Secondary School Pathways - Year 7 - Year 12 Every learner reaching their God-given potential
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Secondary School
Pathways
Year 7 - Year 12
Version 1.0.2 2022 Version 1.0
Every learner reaching their
God-given potential
www.balcc.vic.edu.au
ABN: 97 119 800 869
www.balcc.vic.edu.au
VCAL
VCE (Victorian Certificate of
Applied Learning)
(Victorian Certificate of
Education) Literacy and Number
Usually 20-24 Skills, Industry Specific
different studies Skills, Work Related
available Skills, Personal
Development Skills
VET
VCE VET Program
School-based Apprenticeship and
Traineeship
Other VET Certificates
TRAINING STRUCTURED
(TAFE or school, WORKPLACE
Industry (RTO, ACE) LEARNING
COMPLETION OF VCE COMPLETION OF VCAL
Employment/Apprenticeship/Traineeship
TAFE Certificate II/III/IV, Diploma, Advanced Diploma
University
Table of Contents
Message from Head of Secondary School................ pg4 VCE Subject Offered................................................ pg31
Message from Director of Teaching and Learning.... pg6 Accounting................................................. pg32
Secondary School Contacts.......................................pg7 Australian and Global Politics (Australian)..pg33
Faculty Leaders Australian and Global Politics (Global)....... pg34
Virtual Subject Video Expo.......................................pg8 Biology........................................................ pg35
Year 7/8 Curriculum................................................pg10 Business Management............................... pg36
Year 7/8 Core Subjects...............................pg11 Chemistry................................................... pg37
Pathways in Education............................................pg12 English........................................................ pg38
Subject Selection Guide..........................................pg13 English - Literature..................................... pg39
Year 9/10 Curriculum.............................................. pg16 Food Studies............................................... pg40
Year 10 Core Subject Offerings................... pg17 Geography.................................................. pg41
English............................................pg18 Health and Human Development...............pg42
Foundation English History........................................................ pg43
Mathematics.................................. pg19 Legal Studies...............................................pg44
Foundation Mathematics (VCAL)... pg20 Mathematics.............................................. pg45
Year 9/10 - Selecting Subjects.................... pg21 Foundation Mathematics (VCAL)... pg46
Academic Assistance General Mathematics
Selecting Subjects Further Mathematics
Year 9/10 Electives..................................... pg22 Mathematical Methods................. pg47
Art Specialist Mathematics
Business & Work Related Skills Physical Education...................................... pg48
Chemical Science Psychology.................................................. pg49
Creative Writing Sociology.................................................... pg50
Cuisines & Textiles.........................pg23 Studio Arts.................................................. pg51
Design & Technology Visual Communication Design....................pg52
Digital Technology VCAL Subjects Offered............................................ pg53
Food Technology Understanding VCAL...................................pg54
Jewellery Structure of VCAL....................................... pg55
Life Science ...................................pg24 Benefits of VCAL
LOTE (French) VET Subjects Offered.............................................. pg56
Mathematics - Extended VCE VET Subjects........................................ pg57
Music Cert. III in Christian Studies
Physics is Fun.................................pg25 VET Subjects............................................... pg58
Psychology & Sociology Cert. II in Applied Fashion Design/Tech.
Sports Science & HHD Cert. II in Building and Construction
Visual Communication and Design VET Subjects - VET Cluster.......................................pg59
VCE..........................................................................pg26 VET Information......................................... pg60
Understanding VCE..........................................pg28 What is HLLEN VET Cluster?
Structure of VCE VCE VET Programs
Requirements to Obtain ATAR Applying or VET Cluster Program...pg61
Student Access Guidelines...............................pg29 VET Course Requirements.............pg63
VCE Program in 2022.......................................pg30 VET Cluster Subjects................................... pg64
Resources Glossary.................................................................. pg68
Message from Head of Secondary
Welcome to Ballarat Christian College Secondary School. We aim to graduate students who
demonstrate Christian character and who are purpose driven, “I have come that you may have life
and have it to the full” (John 10:10). This Handbook, along with the selected linked videos, contains
a wide range of information and advice to assist each family with their understanding of Years
7-10, VCE, VCAL & VET and their respective processes.
In the Years 7/8 curriculum students are presented with a range of core subjects, along with
rotation subjects.
Year 9 students are presented with a range of core subjects, along with a variety of elective subjects.
Year 10 students are presented with a range of core subjects, along with a broader range of options which may include
electives, VET and VCE subjects.
In Years 11/12 students have various pathways and options including; VCE, VCAL, VET and School Based Apprenticeships.
As students venture into their middle secondary years, and beyond to the senior secondary years, the time referred
to as the post-compulsory years of schooling of study, it is important that informed decisions are made before their
studies commence. We believe students should prayerfully consider the options and opportunities they are presented.
Our desire is that over the ensuing years our students will strive to achieve, and be inspired to take their learning into
a career path that will enable them to use their God given potential to make valuable contributions to our nation as
global citizens. A major component in the selection and creation of an academic program from the courses available
to you through the College as well as other options available to you from outside the College. Points to consider in this
process of informing yourself:
Page 4
• Read all the information about the VCE/VCAL/VET courses on offer at Ballarat Christian College;
• Consider your strengths and weaknesses as well as your level of interest in the various areas subjects available;
• Confirm any possible tertiary pathways and establish the prerequisites and or any other entry requirements
for them at all the relevant institutions;
• Take all of your recommendations seriously;
• Talk to current students about the courses which may interest you;
• Talk with parents/carers prior to selection subjects
• Seek advice from the relevant teachers listed;
• If applying for a VET course through the Highlands LLEN VET Cluster, ensuring that you comply with all the
requirements, including the early application closing date;
• Always read the Career News, published on the college website.
It is important to invest significant time and energy into this process to ensure that you construct a course that will be
both challenging, enriching and one to which you will be fully committed.
The Secondary School will provide many opportunities for each student to be challenged and developed. Students
are encouraged to invest in the opportunities they are presented. The range of excursions, Year 9 Micah 6:8 program,
camps, Year 11 retreat and extra-curricular activities are designed to contribute to a student’s academic and personal
development. Students are encouraged to actively participate and contribute to the life of the school community.
We encourage our students to display commitment in their efforts to do their best in all they do, however we do not
encourage the pursuit of academic results over spiritual growth, but be one in the same. As Romans 12:1 says: Take
your everyday, ordinary life - your sleeping, eating, going-to- work, and walking-around life - and place it before God
as an offering (The Message Bible). We are told that everything is to be laid before God as an offering – including
study and academic pursuit. To separate study and academic achievement from ‘the spiritual’ would be an effort in
secularisation – the ‘removing’ of God from different parts of our life as if He is irrelevant. God doesn’t want just part
of our lives – He wants ALL: 'Commit your ways to the Lord…’ Psalm 37:5. As part of this commitment students in lower
secondary years should be forming a strong work ethic and study habits, not simply just thinking “I’ll wait until Year 11
or 12 until ill try”. As sadly, from experience we have seen this type thinking / attitude lead to some students who have
started their senior years with the best of intentions, coming unstuck.
The senior years of schooling are a major life challenge, and if students truly wish to excel then they must make study
a priority. For a short period in their life other elements of their lifestyles will need to be sacrificed. Ecclesiastes states
that ‘there is a season’ for everything. This ‘season’ for those in Senior School is concerned with getting the most out
of their education as they seek to prepare for serving God through their vocation. Colossians 3:23 also instructs us
that whatever we do, we should ‘work at it with all your heart, as working for the Lord, not for human masters.’ The
effort that we put into our work, whether it is us as teachers, or the students towards their academic studies, should
be considered the Lord’s work.
“Children whose parents spend time with them in educational activities or who are involved in school activities achieve
more in school, regardless of socio-economic status.” (Benson, Et. al) At Ballarat Christian College we recognise the
necessity of close co-operation between the home and school to ensure the best possible educational opportunities
are achieved by students. We strongly encourage parents to become involved in their child's academic, social and
general development, and to communicate with the school on matters of interest or concern. It is vitally important
that the values espoused by the home and the school are in harmony, and that parents are seen to support the
school in maintaining the reasonable standards of behaviour and performance expected. Prayerful consideration and
negotiation with College staff is vital during this process as students lay a sound foundation on which to build their
future careers. As such we look forward to partnering with you to ensure that your child’s experience in Secondary
School is positive and rewarding.
Mr Scott McKenzie
Head of Secondary School
Page 5
Message from Director of Teaching and Learning
In 2022, the College will provide a range of subjects for study for Years 7 to 12 students within
the Secondary School. It is in these Year levels that students begin to seek out avenues to explore
their interest in different areas within the educational program offered and it is important that
every opportunity is given for their success.
In considering their career pathway or vocational choice, students will be making informed
decisions about the studies they will pursue and their application to learning new skills in
preparation for their future.
Ballarat Christian College offers a planned and purposeful basis upon which students can work
towards VCE, VCAL & VET. All students study each of the core subjects promoted in the Australian
Curriculum, along with Christian Living studies in the early secondary years and in addition to a
range of taster rotations and electives.
As students approach their mid secondary years they begin to purposefully choose their subjects and study pathways,
guided by their aspirations and goals for the future. Their choice of subjects should then assist them in further
determining the vocational direction in which they wish to head.
Provision is made for our students to complete their Level 10 year within a careers development framework which
offers Structured Workplace Learning.
Subject information and promotional resources are provided during Term 3 of each Year and online access for subject
choices is provided with teacher support and guidance in order to assist students to make informed choices on the
subjects they wish to pursue. The online digital Secondary Subject Selection Handbook provides an excellent description
of each subject area and explains the skills students will gain as they engage in the specific learning program provided.
A range of education and career planning resources and connections to key people to assist students in the decision
making process is made available.
As students approach their senior secondary years, the VCE and VCAL streams provide a range of options to choose
from, including Vocational Education and Training studies (VET) and School-Based Apprenticeships Programs (SBA). The
Subject Selection Handbook explains the options that students may wish to consider when selecting subjects that suit
their desired pathway and future ambitions.
It is important for students to be steady and sure when processing the information available and when completing their
subject selections. Once subject choices are placed online during the selection process, it is beneficial for students to
stay with their chosen areas of study for the entire school year. Changing subjects once the academic year has started
is not encouraged.
College staff will be available for consultation and negotiation during the subject choice process.
Christian Living is a distinctive within the College which all students study in order to provide opportunity to strengthen
and develop faith and gain momentum in other fields of study. Our Certificate III in Christian Studies is an added
distinctive of our College and will continue to be a subject of choice providing an additional qualification to a student’s
overall academic achievement.
Students completing Certificate III assists to complete Christian Studies in more depth in Year 11 and 12. We are
pleased to offer such a range of subject choice and the Christian distinctive of the College confirms the biblical and
foundational understanding that God has a plan and purpose for each student to reach their potential:
“For God knows plans He has for you, plans to give you a hope and a future” Jeremiah 29: 11 NASV
Our prayer and effort is toward every student reaching toward and attaining to their God given potential.
Julie Gall
Director of Teaching and Learning
Page 6
Secondary School Contacts
Mr Scott Mckenzie Mrs Julie Gall Mrs Sylvia Loader Mrs Karen Farquhar
Head of Secondary School Director of Teaching &Learning VCE & Distance Education Coordinator Curricular Advisor
smckenzie@balcc.vic.edu.au jgall@balcc.vic.edu.au sloader@balcc.vic.edu.au kfarquhar@balcc.vic.edu.au
Faculty Leaders
Mr Don Gall Mr Mark Preston Mrs Sylvia Loader Mrs Susiana Tauelangi
English Mathematics HASS Science
dgall@balcc.vic.edu.au mpreston@balcc.vic.edu.au sloader@balcc.vic.edu.au stauelangi@balcc.vic.edu.au
Mr David Neumann Mrs Karen Farquhar Mr Don Gall Mrs Carol Clough
VCAL Health & Physical Education Christian Living & Art/Technology/Music
dneumann@balcc.vic.edu.au kfarquhar@balcc.vic.edu.au Cert III in Christian Studies cclough@balcc.vic.edu.au
dgall@balcc.vic.edu.au
Page 7
Year 7/8 Curriculum Page 10
Ballarat Christian College provides Year 7/8 students with a broad curriculum,
which includes compulsory core subjects and a variety of other subjects.
Year 7
Subjects
- English
- Mathematics
- Christian Living
- Careers
- Visual Art (Inc. Textiles)
- Science
- Humanities and Social Sciences
- Health & Physical Education (HPE)
- LOTE (French)
- Performing Arts (Music & Drama)
- Food technology
- Design Technology
- Sport
- Digital Technology (Inc. Lego Mindstorm, Robotics,
Drones, Coding, Software and Safety Practices)
Year 8
Subjects
- English
- Mathematics
- Christian Living
- Careers
- Visual Art (inc. Textiles)
- Science
- Humanities and Social Sciences
- Health & Physical Education (HPE)
- LOTE (French)
- Performing Arts (Music & Drama)
- Food technology
- Design Technology
- Sport
- Digital Technology (Inc. Lego Mindstorm, Robotics,
Drones, Coding, Software and Safety Practices)
Page 11Pathways in Education
Education and Training in Victoria
Certificate I • Entry level programs
& Taster
Programs
Certificate
• Many VET & Pre-Apprenticeship programs are at this level
II
Certificate
• Many apprenticeships and traineeships are at this level
III
Certificate
• Available through TAFE and Registered Training Organisations
IV
• Available through TAFE and Registered Training Organisations
Diploma
Advanced • Available through TAFE and Registered Training Organisations
Diploma
• May obtain credit for TAFE programs undertaken
University
Page 12SUBJECT SELECTION
Taking the First Steps
When planning for your future, it is important to choose s ubjects at school that interest and m otivate
you to work hard! Taking steps in the ri ght direction means choosi ng well. When planning your
subject choices, it i s also really important to remember that you don’t have to have a career in m ind
a t t h i s stage – y o u j u s t n e e d t o c h o o s e a b r o a d r a n g e o f s u b j e c t s t h a t w i l l g i v e y o u p l e n t y o f c h o i c e .
Choosing well means thinking hard about –
- What you are like?
- How different subjects might help you in the future?
- Asking the right questions about subjects you have to do, and
the options that interest you
The following exercise is to help you to organise your ideas
1. Are you -
practical investigative
creative enterprising
social organised
2. You learn best by -
seeing & reading doing projects
listening & talking doing tests
3. Subjects you have to do? 4. Subjects you don’t like & why?
5. Subjects you like & why? 6. New subjects you’d like try?
Page 13SUBJECT SELECTION
What is vital though, when choosing your subjects, is that you consider the following:
1. Your interests: You will achieve better academic results in those subjects that you enjoy and
are interested in.
2. Your abilities: Choose subjects appropriate to your abilities and skills. It is essential to listen to
and be guided by your teachers’ recommendations. Choose your subjects at the appropriate
level, e.g. the recommended Mathematics.
3. The prerequisites of the courses that you are planning to study after completing school. If you
are unsure of your career path, it may be wise to keep your options open (i.e. Mathematics is a
prerequisite for a great many courses, as are Chemistry / Physics / Biology. Consider Art,
Music, Drama and Theatre Studies if you are considering a creative course that will require a
folio or an audition for tertiary selection). Keep in mind that choosing subjects according to
your abilities remains critical. It is not helpful to choose subjects that are prerequisites if you
do not achieve the stated minimum (unscaled) required study score.
With this in mind, you might like to list three interests or career ideas you might have: Knowing
what the VCE subject prerequisites are for the Tertiary Courses you might be interested in can
help you achieve your career aspiration/s.
Career Aspirations / Ideas you might have:
1. ……………………………………………………………………………………………………………………………………………………………
2 …………………………………………………………………………………………………….……………………………………………………….
3 ………………………………………………………………………………………………….………………………………………………………….
Remember: questions to ask when choosing your Year 11 and 12 subjects
• What subjects do I need and which subjects give me plenty of choices one day?
• Do I like these subjects?
• What subjects do I dislike and why?
• Do I know how different subjects might help me in the future?
• Do I understand what these subjects are about? Have I researched the subject
content? Have I spoken to subject teachers?
• What are my strengths - can I realistically manage these subjects?
• What are the prerequisite subjects for the courses I am interested in?
• Am I asking the right questions about the subjects I have to do?
• Are there any extra requirements that I will have to meet e.g. folio / audition?
• Are there any recommended subjects for entry to this course?
Page 14SUBJECT SELECTION
Browse the VTAC Year 10 Guide and the VTAC Guide for Year 11 and 12 Students that is
available from June, that provides you with information about the VCE and the ATAR, and
also browse other resources that can be found at http://www.vtac.edu.au/publications.html
Other useful websites you might like to also browse include:
https://www.gooduniversitiesguide.com.au/careers-guide
https://www.qilt.edu.au/
Having done your research, you might like to list three courses below:
Tertiary Course I am considering: Name of Institution: Subject prerequisites for entry:
Long Term Planning
Remember, you are planning what you will be doing for the final two years of secondary school. The
subjects you choose will help you to gain access to certain tertiary courses by meeting the set
prerequisites, so the decisions you are making now have an impact on your transition to life beyond
school. It is therefore at this stage that you should be planning what you may be doing after school.
It is your responsibility to actively start exploring possible career options and paths. To do this you
are advised to attend Tertiary Open Days (usually in August of each year), browse university
websites and other careers literature, explore careers websites such as those suggested in your
regular Career Newsletters and generally start exploring what options are out there for you.
Page 15Year 9/10 Curriculum Page 16
Ballarat Christian College provides Year 9/10 students with a broad curriculum, which includes compulsory
core subjects and a variety of elective subjects, and VCE, VCAL, VET options for Year 10 students.
The elective subjects allow students to have some discretion in their own course of study.
Year 9 Students have an opportunity to choose 3 electives. In choosing subjects at Year 9/10, students should
aim to select those they enjoy, find interesting, which will challenge them in their learning and extend their
knowledge. Students are also encouraged to pursue subjects which they may have a view to undertaking in
Year 11 or 12.
Students should establish a consistent, diligent, and productive attitude towards their studies and begin to
develop the study habits that will be required at VCE level. This is to ensure that at the completion of Year
9/10 Students should establish a consistent, diligent, and productive attitude towards their studies and begin
to develop the study habits that will be required at VCE level. This is to ensure that at the completion of Year
9/10 they have shown they can undertake studies at VCE level and have the appropriate subjects offered in
Year 11 available for their selection. Students should aim to apply themselves to the best of their ability and
aim for excellence in all their studies while enjoying the variety of subjects undertaken in Year 9/10.
Year 9 Year 10
Core Subjects Core Subjects
- English - English
- Mathematics - Mathematics
- Christian Living - Christian Living
- Careers - Industry and Enterprise (Unit 1)
- Art (Visual) - Science
- Science - Humanities and Social Sciences
- Humanities and Social Sciences - Health & Physical Education (HPE)
- Health & Physical Education (HPE)
Year 9 students have the following options: Year 10 students have the following options:
- 3 Electives - Choose 3 Year 9/10 electives
- Choose an external VET subject (run outside of - Choose an external VET subject (run outside of
BalCC) and 2 Year 9/10 electives (If student is 15 BalCC) and 2 Year 9/10 electives
years old prior to starting course) - Choose an internal VET subject (run at BalCC)*
or - VET Building & Construction - Choose a Unit 1 & 2 VCE subject*
* At Year 10 level, students are able to choose VCE Psychology, Legal Studies, Business Management, Health
and Human Development, Physical Education, or Visual Communication Design. Students are unable to
choose VCE Biology, Chemistry, or Physics. Choice of a VCE subject for any student will also be dependent on
previous results and feedback from teachers to determine academic ability and readiness.
VET is not compulsory at Year 10, although may assist students with the transition to a full VCAL program in
Year 11, where a VET subject is compulsory.
Please note: There is a minimum age requirement to undertake a VET subject.
* Disclaimer re Please Note: Year 9 & 10 electives and VCE / VET / VCAL mentioned in video and or this
Handbook may be updated, and may or may not run depending on circumstance, including student interest
levels, etc.
Page 17Year 10 Core Subject Offerings For English
English
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning
programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge,
understanding and skills in listening, reading, viewing, speaking, writing, and creating. Learning in English builds on concepts, skills
and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 10 students interact with peers, teachers, individuals, groups, and community members in a range of face-to-face and
online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational
and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss, and perform a wide range of literary
texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of
media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances, and multimodal texts,
with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a
critical understanding of the contemporary media, and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and
contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Year 10 as
independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and
hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance,
interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of
perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources)
about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables
of contents, indeces and glossaries. Language features include successive complex sentences with embedded clauses, a high
proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various
types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances,
reports, discussions, literary analyses, transformations of texts and reviews.
Foundation English (VCAL)
Year 10 Foundation English is a less rigorous course set out to extend and consolidate the understanding of students who have
struggled with English previously. The course is more hands-on and practical, suitable for students that are looking to take up VCAL
in Year 11 and 12. Students will strengthen and extend their knowledge and confidence of the English language, including speaking,
listening, reading, viewing, and writing. Set tasks are more applicable to real life contexts for the future, such as the workplace.
Unit 1: English for practical purposes
Area of Study 1 - Reading and viewing texts
Area of Study 2 - Creating texts
Area of Study 3 - Listening to and presenting persuasive texts
Unit 2: Thinking and learning through English
Area of Study 1 - Reading and viewing texts
Area of Study 2 - Creating texts
Area of Study 3 - Listening to and presenting persuasive texts
Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and
demand.
Page 18Year 10 Core Subject Offerings for Mathematics
Mathematics
Year 10 Mathematics is designed to provide a solid foundation for students as they move into VCE. It requires students to be
proficient with a CAS calculator. The course is primarily aimed at students wishing to move into Further Mathematics in Year 11
and 12.
Areas of Study:
• Algebra and Linear Equations
• Linear Functions
• Geometry and Trigonometry
• Measurement
• Univariate and Bivariate Statistics
• Matrices
• Finance
Assessment Tasks:
• Topic tests and analysis tasks throughout
• Maintenance of workbook
• End of semester exams: One exam being technology free, the other technology active
Requirements:
• Being a very sequential subject, students are required to practice their skills often and to
maintain a high level of attendance in order to build on previous knowledge.
Year 10A Mathematics is designed to provide a solid foundation for students as they move into VCE Maths Methods. It requires
students to be proficient with a CAS calculator and with manual calculations. The course is primarily aimed at students wishing to
move into Maths Methods in Year 11 and 12.
Areas of Study:
• Algebra • Linear Equations and Functions • Non-Linear Relationships • Indices • Geometry and Trigonometry
• Measurement • Univariate and Bivariate Statistics • Matrices • Probability
Assessment Tasks:
Topic tests and analysis tasks throughout, maintenance of workbook, and end of semester exams: One exam being technology
free, the other technology active.
Requirements:
Being a student that can easily grasp mathematical concepts and procedures and apply the knowledge to literal problems and
equations
Page 19Year 10 Core Subject Offerings
Foundation Mathematics (VCAL)
Year 10 Foundation Mathematics is a less rigorous course set out to extend and consolidate the understanding of students who
have struggled with Mathematics previously and are not considering taking Mathematics as a Unit 3 or Unit 4 subject in VCE.
Areas of Study:
• Data representation & analysis/people and statistics
• Cost of living
• Working with graphs/straight line graphs
• Coordinate geometry and Trigonometry
• Pythagoras’ theorem/building and design
• Probability
• Measurement
• Algebraic techniques
• Running a business
Assessment Tasks:
• Topic tests at the end of each unit (fortnightly)
• Analysis and application tasks
• Maintenance of workbook
• End of semester exam, technology active (calculator allowed)
Requirements:
• Being a very sequential subject, students are required to practise their skills often and to maintain a high level of
attendance in order to build on previous knowledge
• A scientific calculator is compulsory for this subject. A CAS is not necessary although may be used as carried over
from Year 9. Students will be encouraged to become highly proficient and confident in the use of this calculator.
Assessment Tasks:
• Topic tests and analysis tasks throughout
• Maintenance of workbook
• End of semester exams: One exam being technology free, the other technology active
Requirements:
• Being a very sequential subject, students are required to practice their skills often and to maintain a high level of
attendance in order to build on previous knowledge
For a full list of core subject curriculum descriptors, please see the College website
Page 20Year 9/10 - Selecting Subjects
Academic Assistance - Tutorials
Free tutorials are conducted in every subject area either at lunch time or after school. A schedule of tutorial times and rooms
is published at the commencement of each year. These tutorials are not only for those students experiencing difficulty in these
subjects. They are conducted also for the benefit of competent students who may wish to do better, or for those wishing to
maintain their standard. Students should contact their teacher to discuss tutorials or any academic problems.
Year 10 Electives
It is the aim of the College to ensure that all students achieve their maximum potential and so we request parental support in
urging students to regularly attend tutorials. Tutorials are generally facilitated at 3:30-4:30pm, with scheduled days and rooms
published at the commencement of the year.
Selecting Subjects Selecting Subjects
All subjects are designed to develop the skills required in the students as they move into the senior secondary schooling subject
offerings.
Movement between subjects during the year may affect a student’s achievement, so subject selection should be considered
carefully, following consultation between the student, parents and teaching staff.
Several factors should be considered when choosing elective subjects, including:
Achievement Current results will provide a good indication of future success, though this may not always be a
true reflection of the student’s ability, rather their effort or lack thereof.
Aptitude What is the student’s natural aptitude in this field of study?
Interest Students are more likely to succeed in subjects which hold some interest for them.
Attitude A positive attitude towards a subject including a willingness to commit to the hours of homework
required is a necessary or preferred prerequisite.
In choosing a course of study, a student needs to:
• Consider some of the goals they are beginning to aspire to and areas of general industry interest
• Investigate the possible paths to those goals and what level of post-schooling study is required
• Talk to people who know something about the goals and the subjects needed to be undertaken
• Examine possible pathways in the light of his/her abilities, personality and commitment level
• Prayerfully decide on which path seems right
Students should avoid making subject choices merely on the grounds of the subjects being chosen either by their friends, or on the
basis of their perceptions about any teacher they think might be teaching the subject.
The important guiding principle is to put yourself in a position, through the subject selection process, so that you are most likely to
experience academic success now and into the future.
HINTS FOR CHOOSING ELECTIVE SUBJECTS:
When choosing subjects it is important that they are suitable, both with respect to the student’s future career aspirations and
present interest and ability. Students should discuss subject choices with their subject teachers and parents.
If students are in doubt about their future careers, they should choose those subjects which keep the most options open within
their areas of interest and ability.
Please Note:
* There are limits on class sizes, so it is very important to make sure students rank their choices accurately – i.e. their first choice
is their number 1 preference.
*Some Subjects have an A and a B component (1 Semester for each component).
Page 21Year 9/10 Electives
Art
This course aims to provide students with the opportunity to develop and present ideas imaginatively and expressively. Students
undertake a variety of exercises in two dimensional and three dimensional studies. The course aims to provide students with a
good foundation for future studies in VCE Studio Arts. Students will build on their awareness of how and why artists, craftspeople
and designers realise their ideas through different visual representations, practices, processes and viewpoints, and will refine their
personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience.
Business & Work Related Skills
Business component of the subject:
Gives students an insight into the world of business. Students develop skills in enterprising thinking, problem solving, showing
initiative, team work and communication. It is useful as a background for students who may wish to study VCE Business Management
or Legal Studies.
This part of the subject aims to provide students with a basic understanding of the law and legal processes in Australia, leading
to an investigation of the law of contract, negligence, and consumer protection. The subject considers basic law and legal pro-
cesses and concentrates on the structure of law, legal reasoning and the use of precedent. It also examines techniques for statu-
tory interpretation, focusing on commercial law and legal issues. Aspects of contract law, the civil wrong of negligence, consumer
protection and the sale of goods including how it relates to the Trade Practices Act.
Work Related Skills/Personal Development component of the subject:
Aims to provide skills, knowledge and attitudes to enable students to make informed choices regarding pathways to work and
future education. Personal Development is the utilisation of a student’s particular interest and the investigation of new pathways
for students in the context of applied learning.
Students have the opportunity to:
• Develop knowledge and employment skills that help prepare the individual to plan for employment or study for the
participation in the broader context of family, community and lifelong learning
• To develop knowledge and skills that assist the individual to make informed choices within specific industry sectors
and/or to facilitate pathways to future learning
• The possibility of undertaking short courses such as Level 2 First Aid, CPR and Safe Food Handling, all of which would
help the student’s development of interpersonal and community skills, and which can be applied in the future
Chemical Science
This course provides students with the opportunity to extend their practical skills and knowledge in Chemical Science. It is suitable
for students with curious minds and would like to study Chemistry at a higher level. The emphasis would be on practical experiments
and determining conclusions after careful observations and analysis.
This subject can lead into VCE Chemistry.
Creative Writing
Have you ever wanted to write a novel? Sure, you have! You have all these great ideas swimming around in your head, just waiting
to be poured out onto the page, to bring your world to life. But there’s never enough time for it, right? Too many things in life get
in the way. Work, household chores, hanging out with friends… But what if there were a dedicated time and place where you could
go to work on your story? A place where you can develop your skills as a writer, be surrounded by those who are just like you who
will help to propel you forwards, and give you time to just sit and write?
That’s what this class is all about. You’ll develop your skills in the creation of interesting and realistic characters, forming cohesive
and attention-holding plots, the use of appropriate tenses, voice, paragraphing, dialogue, and narration.
Page 22Year 9/10 Electives
Cuisines & Textiles
Cuisines component of the subject:
Students will get the opportunity to learn about and cook food from around the globe. Drawing on the cuisines from the cultures
within our class and school, as well as other popular cuisines, students will get to experience new and exotic flavour and texture
combinations first-hand. Cuisines may include: Chinese, Ethiopian, Thai, Spanish, Japanese, American, Mexican, Italian, Korean, and
Sudanese. Students are expected to bring their own apron, tea towel and sturdy plastic food container to practical class each week.
Textiles component of the subject:
This component aims to provide students with the opportunity to develop and present ideas imaginatively and expressively through
textiles. Students will explore and develop techniques in drawing and rendering for fashion design. They will also explore various design
and fabrication skills including fabric painting and surface manipulation. Students will also have the opportunity to explore threads and
may choose to explore knitting or crochet, or simple weaving projects. Students will have the choice of a simple garment design and
construction, or a more sculptural, textural art piece for a major project.
Students who undertake this course would be able to continue with their textiles skills in either VCE Studio Arts, VCE Visual Communi-
cation Design, or a VET Fashion
Design & Technology
Commencing with the manufacture of some set models, students will progress through the design process to the point where they
undertake a project of their own. Working with materials including wood, metal, plastics and electronics will expand student understanding
and competency, leading to an increased skill level. Students will investigate how materials and products are manufactured, plus gain
insight into potential vocational opportunities.
Digital Technology
The Digital Technology program allows students to further explore technology and communication through a variety software and
hardware. The students will become confident in best managing their devices with file management, security, data analysis, presentation,
and programming. Through the use of programming languages (including Python and Scratch) students will gain an understanding of
how computers communicate and interact with information. Students will look at how this information is kept safe, but how they can
interact with the information through spreadsheets and databases.
Students will also investigate how computers are changing the design processes. Through use of computer aided design (CAD) programs
students will examine how they can build and virtually manipulate 3D models and will also have the opportunity to build some models
on a 3D printer.
Food Technology
This subject enables students to develop an understanding of nutrition and health issues in the community. During practical sessions
students will engage in preparing recipes gradually using more sophisticated procedures, techniques, equipment and ingredients, all
the while being encouraged to show initiative, skill development and independence.
Theory lessons will be based around the design process as students will look at, investigate and make judgements on ingredients, tools
and equipment, food safety principles, sustainability and healthy eating, whilst developing ways to be creative with individual projects.
Students are expected to bring their own apron, tea towel and sturdy plastic food container to practical class each week.
Jewellery
Art and design and creative thinking all merge in this course. Through focusing attention on the design process, this subject focuses on
designing and creating jewellery, developing both creative drawing and thinking skills when responding to a set design brief.
Students will undertake a range of drawing tasks to generate and conceptualise their ideas focusing on jewellery, before having the
opportunity to investigate a variety jewellery making materials and techniques required for making items such as earrings, broaches,
necklaces, rings and bracelets.
Students might explore using materials such polymer clay, air-drying clay, metal, beads, shrink plastic and various other exciting
materials. The design work that students undertake will prepare them for future studies in either VCE Design Technology or VCE Studio
Arts.
Page 23Year 9/10 Electives
Life Science - Endangered Species & Forensics
Endangered Species component of the subject:
God has provided, in His Creation, an enormous range of diversity and variation. This course aims to provide you with the opportunity
to investigate endangered species and help to preserve those species. You will research ways that different people work together
in order to develop strategies to save the wildlife on this beautiful planet Earth. You will investigate the effect of human activity and
environment change on endangered species. You will develop techniques to identify and measure populations. Ultimately you
will design your own campaign to help save an Australian Species. Topics we will be looking at include conservation status,
endangered species around the world, endangered species in Australia, why species become endangered, what would
happen if a species were to become extinct, how zoos and scientist help endangered species, investigating the
populations of endangered species, how you can be a citizen scientist, and designing a campaign to help save an Australian species.
Forensics component of the subject:
Discover the underlying principles in chemistry, physics and biology associated with the intriguing world of Crime Scene Investigation.
Explore how scientific principles reveal the hidden secrets of the criminal atrocities occurring in modern society. Ultimately use the skills
and knowledge that you have learned to solve and present a hypothetical crime case study.
Topics we will explore include crime scene protocol, fibre analysis, handwriting analysis, fingerprint identification, genetics, DNA and
blood typing, soil analysis and impressions, vehicle crime scenes, and solving a case study.
This subject can lead to VCE Biology.
LOTE (French)
Bienvenue! This course will not only extend your knowledge of the French language in reading, writing, speaking and listening, but will
also have a focus on exploring French culture, through cooking French dishes and participating in our annual French Celebration Day.
This elective will also provide the groundwork for those wishing to study French for VCE (via Victorian School of Languages), and/or
those who wish to travel to francophone countries.
There are many links between English and French, and studying another language assists you in learning about your first language.
Learning a language has been shown to have many benefits, including enhancing creativity, problem solving ability, literacy skills and
the maintenance of cultural identity. Victorian students receive a bonus towards their ATAR score for successful completion of a VCE
accredited language. Languages provide advantages for employment, with increasing numbers of companies seeking bi/multilingual
speakers to remain competitive in an interconnected global world. (VSL – Vic State Govt Education and Training).
Mathematics - Extended
This course is designed for those students who have a particular interest in Mathematics and would enjoy studying it on a deeper level,
without the constraint of sticking precisely to the Australian Curriculum course requirements.
The emphasis would be on problem solving, and looking for patterns in number and geometry. There will be time to explore questions in
more detail and pursue mathematical concepts that are of interest. Other things that could be investigated are logic puzzles and suduko
puzzles, graphic calculator use and general mathematical techniques that would be useful in any further study of mathematics.
The course is suitable for those who have an interest in, and enjoy mathematics and would be of benefit to students who wish to study
mathematics at a higher level (Maths Methods) in the future. However, this is not essential, and may be undertaken if you just wish to
have some fun doing some additional mathematical activities to complement the work done in “normal” mathematics class.
Music
As part of the music elective students will have the opportunity to practice, rehearse and refine their skills in a variety of performance
repertoire. This will be achieved through planning, organising, developing, and understanding composition. Using compositions
encompassing Christian genre, contemporary and past time, a range of music opportunities will be available to expand skills and
techniques that include exploration, evaluation, and analyse.
Page 24Year 9/10 Electives
Physics is Fun
Students boost their practical skills with this selection of fun yet challenging activities. This course will strengthen students' practical
skills towards their final years studies.
We look at a selection from: Optics and waves, electricity, sound, heat, motion and robotics, with an emphasis on the use of digital
technologies.Investigations include using lenses, mirrors, colour filters, glass prisms, and the optics bench, wave motion in a water
tank, slinky springs, using a signal generator with the oscilloscope, moving and colliding dynamics carts, heat transfer and heat
capacity of substances, and digital motion sensors.
Psychology & Sociology
This elective program will look at a variety of areas of interest from both Psychology and Sociology. Psychology is the study of the
human mind and behaviour and Sociology is the study of the development, structure, and functioning of human society.
Throughout the year we will be focusing on topics including the following:
Psychology: The brain, sensation and perception, sight, sound, taste, and touch, memory and learning, sleep, and psychological
disorders.
Sociology: Culture, socialisation social structures and power, deviance and crime, and class differences.
Sports Science & HHD
Sports Science component of the subject:
This subject provides students with the opportunity to participate in practical activities whilst extending their knowledge and
understanding of the activities covered. This subject is an ideal opportunity to develop and extend sporting skills learnt in Physical
Education. The unit has a heavy focus on practical activity, with students playing recognised sports. Students will look to further
their knowledge, game sense and tactical awareness.
There is also a theory based component were students have the opportunity to develop an understanding and appreciation of
the structure and function of the human body and its systems. Students will also develop an increased understanding of the
importance of adequate physical fitness and nutrition to assist with maintaining general health and wellbeing. Within the subject
students will explore the role that physical activity has specifically related to Australians and how this has changed over time.
HHD component of the subject:
Throughout HHD students will have the opportunity to develop an understanding of introductory concepts on health and individual
human development across the life span and key definitions associated with these. Students will explore the health status of
Australians and key indicators used to measure this along with relevant data in conjunction with this. Students will be introduced
to key features of the Australian health care system and government responsibilities.
This subject is an ideal opportunity to develop a foundation in the preparation for VCE Physical Education and VCE Health and
Human Development.
Visual Communication and Design
Creative thinking and digital design merge together in this course, introducing students to the creative nature of Visual Communication
Design. Through focusing attention on the design process, this subject facilitates a wide range of learning experiences that center
on developing both creative drawing and thinking skills when responding to a set design brief. Students will undertake a range
of drawing tasks to generate and conceptualize their ideas before having the opportunity to investigate a variety of ICT related
technologies and design software, including Adobe Illustrator and Adobe Photoshop to produce final solutions to meet the needs
of the set audience. The design thinking component of this course enables students to understand how ideas and information
are used to communicate meaning and messages to intended audiences, and how professionals work in the design industry. The
graphic design work that students undertake will prepare them for future studies in VCE Visual Communication Design.
Page 25VCE, VET &Subjects
VCAL Offered
(All subject descriptions are taken from VCAA Study Designs)
Source and additional information: VCAA website: www.vcaa.vic.edu.au/vce/studies
Page 26Victorian Senior Secondary Certificate Reform Changes
(coming soon)
Victoria is moving to a new integrated senior secondary certificate that will bring together the Victorian Certificate of Education
(VCE) and the Victorian Certificate of Applied Learning (VCAL) to give students greater choice and flexibility to pursue their strengths
and aspirations and develop the skills and capabilities needed to succeed in further education, work and life.
The move to a single certificate will occur in stages. The first stage is the introduction of a new vocational specialisation pathway
within the VCE commencing in 2023. This will replace the existing VCAL at the Intermediate and Senior levels.
The next stage will see a fully integrated senior secondary certificate rolled out across all Victorian schools and senior secondary
providers by 2025. The new certificate will retain the same high standards of excellence that currently apply to Victoria’s
world-class VCE and will be recognised nationally and internationally and highly valued by employers and industry.
Source: VCAA (https://www.vcaa.vic.edu.au/victorianseniorsecondarycertificatereform/Pages/Index.
aspx)
Page 27VCE
Understanding VCE
In Year 11 and 12 students complete the Victorian Certificate of Education (VCE), which offers a wide range of studies. At this stage
of their schooling students find that their abilities, interests and career needs take them in different directions. Ballarat Christian
College aims to provide pathways for the senior years that will suit all students, whatever their abilities, interests and needs.The
minimum for the award of the VCE is the satisfactory completion of 16 units which include:
• 3 units of English selected from the English group, including a Unit 3 and Unit 4 sequence.
• 3 sequences of Units 3 & 4 studies other than English, including VCE VET Unit 3 & 4 sequences
Structure of VCE
VCE is organised into units of study:
• Units 1 and 2 are usually completed in Year 11 and are school-assessed (school-assessed course work or tasks)
• Units 3 and 4 are usually completed in Year 12 and are assessed by school-based SACs/SATs (School Assessment
Coursework or Tasks) and external examinations
Requirements to Obtain an ATAR Score from VTAC
The requirements to obtain an ATAR (Australian Tertiary Admission Rank) score from VTAC are:
• Satisfactorily complete the VCE
• Obtain scaled study scores for SACS/SATS in at least 4 studies (maximum of 6 studies may be counted),
including a Unit 3/4 English sequence
Students completing Units 3 and 4 studies will receive a letter grade from the VCAA and a study score out of 50, for each study
attempted. An ATAR is the percentile ranking of that applicant in the population of VCE candidates applying for tertiary study in
that year. The ATAR will take into account the scaled study score in English (or a study from the English studies group i.e. English
Language) and the other best three scaled study scores, and 10% of the applicant’s next two best scaled study scores (or in the case
of our Certificate III in Christian studies; an unscored VCE VET study with no scored assessment; is determined by calculating 10
per cent of the fourth study score of the primary four. Up to two unscored VCE VET increments may contribute to the aggregate).
The Victorian Tertiary Admissions Centre (VTAC) administers a joint selection system on behalf of Universities and TAFE Colleges.
VTAC use the ATAR in conjunction with the tertiary institutions to determine student placement into tertiary courses.
The table below indicates the percentage ranking of students at each of the study score levels:
Study Score (/50) Percentage Ranking
25 Top 76%
30 Top 50%
35 Top 34%
40 Top 8%
45 Top 2%
Most VET VCE Programs have a sequence of units including Units 1, 2, 3, & 4. For VET and SBA students it is possible to vary
the number of units to be studied each semester. This is negotiated in consultation with the VCE Coordinator and/or Head of
Secondary. We do not advise students to undertake more than one 3/4 sequence in Year 11.
Opportunities exist for students to negotiate alternative arrangements for the completion of their study with the VCE Coordinator
and/or Head of Secondary.
Most prerequisite information relates to studies at Unit 3/4 level. Sometimes, however, information relating to Units 1/2 is included.
Pathways is the term used to describe different vocational directions and options which students may take as they move through
a broad range of education and training. Knowing about these pathways will provide more flexible options for students in their
post-compulsory education and training.
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