Gladstone
Park
Secondary
College
VCE / VCAL
Student Handbook
Page
Subjects - continued
Page
Introduction
3
History
29
VCAL
6
Information Technology
30
VCE and VCAL overview
7
Interactive digital media - VETiS
31
VCAA Guidelines
8
Italian
32
School Guidelines
10
Legal Studies
33
How To Select A Course Of Study
12
Mathematics - Foundation
34
Subject/Career options
13
Mathematics - General (Further)
35
Vocational Education and Training
15
Mathematics - General (Methods)
36
VCE Unit 3 & 4 Pre-requisites
16
Mathematics – Methods CAS
37
Mathematics - Specialist
38
Subjects
Accounting
17
Media
39
Art - Studio Art
18
Music Performance
40
Biology
19
Photography - Studio Art
41
Business Administration - VETiS
20
Physical Education
42
Business Management
21
Physics
43
Chemistry
22
Psychology
44
Economics
23
Systems Engineering
45
English
24
Textiles - Product Design & Tech.
46
English Literature
25
Theatre Studies
47
Food Technology
26
Visual Communication and Design
48
Geography
27
Wood - Product Design & Tech.
49
Health And Human Development
28
2
Introduction
VCE
The Victorian Certificate of Education (VCE) is a two-year certificate administered by the
Victorian Curriculum and Assessment Authority (VCAA). This certificate is a main requirement
for entry into tertiary courses and some employers require it for selection purposes.
Generally, subjects are offered in four Units (1, 2, 3 and 4). Units 3 & 4 of all subjects must be
taken as a sequence. That is, students cannot enrol in Unit 4 unless they have also enrolled in
Unit 3 of any subject. Most students enrol in Units 1 and 2 in Year 11 then Units 3 and 4 in Year
12. Each Unit runs for 20 weeks (a school semester or two terms). Most students at GPSC
complete 22 to 24 Units over two years (Years 11 and 12).
To be awarded the VCE and receive an ATAR (Australian Tertiary Admission Rank), a student
must satisfactorily complete at least 16 Units, including;
 3 Units of English (including a 3/4 English or Literature sequence)
 Unit 3 and 4 in 3 subjects other than English
The award of satisfactory completion for Units is based on a decision that the student has
demonstrated achievement of the set of outcomes specified for the Unit. This decision will be
based on the teachers’ assessment of the students’ overall performance on assessment tasks
designated for the Unit.
Achievement of an outcome means;
 The work meets the required standard
 The work was submitted on time
 The work is clearly the student’s own
 There has been no substantive breach of rules
If all outcomes are achieved, the student receives S for the Unit. If any of the outcomes are not
achieved, the student receives “N” (not satisfactory) for the Unit.
A student will not satisfactorily complete a Unit if;
 Their work is not of the required standard
 The student fails to meet a deadline for the assessment task, including where an
extension of time has been granted for any reason, including Special Provision
 The work cannot be authenticated
 There has been a substantive breach of rules including school attendance rules
 Where a student has completed all work but there has been a substantive breach of the
attendance requirement, the student may be awarded “N”
3
Example of typical VCE program
Year 11
Year 12
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
“Choice 1”
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
“Choice 1”
“Choice 2”
“Choice 3”
“Choice4”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Example of accelerated VCE program
Year 10
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
subject
Year 10
subject
Year 10
subject
Year 10
subject
Year 10
subject
“Choice 1”
Unit 1 & 2
Year 11
Year 12
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
“Choice 1”
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 3 & 4
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Example of typical SEAL VCE program
Year 10
Year 11
Year 12
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
subject
Year 10
subject
Year 10
subject
English
“Choice 1”
Unit 1 & 2
Maths
Methods
Unit 1 & 2
Unit 1 & 2
English
Literature
Unit 3 &4
Maths
Methods
Unit 3 & 4
“Choice 1”
“Choice 2”
“Choice 3”
“Choice 4”
Unit 3 & 4
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
“Choice 2”
“Choice 3”
“Choice 4”
“Choice 5”
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
4
Sample Year 10 - VCE Programs for Student Use
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Year 10
Year 11
Year 12
Sample Year 10 - VCE Programs for student Use
Subject 1
Subject 2
Subject 3
Year 10
Year 11
Year 12
5
Subject 4
Subject 5
Subject 6
VCAL
The VCAL (Victorian Certificate of Applied Learning) is an alternative to VCE for students who are
more suited to a hands-on, practical working environment. VCAL students aspire to undertake
employment, apprenticeships, traineeships and further vocational study.
VCAL is offered at three levels: Foundation, Intermediate and Senior. Foundation and
Intermediate VCAL are equivalent to Units 1 and 2 VCE. Senior level VCAL is equivalent to Units
3 and 4 VCE.
Some students who have completed VCAL have gone on to careers in Carpentry, Child Care,
Nursing, Law Enforcement, Office Administration, Sports Coaching, Music, Mechanical and
Logistics.
VCAL has 4 core subjects
 Literacy - English
 Numeracy - Mathematics
 Work Related Skills – designed to teach you about the workforce
 Personal Development Skills- Covers project management, organisational skills, team
work and health related issues
And 2 other compulsory activities
 VETiS – Vocational Education and training can be delivered at school, Tafe or in the
workplace.
 Structured Workplace Learning- is not a subject, however it is an essential part of VCAL.
Students are required to find their own work placement for 1 day each week, allowing
them to experience their chosen industry, in a real life setting, over a long period of
time.
# Entry to VCAL is by application and interview. Numbers are limited.
What is a VCAL week like?
VCAL students may attend school from three (3) to five (5) days per week, depending on their
VETiS and SWL arrangements.
A student who attends VET in school (this is an example only):
Monday
Tuesday
Wednesday
Thursday
VCAL class
VCAL class
VCAL class
Work placement
including
including
including
day
1 period of VET 1 period of VET 2 periods of VET (There is no VET
today)
A student who attends VET at TAFE (this is an example only):
Monday
Tuesday
Wednesday
Thursday
VCAL class
TAFE
Work Placement VCAL class
6
Friday
VCAL class
including
1 period of VET
Friday
VCAL class
VCE and VCAL – What’s the difference?
VCE
VCAL
Victorian Certificate of Education
Victorian Certificate of Applied Learning
A two year certificate.
Certificate awarded as each level is
completed.
Certificate awarded when requirements of VCE A one or two year certificate at Foundation,
are met, usually at the end of two years.
Intermediate or Senior levels.
A main requirement for entry into University
and some TAFE courses. Some employers also
require it for selection purposes.
Best suited to students seeking employment,
vocational training, traineeships,
apprenticeships or TAFE courses.
All Units have a theoretical component. Some
subjects have a large practical component.
Learning involves practical tasks and requires
students demonstrate key competencies.
Courses consist of VCE Units and can include
VETiS Units.
Courses consist of VCAL and VETiS Units at
school and/or TAFE.
Semester long Units of work where set
outcomes must be completed by the end of
the semester.
Units based on a minimum number of hours
and may be completed in a flexible time
frame.
All students studying a Unit must meet the
same outcomes.
A student’s course can be designed with
her/his interests and abilities in mind.
Assessment is based on tasks completed in
class and exams.
Assessment is based on tasks completed at
school and outside school, such as work
placement.
Students must satisfactorily complete 16 Units, Students must complete a minimum of 10
including 3 Units of English and Units 3 & 4 in 3 credits. Literacy, Numeracy, Industry Specific
subjects other than English.
Units (VETiS), Work Related Skills and
Personal Development.
Students attend school for six periods per day,
five days a week.
Students attend Work Placement one day per
week.
 VCAL and VCE students are subject to the same discipline and welfare policies, uniform
policies and attendance requirements. All students are enrolled in, and their progress
reported on, the same computer system (VASS). Both VCE and VCAL are overseen by
VCAA.
 VCAL and VCE students are offered the same opportunity to participate in all College
programs including graduation ceremonies, formals, sport and other extra-curricular
activities. VCAL students may be able to gain credits toward their certificate by playing
an active leadership role in College activities.
7
VCAA Guidelines
Assessment
In order to avoid authentication issues, the
VCAA provides the following rules, which
students must observe when preparing work
for assessment at both Years 11 and 12.
At Units 1 & 2 assessment tasks are graded
from A+ to UG (ungraded). However, only S or
N is reported to VCAA. In Units 3 & 4
assessment tasks are scored numerically.
VCAA uses school determined scores and
exam scores to produce a study score. Study
scores are used to calculate a student’s ATAR
(Australian Tertiary Admission Rank) which is
used by Tertiary providers when offering
student places.
1. Students must acknowledge all
resources used, including text and
source material the name(s) and status
of any person(s) who provided
assistance and the type of assistance
provided.
2. Students must not receive undue
assistance from any other person in
the preparation and submission of
work. Acceptable levels of assistance
include: the incorporation of ideas or
material derived from other sources
(eg. by reading, viewing or note taking)
but which has been transformed by the
student and used in a new context,
prompting and general advice from
another person or source which leads
to refinements and/or self-correction.
Unacceptable forms of assistance
include: use of, or copying of, another
person’s work or other resources
without acknowledgment of actual
corrections or improvements made or
dictated by another person.
Authentication
Teachers are required to authenticate all
student work. This means that the teacher
must be convinced that work submitted by
students is genuinely their own. Teachers
authenticate student work by using methods
such as monitoring class activities, consulting
with the student, viewing work completed in
class, setting a test, requiring an oral
explanation of work and keeping records of a
student’s ability and work history.
# It is the student’s responsibility to ensure
that teachers are able to authenticate their
work.
3. Students must not submit the same
piece of work for assessment more
than once.
# VCAA has clear procedures described in the
Administrative Handbook, which operate if a
breach of authentication is reported. The
college will follow these procedures.
4. Students who knowingly assist other
students in a Breach of Rules may be
penalised.
# Students must keep all drafts, notes,
preparatory work, photocopied references,
records of interviews, etc. so that they can
prove authenticity if asked to do so. It is
reasonable to put the onus of proof onto the
student.
8
VCAA Guidelines - continued
Information for Students
Attendance
At the commencement of each Unit students
will be given:
VCAA has directed schools to set the minimum
class time and attendance rules. Where a
student has completed all tasks satisfactorily
but there has been a substantive breach of
attendance rules, the school must assign N for
one or more outcomes and thus the Unit.
 A detailed outline, which includes the
outcomes and assessment, tasks for
the Unit.
 A list of important dates including
submission dates and the dates of
assessment periods.
The College Council has ruled that an ‘N’ can
be given for a Unit if a student’s attendance
for that Unit falls below 90%, thus preventing
the student from ‘satisfactorily completing’
the Unit. Approved absences (illness, etc.) are
not included in this figure. However, total
absences, both approved and unapproved
must not be more than 20%. Absences must
be verified within two weeks of the absence.
Decisions to give an ‘N’ mark are not subject
to appeal to VCAA.
# It is each student’s responsibility to ensure
that the course he or she selects will enable
him or her to meet these VCAA Requirements.
Special Provision
A student is eligible to apply for Special
Provision if at any time he/she is;
Derived Exam Scores
 Significantly adversely affected by
illness (physical or psychological),
factors relating to personal
environment or by another serious
cause
Students whose performance in an exam is
affected by illness or other personal
circumstances may apply to VCAA for a
Derived Exam Score (DES) to be calculated.
Students cannot receive a DES for long-term
or chronic illnesses or circumstances.
Students are eligible for a DES if they can
demonstrate that illness, personal trauma or
other circumstances occurring immediately
before or during the examination period has
affected their performance on the exam or
stopped them from attending. VCAA considers
“immediately before” as the two weeks prior
to the June and November exam periods.
 Disadvantaged by a disability or
impairment.
Special provision does not exempt students
from meeting the requirements for
satisfactory completion of the VCE or from
being assessed against the outcomes for a
study.
Students need to apply for Derived Exam
Score, via the Program Manager, for exams as
soon as possible as applications generally
close in April and July of each year.
Applications must be substantiated with
evidence from an independent professional.
Students who believe they have grounds for
special provision must apply to the Senior
School Program Manager as soon as the need
for special provision becomes apparent, as
special provision cannot be applied
retrospectively. All applications for special
provision must be accompanied by evidence
of the adverse affect of the condition on the
student’s ability to demonstrate achievement.
Examinations should be attended because the
VCAA does not reschedule exams.
9
School Guidelines
Assessment
In addition to observing VCAA rules, students
must also observe the rules of their school.
Students who miss an assessment period for a
legitimate reason can apply to the Year Level
Coordinator for special provision and, if
granted, may be given the opportunity to
complete the assessment task during an
official make up period. Make up sessions are
generally held out of school hours.
Students who are too ill to attend school must
have a medical certificate issued for the day of
the missed assessment.
Students who miss an assessment period
without a legitimate reason will not be given
the opportunity to complete the assessment.
It is possible that the student may be able to
demonstrate the outcomes through regular
class work.
The Senior School Program Manager, Year
Level Coordinators and relevant Assistant
Principal will determine what constitutes a
legitimate excuse.
When assessment tasks are completed out of
class, students must hand work to the teacher
in their normal class on the published due
date. It is NOT acceptable to hand in the work
after school or the next morning, to put work
in a teacher’s pigeon-hole or on their desk or
to submit it to another teacher unless
students have been specifically instructed to
do so.
Resubmission of Tasks
Students will not be given the opportunity to
resubmitted work that did not meet the
required standard. Students must be well
prepared for the assessment in order to
achieve their best result.
Fees for Practical Subjects
Enrolments in practical subjects that include a
levy will not be confirmed until payment is
made in full for the entire school year. This
payment must be made on or before the
December course confirmation day for the
relevant year level.
Extended Holidays & Attendance
Extended family holidays are not approved
absences for the purposes of meeting the VCE
attendance requirements. Parents are asked
to consider this in relation to planning
holidays outside the regular school vacation
periods. The school will not provide make-up
opportunities for missed assessments (unless
the absence is approved) and absent days will
contribute to the total unapproved absence
count for Units being studied. Any missed
assessments may lead to a lower grade for a
Unit, and the possibility that the student
cannot satisfactorily complete a Unit.
Computers
While encouraging the use of computers, the
college is not able to make computer facilities
available to all students at all time.
Computer/printer breakdown or mishap is not
an acceptable excuse for late submission or
non-submission of assessment tasks.
10
School Guidelines – continued
Allocating subjects
What VCE students should expect
The process of finalising subjects for students
has become increasingly complex. Some of
the factors that have to be considered are;
Students undertaking Unit 1 & 2 should expect
their workload to increase significantly.
Deadlines are frequent and not negotiable.
The students must take responsibility to catch
up on work missed due to illness. Students
are expected to show initiative and take
responsibility for their own learning.
Students undertaking Unit 3 & 4 should expect
a further increase in their workload. Most
Year 12 students will have private study time
and must use it productively. Students will
find that the amount of homework expected
of them will increase considerable. It is
students’ responsibility to complete all
assessment tasks, manage workload and meet
deadlines to enable the successful completion
of their VCE.
 Staffing – both the number of staff and
the availability of staff with particular
specialist qualifications.
 Rooms – many programs require the
use of specialist rooms. Students will
only achieve desired outcomes if they
have access to spaces and equipment
in line with the course design.
 Student preference, which is a high
priority in deciding which subjects run.
Cross level subject selection
Some Year 11students may have completed
Unit 1 & 2 of a subject in Year 10 and will be
undertaking Unit 3 & 4 in Year 11. This will
provide a student with six (6) VCE Unit 3 & 4
sequence at the end of Year 12.The ATAR
score for University entrance is calculated on
the study score of the top 4 subjects, including
English, plus 10% of the score for a 5th and 6th
subject. Students considering this alternative
should speak to their Year level Coordinator.
Australian Tertiary Admissions Rank (ATAR)
Part-time work
VCE is a full time study load and cannot be
completed well if too much time is given to
outside commitments. Financial
considerations are certainly important and
some students have very good organisational
skills, however the hours of work should not
exceed 6-8 hours a week.
To Enrol in VCE or VCAL a student MUST
 Complete and return the signed Subject
Selection sheet by the due date.
Students’ Year 12 results are calculated to
 Attend appropriate Course Confirmation
establish a rank order of students within
Day.
Victoria, which is called the ATAR. The ATAR is
considered by Tertiary Institutions when
 Year 11 students undertaking Unit 3 & 4
choosing course participants.
attend Year 12 Course Confirmation Day.
It is a student’s responsibility to ensure they
meet Tertiary Entrance requirements.
 Year 10 students undertaking Unit 1 & 2
attend Year 11 Course Confirmation Day.
 Sign the VCAA and GPSC declaration.
Year 12 Orientation
 Return booklist before the due date.
All students enrolled in Unit 3 & 4 (including
any Year 11 students) are required to attend
Year 12 orientation. These classes are
scheduled after course confirmation.
 Attend VCE orientation classes.
 Complete holiday homework set for all
selected subjects.
11
How to select a course of study
At Gladstone Park Secondary College our
policy is;
 Year 11 students undertake a total of 6 VCE
subjects (12 Units) at the College including
English or Literature or both.
 Year 12 students undertake 5 VCE subjects
(10 Units) at the college including English
or Literature or both.
 Year 10 students may select one (or, in
some circumstances more) VCE subjects.
 Year 11 students may select a Unit 3/4
sequence depending on teacher
recommendation and availability.
 Modified courses of study may be available
to students, eg. Cross-level selection.
Students officially enrolled in VCE Units
outside the school (for example, Languages
Other Than English) must inform the College
so they can be officially enrolled with VCAA.
Students who choose to enrol in subjects
outside the college will still be expected to
enrol in 12 Units at the College in Year 11 and
10 Units at the College in Year 12.
Year 10 students are provided with the
VICTER, which outlines pre-requisites subjects
for relevant University and TAFE courses.
In some circumstances a student may change
a Unit 1 & 2 sequence at the end of first
Semester. This is reliant on timetable
constraints and availability. Students will be
required to submit a new course selection
form for the following year.
It should be noted by students and parents
that teachers can only give advice; the
ultimate responsibility for course choices lies
with students and their parents.
How to choose the “right” subjects
 Choose subjects that you are “good” at and
“enjoy”.
 Check the VICTER (or Herald-Sun equivalent)
for all Prerequisites that are relevant to
any Tertiary Courses you may be
interested in.
 Go to the University and TAFE Open Days in
August.
 Speak with teachers of the subjects that
interest you to find out more.
Apart from the English/Literature
requirement, students are free to choose their
own courses, keeping in mind the VCAA rules, Don’t choose a subject because;
their career aspirations, their interests and
 You have heard it is “easy”
their capabilities.
 You have heard it is “marked up”
 Your friend has chosen it
 You like the teacher who might teach it
Students are encouraged to visit the Careers
Centre at recess, lunch or after school to
# Choosing a subject for the wrong reasons
research possible careers.
will usually result in a less than satisfactory
VCE result for the student.
12
Subject / Career Options
Business – commerce, business studies, financial planning courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Business
Man.
Legal
Studies
Maths
methods
Accounting
General
maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Business
Man.
Legal
Studies
Maths
Methods
Accounting
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Hospitality – hotel management, food preparation, tourism courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
VETiS
Business
Food
Health
Technology
Business
Man.
General
Maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
VETiS
Business
Food
Health
Technology
Business
Man.
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 1 & 2
Unit 3 & 4
Creative Arts – fine arts, graphic design, media studies, merchandising courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Visual
Comm.
Studio Art
General
maths
Business
Man.
Student
choice
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Visual
Comm.
Studio Art
General
maths
Business
Man.
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
* The above tables are a guide only, not prerequisites.
13
Humanities – humanities, social science, education, community services courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Literature
History
Legal
Studies
Health
General
Maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Literature
History
Legal
Studies
Health
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Health Sciences – allied health, engineering, information technology courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
English
Physics
Chemistry
General
Maths
Maths
Methods
Info. Tech
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Physics
Chemistry
General
Maths
Specialist
Maths
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Exercise Science – physiotherapy, sport science, physical education, human movement, health
science courses
Subject 1
Year 11
Year 12
Subject 2
Subject 3
English
Physical
Education
Chemistry
Maths
methods
Biology
General
maths
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
Unit 1 & 2
English
Physical
Education
Chemistry
Maths
methods
Biology
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
Unit 3 & 4
* The above tables are a guide only, not prerequisites.
14
Subject 4
Subject 5
Subject 6
Vocational Education and Training (VETiS)
 VETiS subjects are optional for VCE and
compulsory for VCAL students at
Intermediate and Senior levels.
 Factors to consider before choosing VETiS
 Only VCAL students can access externally
delivered VETiS programs.
 Students who complete a two (2) year VETiS
course obtain a nationally recognised
 VETiS requires excellent time management
vocational qualification in that field, usually
and personal responsibility.
a Certificate II. Each VETiS course consists
of 4 Units.
 A significant part of a VETiS course is
theoretical, not just practical.
 VCAL students interested in a VETiS
program that is not delivered internally at
GPSC, must discuss the options and costs
 Students are often responsible for working
with the VETiS Coordinator.
though self-paced modules alone.
Advantages of undertaking VETiS
 Students gain their VCE or VCAL together
with a vocational certificate from a Tertiary
institution.
 VETiS subjects contribute to the ATAR score.
 Most VETiS courses incorporate work
placement which equip students with work
readiness skills in an adult environment.
 Students experience an occupation first
hand and discover if they are suited before
making a permanent career commitment.
 VCAL students may need to travel to TAFE
or work placement, often missing classes at
school. Students are responsible for
catching up on any missed schoolwork in
their own time.
 Students may be required to undertake
Structured Workplace Learning during
school holidays.
 There are extra financial costs associated
with VETiS to cover TAFE delivery costs,
books, protective clothing etc.
 100% of the VETiS charge must be paid on
or before Course Confirmation Day to
ensure participation.
 Undertaking a VETiS program gives a
student the opportunity to create a Career
pathway into a particular industry while still
at Secondary College.
15
VCE Unit 3 & 4 pre-requisites
Unit 1 & 2
Unit 3 & 4
Arts
Dance
Media
Music Performance
Art (Studio Art)
Photo. (Studio Art)
Theatre Studies
Visual Comm.
~~~~~~
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English
English
Literature
======
======
English
Literature
LOTE
Italian
=======
Italian
Mathematics
Foundation Maths
Maths Methods &
General Maths Further
(GMF)
General Maths Further
(GMF)
General Maths Methods
(GMM) &
Maths Methods (CAS)
General Maths Methods
(GMM) &
Maths Methods (CAS)
General Maths Methods
(GMM)
&
Maths Methods (CAS)
Dance
Media
Music Performance
Art (Studio Art)
Photo (Studio Art)
Theatre Studies
Visual Comm.
Unit 3 & 4
N/A
~~~~
Further Maths
Unit 1 & 2
Unit 3 & 4
Health & Physical Education
Health/Human Dev. ~~~~~
Physical Education
~~~~~
Health/Human Dev.
Physical Education
Science
Physics
Psychology
Biology
Chemistry
Physics
Psychology
Biology
Chemistry
============
~~~~~~~~~~~~
============
============
Technology
Information Tech.
Food Technology
Systems Eng.
Textile Design
Wood Design
-------~~~~~~~~
~~~~~~~~
~~~~~~~~
~~~~~~~~
Information Tech.
Food Technology
Systems Eng.
Textile Design
Wood Design
VETiS
Business Admin.
Sport & Recreation
=======
=======
Business Admin.
Sport & Recreation
Creative Industries
=======
Creative Industries
~~~~
Further Maths
====
Maths
Methods (CAS)
====
Maths
Methods (CAS)
Humanities
Accounting
Business Man.
~~~~~~~~~~~
~~~~~~~~~~~
Accounting
Business Man.
Specialist
Maths
Economics
Geography
History
~~~~~~~~~~~
~~~~~~~~~~~
~~~~~~~~~~~
Economics
Geography
History
Legal Studies
~~~~~~~~~~~
Legal Studies
====
* Students considering Maths Methods (CAS) at
Year 11 without Maths Methods (GMM) must
obtain an application form from the Maths
Coordinator.
Legend
======
Essential prior Unit 1 & 2 study
~~~~~~
Recommended prior Unit 1 & 2 study
------
No prior Unit 1 & 2 study
16
Accounting
Accounting focuses on the financial recording, reporting and decision-making processes of a
sole proprietor small business. Students study both theoretical and practical aspects of
accounting. Financial data is collected, recorded and accounting information reported using
both manual and ICT methods.
Unit 1 – Establishing and operating a service
business
Unit 3 – Recording and reporting for a trading
business
 Students are introduced to the skills and
knowledge required to set up a small
business.
 Students focus on financial accounting for a
single activity trading business for a sole
trader.
 Students learn practical skills which include
 A double entry system is used to record and
how businesses record financial information,
report financial information.
manage cash, and prepare reports that
determine a business’ profit and financial
 Students will develop knowledge and skills in
position.
recording and reporting stock, cash, other
assets and profit.
Unit 2 – Accounting for a trading business
Unit 4 – Control and analysis of business
 Students develop their skills in recording and performance
reporting financial information with a focus
on trading businesses, learning how
 Provides an extension of the recording and
businesses set prices and maintains stock
reporting processes from unit 4.
records.
 Students will learn the importance of
 Students use a commercial accounting
budgeting and will complete budgets for
software package to record financial
cash, profit and financial position.
transactions and develop an understanding
of the importance of ICT for small
 Interpretation of accounting information
businesses.
from accounting reports and analysis of the
results to suggest possible strategies to
 Students learn to interpret financial reports
improve performance of the business.
and discuss strategies to improve business
performance.
Associated career areas
 Accountant
 Bank Officer
 Insurance Officer
 Credit Controller
 Property Valuer
17
Art - Studio Art
Studio Arts encourages students to develop their potential as artists and presents a guided
process to assist their understanding and development of artmaking. Students develop and
apply a design process and produce of a folio of artworks. Students can choose to work across
Textiles, Painting, Drawing and Sculptural techniques.
Unit 1 – Artistic inspiration and techniques
 Developing art ideas - focuses on the
development of individual ideas and the
identification of sources of inspiration to be
used as starting points for making art.
 Materials and Techniques - explores a range
of materials and techniques. Investigate the
way various visual effects and aesthetic
qualities can be achieved.
 Interpretation of ideas and use of materials
and techniques - focuses on the way artists
from different times and cultures
interpreted ideas and inspiration and used
materials and techniques.
Unit 2 – Design exploration and concepts
Unit 3 – Studio production and professional
art practices
 Exploration Proposal - focuses on the
development of an exploration proposal that
creates a framework for the individual
design process.
 Design process is developed in sufficient
breadth and depth to support the student to
produce a range of creative potential
directions.
Unit 4 – Studio production and art industry
contexts
 Folio of artworks - focuses on the production
of a cohesive folio of finished artworks
developed from the directions identified in
Unit 3.
 Design Exploration - focuses on developing
artworks through an individual design
process based on visual research and
inquiry.
 Focus, reflection and evaluation - requires
students to reflect on their folio and produce
an evaluation of the finished artworks.
 Ideas and styles in artworks - artworks by
artists and/or groups of artists from
different times and cultures are analysed.
** Students may only choose one (1) Studio
Art subject
Associated Career areas
 Illustrator
 Printing Machinist
 Graphic Designer
 Visual Merchandiser
 Hair Dresser
18
Biology
Modern biology draws on increasingly specialised fields of bioscience such as biochemistry,
neuroscience, genetics, evolutionary biology, behavioural science, and cell and molecular
biology. Practical work is a key component of Biology.
Unit 1 – Unity and diversity
Unit 3 – Signatures of life
 Cells in action - Students investigate the
structure of different cells and how this
relates to the functions they carry out.
 Molecules of Life - Functions of life inside
cells at the molecular level, including the
importance of proteins in regulation of cell
activities.
 Functioning organisms - This area of study
looks at the features an organism has and this
relates to the way in which the organism
obtains its requirements for life
 Detecting and Responding - Cells
communicate with each other to regulate the
internal environment and how the body is
able to recognise and fight invasion by disease
carrying organisms.
Unit 2 – Organisms and their environment
 Adaptations of organisms - Adaptations of
organisms can be structural, physiological or
behavioural. Students study the adaptations
of organisms and how these relate to an
organism’s survival.
 Dynamic ecosystems - With an emphasis on
Australian ecosystems, this area of study
focuses on the complex and finely balanced
relationships that exist between living things
and the resources in their particular habitat.
Unit 4 – Continuity and change
 Heredity - Students learn how living things
pass on their characteristics to the next
generation. They will learn about the
structure and function of DNA and how DNA
can change over time.
 Change Over Time - Students will learn
about natural selection and evolution and how
human cultural and technological evolution
may have affected evolutionary processes.
Associated career areas
 Biotechnologist
 Environmental Engineer
 Veterinary Nurse
 Sport Medicine Practitioner
 Dietician
19
Business Administration - VETiS
The VET Business program aims to provide students with the knowledge and practical skills
necessary to work efficiently and effectively in a wide range of business/office environments.
Students enrolled in the program work towards the completion of a nationally recognised
qualification – Certificate II in Business (auspiced by Victoria University).
Unit 1 & 2
Unit 3 & 4
 Participate in OHS processes.
 Maintain daily financial/business records.
 Communicate in the workplace.
 Organise personal work priorities and
development.
 Work effectively with others.
 Produce simple word processed documents.
 Organise and complete daily work activities
and development.
 Organise workplace information.
 Design and produce business documents.
 Promote innovation in a team environment.
 Deliver a service to customers.
 Work effectively in a business environment.
 Use business technology.
 Communicate electronically.
# A $75 materials charge is attached to this
subject.
Associated career areas
 Administrative/Office Assistant
 Receptionist
 Secretary
 Information Officer
 Customer Service Officer
20
Business Management
In contemporary Australian society, there is a wide variety of business organisations in terms of
size, ownership, objectives, resources and location. These organisations are managed by people
who establish systems and processes to achieve a range of objectives. There are various levels
within a business organisation manage resources to achieve the objectives of the organisation.
Unit 1 – Small business management
Unit 3 – Corporate management
 Introducing business – examination of the
characteristics of a range of businesses
including the internal and external
environments.
 In this area of study, students examine the
importance of large-scale organisations to
the Australian economy. They identify and
apply a range of performance indicators to
evaluate the performance of a large-scale
organisation.
 Small business decision making, planning
and evaluation. Motivation for starting a
business, market research, business support
services, innovation & entrepreneurship.
One option will be selected from:
1. Introductory accounting
2. Management of staff in small business
3. Information and communication
technology (ICT)
4. Introduction to legal requirements.
Unit 2 – Communication and Management
 Communication in business - the concept of
communication in business, with an
emphasis on its importance and methods,
and its relationship to business objectives
and business strategy.
 Managing the marketing function - an
examination of the planning used by
management to position its products and
services in the marketplace.
 Students investigate key elements of the
internal environment such as different
management structures, corporate culture,
management roles and policy development.
Unit 4 – Managing people and change
 This unit continues the examination of
corporate management. It commences with
a focus on the human resource
management function. Students learn
about the key aspects of this function and
strategies used to most effectively manage
human resources.
 Examine the practices and processes of
human resource management in large-scale
organisations in Australia. A general
introduction to human resources is
followed by an investigation of the two key
aspects of human resource management.
Associated career areas
 Travel Consultant
 Human Resources Officer
 Building Contractor
 Marketing Officer
 Market Researcher
21
Chemistry
Chemistry is a study of matter and its transformations. It connects reactions and observable
properties with the behaviour of molecular particles. The study involves physical modelling and
provides a technical perspective on current events. Practical work is a key component.
Unit 1 – The big ideas of chemistry
Unit 3 – Chemical pathways
 Periodic Table and its relationship with
atomic structure and the chemical and
physical properties of the elements.
 Chemical Analysis - In this Unit the scope of
analytical techniques are investigated. The
techniques are related to the particular
property or reaction of the chemical
considered.
 The models for metallic, ionic and covalent
bonding are studied and the uses of
polymers and other materials are
investigated.
 Carbon Chemistry and Compounds - Organic
pathways and the chemistry of particular
organic molecules are investigated. The role
of molecules in the generation of
 The language of chemistry, its symbols,
biochemical fuels and forensic analysis is
chemical formulas and equations are used to
examined.
explain observations and data collected.
Unit 2 – Environmental chemistry
Unit 4 – Chemistry At Work
 Environmental effects - The investigation of
how chemistry is used to respond to the
effects of human activities.
 Chemicals of Importance - In this Unit
students investigate the industrial
production of chemicals and the energy
changes associated with chemical reactions.
 Water and the Atmosphere - The study of
the importance of water as a transport
medium and solvent. The gases of the
atmosphere, their reactions and physical
properties are also studied.
 Environmental Issues - Issues including, acid
rain, ozone depletion, photochemical smog
and global warming are considered.
 Chemical Reactions - The features that affect
chemical reactions, such as the rate, yield
and equilibrium are investigated.
 Chemical Energy - The production of energy
and the efficiencies, advantages and
disadvantages of each energy resource is
considered.
Associated career areas
 Gardener
 Civil Engineer
 Nurse
 Pharmacist
 Biochemist
22
Economics
Economics is the study of individuals and societies and the economic decisions about resource
use in producing goods and services and about the distribution of the proceeds of production.
Develop an awareness of the links between economics and the influence of political, ethical,
environmental and social forces on economic decision making.
Unit 1 - Choices and consequences
Unit 3 - Economic activity
 How markets operate to meet the needs and  Examination of the ways in which markets
wants of its citizens and the application of
operate to allocate scarce resources, and the
economic decision making to current
extent to which markets operate freely in
economic problems.
Australia.
 The nature of economic growth and
sustainable development and one other
contemporary economic issue, such as the
creation and distribution of wealth and
income or the issue of inflation.
 Learn how these issues are affected by the
actions of economic decision-makers, and
evaluate the impact on living standards.
 Students will examine the nature and
importance of key economic goals in
Australia; the factors that may have
influenced the achievement of these goals
over the past four years; and analyse the
impact each of these goals may have on
living standards.
Unit 4 - Economic management
Unit 2 - Issues and challenges
 Factors that influence Australia’s population
and labour markets, and how changes in
these areas may impact upon living
standards.
 Nature and operation of government
macroeconomic demand management
policies, the relationship between budgetary
and monetary policy, and how these policies
may be used to achieve key economic goals
and improve living standards in Australia.
 Students will examine the nature and
 Study the nature of two contemporary
operation of government aggregate supply
global economic issues, explain how each is
policies and how they may be used to
affected by the actions of economic
achieve key economic goals and improve
decision-makers, and evaluate the impact on
living standards in Australia. They will also
living standards. Issues include international
analyse the current government policy mix.
economic relations, development economics
and economic globalisation.
Associated career areas
 Economist
 Market Researcher
 Auditor
 Politician
 Financial Trader/Dealer
23
English
The English language is central to how we understand and appreciate the world, and participate
in society. The study of English encourages the development of critical and imaginative
thinking, aesthetic appreciation and creativity. The study of texts focuses on creating,
analysing, understanding and interpreting texts, and moving to reflection and critical analysis.
Unit 1
Unit 3
 Identify and discuss key aspects of a set text
 Analyse how a selected text creates
meaning, conveys ideas and values and is
open to a range of interpretation.
 Create and present texts taking account of
audience, purpose and context.
 Identify and discuss how language can be
used to persuade readers and/or viewers.
Unit 2
 Draw on ideas and arguments suggested by
texts to create written texts for a specified
audience and purpose.
 Analyse the use of language in persuasive
texts and present a reasoned point of view
on a current issue.
 Discuss and analyse how texts convey ways
of thinking about characters, ideas and
themes
Unit 4
 Create and present texts taking account of
audience, purpose and context.
 Develop and justify a detailed interpretation
of a set text.
 Identify and analyse how language is used in
a persuasive text and present a reasoned
point of view.
 Draw on ideas and arguments suggested by
texts to create written texts for a specified
audience and purpose.
Associated career areas
 Author
 Barrister
 Law clerk
 Librarian
 Speech therapist
24
English Literature
The pen is mightier than the sword! The study of literature focuses on the enjoyment and
appreciation of reading that arises from discussion, debate and the challenge of exploring the
meanings of literary texts. Students reflect on their interpretations and those of others. The
study of literature encourages independent and critical thinking in students.
Unit 1
Unit 3
 This is How I Read It - Exploring how and
 Adaptations and Transformations - Discuss
why different readers form ideas about what
how the meaning of a written text is kept or
they see and read.
altered when the text is changed or adapted
in some way, for example, in performance.
 This is How I Write It - Analyse and respond
creatively to the ways in which the set texts  Views, Values and Contexts - Analyse and
for explore the ideas of individuals and
interpret the views and ideas explored in
groups.
literary works.
 This is How Others See It - Analyse the ways
in which a film or television text has been
created and how it presents the ideas and
experiences of the characters.
 Considering Alternative Viewpoints - The
student looks at other interpretations of
texts and compares them with his/her own.
Unit 4
Unit 2
 Text, Reader, Context - How does an older
text present a point of view on the ideas
that were held by individuals and groups
from another time?
 Responding Imaginatively - The student
writes an imaginative response based on one
of the texts studied.
 Close Analysis - The student analyses short
passages from a text that has been studied
 Interpreting and Developing - What happens
in some detail, and then makes connections
when a novel or short story is adapted into a
between the passages and the text as a
film? Or an older film is remade? Students
whole.
write a piece in which they compare
different versions of a text.
25
Food Technology
The food sector is diverse, dynamic and creative. Innovative new food products are continually
being introduced into the marketplace in response to changing social and consumer demands.
VCE Food and Technology challenges students to make links between food, food processing,
nutrition, health and well-being, and the issues associated with these.
Unit 1 – Food safety and properties of food
 Students study safe and hygienic food
handling and storage practices to prevent
food spoilage and poisoning, and apply
these practices in the preparation of food
 Examine the links between classification of
foods and their properties, and examine
changes in the properties of food when
different preparation and processing
techniques are used
Unit 2 – Planning and preparation of food
 Investigate appropriate tools and equipment
to produce optimum results, including the
latest developments in food technology.
 Students then work both independently and
as members of a team to research and
implement solutions to a design brief. They
use the design process to respond to
challenges of preparing food safely and
hygienically for a range of contexts and
consumers, taking into account nutritional
considerations, social and cultural
influences, and resource access and
availability.
Unit 3 – Food preparation, processing and
food controls
 Develop an understanding of food safety in
Australia and the relevant national, state
and local authorities and their regulations,
including the HACCP system.
 Analyse the functions of the natural
components of key foods and apply this
knowledge in the preparation of foods
including preserved items. An understanding
of the primary and secondary processes will
help students then justify cooking
techniques when selecting and preparing
key foods.
Unit 4 – Food product development and
emerging trends
 In this unit students produce the proposed
four to six food items and implement the
design plan they established in Unit 3.
 Examine and analyse driving forces behind
food product development. They investigate
issues underpinning the emerging trends,
including social pressures, consumer
demand, technological developments, and
environmental considerations.
Associated career areas
 Hotel/Motel Manager
 Health Promotion Officer
 Teacher
 Dietician
 Biotechnologist
26
Geography
Geography develops knowledge and skills that enable understanding of the complex
interactions of the world from a spatial perspective. Learn to participate effectively as global
citizens in the sustainable use and management of the world’s resources.
Unit 1 - Natural environments
Unit 3 - Regional resources
 Natural environments at two different
scales, comparing and contrasting
geographic characteristics, e.g. location,
climate, soils, drainage, natural vegetation
and topography.
 Water as a resource in Australia, with
specific application to the region of the
Murray-Darling Basin. Water is a critical
resource on the Earth’s second driest
continent.
 Dynamic nature of natural environments
 The use and management of a significant
and the contribution of the various agents of
resource in the local region such as shopping
change such as weathering, erosion,
centres, urban renewal sites such as the
transportation and deposition as well as
Docklands, a farm, a factory, conservation
human activity.
parks including national and marine parks,
and ski fields such as Mount Stirling.
 Explores the nature of change and
dimensions in different environments
Unit 4 - Global perspectives
through imagery, topographic maps and
fieldwork activities.
 Analysis, explanation and evaluation of the
factors primarily responsible for generating
Unit 2 - Human environments
global phenomena.
 Geographic characteristics of environments
at a range of scales, including locations,
landscapes, climate, living conditions and
environmental qualities.
 Dynamic nature of rural and urban
environments and contributing factors to
change, such as population change,
population movement, climate changes,
government policies and globalisation.
 Human population examines the geographic
distribution, structure and composition as
well as the dynamics of population in time
and space, including growth and decline in
fertility and mortality.
 People and organisations respond to the
global impact of two phenomena, including
human population at a range of scales.
Associated career areas
 Air Hostess
 Civil Engineering
 Ecologist
 Marine Biologist
 Pilot
27
Health and Human Development
Throughout this study, students investigate health and human development in local, Australian
and global communities. The role of nutrition in influencing both health status and individual
human development is also explored.
Unit 1 – The health and development of
Australia’s youth
 The dimensions of, and interrelationships
between, health and individual human
development.
 An understanding of the physical, social,
emotional and intellectual changes
associated with adolescence.
Unit 3 – Understanding Australia’s Health
 The health status of Australia’s population
compared with other developed countries
 Roles and responsibilities of governments in
addressing health needs and promoting
health.
Unit 4 – Global health and human
 The importance of nutrition for the provision development
of energy and growth during adolescence.
 Factors contributing to variations in health
status between Australia and developing
 Opportunity to participate in the “Baby
countries.
Think it Over Program”, parenting simulation
designed to help students understand the
demands of caring for an infant.
 The role of international organisations such
as the UN and WHO in achieving
improvements in health and human
Unit 2 – Individual human development and
development.
health issues
 Factors that affect the health and individual
human development of Australia’s children.
 Factors that affect the health and individual
human development during the prenatal
stage of life.
 Opportunity to participate in the “Baby
Think it Over Program” parenting simulation
designed to help students understand the
demands of caring for an infant.
Associated career areas
 Fitness instructor
 Nurse
 Medical technician
 Paramedic
 Massage Therapist
28
History
History deepens our knowledge of humanity and introduces us to a variety of human
experiences and values. It enables us to see the world through the eyes of others and enriches
our appreciation of the nature of change.
Unit 1 – Twentieth Century History 1900-1945 Unit 3 – American Revolution 1763 - 1789
 Analyse and explain the rise of the Nazi
Party in Germany in the context of
Germany’s defeat in war and the personality
of Adolf Hitler.
 Analyse and discuss social life in Germany
between 1933 and 1945, in particular
compare life for working class Germans and
Jews.
 Analyse the cultural expression of the
period. We will study “Triumph of the Will”
and discuss whether it is a great film or
propaganda.
 Evaluate the role of ideas, leaders,
movements and events in the development
of revolution from the end of the French and
Indian War in 1763 to the Declaration of
Independence in 1776.
 Analyse the challenges facing the emerging
new order, and the way in which attempts
were made to create a new society from the
Declaration of Independence in 1776 to the
Inauguration of George Washington in 1789.
Unit 4 – Russian Revolution 1905 - 1924
 Evaluate the role of ideas, leaders,
Unit 2 – Twentieth Century History 1945-2000
movements and events in the development
of revolution from Bloody Sunday in 1905 to
the Bolshevik Revolution of October 1917.
 Analyse and discuss how the conflict
between Israel and the Arab people began
 Analyse the challenges facing the emerging
and why it has taken so long to resolve.
new order, and the way in which attempts
were made to create a new society from the
 Evaluate the events of 1968 and 1989 as
initial decrees of November 1917 to the
examples of ‘People Power’ and their effects
death of Lenin in 1924.
on governments of the day.
 Examine the effects of the Iranian revolution
of 1979 and the emergence of Al-Qaeda
with particular reference to the conflict
between Israel and the Palestinians.
Associated career areas
 Author
 Library Technician
 Lawyer
 Criminologist
 Priest
29
Information Technology
Information Technology encompasses how information systems are used to interact, create,
and exchange structured information, write programs and develop solutions. IT focuses on
how the needs of individuals, organisations, communities and society are met through the
combination of ICT and meaningful information.
Unit 1 – IT in Action
 How individuals and organisations use and
are affected by ICT.
Unit 3 – IT Applications
 Focuses on the World Wide Web and how it
supports the information needs of
individuals, communities and organisations.
 How information across networks is
exchanged and manipulated.
 Use of a relational database management
system and techniques used by
organisations to acquire data via websites.
Unit 2 – IT Pathways
Unit 4 – IT Applications
 Strategies used to protect the integrity and
security of data and information.
 How individuals and organisations use ICT to
meet a range of purposes and problem solve
solutions to create visualisations.
 Explores how organisations manage the
storage, communication and disposal of data
 Investigate ICT career pathways using
and information.
programming languages.
“or”
 Learn and develop applications using a
Unit 3 – Software Development
programming language.
 Strategies for solving problems for specific
users in a networked environment creating
formal documentation and creating
applications through a programming.
Unit 4 – Software Development
 How the information needs of individuals,
# Students may elect to undertake one or both
organisations and society are met through
of these Unit 3 and 4 sequences. If there are
the creation of purpose-designed solutions
not adequate numbers to run both sequences,
in a networked environment through a
then IT Applications only will run.
programming language.
Associated career areas
 Software engineer
 Database Administrator
 Electronics Engineer
 Network Administrator
 Games developer
30
Interactive Digital Media - VETiS
Interactive Digital Media provides knowledge and skills that will enhance employment
prospects within the multimedia industry. Students will be introduced to Flash animation,
digital video and audio editing, image manipulation techniques and web design. This course
provides generic multimedia skills that are valuable in any career and a valid pathway into
graphic arts.
Unit 1 & 2
Unit 3 & 4
 Include following health, safety and security
procedures, creating, manipulating and
incorporating 2D graphics and producing
and manipulating images.
 Incorporates specialist units including web
page development, video editing and
production of 2D digital animation.
 Apply critical thinking techniques.
 Develop and Apply Creative arts.
 Industry knowledge.
 Participate in OHS processes.
 Maintain interactive content.
 Collect and organise content for broadcast or
publication.
 Develop and extend critical and creative
thinking skills.
 Follow a design process.
 Work effectively with others.
 Work effectively in the screen and media
industries.
 Produce and prepare photo images.
# A $75 materials charge is attached to this
subject.
Associated career areas
 Graphic Designer
 Media Producer
 Multimedia Developer
 Games Developer
 Webpage Designer
31
Italian
Students have the opportunity to continue their studies of Italian language and culture through topics
that focus on the strands of writing, reading, speaking and listening.
Topics from Units 1 – 4 are taken from three broad themes:
The individual, the Italian speaking community and the changing world.
Unit 1
Unit 3
 Italian language and culture is explored and
used in a variety of tasks including different
writing styles, rehearsed and improvised
dialogues and comprehension based on
listening and reading.
 Italian language and culture is further developed
and practised.
 Topics may include: Immigration, Festivals
and Health & Wellbeing.
 Assessment is based on three outcomes (three of
the four strands).
 Topics may include Technology, Social Networks
and the New Wave of Migration.
 Assessment is based on: Four outcomes (one
for each strand) and a written exam.
Unit 4
Unit 2
 Continued focus on all four strands with
topics which may include work, travel and
leisure pursuits
- Assessment is based on 4 outcomes (one for
each strand) and a written exam.
* Units 1 & 2 are not recommended for
students who have not completed Italian at
Year 10.
 Consolidation of all elements of Italian language
learning. Topics may include the Arts, Cinema and
Literature with one of these topics forming the
basis for the detailed study.
 Assessment is based on three outcomes (three of
the four strands), a written exam and a 15 minute
external oral exam.
* Units 3 & 4 are not recommended for students who
have not completed Italian in Units 1 & 2.
Associated career areas
 Customs Officer
 Diplomat
 Import/Export Clerk
 Speech Pathologist
 Interpreter
32
Legal Studies
Legal Studies investigates the ways in which the law and the legal system relate to and serve
individuals and the community. This knowledge is central to understanding the workings of
contemporary Australian society.
Unit 1 – Criminal Law in action
 Understanding of the role of law and the
need for effective laws. They will gain an
understanding of the role of parliament and
subordinate authorities in law-making.
• Appreciation of the importance of criminal
law by investigating its principles, types of
crimes and their enforcement, and possible
outcomes.
Unit 3 - Law Making, Parliament and the
Courts
• Develop an understanding of law making
through parliament and the courts.
• The impact of the Commonwealth
Constitution on the operation of the legal
system and the separation of powers.
• Describe and evaluate the effectiveness of
the courts in law-making and their
relationship with parliament.
• Investigate procedures that are used prior to
bringing a criminal case to trial, jurisdiction
of the courts in hearing criminal cases.
Unit 4 - Dispute Resolution
Unit 2 – Issues in Civil Law
• The importance of civil law and how it is
distinguish from criminal law. Explore torts
and related defences. Understand the
process law making by judges.
• Dispute resolution bodies and methods
employed in resolving civil disputes.
Examine the purpose and operation of civil
pre-trial procedures and the adversarial
nature of a civil trial.
• Detailed investigation of a specific area of
the law and the consideration of contract
law, wills, family law and consumer
protection.
• Function and jurisdiction of courts, tribunals
and alternative avenues of dispute
resolution and compares the various dispute
resolution methods.
• Investigation of criminal and civil pre-trial
and trial processes and procedures, and the
operation of the jury and adversary systems
in civil and criminal trials.
• A comparison of features of the adversary
and inquisitorial systems of dispute
resolution.
• Evaluate the effective operation of the
Victorian legal system and make
recommendations for improvement and
reform.
Associated career areas
• Lawyer, Legal Support
• Occupational Health and Safety Officer
• Finance Clerk
• Insurance Claim Investigator
• Importer/Exporter
33
Mathematics - Foundation
Foundation Mathematics provides for the continuing mathematical development of students
entering VCE, who need mathematical skills to support other VCE subjects, including VET
studies and who do not intend to undertake Units 3 and Unit 4 studies in Mathematics
Unit 1
Unit 2
• Patterns and number - Basic number
• Space shape and design - Two dimensional
operations, fractions, decimals, percentages,
shapes, angles and symmetry, scale plans
simple rates, money and ratio.
and diagrams, three dimensional solids
• Measurement - The metric system, unit
conversion, perimeter, area, surface area,
and volume, height and weight and rules for
rounding numbers.
• Handling data - Graphs, tables, maps and
plans, charts and tables, scale and units,
mean, median, mode and range of spread.
• Students should confidently and
• Students should confidently and
competently use mathematical concepts
competently use mathematical concepts and
and skills from the area of study.
skills from the area of study.
• Students should be able to apply and
• Students should be able to apply and discuss
discuss mathematical procedures to solve
mathematical procedures to solve practical
practical problems and communicate their
problems and communicate their results.
results.
• Students should be able to select and use
technology to apply mathematics in a range
of practical context.
• Students should be able to select and
use technology to apply mathematics in a
range of practical context.
• Assessment - This includes a range of skill
SAC and analysis task SAC
# A $10 charge for Manga Maths is attached
to this subject.
Associated career areas
• Sales Assistant
• Auto Mechanic
• Secretary
• Betting Clerk
• Trades person
34
Mathematics – General Further
Practical mathematics used in everyday problem solving. In addition to performing calculations,
students must analyse their results and interpret their findings in the context of given realworld situations. Students gain proficiency in the use of the CAS calculator and are able to
incorporate technology efficiently into problem solving strategies.
Unit 1 – Data and Statistics
Unit 3 – Graphs and Relations
• Analysis and calculations involving
• Construct and interpret a variety of straightUnivariate data. Acquire an understanding of
line graphs.
the methods used to display univariate data.
• Use simultaneous equations and break even
• Analysis and calculations involving bivariate
points to analyse profits and losses.
data. Acquire an understanding of the
methods used to display bivariate data.
• Construct and interpret non-linear graphs
and relations.
Unit 2 – Matrices
• Solving linear programming problems.
• Gain an understanding of matrices and their
usage. Become acquainted with a variety of
matrices.
Unit 4 – Networks
• Develop a proficiency in operations involving
matrices. Understand the steps involved in
solving matrix equations.
• Use matrices to solve problems involving
real-world scenarios.
• Gain an understanding of undirected
networks. Be able to differentiate between
paths and circuits.
• Gain an understanding of directed networks
and the concepts of reach ability and
dominance.
• Perform critical path analysis on directed
networks using forward and backward
scanning.
# Students can only enrol in either Units 1 & 2
Further Mathematics or General Mathematics
Methods, not both.
Associated career areas
• Childcare Assistant
• Personal Carer
• Administration Officer
• Credit Controller
• Builder
35
Mathematics - General Methods
Preparation for Specialist Mathematics and complimentary to areas covered in Mathematical
Methods. Areas of study include Arithmetic, Algebra, Graphs of linear and non-linear relations,
Geometry and trigonometry, and apply techniques, routines and processes both with and
without the use of technology.
Units 1 and 2
Units 3 & 4
• Functions and graphs, algebra, rates of
change and calculus, and probability. The
appropriate use of computer algebra system
(CAS) technology is also expected.
• Coordinate Geometry, Circular
(trigonometric) Functions, Calculus, Algebra,
Statistics and Probability. The appropriate
use of computer algebra system (CAS)
technology is also expected.
• For each unit students are required to
demonstrate achievement of three
outcomes.
• Define and explain key concepts and apply a
range of related mathematical routines and
procedures.
• Apply mathematical processes in nonroutine contexts, and analyse and discuss
these applications.
• For each unit students are required to
demonstrate achievement of three
outcomes.
• Define and explain key concepts and apply a
range of related mathematical routines and
procedures.
• Apply mathematical processes in nonroutine contexts, and analyse and discuss
these applications.
• Select and use CAS and other technology to
develop mathematical ideas, produce results • Select and use CAS and other technology to
and carry out analysis.
develop mathematical ideas, produce results
and carry out analysis.
# This subject can only be studied in
conjunction with Maths Methods.
Associated career areas
• Air Traffic Controller
• Civil Engineer
• Investment Analyst
• Insurance Officer
• Economist
36
Mathematics - Methods CAS
Students are expected to be able to apply techniques, routines and processes involving rational
and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation
and integration with and without the use of technology. The appropriate use of computer
algebra system (CAS) technology is also expected.
Unit 1
Unit 3
• Students should be able to define and
explain key concepts and apply a range of
related mathematical routines and
procedures.
• Students should be able to define and
explain key concepts and apply a range of
related mathematical routines and
procedures.
• Students should be able to apply
mathematical processes in non-routine
contexts, and analyse and discuss these
applications of mathematics.
• Students should be able to apply
mathematical processes in non-routine
contexts, and analyse and discuss these
applications of mathematics.
• Students should be able to select and use a
• Students should be able to select and use
computer algebra system and other
CAS and other technology to develop
technology CAS to develop mathematical
mathematical ideas, produce results and
ideas, produce results and carry out analysis.
carry out analysis.
Unit 2
Unit 4
• Students should be able to define and
explain key concepts and apply a range of
related mathematical routines and
procedures.
• Students should be able to define and
explain key concepts and apply a range of
related mathematical routines and
procedures.
• Students should be able to apply
mathematical processes in non-routine
contexts, and analyse and discuss these
applications of mathematics.
• Students should be able to apply
mathematical processes in non-routine
contexts, and analyse and discuss these
applications of mathematics.
Associated Career areas
• Meteorologist
• Radiation Therapist
• Patent Examiner
• Electrical Engineer
• Telecommunications Engineer
37
Mathematics - Specialist
Specialist Mathematics extends the topic areas studied in General Mathematical Methods. The
topic areas studied consist of Functions, Relations and Graphs, Algebra, Calculus, Vectors and
Mechanics, and apply techniques, routines and processes both with and without the use of
technology
Unit 3 - Functions Relations and Graphs
Unit 4 - Calculus
• Sums of simple power functions of integer
powers.
• Reciprocal functions.
• Inverse circular functions.
• Relations representing circles, simple
ellipses and hyperbolas in cartesian and
parametric forms.
• Graphical representation of these functions
and relations.
• Analysis of key features of their graphs.
• Application in a variety of theoretical and
practical situations.
Algebra
• Expression of functions as a sum of partial
fractions.
• Complex numbers, including polar form.
• Regions and paths in the complex plane.
• Factorisation of polynomial functions over
the complex field.
Mechanics
• Statics and an introduction to Newtonian
mechanics, for both constant and variable
acceleration.
Vectors
• Arithmetic and algebra of vectors.
• Proof of geometric results using vectors.
• Vector representation of curves in the plane.
• Vector kinematics in one, two and three
dimensions.
Calculus
• Advanced calculus techniques applied to a
broad range of functions.
# Special Mathematics must be studied in
conjunction with Mathematical Methods CAS
Units 3 & 4.
Associated Career areas
• Town Planner
• Geophysicist
• Statistician
• Sport Scientist
• Architect
38
Media
Media has been designed to provide students with the opportunity to develop critical and
creative knowledge and skills within the media industry. Media texts, technologies and
processes are considered from various perspectives including structure and features, industry
production and distribution context, audience reception and the impact of media in society.
Unit 1 - Representation and technologies of
representation
Unit 3 - Narrative and media production
design
• Develop practical and analytical skills,
including an understanding of the
contribution of codes and conventions to
the creation of meaning in media products,
the role and significance of selection
processes in their construction, and the
creative and cultural implications of new
media technologies.
• Evaluate and analyse production and story
elements to recognise the role and
significance of narrative organisation in
fictional film, radio or television programs.
• Develop practical skills through undertaking
video production exercises (shooting and
editing) related to aspects of the design and
production process.
Unit 2 - Media production and media industry
Unit 4 - Media processes, social values and
media influences
• Analyse specialist production stages and
roles within the collaborative organisation of
media production.
• Further develop practical skills in the
production of media products and realise a
• Develop practical skills through undertaking
production design. Organisational and
assigned roles during their participation in
creative skills are refined and applied
specific stages of a media production and
throughout this process.
analyse issues concerning the stages and
roles in the media production process.
• Analyse the ways in which media texts are
shaped by social values and contribute to
• Analyse media industry issues and
discourses on a range of issues. Students
developments relating to production stages
also critically evaluate the role and influence
and roles and the broader framework within
of the media on audiences and society as a
which Australian media organisations
whole.
operate.
Associated Career areas
• Journalism
• Scriptwriting
• Graphic Designer
• Film, Stage and Television Director
• Circus Performer
39
Music Performance
This subject focuses on building performance and musicianship skills. Students present a variety
of group and solo performances, explore the work of other performers and composers and
explore strategies to optimise their own performance.
Unit 1 - Performance
Unit 3 - Performance
• Develop skills and knowledge to present a
musically engaging performance.
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Develop of
techniques for group and solo performance.
• Performance Technique - Focus on
developing of techniques for group and solo
performance.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
Unit 2 - Performance
Unit 4 - Performance
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Develop of
techniques for group and solo performance.
• Musicianship - Develop skills of aural
perception, music theory and analysis.
• Organisation of Sound - Focus on devising
original work as a composition or
improvisation, inspired by analysis of works
studied.
• Develop skills and knowledge to present a
musically engaging performance.
• Performance Technique - Focus on
developing of techniques for group and solo
performance.
• Musicianship -Develop skills of aural
perception, music theory and analysis.
Associated Career areas
• Music Arranger
• Teacher
• Music Critic
• Music Composer
• Music Therapist
40
Photography - Studio Art
Students undertake the design process and produce photographic folios, apply theoretical
knowledge regarding a range of photo media artists and photography practice, use
photographic equipment to explore and develop an array of conceptual possibilities. Students
explore photographic concepts that transform into complete pieces that link to industry
standard work.
Unit 1 – Artistic Inspiration and Techniques
Unit 3 – Studio Production and Professional
Art Practice
• Folio ‐ source ideas, inspiration and generate
ideas. An emphasis on recording ideas and
• Thematic Folio ‐ Implementation of a design
reflecting upon them in order to produce an
process leading to a range of potential
investigatory photographic folio.
directions.
• Materials & Technique ‐ Build upon
Photoshop skills, whilst learning camera
techniques. Experiment with photographic
materials to best present photographic
ideas.
Unit 4 – Studio Production and Art Industry
Contexts
• Folio of artworks ‐ Production of a cohesive
folio of finished artworks to further develop
potential directions.
Unit 2 – Design Exploration and Concepts
• Develop a design process ‐ Develop and
design process including visual research and
inquiry. Produce photographs which are
centred on a chosen theme.
• Analysis of ideas and styles in artworks ‐
Groups of artists from different time periods
to gain understanding of cultural aspects
whilst discussing the aesthetics of works
overall. Focuses on developing art
terminology.
# Students may only choose one (1) Studio Art
subject
• Focus, reflection and evaluation that reflect
on folio of finished artworks and provide a
document containing the focus, reflection
and evaluation of progress and final pieces.
• Art Industry contexts that provide
understanding of a variety of galleries
including commercial, public and artist run
spaces. Gallery roles, promotional methods
and marketing.
# There is a compulsory materials charge of
$190 per year for Unit 3 & 4.
# There is a compulsory materials charge of
$150 per year for Unit 1 & 2.
Associated Career areas
• Photographer
• Journalist
• Industrial Designer
• Teacher
• Fashion Designer
41
Physical Education
Physical Education examines the biological, physiological, psychological, social and cultural
influences on performance and participation in physical activity. The study enables the
integration of theoretical knowledge with practical application through participation in physical
activities.
Unit 1 – Bodies in Motion
 The systems of the human body and how
they translate into movement.
Unit 3 – Physical activity participation and
physiological performance
 Biomechanical principles underpinning
physical activity and sport.
 Monitoring and promotion of physical
activity – subjective and objective methods
for assessing physical activity levels are
explored.
Unit 2 – Sports coaching and physically active
lifestyles
 The role of the cardiovascular, respiratory
and muscular systems in supplying oxygen
and energy to working muscles.
 The roles and responsibilities of a coach.
Unit 4 – Enhancing Performance
 The range of physical activity options in the
community, health benefits of participation
in regular physical activity and health
consequences of physical inactivity.
 Decision making in sport – introduces
students to an understanding of games and
sport, including how they are categorised.
 Planning, implementing and evaluating a
training program
 Nutritional, physiological and psychological
strategies used to enhance performance.
Associated Career areas
 Massage Therapist
 Recreation Officer
 Physiotherapist
 Acupuncturist
 Nurse
42
Physics
Physics covers the nature and properties of matter and energy. Physics promotes the
development of students' ability to use physics to explain phenomena and events, and
technological and social applications. Students should gain an understanding of the ways in
which knowledge in physics advances and is applied.
Unit 1 - Physics as a Human Endeavour
Unit 3 - Motion in one and two dimensions
 Focuses on observations and ideas about the  Motion in one and two dimensions is
physical world are organised and explained.
introduced and applied to moving objects on
Earth and in space.
 Modelling - Conceptual models to describe
and explain observed physical phenomena.
 Electronics and photonics - Circuit models
These models are developed within contexts
are applied to further aspects of electricity
that are familiar to students.
and electronics, and the operation and use
of photonic devices are introduced.
 Detailed study - Wave-like properties of
light; Nuclear and radioactivity physics; and  Detailed study - Einstein’s relativity,
a third area of study from one of:
investigating structures and materials, or
Astronomy, Medical Physics, or Energy from
further electronics.
the nucleus.
Unit 4 - Interactions of light and matter
Unit 2 - Movement and electricity
 Areas of movement and electricity. Develop
the ability to use physics to explain
phenomena and events, and technological
and social applications.
 Advances and Application - Gain an
understanding of the ways in which
knowledge in physics advances, and is
applied.
 Experimental Processes - The development
of practical skills in investigating physical
phenomena is an essential part of the Unit.
 The development of models that explain the
complex interactions of light and matter are
considered.
 Electric power - A field model of
electromagnetism is applied to the
generation of electricity
 Detailed study - Synchrotron and
applications, Photonics, or Recording and
reproducing sound.
Associated Career areas
 Marine Engineer
 Motor Mechanic
 Telecommunications Technician
 Environmental Scientist
 Architect
43
Psychology
Psychology is the scientific study of mental processes and behaviour in humans. The study of
psychology is approached from biological, behavioural, cognitive and socio-cultural
perspectives.
Unit 1 – Introduction to Psychology
Unit 3 – The Conscious Self
 Psychology as a Science - Introduction to
 Mind, Brain and Body - Students study the
psychology from its philosophical beginnings
role of the functioning brain and nervous
to an empirical science. Focus is also given to
system in relation to awareness of self, the
its fields of application.
environment and behaviour.
 The Visual Perception System - Visual
perception system, its characteristics and
effects. Visual illusions are also considered.
 Lifespan Psychology - Major perspectives
that have influenced psychology- (biological,
behavioural, cognitive and socio-cultural),
with a focus on the investigation of
psychological development throughout the
lifespan.
 Memory - Students investigate the retention
of experiences and learning as memory and
the factors that affect retention and recall of
information.
Unit 4 – Brain, behaviour and experience
 Learning - Students study the neural basis of
learning, and examine the different types of
learning: including classical and operant
conditioning, observational learning.
Unit 2 – Self and Others
 Interpersonal and Group Behaviour
 Examine the way in which people’s attitudes
and behaviour affect their view of
themselves and their relationships with
others.
 Mental Health - Students use a psychosocial
framework to investigate how biological,
psychological and socio-cultural factors
interact to contribute to the development of
an individual’s mental functioning and
mental health.
 Intelligence and Personality - Differences
between individuals will be explored, with
particular emphasis on intelligence and
personality.
Associated Career areas
 Psychologist
 Human Resources
 Youth Work
 Counsellor
 Police Officer
44
Systems Engineering
In this subject students develop an understanding of the Systems Engineering Process and the
range of factors that influence the design, planning, production, evaluation and use of a system.
Students develop skills in the safe use of tools, measuring equipment, materials, machines and
processes to make mechanical and electronic systems.
Unit 1 – Introduction to mechanical systems
 Describe and use basic engineering
concepts, principles and components, and
using the Systems Engineering Process,
design and plan a mechanical system.
 Make, test and evaluate a mechanical
system using selected relevant aspects of
the Systems Engineering Process
Unit 2 –: Introduction to electrotechnology
Systems
 Investigate, represent, describe and use
basic electrotechnology and control
engineering concepts, principles and
components, and using the Systems
Engineering Process, design and plan an
electrotechnology system.
 Make, test and evaluate an
electrotechnology system, using selected
relevant aspects of the Systems Engineering
Process
# Unit 1 & 2 compulsory materials charge of
$80 per year, payable in advance.
Unit 3 – Integrated systems engineering and
energy
 Investigate, analyse and use advanced
mechanical-electrotechnology, integrated
and control systems concepts, principles and
components, and using the Systems
Engineering process, design, plan and
commence construction of an integrated and
controlled system.
 Discuss the advantages and disadvantages of
renewable and non-renewable energy
sources, and analyse and evaluate the
technology used to harness, generate and
store non-renewable and renewable energy.
Unit 4 – Systems control and new and
emerging technologies
 Produce, test and diagnose an advanced
mechanical-electrotechnology integrated
and controlled system using selected
relevant aspects of the Systems Engineering
Process, and manage, document and
evaluate the system and processes.
# Unit 3 & 4 compulsory materials charge of
$20 per year, payable in advance.
Associated Career areas
 Metal Fitter/Machinist
 Safety Inspector
 Mechanical Engineer
 Engineering Manager
 Engineering Technician
45
Textiles - Product Design and Technology
In this subject students assume the role of a designer-maker. They will acquire and apply
knowledge of factors that influence design. Students will safely use a range of materials, tools,
equipment and machines to transform these materials into useful products, while
understanding the importance of environmental sustainability
Unit 1 – Product Design and Sustainability
Unit 3 – Applying the Design Process
 This unit focuses on the analysis,
modification and improvement of a product
design with consideration of the materials
used and issues of sustainability. Finite
resources and the proliferation of waste
require sustainable product design thinking.
Many products in use today have been
redesigned to suit the changing needs and
demands of users but with little
consideration of their sustainability.
 In the initial stage of the Product design
process, a design brief is prepared. It
outlines the context or situation around the
design problem and describes the needs and
requirements in the form of constraints or
considerations.
Unit 2 – Collaborative design
 Producing and evaluating a collaborative
designed product. Design teams generate a
design brief from a relevant scenario.
Materials, techniques and processes are
used to transform design options into
products and work across garment
construction, accessories and soft
furnishings according to their interests.
# Unit 1 & 2 compulsory materials charge of
$100 per year, payable in advance.
** Students may only choose one (1) Studio
Art subject.
Unit 4 – Product Development and
Evaluation
 In the role of designer, students judge the
suitability and viability of design ideas and
options referring to the design brief and
evaluation criteria in collaboration with a
client and/or an end-user. Comparisons
between similar products help to judge the
success of a product in relation to a range of
Product design factors. The environmental,
economic and social impact of products
throughout their life cycle can be analysed
and evaluated with reference to the Product
design factors.
# Unit 3 & 4 compulsory materials charge of
$20 per year, payable in advance. Students
will need to buy additional materials
depending on their project
Associated Career areas
 Wardrobe Supervisor
 Costume Maker/Designer
 Tailor
 Teacher
 Interior Designer
46
Theatre Studies
This Subject focuses on the application of acting and other stagecraft in relation to theatrical
styles from a variety of eras. Students apply skills to interpret playscripts for performance and
analyse plays from the VCAA prescribed playlists.
Unit 1 – Theatrical styles of the pre-modern
era
Unit 3 – Production development
 This unit focuses on an interpretation of a
 This Unit focuses on the application of acting
playscript through the four designated
and other stagecraft in relation to theatrical
stages of production: planning, production
styles of the pre-modern era.
development, production season, and
production evaluation.
 Students work with playscripts from prior to
the 1880s in both written form and in
 Students analyse the influence of stagecraft
performance.
on the shaping of the production.
 Students study theatrical and performance
analysis and apply skills to the analysis of a
play from the pre-modern era in
performance.
 Students attend a performance selected
from the prescribed texts published by the
VCAA, and analyse and evaluate the
interpretation of the playscript in the
performance.
Unit 2 – Theatrical styles of the modern era
Unit 4 – Performance interpretation
 This Unit focuses on the application of acting
and other stagecraft in relation to theatrical  In this unit students study and perform a
styles of the modern era.
monologue from the Theatre Studies
Performance Examination (monologue list)
published by the VCAA.
 Students work with playscripts from the
1880s to present, in both written form and
in performance.
 Students develop a theatrical brief that
includes the creation of a character,
stagecraft possibilities, and appropriate
 Students study theatrical and performance
research.
analysis and apply skills to the analysis of a
play from the modern era in performance.
Associated Career areas
 Media Producer/Presenter
 Public Relations
 Industrial Designer
 Actor/Dancer/Entertainer
 Gallery/Museum Guide
47
Visual Communication and Design
Visual Communication is a bridge between an idea and its intended audience. In the field of
Design, visual communicators use text and/or image to communicate information. VCD
students start with a design brief and go through a design process to develop a final
presentation in response to the brief.
Unit 1 – Introduction to Visual
Communication design
Unit 3 – Design thinking and practice
 Drawing as a means of Communication Create drawings for different purposes using
a range of drawing methods, media and
materials.
 Analysis and practice in context – Create
visual communications for specific contexts,
purposes and audiences that are informed
by their analysis of existing visual
communications.
 Design elements and design principles Select and apply design elements and design
principles to create visual communications
that satisfy stated purposes.
 Design industry practice – Describe how
visual communications are designed and
produced in the design industry and explain
factors that influence these practices.
 Visual communication design in context Describe how a visual communication has
been influenced by past and contemporary
practices, and by social and cultural factors.
 Developing a brief and generating ideas Apply design thinking skills in preparing a
brief, undertaking research and generating a
range of ideas relevant to the brief.
Unit 2 – Applications of visual communication Unit 4 – Design development and
design
presentation
 Technical drawing in context - Create
presentation drawings that incorporate
relevant technical drawing conventions and
effectively communicate information and
ideas for a selected design field.
 Development of design concepts - Develop
distinctly different design concepts for each
need, and select and refine for each need a
concept that satisfies each of the
requirements of the brief
 Type and imagery - Manipulate type and
 Final presentations – Produce final visual
images to create visual communications
communication presentations that satisfy
suitable for print and screen-based
the requirements of the brief.
presentations, taking into account copyright.
Associated Career areas
 Graphic Designer
 Industrial Designer
 Architect
 Digital Games Designer
 Web Design
48
Wood - Product Design and Technology
In this subject students assume the role of a designer-maker. They will acquire and apply
knowledge of factors that influence design. Students will safely use a range of materials, tools,
equipment and machines to transform these materials into useful products, while
understanding the importance of environmental sustainability
Unit 1 – Product re-design and sustainability
Unit 3 – Applying the Product design process
 Redesign a bedside cabinet with the
intention of improving the aesthetics,
functionality or quality, including
consideration of sustainability.
 The designer, client and/or end-user in
product development - Explain the roles of
the designer, client and end-user and explain
how the design process leads to product
design development.
 Evaluate material, tools, equipment and
processes to make the re-designed cabinet,
and compare the finished product with the
original design.
Unit 2 – Collaborative design
 Designing within a team - Design and plan a
product, product range or a group product
in response to a design brief based on a
common theme.
 Product development in industry - Analyse
influences on the design, development and
manufacture of products within industrial
settings.
 Designing for others - Present a folio that
documents the Product design process, and
commence production of the designed
product.
Unit 4 – Product development and evaluation
 Producing and evaluating a collaboratively
designed product - Safely make the product  Product analysis and comparison - analyse
and evaluate it individually and as a member
and evaluate similar commercial products.
of a team against the design brief.
 Product manufacture - Safely apply a range
of production skills and processes to make
# Unit 1 & 2 compulsory materials charge of
the product designed in Unit 3, manage time
$80 per year, payable in advance.
and resources effectively and efficiently.
** Students may only choose one (1) Product
Design and Technology subject
# Unit 3 & 4 compulsory materials charge of
$20 per year, payable in advance.
Associated Career areas
 Builder
 Shop Fitter
 Industrial Designer
 Drafter
 Cabinet Maker
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Illustrations by Kerri Neven – GPSC Art Department
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