year 11 12 subject selection handbook

YEAR 11 – 12 SUBJECT SELECTION HANDBOOK

A GUIDE TO SELECTING YOUR LATER YEARS PATHWAY AT KAMBRYA COLLEGE

68 Bemersyde Dr, Berwick VIC 3806 9707 7600 Fax: 9702 6277 Email: [email protected] Website:www.kambryacollege.com

mailto:[email protected]

http://www.kambryacollege.com/


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TABLE OF CONTENTS

Introduction............................................................................................................................................. 4

Staff Contacts .......................................................................................................................................... 2

Forward Thinking: Later Years Pathway Planning...................................................................................... 3

Victorian Certificate of Education (VCE) .................................................................................................... 3

Victorian Certificate of Applied Learning (VCAL) ........................................................................................ 3

VCE (Victorian Certificate of Education) .................................................................................................... 4 VET & VCE Course Cost .................................................................................................................................... 5 Victorian School of Languages ......................................................................................................................... 5

VCE Subject Descriptors ............................................................................................................................ 6 All subjects can be found listed in alphabetical order

VCAL (Victorian Certificate of Applied Learning)...................................................................................... 38 Example Program .......................................................................................................................................... 38

VCAL ...................................................................................................................................................... 38 Literacy Skills and Structure ........................................................................................................................... 39 Numeracy Skills and Structure ....................................................................................................................... 39 Work Related Skills and Structure .................................................................................................................. 40 Personal Development Skills and Structure ................................................................................................... 41 VCAL Electives… ............................................................................................................................................. 42

VET (Vocational Education) .................................................................................................................... 43 VET Certificate II in Plumbing ......................................................................................................................... 44 VET Certificate II in Hairdressing .................................................................................................................... 45 VET Certificate III in Beauty Services .............................................................................................................. 45 VET Certificate II in Construction Pathways (Building) .................................................................................. 46 VET Certificate III in Sport and Recreation ..................................................................................................... 47 VET Hospitality: Certificate II in Kitchen Operations ...................................................................................... 47

HEADSTART (ASBA) Program…………………………………………………………………………………………………………………………………..48

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INTRODUCTION

Kambrya College, in partnership with parents and the wider community, aims to provide an environment conducive to learning, in which all students can attain knowledge, skills and attitudes that demonstrate high levels of achievement, enabling them to be lifelong learners and effective, successful, active and happy participants in the international community. In this context, students will have the opportunity to undertake studies in Year 10 Mainstream, Year 10 Pre-VCAL, VCE, VET in VCE, and VCAL throughout Years 10, 11 and 12.

Students have access to course counselling and vocational guidance with the final decisions being a joint responsibility of the student, parent and College. Where pre-requisites for further study or proposed tertiary courses are concerned, it is the responsibility of the student to check all of the information including the accuracy of the pre-requisites for tertiary courses. The VTAC website is an excellent resource for this process (www.vtac.edu.au).

Contained in this handbook are outlines of all units of study being offered at Kambrya College. Units will only run where sufficient student numbers exist for the classes. This decision is at the discretion of the College.

STAFF CONTACTS

Assistant Principal for VCE Mr Brett Wilson Assistant Principal for Applied Pathways Mr Martin McDonald VCE Leader Ms Kelly Kinsella Applied Pathways (VCAL) Leader Ms Lisa Murphy VCAL Curriculum Coordinator Ms Kate Bevis Careers Coordinator Ms Amanda Cristobal

Careers VET/SWL Coordinator Ms Trish Jagusch Victorian School of Languages Ms Amanda Cristobal Vocational Education & Training in Schools (VET) Ms Trish Jagusch Australian School Based Apprenticeship (ASBA) Ms Trish Jagusch Distance Education Ms Kelly Kinsella

http://www.vtac.edu.au/

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FORWARD THINKING: LATER YEARS PATHWAY PLANNING

Before making any decisions about subjects, it is important that both students and parents ensure they have an understanding of the pathways beyond Year 10. Please take the time to read this handbook thoroughly, and inform yourselves about options such as VCE and VCAL. The following sections provide an overview of these pathways:

Important questions to consider when choosing a pathway: • What do I want to do with my future? • Do I want to study at a University or TAFE? • What are the prerequisites for the

university courses I am interested in? • Are there any subjects or subject

combinations that may give me an advantage?

• Am I interested in beginning an

apprenticeship or trade? • What am I good at? • What do I enjoy doing? • What were my best subjects in year 10? • Am I a ‘book’ or ‘hands-on’ person?

If you have not already done so, discuss the answers to these questions with your parents or Careers Advisor. You may wish to write down your answers to refer to when completing your form. Comprehensive course counselling will be provided to all Year 10 students at the beginning of Term 3 to assist them in making decisions about their Later Years pathway.

VICTORIAN CERTIFICATE OF EDUCATION (VCE)

This is the academic pathway for students in Years 11 & 12. You MUST complete the VCE if you require an ATAR (Australian Tertiary Admissions Rank) for a tertiary course at either a University or TAFE. Around 50 percent of TAFE courses require an ATAR.

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL)

VCAL is a hands-on approach using applied learning as the focus. VCAL gives you practical, work-related experience as well as Literacy, Numeracy and Personal Development Skills. VCAL is offered at three levels: Foundation, Intermediate (usually Year 11) and Senior (usually Year 12).

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VCE GENERAL INFORMATION AND SUBJECT DESCRIPTONS

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VICTORIAN CERTIFICATE OF EDUCATION (VCE)

This is the academic pathway for students in Years 11 & 12. You MUST complete the VCE if you require an ATAR (Australian Tertiary Admissions Rank) for a tertiary course at either a University or TAFE. Around 50 percent of TAFE courses require an ATAR. All Year 11 units include an end of semester examination. All year 12 Units include mid & end of year trial examinations and an externally set end-of-year examination.

To obtain your VCE, you must meet the following requirements: • Satisfactorily complete at least 16 units of study (this means getting an ‘S’ result for ALL of the outcomes

Assessed in the unit). A unit of study is one semester in duration • Satisfactorily complete three units from the English group, including a Unit 3–4 sequence. English units may be

selected from English as an Additional Language Units 1 and 2, English Units 1 to 4, English Additional Language Units 3 and 4, English Language Units 1 to 4, and Literature Units 1 to 4

• Satisfactorily complete a minimum of four Unit 3 &4 sequences, one of which MUST be an English sequence • Attend at least 90% of your classes for every unit

Note: You should not attempt a Unit 3 & 4 sequence unless you have completed the Unit 1 & 2 sequence. Students who do this are placing themselves at considerable disadvantage. In some subject areas, for example, Chemistry, you are not permitted to complete the Unit 3 & 4 sequence without having successfully completed Units 1 & 2.

VOCATIONAL EDUCATION AND TRAINING (VET)

VCE students may opt to take a VET course as part of their VCE program. It is important to consider that not all VET courses enable a VCE Study Score to be generated. VET Courses with a study score are listed below

Sport and Recreation Community Services Dance Information, Digital Media & Technology Engineering Studies Equine Industry Music Industry Furnishing Kitchen Operations Screen and Media Laboratory Studies Health

Enrolment into all VET courses requires a $250 up- front payment, which is a deposit towards the overall materials charge for the course. Parents should be wary that materials fees could range upwards of $1000. It is the student/parent’s obligation to meet these costs prior to the commencement of the academic year; otherwise, the student will be withdrawn.

Detailed VET descriptors can be found from page 66

VCE COURSE COSTS Many of the subjects offered as a part of this elective program consume a large quantity of materials/consumables above and beyond those that are offered by the standard curriculum. Where a small fee applies, it is typically to cover the cost of a resource book. By choosing electives that have charges, parents and students also accept the inclusion of the following materials charges in line with the Parent Payment Policy (viewed on the Kambrya College website (www.kambryacollege.com)

Please note: The materials charges will be available on the VCE/VCAL section of the website and are reviewed annually.

VICTORIAN SCHOOL OF LANGUAGES Some students continue their studies of LOTE classes through the Victorian School of Languages (VSL). These classes can also contribute to the VCE program of studies. If you are planning to study a language not offered at Kambrya, you must seek advice from the College Careers counsellor.

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VCE SUBJECT DESCRIPTORS

ACCOUNTING

Overview VCE Accounting explores the financial recording, reporting, analysis and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. They collect, record, report and analyse financial data, and report, classify, verify and interpret accounting information, using both manual methods and information and communications technology (ICT).

Unit 1: Role of Accounting in business This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment.

Unit 2: Accounting and decision-making for a trading business In this unit, students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.

Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Unit 3: Financial Accounting for a trading business This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.

Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

Unit 4: Recording, reporting, budgeting and decision making In this unit, students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.

Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

Assessment Units 1 and 2: School assessed coursework Units 3 and 4: School assessed coursework and an end-of-year examination

Study score contribution:

Unit 3 school assessed coursework: 25%

Unit 4 school assessed coursework: 25%

End-of-year examination: 50%

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BIOLOGY

Overview Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. Students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. VCE Biology give insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements.

Unit 1: How do living things stay alive? Students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored.

Unit 2: How is continuity of life maintained? Students focus on cell reproduction and the transmission of biological information from generation to generation. Students explore the mechanisms of asexual and sexual reproductive strategies. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students use genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. In this context the uses of genetic screening and its social and ethical issues are examined.

Unit 3: How do cells maintain life? Students investigate the plasma membrane and its differential permeability to specific solutes and the control of the movement of molecules and ions in and out of the cell. They consider the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules. Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They study the human immune system and the interactions between its components to provide immunity to a specific antigen.

Unit 4: How does life change and respond to challenges over time? Students investigate the relatedness between species and the impact of various change events on a population’s gene pool. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework and end-of-year examination


Unit 3 School assessed coursework: 16%


Unit 3 and 4 examination: 60%

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BUSINESS MANAGEMENT

Overview VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design considers changes that need to be made to ensure continued success of a business. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources. A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies to contemporary challenges in establishing and maintaining a business.

Unit 1: Planning a business In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a business This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base.

Unit 3: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these.

Unit 4: Transforming a business Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management and use contemporary business case studies.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School assessed coursework and an end-of-year examination





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CHEMISTRY

Overview: Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.

Unit 1: How can the diversity of materials be explained? In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. They explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students are introduced to quantitative concepts in chemistry including the mole concept. Students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena.

Unit 2: What makes water such a unique chemical? In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. Students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants.

Unit 3: How can chemical processes be designed to optimise efficiency? In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions.

Unit 4: How are organic compounds categorised, analysed and used? In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. They process data from instrumental analysis of organic compounds to confirm or deduce organic structures and perform volumetric analysis to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved in order to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures.

Assessment Units 1 and 2: School assessed coursework Units 3 and 4: School assessed coursework and an end-of-year examination


Unit 3 School-assessed Coursework 16%

Unit 4 School assessed Coursework 24%


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CHINESE LANGUAGE, CULTURE AND SOCIETY

Overview: The Chinese language is spoken by about a quarter of the world’s population. It is the major language of communication in China, Taiwan and Singapore, and is widely used by Chinese communities throughout the Asia- Pacific region, including Australia. This study enables students to strengthen their communication skills in Modern Standard Chinese and to learn about aspects of the culture, history and social structures of Chinese-speaking communities through the medium of English. It also prepares students for further study and employment in areas such as tourism, technology, finance, services and business.

Unit 1: In this unit students focus on important aspects of life in modern China. They explore the tradition of filial piety and examine and explore the impact of generational change in families. Students analyse the schooling system to consider and reflect on cultural values in China. They participate in discussions and analyse research about family and education in China. Students interact with other learners of the language and share information related to aspects of their personal world and life in Chinese-speaking communities. Students develop their reading and comprehension skills in Chinese and produce texts. They also exchange information using appropriate vocabulary and expressions.

Unit 2: This unit focuses on the importance of myths, legends and Chinese art. Aspects of Chinese culture are explored through Chinese mythology as reflected through contemporary culture. Students undertake research related to, for example, mythology, legends and art. This unit also focuses on developing the students’ capacity to interact in spoken Chinese. Students develop their language skills by initiating, maintaining and closing an exchange. Tourism, geographical features and regional differences in China are considered. Students are given opportunities to write appropriately for context and situation.

Unit 3: In this unit students investigate and examine significant and influential schools of thought throughout Chinese history and their impact on contemporary culture in China. Students explore and discuss in English the significance of Chinese philosophy and concepts related to contemporary Chinese culture and Chinese-speaking communities. Students present information on leisure in China using appropriate intonation, tones and stress with the appropriate vocabulary and expressions. Students produce simple texts using their knowledge to infer meaning from linguistic and contextual features of various sources.

Unit 4: This unit focuses on an exploration of contemporary Chinese social values through aspects of change in China as well as through China’s role in the global economy. Students will investigate technological, social and political changes in China, and they will reflect upon their own and others’ cultural values and further develop the capacity to interact with other speakers of the language. Information is also accessed through a range of spoken texts on the world of work and there is an emphasis on conveying meaning accurately in spoken Chinese. Students also further develop their writing skills in the area of future employment.

Assessment

Units 1 and 2: School Assessed Coursework Units 3 and 4: School assessed coursework and an end-of-year examination





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COMPUTING

Overview This study focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.

Unit 1: Applied Computing

In this unit students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. To introduce data analytics, students respond to an analysis of requirements and designs to identify and collect data in order to present their findings as data visualisations. Students select and use a programming language to create a working software solution. Students prepare, document and monitor project plans and engage in all stages of the problem-solving methodology.

Unit 2: Applied Computing This unit focuses on developing innovative solutions to identified needs or opportunities, and propose strategies for reducing security risks to data and information in a networked environment. Students work collaboratively and select a topic for further study to create an innovative solution in an area of interest. The innovative solution can be presented as a proof of concept, a prototype or a product. Students engage in all areas of the problem-solving methodology. As an introduction to cybersecurity, students investigate networks and the threats, vulnerabilities and risks to data and information. They propose strategies to protect the data accessed using a network.

Unit 3: Data analytics Students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Students respond to teacher-provided solution requirements and designs, develop data visualisations and use appropriate software tools to present findings. Appropriate software tools include database, spreadsheet and data visualisation software. The School-assessed Task (SAT) allows students to propose a research question, prepare a project plan, collect and analyse data, and design infographics or dynamic data visualisations.

Unit 4: Data analytics This unit focuses on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats. Students apply the problem-solving stages of development and evaluation to develop their preferred design prepared in Unit 3, into infographics or dynamic data visualisations, and evaluate the solutions and project plan. After the SAT students investigate security practices of an organisation. They examine threats to data and information, evaluate security strategies and recommend improvements



Unit 3 school-assessed coursework: 10% Unit 3 & 4 school-assessed task: 30%

Unit 4 school-assessed coursework: 10% End-of-year examination: 50%

DANCE

Overview VCE Dance involves students as performers, choreographers and audience. Students explore movement as a means of expression and communication, choreographing and performing their own dance works. Students study dance works of others through analysis, examining ways choreographers have created movement to communicate intentions. Students undertake regular and systematic dance training to develop their physical skills and advance their ability to execute a diverse range of expressive movements. Students perform learnt solo and group dance works and their own works. They also analyse ways that ideas are communicated through dance and how dance styles, traditions and works can influence dance practice, the arts, artists and society more generally. It is strongly recommended that students have at least three to four years dance and/or movement experience prior to the commencement of VCE Dance. This experience might focus on a specific dance style or could involve development of a personal movement vocabulary. It is expected/recommended that students will be engaged in external dance technique classes to support their skill development and enhance their ability to succeed in this subject.

Unit 1 Students explore the potential of the body as an instrument of expression and communication, discovering the diversity of expressive movement and purposes for dance from different times, places, cultures, traditions and/or styles. They begin developing a personal movement vocabulary and the practices of documenting and analysing movement. Students learn about relevant physiology and approaches to health and wellbeing, and about care and maintenance of the body and apply this through systematic dance training. Students explore the choreographic process, and discuss influences on other choreographers and the impact of these influences on intentions and movement vocabulary in selected dance works.

Unit 2 Students extend their personal movement vocabulary and skill, exploring elements of movement, choreographic devices and form when choreographing dance works. They apply their understanding of the processes used to realise a solo or group dance work – choreographing and/or learning, rehearsing, preparing for performance and performing. Students are introduced to a range of dance traditions, styles and works. Students describe the movement vocabulary in their own and others’ dances and make links between the theoretical and practical aspects of dance through analysis and discussion of the way intentions are communicated.

Unit 3 Students choreograph, rehearse and perform a skills-based solo dance work that allows them to execute a diverse range of physical skills and actions drawn from all movement categories. Students continue systematic training to learn and perform a group dance created by another choreographer and analyse this process. They continue to develop their ability to safely execute movement vocabulary and perform with artistry. Students develop understanding of the choreographic process through analysis of two VCAA prescribed dance works by choreographers of the twentieth and/or twenty-first centuries.

Unit 4 Students choreograph, rehearse and perform a solo dance work with a cohesive structure and choreographic intent. Students document and analyse the realisation of their solo work. Students develop understanding of the choreographic process by analysing a VCAA-prescribed group dance work by a twentieth or twenty-first century choreographer, examining ways choreographers communicate intention.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework and two end-of-year examinations

Study Score Contribution:

Unit 3 Analysis of two dance solos (5%) Choreography, performance and analysis of skills-based solo (5%) Analysis of Professional Performance (5%)

15% Unit 4 Analysis of selected group dance (5%) Choreography and performance and analysis of cohesive solo (5%)

10%

Solo Performance Examination 50%

End of Year Written Examination 13

25%

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DRAMA

Overview The study of Drama focuses on the creation and performance of characters and stories that communicate meaning and messages. Students use creative processes, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles and apply and manipulate conventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. Students also analyse the development of their own work and performances by other drama practitioners. Students must attend excursions to see selected professional plays as an essential part of this subject, most likely outside of class time.

Units 1 to 3: General Structure In each unit, students will develop and perform an ensemble or solo performance, analyse their own work and analyse a dramatic performance from a professional theatrical company. Note that Unit 4 is different, see below.

Unit 1: Introducing performance styles In this unit, students study three or more performance styles from a range of social, historical and cultural contexts. Students create, present and analyse a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves the viewing and analysis of work by professional drama performers.

Unit 2: Australian identity Students study aspects of Australian identity evident in contemporary drama practice. This unit focuses on the use and documentation of the processes involved in constructing a devised performance. Students will use historical and contemporary Australian contexts as stimulus materials for their work, including people, texts, artworks, places, events, issues and icons. Students will further develop their use of dramatic elements, production areas and theatrical conventions such as transformation of character, time and place, and the application of symbol.

Unit 3: Devised Ensemble Performance Students will work collaboratively to develop a devised ensemble performance. They use play-making techniques to extract dramatic potential from stimulus material and embed conventions from various and specific performance styles into their works and shape their work to have a specific impact on their audience. Students analyse their devised ensemble performance as well as a professional performance from the prescribed VCE playlist.

Unit 4: Non-naturalistic solo performance Students develop a short solo performance in response to given stimulus, applying symbol, transformation and play-making processes. This is built upon when students develop a second solo for their end of year performance examination. Working with complex stimulus materials set by VCAA, students develop a longer solo performance in response to one of ten prescribed structures to devise plot and realise character, using all of the dramatic elements, theatrical conventions, performance and expressive skills. Students will also analyse their work.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework and two end-of year examinations


Unit 3 Ensemble Performance (20%) Analysis of Ensemble (5%) Analysis of Professional Performance (5%)

30% Unit 4 Mini Solo Performance (2 minutes) (5%) Analysis of Mini Solo (5%)

10%

Solo Performance Examination (7 minutes) 35%

End of Year Written Examination 25%

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ENGLISH/ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

Overview VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity. Literary texts selected for study are drawn from the past and present, from Australia and from other cultures. Other texts are selected for analysis and presentation of argument. The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for whom English is an additional language.

Structure VCE English/EAL consists of four units that comprise the following areas of study: Reading and Creating Texts Reading and Comparing Texts Analysing and Presenting Argument Listening to Texts (EAL only)

Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Texts selected for study in Area of Study 1 must be chosen from the Text List published annually by VCAA. The texts selected for study in Unit 3 Area of Study 2 must have appeared in the media since 1 September of the previous year.

Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media. Texts selected for Area of Study 1 must be chosen from the Text List published annually by the VCAA. The issues selected for Area of Study 2 must have appeared in the media since 1 September of the previous year, but need not be the same as the issue selected for study in Unit 3.

Assessment Units 1 and 2: School Assessed Coursework, and a mid-year and end-of-year examination Units 3 and 4: School Assessed Coursework and an end-of-year examination





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ENGLISH LANGUAGE

Overview English Language provides you with the opportunity to explore the mechanics of language as well as building your understanding of how the English language has grown and changed over time. Throughout this subject, you will learn how different elements of language combine to make meaning, how language influences the way you think, your identity, your attitudes, and your ability to participate in society. You will also discover how languages are learned and the developmental stages of language acquisition in children as well as the consequences of being deprived of language learning.

Unit 1 In this unit, students develop their understanding of the mechanics of English language. They look at the philosophy behind language structures and how the relationships between the individual modes of language are influenced by, and influence, situational and cultural contexts. Students will also investigate children’s ability to learn language and the developmental stages of language acquisition. Unit 2 In this unit, students explore the way that language changes over time. They consider different factors that have contributed to the change of English over time as well as those contributing to the spread of English. Students will explore a range of texts from past to present and consider how the different elements of language are affected. Students will consider the cultural repercussions of the spread of English, understanding how it has caused the creation of ethnic varieties of English and contributed to the decline of indigenous languages.

Unit 3 In this unit, students investigate contemporary Australian English in a range of settings. They learn the stylistic features of formal and informal language, considering how words convey meaning and messages, as well as, the significance of context. Students will be able to describe how texts are influenced by situational and cultural contexts and how language choices, attitudes, values, and beliefs are affected by our social and cultural contexts. Students will also learn how their choice of language can show relationships, power structures and purpose.

Unit 4 In their final unit, students will consider the role of language in establishing and changing identities. They will learn how non-Standard English varieties help develop social and cultural identities, through the examination of a wide range of texts, and how their sense of identity changes in response to experiences. Students will also consider the way that identity is influenced by how we see ourselves and how others see us. Students will also explore they distinction language can make between ‘us’ and ‘them’ hypothesizing how this creates a sense of solidarity and can be used to create social distance.

Assessment Units 1 and 2: School Assessed Coursework, and a mid-year and end-of-year examination Units 3 and 4: School Assessed Coursework and an end-of-year examination





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FOOD STUDIES

Overview VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. Students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems and the many physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends. Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments.

Unit 1: Food Origins This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. Student explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students also focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.

Unit 2: Food Makers In this unit students investigate food systems in contemporary Australia. Students focus on commercial food production industries, and food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life.

Unit 3: Food in daily life This unit investigates the many roles and everyday influences of food. It explores the science of food; our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. Students focus on influences on food choice; how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments.

Unit 4: Food issues, challenges and futures In this unit students examine debates about global and Australian food systems. It focuses on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. This unit also focuses on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. Students consider how to assess information and draw evidence-based conclusions. They apply this methodology to navigate contemporary food fads, trends and diets. They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging.

Assessment: Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework, a School Assessed Task and an end-of-year examination Study score contribution Unit 3 School assessed coursework: 30%


End-of-year examination 40%

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GERMAN

Overview The study of German contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. Learning and using an additional language encourages students to examine the influences on their perspectives and society, and to consider issues important for effective personal, social and international communication. Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking. Students demonstrate the achievement of the outcomes for German based on progressive development of skills in listening, speaking, reading and writing. Students will also build on previously gained understanding of the German grammatical structure.

Unit 1: In this unit students develop an understanding of the language and culture/s of German-speaking communities through the study of three or more topics from the prescribed themes of: The individual; The German-speaking communities and the world around us. Each area of study in the unit must focus on a different subtopic. Students’ access and share useful information on the topics and subtopics through German and consolidate and extend vocabulary and grammar knowledge and language skills. They focus on analysing cultural products or practices including visual, spoken or written texts. These may be drawn from a diverse range of texts, activities and creations. These may include the following: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. Students apply acquired knowledge of the German culture and language to new contexts and reflect on these.

Unit 2: In this unit students develop an understanding of aspects of language and culture through the study of three or more topics from the prescribed themes of: The individual; The German-speaking communities and The world around us. Each area of study must focus on a different subtopic. Students analyse visual, spoken and written texts. They access and share useful information on the topics and subtopics through German and consolidate and extend vocabulary, grammar knowledge and language skills. Cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities. Students reflect on the interplay between language and culture, and its impact on meaning, understanding and the individual’s language use in specific contexts and for specific audiences.

Unit 3: This unit focuses on revising the themes and topics covered in units 1 and 2. As students develop greater confidence with the language, they consolidate and express their ideas in the German language. Outcomes include the expression of ideas through the production of original texts, analyse and use information from spoken texts, including German films and exchanging information, opinions and experiences. Students work together in role-play situations and extended spoken activities on a regular basis.

Unit 4: In this unit students continue to develop their deeper understanding of the common themes and topics. There is a focus on The German-speaking Communities, as students undertake a Detailed Study of Language and Culture Through Texts. This material forms the basis for one component of the Oral Examination. Outcomes include the analysis and use information from written texts and responding critically to spoken and written texts, which reflect aspects of the language and culture of German-speaking communities and German history. Students develop a strong capacity to immerse themselves in German cultural life and communication. Students’ own devices are regularly used to access German Language programs and apps.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School assessed coursework, an end-of-year oral and an end-of-year written examination

Study score contribution: Unit 3 School Assessed Coursework: 25%

Unit 4 School Assessed Coursework: 25%

End-of-year Examination – Oral: 12.5%

End-of-year Examination – Written: 37.5%

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HEALTH AND HUMAN DEVELOPMENT

Overview Through the study of VCE Health and Human Development, students investigate health and wellbeing, and human development as dynamic concepts, subject to a complex interplay of various factors, many of which can be modified by health care and other interventions. Students consider Australian and global contexts as they investigate variations in health status between populations and nations. They look at the Australian healthcare system and research what is being done to address inequalities in health and development outcomes. They examine and evaluate the work of global organisations such as the United Nations and the World Health Organisation, as well as non-government organisations and the Australian Government's overseas aid program

Unit 1: Understanding Health and Wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings to different people. Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, and look at multiple dimensions of health and wellbeing. With a focus on youth, students consider their own health as individuals and as acohort.

Unit 2: Managing Health and Development This unit investigates transitions in health and wellbeing from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Unit 3: Australia’s Health Students begin to explore health and wellbeing as a global concept. As they consider the benefits of optimal health and wellbeing, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, and use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. They look at health promotion in population health over time, looking at various public health approaches for health improvement and evaluate successful programs.

Unit 4: Health and Human Development in a Global Context Students use data to investigate health status and burden of diseases in different countries, exploring factors that contribute to health inequalities. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and investigate different worldwide trends that impact on health. They look at global action to improve health and wellbeing, focusing on the United Nations Sustainable Development Goals and the work of the World Health Organisation. They also investigate the role of non-government organisations and Australia's overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context.

Assessment Units 1 and 2: School Assessed Coursework Unit 3 and 4: School Assessed Coursework and an end-of-year examination


Unit 3 School Assessed Coursework: 25% Unit 4 School Assessed Coursework: 25% Unit 3 and 4 examination: 50%

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Overview The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Students will develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the source and the world in which it was produced. We can never know the whole past. Historical knowledge rests on the interpretation of sources that are used as evidence. Historians do not always agree about the meaning that is taken from the past: historical interpretations are often subject to academic and public debate. The study of history equips students to take an informed position on such matters.

Unit 1: Twentieth Century History 1918-1939 Students explore the nature of political, social and cultural change in the period between the World Wars. World War 1 is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments around the world. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939. The period after World War 1 was characterised by significant social and cultural change in the contrasting decades of the 1920s and 1930s. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In Germany, the persecution of the Jewish people became intensified. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes.

Unit 2: Twentieth Century History 1945-2000 Students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement in the United States ofAmerica

Assessment Each area of study will be assessed using a variety of school-assessed tasks, including essays, class presentations, mapping tasks, visual and written source analysis, and examinations.

HISTORY 20TH CENTURY (YEAR 11)

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HISTORY REVOLUTIONS (YEAR 12)

Overview In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which bring about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post- revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. In these units, students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order.

Unit 3: The French Revolution of 1789 Unit 3 considers the chronology of events in France between 1781 and 1795, the key ideas which underpinned the revolution, including liberty, equality and fraternity, key groups and individuals involved in the revolutionary process, such as Robespierre, the Sans Culottes and Jacobins, the changes and continuities experienced through the transition from the Ancient Regime to the Directory in 1795, the impact of the revolution both within France and internationally, as well as exploring differing perspectives of the revolution, including those of various historians.

Unit 4: The Russian Revolution of October 1917 Unit 4 considers the chronology of events in Russia between 1905 and 1924, the key ideas which underpinned the revolution, including Marxism, key groups and individuals involved in the revolutionary process, such as Lenin and the Bolsheviks, the changes and continuities experienced through the transition from Tsarist Russia to the USSR, the impact of the revolution both within Russia and internationally, as well as exploring differing perspectives of the revolution, including that of various historians.

Assessment Units 3 and 4: School assessed coursework and an end-of-year examination


Unit 3 School assessed coursework 25%

Unit 4 School assessed coursework 25%


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JAPANESE SECOND LANGUAGE

Overview Japanese is one of the most widely taught languages from the Asia-Pacific region in Australia. The study of Japanese provides students with the ability to understand and use a language that is spoken by approximately 128 million people worldwide. The VCE Japanese course is designed to enable students to examine the nature of language and the role of culture in language, communication and identity. The study is designed to enable students to communicate with others in Japanese in a variety of contexts, understand the relationship between language and culture, compare cultures and languages and enhance intercultural awareness, understand and appreciate the cultural contexts in which language is spoken, learn about language as a system and themselves as language learners and make connections between different languages. Students build the skills to be able to apply Japanese to work, further study, social or leisure activities, and to communicate with others in interpersonal, interpretive and presentational contexts.

Unit 1 In this unit, students develop an understanding of language and culture through the topics of Leisure, Family and School. Students access and share useful information on the topics through Japanese and consolidate and extend vocabulary, grammar knowledge and language skills. They focus on analysing cultural products or practices through a variety of visual, spoken and written texts and apply acquired knowledge of Japanese language and culture to new contexts. Students reflect on the interplay between language and culture and its impact on the individual’s use of language in specific contexts and for specific audiences.

Unit 2 In this unit, students develop an understanding of aspects of language and culture through the study of the topics of Lifestyle, Travel and Technology. Students analyse visual, spoken and written text about the topic in Japanese, consolidate and extend vocabulary, grammar knowledge and language skills. Students examine how cultural products and practices can be used to demonstrate how culture and perspectives may vary between communities and reflect on the interplay between language and culture and its impact on meaning. Students focus on language important for presenting information in written form in language and for writing for a specific purpose and audience.

Unit 3 In this unit students investigate the way Japanese speakers interpret and express ideas, and negotiate and persuade in Japanese through the study of the topics of Traditions, Japanese Culture in the World and Living in Japan. Students interpret information, inform others and reflect upon and develop persuasive arguments. Students consider the influence of language and culture in shaping meaning and reflect on how knowledge of Japanese and Japanese speaking communities can be applied in a range of endeavours and contexts such as further study, travel, business or community involvement while further refining their language skills.

Unit 4 In this unit, students investigate aspects of culture through the study of the topics of Environment and the Future. Students build on their knowledge of Japanese speaking communities, considering cultural perspectives and language and explaining personal observations. Students reflect on the ways culture, time and place influence values, attitudes and behaviours. Through the investigation of a cultural product or practice students develop their research skills and presentational skills in language.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School assessed coursework and two end-of-year examinations: oral and written.





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LEGAL STUDIES

Overview Legal studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system. They develop knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills, and fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as lawyer, paralegal, legal secretary and careers in the courtroom.

Unit 1: Guilt and Liability This unit develops the students’ understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, remedies and rights In this unit students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Unit 3: Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4: The people and the law In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.






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MATHEMATICS IN VCE

There are a range of different options for Mathematics in the VCE, and each option caters to different abilities and career directions. Parents and students should be aware that many tertiary courses mandate that a student must have satisfactorily completed at least Year 11 Mathematics in order to be eligible for entry. Many courses also demand satisfactory completion and designated study scores in Further Mathematics, Mathematical Methods or Specialist Mathematics in Year 12. Students should investigate the prerequisites for their desired tertiary pathways carefully. To ensure that they keep as many options open as possible, the College encourages all students to seriously consider the inclusion of a Mathematics option in Year 11. The following table outlines the links between Mathematics units across Year 10, 11 and 12. Each of the VCE Mathematics options is explained in further detail in the following pages. Enrolment in Mathematical Methods and Specialist Mathematics in Year 11 require successful completion of an entrance test, which will be facilitated by the Mathematics Domain Leader.

Maths Stream Year 10 Year 11 Year 12

General General Mathematics VCE General Mathematics (Units 1 and 2)

VCE Further Mathematics (Units 3 and 4)

Advanced Mathematical Methods VCE Mathematical Methods CAS (Units 1 and 2)

VCE Mathematical Methods CAS (Units 3 and 4)

Specialist To be completed in conjunction with the Advanced Stream

VCE Specialist Mathematics (Units 1 and 2)

VCE Specialist Mathematics (Units 3 and 4)

Please note: for the studies shaded in grey, students will be required to purchase a TI-Nspire CX CAS calculator.

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GENERAL MATHEMATICS (YEAR 11) AND FURTHER MATHEMATICS (YEAR 12)

Overview General Mathematics provides a study for a broad range of students. The areas of study for Unit 1 and 2 of General Mathematics are Algebra and structure, Arithmetic and number, discrete mathematics, Geometry, measurement and trigonometry, Graphs of linear and non-linear relations and Statistics. These are designed as a preparation for Units 3 and 4 Further Mathematics, which comprises of a Core area of study which includes Data Analysis and Recursion and financial modelling, as well as two other areas of study which are selected according to the strengths and weaknesses in the performance of the group in Year 11. The appropriate use of technology to support and develop the teaching and learning of mathematics is incorporated throughout the course. Please note that Unit 1 & 2 General Mathematics, follows onto Further Mathematics in Year12. All students undertaking General and Further Mathematics will be required to purchase a TI-Nspire CX CAS calculator.

Unit 1 (General Mathematics) In Unit 1 students will review algebraic technique in solving and sketching linear equations, measurement properties including area and volume of solids, trigonometric ratios and are introduced to non-right-angled trigonometry. Students will also focus on basic matrices including matrix operations and application.

Unit 2 (General Mathematics) In Unit 2 students will be introduced to the study number patterns, including arithmetic and geometric sequence and series, as well as business related calculations, which includes applications of percentages and interest rates. Students will also focus on univariate and bivariate data analysis including statistical calculations and graph production.

Unit 3 (Further Mathematics) Unit 3 will focus on the Core area of study, which include Data Analysis and Recursion and financial modelling. These focus on extending students’ knowledge through the introduction of regression as a method of predicting, analysing data as well as time series analysis, and the use of first-order linear recurrence relations to model and analyse a range of financial situations, with and without technology.

Unit 4 (Further Mathematics) Unit 4 will focus on the application area of study where two out of the following four modules will be chosen by the teaching team each year based on students’ strengths and weaknesses from Units 1 and 2:

• Matrices – matrix arithmetic, inverse and determinate matrices, transition and steady states. • Networks and decision mathematics – directed and undirected graphs including shortest path analysis. • Geometry and measurement – geometric properties of lines and shapes, Pythagoras theorem and

trigonometric ratios for right and non-right angled triangles. • Graphs and relations – linear and non-linear graph, equations, inequalities and feasible regions



Unit 3 School assessed coursework: 20% Unit 3 and 4 examination 1: 33%


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MATHEMATICAL METHODS CAS

Overview Mathematical Methods CAS provides students with a range of mathematical techniques that are commonly used in analytical and problem solving situations in a variety of professions. Students are exposed to opportunities to apply mathematical techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, calculus and theoretical probability with and without the use of technology. The appropriate use of computer algebra system (CAS) technology to support and develop the teaching and learning of mathematics, and in related assessments, is incorporated throughout the course and is required for the successful completion of the course. The study comprises four units, each incorporating the same 4 areas of study throughout the course: Area of Study 1: Functions and Graphs; Area of Study 2: Algebra; Area of Study 3: Calculus; Area of Study 4: Probability and Statistics.

Entrance to this course is subject to an entrance exam and approval from the Mathematics Domain Leader.

All students undertaking Mathematical Methods (CAS) will be required to purchase a TI-Nspire CX CAS calculator.

Unit 1 Unit 1 provides an introduction to functions and relations, as well as new notations to describe them, the concept of domain and range, and algebraic techniques to solve and describe these equations. Students are also introduced to the power functions, and their transformations. Students apply these to an introductory study of rates of change.

Unit 2 This unit focuses on the introduction of calculus as the mathematical study of change. Students learn differentiation and simple anti-differentiation of power functions and its applications. Students extend their knowledge of trigonometric, exponential and logarithmic functions and apply them to a range of analytical situations. This unit also includes a study of counting techniques and how they can be applied to probability. Students also develop an introductory understanding of the theory and language of probability and statistics.

Unit 3 This unit focuses on developing a more rigorous understanding of the functions examined in Year 11 and their transformations and analytical applications. Students revise and refine the algebraic techniques associated with those functions. Students also extend their knowledge of calculus to extend to all functions studied in Year 11 and are introduced to the use of anti-differentiation as a method of evaluating area.

Unit 4 This unit primarily focuses on the use of calculus, particularly integration, in problem solving and analytical situations. This unit also comprises the study of probability extended from Year 11, examining the properties of discrete and continuous probability distributions and their properties.





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SPECIALIST MATHEMATICS

Overview Specialist Mathematics requires concurrent or previous study of Mathematical Methods (CAS). These subjects focus on proof and application of a range of mathematical theorems and their wider application. Students are expected to be able to apply techniques, routines and processes, involving rational, real and complex arithmetic, algebraic manipulation, diagrams and geometric constructions, solving equations, graph sketching, differentiation and integration related to the areas of study, as applicable, both with and without the use of technology. In particular, students are encouraged to use graphics calculators and other technologies both in the learning of new material and the application of this material in a variety of different contexts. Specialist Mathematics Unit 1 and 2 must be taken in conjunction with Mathematical Methods CAS Units 1 and 2. This subject follows on to become Specialist Mathematics Units 3 and 4, which must be taken in conjunction with Mathematical Methods CAS Units 3 and 4.

Entrance to this course is subject to an entrance exam and approval from the Mathematics Domain Leader. Students enrolling in this course must also be taking Mathematical Methods CAS at the appropriate year level. The study of Specialist Mathematics Unit 1 and 2 is not a pre-requisite for Specialist Mathematics Unit 3 and 4 but is strongly recommended.

All students undertaking Specialist Mathematics will be required to purchase a TI-Nspire CX CAS calculator.

Unit 1: Number systems and recursion, and Vectors in the place This unit aims to equip students with the language related to numbers in the real and complex number field and basic operations and properties of those numbers and their behaviour. Students are introduced to vectors and their application to geometry and the study of proof. Students are also introduced to circular and periodical functions and their applications to modelling are explored.

Unit 2: Geometry in the plane and proof, and Graphs of non-linear relations This unit focuses on developing students’ skills in geometric properties of circles, exploring angles, chords, tangents and arcs. Students review trigonometric ratios and look at non-right angled trigonometry including applications. Students also begin their study of kinematics and the mathematics of motion, as well as beginning use of logic notation.

Unit 3: Functions and graphs, algebra, vectors and calculus This unit begins with a study of complex numbers and the range of processes and operations conducted in the complex number field. This unit also contains a study of vectors and their applications to geometry and kinematics. Students also look at a range of functions and relations, including the ones studied in Mathematical Methods CAS Units 3 and 4 as well as more advanced functions, including calculus related.

Unit 4: Algebra, vectors, calculus, mechanics, and probability and statistics Students extend their knowledge of kinematics and mechanics through a further study of these areas, and then the study of vector calculus. Unit 4 also includes a revision of Unit 3 in preparation for examinations.





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MEDIA

Overview VCE Media provides students with the opportunity to develop critical and creative knowledge and skills. Using Media texts, technologies and processes students will consider various perspectives in the media process including structure and features, industry production and distribution, audience reception and the impact media has in society. Whilst Kambrya has a supply of digital cameras and film cameras for student use, access can be limited at times. Students who have their own equipment and are able to use this for their projects both inside and outside school hours are encouraged to do so for their own advantage.

Unit 1: Media Forms, representations and Australian Stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Students work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning.

Unit 2: Narrative across media forms Fictional and non-fictional narratives are fundamental to the media and are found in all media forms. Media industries are built upon the creation and distribution of narratives constructed using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user- generated content, which challenges the traditional understanding of narrative form and content. Narratives in new media forms have generated new modes of audience engagement, consumption and reception. Students further develop an understanding of the concept of narrative in media products and forms in different contexts.

Unit 3: Media narratives and pre-production In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.

Unit 4: Media production and issues in the media In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School assessed coursework, School-assessed task and an end-of-year examination Study score contribution:

Unit 3 School-assessed Coursework: 10% Unit 3 and 4 School-assessed Task: 40%

Unit 4 School-assessed Coursework: 10% End-of-year examination: 40%

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MUSIC

Overview VCE Music offers students opportunities to engage in the practice of performing creating and studying music that is representative of diverse genres, styles and cultures in solo and group contexts. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post-VCE pathways they may be interested in following. Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and music language. Year 12 students complete Unit 4 by performing an end of year recital. They choose to do this in a group with other students or individually (solo).

Unit 1 and 2 In Unit 1 students prepare performances by selecting, researching and learning solo and group works. They perform regularly in a variety of contexts and use these performances to explore ways of expressively shaping their chosen works and communicating their artistic intentions to an audience. They develop their individual instrumental and musicianship skills through regular practice and develop group skills through rehearsal and performance with other musicians. Unit 2 focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimize their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavor to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Unit 3 This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimize their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavor to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Unit 4 This unit focuses on further development and refinement of performance and musicianship skills. Students focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. Through analyses of other performers’ interpretations and feedback on their own performances, students refine their interpretations and optimize their approach to performance. They continue to address challenges relevant to works they are preparing for performance and to strengthen their listening, aural, theoretical and analytical musicianship skills.

Assessment Unit 1 and 2: School Assessed Coursework Unit 3 and 4: School assessed coursework and an end-of-year examination


Unit 3 School assessed coursework 20% End-of-year aural and written exam 20%

Unit 4: School assessed coursework 10% End-of-year performance examination 50%

Satisfactory completion Students achieve satisfactory completion for each unit when they have demonstrated satisfactory achievement for each of the outcomes specified for the unit. Students are expected to have some prior experience/be of a suitable standard on their instrument and a basic understanding of music theory. It is not advised that students with no experience on an instrument apply to undertake VCE Music Performance. An audition may be required for successful admission. Furthermore, all students undertaking VCE Music are required to be having weekly tuition on their primary instrument with an instrumental music specialist. If the student cannot have lessons on their instrument at the College, these lessons must be undertaken outside of school. This is a non-negotiable prerequisite and necessary to accurately complete each of the units since such a heavy weighting of assessment is related to performance on an instrument.

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PHILOSOPHY

Overview Philosophy is the oldest academic discipline and provides students with the opportunity to read and understand some of the powerful ideas that have shaped our culture. This course introduces students to methods of philosophical argument and analysis, and their application to contemporary issues. The study also focuses on philosophers and philosophical ideas at different stages in history. Doing philosophy is about developing the ability to clarify concepts, analyse problems and construct reasonable, coherent arguments.

Unit 1: Existence, Knowledge and Reasoning This unit focuses on ideas to do with our own existence and the concept of knowledge. Students will study Metaphysics (a study of what we can say exists) and Epistemology (a study of what we can say is knowledge). Students will need to analyse questions like: what is the nature of reality? Can we prove our own existence? Should we trust scientific knowledge, using philosophical reasoning and logical argument?

Unit 2: Questions of Value This unit focuses on ethics in philosophy and analyses current ethical debates to try and find defendable rules which can be used in an ethical situation. Students will also be introduced to other areas of philosophy like rights and justice and liberty and anarchy.

Unit 3: Minds, bodies and persons This unit examines the concepts of the mind or psyche and the body and how these concepts inform our sense of personal identity. Students will have to evaluate arguments about the manner in which we exist and the implication of these arguments. Students will have to analyse texts from ancient and modern philosophers and critically compare these ideas to contemporary moderndebates.

Unit 4: The Good Life This unit examines the question of what it is for a human to say that they live a good life. During the unit students will analyse texts from both ancient and modern philosophers and critically compare these ideas. Students will then apply these terms to contemporary modern debates.






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PHYSICAL EDUCATION

Overview Physical Education explores the interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand the role in producing movement, and examine behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. There is an emphasis on the inclusion of practical learning opportunities across all 4 units of study.

Unit 1: The Human Body in Motion This unit explores how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, and how systems adapt to the demands of activity. Students investigate the function of the main structures in each system and how they respond to exercise. They explore how the functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

Unit 2: Physical Activity, Sport and Society This unit develops students' understanding of physical activity from a participatory perspective. Students are introduced to types of physical activity and sedentary behaviour, looking at the role they have on health and wellbeing. Students experience different forms of physical activity through participation in sport, recreation and exercise practical activities. Students investigate how participation in physical activity varies across the lifespan, and explore a range of factors that influence participation rates. They collect data to determine perceived enablers of and barriers to physical activity. Students investigate consequences of physical inactivity and sedentary behaviour, and look at the role physical activity promotion initiatives play in improving health outcomes.

Unit 3: Movement Skills and Energy for Physical Activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve movement in physical activity. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity. Students investigate the interplay of the three energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4: Training to Improve Performance Students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual, or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociocultural requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

Assessment Units 1 and 2: School Assessed Coursework Unit 3 and 4: School Assessed Coursework and an end-of-year examination





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PHYSICS

Overview Physics is based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, solar systems and galaxies in the Universe. In undertaking this study, students develop their understanding of the role of careful and systematic experimentation, and modelling, in the development of theories and laws. Students develop their inquiry, analytical and communication skills.

Unit 1: What ideas explain the physical world? Students explore thermal concepts by investigating heat and assessing the impact of human use of energy on the environment. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised. They examine current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe.

Unit 2: What do experiments reveal about the physical world? Students undertake a core study related to motion, choosing one option from a choice of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. A student-designed practical investigation is compulsory in Area of study 3.

Unit 3: How do fields explain motion and electricity? In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects.

Unit 4: How can two contradictory models explain both light and matter? Wave theory has classically been used to explain phenomena related to light; however, continued exploration of light and matter has revealed the particle-like properties of light. They examine how the concepts of wave and particles are used to explain the wave-duality of light. A student-designed practical investigation related to waves, fields or motion is undertaken in Unit 4.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework and End-of-year Examination





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PSYCHOLOGY

Overview VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline.

Unit 1: How are behaviour and mental processes shaped? In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected.

Unit 2: How do external factors influence behaviour and mental processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and mental processes? In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved.

Unit 4: How is wellbeing developed and maintained? In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework and an end-of-year examination


Unit 3: School assessed coursework: 16%

Unit 4: School assessed coursework: 24%


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SOCIOLOGY

Overview Australians are experiencing major changes in most aspects of their lives. We observe transformations taking place in a number of fundamental social institutions such as families, education, the state and the workplace. Some of these changes are shaped by rapid developments in information and communication technologies, as well as by new economic and political arrangements integral to the process of globalisation. Other developments have been instigated by social movements such as women’s rights, human rights, environmentalism, self-determination for Indigenous people, and trade union activity. One benefit of studying sociology is that it encourages us to become aware and to think about the everyday things we usually take for granted. Sociologists ask questions like: Why do we act in the ways we do? What assumptions am I making and why do I assume that? Why, for example, do we dress, eat and generally live in the ways we do?

Unit 1: Youth and family Area of Study 1 Youth - Explores the way youth is constructed as a social category, in the light of differing experiences of young people. Area of Study 2 Family - Students investigate the social institution of the family.

Unit 2: Social norms In Area of Study 1 Deviance - Students investigate the functionalist, interactionist, social control and positive theories of deviance. In Area of Study 2 Crime – Students explore patterns of crime and consider the significance of a range of factors, such as class, gender, age, race and ethnicity.

Unit 3: Culture and ethnicity Area of Study 1 Culture - Involves a critical exploration of the historical suppression of, and increasing public awareness of, Australian Indigenous culture. Area of Study 2 Ethnicity - Students develop an understanding of a variety of barriers and enablers that need to be considered when investigating experiences of ethnicity.

Unit 4: Community, social movements and social change Area of Study 1 Community - Students examine the changing definitions and experiences of community. Area of Study 2 Social Movements - Students investigate the role of social movements.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Course work and an end-of-year examination

Study Score Contributions:

Unit 3: School Assessed Coursework 25 %

Unit 4: School Assessed Coursework 25 %

Unit 3 and 4 examination 50 %

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STUDIO ART

Overview VCE Studio Arts introduces students to the role and practices of artists in society. Students develop an understanding of the way artists work in a range of cultures and periods of time, the artists’ perceptions, beliefs and actions and their relationship with the viewer. Student research focuses on critical, reflective and creative thinking, the visual analysis of artworks and the investigation of how artists have interpreted sources of inspiration and influences in their art making. Students also consider the ways in which artists work to develop and resolve artworks, including their use of inspiration and their creative process. The role of artists in society includes their relationships with others in the art industry and the presentation and exhibition of artworks in art galleries and exhibition spaces. Students research aspects of the art industry including the presentation, conservation and marketing of artworks.

Unit 1: Studio inspiration and techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Unit 2: Studio exploration and concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Analysis is used to understand the artists’ ideas and how they have created aesthetic qualities and subject matter. Comparisons of contemporary art with historical art styles and movements should be encouraged.

Unit 3: Studio practices and processes For this study, the exploration proposal supports the student to identify a direction for their studio process. The student determines the studio process. This process records trialling, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms.

Unit 4: Studio practice and art industry contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Students investigate aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Students examine a range of environments for the presentation of artworks including public galleries and museums, commercial and private galleries, university art galleries, artist-run spaces, alternative art spaces and online gallery spaces.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework, School Assessed Tasks and an end-of-year examination


Unit 3 Coursework 5% Unit 4 Coursework 5% Unit 3 and 4 examination

30%

Unit 3 School-assessed Task: 30% Unit 4 School-assessed Task: 30%

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SYSTEMS ENGINEERING

Overview Systems Engineering provides an opportunity for students to develop capabilities in, and knowledge about, the design, operation, construction, assembly, maintenance, diagnosis, repair and evaluation of technological systems. Students will gain appreciation, knowledge, understanding, and practical application of technological systems. It provides opportunities for students to learn about and engage with systems from a practical and purposeful perspective. This study can be applied to a diverse range of engineering fields such as manufacturing, transportation, automation, control technologies, mechanisms and mechatronics, electro technology, robotics, pneumatics, hydraulics, and energy management.

Unit 1: Mechanical systems This unit focuses on mechanical engineering fundamentals and the building blocks that operate in the simplest to more complex mechanical devices. The main focus is on the construction of a system. Students investigate fundamental mechanical engineering principles, including the representation of mechanical devices, the motions performed, the elementary applied physics, and the mathematical calculations that can be applied in order to define and explain the physical characteristics. The unit allows for a ‘hands-on’ approach, as students apply their knowledge and construct functional systems.

Unit 2: Electrotechnical systems This unit focuses on the fundamental principles of electrical and electronic circuits including microelectronic circuity. Students learn about fundamental electro technology principles, including applied electrical theory, representation of electronic components and devices, elementary applied physics in electrical circuits, and mathematical calculations that can be applied in order to define and explain electrical characteristics of circuits. Students have the opportunity to study contemporary design and manufacture of electronic equipment that involves increased levels of automation and inbuilt control through the inclusion of microcontrollers and other logic devices.

Unit 3: Integrated and controlled systems This unit focuses on how mechanical and electro technological systems are combined to form a controlled integrated technological system. Students produce an integrated operational system. Students also apply their knowledge and skills to research, produce and present technical reports. Students learn about renewable and non- renewable energy sources and their impacts. In Unit 3 students commence work on the design and construction of one substantial controlled integrated system. This project has a strong emphasis on designing, manufacturing, testing and innovation.

Unit 4: Systems control This unit combines the contemporary focus of systems control and provides opportunities for students to build on their understanding and apply it to practical solutions through the construction of controlled integrated systems. In recent times, commercial integrated systems have increased function, control and internal monitoring subsystems within them.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework, a School Assessed Task and an end-of-year examination




Unit 3 and 4 Examination: 50%

Unit 3 & 4 School assessed task: 30%

VISUAL COMMUNICATION DESIGN

Overview The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. The study emphasises the importance of developing a variety of drawing skills to visualise thinking and to present potential solutions.

Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe, and they use visualisation drawing methods to explore their own ideas and concepts developing an understanding of the importance of presentationdrawings.

Unit 2: Applications of visual communication within design fields This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications. Students create presentation drawings, develop skills in technical drawing, typography and imagery manipulation. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

Unit 3: Visual communication design practices Students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Students analyse existing visual communications and gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences andpurposes.

Unit 4: Visual communication design development, evaluation and presentation The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief.

Assessment Units 1 and 2: School Assessed Coursework Units 3 and 4: School Assessed Coursework, School Assessed Task and an end-of-year written examination.

Study score contribution


Unit 4 School Assessed Task: 40%

Units 3 and 4 Written Examination: 35%

VCAL GENERAL INFORMATION AND SUBJECT DESCRIPTONS

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VCAL (Victorian Certificate of Applied Learning)

The Victorian Certificate of Applied Learning (VCAL) is a senior secondary certificate of education recognised within the Australian Qualifications Framework (AQF).

VCAL is a pathway to Technical and Further Education (TAFE), university, apprenticeships/traineeships or employment.

Award levels At Kambrya College VCAL is accredited and issued at two award levels:

1. Victorian Certificate of Applied Learning (Intermediate) 2. Victorian Certificate of Applied Learning (Senior).

The three qualification levels cater for a range of students with different abilities and interests. They also provide a progression in the development of skills, knowledge and attributes.

Aims of the VCAL The qualification aims to provide the skills, knowledge and attributes to enable students to make informed choices about employment and education pathways. Personal development, students’ interests and pathways for senior secondary students, in the context of applied learning, underpin the design of VCAL.

The VCAL certificate at Intermediate and Senior level recognises completion of a senior secondary qualification and primarily prepares students for further studies at the next VCAL level, in the Victorian Certificate of Education (VCE), in Vocational Education and Training (VET), in Further Vocational Education and Training (FE) and/or employment

Structure of the VCAL A VCAL program must be designed to meet the VCAL course requirements, ensuring that the curriculum selected is consistent with the purpose statement of the curriculum strand at the award level.

Each student should be enrolled in a program that includes curriculum from each of the following strands:

• Literacy and Numeracy Skills

• Industry Specific Skills

• Work Related Skills

• Personal Development Skills

• VET Subject

• Structured Work Place Learning

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VCAL SUBJECT DESCRIPTORS

LITERACY SKILLS AND STRUCTURE

The purpose of literacy curriculum selected for this strand is to enable the development of skills, knowledge and attitudes in literacy that allow progression in the main social contexts of family, employment, further learning and citizenship. Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate. Literacy comprises 12 outcomes addressed across 2 key areas (reading and writing skills and oral communication skills) at each of the 3 levels of Foundation, Intermediate and Senior)

STRUCTURE The three levels reflect the progression in skills, knowledge and attitude development of literacy skills. Students cover 4 domains of literacy:

• Literacy for self-expression focuses on aspects of personal and family life, and the cultures which shape these

• Literacy for practical purposes focuses on forms of communication mainly used in workplace and institutional settings and in communication with such organisation

• Literacy for knowledge focuses on sociological, scientific, technological, historical and mechanical theories and concepts which are relevant to education and training

• Literacy for public debate focuses on matters of public concern, and the forms of argument, reason and criticism used in the public arena.

For each level, each domain is demonstrated via reading and writing skills and oral communication skills.

NUMERACY SKILLS AND STRUCTURE

Numeracy is the ability to use mathematical skills in order to carry out purposes and functions within society related to designing, measuring, constructing, using graphical information, money, time and travel, and the underpinning skills and knowledge for further study in mathematics or related Fields. Curriculum selected for numeracy in this strand develops skills to facilitate the practical application of mathematics at home, work and in the community. Rather than the learning outcomes having as their focus the traditional mathematical areas (number, space and shape, data, measurement, and algebra) the purposes or functions to which the mathematics may be put, are given prominence. The learning outcomes still ensure that the skills and knowledge of the mathematics strands are included but they are arranged under a different organisational structure. The specific mathematical skills and knowledge required are embedded in the learning outcomes and specified within theelements.

STRUCTURE Students cover 4 domains (5 at Foundation level) of Numeracy corresponding to the domains of:

• Numerical Skills and Processes uses everyday numbers to perform computations with and without software tools and devices

• Financial Literacy relates to making simple decisions and performing monetary calculations involving money and demonstrating an understanding of participation in a monetary society

• Planning and Organising relates to identifying and using familiar numbers and units of measurement to make decisions about time, location, data, resources, and solving simple problems

• Measurement, Representation and Design relates to use of simple, familiar units of measure, recognising and presenting common two-dimensional shapes and three-dimensional objects

• Preparing for Work relates to use and communication of numerical skills in a practical context within the work environment (foundation level only)

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WORK RELATED SKILLS AND STRUCTURE

The purpose of the Work Related Skills Strand is to develop employability skills, knowledge and attributes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. The development of Occupational Health and Safety (OHS) knowledge provides learners with the necessary preparation for the workplace.

The Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop the interests and employability skills of young people can be selected for inclusion in the Work Related Skills units.

The Work Related Skills units are designed to: • integrate learning about work skills with prior knowledge and experiences • enhance the development of employability skills through work-related contexts • develop critical thinking skills that apply to problem solving in workcontexts • develop planning and work-related organisational skills • develop OHS awareness • develop and apply transferable skills for work-related contexts.

Structure The Work Related Skills units are designed at three levels: Foundation, Intermediate and Senior. Two units exist at each level. The Work Related Skills units at each level reflect the progression in skills, knowledge and attributes related to work. • Foundation level, a ‘basic work-related activity’ means a single or basic grouping of activities at Certificate I

level, conducted under close supervision with access to high levels of direction andsupport • Intermediate level, a ‘work-related activity’ involves work undertaken at Certificate I/II level conducted under

supervision and reasonably autonomous in regard to planning and work activities • Senior level, a ‘complex work-related project’ involves work undertaken at Certificate II/III level, conducted

under supervision and autonomous in regard to planning and work activities.

The requirements of the Work Related Skills Strand can be met in a number of ways, including VET/FE programs, School Based Apprenticeships and Traineeships (SBAT), and VCAL Work Related Skills units. Providers may also use a number of work-related activities, for example, part-time work, structured workplace learning or on-the-job learning (as part of an SBAT), to meet some or all of the learning outcomes of the VCAL Work Related Skills units. However, they must ensure that students are able to demonstrate competence in all the learning outcomes of the VCAL Work Related Skills unit. Where the above work-related activities do not provide an opportunity for a student to demonstrate competence in all the learning outcomes, a combination of simulated or classroom activities can be used to meet the remaining learning outcomes.

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PERSONAL DEVELOPENT SKILLS AND STRUCTURE

The purpose of the Personal Development Skills Strand is to develop knowledge, skills and attributes that lead to the development of self, social responsibility, building community, civic and civil responsibility (for example through volunteering and working for the benefit of others, improved self-confidence and self-esteem and valuing civic participation in a democratic society). This learning program will provide the development of skills and experiences that are important for personal development outcomes of VCAL. Personal development includes self-esteem and personal qualities developed through valuing personal achievement and contributions for the benefit of the community or personal growth. This may involve demonstration of leadership, teamwork skills, accepting responsibility for goal achievement and reflecting on knowledge and skills for decision making and problem solving.

The Personal Development Skills units are developed to recognise learning, not recognised within other qualifications, that is valued within the community and that develops the knowledge, skills and attributes identified in this strand. The units enable students to develop personal development skills through participation in locally developed curriculum. This learning leads to the development of self, individual and group responsibility, self- confidence and resilience, values of integrity, enterprise and excellence, empowerment for active citizenship and social responsibility.

Learning programs selected and developed for young people for VCAL units in the Personal Development Skills Strand will be consistent with youth development principles that include:

• valuing and engaging the contribution of young people • building competence and resilience in individuals including minimising risk factors and enhancing the

promotion of protective behaviours for young people • civic and civil participation and the promotion of active citizenship • partnership approaches to program planning and delivery that link young people with the broader

community and its members

The curriculum principles underpinning learning programs include: • student-centred approaches and decision making regarding program design, delivery andevaluation • opportunities for experiential learning and skill development through activities that are structured and

sequential in their learning outcomes

• program design that has high relevance to personal strengths and experiences and that is responsive to diverse needs • program delivery that builds resilience, confidence and self-worth • learning environments that strengthen connections with the community • Many youth development programs, delivered by VCAL providers, will involve students in out of provider

activities and/or community based projects. Learning programs incorporate a youth development philosophy that will require a commitment to flexible learning and delivery

Structure The Personal Development Skills Strand is designed at three levels – Foundation, Intermediate and Senior. These levels reflect the progression in knowledge, skills and attributes relating to personal development.

Two units exist in each level:

• Unit 1 focuses on the development of appropriate knowledge, skills and attributes in relation to; self, personal organisation and planning skills and problem solving skills.

• Unit 2 focuses on the development of appropriate knowledge, skills and attributes in relation to; community engagement, social awareness, interpersonal skills, planning and organisational skills.

This can be achieved through participation in experiences of a practical nature within the community. The units enable students to develop personal development skills through participation in locally developed curriculum and locally developed projects such as, involvement with local radio, leadership activities linked to voluntary community roles or community service projects.

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Computer Technology

FOOD TECHNOLOGY

PERSONAL HEALTH & FITNESS

VCAL CERTIFICATE II CREATIVE INDUSTRIES The Certificate II in Creative Industries allows students to explore a variety of areas in the arts and creative industries field. This program can be specialised or broad depending upon the needs of the students and structures of the school and offers alternative vocational pathways to students within the school setting

LEARNING AREAS • Working with others • Communication • Critical thinking • Social and cultural sensitivity • Personal finances • Skill development • Personal management and self-awareness

VCAL PORTFOLIO

All VCAL students must create a portfolio to demonstrate their learning and validate their competency against the required outcomes. This portfolio is a representation of the student’s best work for that year across each of their subjects and will include a certificate of completion from each teacher. In conjunction with this, students must also prepare for and participate in an interview at the end of the year. Students must participate in this process in order to progress through the VCAL pathway.

This unit is for students to prepare adequately for the workplace using Information Computing Technology. Students will use office programs to represent data, manipulate data sets and develop useful and interesting charts and graphs. Students will develop an interactive game that they will teach to a year 7 student. They will also compile their work in an interactive digital portfolio.

This unit involves students investigating, designing and producing food items. Practical work will form a substantial part of this elective. Student will have the opportunity to be creative and chose a number of dishes that they would like to prepare. Safe and responsible use of materials, tools and techniques is essential in the Food Technology course. Students will identify causes of food spoilage and food poisoning and expand their knowledge of safe food handling procedures that need to be followed. Students gather and use information for design purposes, present design ideas and solutions and apply appropriate evaluation techniques to a food project. Please note there is fee associated with subject and it is expected that this is paid prior to students commencing the unit.

This unit looks at the development of humans throughout their lifespan. Students will look at the changes that occur and the responsibilities that they may encounter as they transition from youth to adulthood. They will

INTERMEDIATE VCAL ELECTIVES

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PHYSICAL EDUCATION

STUDIO ART

WOOD TECHNOLOGY

LITERACY SUPPORT

NUMERACY SUPPORT

investigate a variety of factors that influence personal health, such as nutrition, and develop an understanding of ways to look after their health. In addition to this, they will learn how to look after their personal fitness, having an opportunity to engage in fitness sessions in the weights facility. Please note there is fee associated with subject and it is expected that this is paid prior to students commencing the unit.

This unit students looks at developing an understanding of skill acquisition, how to learn new skills and what impacts on an individual’s ability to complete these skills. They will gain an understanding on the roles involved in running a sport competition and how to use knowledge of key coaching roles and responsibilities to coach individuals to be more effective at executing skills. Students will also undertake an analysis of a range of recreational facilities in the local area and will design a new recreational facility. Students will also develop their knowledge of illegal and legal performance enhancing strategies. They will also investigate strategies that assist with recovery from activity and how these can be applied to a range of sports. Please note there is fee associated with subject and it is expected that this is paid prior to students commencing the unit.

In this subject students will develop their skills and understanding of the artistic ways to use different forms of media. Students will investigate artworks by artist from various parts of the world and eras, and produce their own images or pieces of art. Students in this unit will paint, draw and use media such as charcoal and pastels. Please note there is fee associated with subject and it is expected that this is paid prior to students commencing the unit.

This subject will be a skill based woodwork class, with a focus on the skills and techniques required to complete a furniture piece, as well as highlighting the importance of following the design process. In this unit, students will either work individually or collaboratively to produce a piece/pieces of work that utilise the skills of woodcraft. Students will also learn to produce, work to and manage timelines for production, as well as creating a folio for presentation. Please note there is fee associated with subject and it is expected that this is paid prior to students commencing the unit.

This elective has been developed to provide students who may need that extra support in Literacy. It will further develop their skills and attributes to read and write simple or short texts. Texts deal mainly with personal and familiar topics, as well as including some unfamiliar aspects. At this level students, often with support, use the writing process with an awareness of the purpose and audience of the text. In reading, students are able to identify the main point of the text, some key details and express an opinion about the text as a whole as well as some of the details. At the end of the Foundation Reading and Writing unit, students should be able to read and comprehend a range of simple short texts and write a range of short texts in a number of contexts which may be interrelated.

The purpose of this unit is to help develop the confidence and skills in students who require extra support with their Numeracy. It will assist them further to perform simple and familiar numeracy tasks, and develop the ability to make sense of mathematics in their daily personal lives. The mathematics involved includes numbers and data, financial literacy, time and location, measurement and design, and the use of software tools and devices. On completion of this unit, students are able to perform everyday mathematical tasks that involve a single mathematical step or process. Students are able to communicate mathematical ideas using highly familiar contexts and common everyday language and mathematical notation.

VET GENERAL INFORMATION AND SUBJECT DESCRIPTORS

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VET CERTIFICATE II IN PLUMBING (PRE-APPRENTICESHIP)

COURSE DESCRIPTION

CONTRIBUTION TO THE VCE/VCAL:

FURTHER TRAINING & EMPLOYMENT POSSIBILI TIES

VET (VOCATIONAL EDUCATION AND TRAINING)

VET programs are available to senior secondary students as part of their VCE or VCAL program. They are available in a range of industry areas and on completion, students receive a nationally recognised certificate as well as credit towards their VCE or VCAL program.

Students combine school-based studies with a VET program which may involve attending a TAFE college, a Registered Training Organisation (RTO) or a workplace for training. VET programs involve competency-based learning, which means students perform tasks and duties to the standard expected in employment.

Structured industry work placement with an employer in the relevant industry area is a component of some VET programs. The hours required in a structured work placement varies between VET certificates. Work placement may be completed one day per week or in week-long blocks. Students undertaking a VET program as part of their VCE studies will generally miss one day per week of timetabled classes (usually Wednesdays) due to external training or work placement. It is the responsibility of the student to ensure that they are still able to satisfactorily demonstrate the learning outcomes for all of their VCE units.

Some VET programs include a scored assessment that allows the VET program to contribute to the VCE student’s ATAR. In order to receive the VET qualification, it is important to note that students must undertake the entire Unit 1 4 structure of a VCE VET program (both years 11 and 12).

The VET plumbing program is drawn from a national training package and offers students an opportunity to participate in a broad-based training program relating to the plumbing industry. This course is designed to provide entry level training if students want to pursue employment and career opportunities within the plumbing industry. It is an extremely diverse industry, involving the installation of hot and cold water systems, above and below ground drainage, roofing and rainwater goods. Plumbers are also required to install appliances and sanitary fixtures, heating and cooling equipment, and maintain plumbing systems in domestic and commercial buildings. The plumbing industry is important to every economy due to the need for clean water and the proper collection and removal of wastes and sustainability. Kambrya will be offering Certificate II Plumbing as a two-year program.

VCE Credit: Credit is awarded in the VCE on the basis of achieving units of competency. Credit is determined by the AQF level and the nominal hours of the units of competency. This program does NOT provide a Unit 3 and 4 sequence. VCAL Credit: This program meets the requirements of the Industry Specific stream for both Intermediate and Senior VCAL.

• Certificate III in Plumbing and Gasfitting • Mechanical or air-conditioning apprenticeship

• Various apprenticeships in building and construction industry

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COURSE DESCRIPTION


VET CERTIFICATE III IN BEAUTY SERVICES

COURSE DESCRIPTION


FURTHER TRAINING & EMPLOYMENT POSSIBILITIES

CONTRIBUTION TO THE VCAL:

The Certificate II in Salon Assistant (Hairdressing) is a twelve-month course. It aims to provide participants with the knowledge and skills to achieve competency that will enhance their employment prospects in the hairdressing or hairdressing related industries. Students can undertake this course whilst completing their VCE or VCAL classes. Students will receive training in the practical skills of styling, removal of chemicals and basin services, and undertake theory studies in client communication.

Future training pathways include: Certificate III in Hairdressing Certificate IV in Hairdressing Diploma of Salon Management

Future careers paths may include: Hairdresser/Salon Manager Retails sales

This two-year program will offer students the opportunity to undertake a Certificate III qualification whilst completing their year 11 and 12 VCE or VCAL classes. Students will undertake studies in waxing, manicure and pedicure, make-up, business communications, retail, spray tanning and nail enhancement. Successful completion of this certificate can lead to employment prospects as a beautician, beauty therapist, nail technician or retail cosmetic consultant.

Further training pathways include:

Certificate IV in Beauty Diploma of Beauty Therapy

Note: There is a possibility that students may be able to enrol in both Hair and Beauty Certificates across two days. This would require the student to complete their work placement requirements outside of school hours. This is dependent upon 2018 timetable development, and will be confirmed for students during Term 3.

VET BUSINESS: CERTIFICATE II IN BUSINESS MANAGEMENT

The Certificate II in Business is a course delivered over 1 Year (across years 10 or 11). The course allows students to gain a variety of skills and knowledge needed to undertake day to day administrative roles in a business environment. This course is designed for students looking to move into a business administration position in the future or give them many of the business skills required in the daily business undertakings within any workplace.

VCAL Credit: This program meets the requirements of the Industry Specific stream for both Intermediate and Senior VCAL.

• Business administrator • Data entry operator • Certificate III in Business Management

VET CERTIFICATE II IN SALON ASSISTANT (HAIRDRESSING)

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COURSE DESCRIPTION

CONTRIBUTION TO VCAL:


VET CERTIFICATE II IN CONSTRUCTION PATHWAYS (PARTIAL COMPLETION)

This course will provide you with the basic knowledge and skills to prepare you for work or further study within the Building and Construction industry. You will receive an introduction to the industry and workplace safety, how to perform industry calculations and use carpentry hand and power tools. You will cover topics such as sub-floor construction, wall and roof framing, installing window and doorframes, and formwork for concreting. You will also develop your communication skills and learn about workplace documents and plans. The VET program is drawn from a national training package and is designed to provide entry level training if you want to pursue employment and career opportunities within the Building industry.

Certificate II Building & Construction will be offered as a potential dual certificate the end of the first year to students who have demonstrated a high level in achieving competency in all outcomes.

VCAL Credit: This program meets the requirements of the Industry Specific stream for both Intermediate and Senior VCAL. Note: Building and Construction will not be delivered at Kambrya as a VCE unit credit subject.

Carpentry / Bricklaying / Plastering /Painting & Decorating/ Stone Mason / Tiling Apprenticeship (Certificate III in General Construction) Certificate IV in Building and Construction (Building) Diploma of Building and Construction

COURSE DESCRIPTION


COURSE DESCRIPTION

CONTRIBUTION TO THE VCE/VCAL:

VET CERTIFICATE III IN SPORT AND RECREATION

Kambrya College offers the Certificate III in Sport and Recreation for Year 10 and 11 students in school at Kambrya College. This is a two-year program that will introduce students to the employment and educational opportunities within the Sport and Recreation industry. The focus of the program will be on developing the skills, knowledge and confidence to work in the areas of community recreation. Students will develop leadership and organisational skills through theory and practical sessions, in the class and the workplace. There is a blend of hands-on theoretical learning about the Sport and Recreation industry. In second year, students will have the option to complete scored assessment to gain a study score for the subject. This will contribute to a VCE student’s ATAR. Practical sessions throughout the course may include First Aid Certificate, school sports carnival days, primary school sport days, an overnight camp, strength and conditioning sessions and other practical activities. Students will need to be deemed competent in all 10 first year units and the end of year exam to progress into the second year of the course.

Completion of the VCE/VET Sport and Recreation Certificate leads to the award of a qualification that opens pathways to further qualifications within the Sport and Recreation Training Packages listed below: • Community Recreation • Outdoor Recreation • Sport Industry

VET HOSPITALITY: CERTIFICATE II IN KITCHEN OPERATIONS

The VCE VET Kitchen Operations program is drawn from a national training package and offers portable qualifications, which are recognised throughout Australia and overseas. These qualifications provide students with the knowledge and skills to prepare them for a diverse range of occupations in the hospitality industry including commercial cookery and catering.

This qualification provides a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafes, and coffee shops; and institutions such as aged care facilities, hospitals, prisons, and schools.

VCE Credits: you will be eligible for up to four units towards your VCE: two units at Units 1 and 2 level, and a unit 3 and 4 sequence. A study score is available, which can contribute directly towards your ATAR.

VCAL Credits: This program meets the requirements of the Industry Specific stream for both Intermediate and Senior VCAL.

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Head Start is a new initiative from the Victorian State Government to increase the number of students undertaking high quality apprenticeships and

traineeships, while still completing their senior secondary studies through flexible arrangements.

Head Start Apprenticeships and Traineeships is a

high quality pathway with more time spent on the job

ensure students complete VCE/VCAL alongside their apprenticeship/traineeship

focus on key qualifications in high-demand industries with strong employment pathways

provide intensive support to students and employers through Head Start staff, all the way through the program

What are the benefits?

students have the opportunity to spend a significant amount of on-the-job training time, whilst still completing their senior secondary qualifications;

employers are enabled to train and mentor young apprentices and trainees who are ready for work, and who will also have higher levels of literacy, numeracy and employability skills;

the number of qualified apprentices and trainees in growing trades and industries;

students will undertake high quality apprenticeships and traineeships with genuine employers, with continuous and dedicated support for all parties to help students progress to completion.

students will undertake high quality apprenticeships and traineeships with genuine employers, with continuous and dedicated support for all parties to help

students progress to completion.

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68 Bemersyde Dr, Berwick VIC 3806 Phone: 9707 7600

Fax: 9702 6277 Email: [email protected]

Website: www.kambryacollege.com

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mailto:[email protected]


year 11 12 subject selection handbook

Documents