Physics Units 1 & 2 with at
least a C average.
VCE STUDIES
PH4: PHYSICS 4 - ELECTRIC POWER, LIGHT & MATTER
This unit focuses on the development and limitations of models in explaining physical
phenomena. In this unit, students will consider the interaction of light and matter and
use wave and photon models to explain interactions of light and matter and the quantised energy levels of atoms. They will also study electric power, and explain the operation of electric motors, generators and alternators, and the generation of electric power.
A detailed study is to be chosen in either Unit 3 or Unit 4 from one of six detailed studies:
Einstein’s special relativity, Materials and their use in structures, Further electronics,
Synchrotron and its applications, Photonics, and Sound. The detailed studies provide
examples of innovative technologies used for research and communication.
PAGE 50
P
sychology is the scientific study of
mental processes and behaviour in
humans. Biological, behavioural, cognitive and socio-cultural perspectives
inform the way psychologists approach their research into the human
condition.
To undertake Psychology Units 3 and 4,
students are strongly advised to satisfactorily complete Unit 2 Psychology
with at least a C average.
Psychology
PY1: PSYCHOLOGY 1 INTRODUCTION TO PSYCHOLOGY
PY3: PSYCHOLOGY 3 THE CONSCIOUS SELF
In this unit students are introduced to the development of psychology from its philosophical beginnings
to a scientific study of the human mind and behaviour.
Students explore the scope of psychology, its specialist
disciplines such as neuropsychology, cognitive, social
and human developmental psychology, and its fields
of application. Students consider influences on human
behaviour from biological, behavioural, cognitive and
socio-cultural perspectives. They examine the contribution classic and contemporary studies have made to
the development of different psychological theories
used to predict and explain the human mind, and behaviours associated with particular stages of development over a lifespan.
This unit focuses on the relationship between the
brain and the mind through examining the basis of
consciousness, behaviour, cognition and memory.
Students study the structure and functioning of the
human brain and nervous system, and explore the
nature of consciousness and altered states of consciousness, with a particular focus on sleep. Students
also examine the role of the nervous system in the
process of memory, including theories on why forgetting occurs and strategies to improve memory.
There is also an ongoing study of the scientific method and how it relates to psychological research.
PY2: PSYCHOLOGY 2 - SELF AND OTHERS
This unit focuses on the interrelationship between
learning, the brain and our response to experiences,
and behaviour. The overall quality of functioning of
the brain depends on experience, and its plasticity
means that different kinds of experience change and
configure the brain in different ways. Students investigate learning as a mental process that leads to the
acquisition of knowledge, development of new capacities and changed behaviours. Students also examine
the concepts of mental health and mental illness with
a focus on the role of the nervous system. A detailed
study of one area of mental illness will be undertaken.
This unit focuses on how a person’s attitudes and behaviours affect the way they view themselves and
affect their relationship with others. Understanding
what influences the formation of attitudes of individuals and behaviours of groups can inform and contribute to explanations of individual aggression or altruism, the positive and negative power of peer pressure,
and responses to group behaviour. Differences between individuals can also be ascribed to differences
in intelligence and personality, but conceptions of intelligence and personality and their methods of assessment are contested. Differences between individuals, groups and cultures can be analysed in varied
ways through different psychological perspectives informed by both classic and contemporary theories.
VCE STUDIES
PY4: PSYCHOLOGY 4 BRAIN, BEHAVIOUR & EXPERIENCE
PAGE 51
TECHNOLOGY STUDIES
Product Design &
Technology
Food & Technology
VCE STUDIES
PAGE 52
P
roduct Design and Technology students assume the role of a de-
signer-maker (textiles designer/jewellery designer). The design process is the central component of this study. The design process involves identification of a real need that is then articulated in a design
brief. The need is investigated and informed by research to aid the
development of solutions leading to functional end products. Development of these solutions engages students in creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, and evaluation. Throughout the process
students acquire and apply knowledge of factors that influence design
and address the design factors relevant to their design situation. Increasingly, the importance of environmental sustainability is having
an impact on product design and development. Students will be required to consider their use of materials and production processes
from a sustainable viewpoint.
Product Design & Technology
There is a fee associated with this course of approximately $100.00 a year. Students will also be
required to purchase some materials. **
PDT1: PRODUCT DESIGN & TECHNOLOGY 1
PRODUCT RE-DESIGN & SUSTAINABILITY
PDT3: PRODUCT DESIGN & TECHNOLOGY 3
APPLYING THE PRODUCT DESIGN PROCESS
Unit 1 focuses on the modification and improvement of a
product’s design with consideration of materials used and
issues of sustainability. Knowledge of the source, origin, and
processing of materials is essential in product design. Many
products in use today have been redesigned to suit changing
needs and demands. Students undertaking this unit will redesign a product by improving aspects of the product’s aesthetics, functionality or quality. Methods and processes used
by designers are investigated and students learn production
techniques relevant to the production of their individual
product. The completed product is compared with the original design ensuring that some aspect of the product’s sustainability has been improved.
Unit 3 focuses on working as a designer with an individual
client or end user. Students will investigate a client’s and/or
end-users need, prepare a design brief, devise evaluation
criteria, research and develop design options. They will examine appropriate techniques for recording data, information, visualisation of ideas, design options and working
drawings and obtaining client and/or end-user feedback.
Students will use creative and critical design thinking techniques throughout the product design process. Students will
develop criteria for the design options and a decision matrix
to determine the preferred option. They will plan for their
production, including: material testing/trials and selection;
selecting suitable production processes, their sequence and
a timeline; risk assessment; and quality measures.
PDT2: PRODUCT DESIGN & TECHNOLOGY 2
COLLABORATIVE DESIGN
Unit 2 focuses on team work or collaborative design. Team
work encourages communication between students and mirrors professional design practice where designers often work
within a team to develop solutions to design problems. Students work as a member of a team to design a product range
or a group product with component parts. Inspiration for the
collaborative design will be inspired by historical and/or cultural design movements or styles.
VCE STUDIES
PDT4: PRODUCT DESIGN & TECHNOLOGY 4
PRODUCT DEVELOPMENT & EVALUATION
Unit 4 focuses on students producing the product they have
designed for their client and/or end user. They learn that
evaluations need to be made at various points when designing and producing a product. In the role as a designer, students judge the suitability of design ideas and options referring to the design brief and evaluation criteria in collaboration with their client and/or an end-user. They also look at
design in a broader commercial context by conducting comparisons between similar products that help them to judge
the success of products. Using appropriate materials, tools,
equipment, machines and processes students apply their
skills to complete the product. The completed product and
production are evaluated by the designer and client and any
areas for improvement are established.
PAGE 53
F
ood and Technology is designed to give a
greater understanding of food as a commodity and knowledge of food preparation and
production from a small-scale perspective to
mass production in industry. Students will
develop skills in planning, preparation and
evaluation of food products
Food & Technology
There is a fee associated with this course of approximately $120.00 a year. Students will also be required to purchase
some materials. **
FT1: PROPERTIES OF FOOD
In this unit students study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and apply these practices, along with working safely when using tools and equipment, in the preparation of food to produce quality outcomes. Students study the physical,
sensory, chemical and functional properties of key foods and their impact
on food preparation, storage and presentation, and apply this knowledge
for optimal results, including through the design process. They also investigate quality and ethical considerations in food selection.
FT2: PLANNING & PREPERATION OF FOOD
This unit will enable students to investigate optimising food properties,
through exploring best preparation and processing methods, tools and
equipment, and prepare foods for a range of contexts, and explore environmental considerations when planning and preparing meals.
FT3: FOOD PREPARATION, PROCESSING AND FOOD
CONTROLS
In this unit students develop an understanding of food safety in Australia,
including the relevant authorities and their regulations. They analyse key
foods, and the functional properties of the natural food components within,
and apply these in food preparation, processing and preservation. Students
will also create a design plan based on a design brief they write, to implement in Unit 4.
FT4: FOOD PRODUCT DEVELOPMENT AND EMERGING
TRENDS
In this unit students work independently to implement their design plan
from unit 3, and evaluate their planning, processes and product. As well
they investigate and analyse driving forces related to food product development, including issues that underpin emerging trends in this area, along
with food packaging, packaging systems and marketing.
VCE STUDIES
PAGE 54
HUMANITIES
Accounting
Business Management
Twentieth Century
History Units 1&2
History Revolutions Units
3&4
Australian and Global
Politics
Legal Studies
Philosophy
VCE STUDIES
PAGE 55
A
ccounting plays an integral role in
the successful operation and management of a small business. This study focuses on the financial recording, reporting and decision-making processes
of a small business.
Accounting
AC1: ACCOUNTING 1
ESTABLISHING AND OPERATING A SERVICE BUSINESS
This unit focuses on the establishment of a small service business, recording and reporting on the cash basis. It introduces the processes of gathering, recording, reporting and analysing financial data and information
used by internal and external users. Students complete tasks using both
manual and ICT methods.
AC2: ACCOUNTING 2
ACCOUNTING FOR A TRADING BUSINESS
This unit focuses on the establishment of a small service business, recording and reporting on the cash basis. It introduces the processes of gathering, recording, reporting and analysing financial data and information
used by internal and external users. Students complete tasks using both
manual and ICT methods.
AC3: ACCOUNTING 3
RECORDING AND REPORTING FOR A TRADING BUSINESS
This unit focuses on financial accounting for a single activity trading business operating as a sole trader. It uses the double entry system using the
accrual basis of accounting and will emphasise the role of accounting as an
information system. The perpetual method of stock recording is used.
AC4: ACCOUNTING 4 CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE
This unit provides an extension of the recording and reporting processes
from Unit 3 and the use of financial and non-financial information, including budgeting, in assisting management in the decision-making process.
Students evaluate the information prepared and analyse the results to suggest strategies to the owner.
VCE STUDIES
PAGE 56
B
usiness Management exam-
ines the ways in which people at
a variety of levels within a business organisation manage resources to achieve the objectives
of the organisation. Students develop an understanding of the
challenges, complexity and rewards that come from business
management and gain insight
into the various ways resources
can be managed in small, medium and large-scale organisations.
Business Management
BM1: BUSINESS MANAGEMENT 1
SMALL BUSINESS MANAGEMENT
This unit focuses on the small business sector. The unit provides students
with the opportunity to explore the operations of a small business and its
likelihood of success.
BM2: BUSINESS MANAGEMENT 2
MANAGEMENT IN ACTION
This unit focuses on the importance of effective communication in achieving business objectives. It includes communication both internally and externally. Special attention is given to both marketing and public relations.
BM3: BUSINESS MANAGEMENT 3 CORPORATE MANAGEMENT
In this unit, students investigate how large-scale organisations operate.
Students examine the context in which they conduct their business, focus
on aspects of their internal environment and then look at the operations
management function.
BM4: BUSINESS MANAGEMENT 4
HUMAN RESOURCE AND OPERATIONS MANAGEMENT
This unit continues the examination of corporate management. It commences with a focus on the human resources function. Students learn
about the key aspects of this function and strategies used to most effectively manage human resources. The unit concludes with analysis of the
management of change.
VCE STUDIES
PAGE 57
Twentieth Century History
HI1: TWENTIETH CENTURY HISTORY (1900-1945)
The first half of the twentieth century was a period of significant
change. Old certainties were replaced by new uncertainties. Societies and individuals were in a state of flux and all that seemed
guaranteed was increased change. Throughout this period new
forms of economic and political organisation and cultural expression reflecting different responses to these changes emerged. This
unit considers the way in which Western societies responded to
these changes, how they affected everyday life, and the development of domestic and international crises.
HI2: TWENTIETH CENTURY HISTORY (SINCE 1945)
Melbourne Girls’ College
This Unit provides the opportunity to investigate major themes
and principal events of post-war history: the Cold War, the Vietnam War, the emergence of social movements such as the Black
Civil Rights movement and peace movements, the collapse of the
Soviet bloc, the end of the apartheid and the development of organisations such as the European Union, North American Free
Trade (NAFTA) and the General Agreement on Tariffs and Trade
(GATT).
History (Revolutions)
HR3: HISTORY 3 - REVOLUTIONS
This Unit examines a revolution from its deliberate attempt to
break with the past by its destruction of the old order, through to
its program of radical transformation in an attempt to establish a
new order. In Unit 3 the Russian Revolution is the focus of study
and it entails an examination of Russian Society from 1905 to
1924.
HR4: HISTORY 4 - REVOLUTIONS
This Unit examines a revolution from its deliberate attempt to
break with the past by its destruction of the old order, through to
its program of radical transformation in an attempt to establish a
new order. In Unit 4 the Chinese Revolution is the focus of study
and it entails an examination of Chinese Society from 1898 to
1976.
VCE STUDIES
PAGE 58
I
n the twenty-first century, decisions and actions
by governments, groups and individuals are increasingly global in their impact. International politics will enable students to understand and
reflect on contemporary national and international
political issues, problems and events and the forces that shape them.
Australian & Global Politics
AUSTRALIAN & GLOBAL POLITICS UNITS 1&2
AP1: THE NATIONAL CITIZEN
In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political
ideology and values and political involvement. They examine the features of democracy and factors that may undermine it. The focus is on
contemporary Australia but comparisons are made with various economic and political systems operating in other countries.
AP2: THE GLOBAL CITIZEN
This unit focuses on the contemporary international community. Students reflect upon their place within this community and the debate
over the existence of the ‘global citizen’. They explore the increasing
interconnectedness of the world by following social, economic, political
and technological ‘threads’. They consider the extent to which a global
community exists and ways it may cooperate in response to issues of
conflict and instability.
GLOBAL POLITICS UNITS 3&4
GP3: GLOBAL ACTORS
In this unit students investigate the key global actors (state & non-state)
in the twenty-first century: their aims, roles and power. They develop an
understanding of the concepts of national interest and power and examine the way in which one Asia-Pacific state uses power within the
region to achieve its objectives. The term ‘non-state actors’ covers a
range: NGOs such as Amnesty International and Greenpeace; organised
religions; terrorist movements and organised crime syndicates.
GP4: GLOBAL CHALLENGES
In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse
the debates surrounding two ethical issues and the effectiveness of international responses to these issues. Students also explore the context
and causes of significant global crises and consider the challenges to
solving them. This unit is concerned with contemporary issues and
events.
VCE STUDIES
PAGE 59
T
his study is about the way the law
relates to and serves both individuals and
the community. It focuses on developing an
understanding of the way in which law is
generated, structured and operates in
Australia.
Legal Studies
LS1: CRIMINAL LAW AND JUSTICE
This unit introduces sources of law, the need for law, the nature of criminal law and the role of law enforcement agencies.
LS2: CIVIL LAW AND THE LAW IN FOCUS
This unit explores legal issues relating to the law in society. In particular
it focuses on the factors involved in the determination of legal issues.
This unit also covers civil law and alternative dispute resolution methods.
LS3: LAW MAKING
The purpose of this unit is to enable students to develop an understanding
of the institution that determine laws and the processes by which laws are
made.
LS4: DISPUTE RESOLUTION
The purpose of this unit is to enable students to develop an understanding
of the function of the courts, tribunals and alternative dispute resolution
methods.
VCE STUDIES
PAGE 60
T
he word philosophy means love of wis-
dom. This study introduces the critical methods of argument and analysis that have been
developed by philosophers in response to
such central questions as “What is
knowledge?” or “What is existence?” It will
involve the use of techniques of reasoning,
logic and argument in the development of
responses to the questions of philosophy as
they relate to life and participation in contemporary society.
Philosophy
PL1: INTRODUCTION TO PHILOSOPHICAL INQUIRY
This unit is about learning to think philosophically and the value of philosophy in our lives. Students will engage in philosophical inquiry through
guided investigation of three key areas of philosophy: ethics, epistemology
and metaphysics. The emphasis in the exploration of these three fields is
on the various methods of philosophical inquiry.
PL2: PHILOSOPHICAL ISSUES IN PRACTICE
This unit explores a range of problems in applied philosophy and involves
formulating and defending philosophical positions in relation to practical
issues. The examination of examples of philosophical thought in both
contemporary and historical texts is also undertaken.
PL3: PHILOSOPHY 3 - THE GOOD LIFE
This unit explores ideas concerning the nature of the good life as developed
by ancient and modern philosophers, and compares them with notions
found in traditions such as Buddhist, Christian, and Indigenous, Islamic or
modern materialism. Particular areas of study will be ancient Greek and
nineteenth and twentieth century conceptions of the good life.
PL4: PHILOSOPHY 4 - MIND AND KNOWLEDGE
This unit explores two areas of contemporary philosophical debate. The
first considers the metaphysical question, What is the mind? It looks at
different notions of the soul and the mind, and at views that deny the existence of anything that does not conform to the laws of physics. The second
considers the epistemological question; does science provide us with
knowledge or merely with dogmatic belief? It looks at the various ways in
which knowledge has been conceptualised.
VCE STUDIES
PAGE 61
LANGUAGES
French
Chinese (1st Language)
Chinese
(2nd Language)
Chinese
(2nd Language)
Advanced
VCE STUDIES
PAGE 62
S
tudying a language enables students to better
understand the world and communicate with people
from other cultures. Knowledge of a Language can
provide students with enhanced career opportunities in many fields, including tourism, journalism,
international trade, diplomacy and interpreting. Preference is often given to job applicants who have
studied a language, even if that language is not directly relevant to the position.
French (FR)
Chinese - Second Language (CSL)
Chinese - Second Language Advanced (CSLA)
Chinese - First Language (CFS)
Languages
COURSE OUTLINES
All language courses comprise a variety of topics that fit
in to 3 broad themes: The Individual, Chinese/FrenchSpeaking Communities, and The Changing World. These
topics are the vehicle through which students demonstrate their mastery of text-types (including letters and
emails, diary entries, speeches, articles, reports, short
stories) and kinds of writing (personal, informative, persuasive, evaluative and imaginative). Students continue
to extend their vocabulary and strengthen their grammar by undertaking tasks focusing on listening, reading,
writing and speaking.
FRENCH, CHINESE (SECOND LANGUAGE)
French and the Second Language level of Chinese are designed for
students who will, typically, have studied the language for at least
200 hours prior to the commencement of Unit 1. It is possible, however, that some students with less formal experience will also be
able to meet the requirements successfully. Students must undertake Unit 3 prior to undertaking Unit 4. Entry into the second language level of Chinese is governed by eligibility criteria. See the
Learning Area Manager or the Dean of Year 12 for further information.
http://www.vcaa.vic.edu.au/vce/studies/lote/lotelistindex.html
CHINESE (SECOND LANGUAGE ADVANCED)
The Second Language Advanced level of Chinese is designed for students with some experience in an education system where Chinese
is the medium of instruction. Students must undertake Unit 3 prior
to undertaking Unit 4. Entry is governed by eligibility criteria. See
the Learning Area Manager or the Dean of Year 12 for further information.
CHINESE (FIRST LANGUAGE)
The First Language level of Chinese is designed for students who
will, typically, have spent some time as a resident and/or have had
significant experience of studying the language in a country in
which that language is a major language of communication. Students must undertake Unit 3 prior to undertaking Unit 4. Entry is
governed by eligibility criteria. See the Learning Area Manager or
the Dean of Year 12 for further information.
VCE STUDIES
PAGE 63
HEALTH & PHYSICAL
EDUCATION
Outdoor &
Environmental Studies
Units 3&4
Physical Education
Health & Human
Development
VCE STUDIES
PAGE 64
T
hrough the study of VCE Health and
Health and Human Development on the VCAA
website:
Human Development, students investigate health and human development in
local, Australian and global communities.
http://www.vcaa.vic.edu.au/
vce/studies/healthnhuman/
healthumindex.html
Health & Human Development
HEALTH & HUMAN DEVELOPMENT UNITS 1&2
HEALTH & DEVELOPMENT UNITS 3&4
UNIT 1
UNIT 3: AUSTRALIA’S HEALTH
Unit 1 is the study of the Health and Development of Australian Youths. Questions are raised in regard to what it means
to be healthy and how do we measure health? What determines a youth’s health and outlines some risk factors and
protective factors surrounding a youth’s health and development. The understanding of the Nutritional value of food and
the major health issues faced by Australian Youths are discussed and analysed in detail. Skills developed include the
understanding of graphs and statistics, the study of health
organisations, analytical case studies and evaluating information. Assessment tasks are based on structured answer
and research skills.
In unit 3, students examine the health status of Australians
and how it can be measured and improved. The National
Health Priority Areas (NHPAs) initiative provides a national
approach that aims to improve health status in the areas
that contribute most of the burden of disease in Australia.
Regardless of how health is measured, health is not shared
equally by all Australians. Students examine the different
levels of health that is experienced by various groups,
which can be attributed to the determinants of health, including the physical environment, biological, behavioural
and social. The role of the Australian government in our
health system is studied, looking at Medicare, Private
Health Insurance and the values that underpin our system.
The course also covers the role of Non-Government organisations in the implementation of a range of initiatives designed to promote health in Australia.
UNIT 2
Unit 2 is the study of Health and Development of Childhood
and Adulthood, as well as looking at the Australian Health
system. Many determinants affecting a person’s health and
development are studied in detail. Students experience the
role of caring for a neonate, virtual baby, over a 48 hour period. These computerised babies are used as a major study
tool when evaluating the development of children. Throughout this unit the students develop their analytical skills and
continue to build on the fundamentals behind factors that
impact our health throughout the life span.
** Unit 1&2 Health and Human Development is an excellent
introductory to Units 3 and 4 Health and Human Development. The four Units complement each other, leading to
careers in the health sciences: including nursing, medicine,
psychology, social work and childcare.
** Unit 3&4 VCE Health and Human Development enable
students to understand the current ideologies of health
and human development in contemporary society. Students critically evaluate the health and development of
the individual across the lifespan in the context of both
Australia’s and global health and human development.
VCE STUDIES
UNIT 4: GLOBAL HEALTH & HUMAN
DEVELOPMENT
This unit takes a global perspective on achieving sustainable improvements in health and human development. In
the context of this unit human development is about creating an environment in which people can develop to their
full potential and lead productive, creative lives in accord
with their needs and interests. It is about expanding people’s choices and enhancing capabilities (the range of
things people can be and do), having access to knowledge,
health and a decent standard of living, and participating in
the life of their community and decisions affecting their
lives. Students study the Millennium Development Goals
and assess the success of these in reducing world poverty,
reducing global burdens of disease and promoting human
development. The role AusAID and Non-Government organisations play in reducing poverty and improving sustainable human development in developing countries. Students
will analyse Australian aid programs aimed at assisting developing countries to achieve the Millennium Development
Goals.
PAGE 65
Outdoor & Environmental Studies
Due to the highly practical nature of this subject, there is a $340.00 (approximate only) levy per
semester associated with it to cover transport and camp fees.
OE3: OUTDOOR AND ENVIRONMENTAL STUDIES 3
In units 3 and 4, concepts related to the ecological, historical and social contexts of the relationships between Australians and the outdoor
environment are investigated. Strategies for the sustainable use and
management of outdoor environments are explored. Students will
study how healthy outdoor environments can be maintained both
now and in the future with the competing interests of various groups.
Students experience a variety of outdoor environments as a basis for
their comparisons.
There are 2 outcomes per Unit of work including:

Explain and evaluate how relationships with Australian outdoor
environments have changed over time.

Analyse and evaluate the factors that influence contemporary societal relationships with outdoor environments.
OE4: OUTDOOR AND ENVIRONMENTAL STUDIES 4
There are 2 outcomes per Unit of work including:

Evaluate the contemporary state of Australian outdoor environments and analyse the importance of healthy outdoor environments and sustainability for individuals and society.

Analyse conflicts of interest over the use of outdoor environments
and evaluate practices and strategies for sustaining outdoor environments.
Outdoor and Environmental Studies on the VCAA website:
http://www.vcaa.vic.edu.au/vce/studies/outdoor/
outdoorindex.html
VCE STUDIES
PAGE 66
Physical Education
Units 3&4
Physical Education
Units 1&2
UNIT 1: BODIES IN MOTION
In this unit students explore how the body systems
work together to produce movement and analyse
this motion using biomechanical principles.
Topics covered include:
 The Skeletal and Muscular System
 The Cardio-respiratory Systems
 The Energy Systems
 Biomechanics
 Injury Prevention and Rehabilitation
Practical Activities include:
 Fitness Assessments
 Assessing Heart Rate and Blood Pressure
 Projectile Motion
 Filming Biomechanics
 Injury Rehabilitation Techniques
UNIT 3: PHYSICAL ACTIVITY PARTICIPATION & PHYSIOLOGICAL PERFORMANCE
This unit looks at the following topics

National Physical Activity Guidelines

Ways to measure physical activity

Ways to promote physical activity

Acute responses to exercise

Energy systems

Fatigue mechanisms
UNIT 2: SPORTS COACHING & PHYSICALLY
ACTIVE LIFESTYLES
This unit explores a range of coaching practices and
their contribution to effective coaching and improved
performance of an athlete.
Topics covered include:
 Motor skills and learning styles
 Types of Physical Activity
 Guidelines to Physical Activity
 Decision Making in Sport
Practical Activities include:
 Tabloid Sports
 Lifestyle Physical Activities
 Alternative Sports for Physical Activity
 Game Sense Teaching
**Unit 1 and 2 Physical Education are an excellent
introduction to many concepts that are covered in
Units 3 and 4 Physical Education.
VCE STUDIES
UNIT 4: ENHANCING PERFORMANCE
This unit looks at the following topics

Training programs

Chronic training adaptations

How we can enhance performance

Drugs in sport
Physical Education Units 3 and 4 is a combination of
practical and theory classes and is suitable for students who like to apply theory to practical situations.
PAGE 67
VET STUDIES
COURSE OUTLINES
PAGE 68
VET
Vocational Education & Training
SO WHAT IS VET?
Vocational Education and Training programs are designed
to help students make the transition to further education
or training, work, or a blend of both training and work.
WHY CHOOSE A VET PROGRAM?
To increase the options available for students to participate
in vocational education and training during their secondary
schooling.
To enhance both employment and education for young
people by developing partnerships between schools and
employers.
To provide students with the option of undertaking a broad
range of studies to meet their individual needs.
To respond to the needs of industry by providing young
people with a greater range of more relevant skills.
VCE VET STUDIES
VCE VET programs provide the opportunity to undertake
entry level TAFE training within the VCE. On completion,
students will have obtained their VCE and a Vocational Educational and Training certificate, which will allow them to
either move on to further education and training or to seek
employment. These programs broaden post-school options
CERTIFICATE II IN HOSPITALITY
(dual program)
available to Year 10 & 11 students
Course Aims
The dual program provides an incredible opportunity for
students to undertake two qualifications simultaneously.
It provides participants with an overview of the hospitality
industry as well as necessary training and skill development for the achievement of competence in both
•
Food Preparation
•
Food and Beverage Service
Upon Completion, students will have expanded pathway
choices into Kitchen Operations (Back of House) or Hospitality (Front of House) streams.
Contribution to VCE
VCE: This program provides for four units at the VCE VET
level. Two units are at the Unit1-2 level and two units are
at the 3-4 level.
ATAR - study score available in this program.
Work Placement is a compulsory part of this course.
Melbourne Girls’ College offers students the opportunity
to take VET Hospitality on site in our VET kitchen for
units 1 & 2 level.
VET STUDIES
with workplace and training experiences, which enhance
student readiness for further training and employment.
VCE VET programs are fully recognised within the Unit 1-4
structure of the VCE and therefore may contribute towards
satisfactory completion of VCE. VCE VET units have equal
status with other VCE studies. Some VCE VET units are
scored and thus can be included in the student’s primary
four subjects in their ATAR calculation. Non-scored units at
Units 3 and 4 are calculated as 10% of the average scaled
score of the primary four VCE studies so long as the student undertakes 4 other VCE subjects – otherwise a study
score cannot be obtained.
PROGRAM DELIVERY AND COSTS
VET courses are normally delivered on Wednesday afternoons from 1:45pm until approximately 5.45 pm by fully
qualified Workplace Trainers and Assessors. The courses
are delivered at a range of venues including industry locations, secondary schools and TAFE institutes around the
Melbourne metropolitan region. There is a delivery cost
associated with VET courses that will be announced in
Term 4 of each year. This year the costs were approximately $250.00 - $2,000.00 per year for each course but may
vary depending upon Government subsidy allocations.
CERTIFICATE III IN COMMUNITY SERVICE CHILDCARE
available to Year 10 & 11 students
Course Aims
This program provides entry-level training for prospective
applicants who may enter a wide variety of careers in the
highly diverse area of Community Services. Further studies and careers are available in fields such as: Nursing,
Disability Studies, Youth Work, Occupational Therapy,
Psychology, Aged Care, Child Protection, and Children’s
Services.
Students will have the opportunity to select from two
streams:
 Community Work
 Children’s Services
Contribution to VCE
VCE: On completion students are eligible for up to five
VCE VET units. Three of the units are at the unit 1-2 level
and two are at the Unit 3-4 level.
ATAR - study score is available for this program.
Work Placement is a compulsory part of this course.
PAGE 69
OPPORTUNITIES
Other VET Programs available
to Year 11 students include:

Certificate II/III in Acting

Certificate III in Allied Health Assistance

Certificate II in Applied Fashion & Technology

Certificate II in Automotive Studies

Certificate II in Business

Certificate II in Creative Industries
(Broadcasting or Media focus)

Certificate II in Dance

Certificate II in Engineering Studies

Certificate III in Events

Certificate III in Fitness

Certificate II in Furniture Making

Certificate II in Hairdressing

Certificate IV in Interior Decoration (partial completion)

Certificate IV in Justice (partial completion)

Certificate III in Laboratory Skills

Certificate III Media

Certificate III in Music

Certificate II in Outdoor Recreation

Certificate II in Retail Makeup & Skin Care

Certificate III in Sport & Recreation

Certificate III in Technical Production

Certificate II/III Tourism
VET STUDIES
Please visit the
Careers Office for
more information on
these VET programs.
NOTE: The availability of
these VET programs is dependent on student numbers, cost and location,
which are all determined by
The Inner Melbourne VET
Cluster (IMVC). This information is confirmed in Term
4 each year. Students will be
notified if any of the programs are no longer available. The list on the left is current at the time of publishing
but is subject to change.
PAGE 70
PATHWAYS
&
CAREERS
PAGE 71
VCE STUDY DESIGNS
For more detailed study designs visit
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
IMPORTANT CAREERS NOTES
Students should ensure that their Senior School program fulfils
their entrance requirements for any tertiary course that they are
contemplating. More information on these is available from the
Careers Room, VTAC Website, VICTER (Victorian Tertiary Entrance Requirements) handbook which list all tertiary entrance
requirements for students in Years 10-12 http://
www.vtac.edu.au/ and handbooks from Tertiary Institutions.
Most tertiary institutions have an Internet site where students
can source further information.
Students are encouraged to re-visit their Careers FastTrack
Portfolio (from Year 10) to assist them with their subject selection.
It is also important that students read the weekly Careers Newsletter that is distributed via email to keep up to date with all the
current news and requirements.
PATHWAYS & CAREERS
PAGE 72
WHAT IS A VCE PATHWAY?
Each ‘Pathway” is not a pre-set combination of units, but rather a suggest package. You should use the Pathways section to help you in construction your own
VCE program, which you should do in
discussion with your Parents, Teachers
and Career Advisers (tutors) and by reading a variety of literature such as the
Tertiary Entrance Requirements Booklet
or its equivalent as a Newspaper Supplement, The Job Guide, Tertiary Institutions’ Websites or their Course Guides,
Career
Pamphlets
or
visiting
www.myfuture.edu.au or the VTAC web-
Melbourne Girls’ College
site’s course link program available at
www.vtac.edu.au
You do not have to choose one of the
following Pathways, and you can mix and
match different Pathways, but we hope
they will be of assistance. Remember you
are not locked into your choices and can
readily change units at mid-year during
Year 11. Where plans need radical a
change of focus before starting Year 12
may be possible but you must consider
tertiary course pre-requisites!!!
Why do we have pathways?
To help you and your Parents see the connections between VCE and Tertiary study.
To provide coherence to your program of studies.
To provide purpose, focus and direction to your program of studies.
To give a clear career focus to VCE for you and your Teachers.
HOW DO I USE THE PATHWAYS?
First let me remind you to check the very latest information about the prerequisites for the courses and careers that you are currently interested in pursuing when you leave school. A publication called the “Victorian Tertiary Entrance
Requirements” (VICTER) is produced each July by Victorian Tertiary Admissions
Centre (VTAC). This lists the pre-requisites subjects that current year 10 students
should study in their VCE if they wish to apply for university or TAFE after Year 12.
This publication can be accessed on the VTAC website www.vtac.edu.au
TAFE course information is also available at http://www.education.vic.gov.au/
victorianskillsgateway/Pages/home.aspx
All Year 10 students are supplied with a newspaper supplement containing the
relevant pre-requisite information when it is released in July. Pre-requisites cannot be avoided. They are set in stone. If you do not complete the relevant prerequisite(s), it doesn’t matter what your final ATAR score might be; you will not
be considered for the course. Let me also remind you to KEEP YOUR OPTIONS
OPEN and ensure that, if you do change your mind later, you still have a chance
to meet the pre-requisites of most courses. For those with no idea of the direction
they wish to pursue “keeping your options open” is even more vital!
HOW DO I KEEP “MY OPTIONS” OPEN?
The greatest restriction to Tertiary
course entry is because of maths prerequisites. Therefore taking the Maths
subject which best suits your capacity
is a very wise starting point. This may
mean Maths Methods or General
Maths Further. It may also mean you
choose to do no maths but you need to
check very carefully the implications of
such a VCE course. For example failure
to do any unit 1 & 2 maths means all
teaching (Education) programs at University (Undergraduate Level) are no
longer available. Similarly certain sciPATHWAYS & CAREERS
ence subjects are demanded for a
range of Health related specialisations.
Chemistry is probably the one science
subject that keeps more doors open
than any other. Of course if you already know the health area is not for
you or chemistry is of little interest,
there is no point in selecting it.
Do I have some ability in the units I
wish to pursue?
Think about your results in similar subjects at Year 9 & 10!!
Do I enjoy that field of work that these
units would lead me to?
Think about Work Experience, your own
observations of the workplace and people you (or your Parents) know in that
career.
How does each of these units relate to
my current career intention?
Think about past experiences in each
study, or ask a Teacher!!
Have I kept my options open to make
a change later, if necessary?
Read the section above again!!
PAGE 73
Engineering/Computing
1
2
3
4
5
6
Sem 1
English 1
Maths
Methods 1
General
Maths S1
Physics 1
Chemistry 1
Product Design
& Tech 1&2
Sem 2
English 2
Maths
Methods 2
General
Maths S2
Physics 2
Chemistry 2
Product Design
& Tech 1&2
Sem 1
English 3 or
EAL
Maths
Methods 3
Specialist
Maths 3
Physics 3
Chemistry 3/
Product Design &
Tech
Private Study
Sem 2
English 4 or
EAL
Maths
Methods 4
Specialist
Maths 4
Physics 4
Chemistry 4/
Product Design &
Private Study
YEAR 11
VCE
PATHWAYS
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
UNIVERSITY
Limited opportunities exist for
students seeking employment
direct from VCE.
See a Careers Adviser for details.
Diplomas Certificates in:
Engineering
Aerospace
Systems/Civil
Computer Systems
Electrical/Electronics
Mechanical/Manufacturing
Applied Science
Courses at various institutions
in Engineering, Environmental
Health Science & Science related courses, Science & Maths
Education, Medicine, Double
Degree courses
Science
1
2
3
4
5
6
Sem 1
English 1
Maths
Methods 1
General
Maths S1
Physics 1 or
Biology 1
Chemistry 1
Other
Sem 2
English 2
Maths
Methods 2
General
Maths S2
Physics 2 or
Biology 2
Chemistry 2
Other
Sem 1
English 3 or
EAL 3
Maths
Methods 3
Specialist
Maths 3 or
Physics 3 or
Biology 3
Chemistry 3
Other
Sem 2
English 4 or
EAL 4
Maths
Methods 4
Specialist
Maths 4 or
Physics 4 or
Biology 4
Chemistry 4
Other
YEAR 11
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
UNIVERSITY
Limited opportunities exist for
students seeking employment
direct from VCE.
Diplomas & Certificates in:
Engineering, Computer, Systems/Civil, Electrical/
Electronics, Mechanical/
Manufacturing, Applied Science, Social Science
Courses at various institutions
in Optometry, Physiotherapy,
Forest Science, Biochemistry,
Environmental Health, Science
& Applied Science, Science &
Maths Education, Medicine,
Double Degree courses
Biomedical Science
See a Careers Adviser for details.
PATHWAYS & CAREERS
PAGE 74
Environmental Science
1
2
3
Sem 1
English 1
Maths
Methods 1
Gen Ma S1
or Other
Biology 1 Chemistry 1 Other study
Sem 2
English 2
Maths
Methods 2
Gen Ma S2
or Other
Biology 2 Chemistry 2 Other study
Sem 1
English 3
or EAL
Maths
Methods 3
Other
Biology 3 Chemistry 3
Private
Study
Sem 2
English 4
or EAL
Maths
Methods 4
Other
Biology 4 Chemistry 4
Private
Study
YEAR 11
PATHWAYS
YEAR 12
5
6
This program may lead to:
TAFE
EMPLOYMENT
Limited opportunities exist for
students seeking employment
direct from VCE.
See a Careers Adviser for details.
UNIVERSITY
Diplomas Certificates in:
Applied Science
Courses at various institutions in
Agribusiness, Agricultural
Environmental Health
Science & Science related courses
Education
Medicine
Double Degree courses
Horticulture
Farming
Accounting/Business/Commerce
Sem 1
VCE
4
1
2
3
4
5
6
English 1
Maths
Methods 1
Gen Ma S1
Account 1
Bus Mgt 1
Language or
VET I.T.
Maths
Methods 2
Gen Ma S2
Account 2
Bus Mgt 2
Language or
VET I.T.
English 3 or
EAL 3
Maths
Methods 3
Spe Maths 3
Account 3
Bus Mgt 3
Private Study
English 4 or
EAL 4
Maths
Methods 4
Sp Maths 4
Legal St 4
Account 4
Bus Mgt 4
Private Study
YEAR 11
Sem 2
Sem 1
YEAR 12
Sem 2
English 2
Legal St 1
Legal St 1
Legal St 3
This program may lead to:
EMPLOYMENT
Limited opportunities exist for
students seeking employment
direct from VCE.
See a Careers Adviser for details.
PATHWAYS & CAREERS
TAFE
UNIVERSITY
Diplomas & Certificates in:
Accounting
Office Administration
Business (Accounting)
Information Technology
Marketing
Courses at various institutions
in Accounting, Business & Business Systems, Finance & Marketing, Management, Information Technology, Commerce,
International Trade, Education,
Retail, Hotel Management
PAGE 75
Human Services
1
2
3
4
5
Sem 1
English 1
General
Methods F1
Health &
Human
Dev. 1
Biology 1
Chem 1
Sem 2
English 2
General
Methods F2
Health &
Human
Dev. 2
Biology 2
Sem 1
English 3
or EAL
Further
Maths 3
Health &
Human
Dev. 3
Biology 3
Pysical Education 3 or VET
Or Psych 3
Comm. Services
(Childcare)
Sem 2
English 4
or EAL
Further
Maths 4
Health &
Human
Dev. 4
Biology 4
Chem 4 or
Psych 4
VCE
PATHWAYS
YEAR 11
YEAR 12
6
Pysical Education 1 or VET
Or Psych 1
Comm. Services
(Childcare)
Chem 2
Pysical Education 2 or VET
Or Psych 2
Comm. Services
(Childcare)
Chem 3
Pysical Education 14or VET
Comm. Services
(Childcare)
This program may lead to:
EMPLOYMENT
TAFE
UNIVERSITY
Limited opportunities exist
for students seeking employment direct from VCE.
See a Careers Adviser for
details.
Health Sciences
Social & Community Service
Occupational Studies
Resource Management
Hospitality Studies
Residential & Community Services
Courses at various institutions in:
Childcare
Chiropractic & Occupational Therapy
Nursing &Paramedics
Physiotherapy & Human Movement
Physical Education
Hospitality Studies & Midwifery
Teaching
Welfare
Psychology
Recreation, Arts
PATHWAYS & CAREERS
PAGE 76
Travel/Tourism
1
2
3
4
5
6
Sem 1
English 1
Ma Meth 1
or Gen Ma 1
Language or
other unit
Acc 1
Business Mgt
1
Other unit
Sem 2
English 2
Ma Meth 2
or Gen Ma 2
Language or
other unit
Acc 2
Business Mgt
2
Other unit
Sem 1
English 3 or
EAL
Ma Meth 3
or Further
Math 3
Language or
other unit
Acc 3
Business Mgt
3
Other unit
Sem 2
English 4 or
EAL
Ma Meth 4
or Further
Mather 4
Language or
other unit
Acc 4
Business Mgt
4
Other unit
YEAR 11
VCE
PATHWAYS
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
UNIVERSITY
Limited opportunities exist
for students seeking employment direct from VCE.
See a Careers Adviser for
details.
Diplomas
Certificates in:
Travel & Tourism, Social &
Community Services, Human &
Social Sciences, Marketing
Courses at various institutions in
Arts/Humanities, Social Science/Social
Work, Family Studies, Hotel Management, Public Relations\Marketing,
Travel & Tourism, Journalism
Visual & Performing Arts
1
2
3
4
5
6
Sem 1
English 1
Studio Arts
or Drama 1
Media or
Music 1
VCD 1 or
any other
Other Unit
VET Broadcasting
VET Multimedia
Maths
Science or
Technology
Sem 2
English 2
Studio Arts
or Drama 2
Media or
Music 1
VCD 2 or
any other
Other Unit
e.g. Literature
Maths
Science or
Sem 1
English 3 or
EAL 3
Studio Arts
or Drama 3
Media or
Music 1
VCD 3 or
any other
Other Unit
e.g. Literature
Maths
Science or
Technology
Sem 2
English 4 or
EAL 4
Studio Arts
or Drama 4
Media or
Music 1
VCD 4 or
any other
Other Unit
e.g. Literature
Maths
Science or
Technology
YEAR 11
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
Limited opportunities exist
for students seeking employment direct from VCE. See a
Careers Adviser for details.
Diplomas Certificates in:
Courses at various institutions in:
Media, Film & Television,
Media, Film & Television, Performing
Music, Performing Arts, Visu- Arts, Music & Design.
al Arts
UNIVERSITY
PAGE 77
Humanities
1
2
5
6
English 1
Other Unit eg Literature 1
Language
Legal Studies 1
History 1
Other
unit
Sem 2
English 2
Other Unit eg Literature 2
Language
Legal Studies 2
History 2
Other
unit
Sem 1
English 3 or Other Unit eg Literature 3
EAL
Language
Private Study
History 3
Other
unit
Sem 2
English 4 or Other Unit eg Literature 4
EAL
Language
Private Study
History 4
Other
unit
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
UNIVERSITY
Limited opportunities exist
for students seeking employment direct from VCE.
See a Careers Adviser for
details.
Diplomas
Certificates in:
Social & Community Services
Law and Security
Humanities & Social Science
Courses at various institutions in
Humanities, Social Science, Welfare,
Studies & Social Work, Law, Speech
Pathology, Teaching, Health/Medical
Records, Administrative, Early Childhood Studies, Police Studies
Catering/Food
1
2
3
4
5
6
Sem 1
English 1
HHD 1
Gen Math 1
VET
Hospitality
Chem 1 or Bus
Mgt 1
Food &
Technology 1
Sem 2
English 2
HHD 2
Gen Math 2
VET
Hospitality
Chem 2 or Bus
Mgt 2
Food &
Technology 2
Sem 1
English 3 or
EAL 3
HHD 3
Further
Maths 3
VET
Hospitality
Chem 3 or Bus
Mgt 3
Food &
Technology 3
Sem 2
English 4 or
EAL 4
HHD 4
Further
Maths 4
VET
Hospitality
Chem 4 or Bus
Mgt 4
Food &
Technology 4
YEAR 11
VCE
4
Sem 1
YEAR 11
PATHWAYS
3
YEAR 12
This program may lead to:
EMPLOYMENT
TAFE
Limited opportunities exist
Diplomas Certificates in:
for students seeking employ- Hospitality & Tourism
ment direct from VCE. See a
Careers Adviser for details.
PATHWAYS & CAREERS
UNIVERSITY
Courses at various institutions in:
Travel/Tourism
Home Economics
Hospitality
Business Management
Teaching
Check Maths/Science prerequisites
PAGE 78
Design Based Courses
1
4
5
6
English/
EAL 1
Maths (any: check Product Design
prerequisites) 1
& Technology
1
VCD 1/VET
Fashion Design/
Other
Other
Other
Sem 2
English 2
Maths (any: check Product Design
prerequisites) 2
& Technology
2
VCD 1/VET
Fashion Design/
Other
Other
Other
Sem 1
English 3
or EAL
Product Design
& Technology
3
VCD 1/VET
Fashion Design/
Other
Other
Private
Study
Maths/other(any: Product Design
check
& Technology
prerequisites) 4
4
VCD 1/VET
Fashion Design/
Other
Other
Private
Study
YEAR 12
Sem 2
PATHWAYS
3
Sem 1
YEAR 11
VCE
2
English 4
or EAL
Maths/other
(any: check
prerequisites) 3
This program may lead to:
TAFE
EMPLOYMENT
UNIVERSITY
Limited opportunities exist
Diplomas/Certificates in: Fashion
for students seeking employ- Design & Technology, Building
ment direct from VCE.
Design, Design, Product Design,
Textiles Design & Development,
Furniture Design & Technology
Degrees in: Industrial Design, Fashion
Design/Technology, Architecture, Textile Design, Fine Art, Communication
Design, Graphic Design.
Any other one you can think of
1
YEAR 12
2
Sem 1
English 1
Sem 2
English 2
Sem 1
English 3 or
EAL
Sem 2
English 4 or
EAL
3
4
5
6
This program may lead to:
EMPLOYMENT
TAFE
Limited opportunities exist for students Diplomas/Certificates in:
seeking employment direct from VCE. A variety of types
See a Careers Adviser for details.
Th
r:
your:
outt you
abou
ink ab
Think












-requisites
pre
pre-requisites
t four subjects
bes
best four subjects
dle band selections
mid
middle band selections
ls and abilities
skil
skills and abilities
t experiences
pas
past experiences
rests
inte
interests
PATHWAYS & CAREERS
UNIVERSITY
Courses at various institutions
in many faculties.
VET programs will contribute a unit 1-4 sequence in their own right for
completion of the VCE. Up to three sequences, other than English can
be approved VET VCE Unit 3 and 4 sequences. However note that VET
retail programs often completed as part of a casual job will usually
only represent a further unit 1 & 2 sequence and will not provide any
contribution to a student’s final ATAR score.
Visit the VCAA website for more information
http://www.vcaa.vic.edu.au/Pages/vet/index.aspx
PAGE 79
LINKS &
RESOURCES
PAGE 80
u
USEFUL LINKS & RESOURCES
www.monash.edu.au
www.swin.edu.au
www.unimelb.edu.au
www.rmit.edu.au
www.latrobe.edu.au
www.vu.edu.au
www.deakin.edu.au
www.federation.edu.au
N I V E R S I T I E S
RESOURCES
JOB GUIDE
www.jobguide.deewr.gov.au
This is where you can look up different occupations and find out what they do
and what training/education is required.
VTAC GUIDE www.vtac.edu.au
This guide lists most courses and their pre-requisites/requirements in Victoria
CAREERS FastTrack Portfolio from Year 10
This will remind you of some your areas of interest that you may wish to explore
further.
VICTER GUIDE (Tertiary Planner newspaper supplement)
This publication lists the pre-requisites that have been set for university courses
for the year that you wil enter tertiary education.
VCAA STUDY DESIGNS
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
This website includes detailed study designs and assessment.
T
TAFE
http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx
www.nmit.edu.au
www.rmit.edu.au
www.bhtafe.edu.au
www.holmesglen.vic.edu.au
www.vu.edu.au
www.angliss.edu.au
www.swin.edu.au
A F E
LINKS & RESOURCES
C O L L E G E S
PAGE 81
I belong
Melbourne Girls’ College
Yarra Boulevard Richmond VIC 3121
T: +61 (0)3 9428 8955
F: +61 (0)3 9428 2737
www.mgc.vic.edu.au
Photos courtesy of James Lauritz