EPPING SECONDARY COLLEGE - Booklet for 2021 Senior school programs & Subject Information
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EPPING SECONDARY COLLEGE
Senior school programs
& Subject Information
Booklet for 2021
Programs offered at ESC: Future Directions Victorian Certificate of Applied Learning (VCAL) Victorian Certificate of Education (VCE) Careers Focus Victorian Certificate of Education
Table of Contents
How to Use this Handbook..............................................................................................................................................................................5
University / TAFE prerequisites .......................................................................................................................................................................6
What program should I choose? (Career Focus VCE, Future Direction, VCAL, VCE) ........................................................................................7-8
Sample Programs ..........................................................................................................................................................................................9-10
Non Scored and Scored VCE ............................................................................................................................................................................11
Profile of a non-scored student ........................................................................................................................................................................12
VCE Subject descriptions
VCE 20th Century History & Revolutions...............................................................................................................................................………..2
VCE Accounting .............................................................................................................................................................................................. 3
VCE Australian & Global Politics .......................................................................................................................................................................4
VCE Biology .....................................................................................................................................................................................................5
VCE Business Management .............................................................................................................................................................................6
VCE Chemistry................................................................................................................................................................................................. 7
VCE Applied Computing ..................................................................................................................................................................................8-9
VCE English (Including EAL) ............................................................................................................................................................................10
VCE Bridging EAL ...........................................................................................................................................................................................12
VCE English - English literature .......................................................................................................................................................................13
VCE Food Studies ...........................................................................................................................................................................................14
VCE Geography ..............................................................................................................................................................................................15
VCE Health & Human Development ................................................................................................................................................................16
VCE Italian ......................................................................................................................................................................................................17
VCE Legal Studies ...........................................................................................................................................................................................18
VCE Macedonian ............................................................................................................................................................................................ 19
VCE Mathematics ...........................................................................................................................................................................................20
VCE Mathematics - General, Further & Foundation Maths............................................................................................................................... 21
VCE Mathematical Methods (CAS) ..................................................................................................................................................................22
VCE General Mathematics (ADVANCED/SPECIALIST) ....................................................................................................................................23
VCE Media ......................................................................................................................................................................................................23
VCE Music Performance..................................................................................................................................................................................24
VCE Philosophy ..............................................................................................................................................................................................25
VCE Physical Education ..................................................................................................................................................................................26
VCE Physics ....................................................................................................................................................................................................27
VCE Psychology ..............................................................................................................................................................................................28
VCE Sociology ................................................................................................................................................................................................29
VCE Studio Arts ..............................................................................................................................................................................................30
VCE Theatre Studies .........................................................................................................................................................................................31
VCE Visual Communication and Design...........................................................................................................................................................32
VCE Extended Investigation ..............................................................................................................................................................................33
VET Subject descriptions VET Information, Digital Media and Technology ............................................................................................................................................34 VET Music.......................................................................................................................................................................................................35 VCE VET Health…………………………………………………………………………………………………………………………………………………………………….…36 VET Sport and Recreation………………………………………………………………………………………………………………………………………….………………37 VET Business………………………………………………………………………………………………………………………………………………………….……………….38 VET Community services ………………………………………………………………………………………………………………………………………………………….39 VET Screen and Media …………………………………………………………………………………………………………………………………………………………….40
How to use this Handbook:
This handbook provides students with information on the various subject offerings in VCE /
VCAL / Careers focus /VET at Epping Secondary College.
Students are encouraged to read through this booklet prior to making decisions about
which subjects they would like to study in 2021 and this booklet should be read in
conjunction with the Senior Years Policy and Procedures booklet.
For information about VCAL subjects and the application for VCAL, you will need to
collect the specific VCAL handbook.
Follow these steps to make the most out of this booklet:
Read through the booklet
Pay attention to details such as pre-requisite studies, these are the subjects
the university requires you take before entering particular courses, or
recommended subject pairings
Develop a short list of preferred subjects in conjunction with parents / caregivers,
mentors, teachers
Record your subject selections on the application form in this booklet, online
Use this handbook in conjunction with the Careers information to find out more
about the subjects you are interested in AND speak with your current teachers
about what the VCE subject is like
Follow the Course Counselling and Subject Selection process & timeline. You must
bring to this interview:
o An application form for either VCAL/Future Directions or VCE/Career Focus VCE
o My Career Match Survey result
o Career Portfolio (Career Action Plan)
o Mid-Year report
o Accelerated Subject Selection form completed and signed – if applicable
Note: A Subject running is dependent on student numbers
University and TAFE Prerequisites Universities and TAFE have prerequisites for many of their courses. These prerequisites identify the subjects they want students to have taken while at school and the minimum scores they will accept from students with these subjects. Through your Career Investigation, you should have identified what pre-requisites the courses you are aiming for have. These pre-requisites are taken into consideration when assigning students to classes. Accelerated students Students who are already completing an accelerated subject will have the option of continuing that accelerated subject. Students who are thinking of studying a year 12 subject and haven’t studied a unit 1 /2 or have completed unit 1 /2 but not the pre requisite of the subject they have chosen must see Mr Malcolm for an application form. These are due in on the 24th July 6
Which Program should I choose?
At Epping Secondary College, the following programs are offered for students who successfully complete Year 10:
Year VCE
VCAL Scored and
10 Non Scored
Future Career
Directions Focus
VCE
VCE 12 VCAL 12
I should choose this option because:
Career Focus VCE VCE
VCAL Future Directions I am keen to follow
I am struggling I like the option of
I am thinking that when I requires university. I
academically at the VCE but also want to prefer the academic
leave school I might want
year 10 level and are leave my option focused subjects listed in
to focus on a Traineeship
looking to develop open to a career path this booklet.
/Apprenticeship or Further
personal learning & that may include a
Studies. I would prefer to
life skills at year11 Traineeship or
do this in a more “Hands
Apprenticeship or
On” way.
further studies.
Compulsory subjects include:
VCAL Future Directions Career Focus VCE VCE
Personal Development Personal Structured VCE English
VCE English/Literacy Development Workplace Learning
General or Foundation Maths. Job Pathways - Cert. 1 VET
Structured Workplace Life Skills Math Industry and
Work Related Skills Literacy or Enterprise Unit 2
VET Foundation English VCE English
Structured Work Placement
Electives include:
VCAL Career Focus VCE
Five additional
The VET & Structured VCE
VCE subjects
Workplace Learning VCAL Elective Two additional
experience should be related VCE subjects
to the student’s career focus
(where possible).
Where this can lead:
Apprenticeship Apprenticeship Apprenticeship
Employment Employment Employment Apprenticeship
Further education at TAFE Further education at TAFE Further education at TAFE Employment
Further education at Further education at TAFE
University Further education at
University
What might a Post Year 10 program look like?
SAMPLE VCE SUBJECT SELECTIONS
What is your focus Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Subject 6
area?
Maths Math Methods Specialist VCE Subject VCE Subject VCE Subject English/EAL
Maths
Science Choose 1 of: Choose 2 of: VCE Subject VCE Subject English/EAL
Math Methods Biology, Chemistry, Physics,
or General Psychology
Maths
Maths/Science Math Methods Specialist Choose 2 of: VCE Subject English/EAL
Maths Biology, Chemistry, Physics,
Psychology
Science/Humanities Choose 1 of: Choose 2 of: History, Any Maths VCE Subject English/EAL
Biology, Philosophy, Legal Studies,
Chemistry, Sociology, Economics, Politics,
Physics, Business Management,
Psychology Accounting
Humanities Choose 3 of: History, Philosophy, Legal Studies, VCE Subject VCE Subject English/EAL
Sociology, Economics, Politics, Business
Management, Accounting
English Literature Choose 2 of: History, VCE Subject VCE Subject English/EAL
Philosophy, Sociology, Politics,
Accounting, Media
Business Choose 3 of: Legal Studies, Economics, Business Any Maths VCE Subject English/EAL
Management, Accounting
Art/Technology Choose 3 of: VCE Subject VCE Subject English/EAL
Studio Arts, Visual Communication and Design,
Food Studies, VET IT, Applied Computing
Performing Arts Theatre Studies Music Media VCE Subject VCE Subject English/EAL
Performance
Health/PE Health and PE Choose 1 of: Any Maths VCE Subject English/EAL
Human Psychology,
Development Biology, Food
Studies,
Science/PE Choose 1 of: PE Any Maths VCE Subject VCE Subject English/EAL
Biology,
Chemistry,
Physics,
Psychology
Languages Choose 1 of: VCE Subject VCE Subject VCE Subject VCE Subject English/EAL
Macedonian,
Italian,
Arabic, Persian,
Hindi,
Vietnamese
9
SAMPLE CAREER FOCUS VCE SUBJECT SELECTIONS
What is your focus Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Subject 6
area?
IT VET IT Industry and Structured VCE Applied VCE English/EAL
Enterprise Work Computing Subject
Placement - IT
Sport VET Sport and Industry and Structured VCE Biology VCE English/EAL
Rec Enterprise Work Subject
Placement -
Sport
Business VET Business Industry and Structured Choose 1 of: VCE VCE English/EAL
Enterprise Work Business Subject
Placement - Management,
Business VCE Accounting,
VCE Economics
SAMPLE FUTURE DIRECTIONS SUBJECT SELECTIONS
What is your focus Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Subject 6
area?
Developing your Personal Life Skills Job Pathways Elective WRs Literacy/
skills Development Maths – Certificate 1 Foundation
English/EAL
A VET or Certificate Level Course available if appropriate
SAMPLE VCAL SUBJECT SELECTIONS
What is your Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Subject 6 Subject 7
focus area?
Applied Personal Foundation VET linked Work Related VCE Literacy / Elective
Learning Development Maths / to chosen Skills subject, English /
Year 11 General career dependent on EAL
Maths path timetable
Year 12 Personal VCAL VET linked Work Related Creative Literacy One Semester of
Development Numeracy to chosen Skills Industries Community and
career (incorporating one semester of
path Skills for further Business
Study)
All VCAL students must have a Structured Work Placement – linked to chosen career path
10Non Scored VCE program
Epping SC is offering a non-scored VCE program to individualise and further support students.
A non-scored VCE results in a student achieving the VCE but without receiving scores for their subjects. A student sitting a non -
scored VCE will not receive an ATAR.
Rationale of a non-scored VCE program:
Meet, respect and respond to the diverse needs of all students undertaking VCE studies at Epping Secondary
College.
Offer career pathways that individualize student aspirations and needs.
No longer make assumptions that all students require an ATAR score.
Provide choices for all students
Better prepare all students for what they aim to achieve and follow through when they leave the college
Encourage students to investigate alternative pathways and give greater validity to these options .
Continuously work towards enabling all students to experience success
Better learning for ALL.
Students can apply to complete a non-scored VCE. Applications can be made to the Year Level Coordinator, or to the Careers
team. Moving to non-scored will only occur with parent approval.
Scored VCE: The benefits of a student selecting to sit Non Scored VCE - The benefits of a student to select a
exams and create an ATAR score are to : non-scored VCE pathway are to:
enable students to gain the required pre enable students to learn through their individual
requisites/score to enter a particular university or style and needs without the pressures of
course examinations and ATAR scores.
encourage deeper learning of content and skills avoid students feeling demoralised due to their
relevant to the maximising their SAC and exam grades
scores. encourage deeper learning of content and enable
support students wanting an ATAR to maximise skill development through a directed learning
their score. approach.
encourage deeper learning of content and skills
relevant to the specific program- Not just teach to
the SAC and exam.
enable all students to develop a healthy self-esteem
by achieving success
look at other pathways to attend universities as
universities are moving further toward alternate
selection processes, hence opening up entrance
requirements
To enable students to research and investigate
alternate career pathways through support and
encouragement from VCE management team.
To utilise our Senior School support systems to
better prepare students completing a non- scored
VCE and moving into alternate further study options
or career pathways.
11Profile of students that may be suited to a non-scored VCE
The following could be examples of situations where Other possible option
VCE students could choose not to sit for end of year
exams:
Student 1 The student does not have any intention of Career Focus VCE
going to University after school – is looking
at a TAFE course or private institution
course.
Student 2 Is looking at an apprenticeship or internship VCAL
at the end of the year. Career Focus VCE
Student 3 Has a job ready to start at the end of year VCAL
12. Career Focus VCE
Student 4 Suffers from high anxiety and would not
cope with the pressures of exams. Will not
generate an ATAR but is planning on
attending TAFE and then will use the
pathways from TAFE to move into
University.
Student 5 Looking at a certain course at Victoria Career Focus VCE
University – many do not require an ATAR.
Student 6 Knows the ATAR generated will not be
enough to get straight into University and
that this step to University would be too
great. Will complete a TAFE course first to
further develop knowledge and skills before
moving into the University course.
Student 7 Moving into the defence force at the end of
the year and needs a VCE completion only.
Student 8 Wants to complete a more hands on course Career Focus VCE
before entering University so increasing the
chances of success and employment. Many
design courses are suitable for this
pathway.
Student 9 Would like to work, travel and go to Career Focus VCE
university as a mature aged student at 21.
Student 10 Would like to join the police force. Career Focus VCE
12SENIOR YEARS VCE Subject Information 1
VCE History
VCE 20th Century History &
Revolutions
Unit 1 Unit 2
Twentieth Century History 1918-1939 Twentieth Century History 1945-2000
Outcome 1 – Ideology and Conflict: Outcome 1 – Competing Ideologies:
Explain the consequences of the peace Explain the ideological divisions in the
treaties which ended World War I, the post-war period and analyse the
impact of ideologies on natures and nature, development and impact of
the events that lead to World War II. the Cold War on nations and people, in
Outcome 2 – Social and Cultural relation to one or more paricular
Change: conflicts in the period.
Explain patterns of social life and Outcome 2 – Challenge and Change:
cultural change in one or more Explain the causes and nature of
contexts, and analyse the factors challenge and change in relation to
which influenced changes to sociaal two selected contexts in the second
life and culture, in the inter-years half of the twentieth century and
focusing on Italy, Germany, Japan, analyse the consequences for nations
USSR and/d USA. and people.
Unit 3 Unit 4
Causes of Revolution Consequences of Revolution
Outcome 1: Causes Outcome 1: Consequences
Analyse the causes of revolution and Analyse the conseuqneces of the
evaluate the contribution of revolution and evaluate the extent of
significant ideas, events, individuals change brought to society for the
and popular movements for the following revolutions: the American
following: American Revolution (1754- Revolution (1776-1789), French
1776), French Revolution (1774-1789), Revolution (1789-1795), Russian
Russian Revolution (1896-1917), Revolution (1917-1927) and/or the
and/or the Chinese Revolution (1912- Chinese Revolution (1949-1971).
1949).
2VCE Accounting
Unit 1 Unit 2
Role of Accounting in Business Accounting and Decision-Making for a Trading
Outcome 1 - The Role of Accounting: Business
Describe the resources required to establish and Outcome 1 - Accounting for Inventory:
operate a business, and select and use accounting Record and report for inventory and discuss the
reports and other information to discuss the success effect of relevant financial and non-financial factors,
or otherwise of the business. and ethical considerations, on the outcome of
Outcome 2 - Recording Financial Data and business decisions.
Reporting Accounting Information for a Service Outcome 2 - Accounting For and Managing Account
Business: Receivable and Accounts Payable:
Identify and record financial data, report and explain
Record and report for accounts receivable and
accounting information for a servicce business, and accounts payable, and analyse and discuss the
suggest and apply appropraite financial and non- effect of relevant decisions on the performance of
financial indicators to measure business the business including the influence of ethical
performance. considerations.
Outcome 3 – Accounting For and Managing Non-
Current Assets:
Record and report for non-current assets and
depreciation.
Unit 3 Unit 4
Financial Accounting for a Trading Business Recording, Reporting, Budgeting and Decision-
Outcome 1 – Recording and Analysing Financial Making
Data: Outcome 1 – Extension of Recording and Reporting:
Redord dinancial data using a double entry system; Record financial data and balance day adjustments
explain the role of the General Journal, General using a double entry system, report accounting
Ledger and inventory cards in the recording process; information using an accrual-based system and
and describe, discuss and analyse various aspects of evaluate the effort of balance day adjustments and
the accounting system, including ethical alternative methods of depreciation on accounting
considerations. reports.
Outcome 2 – Preparing and Interpre Outcome 2 – Budgeting and Decision-Making:
ting Accounting Reports: Prepare budgeted accounting reports and variance
Record transactions and prepare, interpret and reports for a trading business using financial and
analyse accounting reports for a trading business. other relevant information, and model, analyse and
discuss the effort of alternative strategies on the
performance of a business.
3VCE Australian & Global Politics
Unit 1 Unit 2
THE NATIONAL CITIZEN THE GLOBAL CITIZEN
Power, Politics and Democracy: Global Threads:
Students look at how power is used by Students discuss how global issues
different types of governments and now affect multiple people from
groups such as terrorism in the world around the world. Students look at the
today. ways economics and communication
have changed how politics works at a
Exercising and Challenging Power: global level.
Students look at why different
groups/individuals seek to gain power Global Cooperation and Conflict:
and how they use this power to Describe and analyse the extent to
change their society. which the international community
They discuss the ideologies that works together to manage conflict
influence people and leaders and how and instability around the globe. This
that affects the world today. includes such topics as refugees,
disarmament or human rights, war,
genocide, terrorism, border disputes
and organised crime.
Unit 3 Unit 4
GLOBAL ACTORS GLOBAL CHALLENGES
Students look at the major global Ethical Issues and Debates:
players in international relations such Analyse two global political issues
as the UN, WTO, IMF & ICC. They from a range of perspectives and
consider the types of power used by evaluate effective responses. Those
states and other groups such as issues could be human rights, people
corporations and terrorist groups. movement, development, inequality
and poverty or arms control and
Power in the Asia-Pacific Region: disarmament.
Analyse and evaluate types of power
used by an Asia-Pacific state in pursuit Crises and Responses:
of national interest. Case studies may Explain the characteristics of two
include Australia, China, Indonesia, contemporary crises and evaluate
Japan or the Unites States of America. effective responses. Crises could
include environmental degradation,
inter and intrastate conflict in
Afghanistan, state and non-state
terrorism and economic instability.
4VCE Biology
Unit 1 Unit 2
HOW DO LIVING THINGS STAY HOW IS CONTINUITY OF LIFE
ALIVE? MAINTAINED?
This unit examines how organisms This unit focuses on the cellular
function at a cellular and multicellular reproduction cycle and the
level, and how these biological transmission of biological information
systems respond to different across generations. Students examine
environments. Students will the structure and function of DNA in
investigate the various adaptations of relation to basic genetic concepts and
plants and animals that enable them how it plays a role in inheritance.
to maintain a stable population. The Different methods of reproduction in
complexity of ecosystems and the relation to the survival of a species are
relationships between organisms are also studied.
also studied. Students will investigate an issue in
Assessment includes a field report, genetics or reproductive science, and
practical reports, tests and an exam. communicate their findings through
an oral presentation.
Unit 3 Unit 4
HOW DO CELLS MAINTAIN LIFE? HOW DOES LIFE CHANGE AND
This Unit looks at the structure and RESPOND TO CHALLENGES OVER
function of cells. Cellular processes TIME?
such as enzyme activity, cellular This unit looks at the relatedness
respiration and photosynthesis are between species and the impact of
studied. We look at the way the body change on a population’s gene
responds to changes using the pool. Students look at biological
nervous and endocrine system. We evolution by natural selection and
study the causes of disease and how examine evidence from
the body defends itself from these palaeontology, biogeography,
challenges. developmental biology and structural
Students will complete a practical morphology. Technological
investigation related to cellular developments are examined in various
processes and immunity. biological fields as evidence of change.
Assessment includes practical
investigations and written reports.
5VCE Business Management
Unit 1 Unit 2
Planning a Business Establishing a Business
Outcome 1 – The Business Idea: Outcome 1 – Legal Requirements and
Describe how and why business ideas are Financial Considerations:
created and developed, and explain the Explain the importance when establishing
methods by which a culture of business a business of complying with legal
innovation and entrepreneurship may be requirements and financial record-
fostered in a nation. keeping, and establishing effective
Outcome 2: External Environment: policies and procedures.
Describe the external environment of a Outcome 2 – Marketing a Business: Daniela
business and explain how the macro and Explain the importance of establishing a Year 12
operating factors within it may affect customer base and a marketing presence I have enjoyed doing
business planning. to achieve the objectives of the business, this subject as it gives
Outcome 3 – Internal Environment: analyse effective marketing and public a good insight into
Describe the internal business relations strategies and apply these how large scale
environment and analyse how factors strategies to business-related case organisations run.
from within it may affect business studies.
planning. Outcome 3 – Staffing a Business:
Discuss the staffing needs for a business
and evaluate the benefits and limitations
of management strategies in this area
from both an emplouer and an employee
perspective.
Unit 3 Unit 4
Managing a Business Transforming a Business
Outcome 1 – Business Foundations: Outcome 1 - Reviewing Performance-
Discuss the key characteristics of The Need for Change:
businesses and stakeholders and analyse Explain the way business change may
the relationship between corporate come about, use key performance
culture, management styles and indicators to analyse the performance of a
management skills. business, discuss the driving and
Outcome 2 – Managing Employees: restraining forces for change and evaluate
Explain theories of motivation and apply management strategies to position a
them to a range of contexts and analyse business for the future.
and evaluate strategies related to the Outcome 2 – Implementing Change:
management of employees. Evaluate the effectiveness of a variety of
Outcome 3 – Operations Management: strategies used by managers to
Analyse the relationship between implement change and discuss the effect
business objectives and operations of change on the stakeholders of a
management and propose and evaluate business.
strategies to improve the efficiency and
effectiveness of business operations.
6VCE Chemistry
Unit 1 Unit 2
HOW CAN THE DIVERSITY OF WHAT MAKES WATER SUCH A UNIQUE
MATERIALSS BE EXPLAINED? CHEMICAL?
The development and use of materials for Water is the most widely used solvent on
specific purposes is an important human Earth. In this unit students explore the
endeavour. In this unit students physical and chemical properties of water,
investigate the chemical properties of a the reactions that occur in water and
range of materials from metals to salts to various methods of water analysis.
polymers and nanomaterials. Using their Students will examine the polar nature of
knowledge of elements and atomic a water molecules and the bonding forces
structure students explore and explain the between water molecules which lead to
relationships between properties, investigation of solubility, concentration,
structure and bonding forces within and pH and reactions in water that include:
between particles that vary in size from precipitations, acid-base and redox
the visible, through nanoparticles, to reactions. Students are introduced to
molecules and atoms. quantitative and qualitative analysis
techniques, such as stoichiometry and
instrumental procedures, to determine
concentrations of different species in
water samples, including chemical
contaminants.
Unit 3 Unit 4
HOW CAN CHEMICAL PROCESSES BE HOW ARE ORGANIC COMPOUNDS
DESIGNED TO OPTIMISE EFFICIENCY? CATEGORISED, ANALYSED AND USED?
The global demand for energy and The carbon atom has unique
materials is increasing with world characteristics that explain the diversity
population growth. In this unit students and number of organic compounds that
explore energy options and the chemical not only constitute living tissues but are
production of materials with reference to also found in the fuels, foods, medicines
efficiencies, renewability and the and many of the materials we use in
minimisation of their impact on the everyday life. In this unit students
environment. Students will compare and investigate the structural features,
evaluate different chemical energy bonding, typical reactions and uses of the
resources, including fossil fuels, biofuels, major families of organic compounds
galvanic cells (batteries), electrolytic cells including those found in food. Students
and fuel cells. Students will look at will process data from instrumental
factors and the extent of those that analyses of organic compounds to
influence reaction rates through using confirm or deduce organic structures and
equilibrium law and Le Chatelier’s perform volumetric analyses to determine
principle to different reaction systems, the concentrations of organic chemicals in
including efficiency and percentage mixtures. Students will consider and
product yield. design reaction pathways to produce
particular compounds from given starting
materials.
7VCE Applied Computing
Applied Computing allows students to obtain transferrable skills to prepare them for an ever changing world, such as
collaboration, creative design and information literacy.
There are two options for Applied Computing at VCE level and this is to cater for the wide range of careers that exist
within the computing areas, such as Data Analytics, Programming, Network Development, Cyber Security amongst
many others.
Students are strongly advised to seek clarification about the various Computing pathways prior to making their
selections.
The diagram below provides a basic outline of the pathways through VCE Applied Computing. Please be aware that
focus being studied does not vary in Units 1 & 2, however you are required to select a stream before entering Units 3 &
4.
Data Analytics looks at utilising data to create an understanding of the wider world around them. Data Analytics is
quickly becoming one of the most important industries, and is used in most businesses today. This stream is suggested
for students also taking Business Management, or looking to develop skills applicable in any industry.
Software Development focuses on programming solutions to solve a need or problem. This stream is suggested for
students looking to enter the IT field after high school.
Please Note: Applied Computing does contain a SAT in Units 3 & 4, and will require production of a solution after
developing a portfolio of design ideas.
Data Analytics
Applied
UNIT 3 AOS 1: Data Analytics
Computing Unit 3 AOS 2: Analysis and Design
Unit 4 AOS 1: Development and Evaluation
Unit 4 AOS 2: Cyber Security: Data
UNIT 1 AOS 1: Security
Data Analysis
Unit 1 AOS 2:
Programming
Unit 2 AOS 1:
Innovative Software Development
Solutions
UNIT 3 AOS 1: Programming
Unit 2 AOS 2: Unit 3 AOS 2: Analysis and Design
Unit 4 AOS 1: Development and Evaluation
Network Security Unit 4 AOS 2: Cyber Security: Software
Security
8VCE Applied Computing
Unit 1 Unit 2
Unit 1 provides students with the skills for Unit 2 investigates where technologies
both streams of Unit 3 and 4. are going in the next 10 years.
AOS 1 looks at data visualisations and AOS 1 allows students to work
analysis, utilising various sources, and collaboratively on developing an
presenting those findings visually. This Innovative Solution, using a wide range of
AOS leads into Data Analytics in Unit 3 & resources (including Arduinos, VR, etc.)
4.
AOS 2 investigates how organisations
AOS 2 provides students with the skills utilise Networks to exchange data and
required for Software Development in information. They also investigate ways
Unit 3 & 4. Students develop programs to of mitigating threats, and propose
solve specific needs. solutions to these threats.
Data Analytics
Unit 3 Unit 4
Students access and collect data from Students present their data from Unit 3,
large data stores to present their findings and investigate Cybersecurity concerns
in a visual medium. involving Data and Information
AOS 1 allows students to utilise Data AOS 1 is the second part of the SAT, where
Sources to develop an effective Data students develop Infographics around the
visualisation. data they collected in Unit 3.
AOS 2 is the first part of the SAT. Students AOS 2 looks at data and information
propose a research question and collect security and its importance to an
data to be used in Unit 4. organisation.
Software Development
Unit 3 Unit 4
Students examine different design tools to Students develop their design from Unit 3,
create working software solutions. and investigate Cybersecurity concerns
involving software practices.
AOS 1 involves students developing
software modules to meet specific needs. AOS 1 is the second part of the SAT, where
students develop a functional solution
AOS 2 is the first part of the SAT. Students around the need they identified in Unit 3.
identify a need or opportunity and begin
designing a solution to be developed in AOS 2 looks at software security and its
Unit 4. importance to an organisation.
9VCE English/Including EAL
Unit 1 Unit 2
In unit 1 students will: In unit 2 students will:
- enhance text response skills - compare texts based on similar
- develop oral presentation skills themes, issues and ideas
- analyse the way current issues and - develop text response skills
arguments are portrayed in the media. - enhance communication and
(In addition to this EAL students will listening skills
be required to complete a listening -produce persuasive texts
comprehension activity).
Unit 3 Unit 4
In unit 3 students will: In unit 4 students will:
- enhance text response skills - compare texts based on similar
- enhance creative writing skills themes, issues and ideas
- develop oral presentation skills - develop text response skills
- analyse the way current issues and - enhance communication skills
arguments are portrayed in the media. -analyse and present argument
(In addition to this EAL students will
be required to complete a listening
comprehension activity).
Further Information about English
It is compulsory for all students to study a Unit 1-4 sequence in at least one
English study to attain their VCE certificate.
Students who are eligible may also choose to study English as an Additional
Language (EAL) and this counts as their 1 – 4 English sequence.
10VCE Bridging EAL
Unit 1 Unit 2
In Unit 1 students will: In Unit 2 students will:
- study English for everyday and - explore English in the Media, study a
academic purposes variety of written, spoken and
-develop their language skills in multimodal academic texts and
speaking, listening, reading, viewing identify key information useful for
and writing Standard Australian their learning process
English - analyse and explain how a variety of
-explore and study practical English media texts position audiences and
language useful in daily transactions also produce texts which attempt to
through the analysis of texts such as persuade and/or impact on audiences
timetables, brochures,practical -undertake the study of English
reports, forms, instructional manuals, literature and respond to literary texts
multimodal texts and other text types - produce their own literary texts
- engage in formal and informal
listening and speaking activities,
group work, class discussions and
presentations
-explore the construction of texts to
understand key ideas, contentions and
meaning, and to identify the purpose
and audiences
-practise writing for self expression
through the production of texts such
as personal letters, journal entries,
emails, essays, editorial and poems.
Further Information about Bridging EAL
There are no prerequisites for this course. It is recommended for year 11 EAL students,
but it is also suitable for students who have had an interrupted education and those
pupils with limited exposure to an English language learning environment. It is
designed to support the building of English knowledge and skills.
11VCE English - English literature
This is a course which will challenge you but will also offer some excitement and fun. You’ll be
expected to do plenty of reading, thinking, talking and writing about the texts. You’ll explore
themes and the way the writers create worlds and meaning through the use of language and
imagery as well as different styles and forms of writing.
Unit 1 Unit 2
Outcome 1: Readers & their responses Outcome 1: The text, the reader &
We will examine how we relate to a text in their contexts
terms of what we expect to happen; what we We will examine how a text(s) from a
expect of texts of this genre; and, how we past era represents the concerns,
think about, relate to and empathise with the values & behaviour of that time; and,
characters & events because of our own how we as modern readers respond &
experiences. relate to this.
Outcome 2: Ideas & Concerns in texts Outcome 2: Comparing texts
We will examine what concerns, problems, We will look at how 2 texts that can be
values & ways of behaving the characters and connected (because they deal with
events in the text represent. the same theme topic, story or belong
Outcome 3: Interpreting Non-print texts to the same genre), have similar or
We will look at how a film presents a certain different meanings.
message to its audience.
Unit 3 Unit 4
Outcome 1: Adaptations and transformations Outcome 1: Creative Responses
The idea is to analyse how meaning changes For this outcome, you need to
when the form of a text changes. Basically, respond imaginatively to a text and
this will involve reading and studying a novel comment on the connection between
or a play and identifying particular writing the text and your response. It will be
features used. We will then look at a filmed or assessed by two tasks.
live adaptation of the same text and note Outcome 2: Close Analyses
some of the ways in which the transformed Here you need to analyse critical
text is constructed. In what ways is it similar, features of a text and relate them to
how is it different? an interpretation of the text as a
Outcome 2: Views, Values and contexts whole. What is the significance of key
We will look at how views and values of the passages to the rest of the text?
author are suggested by what the text
appears to endorse, challenge or leave
unquestioned. We look also at what sorts of
critiques are provided by the author about
aspects of human behaviour and/or the ways
in which readers at different times may
interpret the text in different ways.
Outcome 3: Considering alternative
viewpoints (Evaluation of a Review)
12VCE Food Studies
Unit 1 Unit 2
FOOD ORIGINS FOOD MAKERS
Learn about Australia’s multicultural In Unit 2, the focus is on food production
cuisine including both at home and in business.
- where food comes from Students prepare and compare products
- influences from overseas and indigenous to commercially made products.
cultures Gain insight into how the Australian food
- how hunter-gathering and farming industry provides and exports safe, high
produces food quality foods to meet the needs of
- food trading in the past and currently consumers.
while completing cooking tasks to We will research, plan and cook foods
enhance, demonstrate and share their taking into consideration specific needs
learning with others. including
customer requirements
nutritional and dietary
requirements
safety and hygiene
food quality
Unit 3 Unit 4
FOOD IN DAILY LIFE FOOD ISSUES, CHALLENGES AND
Explore: FUTURES
how the body uses food. Making informed choices when selecting
how eating affects physical, social and preparing foods by
and emotional health discussing and discovering
the dietary guidelines and environmental, ethical and
nutrition technology issues facing the food
food appreciation industry
Wonder how social environments affect considering the challenges of
eating patterns, food values and food wastage, food security, food
behaviour through: safety, and the best way to use
media water and land for food
community production.
family developing opinions, suggest
culture solutions and solve problems
education facing the current and future
Plan and cook foods which are population.
nutritious understanding food labels and
sustainable marketing.
practical investigating food fads, trends
everyday meals and diets.
select and cook ingredients using
labelling, ethics and food quality.
extend cooking skills and
knowledge
13VCE Geography Where? Why? How
much? What with?
Unit 1 Unit 2
These are some of the
Hazards and Disasters Tourism questions to which
Outcome 1 – Characteristics of Hazards: Outcome 1 – Characteristics of Tourism: geographers want to
Analyse, describe and explain the nature of Analyse, describe and explain the nature of find the answers.
hazards and impacts of hazard events at a tourism at a range of scales. Geography is the study
range of scales. Outcome 2 – Impact of Tourism: of places on the earth,
Outcome 2 – Response to Hazards and Analyse and explain the impacts of tourism on the people who live
there and the
Disasters: people, places and environments and evaluate
environments that
Analyse and explain the nature, purpose the effectiveness of strategies for managing support them
and effectiveness of a range of responses tourism.
to selected hazards and disasters.
Unit 3 Unit 4
Changing the Land Human Population – Trends and Issues
Outcome 1 – Land Use Change: Outcome 1 – Population Dynamics:
Analyse, describe and explain land use Analyse, describe and explain population
changes and assess its impacts. dynamics on a global scale.
Outcome 2 – Land Cover Change: Outcome 2 – Population Issues and Challenges:
Analyse, describe and explain processes Analyse, describe and explain the nature of
that result in changes to land cover and significant population issues and challenges in
discuss the impacts and responses selected locations and evaluate responses.
resulting from these changes.
14VCE Health & Human Development
Unit 1 Unit 2
UNDERSTANDING HEALTH & MANAGING HEALTH AND
WELLBEING DEVELOPMENT
In unit 1 students will; In unit 2 studnets will;
- Investigate the World Health - Investigate transitions in health and
Organization’s (WHO) definition and also wellbeing, and development, from
explore other interpretations. lifespan and societal perspectives.
- Develop an understanding of wellbeing - Explore the changes and expectations
and explore the complex impact that are part of the progression from
wellbeing can have upon all dimensions of youth to adulthood.
health. - Enquire into the Australian healthcare
- Identify personal perspectives and system and extend their capacity to
priorities relating to health and wellbeing, access and analyse health information.
and enquire into factors that influence - Investigate the challenges and
health attitudes, beliefs and practices, opportunities presented by digital media
including among Aboriginal and Torres and health technologies, and consider
Strait Islanders. issues surrounding the use of health data
- Analyse their own health as individuals, and access to quality health care.
and explore the overall health of
Australian youth.
Unit 3 Unit 4
AUSTRALIA’S HEALTH IN A HEALTH & HUMAN DEVELOPMENT
GLOBALISED WORLD IN A GLOBAL CONTEXT
In unit 3 students will; In unit 4 students will;
- Examine health, wellbeing and illness as - Examines health, wellbeing and human
multidimensional, dynamic and subject to development in a global context.
different interpretations and contexts. - Explore factors that contribute to health
- Investigate health and wellbeing as a inequalities between and within
global concept. countries, including the physical, social
- Consider the benefits of optimal health and economic conditions in which people
and wellbeing, and how health of live.
Australian’s impact their role within - Consider the health implications of
society. increased globalisation and worldwide
- Examine Australia’s healthcare system trends relating to climate change, digital
and explore its role within health technologies, world trade and the mass
promotion. movement of people.
- Explore health promotion with a focus - Investigate global action to improve
upon smoking, road safety, and skin health, wellbeing and human
cancer. development, focusing on the United
Nations’ (UN’s) Sustainable Development
Goals (SDGs) and the work of the World
Health Organization (WHO).
- Evaluate the effectiveness of health
initiatives and programs in a global
context and reflect on their capacity to
take action.
15VCE Italian
Unit 1 Unit 2
In Unit 1 students complete writing, In Unit 2 students complete writing,
speaking, listening and reading speaking, listening and reading
activities based on topics that may activities based on topics that may
include: include:
* Italian culture via music * Italian regional cuisine
*Adolescence & personal memories * Social media & communication
*relationships technology
The study is designed to expose The study is designed to expose
students to different print text types students to various multimodal texts
as well as audio-visual materials such and to engage them in :
as films, Youtube clips and songs.
Students will: * exchanging ideas
* study language as a system * role-plays, speeches, interviews
* develop a better communication *the study and use of a range of
skills and intercultural awareness writing styles
*make connections between English *the development of analytical skills
and Italian
*make comparisons between
Australia and Italy
Unit 3 Unit 4
In Unit 3 students will study topics that In Unit 4 students will students will study
may include: topics that may include:
*Health & Wellbeing *Italian Passions-café culture & Italian
*Fascism & modern day nationalism pastimes
*migration
Students will be required to complete 3
outcomes which include: Students will be required to complete 3
outcomes which include:
*negotiating in a role-play
*analysing and using information from *Participate in a 3-4 minute interview
spoken texts, visual and written texts responding to questions about a cultural
* Express ideas in a personal, product or practice
informative or imaginative piece of *Produce 250-word written response for a
writing specific audience and purpose,
incorporating information from three or
more texts.
*Writing a persuasive or evaluative piece
of writing (eg: a report)
16VCE Legal Studies
Unit 1 Unit 2
Guilt and Liability Sanctions, Remedies and Rights
Outcome 1 - Legal Foundations: Outcome 1 – Sanctions:
Desribe the main sources and types of Explain key concepts in the determination
law, and assess the effectiveness of laws. of a criminal case, and discuss the
Outcome 2 - The Presumption of principles of justice in relation to the
Innocence: determination of criminal cases, sanctions
Explain the purposes and key concepts of and sentencing approaches.
criminal law, and use legal reasoning to Outcome 2 – Remedies:
argue the criminal culpability of an Explain key concepts in the resolution of a
accused based on actual and/or civil dispute and discuss the principles of
hypothetical scenarios. justice in relation to the resolution of civil
Outcome 3 – Civil Liability: disputes and remedies.
Explain the purposes and key concepts of Outcome 3 – Rights:
civil law, and apply legal reasoning to Evaluate the ways in which rights are
argue the liability of a party in civil laws protected in Australia, compare this
based on actual and/or hypothetical approach with that adopted by another
scenarios. country and discuss the impact of an
Australian case on the rights of individuals
and the legal system.
Unit 3 Unit 4
Rights and Justice The People and the Law
Outcome 1 - The Victorian Criminal Outcome 1 – The People and the
Justice System: Australian Constitution:
Explain the rights of the accused and of Discuess the significance of High Court
victims in the criminal justice system, cases involving the interpretation of the
discuss the means used to determine Australian Constitution and evaluate the
criminal cases and evaluate the ability of ways in which the Australian Constitution
the criminal justice system to achieve the acts as a check on parliament in law-
principles of justice. making.
Outcome 2 – The Victorian Civil Justice Outcome 2 – The People, the Parliament
System: and the Courts:
Analyse the factors to consider when Discuss the factors that affect the ability
initiating a civil claim, discuss the of parliament and courts to make law,
institutions and methods used to resolve evaluate the abilitiy of these law-makers
civil disputes and evaluate the ability of to respond to the need for law reform,
the civil justice system to achieve the and analyse how individuals, the media
principles of justice. and law reform bodies can influence a
change in the law.
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