Indonesian Second Language Japanese Second Language
Mathematics
Foundation Mathematics
General Mathematics Mathematical Methods
Specialist Mathematics
Music
Music
Music Composition
Music Contemporary Performance
Music Inquiry
Music Repertoire Performance
Certificate III in Music (Sound Production)
Outdoor and Environmental Studies
Outdoor and Environmental Studies
Science
Psychology
VCE Vocational Major Literacy
Numeracy
Personal Development Skills
Work Related Skills
Vocational Pathways
School Based Apprenticeships and Training
Vocational Education and Training (VET)
CURRICULUM OVERVIEW
Welcome to Year 11 and 12
Christian College Geelong is dedicated to achieving a high level of learning outcomes for Year 11 and 12 students by providing you with a robust teaching and learning program that embraces your level of learning maturity. The Year 11 and 12 teaching and learning programs are designed to offer a breadth of VCE subjects and applied learning pathways that support you to achieve your career aspirations.
These two years are about more than just academic growth; they are about discovering your strengths, pursuing your passions, and preparing for life beyond school. Whether you are planning to attend university, pursue vocational training, or enter the workforce directly, the subjects you choose will help set the foundation for your next steps.
This handbook is designed to support you in making informed decisions, ensuring that you select the subjects that best align with your interests, career aspirations, and academic abilities.
As you review the subjects, consider what excites and motivates you, as well as the skills you want to develop. It is important to choose a mix of subjects that both challenge and inspire, while also providing you with the qualifications and prerequisites needed for your future aspirations. Throughout these final years, you will be supported by dedicated teachers, resources, and a vibrant Christian College community to help you thrive.
We encourage you to take your time, ask questions, and seek guidance from teachers, mentors, and parents as you carefully consider your options. Your journey through Year 11 and 12 will not only shape your academic success but also help you grow into a confident, capable individual ready to take on the challenges of the future.
Please Note: The information contained in this handbook was correct at the time of printing.
Our Curriculum
Christian College offers the Victorian Certificate of Education and follows the requirements and regulations set out by the Victorian Curriculum and Assessment Authority (VCAA). The Victorian Certificate of Education (VCE) is the main secondary school qualification in Victoria, Australia and is typically completed over two years (Years 11 & 12).
The VCE provides diverse pathways to further study, training and employment. The pathways offered at Christian College are:
• Victorian Certificate of Education - ATAR Pathway
• Victorian Certificate of Education - Vocational Major (VCE VM) Pathway
The VCE curriculum can be found here: https://www.vcaa.vic.edu.au/Pages/HomePage.aspx
Victorian Certificate of Education – ATAR Pathway
The VCE provides students with a broad range of subjects to choose from, allowing them to shape a program that reflects their interests, strengths, and future aspirations. Each subject is designed to help students develop both academic knowledge and transferable skills that support life beyond school. To help organise these subjects and support students’ learning over time, the VCE is structured into Units, which are essentially semester length blocks of study. These units build on one another to gradually deepen students’ understanding of each subject. This structure helps students grow from foundational understanding in Units 1–2 to more advanced and rigorous work in Units 3–4. It also allows them to make thoughtful choices about which subjects best align with their strengths, interests, and future goals.
Understanding the Unit Structure
• Units 1 and 2 are typically undertaken in Year 11 and are designed to introduce key concepts and develop foundational knowledge and skills in each subject.
• Units 3 and 4, usually completed in Year 12, form a sequential pair and are assessed together. These units contribute to a student’s ATAR and include external assessments such as exams, along with school-based coursework.
Throughout the VCE, students have the flexibility to choose subjects that align with their strengths, aspirations, and interests. At Christian College:
• Year 11 students will study 12 units over two semesters
• Year 12 students will study 10 units over two semesters
CURRICULUM OVERVIEW
Satisfactory completion of the VCE
To achieve the Victorian Certificate of Education (VCE), students must successfully complete a minimum of 16 units across their chosen subjects. This includes meeting all required learning outcomes for each unit, with teachers determining whether a student has achieved a Satisfactory (S) or Not Satisfactory (N) result based on their overall performance on set classwork, learning activities, and assessment tasks.
One of the most important components of the VCE is the English requirement. Every student must sucessfully complete at least three units from the English group, and this must include one Unit 3–4 English sequence. Eligible English subjects offered at Christian College include English and Literature.
Receiving an ATAR
At the end of Year 12, many VCE students will receive an ATAR, which stands for Australian Tertiary Admissions Rank. The ATAR is calculated by VTAC (the Victorian Tertiary Admissions Centre). To receive an ATAR, a student must qualify for the VCE and complete at least four Unit 3–4 sequences, including one English subject. We have an ATAR because universities need a fair, standard way to compare students from different subjects and schools. It is a national ranking, not a score, and helps tertiary providers decide who are offered places in their courses.
Unit 3-4 Acceleration
Year 11 students may be approved by the College to study a Unit 3–4 VCE subject early if they have strong academic results and good organisational skills. This is called acceleration. Acceleration can give students a valuable head start with Year 12 level assessments and may help boost their ATAR by adding an extra sequence. Students who would like to accelerate are required to complete an application form located on the Senior School Hub.
Victorian Baccalaureate
The VCE Baccalaureate is awarded by the VCAA to recognise students who complete a strong, academically focused program of study. It provides additional recognition for students who challenge themselves by studying both a higher-level Mathematics and a Language Other Than English as part of their VCE.
To be eligible, students must complete English or English Literature, a higher-level Mathematics, and a sequence in the same language, along with their other VCE subjects. The VCE Baccalaureate is not a separate subject, students simply select their VCE studies as usual. If the requirements are met, the award is automatically noted on the student’s VCAA Statement of Results at the end of the year.
Achieving the VCE Baccalaureate demonstrates to universities and employers that you are willing to take on academic challenge, manage a demanding workload, and develop a global perspective. It is excellent recognition for students aiming for university pathways, particularly courses that value strong academic foundations.
Victorian Certificate of Education - Vocational Major Pathway
The VCE Vocational Major (VCE VM) is a two year, hands on senior secondary program within the VCE. It is designed for students who learn best through practical, real world experiences and who are aiming for pathways such as apprenticeships, traineeships, further training, or work, rather than an ATAR based university entry. The program includes four key study areas:
• VM Literacy
• VM Numeracy
• VM Work Related Skills
• VM Personal Development Skills
Understanding the Unit Structure
Each key study area contains four units, and most students complete 20 units across the two years. As with VCE subjects, a unit of a VCE VM subject is one semester long. Each key study area is made up of four units, Units 1 & 2 (usually in Year 11) and Units 3 & 4 (usually in Year 12). Each unit contains specific learning goals, called outcomes, that students must meet through classwork or practical tasks.
CURRICULUM OVERVIEW
Satisfactory completion of the VCE VM
To be awarded the VCE Vocational Major (VCE VM), students must successfully complete at least 16 units over the two year program. These units must include:
• 3 Literacy or VCE English units, including a Unit 3-4 sequence
• 2 Numeracy or Mathematics units
• 2 Work Related Skills units
• 2 Personal Development Skills units
• 3 other Unit 3-4 sequences of the student’s choice
• 180 hours of Vocational Training at Certificate II level or above, which may include Structured Workplace Learning
Assessment in the VCE VM is classroom based, with no external exams except the General Achievement Test (GAT) (Part A) or scored VET units. VCE VM subjects do not receive study scores and do not contribute to an ATAR, making it a strong option for students who prefer applied learning and do not require an ATAR for their goals.
Vocational Education and Training Courses
Vocational Education and Training (VET) allow students to complete a nationally recognised qualification while they are still at school. It gives them practical, work ready skills and can be taken as part of the VCE, and must be taken as part of VCE VM.
VET programs are delivered through TAFEs or Registered Training Organisation (RTOs) and often include hands on learning and workplace experience. They can count toward a student’s senior certificate, and some VET courses even offer scored assessment that can contribute to the ATAR. VCE students typically undertake training at Certificate II or III levels.
VET is ideal for students who want real world skills, want to explore career pathways, or are considering apprenticeships, traineeships, or TAFE studies after school.
How does VET contribute to the VCE and VCE VM
VET contributes to the VCE by giving students official VCE credit for vocational training, with programs fully recognised within the VCE Units 1–4 structure and counting the same as other VCE subjects. Depending on the certificate, students can earn 2–6 VCE units through VET courses. Scored VET programs can contribute directly to the ATAR while non scored programs may add a 10% ATAR increment if the student has four other scored subjects.
Satisfactory completion of VET
To satisfactorily complete a VET program, students must be assessed as Competent in the required units of competency, meaning they have shown the skills and knowledge needed for that part of the course. In VCE terms, this gives them an S (Satisfactory) for the VET unit when the work meets the standard, is their own, and demonstrates the required outcomes.
Some VET programs offer a scored Units 3–4 sequence, which means the student completes scored assessments and receives a study score that counts toward their ATAR just like any other VCE subject. If the VET program is non scored, it can still contribute through a 10% ATAR increment, as long as the student has four other scored VCE studies.
VET Tuition Fees
Students will be required to pay additional material and tuition fees for enrolling in VET courses as a part of either their VCE or VCE VM Pathway. VET fees are updated annually and in 2026 ranged between $1500 and $3500 depending on the course. The VET fees will be added to your college fee account. Christian College contributes a VET tuition subsidy towards the cost of a completed VET course and is accredited to the college fee account.
Please Note: Course costs are subject to change by the RTO during the year and adjustments will be made accordingly.
Transport
Transport to the TAFE or RTO is arranged by the college, so students can attend their VET course, ensuring they can travel to and from the training provider as required.
Please note: The departure time required to attend VET may occur during a scheduled class and impact the student’s time in that class. The student is responsible for managing any work missed due to departing for VET.
Learning Pathways
VCE Vocational Major (VCE VM)
• Students study 12 semester length units in Year 11 and 10 units in Year 12 with an applied learning and vocational focus. VET or a School Based Apprenticeship or Traineeship (SBAT) must be included. Structured workplace learning (SWL) is recommended.
• Outcomes based assessment with no external assessment. No ATAR.
Year 10
Vocational Education and Training (VET)
Other VET Certificates
Year 11 & 12 Pathways
Victorian Certificate of Education (VCE, ATAR)
• Students study 12 semester length units in Year 11 and 10 semester length units in Year 12. VET is an option.
• Outcomes based assessment with an external examinati on leading to an ATAR for direct university entry.
• May include Vocational Education & Training (VET)
Distance Education
At Christian College we offer Year 11 and 12 students the opportunity to engage in distance education through organisations such as Virtual Schools Victoria (VSV) and The Victorian School of Languages (VSL). This provides a flexible and supportive learning environment tailored to students’ career aspirations. The opportunity to complete a subject via distance education may occur if the subject is not offered at Christian College Geelong or not available due to a timetable clash. Distance education ensures you can complete your studies with the same high standards and teacher support as our traditional classroom-based courses. Distance education subjects may incur an additional cost.
For further information please contact our Distance Education Coordinator
Learning Enhancement
At Christian College, we are proud to offer an inclusive and supportive learning environment where every student is encouraged to thrive academically, socially, and emotionally. In the Senior School, we recognise that each student’s journey is unique, and we are committed to providing the right support to help them achieve their personal best.
Our extensive Senior School curriculum is designed to cater to a wide range of skills, interests, and pathways—whether students are preparing for tertiary education, vocational training, or entering the workforce. Our experienced teachers use a variety of teaching strategies and engaging learning experiences to support meaningful learning for every student.
For students with identified learning needs, support is available at each campus through dedicated Learning Support Coordinators and a team of caring and skilled Educational Support Officers (ESOs). This team works closely with campus leaders, classroom teachers, parents, students, and external professionals (such as allied health providers) to ensure that reasonable adjustments are thoughtfully planned, implemented, and regularly reviewed.
At the Senior School level, students may be supported through a range of tailored measures including Individual Education Plans (IEPs), in-class support from ESOs, and Special Provisions for assessment, where appropriate. These supports aim to remove barriers and ensure students can demonstrate their learning in ways that reflect their true capabilities.
Together, these supports reflect our commitment to empowering every student to participate fully in their education and to pursue their future with confidence and purpose.
Enrichment and Extension Opportunities
We believe in providing opportunities that go beyond the classroom, allowing students to deepen their knowledge, explore new interests, and challenge themselves in exciting ways. We encourage all senior students to get involved and take advantage of these opportunities to enhance their learning journey, build new skills, and challenge themselves to reach their full potential.
• Australian Change Maker Award
• Reading and writing competitions
• Senior Ensembles
• Student Leadership
• Language competition
• Christian College Geelong Art Exhibition
• Japanese and Indonesian Study tour
• Christian College Geelong Choir
• GISSA competitions
• House competitions
• Photography workshops
• Public speaking and debating
Please note: Some opportunities are for selected students
Careers and Pathway Program
Christian College Geelong offers a comprehensive Careers and Pathways Program that is designed to inspire, guide, and empower students to take charge of their future. Through a combination of structured learning and personalised support, students explore a wide range of career options and are supported to identify pathways that align with their strengths, interests, and aspirations. The program encourages self-discovery while providing practical insights into life beyond school, helping students make confident, informed decisions and turn their goals into achievable outcomes.
Central to this program is a dedicated team of experienced career practitioners and a pathways support officer. Our career practitioners provide tailored guidance through one-on-one counselling sessions, assisting with subject selection and support for students’ future pathways. The pathways support officer plays a key role in working closely with students who may require additional support, including those with diverse learning needs. This includes assisting with tailored pathway planning, supporting transitions to further education, training or employment, liaising with families and external providers, and helping students access appropriate programs and opportunities. The program is carefully structured across Year 11 and 12 to build confidence, self-awareness, and informed decision-making, ensuring students are well prepared for a successful and fulfilling future.
For further advice, we encourage you to reach out to the careers and pathways team (refer to important contacts) and/or navigate these useful online resources.
Christian College Careers website: https://ccgcareers.com/ My Futures: https://myfuture.edu.au/ Victorian Tertiary Admissions Centre: www.vtac.edu.au
Subject Levies $
Some subjects have additional costs that are not included in the normal College tuition fees and require upfront payment.
These include:
• Subjects with overnight excursions that involve accommodation expenses and other travel costs.
• Subjects that have significant resource and/or equipment purchases.
• Subjects that require a digital subscription.
Where a student enrols in a subject with a levy amount listed under the unit description, this cost is added to the College Fee Account at the start of the relevant semester.
Please contact the Fees Department if you wish to discuss further.
Time Impact
Some subjects include camps/trips that involve multiple days away from school. Such experiences provide students with rich learning opportunities beyond the classroom. However, parents and students are encouraged to consider the impact that extended absences can have on learning in other subjects. For this reason, we have identified the subjects in Year 11 and 12 that have a time impact.
Students need to be aware of their responsibility to keep pace with the learning and assessments in those subjects that they will have missed whilst absent from school. Having knowledge of this in advance can assist with student wellbeing and organisational management.
SUBJECT SELECTION
Subject Selection Procedures
The Christian College subject selection process is conducted online. On Friday 21st August students will receive an email containing the link to their subject selection preference form.
The online subject selection system will remain open until 9am on Sunday 30th August, allowing sufficient time for thoughtful consideration of preferences.
At Christian College, we strive to accommodate all student preferences when it comes to subject choices. We understand the importance of pursuing subjects that interest and inspire you, and we aim to provide as many of these preferences as possible. However, due to various factors such as class sizes, resources, and scheduling, it may not always be possible to offer every subject preference for every student.
While we will do our best to match your choices, there may be times when adjustments need to be made. We appreciate your understanding and flexibility as we work to create a balanced and enriching educational experience for everyone.
Important Subject Selection Dates
Tuesday 21st July
Friday 21st August
Sunday 30th August
Friday 6th November
Friday 6th November
Monday 30th November – Tuesday 8th December
Subject Information Evening
Online subject selection link sent to students college email
Subject selections open
Subject selections close
Families informed of allocated subjects
Booklist sent to families
Transition week
IMPORTANT CONTACTS
Contact Details
To learn more about the Year 11 and 12 Curriculum feel free to reach out to the contacts below.
COLLEGE TEACHING AND LEARNING LEADERS
ROLE
Deputy Principal – Teaching and Learning
Director of Teaching and Learning 7-12
Director of Teaching and Learning P-6
SENIOR CAMPUS
Head of Senior Campus
Deputy Head of Campus – Teaching and Learning
CAREERS AND PATHWAYS
Career Practitioner
Career Practitioner
NAME
Rick Geall
Drew Oliver
Julie Shutie
Elissa Huddart
Trish Saffin
Tracy Dawson
Erin Howard
CONTACT
r.geall@ccg.vic.edu.au
d.oliver@ccg.vic.edu.au
j.shutie@ccg.vic.edu.au
e.huddart@ccg.vic.edu.au
t.saffin@ccg.vic.edu.au
t.dawson@ccg.vic.edu.au
e.howard@ccg.vic.edu.au
Pathway Support Officer m.higgins@ccg.vic.edu.au
COLLEGE FACULTY COORDINATOR FACULTY
Christian Ed
Christian Ed Coordinator 10 - 12
Digital Technologies
Director of Digital Learning
Distance Education
Distance Education Coordinator
English
English Coordinator 10-12
Health & Physical Education
HPE Coordinator 10 - 12
Humanities
Humanities Coordinator 10 - 12
Languages
Language Coordinator 10 - 12
Maths
Maths Coordinator 10 - 12
Music & Performing Arts
Music Coordinator 7 - 12
Drama Coordinator 5 – 12
Outdoor Education
Outdoor Ed Coordinator 8 – 12
Science
Science Coordinator 10 - 12
Sport
Sport Coordinator 10 - 12
VCE
VCE Coordinator
VCE VM Coordinator
VET Coordinator
Visual Art, Technology & Design
Visual Art, Tech., Design Coordinator 10 - 12
Mary Higgins
NAME
Nicole Riddle
Brendan Vanderkley
Francine Chard
Rachel Griffin
Andrew Tucker
Peter Aumann
Jess Bijaksono
Leanne Doran
Scott Jolley
Taylah Broad
Rob Moore
Rebecca Bartlett
Andrew Tucker
Alice McKay
Sarah Nailer
Kerryn Fearnsides
Steve Sobey
CONTACT
n.riddle@ccg.vic.edu.au
b.vanderkley@ccg.vic.edu.au
f.chard@ccg.vic.edu.au
r.griffin@ccg.vic.edu.au
a.tucker@ccg.vic.edu.au
p.aumann@ccg.vic.edu.au
j.bijaksono@ccg.vic.edu.au
l.doran@ccg.vic.edu.au
s.jolley@ccg.vic.edu.au t.broad@ccg.vic.edu.au
r.moore@ccg.vic.edu.au
r.bartlett@ccg.vic.edu.au
a.tucker@ccg.vic.edu.au
a.mckay@ccg.vic.edu.au
s.nailer@ccg.vicedu.au
k.fearnsides@ccg.vicedu.au
s.sobey@ccg.vic.edu.au
ARTS, TECHNOLOGY AND DESIGN
VCE | ART MAKING AND EXHIBITING
Course Overview:
VCE Art Making & Exhibiting examines how artworks are produced, curated and presented. Students create artworks, plan exhibitions, consider conservation, and learn how galleries communicate meaning to viewers.
Art Making and Exhibiting Unit 1 and 2
Unit 1: Explore, expand and investigate
In Unit 1 Art making and Exhibiting, students investigate materials, techniques and processes across different art forms. They develop understanding of how materials behave, how they are used in art making, and how their use has evolved over time, including safe handling practices. Students examine how artists apply materials and techniques and experiment with these in their own work to generate ideas and broaden their art making approaches. Their exploration is documented visually and in writing in a Visual Arts journal.
Area of Study:
1: Explore – materials, techniques and art forms
2: Expand – make, present and reflect
3: Investigate – research and present
Unit 2: Understand, develop and resolve
In Unit 2 Art Making and Exhibiting, students learn how artists communicate ideas by exploring materials, techniques, and the visual qualities of artworks. They develop their own ideas in response to a theme, plan and create artworks, and document their progress in a Visual Arts journal.
Students also learn how art elements and principles work together to create emotion, expression and style. In addition, they are introduced to how exhibitions are planned and how artworks are displayed in galleries and other spaces.
Area of Study:
1: Understand – ideas, artworks and exhibition
2: Develop – theme, aesthetic qualities and style
3: Resolve – ideas, subject matter and style
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A visual arts journal (folio) including design exploration, research, sketches and all planning criteria
• Written research tasks based on exhibiting artists
• Written research tasks based on thematic exhibition
Further Information:
This course is available for Year 10 acceleration.
• A visual arts journal (folio) including experimental artwork and all planning documentation
• Finished artworks
Art Making and Exhibiting Unit 3 and 4
Unit 3: Collect, extend and connect
In Unit 3 Art Making and Exhibiting, students create artworks using a range of materials and techniques, exploring ideas and visual language to express meaning. They document their research, experimentation and artwork development in a Visual Arts journal. Students plan and produce artworks that reflect their own ideas and developing style, and they share works in progress with peers to receive feedback and refine their pieces.
They also visit exhibitions in different art spaces to broaden their understanding of contemporary art and gain inspiration for their own work.
Area of Study:
1: Collect – inspirations, influences and images
2: Extend – make, critique and reflect
3: Connect – curate, design and propose
Unit 4: Consolidate, present and conserve
In Unit 4 Art Making and Exhibiting, students refine and complete the artworks they began in Unit 3, developing stronger skills, ideas and personal style. They document their progress, research and reflections in their Visual Arts journal. They explore connections with other artists, learn how artworks are presented and cared for in exhibitions, and plan how to display their own finished pieces. Students also participate in critique sessions to gain feedback and improve their work. Throughout the year they visit different exhibitions to broaden their understanding of contemporary art and gather inspiration, recording their observations in their journal.
Area of Study:
1: Consolidate – refine and resolve
2: Present – plan and critique
3: Conserve – present and care
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• An oral presentation with written and visual notes annotated visual display
• Digital presentation with written and visual documentation, such as a video presentation
• An online presentation with written and visual information, such as an interactive website
• Annotated visual report
Contribution to Overall Score:
• School-assessed Coursework for Unit 3 will contribute 5% to the study score
• School-assessed Coursework for Unit 4 will contribute 5% to the study score
Pathways:
• Annotated poster or display
• Publication in hard copy or online
• Presentation in a digital format, such as an online presentation or interactive website
• Oral presentation with written and visual imagery evidence
• School-assessed Task for Unit 3 and 4 will contribute 60% to the study score
• The end-of-year examination will contribute 30% to the study score
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Art curation
• Museum and gallery practice
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $35 - Edrolo Online resource
• Visual arts
• Exhibition design
VCE | FOOD STUDIES
Course Overview:
VCE Food Studies explores the science, culture and systems behind food. Students learn how ingredients work, how food is produced, and how culture and history shape what we eat. They investigate nutrition, sustainability and food trends while also developing practical food preparation skills.
Food Studies Unit 1 and 2
Unit 1: Food origins
In Unit 1 Food Studies, students explore the history and culture of food, from early hunter gatherer societies to today’s global food systems. They investigate one food producing region and examine how Australian food culture has developed from Indigenous traditions to the influences of immigration, industry and technology.
Students also consider how innovation and globalisation shape modern food patterns and take part in practical activities to apply their learning.
Area of Study:
1: Food around the world
2: Food in Australia
Unit 2: Food maker
In Unit 2 Food Studies, students explore how food is produced in Australia, comparing large commercial industries with small scale and home production. They learn about the role of food industries in supplying safe, high quality food and their importance to the economy. Students use practical skills to create and evaluate food products, compare them with commercial items, and adapt recipes for different needs. They also consider the value of home food preparation and explore small scale food production and possible entrepreneurial opportunities.
Area of Study:
1: Australia’s food systems
2: Food in the home
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A reflection on three practical activities and two records of practical activities that use ingredients found in earlier cultures
• An oral presentation: face-to-face or recorded as a video or podcast
• A practical demonstration: face-to-face or recorded as a video or podcast
• A short written report: research inquiry or historical timeline
Further Information:
This course is available for Year 10 acceleration.
• Design and produce a practical food solution in response to an opportunity or a need in the food industry or school community
• Design and produce a practical food solution in response to an opportunity or a need in a domestic or small-scale setting
VCE | FOOD STUDIES
Food Studies Unit 3 and 4
Unit 3: Food in daily life
In Unit 3 Food Studies, students explore the many roles food plays in daily life, investigating the science behind why we need food, how it is digested, and how diet affects health, including gut health. They examine the evidence supporting Australia’s healthy eating guidelines and learn about different nutrient needs. Students also study the social factors that shape food choices, how eating patterns change over time, and how food relates to identity and wellbeing. They consider how food information can be influenced or misleading and explore behaviours that support lifelong healthy eating. Practical activities help students plan and prepare food for a variety of dietary needs, reinforcing nutritious and sustainable eating habits.
Area of Study:
1: The science of food
2: Food choices, health and wellbeing
Unit 4: Food issues, challenges and futures
In Unit 4 Food Studies, students explore major debates about Australia’s food systems and the global challenge of feeding a growing population. They learn to interpret food information and misinformation, analyse diets and food marketing using evidence based thinking, and understand concepts such as food security and sovereignty. Students also investigate environmental and ethical issues including climate impacts, farming practices, technology and food waste and research solutions for a sustainable food future. Practical activities help them apply healthy, ethical and sustainable food choices in everyday life.
Area of Study:
1: Navigating food information
2: Environment and ethics
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A reflection on three practical activities and two records of practical activities related to nutritious foods to examine specific dietary needs
• An annotated visual report
• An oral presentation: face-to-face or recorded as a video or podcast
Contribution to Overall Score:
• A practical demonstration: face-to-face or recorded as a video or podcast
• A short-written report: data analysis, media analysis, research inquiry or case study analysis
• School-assessed Coursework for Unit 3 will contribute 30% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year examination will contribute 40% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Food science
• Nutrition
• Public health
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $35 - Edrolo Online resource
• Food Industry
• Community Health
• Hygiene Practices
Course Overview:
VCE Media studies how stories and ideas are communicated through film, TV, photography and digital media. Students analyse representations, audiences and technologies and produce their own media products.
Media Unit 1 and 2
Unit 1: Media forms, representations and Australian stories
In Unit 1 Media, students learn how different media forms construct representations and meaning through media codes, conventions and narrative structures. They analyse how audiences both consume and create media, and how creators and institutions shape the stories we engage with. Students produce their own media representations across various forms to demonstrate how meaning is communicated. They also study Australian fictional and non fictional narratives, researching how media professionals influence genre and style, and explore voices and stories from Aboriginal and Torres Strait Islander creators to understand their contribution to Australia’s cultural identity.
Area of Study:
1: Media representations
2: Media forms in production – Folio and Product
3: Australian stories
Unit 2: Narrative across media forms
In Unit 2 Media, students develop their understanding of narrative in media across traditional and digital forms, including film, TV, streaming, print, and games. They analyse how media technologies influenced storytelling, production, and audience engagement. Students create media products that reflect their understanding of narrative structures, codes, and conventions.
Area of Study:
1: Narrative, style and genre
2: Narratives in production - Folio and Product
3: Media and change
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Audio-visual or video sequences
• Radio or audio sequences
• Photographs
• Print layouts
Further Information:
This course is available for Year 10 acceleration.
• Sequences or presentations using digital technologies
• Posters
• Written responses
• Oral reports
Media Unit 3 and 4
Unit 3: Media narratives, contexts and pre-production
In Unit 3
Media, students closely analyse a media narrative to understand how stories are constructed using codes, conventions and cause and effect structures. They explore how social, cultural, historical and institutional contexts shape narratives and influence how audiences interpret them. Students investigate a media form of interest, learning how to apply codes and narrative conventions to engage audiences. They also begin pre production planning for their own media product, experimenting with technologies, developing skills in their chosen form, and creating written and visual documents that will support their production work in Unit 4.
Area of Study:
1: Narratives and their contexts
2: Research, development and experimentation - Folio
3: Pre-production planning - Folio
Unit 4: Media production; agency and control in and of the media
In Unit 4
Media, students bring their Unit 3 plans to life by completing the production and post production stages of their media product. They refine their work using feedback and personal reflection, documenting each stage of development. Students also examine how media products reflect and influence social, cultural, political and historical contexts, and how views and values are communicated to audiences. By analysing a range of media examples, they explore the relationship between media and audiences, including the impact of new technologies, the ways media can be used by institutions and the public, and the role of the Australian government in regulating media.
Area of Study:
1: Media production – Product making
2: Agency and control in the media
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A video essay or multimedia presentation
• A written report
• An essay
• Short responses
• Research portfolio
Contribution to Overall Score:
• Production plan
• Structured questions
• An annotated visual report
• An oral report
• School-assessed Coursework for Unit 3 will contribute 10% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 40% to the study score
• The end-of-year examination will contribute 40% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Screen and Media study
• Film maker
• Journalism
Further Information:
This course is available for Year 11 acceleration.
• Digital Media
• Digital content creator
• Communications
VCE | PRODUCT DESIGN AND TECHNOLOGIES
Course Overview:
VCE Product Design and Technologies teaches students how to design, develop and create products using materials such as wood, metal, plastics or textiles. Students learn a structured design process, explore sustainable and user centred design, and build practical skills as they plan, make and evaluate their own product solutions.
Students can choose either Materials (Wood, Metal or Plastic) or Textiles (Fabric, yarn or fibre) as their medium to work with.
Product Design and Technologies Unit 1 and 2
Unit 1: Design practices
In Unit 1 Product Design and Technologies, students learn how product designers work by exploring collaboration, idea generation and the research processes that guide design. They develop their own design concepts using manual and digital drawing systems, and experiment with materials, tools and processes to create prototypes. Students analyse existing products and innovations, learning how design briefs, influencing factors and the Double Diamond design approach support effective design thinking. Through practical tasks, they safely test materials and techniques while creating innovative product concepts.
Area of Study:
1: Developing and conceptualising designs
2: Generating, designing and producing
Unit 2: Positive impacts for end users
In Unit 2 Product Design and Technologies, students explore how designers respond to the diverse needs of end users by researching local and global contexts and creating inclusive products that support belonging, access, usability and equity. They investigate the social and physical factors that influence design, develop an end user profile, and design a product that meets specific needs. Students also examine cultural influences on design, including how Aboriginal and Torres Strait Islander peoples use sustainable practices and cultural knowledge in product design, and they are encouraged to connect these insights to their own cultural heritage.
Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.
Area of Study:
1: Opportunities for positive impacts for end users
2: Designing for positive impacts for end users
3: Cultural influences on design
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A multimodal record of evidence of research, development and conceptualisation of products as well as a reflection on collaboration, teamwork and ways to improve in the future
• Practical work: a demonstration of graphical and physical product concepts including prototyping and making final proof of concept along with a finished product
Further Information:
This course is available for Year 10 acceleration.
• Case study analysis or research inquiry of a designer and end user(s) that explores the influence of culture in product design
VCE | PRODUCT DESIGN AND TECHNOLOGIES
Product Design and Technology Unit 3 and 4
Unit 3: Ethical product design and development
In Unit 3
Product Design and Technologies, students research a real personal, local or global need and design an ethical product solution for a specific end user. They explore how designers respond to social, economic and environmental issues by analysing sustainable materials, manufacturing practices and product lifecycles. Using the Double Diamond design approach, students develop a design brief, generate and critique product concepts, and create a final proof of concept through testing and prototyping. They investigate ethical design influences, including iconic designs, planned obsolescence, durable products and sustainable design practices. Throughout the process, students apply ethical research methods, manage resources safely, and develop a production plan to guide the creation of their prototype.
Area of Study:
1: Influences on design, development and production of products
2: Investigating opportunities for ethical design and production
3: Developing a final proof of concept for ethical production
Unit 4: Production and evaluation of ethical designs
In Unit 4
Product Design and Technologies, students continue working as designers by safely applying and refining production skills using a range of materials, tools and processes. They collect and analyse data, use ethical research methods, and seek feedback from end users to improve their design solution. Students explore how speculative design thinking and emerging technologies can inspire innovation and entrepreneurial approaches. They complete the product begun in Unit 3, following and adjusting their production plan as needed, and document their decisions and progress. Finally, they evaluate their finished product against criteria, data and feedback, compare it with existing products, and consider future focused improvements designers might make.
Area of Study:
1: Managing production for ethical designs
2: Evaluation and speculative design
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Case study analysis
• Oral presentation using multimedia: face-to-face or recorded as a video or podcast
Contribution to Overall Score:
• Research inquiry
• Multimodal record of evidence
• Practical work and demonstrations
• School-assessed Coursework for Unit 3 will contribute 10% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 50% to the study score
• The end-of-year examination will contribute 30% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Industrial design
• Product development
• Design assistant
Further Information:
This course is available for Year 11 acceleration.
• Prototyping
• Manufacturing design
VCE | SYSTEMS ENGINEERING
Course Overview:
VCE Systems Engineering teaches students how mechanical and electrical systems work and how to design, build and test them using the systems engineering process. Students learn key engineering principles and apply them in practical projects that involve creating and evaluating real engineered solutions.
Systems Engineering Unit 1 and 2
Unit 1: Electrotechnological systems design
In Unit 1 Systems Engineering, students explore the development of electrotechnology and the engineering principles behind modern electronic systems. They investigate concepts such as sensors, feedback, circuit diagrams, microcontrollers and programming, while also considering sustainable design and energy use. This practical approach helps them develop technical knowledge alongside important skills in problem solving, design thinking, teamwork and project management. Through hands-on project work, students use the systems engineering process to design and build functional electrotechnological systems, incorporating mechanical elements and custom CAD 3D printed sub-system components.
Area of Study:
1: Electrotechnological systems design and society
2: Creating electrotechnological systems design
Unit 2: Mechanical systems design
In Unit 2 Systems Engineering, students explore mechanical systems engineering, including knowledge and perspectives from Aboriginal and Torres Strait Islander peoples. They learn key principles of motion, force and simple machines, analysing how components, materials and energy support efficient mechanical systems. Using the systems engineering process, students design and build inclusive mechanical systems that address real-world needs, incorporating custom CAD 3D printed components as well as occasionally including electronic features.
Area of Study:
1: Evolution of mechanical systems design
2: Creating mechanical systems
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A short written report: case study analysis, data analysis, media analysis or research inquiry
• An oral presentation: video or podcast
Further Information:
This course is available for Year 10 acceleration.
• A visual presentation: graphic organiser, concept/mind map, annotated poster, or multimedia presentation
• A multimodal record of evidence that documents activities within the systems engineering process
VCE | SYSTEMS ENGINEERING
Systems Engineering Unit 3 and 4
Unit 3: Ethical systems design
In Unit 3 Systems Engineering, students learn engineering principles to understand how mechanical and electrotechnological systems work and how ethical design influences their development. They begin a major project, using the systems engineering process to plan, design, produce, test and evaluate an integrated and controlled system. Students apply physics and mathematical concepts to support their decisions and system functionality. They also investigate renewable and non renewable energy sources, comparing their impacts and exploring technologies that capture, store or improve the sustainability of energy used to power engineered systems.
Area of Study:
1: Integrated and controlled system principles and design
2: Clean energy technologies
Unit 4: Systems production and innovative technologies
In Unit 4 Systems Engineering, students complete the integrated mechanical and electrotechnological system they began in Unit 3, continuing to apply ethical design and the systems engineering process. They explore emerging technologies and their potential impacts, learn about open source design, and document project and risk management throughout production. Students safely use a range of tools and components, test and analyse their system’s performance, and evaluate both the final product and their design process while broadening their understanding of innovation in engineered systems.
Area of Study:
1: Producing and evaluating integrated and controlled systems
2: New and emerging technologies
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Short written report: media analysis or case study
• Multimedia/simulation presentation or report
• Oral presentation: video or podcast
• A multimodal record of evidence
Contribution to Overall Score:
• Completion of production work accompanied by a record of evidence of progress and modification
• A record of diagnostic testing and performance data
• A report that evaluates and suggests improvements to the system
• School-assessed Coursework for Unit 3 will contribute 10% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 50% to the study score
• The end-of-year examination will contribute 30% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Technical support
• Engineering
• Robotics support
Further Information:
This course is available for Year 11 acceleration.
• Mechanical roles
• Project Management
VCE | VISUAL COMMUNICATION DESIGN
Course Overview:
VCE Visual Communication Design teaches design thinking using typography, drawing, digital tools and visual language. Students produce professional visual solutions across communication, environmental and industrial design fields.
Visual Communication Design Unit 1 and 2
Unit 1: Finding, reframing and resolving design problems
In Unit 1 Visual Communication Design, students learn how designers solve human centred problems by researching user needs, developing design briefs and using the VCD design process. Through practical projects, they create messages and objects using visual language, experiment with materials and methods from communication and industrial design, and take part in feedback and critique. They also explore sustainable design, brand and product development, and how social, cultural, technological and environmental factors shape design decisions.
Area of Study:
1: Reframing design problems
2: Solving communication design problems
3: Design’s influence and influences on design
Unit 2: Design contexts and connections
In Unit 2 Visual Communication Design, students deepen their visual communication skills by applying the full VCD design process to create environments and interactive experiences. They explore methods used in architecture, interior and landscape design, as well as user experience (UX) design, developing spaces and interfaces that respond to user needs. Students draw inspiration from historical and cultural design traditions, participate in critiques to refine their work, and learn about culturally appropriate design practices, including protocols for using Aboriginal and Torres Strait Islander knowledge and considerations around ownership and intellectual property.
Area of Study:
1: Design, place and time
2: Cultural ownership and design
3: Designing interactive experiences
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A report or presentation exploring conceptions of good design
• A presentation documenting human-centred research methods and findings relating to a design problem
• A written brief identifying a communication need.
• An extended written response
• Short-answer responses supported by visual references
• An annotated visual report
• A presentation using digital technologies such as an online presentation or interactive website
• An oral presentation
Further Information:
This course is available for Year 10 acceleration.
• A folio of work demonstrating the Develop and Deliver stages of the VCD design process to create visual language for a business or brand
• Presentation of design concepts for a critique
• A folio of work demonstrating the Develop and Deliver stages of the VCD design process, and using circular design practices to develop a sustainable object
• A folio demonstrating the stages of the VCD design process to propose an interface for an interactive digital product, environment or service
Visual Communication Design Unit 3 and 4
Unit 3: Ethical systems design
In Unit 3 Visual Communication Design, students explore how contemporary designers work by studying real design practices across fields such as communication, product, environmental and interactive design. They analyse how designers respond to problems, use visual language, and work within different contexts and responsibilities. Students examine the purposes and impacts of design choices and begin applying the VCD design process themselves. Using research to understand a selected design problem and its stakeholders, they prepare a brief with two communication needs and then generate, test and refine ideas for each, sharing their work for critique. These ideas form the basis for their resolved design solutions in Unit 4.
Area of Study:
1: Professional design practice
2: Design analysis
3: Design process: defining problems and developing idea
Unit 4: Systems production and innovative technologies
In Unit 4 Visual Communication Design, students complete the VCD design process by refining and resolving the two design concepts begun in Unit 3. They review and improve their ideas through iterative testing, feedback and use of both manual and digital methods, including models or prototypes. Once resolved, students pitch and justify their design decisions, make final refinements, and present their two finished design solutions using appropriate materials and formats that clearly communicate their ideas and meet the brief.
Area of Study:
1: Producing and evaluating integrated and controlled systems
2: New and emerging technologies
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A written report
• An annotated visual report
• Folio of work
Contribution to Overall Score:
• A response presented in a digital format, such as an online presentation or interactive website
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 50% to the study score
• The end-of-year examination will contribute 30% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Graphic and digital design
• Architecture
• Visual communication
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $35 - Edrolo Online resource
• Engineering
• Illustration
CHRISTIAN EDUCATION
VCE | RELIGION AND SOCIETY
Course Overview:
VCE Religion and Society explores how religious traditions shape beliefs, values and communities. Students examine core teachings, ethical frameworks and significant texts, and analyse how religion responds to social issues and change. The study helps students understand the role of religion in culture, identity and public life while building skills in interpretation, critical thinking and respectful dialogue.
Religion and Society Unit 1 and 2
Unit 1: The role of religion in society
In Unit 1 Religion and Society, students explore the spiritual origins of religion and how religious beliefs, traditions and denominations have shaped societies over time. They investigate the purpose and nature of religion, its influence on personal and group identity, and the ways individuals, communities and new ideas continue to shape spiritual and religious life. Students examine examples from multiple spiritualities and religious traditions, including the complex relationships between beliefs, truth narratives, cultural change and the Australian context.
Area of Study:
1: The nature and purpose of religion
2: Religion through the ages
3: Religion in Australia
Unit 2: Religion and ethics
In Unit 2 Religion and Society, students learn how people decide what is right and wrong by exploring ethical decision making methods from at least two religious and philosophical traditions. They examine how factors such as family, culture, religion, society and media shape moral perspectives, and explore ethical issues in communities where many worldviews coexist. Students analyse different arguments and reasoning to understand how ethical judgments are formed in today’s diverse society.
Area of Study:
1: Ethical decision-making and moral judgment
2: Religion and ethics
3: Ethical issues in society
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Analytical exercises
• Case studies
• Debates
• Essays
Further Information:
This course is available for Year 10 acceleration.
• Extended responses
• Multimedia presentations
• Reports
• Structured questions
Religion and Society Unit 3 and 4
Unit 3: The search for meaning
In Unit 3
Religion and Society, students explore how humans across time and cultures have searched for meaning by asking big questions about existence, purpose, ultimate reality and life after death. They investigate how religions express their answers through beliefs and other key aspects that shape identity and guide relationships between people, the world and the transcendent. Students examine the beliefs of a chosen religious tradition or denomination, how these beliefs are expressed in practice, and how they help adherents make sense of life’s significant experiences.
Area of Study:
1: Responding to the search for meaning
2: Expressing meaning
3: Significant life experiences, religious beliefs and faith
Unit 4: Religion, challenge and change
In Unit 4 Religion and Society, students explore how religious traditions and denominations interact with the societies around them, both shaping social change and responding to it. They examine how religions, as living institutions, negotiate challenges such as cultural shifts, new ideas, social movements and technological, political or environmental developments. Students investigate how these challenges influence beliefs, practices and identity, and how religious groups may embrace, resist or adapt to change. They then study a specific case of challenge and change within one religious tradition or denomination to understand how it seeks to maintain integrity and relevance over time.
Area of Study:
1: Challenge and response
2: Interaction of religion and society
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Analytical exercises
• Case studies
• Essays
Contribution to Overall Score:
• Extended responses
• Structured questions
• Visual analyses
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Religious studies
• Education
Further Information:
This course is available for Year 11 acceleration.
• Humanities
• Cultural heritage
Course Overview:
Veta Morphus is a national Christian leadership program for senior secondary students. It is designed for students who wish to explore and develop in the Christian faith in a practical, hands-on way.
It is a year-long course that enables Year 11 and 12 students to grow in their Christian faith. Veta Morphus students connect with a group of God-focused friends, explore their faith with adult mentors, ask the hard questions, put their faith into practice and discover who they truly are in Christ… and do it all as a core part of their senior school pathway.
The Veta Morphus Program comprises the completion of:
1: The Certificate III in Christian Ministry and Theology; and 2: Key learning experiences
Certificate III in Christian Ministry and Theology
This Certificate III in Christian Ministry and Theology is designed to prepare individuals for a range of entry-level Christian ministry roles. It is also designed to equip employees in Christian organisations, not-for-profit or service contexts with an understanding of the beliefs and values that guide Christian education, health, social services, childcare or aged care so that they are able to work effectively in these sectors.
The course will provide participants with:
• Basic knowledge of core Christian beliefs and practices;
• An understanding of the relevance and application of these beliefs and practices to a specific context;
• Skills to interpret, apply and communicate Christian beliefs and practices at an introductory level;
Compulsory Units of Competency:
• Develop foundational knowledge of the Bible
Elective Units of Competency:
• Research Christian Scripture and Theology
• Study and present a biblical topic
• Apply elementary strategies for biblical interpretation
• Opportunities for personal ethical formation; and
• Foundational skills for work or further vocational training.
• Develop and apply knowledge of key Christian beliefs
• Support ministry activities
• Explain own beliefs to others
• Use basic communication skills in a ministry context
Key Learning experiences
The learning experiences are key compulsory components of the course with nominal hours required for each experience. Please note some of these Key learning experiences occur over weekends.
• Christian Community Reflection
• Retreats
• Ministry placement
Pathways:
• Mentoring
• Peer Group meeting
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Youth Work
• Social Work
• Christian Ministry
Further Information:
$ Subject Levy: $2500 year
• Aged Care Work
• Community Services
• Education
• The qualification is delivered through Evolation Learning Pty Ltd – (RTO #45219) Qualification Code 11236NAT
• Throughout each year, students are also expected to attend a range of student experiences outside of usual class times including retreats, ministry placements and peer group sessions.
• Please visit https://veta.au/veta-morphus/ for further information about the full requirements of this program
DIGITAL TECHNOLOGIES
Course Overview:
VCE Applied Computing introduces programming, data analysis, digital security and designing digital solutions for real-world problems. Students evaluate information systems and build practical digital projects. In Units 1 and 2, students learn about data, cybersecurity, programming and user centred design. In Units 3 and 4, they choose either Data Analytics, focusing on collecting, preparing and interpreting data to solve problems, or Software Development, focusing on programming, building and testing software solutions. The study builds strong problem-solving, technical and analytical skills suited to modern digital careers.
Applied Computing Unit 1 and 2
Unit 1: Applied Computing
In Unit 1 Applied Computing, students are introduced to the stages of a structured problem-solving methodology. They explore how data can be used to create visualisations using software tools such as databases and spreadsheets, and how to develop a working software solution using an object-oriented programming (OOP) language.
Students create data visualisations based on teacher-provided requirements, designs and data, and develop solutions that integrate databases, spreadsheets and visual outputs. They also design and build simple software solutions using an OOP language, applying techniques for debugging and testing to ensure their programs functioned as intended.
Area of Study:
1: Data Analysis
2: Programming
Unit 2: Applied Computing
In Unit 2 Applied Computing, students work collaboratively to develop an innovative solution to a problem, need or opportunity of their choosing. They explore an emerging trend and apply all stages of the problem-solving methodology to create a proof of concept, prototype or product.
Students are also introduced to cyber security concepts by investigating network environments and the risks associated with data and information security. They analyse threats and vulnerabilities, and propose strategies to protect data within a networked environment.
Area of Study:
1: Innovative Solutions
2: Cyber Security
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A folio of exercises to demonstrate the learning of database, spreadsheet and data visualisation software tools
• A solution including the use of database, spreadsheet and data visualisation software tools in response to teacherprovided solution requirements and designs
• A personal portfolio to showcase the development of databases, spreadsheets and data visualisations
• A folio of exercises to demonstrate the learning of an objectoriented programming language
• A software solution that includes the designs, solution and a testing table in response to teacher-provided solution requirements
• The creation and maintenance of code repositories to track the progression of students’ learning, using platforms such as GitHub.
Further Information:
• A software solution developed in response to a teacherprovided problem-solving challenge, presented as a hackathon
• An innovative solution that includes an analysis, designs, the development of a proof of concept/prototype/product and an evaluation
• A presentation (oral, multimedia, visual) of an innovative solution
• A written report that documents the development of an innovative solution
• An annotated visual report that documents the development of an innovative solution
• A teacher-provided case study with structured questions that investigates a cyber security incident and how it could be prevented in the future
• A teacher-provided case study with structured questions that investigates a network, its vulnerabilities and how these could be mitigated.
Data Analytics Unit 3 and 4
Unit 3: Data Analytics
In Unit 3 Data Analytics, students use a structured problem-solving methodology to analyse data and create visual representations of their findings. They work with database, spreadsheet and data visualisation tools to manipulate, clean and analyse data, and develop visualisations based on teacher-provided designs and requirements.
Students also begin an independent research project by proposing a question, planning their approach, collecting and analysing data, and designing infographics or dynamic data visualisations. This work forms the first part of the School-assessed Task (SAT), to be completed in Unit 4.
Area of Study:
1: Data Analytics
2: Data Analytics: analysis and design
Unit 4: Data Analytics
In Unit 4 Data Analytics, students complete their independent research project by developing infographics and/or dynamic data visualisations based on large, complex data sets. They apply the development and evaluation stages of the problem-solving methodology to refine their designs, assess the effectiveness of their visualisations, and review their project plan. This work completes the School-assessed Task (SAT).
Area of Study:
1: Data Analytics: development and evaluation
2: Cyber Security: data security
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions
• A report in written format
• A report in multimedia format
Contribution to Overall Score:
• Project plan
• A case Study
• School-assessed Coursework for Unit 3 will contribute 10% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 30% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Networking
• IT support
• Cybersecurity
Further Information:
This course is available for Year 11 acceleration.
• Programming
• Digital Technologies
• Data Science & Data Analytics
VCE | SOFTWARE DEVELOPMENT
Software Development Unit 3 and 4
Unit 3: Software Development
In Unit 3 Software Development, students apply a structured problem-solving methodology to design and develop working software modules using an object-oriented programming (OOP) language. They explore the stages of analysis, design and development, and use teacher-provided solution requirements and design tools to create functional software components. Students also begin work on a major software development project, identifying a problem, need or opportunity to address. They prepare a project plan, develop a software requirements specification, and design a software solution. This work forms the foundation for the School-assessed Task (SAT) to be completed in Unit 4.
Area of Study:
1: Software Development: programming
2: Software Development: analysis and design
Unit 4: Software Development
In Unit 4 Software Development, students develop their own software solution using an object-oriented programming (OOP) language, based on the design they created in Unit 3. They apply the development and evaluation stages of the problem-solving methodology to build, test and refine their solution, and assess the effectiveness of their project plan. This work completes the School-assessed Task (SAT).
Students also investigate how organisations manage software development and the risks associated with insecure practices. They evaluate current security measures and propose improvements to ensure software development environments are safe and secure.
Area of Study:
1: Software Development: development and evaluation
2: Cyber Security: secure software development practices
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Creation of working modules
• Structured questions
• A written report
• A report in multimedia format
Contribution to Overall Score:
• Case study
• Design folio
• Annotated visual plan
• School-assessed Coursework for Unit 3 will contribute 10% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• School-assessed Task for Unit 3 and 4 will contribute 30% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Software Engineering
• Computer Science
• Programming and Networks
• Cyber Security
• Data Science & Data Analytics
Further Information:
This course is available for Year 11 acceleration.
• Artificial Intelligence
• Games Development
• Robotics
• Systems Analysis and Telecommunication
DRAMA
Course Overview:
VCE Drama develops students’ creativity, confidence and performance-making skills as they devise, rehearse and perform original works. Students explore character, story and dramatic meaning using non-naturalistic conventions, expressive skills and a wide range of performance styles. They analyse their own work, evaluate professional drama performances, and learn how stagecraft choices shape the actor–audience relationship. Across Units 1 to 4, students move from exploring performance styles and Australian identity to creating major ensemble and solo performances, gaining skills in collaboration, storytelling, critical thinking and theatrical expression.
Drama Unit 1 and 2
Unit 1: Introducing performance styles and contemporary drama practices
In Unit 1 Drama, students explore a variety of performance styles and learn how different storytelling traditions shape dramatic work. They use play making techniques to create and present a solo or ensemble performance based on personal, cultural or community stories, which may include Aboriginal and Torres Strait Islander perspectives. Students develop characters, experiment with performance conventions, and document their creative process. They also analyse their own work and the work of professional drama practitioners to deepen their understanding of contemporary performance.
Area of Study:
1: Creating a devised performance
2: Presenting a devised performance
3: Analysing a devised performance
4: Analysing and evaluating a professional drama performance
Unit 2: Contemporary drama practices and Australian identity
In Unit 2 Drama, students explore Australian identity through contemporary drama. They study the work of Australian drama practitioners and use play making techniques to devise and perform a piece inspired by an Australian person, event, place or issue. Drawing on diverse perspectives, including Aboriginal and Torres Strait Islander stories they develop characters, apply performance conventions and use production elements to create meaning. Students also analyse their own work and evaluate a professional Australian performance to deepen their understanding of contemporary drama.
Area of Study:
1: Using Australia as inspiration
2: Presenting a devised performance
3: Analysing and evaluating a devised performance
4: Analysing and evaluating an Australian drama performance
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Solo/ensemble performance
• A playmaking journal that combines hard and soft copy components
• An oral presentation
Further Information:
This course is available for Year 10 acceleration.
• A multimedia presentation
• Structured questions
• Written evaluations
Drama Unit 3 and 4
Unit 3: Devised ensemble performance
In Unit 3 Drama, students explore the work of various drama practitioners and draw on contemporary practices to devise ensemble performances. They examine performance styles and conventions from a range of contemporary and historical contexts, working collaboratively to develop and present their own original pieces. Students create work that reflects a specific performance style or combines multiple styles, using play-making techniques to develop ideas from stimulus material. They apply and manipulate conventions, dramatic elements, expressive and performance skills, and production areas while experimenting with transformation of character, time, place and symbol. Students shape their work to communicate meaning and engage audiences, incorporating sustainable approaches to production design.
Area of Study:
1: Devising and presenting ensemble performance
2: Analysing and evaluating a devised performance
3: Analysing and evaluating a professional drama performance
Unit 4: Devised solo performance
In Unit 4 Drama, students focus on the development and presentation of devised solo works and performances. Students develop skills in exploring and extracting dramatic potential from stimulus material and use play-making techniques to develop and present short solo demonstrations. Students experiment with the application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive and performance skills, and aspects of performance styles to shape and give meaning to their work. They refine these skills as they create, develop and present performances in response to a prescribed structure selected from the VCE Drama solo performance examination. Students consider the use of production areas to enhance their work and how these elements could be sustainably sourced and applied.
Area of Study:
1: Demonstrating techniques of solo performance-making
2: Devising a solo performance
3: Analysing and evaluating a devised solo performance
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• An oral presentation
• Ensemble performance
• Structured questions
• Written analysis and evaluation of performance
• Solo performance Contribution to Overall Score:
• School-assessed Coursework for Unit 3 will contribute 30% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
Pathways:
• The end-of-year written examination will contribute 25% to the study score
• The end-of-year performance examination will contribute 35% to the study score
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Teaching (Drama / Performing Arts / English / Dance)
• Performing Arts - Actor, director, stage manager
• Production Design - Lighting, set, costume or sound
• Event, Stage or Production Management
• Bachelor of Arts (Theatre Studies, Performance Studies, Cultural Studies or Creative Practice)
Further Information:
This course is available for Year 11 acceleration.
• Health & Helping Careers - Disability, youth or social support work
• Communications & Media Careers - Photographer, journalist, marketing
• Events and Creative Industries - Festival planning, event management.
VCE | THEATRE STUDIES
Course Overview:
VCE Theatre Studies explores how theatre is made, performed and interpreted by engaging students with all aspects of theatrical production. Students investigate theatre styles, scripts and practitioners, and apply this knowledge by taking on production roles such as acting, directing, design, and stagecraft. They rehearse and present interpretations of scripts, analyse live performances, and learn how creative choices shape meaning for audiences. Across Units 1–4, the study builds confidence, creativity, collaboration and critical thinking while giving students hands on experience in bringing theatre to life.
Theatre Studies Unit 1 and 2
Unit 1: History of theatre styles and conventions pre-1945
In Unit 1 Theatre Studies, students explore acting, directing and design through theatre styles and conventions from early theatre history up to 1944. Working with scripts from at least two pre 1945 styles such as Ancient Greek, Commedia dell’Arte, Naturalism, Melodrama or early Epic Theatre they learn how historical innovations shaped theatrical practice and apply this knowledge to their own interpretations. Students develop skills in dramaturgy, planning and theatre production, using safe, ethical, inclusive and sustainable practices. They also begin analysing live performance, applying emerging skills in performance analysis to deepen their understanding of theatre before 1945.
Area of Study:
1: Exploring theatre styles and conventions pre-1945
2: Interpreting scripts
3: Analysing a theatre production in performance
Unit 2: Contemporary drama practices and Australian identity
In Unit 2 Theatre Studies, students investigate contemporary theatre from 1945 to today by working with scripts from two styles or one movement, including at least one Australian play. They explore how acting, directing and design function in modern theatre and apply these skills when interpreting and presenting scenes. Students develop production skills such as dramaturgy, planning and rehearsal, using safe, ethical and sustainable practices. They also analyse their own work and that of professional practitioners while exploring diverse post 1945 styles and movements such as Immersive theatre, Verbatim theatre, Theatre of the Absurd and Aboriginal and Torres Strait Islander theatre.
This course is available for Year 10 acceleration.
• Structured questions
• A research report
• An analytical essay
Theatre Studies Unit 3 and 4
Unit 3: Producing theatre
In Unit 3 Theatre Studies, students interpret a script through the full production process planning, development and presentation while specialising in two production roles. They work collaboratively to bring the script to life and build skills in theatre composition and safe, ethical, inclusive and sustainable practices. Students also analyse how production roles can be used to interpret previously unseen script excerpts, strengthening their understanding of how creative and technical choices shape meaning in performance.
Area of Study:
1: Staging theatre
2: Interpreting a script
3: Analysing and evaluating theatre
Unit 4: Presenting an interpretation
In Unit 4 Theatre Studies, students develop and present interpretations of a prescribed scene and its embedded monologue, exploring theatrical possibilities through dramaturgy and the full production process. Working as either actor director or designer, they realise their interpretation using safe, ethical, inclusive and sustainable practices. Their work is supported by analysing and evaluating a professional production from the VCE Theatre Studies Playlist, different from the one studied in Unit 3, helping them deepen their understanding of theatre making and performance choices.
Area of Study:
1: Dramaturgical research and presenting theatrical possibilities
2: Interpreting a monologue
3: Analysing and evaluating a performance
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• An oral presentation
• A report
• Structured questions
Contribution to Overall Score:
• Written analysis and evaluation of performance
• Oral presentation
• Analytical essay
• School-assessed Coursework for Unit 3 will contribute 30% to the study score
• School-assessed Coursework for Unit 4 will contribute 15% to the study score
• The end-of-year written examination will contribute 30% to the study score
• The end-of-year monologue examination will contribute 25% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Performing arts
• Choreography
• Stage designer
• Theatre Technician
Further Information:
This course is available for Year 11 acceleration.
• Actor
• Theatre performer
• Director
This subject is one of two choices that satisfy the VCE English study requirements.
Course Overview:
VCE English develops students’ ability to read, view and analyse a wide range of texts and to write and speak for different audiences and purposes. The study emphasises persuasive and argument analysis, close reading of set texts, and the development of coherent, well structured written responses. Students also complete a comparative study of two texts and an oral presentation. The subject strengthens critical thinking, literacy, communication and analytical skills essential for life, work and further study.
English Unit 1 and 2
Unit 1:
In Unit 1 English, students engage in reading and viewing texts with a focus on personal connections with the story. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and/or the voice of the text. Students will engage with and develop an understanding of effective and cohesive writing. They apply, extend and challenge their understanding and use of imaginative, persuasive and informative texts through a growing awareness of situated contexts, stated purposes and audience.
Area of Study:
1: Reading and exploring texts
2: Crafting texts
Unit 2:
In Unit 2 English, students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their writing in response to text. Students also consider the way arguments are developed and delivered in many forms of media. Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience in a particular context. They explore the structure of these texts, including contention, sequence of arguments, use of supporting evidence and persuasive strategies.
Area of Study:
1: Reading and exploring texts
2: Exploring argument
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• An analytical response to a set text
• Created texts such as short stories, speeches, essays, podcasts, poetry/songs, feature articles and memoirs
• An analysis of the use of argument and persuasive language and techniques in text(s)
• An oral presentation of a point of view text.
• A description of writing processes
English Unit 3 and 4
Unit 3:
In Unit 3 English, students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas. Students read and engage imaginatively and critically with mentor texts, and produce effective and cohesive writing within identified contexts. Through close reading, students expand their understanding of the diverse ways that vocabulary, text structures, language features, conventions and ideas can interweave to create compelling texts.
Area of Study:
1: Reading and responding to texts
2: Creating texts
Unit 4:
In Unit 4 English, students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey. Students apply reading and viewing strategies to engage with a text, and discuss and analyse the ways authors construct meaning in a text through the presentation of ideas, concerns and conflicts, and the use of vocabulary, text structures and language features. Students also analyse the use of argument and language, and visuals in texts that debate a contemporary and significant national or international issue.
Area of Study:
1: Reading and responding to texts
2: Analysing argument
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Annotated writings
• Written text constructed in consideration of audience, purpose and context
Contribution to Overall Score:
• Analytical written response
• Persuasive written response
• Oral presentation
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Journalism
• Writer
• Editor
• Public relations
• Speech writer
• Advertising and Marketing
This subject is one of two choices that satisfy the VCE English study requirements.
Course Overview:
VCE Literature immerses students in novels, plays, poetry and other texts, focusing on how writers create meaning through form, style and language. Students explore multiple interpretations, consider historical and cultural contexts, transform texts creatively and write critically about different readings. The subject fosters deep thinking, interpretation, and expressive writing.
Literature Unit 1 and 2
Unit 1:
In Unit 1 Literature, students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students closely examine the literary forms, features and language of texts. Students also explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. They engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.
Area of Study:
1: Reading practices
2: Exploration of literary movements and genres
Unit 2:
In Unit 2 Literature, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Students also focus on texts historical, social and cultural contexts. Students reflect on representations of a specific time period and/or culture within a text. Students develop the ability to analyse language closely, recognising that words have historical and cultural import.
Area of Study:
1: Voices of Country 2: The text in its context
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A close analysis of one of more selected passages
• An essay (comparative or analytical)
• A debate
• Reading journal entries
• An in-class seminar
• A creative response to a text(s) studied
• An oral or a written review
• A multimedia response
Literature Unit 3 and 4
Unit 3:
In Unit 3 Literature, students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text, they then reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. Students also explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students develop their own initial interpretations of a text and then, informed by the supplementary readings, students develop a second interpretation of the same text, reflecting an enhanced appreciation and understanding of the text.
Area of Study:
1: Adaptations and transformations
2: Developing interpretations
Unit 4:
In Unit 4 Literature, students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. Students also focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.
Area of Study:
1: Creative responses to texts
2: Close analysis of texts
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Text analysis
• Comparative text
Contribution to Overall Score:
• Written response
• Creative response
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Education
• Professional writer
• Poet
• Play write
• Social media writer
• Media researcher
• Communications officer
• Research writer
HEALTH AND PHYSICAL EDUCATION
Course Overview:
VCE Health and Human Development examines health, nutrition, human development and global wellbeing issues. Students analyse factors affecting health, evaluate programs and policies, and interpret health data to understand inequities.
Health and Human Development Unit 1 and 2
Unit 1: Understanding health and wellbeing
In Unit 1 Health and Human Development, students explore health and wellbeing as a concept with varied perspectives and definitions. They investigate the World Health Organisation’s definition of health, the fundamental conditions required for health, and examine health inequities through a social justice lens. Students analyse factors influencing health attitudes and practices, including among Aboriginal and Torres Strait Islander Peoples, and consider the dimensions and indicators of health and wellbeing. With a focus on youth, they build health literacy by interpreting data, conducting a research investigation into a youth health focus area, and exploring the role of food in health.
Area of Study:
1: Concepts of health
2: Youth health and wellbeing
3: Health and nutrition
Unit 2: Managing health and development
In Unit 2 Health and Human Development, students investigate transitions in health and wellbeing, and human development, from both lifespan and societal perspectives. They examine the progression from youth to adulthood, considering independence, relationships, parenthood, and health-related milestones. Students apply health literacy skills by analysing the Australian healthcare system from a youth perspective, exploring the challenges and opportunities of digital media, and evaluating the use of health data and access to quality care.
Area of Study:
1: Developmental transitions
2: Youth health literacy
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A written report, such as a media analysis, a research investigation, a blog post or a case study analysis
• A visual presentation, such as a graphic organiser, a concept/mind map, an annotated poster or a digital presentation
Further Information:
This course is available for Year 10 acceleration.
• An oral presentation, such as a debate or a podcast
• Structured questions, including data analysis
VCE | HEALTH AND HUMAN DEVELOPMENT
Health and Human Development Unit 3 and 4
Unit 3: Australia’s health in a globalised world
In Unit 3
Health and Human Development, students explore health and wellbeing, disease, and illness as multidimensional, dynamic concepts influenced by context. They examine health as a global concept and a universal right, analysing variations in the health status of Australians. Students investigate health promotion and improvements in population health over time, evaluating successful programs and public health approaches within both Australian and global contexts.
Area of Study:
1: Understanding health and wellbeing
2: Promoting health in Australia
Unit 4: Health and human development in a global context
In Unit 4 Health and Human Development, students examine health and human development in a global context. They use data to investigate health status and inequalities between and within countries, considering physical, social, and economic conditions, as well as the impacts of globalisation, climate change, digital technologies, trade, tourism, conflict, and migration. Students explore global health action, including the United Nations’ Sustainable Development Goals, the World Health Organization’s objectives, the role of non-government organisations, and Australia’s overseas aid program, and evaluate the effectiveness of health initiatives while reflecting on their own capacity to act.
Area of Study:
1: Global health and human development
2: Health and the Sustainable Development Goals
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Written report
• Extended response
• Case study
Contribution to Overall Score:
• Structured questions
• Data analysis
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Allied health
• Aged care
• Community health worker
• Counsellor
• Mental health practitioner
Further Information:
This course is available for Year 11 acceleration.
• Education
• Health information
• Recreation officer
• Medical administration
Course Overview:
VCE Physical Education connects theory and practice by studying biomechanics, physiology, motor learning and training principles. Students investigate how the body moves and performs, design training programs and reflect on lifelong physical activity.
Physical Education Unit 1 and 2
Unit 1: The human body in motion
In Unit 1 Physical Education, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. They investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interacted and responded at various intensities. Students examine possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They also consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms.
Area of Study:
1: How does the musculoskeletal system work to produce movement?
2: What role does the cardiorespiratory system play in movement?
Unit 2: Physical activity, sport, exercise and society
In Unit 2 Physical Education, students develop their understanding of physical activity, sport and exercise from a participatory perspective. They explore different types of physical activity, investigate the impact of sedentary behaviour, and analyse data to identify barriers and enablers to participation. Through practical activities, students apply the social-ecological model to evaluate strategies that promote physical activity and create personal plans to support adherence to health guidelines. They also investigate contemporary issues in sport and physical activity, considering historical, current and future implications for participation and performance.
Area of Study:
1: How do physical activity, sport and exercise contribute to healthy lifestyles?
2: What are the contemporary issues associated with physical activity and sport?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Practical laboratory report
• A case study analysis
• A visual presentation such as an annotated poster, a concept/ mind map, or a digital presentation
Further Information:
This course is available for Year 10 acceleration.
• A data analysis
• An oral presentation such as a podcast or debate.
• Written report
• Structured questions
Physical Education Unit 3 and 4
Unit 3: Movement skills and energy for physical activity, sport and exercise
In Unit 3 Physical Education, students are introduced to principles used to analyse human movement from a biophysical perspective. They apply biomechanical and skill-acquisition principles through practical activities to refine movement and improve performance. Students examine the cardiovascular, respiratory and muscular systems, investigate the interplay of the three energy systems, and explore the causes of fatigue alongside strategies to enhance recovery and performance.
Area of Study:
1: How are movement skills improved?
2: How does the body produce energy?
Unit 4: Training to improve performance
In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).
Area of Study:
1: What are the foundations of an effective training program?
2: How is training implemented effectively to improve fitness?
3: Integrated movement experiences
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study
• Data analysis
• Structured questions
Contribution to Overall Score:
• Extended response
• Laboratory report
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Education
• Sports coaching
• Personal trainer
• Youth worker
Further Information:
This course is available for Year 11 acceleration.
• Occupational therapist
• Sports centre coordinator
• Swim teacher
• Physiotherapy
VCE | ACCOUNTING
Course Overview:
VCE Accounting teaches how financial records are created, interpreted and used to support business decisions. Students prepare financial reports, manage budgets and analyse cash flow, exploring how accounting supports business planning and evaluation.
Accounting Unit 1 and 2
Unit 1: The role of accounting in business
In Unit 1 Accounting students explore the establishment of a business and the role of accounting in the determination of business success or failure. It considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They will use these evaluations to make recommendations regarding the suitability of a business as an investment.
Area of Study:
1: The role of accounting
2: Recording financial data and reporting accounting information for a service business
Unit 2: Accounting and decision-making for a trading business
In Unit 2 Accounting, students develop their understanding of accounting for sole proprietors operating a trading business, focusing on inventory, accounts receivable, accounts payable, and non-current assets. They use manual and ICT-based processes, including spreadsheets, to prepare historical and budgeted accounting reports.
Area of Study:
1: Accounting for and managing inventory
2: Accounting for and managing accounts receivable and accounts payable
3: Accounting for and managing non-current assets
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A folio of exercises using manual methods and ICT
• Structured questions using manual methods and ICT
• An assignment including use of ICT
• A case study including use of ICT
Further Information:
This course is available for Year 10 acceleration.
• A classroom presentation, role-play or debate including use of ICT
• A report including use of ICT.
Accounting Unit 3 and 4
Unit 3: Financial accounting for a trading business
In Unit 3 Accounting students focus on financial accounting for a trading business owned by a sole proprietor, and the role of accounting as an information system is highlighted. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting, and consider the effects of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.
Area of Study:
1: Recording and analysing financial data
2: Preparing and interpreting accounting report
Unit 4: Recording, reporting, budgeting and decision-making
In Unit 4 Accounting, students develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. They use the double-entry system to record financial data and prepare reports using the accrual basis and perpetual inventory method, applying both manual and ICT processes.
Area of Study:
1: Extension of recording and reporting
2: Budgeting and decision-making
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions (manual and ICT-based)
• A folio of exercises (manual and ICT-based)
Contribution to Overall Score:
• A case study (manual and ICT-based)
• A report (written, oral or ICT-based)
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Commerce
• Accounting
• Taxation
Further Information:
This course is available for Year 11 acceleration.
• Financial planning
• Forensic/investigative accounting
• Small business owner
VCE | BUSINESS MANAGEMENT
Course Overview:
VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management Study Design follows the process from the initial idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision-makers in managing businesses and their resources.
Business Management Unit 1 and 2
Unit 1:
In Unit 1 Business Management students explore the factors affecting business ideas and the internal and external environments within which businesses operated, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.
Area of Study:
1. The Business Idea
2. Internal Business Environment and Planning
3. External Business Environment and Planning
Unit 2:
In Unit 2 Business Management, students examine the legal requirements for establishing a business. They investigate key features of effective marketing and consider appropriate approaches to staffing and financial record keeping. Students analyse management practices by applying their knowledge to contemporary business case studies from the past four years.
Area of Study:
1. Legal Requirements and Financial Considerations
2. Marketing a Business
3. Staffing a Business
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study analysis
• Short-answer and extended-answer structured questions
• A business research report
• Development of a business plan and/or feasibility study
• An interview with and a report on a chosen business
Further Information:
This course is available for Year 10 acceleration.
• A school-based, short-term business activity
• A business simulation exercise
• An essay
• A business survey and analysis
• A media analysis
Business Management Unit 3 and 4
Unit 3: Managing a Business
In Unit 3 Business Management students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.
Area of Study:
1: Business Foundations
2: Human Resource Management
Unit 4: Transforming a Business
In Unit 4 Business Management, students examine the importance of reviewing key performance indicators to assess current performance and plan strategic management for the future. They study a theoretical model for managing change and explore strategies to implement change effectively and efficiently to improve business performance. Students evaluate business practices against relevant theory, considering the role of effective management and leadership in successful change management.
Area of Study:
1: Reviewing performance – the need for change
2: Implementing change
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study
• Structured questions
• An essay
Contribution to Overall Score:
• A report
• A media analysis.
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Accountant
• Business manager
• Paralegal
• HR manager
Further Information:
This course is available for Year 11 acceleration.
• Entrepreneur
• Economist
• Business support roles
• Project manager
Course Overview:
VCE Economics studies how individuals, businesses and governments make decisions about resource allocation. Students explore markets, economic performance indicators and the impact of government policies on living standards and the economy.
Economics Unit 1 and 2
Unit 1: Economic Decision-Making
In Unit 1 Economics students explore their role in the economy, how they interact with businesses, and the role of the government in the economy. Students are introduced to and explore fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions, and investigate the motivations behind both consumer and business behaviour. Students examine how individuals might respond to incentives. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economics concepts.
Area of Study:
1. Thinking Like an Economist
2. Decision-making in Markets
3. Behavioural Economics
Unit 2: Economic Issues and Living Standards
In Unit 2 Economics, students examine the relationship between economic activity and economic growth and investigate the role of growth in improving living standards. They evaluate the benefits and costs of continued economic growth and assess the adequacy of current measures of living standards.
Area of Study:
1. Economic Activity
2. Applied Economic Analysis of Local, National and International Economic Issues
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• An analysis of written, visual and statistical evidence
• A folio of applied economics exercises
• Problem-solving tasks
• A blog of media commentaries using print or electronic materials
• A report of an investigation or an inquiry
• A debate
• Structured questions
• A presentation (oral, multimedia, visual)
• A web page
• A media analysis
• A case study
• Economics simulation activities
• An essay
• A structured report
Economics Unit 3 and 4
Unit 3: Australia's Living Standards
In Unit 3 Economics, students learn how markets and governments shape the Australian economy. They explore how prices are set, why markets sometimes fail, and when government intervention may be needed. Students also study key economic goals such as growth, employment and low inflation and assess Australia’s recent performance. They investigate how international trade, exchange rates and global competitiveness affect Australia’s living standards and economic wellbeing.
Area of Study:
1: An Introduction to Microeconomics
2: Domestic Macroeconomic Goals
3: Australia and the International Economy
Unit 4: Managing the Economy
In Unit 4 Economics, students examine how the achievement of Australia’s domestic macroeconomic goals affects living standards. They analyse how policymakers, including the Australian Government and the Reserve Bank of Australia (RBA), use various policy instruments to influence these goals and improve living standards.
Area of Study:
1: Aggregate demand policies and domestic economic stability
2: Aggregate supply policies
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A folio of applied economics exercises
• An extended response
• An essay
• A report
Contribution to Overall Score:
• A data analysis
• A media analysis
• A case study
• Structured questions
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Policy analyst
• Business manager
• Financial markets analyst
• HR manager
• Entrepreneur
• Economist
• Data and research consultant
• Business Support roles
Course Overview:
VCE Geography enables students to examine natural and human induced phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, students develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places and environments, and the human interactions with these.
Geography Unit 1 and 2
Unit 1: Hazards and Disasters
In Unit 1 Geography students investigate how people respond to specific types of hazards and disasters. Students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them. Students examine the processes involved with hazards and hazard events, considering their causes and impacts, human responses to hazard events and the interconnections between human activities and natural phenomena, including the impact of climate change.
Area of Study:
1. Characteristics of Hazards
2. Response to Hazards and Disasters
Unit 2: Tourism: Issues and Challenges
In Unit 2 Geography, students investigate the characteristics of tourism, including where it has developed, its various forms, how it has evolved over time, and its impacts on people, places, and environments. They also examine issues and challenges related to ethical tourism. Students use contrasting examples of tourism from Australia and other parts of the world to support their analysis.
Area of Study:
1. Characteristics of Tourism
2. Impact of Tourism: Issues and Challenges
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions
• A case study
• A research report
Further Information:
This course is available for Year 10 acceleration.
$ Subject Levy: $180 Unit 2
Time Impact: Unit 2: 2 days (overnight trip)
• Analysis of geographic data
• A multimedia presentation
Geography Unit 3 and 4
Unit 3: Changing the Land
In Unit 3 Geography students focus on two investigations of geographical change: change to land cover and change to land use. Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets, and deforestation. They investigate the distribution and causes of the two processes, select one location for each of the processes to develop a greater understanding of the changes to land cover produced by these processes. Students investigate the impacts of these changes and responses to these changes at different scales, and at a local scale investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the processes of change, the reasons for change and the impacts of change.
Area of Study:
1: Land cover change
2: Land use change
Unit 4: Human Population: Trends and Issues
In Unit 4 Geography, students investigate the geography of human populations, exploring patterns of population change, movement, and distribution, and how governments, organisations, and individuals respond to these changes across different regions. They study population dynamics and conduct investigations into two significant population trends in different parts of the world, examining their environmental, economic, social, and cultural impacts on people and places.
Area of Study:
1: Population Dynamics
2: Population Issues and Challenges
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions
• A case study
• A research report
Contribution to Overall Score:
• Analysis of geographic data
• A multimedia presentation
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Urban planner
• Disaster response coordinator
• Population researcher
• Teacher
Further Information:
This course is available for Year 11 acceleration.
• Community development
• Environmental consultant
• Climate adaptation specialist
• International development worker
Course Overview:
VCE History develops students' capacity to ask searching questions about the past, evaluate evidence, and build and defend arguments about why events unfolded as they did. In Units 1 and 2, Modern History examines the forces that shaped the twentieth century - from the collapse of old empires and the emergence of new ideologies including fascism and socialism, through to the Cold War and the social upheavals that followed. At Units 3 and 4, students can pursue one or both senior History streams - and those who wish to study History at depth can complete both consecutively across their Senior School years. Australian History investigates the turning points and long-running forces that made this country from pre-colonial times to the present, while History: Revolutions examines why political orders collapse and what follows, through the lens of the Russian and Chinese Revolutions. Across all three subjects, students develop the capacity to read critically, argue from evidence, and communicate complex ideas with precision - skills that transfer across every serious academic and professional endeavour.
History Unit 1 and 2 – Modern History
Unit 1: Change and Conflict
In Unit 1 Modern History, students investigate social, political, economic and cultural change from the late 19th century through the first half of the 20th. Through the case studies of Nazi Germany - where ideology drove persecution and propaganda reshaped daily life - and Interwar America, where the prosperity of the Roaring Twenties gave way to the hardship of the Great Depression, students explore the events, ideas and movements that defined the modern world and contributed to the outbreak of World War Two.
Area of Study:
1. Ideology and Conflict
2. Social and Cultural Change
Unit 2: The Changing World Order
In Unit 2 Modern History, students investigate the nature and impact of the Cold War and its consequences for nations and people. Through the Vietnam War - a defining proxy conflict of the era - they examine how superpower rivalry drew nations into conflict and generated powerful movements of dissent, before broadening to explore the social and political movements that challenged and transformed structures of power through to the first decade of the twenty-first century.
Area of Study:
1. Causes, course and consequences of the Cold War
2. Challenge and change
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A historical inquiry
• An essay
• Evaluation of historical sources
Further Information:
This course is available for Year 10 acceleration.
• Short-answer questions
• Extended responses
• A multimedia presentation
Australian History Unit 3 and 4
Unit 3 and 4: Australian History
In Unit 3 Australian History, students investigate the turning points and long-running forces that shaped Australia from pre-colonial times through to the mid-twentieth century. Drawing on the experiences of Aboriginal and Torres Strait Islander peoples alongside the communities who settled and built the nation, students examine how colonisation, Federation and participation in global conflict transformed Australian society - and how those transformations were both embraced and contested.
In Unit 4
Australian History, students investigate the forces that transformed Australia in the decades following World War Two - from land rights and civil rights movements to shifting attitudes on race, immigration and citizenship, and Australia's evolving place in the Asia-Pacific region. Students analyse the competing perspectives of those who drove, experienced and resisted these changes, and consider how the debates of this period continue to resonate today.
Area of Study:
1: Foundations
2: Transformations
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A historical inquiry
• Evaluation of historical sources
Contribution to Overall Score:
• Extended responses
• An essay
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Lawyer
• Public policy analyst
• Documentary maker
• Teacher
Further Information:
This course is available for Year 11 acceleration.
• Heritage consultant
• Reconciliation action plan coordinator
• Journalist
• Museum curator
History Revolutions Unit 3 and 4
Unit 3 and 4: Revolutions
In Unit 3 History: Revolutions, students investigate the causes and consequences of the Russian Revolution. They examine how the collapse of Tsarist autocracy - driven by the interplay of ideological conflict, social inequality, and the pressures of World War Onegave rise to a new political order, and analyse the extent to which that order transformed the lives of those who lived through it. Where revolutionary ideals met the demands of consolidating power, students explore how violence and terror became tools of change - and how far those ideals were ultimately achieved or compromised.
In Unit 4 History: Revolutions, students investigate the causes and consequences of the Chinese Revolution. They examine how decades of political upheaval, competing ideologies and civil conflict culminated in one of the most significant political transformations of the twentieth century. With Communist victory in 1949, the focus shifts to consequences - how repression and mass social control shaped Mao's consolidation of power, and the extent to which revolutionary ideals were realised or enforced at profound human cost.
Area of Study:
1: Causes of Revolution
2: Consequences of Revolution
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A historical inquiry
• Evaluation of historical sources
Contribution to Overall Score:
• Extended responses
• An essay
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Barrister/Lawyer
• Think tank researcher
• Geopolitical risk consultant
• Diplomat/Foreign affairs officer
Further Information:
This course is available for Year 11 acceleration.
• Teacher
• Political analyst/ strategic advisor
• Human rights advocate
• Heritage and museum roles
Course Overview:
VCE Legal Studies examines the institutions and principles that are essential to the Australian legal system. Students develop an understanding of the rule of law, law-makers, legal institutions, the relationship between the people and the Australian Constitution, the protection of rights in Australia, and the Victorian justice system.
Legal Studies Unit 1 and 2
Unit 1: The Presumption of Innocence
In Unit 1 Legal Studies students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may have been found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how criminal cases are determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.
Area of Study:
1. Legal Foundations
2. Proving Guilt
3. Sanctions
Unit 2: Wrongs and Rights
In Unit 2 Legal Studies, students explore different areas of civil law and the methods and institutions used to resolve civil disputes and provide remedies. They apply their knowledge through investigations of civil cases from the past four years. Students also examine how human rights are protected in Australia, consider possible reforms to strengthen these protections, and investigate a contemporary human rights issue through a focused case study.
Area of Study:
1. Civil Liability
2. Remedies
3. Human Rights
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A folio of exercises
• An oral or digital presentation, such as a podcast or video
• A Wiki, website or blog
• Structured questions
• A mock trial or role play
Further Information:
This course is available for Year 10 acceleration.
• A debate
• A research report or media analysis
• An essay
• A question-and-answer session
Legal Studies Unit 3 and 4
Unit 3: Rights and Justice
In Unit 3 Legal Studies students examine the methods and institutions in the criminal and civil justice system, and considered their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases. Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.
Area of Study:
1: The Victorian Criminal Justice System
2: The Victorian Civil Justice System
Unit 4: The People, The Law and Reform
In Unit 4 Legal Studies, students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, examining their relationship in the law-making process, and consider the roles of individuals, the media, and law reform bodies in influencing legal and constitutional change. Throughout the unit, students apply legal reasoning and information to actual and hypothetical scenarios.
Area of Study:
1: The People and the Law-makers
2: The People and Reform
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions
• A case study
• A research report
Contribution to Overall Score:
• An essay
• A folio of exercises
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Solicitor/Barrister
• Magistrate
• Policy officer
• Human rights advocate
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $35 - Edrolo Online resource
• Researcher
• Teacher
• Community legal educator
• Risk manager
Course Overview:
VCE Politics explores the operation of power and political systems in Australia and globally. Students study political ideologies, government structures, global actors and key international issues affecting societies.
Politics Unit 1 and 2
Unit 1: Politics, Power and Political Actors
In Unit 1 Politics students learn that politics is about how political actors used power to resolve issues and conflicts over how society should operate. Each area of study focuses on concepts that form essential disciplinary knowledge, and which allow students to gradually build on their understanding of what it is to think politically. Students consider the concept of power by examining why and how political power is used, with special attention to the way national and global political actors exercise power and the consequences of that use. Students examine how power may be used by political actors in various states to achieve their interests, and they focus on a close study of a contested political issue in Australia. Students then investigate the power of global actors, who are able to use power across national and regional boundaries to achieve their interests and cooperate with other actors to solve conflicts, issues and crises.
Area of Study:
1. Power and National Political Actors
2. Power and Global Political Actors
Unit 2: Democracy: Stability and Change
In Unit 2 Politics, students investigate the key principles of democracy and assess how these principles are expressed, experienced, and challenged in Australia and internationally. They examine democratic principles in the Australian context and conduct an in-depth study of a political issue or crisis that challenge fundamental democratic ideas or practices. Students also explore how global political actors and trends could challenge or undermine democracy and evaluate the political significance of these challenges.
Area of Study:
1. Issues for Australia’s Democracy
2. Global Challenges to Democracy
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A political inquiry
• Analysis and evaluation of sources
• A multimedia presentation
• A political debate
• A political simulation
• A political brief
• Extended responses
• Short-answer questions
• An essay
Politics Unit 3 and 4
Unit 3: Global Cooperation and Conflict
In Unit 3 Politics students investigate an issue and a crisis that poses challenges to the global community. Students begin with an investigation into an issue of global scale, such as climate change, global economic instability, the issue of development or weapons of mass destruction. Students also examine the causes and consequences of a humanitarian crisis that may have begun in one state but which had crossed over into neighbouring states and require an emergency response. This crisis is chosen from the areas of human rights, armed conflict and the mass movement of people. They consider the causes of these issues and crises, and investigate their consequences on a global level and for a variety of global actors.
Area of Study:
1: Global issues, Global responses
2: Contemporary Crises: Conflict, Stability and Change
Unit 4: Power in the Indo-Pacific
In Unit 4 Politics, students investigate the strategic competition for power and influence in the Indo-Pacific region. They examine the interests and perspectives of global actors, including challenges to regional cooperation and stability. Building on their study of global issues and contemporary crises in Unit 3, students deepen their understanding of power and national interests through an in-depth analysis of one state’s perspectives, interests, and actions.
Area of Study:
1: Power and the National Interest
2: Australia in the Indo-Pacific
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Structured questions
• A case study
• A research report
Contribution to Overall Score:
• An essay
• A folio of exercises
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Policy officer
• Intelligence analyst
• Diplomat/Foreign service officer
• Teacher
• International development
• Foreign correspondent
• Corporate/Government affairs manager
• Think tank researcher
Course Overview:
VCE Sociology investigates identity, culture, social norms and institutions. Students analyse social patterns and use sociological theory to understand contemporary issues and social change.
Sociology Unit 1 and 2
Unit 1: Youth and Family
In Unit 1 Sociology students use sociological methodology to explore the social category of youth and the social institution of family. In Area of Study 1, students explore the way youth is constructed as a social category, in the light of differing experiences of young people. Students examine how and why the experience of being young differs across time and space. They examine a range of factors that lead to different experiences of youth, as well as the potential negative impacts of homogenous categorisation, such as stereotypes of young people in a context characterised by a rich diversity in the ways young people live. In Area of Study 2, students investigate the social institution of the family. In a multicultural society like Australia, different communities have different kinds of families and experiences of family life. Students explore various factors that influence the diversity of these experiences such as demographic shifts, as well as cultural, economic, technological and social developments.
Area of Study:
1. Category and Experience of Youth
2. The Family
Unit 2: Deviance and Crime
In Unit 2 Sociology, students explore the concepts of deviance and crime from a sociological perspective. They examine the types and extent of rule-breaking behaviour, traditional views of criminality and deviance, and the reasons people commit crimes or engage in deviant behaviour. The study also considers the justice system, changes in understanding of crime and deviance over time, and the relationship between crime and social factors such as age and gender.
Area of Study:
1. Deviance
2. Crime
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study involving primary research
• An extended response
• A film analysis
• A media analysis
• A multimedia presentation
• A representation analysis
• A research report
• A selection of structured questions requiring short-answer responses
Sociology Unit 3 and 4
Unit 3: Culture and Ethnicity
In Unit 3 Sociology students explore expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous cultures, and ethnicity in relation to migrant groups. In Area of Study 1, students critically explore the historical suppression of, and increasing public awareness of, Australian Indigenous cultures. They examine the past and its influence on subsequent generations, as well as contemporary factors that might have supported and/or limited increasing awareness of Australian Indigenous cultures. Students consider Indigenous and non-Indigenous perspectives and responses in their exploration. In Area of Study 2, students investigate ethnicity as a key sociological category that play an important role in social life. Individuals often define themselves, or others, as members of at least one ethnic group based on a common heritage that give them a unique social identity. Students develop an understanding of a variety of factors that need to be considered when investigating experiences of ethnicity.
Area of Study:
1: Australian Indigenous Cultures
2: Ethnicity
Unit 4: Community, Social Movements and Social Change
In Unit 4 Sociology, students explore sociological perspectives on community and how different types of community are experienced. They examine the relationship between social movements and social change. Students analyse changing definitions and experiences of community, considering the challenges and opportunities posed by political, social, economic, and technological change.
Area of Study:
1: Community
2: Social Movements and Social Change
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study involving primary research
• An extended response
• A film analysis
• A media analysis
• A multimedia presentation
Contribution to Overall Score:
• A representation analysis
• A research report
• A selection of structured questions requiring short-answer responses
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Social policy officer
• Social researcher
• Teacher
• Advertising/marketing/UX researcher
• Community development worker
• Diversity equity and inclusion specialist
• Youth worker
• NGO Program manager
LANGUAGES
VCE | INDONESIAN SECOND LANGUAGE
Course Overview:
VCE Indonesian Second Language focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Indonesian on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Indonesian in a range of contexts and develop cultural understanding in interpreting and creating language.
Indonesian Unit 1 and 2
Unit 1:
In Unit 1 Indonesian, students develop their understanding of Indonesian language and culture. They access and share information in Indonesian while building vocabulary, grammar, and language skills.
Students analyse cultural products and practices and apply their cultural and language knowledge to new contexts. They also reflect on how language and culture influence communication in different situations and for various audiences.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Unit 2:
In Unit 2 Indonesian, students continue to develop their understanding of language and culture. They analyse visual, spoken, and written texts, and share information in Indonesian while strengthening vocabulary, grammar, and language skills. Students examine cultural products or practices to explore differing perspectives across communities. They also reflect on how language and culture interact to shape meaning and influence communication in various contexts and for specific audiences.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A personal interview
• An informative article
• Imaginative letter
Further Information:
This course is available for Year 10 acceleration.
• Evaluative article
• An interview on a cultural product or practice
• Short answer questions
VCE | INDONESIAN SECOND LANGUAGE
Indonesian Unit 3 and 4
Unit 3:
In Unit 3 Indonesian, students explore how Indonesian speakers express ideas, negotiate, and persuade. They interpret information, inform others, and develop persuasive arguments in Indonesian. Vocabulary, grammar, and language skills will be consolidated and extended.
Students examine how language and culture shape meaning and reflect on the practices and perspectives of Indonesian-speaking communities. They also consider how their knowledge could be applied in contexts like study, travel, business, or community involvement.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Unit 4:
In Unit 4 Indonesian, students explore aspects of culture. They expand their understanding of Indonesian-speaking communities, reflect on cultural perspectives, and share personal insights. Vocabulary, grammar, and language skills will be further developed through investigation in Indonesian.
Students examine cultural products and practices to gain insight into Indonesian culture, considering how place, time, and culture shape values and behaviours. They also reflect on how cross-cultural knowledge influences relationships and interactions in the world.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A three to four-minute role-play, focusing on negotiating a solution to a personal issue
• Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic
• An approximately 250-word personal, informative or imaginative piece of writing
Contribution to Overall Score:
• A three to four-minute interview about a cultural product or practice
• An approximately 250-word written response for a specific audience and purpose
• An approximately 300-word evaluative or persuasive piece of writing
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examinations (an oral examination and a written examination) will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Interpreter
• Translator
• Tourism
Further Information:
This course is available for Year 11 acceleration.
• Diplomacy
• International business
VCE | JAPANESE SECOND LANGUAGE
Course Overview:
VCE Japanese Second Language focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Japanese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Japanese in a range of contexts and develop cultural understanding in interpreting and creating language.
Japanese Unit 1 and 2
Unit 1:
In Unit 1 Japanese, students develop an understanding of Japanese language and culture. They access and share information in Japanese, building vocabulary, grammar, and language skills. Students analyse cultural products and practices through various texts and activities. They apply their knowledge to new contexts and reflect on how language and culture influenced communication in different settings and for different audiences.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Unit 2:
In Unit 2 Japanese, students continue to develop understanding of language and culture. They analyse visual, spoken, and written texts, share information in Japanese, and strengthen their vocabulary, grammar, and language skills. Cultural products and practices are used to explore how perspectives vary across communities. Students reflect on how language and culture shape meaning, understanding, and communication in different contexts and for specific audiences.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A personal interview
• An informative speech
• Short answer question
Further Information:
This course is available for Year 10 acceleration.
• Imaginative letter
• Evaluative article
• An interview on a cultural product or practice
VCE | JAPANESE SECOND LANGUAGE
Japanese Unit 3 and 4
Unit 3:
In Unit 3 Japanese, students explore how Japanese speakers interpret, express, and negotiate ideas. They interpret information, inform others, and develop persuasive arguments in Japanese, building vocabulary, grammar, and language skills. Students examine how language and culture shape meaning and reflect on the practices, products, and perspectives of Japanese-speaking communities. They also consider how their knowledge could be applied to study, travel, business, or community engagement.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Unit 4:
In Unit 4 Japanese, students explore aspects of culture. They deepen their understanding of Japanese-speaking communities by considering cultural perspectives, language, and personal observations. Students use Japanese to investigate topics, building vocabulary, grammar, and language skills. They reflect on cultural products and practices, and how culture, place, and time shape values and behaviours. Students also consider how cross-cultural knowledge influences relationships and interactions in a global context.
Area of Study:
1: Interpersonal Communication
2: Interpretive Communication
3: Presentational Communication
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A three to four-minute role-play, focusing on negotiating a solution to a personal issue
• Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic
• An approximately 450-ji personal, informative or imaginative piece of writing
Contribution to Overall Score:
• A three to four-minute interview about a cultural product or practice
• An approximately 450-ji written response for a specific audience and purpose
• An approximately 500-ji evaluative or persuasive piece of writing
• School-assessed Coursework for Unit 3 will contribute 25% to the study score
• School-assessed Coursework for Unit 4 will contribute 25% to the study score
• The end-of-year examinations (an oral examination and a written examination) will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Interpreter
• Translator
• Tourism
Further Information:
This course is available for Year 11 acceleration.
• Diplomacy
• International business
MATHEMATICS
Course Overview:
VCE Foundation Mathematics focuses on everyday numeracy such as measurement, finance, time management, mapping and interpreting simple data. Students solve practical problems using appropriate strategies and digital tools, building confidence and independence using mathematics in daily life and work.
Foundation Mathematics Unit 1 and 2
Unit 1:
In Unit 1 Foundation Mathematics, students consolidate mathematical foundational skills and applied mathematics to real-world problems from study, work, and daily life. Topics include algebra, data and statistics, financial and consumer mathematics, and measurement. Students use integer, rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, equations and graphs. Estimation and computation are done mentally, manually, and with technology. Technology supports learning and assessment through numerical, graphical, statistical, and financial tools.
Area of Study:
1: Algebra, Number and Structure – integers, fractions, decimals, ratio, proportion and percentages
2: Data analysis, Probability and Statistics – Collecting, presenting and analysing data
3: Discrete Mathematics – personal finance, taxation, fees and interest
4: Space and measurement – using scales, units of measurement, times and dates
Unit 2:
In Unit 2 Foundation Mathematics, students’ skills in applying mathematics to real-world problems from study, work, and daily life are extended. Topics include algebra, data and statistics, discrete maths, and measurement. Students use arithmetic, sets, tables, diagrams, geometric constructions, algorithms, equations, and graphs. Estimation and computation are done mentally, manually, and with technology. Technology supports learning and assessment through numerical, graphical, statistical, and financial tools.
Area of Study:
1: Algebra, Number and Structure – formulas and symbolic expression
2: Data analysis, Probability and Statistics - creating charts, tables and graphs and summary statistics
4: Space and measurement – two-dimensional shapes, models and map reading
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Assignments
• Tests
• Solutions to sets of worked questions
• Summary notes or review notes
Further Information:
This is a pathway into Foundation Unit 3 and 4
• Modelling tasks
• Problem-solving tasks
• Mathematical investigations
VCE | FOUNDATION MATHEMATICS
Foundation Mathematics Unit 3 and 4
Unit 3:
In Unit 3 Foundation Mathematics, students solve practical problems in personal, workplace, and community contexts. They study algebra, number, and data analysis, applying techniques in arithmetic, geometry, data displays, and graphing, with and without technology.
Area of Study:
1: Algebra, Number and Structure – ratio, percentages, algebra, number skills
2: Data analysis, Probability and Statistics – data collection, graphs and statistical analysis
Unit 4:
In Unit 4 Foundation Mathematics, students solve practical problems in personal, workplace, and community contexts. They study algebra, data analysis, discrete mathematics, and measurement, applying techniques in arithmetic, geometry, data displays, and graphing, with and without technology.
Area of Study:
3: Discrete Mathematics – finance and consumer mathematics
4: Space and Measurement – geometrical constructions, measurement in 2D and 3D shapes
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A mathematical investigation
Contribution to Overall Score:
• School-assessed Coursework for Unit 3 will contribute 40% to the study score
• School-assessed Coursework for Unit 4 will contribute 20% to the study score
• The end-of-year examination will contribute 40% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Analyst
• Finance roles
• Software development
• Engineering technician
• Teaching
Course Overview:
VCE General Mathematics covers statistics, probability, financial maths, algebra and modelling. Students learn to interpret data, analyse real world problems and use technology (spreadsheets, CAS) to test and communicate solutions. It supports diverse pathways requiring strong quantitative literacy.
General Mathematics Unit 1 and 2
Unit 1:
In Unit 1 General Mathematics, students investigate data analysis, probability and statistics, algebra, number and structure, functions, relations and graphs and discrete mathematics. Students apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, with and without the use of technology. They use mental and by-hand approaches to estimation and computation as well as the numerical, graphical, geometric, symbolic, financial and statistical functionality of CAS and computer technology.
Area of Study:
1: Data analysis, Probability and Statistics – univariate statistics
2: Algebra, Number and Structure – sequences and recursion in financial mathematics
3: Functions, Relations and Graphs – linear functions, graphs, equations and models
4: Discrete Mathematics - matrices
Unit 2:
In Unit 2 General Mathematics, students study data analysis, probability and statistics, discrete mathematics, functions, relations and graphs, and space and measurement. Students apply techniques involving arithmetic, sets, diagrams, networks, algorithms, equations, and graphs, both manually and with technology. They use mental and written methods for estimation and computation, and integrated technological tools, numerical, graphical, geometric, symbolic, financial, and statistical throughout the unit.
Area of Study:
1: Data analysis, Probability and Statistics – bivariate statistics
2: Discrete Mathematics - networks
3: Functions, Relations and Graphs - variation
4: Space and Measurement – length, area, volume and trigonometry
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Assignments
• Tests
• Solutions to sets of worked questions
• Summary notes or review notes
Further Information:
• Modelling tasks
• Problem-solving tasks
• Mathematical investigations
This is the recommended pathway into General Mathematics Unit 3 and 4. It may also lead into Foundation Mathematics Unit 3 and 4.
VCE | GENERAL MATHEMATICS
General Mathematics Unit 3 and 4
Unit 3:
In Unit 3 General Mathematics, students explore the topics of Data analysis and Financial modelling through recursion. Students apply techniques in arithmetic, algebraic manipulation, recurrence relations, sets, diagrams, algorithms, equations, and graphs, both manually and with technology. Estimation, computation, and digital tools are used throughout.
Area of Study:
1: Data analysis, Probability and Statistics – univariate, bivariate statistics and times series data
2: Discrete Mathematics – recursion and financial modelling
Unit 4:
In Unit 4 General Mathematics, students explore the topics of Matrices and Networks and decision mathematics. Students apply techniques in arithmetic, sets, matrices, diagrams, algorithms, equations, and graphs, both manually and with technology. Estimation, computation, and digital tools are used throughout.
Area of Study:
2: Discrete Mathematics – matrices
2: Discrete Mathematics – networks
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Application task
Contribution to Overall Score:
• Modelling or problem-solving task
• School-assessed Coursework for Unit 3 will contribute 24% to the study score
• School-assessed Coursework for Unit 4 will contribute 16% to the study score
• The end-of-year examinations will contribute 60% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Analyst
• Finance roles
• Software development
• Engineering technician
• Teaching
Course Overview:
VCE Mathematical Methods develops understanding of algebra, functions, probability and calculus. Students learn to represent relationships graphically and algebraically, apply differentiation and integration, and model dynamic situations. The subject is essential preparation for many STEM and commerce pathways.
Mathematical Methods Unit 1 and 2
Unit 1:
In Unit 1 Mathematical Methods, students focus on simple algebraic functions, and the following areas of study are functions, relations and graphs, algebra, number and structure, calculus and data analysis, probability and statistics. Students apply techniques involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology.
Area of Study:
1: Functions, Relations and Graphs – features of functions and graphs, polynomial functions
2: Algebra, Number and Structure – algebraic expressions, solving equations and transformations
3: Calculus – rates of change, gradient of a tangent
4: Data analysis, probability and statistics – experimental and theoretical probability and counting methods
Unit 2:
In Unit 2 Mathematical Methods, students focus on simple transcendental functions, calculus of polynomials, and related modelling. Areas of study include functions, relations and graphs, algebra, number and structure, calculus, and data analysis, probability and statistics. Students apply techniques in arithmetic, algebra, geometry, differentiation, and anti-differentiation, using both manual methods and technology. Technological tools are integrated throughout for computation, graphing, and statistical analysis.
Area of Study:
1: Functions, Relations and Graphs – circular, exponential and logarithmic functions
2: Algebra, Number and Structure – inverse and transformed functions to solve equations
3: Calculus – differentiation and anti-differentiation
4: Data analysis, probability and statistics – calculating probabilities in simple and compound events
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Assignments
• Tests
• Solutions to sets of worked questions
• Summary notes or review notes
Further Information:
• Modelling tasks
• Problem-solving tasks
• Mathematical investigations
This course contains essential background for Mathematical Methods Unit 3 and 4 and may also lead into General Mathematics Unit 3 and 4.
Mathematical Methods Unit 3 and 4
Unit 3 and Unit 4:
In Unit 3 Mathematical Methods, students investigate functions, relations and graphs, algebra, number and structure, applications of derivatives and differentiation, and identifying and analysing key features of the functions and their graphs. They solve problems involving transformations, behaviour of functions and their graphs, composition of functions, inverse functions and the solution of equations, differentiation, anti-differentiation and integration of these functions. Students apply techniques in arithmetic, algebraic manipulation, algorithms and graphing using both manual methods and technology. In Unit 4 Mathematical Methods, students investigate the Calculus area of study, including anti-differentiation, integration, and simple applications of this content, including to probability distributions of continuous random variables. They solve problems involving random variables, discrete and continuous probability distributions, and the distribution of sample proportions from the Data analysis, probability and statistics area of study. Students apply techniques in algebra, calculus, and statistics using both manual methods and technology.
Area of Study:
1: Functions, Relations and Graphs – polynomial, exponential, logarithmic and circular functions
2: Algebra, Number and Structure – solving equations and inverse functions
3: Calculus - differentiation and anti-differentiation
4: Data Analysis, Probability and Statistics – discrete and continuous probability and statistical inference
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Application task
Contribution to Overall Score:
• Modelling or problem-solving task
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 20% to the study score
• The end-of-year examinations will contribute 60% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Analyst
• Finance roles
• Software development
• Engineering technician
• Teaching
Course Overview:
VCE Specialist Mathematics extends students into vectors, complex numbers, matrices, proofs and advanced calculus, often linking to mechanics. It is taken with Mathematical Methods and prepares students for university level mathematics, engineering, physics and data science.
Specialist Mathematics Unit 1 and 2
Unit 1:
In Unit 1 Specialist Mathematics, students investigate topics in the areas of proof and number, graph theory, logic and algorithms, sequences and series, combinatorics, and matrices. They apply techniques involving rational, real and complex arithmetic, sets, lists, tables and matrices, diagrams, graphs, logic gates and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs. Students also construct proofs, developed algorithms, and used technological tools for computation, graphing, and statistical analysis. Estimation and computation are done mentally, manually, and with technology.
Area of Study:
1: Algebra, Number and Structure – proofs, graph theory, logic and algorithms
2: Discrete Mathematics – sequence and series, combinatorics and matrices
Unit 2:
In Unit 2 Specialist Mathematics, students study data analysis, probability and statistics, space and measurement, algebra, number and structure, and functions, relations and graphs. They apply techniques involving arithmetic, sets, vectors, matrices, diagrams, algorithms, equations, and graphs, both manually and with technology. Students also construct proofs, developed algorithms, and use technological tools for computation, graphing, and statistical analysis.
Area of Study:
1: Data analysis, Probability and Statistics – simulation, sampling and distributions
2: Space and Measurement – trigonometry, transformations and vectors
3: Algebra, Number and Structure – complex numbers
4: Functions, Relations and Graphs – polynomials, reciprocal, circular and absolute value functions
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Assignments
• Tests
• Solutions to sets of worked questions
• Summary notes or review notes
Further Information:
• Modelling tasks
• Problem-solving tasks
• Mathematical investigations
This course contains essential background for Specialist Mathematics Unit 3 and 4.
Specialist Mathematics Unit 3 and 4
Unit 3 and Unit 4
In Unit 3 and 4, students explore Discrete mathematics, Functions, relations and graphs, Algebra, number and structure, Space and measurement and Calculus. They apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists, tables and vectors, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference, with and without the use of technology.
Area of Study:
1: Discrete Mathematics – logic and proof
2: Functions, Relations and Graphs – rational functions and their graphs
3: Algebra, Number and Structure – complex numbers
4: Calculus – differential and integral calculus, differential equations and kinematics
5: Space and Measurement – vectors and vector calculus
6: Data analysis, Probability and Statistics – linear combinations of random variable, distributions and confidence intervals
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Application task
Contribution to Overall Score:
• Modelling or problem-solving task
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 20% to the study score
• The end-of-year examinations will contribute 60% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Analyst
• Finance roles
• Software development
Further Information:
• Engineering technician
• Teaching
Study of Specialist Mathematics unit 3 and 4 assumes a strong understanding of key knowledge and skills of Mathematical Method Unit 1 and 2, Specialist mathematics Unit 1 and 2 and either concurrent or previous study of Mathematical Methods unit 3 and 4.
MUSIC
Course Overview:
VCE Music develops students’ skills in music performance, creativity and analysis through practical music making and critical listening. In Units 1–2, all students learn to perform, create and analyse music across a wide range of styles. In Units 3–4, students choose one of four specialised strands: Music Contemporary Performance, which focuses on improvisation, collaboration and re imagining works; Music Repertoire Performance, centred on performing established repertoire to a high standard; Music Inquiry, which combines performing, composing and researching a chosen musical style or topic; and Music Composition, where students learn to create original works using compositional techniques and contemporary tools. Together, these pathways allow students to pursue the style or styles of music making that best suit their interests, abilities and future goals.
Students considering studying music should consult with music faculty teachers regarding which Unit 3/4 music studies will best suit their skills, strengths, passions, including the specific order in which the subjects should be undertaken.
Students considering enrolling in three or more Unit 3/4 music studies need to discuss this with the Director of Music to ensure all aspects of the VCE ATAR scoring are considered.
Additional considerations for enrolment in VCE Music studies:
• Students should have approximately three years’ experience with a musical instrument or voice studies prior to commencing Unit 3 Music Contemporary or Repertoire Performance.
• Students studying VCE Music (see specific notes for VET Music Sound Production) are required to have a weekly, 45 minute, instrumental music lesson with a Christian College instrumental tutor, and participate in the College ensemble program, including attending weekly rehearsals and performances.
**Any variation to these considerations and advice should be discussed with the Director of Music.
Music Unit 1 and 2
Unit 1: Organisation of Music
In Unit 1 Music, students explore and develop their understanding of how music is organised through performing, creating, analysing and responding to works that demonstrate different approaches to musical structure. They prepare and perform ensemble and solo pieces to strengthen technical control, expression and stylistic understanding. Students compose short pieces to reflect their learning, and deepen their knowledge of music language concepts by analysing how composers treat musical elements and use compositional devices to communicate ideas.
Area of Study:
1: Performing
2: Creating
3: Analysing and Responding
Unit 2: Effect in Music
In Unit 2, students explore how music can be used to create specific effects through performance, analysis, and composition. They develop technical control, expression, and stylistic understanding on their chosen instrument or voice and perform pieces designed to convey clear musical effects to audiences. By creating melodic harmonisations or compositions, they apply their knowledge of musical organisation. They analyse a wide range of works which deepen their understanding of how composers use musical elements and devices to communicate ideas. Students also continue to identify, recreate, and notate common musical language concepts.
Area of Study:
1: Performing
2: Creating
3: Analysing and Responding
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Performance of at least two works
• A discussion of those works (presented as oral, multimedia or written)
• Development and presentation of technical work that relates to pieces performed
Further Information:
This course is available for Year 10 acceleration.
$ Subject Levy: $65 year - Auralia Online resource
• Aural, oral, written and practical tasks
• Composition of a ‘hook’ and supporting harmony
It is highly recommended that Unit 1 and 2 Music is completed prior to commencing a Unit 3 and 4 Music study. Please see additional considerations, expectations and advice as outlined in course overview for enrolment in VCE Music studies.
VCE | MUSIC COMPOSITION
Course Overview:
This study allows students to explore the organisation of sound in music to create expressive outcomes. Through critical listening, analysis and composition in notated and/or digital media, students develop understanding of the ways music is organised, created and performed in a range of styles and traditions. Students’ analysis and knowledge of how composers use ideas, stimuli and creative processes becomes a starting point for creating their own music.
Music Composition Unit 3 and 4
Unit 3:
In Unit 3, students explore works across a range of styles and genres to develop an understanding of the diverse practices of music creators from different times, places and traditions. They expand their knowledge of how composers manipulated musical elements and compositional devices to shape works and elicit responses, applying this understanding to make critical responses to excerpts. Students examine the characteristics and style of two selected works or collections, including one by an Australian composer created since 1990, and engage with the creative process through brief compositional exercises. They also devise a folio brief in preparation for an extended composition or collection of short pieces to be completed in Unit 4.
Area of Study:
1: Creating
2: Analysing for composition
3: Responding
Unit 4:
In Unit 4, students consolidate their understanding of diverse musical styles across times, places, and traditions. They deepen their knowledge of how musical elements and compositional devices shape style, structure, and emotional impact, and apply this understanding to develop and present critical responses to music. They also document their creative process while producing an original work or collection of works, and analyse the final outcome in terms of unity, diversity, and musical coherence.
Area of Study:
1: Creating
2: Analysing for composition
3: Responding
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Creative responses
• A written report
• Written responses to structured questions
Contribution to Overall Score:
• A multimedia report
• A folio design brief
• School-assessed Coursework for Unit 3 will contribute 20% to the study score.
• School-assessed Coursework for Unit 4 will contribute 10% to the study score.
• Externally-assessed Task will contribute to 50% of the study score.
• The end-of-year aural and written examination will contribute 20% to the study score
VCE | MUSIC COMPOSITION
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Musician/performer
• Composer/ Film Scorer/Song Writer
• Orchestrator
• Music Therapist
• Teacher - Classroom
Further Information:
This course is available for Year 11 acceleration.
• Teacher - Instrumental
• Conductor
• Music Publisher
• Presenter – radio/concert/TV
Please see additional considerations, expectations and advice as outlined in course overview for enrolment in VCE Music studies.
VCE | MUSIC CONTEMPORARY PERFORMANCE
Course Overview:
This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice. Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. They refine selected strategies to enhance their own approach to performance.
Music Contemporary Performance Unit 3 and 4
Unit 3:
In Unit 3, students begin developing the program they will present in Unit 4, ensuring their selected works meet the task requirements, conditions and exam specifications. They use analysis skills to refine and present strategies for improving their performances. They also analyse interpretation across a wide range of recorded music by responding to musical elements, concepts, compositional devices and music language. Students also learn to recognise and recreate music language concepts such as scales, melodies, chords, harmony and rhythmic materials relevant to contemporary music.
Area of Study:
1: Performing
2: Analysing for Performance
3: Responding
Unit 4:
In Unit 4 Music Contemporary, students work towards building a performance program for their end-of-year examination, guided by their Statement of Intent. The program includes a reimagined version of an existing work and an original piece by an Australian artist created after 1990. They study the work of other performers to explore interpretation and personal expression, refining strategies to enhance their own performances. Students also develop techniques to address technical, expressive, and stylistic challenges. They also listen and respond to a variety of contemporary recorded music to deepen their understanding of musical language and theoretical concepts.
Area of Study:
1: Performing
2: Analysing for Performance
3: Responding
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A short written/oral task explaining the choice of the proposed program of works to be performed
• A demonstration of an intended approach to reimagining an existing work
• A discussion in which the development of techniques and personal voice are explained and demonstrated
• Response to structured questions relating to previously unheard music
Contribution to Overall Score:
• Identification, recreation (on instrument) and style-appropriate notation of short music examples.
• A discussion in which materials designed to assist in the development of techniques and interpretation are explained and demonstrated
• A demonstration of an approach to reimagining of an existing work
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• The end-of-year aural and written examination will contribute 20% to the study score
• The end-of-year performance examination will contribute 50% to the study score
VCE | MUSIC CONTEMPORARY PERFORMANCE
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Performer
• Arranger
• Film Scoring
• Songwriter/Composer
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $65 year - Auralia Online resource
• Session/Touring musician
• Classroom Teacher
• Instrument teacher
• Music Therapist
Please see additional considerations, expectations and advice as outlined in course overview for enrolment in VCE Music studies.
VCE | MUSIC INQUIRY
Course Overview:
This study offers pathways for students whose main interest is a combination of performing, composing/arranging and investigating music through music making, analysing and responding in relation to their particular interests. It recognises that music is frequently a collaborative art where students work with others, and at other times individually.
Music Inquiry Unit 3 and 4
Unit 3: Influence in Music
In Unit 3, students explore connections between music from different times and places through integrated experiences of performing, creating and responding. They develop increasing independence as they compose, arrange, perform and analyse works influenced by existing styles and performers, explaining these influences in their own music. Through listening and analysis, they strengthen their aural skills and understanding of how musical elements and compositional devices are treated and carried forward across different works and contexts.
Area of Study:
1: Music making
2: Analysing for music making
3: Responding
Unit 4: Project
In Unit 4, students deepen their understanding of the influence of music by reflecting on its personal impact and applying these insights to their own music making. They become more deliberate and articulate in their creative decisions, developing autonomy through integrated music experiences. Students perform and create works that demonstrate identifiable influences from existing styles or performers and explained their connections between them. Through listening, analysis, and comparison of music across time and place, they strengthen their aural skills and explore how musical elements and compositional devices shaped both others’ works and their own.
Area of Study:
1: Music making
2: Analysing for music making
3: Responding
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Live or video recording of a performance (2–2.5 mins) of a work or excerpt on a chosen instrument
• Live or video and/or audio recording of a composition and appropriate notation/record of composition/arrangement
Contribution to Overall Score:
• An Investigation Proposal showing influences between two works to be used as the basis for development in Unit 4. (written/multimedia)
• Responses to structured questions
• School-assessed Coursework for Unit 3 will contribute 30% to the study score
• School-assessed Coursework for Unit 4 will contribute 5% to the study score
• The end-of-year examination will contribute 15% to the study score
• The level of achievement for Units 3 and 4 is also assessed by an Externally-assessed Task, which will contribute 50% to the study score
VCE | MUSIC INQUIRY
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Performer
• Composer
• Songwriter
• Music Researcher / Musicologist
Further Information:
This course is available for Year 11 acceleration.
• Presenter- radio/TV/Concert
• Instrumental teacher
• Classroom Music Teacher
• Music Therapist
Please see additional considerations, expectations and advice as outlined in course overview for enrolment in VCE Music studies.
VCE | MUSIC REPERTOIRE PERFORMANCE
Course Overview:
This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices. Students may present on any instrument for which there is an established repertoire of notated works. They work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member. They develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought.
Music Repertoire Performance Unit 3 and 4
Unit 3:
In Unit 3, students begin developing their Unit 4 recital program, considering the historical performance practices and interpretative traditions that inform the styles of their selected works. They use music analysis to refine performance strategies, addressing technical, expressive and stylistic challenges and presenting these strategies in a school-based discussion. Through analysing a range of recorded music, they strengthen their understanding of musical elements and compositional devices, and develop their ability to identify, recreate and notate relevant music language concepts such as scales, melodies, chords, harmony and rhythmic materials.
Area of Study:
1: Performing
2: Analysing for performance
3: Responding
Unit 4:
In Unit 4, students continue to develop the performance program begun in Unit 3 in preparation for their end-of-year recital. They consider historical performance practices and interpretative traditions relevant to their chosen styles and integrated these into their final performance. They examine technical, expressive, and stylistic challenges, and presented their approaches in a school-based viva voce task. Through analysing interpretation across a wide range of music, they deepen their understanding of musical elements. They further improve their ability to recognise and notate music language concepts.
Area of Study:
1: Music making
2: Analysing for performance
3: Responding
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A short written/oral task explaining the process used to select a performance program, including works intended for performance in Unit 4
• A discussion in which materials designed to assist in the recreation of notated recital works (including both technical and expressive aspects) are explained and demonstrated
Contribution to Overall Score:
• Responses to structured questions
• A practical demonstration of music language knowledge and skills
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 10% to the study score
• The end-of-year aural and written examination will contribute 20% to the study score
• The end-of-year performance examination will contribute 50% to the study score
VCE | MUSIC REPERTOIRE
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Musician/Performer
• Conductor
• Researcher
• Composer
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $65 year - Auralia Online resource
• Presenter
• Classroom Teacher
• Instrumental teacher
• Music Therapist
Please see additional considerations, expectations and advice as outlined in course overview for enrolment in VCE Music studies.
VCE VET MUSIC | CERTIFICATE III IN MUSIC (SOUND PRODUCTION)
Course Overview:
VCE VET Music Industry - Sound Production gives students hands on skills for working in the music and creative industries while also contributing to their VCE or VCE VM. Through nationally recognised Certificate II or III qualifications, students learn practical performance and sound skills, use music technology and audio equipment, rehearse and perform in ensembles, and gain industry knowledge such as copyright, workplace safety and collaboration. The program supports students interested in performance, sound production, songwriting, live music, and music business, providing a strong foundation for further study, training or entry level roles in the music industry.
Certificate III in Music (Sound Production) Units 1 to 4
Unit 1 and 2:
In Unit 1 and 2 VET Music (Sound Production) students are introduced to the fundamentals of audio engineering and music technology. They gain hands-on experience with recording, mixing, and live sound using industry-standard equipment and software. Students develop practical skills in microphone techniques, digital audio workstations, and studio procedures, while exploring career pathways in the music and entertainment industries.
They also learn about copyright law, how it is applicable to them as artists and recording engineers, and how it was applied to well-known copyright disputes in Music. Students develop a career plan by researching various jobs in the creative arts industry, and assemble a mock portfolio of their works. They also learn how to incorporate technology into their music making by using the Logic DAW, and they research important occurrences in the development of music technology. Finally, they evaluate their own working practices and the effectiveness of their approach to tasks related to the music industry.
Compulsory Units of Competency:
• Implement copyright arrangements
• Work effectively in the music industry
Elective Units of Competency:
• Develop basic audio skills and knowledge
• Assist with sound recordings
Unit 3 and 4
• Plan a career in the creative arts industry
• Incorporate technology into music making
In Unit 3 and 4 VET Music (Sound Production) students continue to develop their skills in operating sound reinforcement systems and assembling/disassembling audio equipment. They continue to record and mix basic music demos from recordings in live and studio environments, and further improve their ability to manage audio input sources. They also document their reflections on the effectiveness of their work processes.
Compulsory Units of Competency:
• Operate sound reinforcement systems
• Record and mix basic music demos
• Install and disassemble audio equipment
Contribution to Overall Score:
• Mix music in studio environments
• Manage audio input sources
• Scored assessment for VCE VET Sound Production consists of three coursework tasks eligible for a total of 66% and an end of year examination eligible for the other 34% of the study score.
VCE VET MUSIC | CERTIFICATE III IN MUSIC (SOUND PRODUCTION)
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Live Sound engineer
• Acoustic Consultant
• Mixing & Mastering engineer
• Recording engineer
Further Information:
$ Subject Levy: $200 year
• Producer
• Studio designer
• Broadcast engineer
• Audio communications operator
• To complete the certificate all 4 units of VCE VET Music (Sound Production) must be completed over 2 years of study (Years 11 & 12)
• The qualification is delivered through COSAMP (RTO 41549) Qualification Code CUA30920
• Throughout each year, students are also expected to attend a range of events outside of usual class times to assist with the set-up, operation and pack up of audio and recording systems
• Students achieve a study score to contribute to their ATAR for this subject if studied across Units 3 and 4
• Learning a musical instrument and engaging in performance is highly desirable for students
OUTDOOR AND ENVIRONMENTAL STUDIES
Course Overview:
VCE Outdoor and Environmental Studies explores relationships between humans and outdoor environments through both fieldwork and classroom learning. Students investigate ecological characteristics, environmental impacts and sustainability practices.
Outdoor and Environmental Studies Unit 1 and 2
Unit 1: Connections with outdoor environment
In Unit 1 Outdoor & Environmental Studies, students explore how Indigenous and non Indigenous peoples understand and relate to nature through outdoor experiences. The focus is on individual responses to outdoor environments.
Students examine different perceptions of nature, motivations for engaging with outdoor environments, and factors that influence access and connection. Through practical outdoor experiences, they develop sustainable practices and strengthen the link between hands on learning and theoretical understanding of human–nature relationships.
Area of Study:
1: Our place in outdoor environments
2: Exploring outdoor environments
3: Safe and sustainable participation in outdoor experiences
Unit 2: Discovering outdoor environments
In Unit 2 Outdoor & Environmental Studies, students examine different ways of understanding outdoor environments and the impact of human activity. They study natural changes and land management practices through case studies, including areas affected by human intervention. Students develop practical skills to reduce human impact and explored vocational perspectives on outdoor environment use. Through reflection and comparison, they build theoretical knowledge of natural environments.
Area of Study:
1: Understanding outdoor environments
2: Observing impacts on outdoor environments
3: Independent participation in outdoor environments
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Written report
• A case study
• An oral presentation which can include the use of multimedia and podcast
• Data analysis
Further Information:
This course is available for Year 10 acceleration.
$ Subject Levy: $550 Per Unit
• A visual presentation such as a graphic organiser, concept/ mind map, annotated poster or presentation file
• Practical demonstrations
• Logbook entries
Time Impact: Unit 1: 5 days (Otways and Grampian Trips) Unit 2: 3 days (Mt Baw Baw Trip)
VCE | OUTDOOR AND ENVIRONMENTAL STUDIES
Outdoor and Environmental Studies Unit 3 and 4
Unit 3: Relationships with outdoor environments
In Unit 3 Outdoor & Environmental Studies, students examine how ecological, historical and social contexts have shaped human relationships with Australian outdoor environments over 60,000 years.
They explore case studies of changing interactions and impacts. Students consider factors influencing these relationships and their dynamic nature. Through varied outdoor experiences, they compare environments, reflect on human influence, and build practical and theoretical understanding of specific settings.
Area of Study:
1: Changing human relationships with outdoor environments
2: Relationships with Australian environments in the past decade
Unit 4: Sustainable outdoor environments
In Unit 4 Outdoor Environmental Studies, students explore the sustainable use and management of outdoor environments. They assess environmental health, examine human-environment relationships, and investigate legislation and strategies supporting sustainability. Through practical experiences, students develop and apply skills to evaluate and care for outdoor environments. They reflect on these environments, compare them, and consider global and community actions addressing environmental threats. Students also complete an independent investigation into changing relationships and sustainability across two outdoor environments.
Area of Study:
1: The importance of healthy outdoor environments
2: The future of outdoor environments
3: Investigating outdoor environments
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Written report
• A case study
• An oral presentation which can include the use of multimedia and podcast
• Data analysis
Contribution to Overall Score:
• A visual presentation such as a graphic organiser, concept/ mind map, annotated poster or presentation file
• Logbook entries
• Structured questions
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Education
• Program coordinating
• Park Ranger
• Bush Regeneration Worker
Further Information:
This course is available for Year 11 acceleration.
$ Subject Levy: $950
• Eco Tourism
• Adventure Guide
• Search and Rescue
• Environmental Education officer
Time Impact: 7 days (High Country Hike and Falls Creek snow camp)
Course Overview:
VCE Biology explores the diversity of life as it has evolved and changed over time, and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism, and examines how life forms maintain and ensure their continuity. Students study contemporary research, models and theories to understand how knowledge in biology has developed and how this knowledge continues to change in response to new evidence and discoveries.
Biology Unit 1 and 2
Unit 1: How do organisms regulate their functions?
In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.
Area of Study:
1: How do cells function?
2: How do plant and animal systems function?
3: How do scientific investigations develop understanding of how organisms regulate their functions?
Unit 2: How does inheritance impact on diversity?
In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.
Area of Study:
1: How is inheritance explained?
2: How do inherited adaptations impact on diversity?
3: How do humans use science to explore and communicate contemporary bioethical issues?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A data analysis of generated primary and/or collated secondary data
• Media analysis of two or more media sources
• A modelling or simulation activity
Further Information:
This course is available for Year 10 acceleration.
In Unit 3 Biology, students investigate the functioning of cells. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They also explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices.
Area of Study:
1: What is the role of nucleic acids and proteins in maintaining life?
2: How are biochemical pathways regulated?
Unit 4: How does life change and respond to challenges?
In Unit 4 Biology, students explore how life on Earth has always changed and faced challenges. They study the immune system and how it fights disease as well as looking at how biology is used to solve problems and make decisions about health.
Students explore how evolution is supported by evidence. They investigate how changes in the environment affect genes and species over time. They use fossils, body structures, and DNA to understand how living things change. They also study human fossils and learn that scientific ideas can change with new discoveries.
Area of Study:
1: How do organisms respond to pathogens?
2: How are species related over time?
3: How is scientific inquiry used to investigate cellular processes and/or biological change?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Analysis and evaluation of a selected biological case study
• Analysis and evaluation of generated primary and/or collated secondary data
• Comparison & evaluation of biological concepts, methodologies & methods, and findings from three student practical activities
Contribution to Overall Score:
• Analysis and evaluation of a contemporary bioethical issue
• Scientific poster
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Healthcare and Medicine
• Environmental Science
• Science and Research
• Applied Sciences
Further Information:
This course is available for Year 11 acceleration.
• Biotechnology
• Forensic Science
• Science manufacturing
• Lab Assistant
VCE | CHEMISTRY
Course Overview:
VCE Chemistry examines the composition and behaviour of matter. Students study atomic structure, bonding, reaction pathways, stoichiometry, organic chemistry, energy transformations and analytical techniques such as spectroscopy. They link theoretical models to real world chemical processes through practical experiments.
Chemistry Unit 1 and 2
Unit 1: How can the diversity of materials be explained?
In Unit 1 Chemistry, students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured and consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy. Students conduct practicals to illustrate the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds and synthesis of polymers.
Area of Study:
1: How do the chemical structures of materials explain their properties and reactions?
2: How are materials quantified and classified?
3: How can chemical principles be applied to create a more sustainable future?
Unit 2: How do chemical reactions shape the natural world?
In Unit 2 Chemistry students understand how water, as a solvent, facilitates a broad range of chemical reactions including acid/base and redox chemistry.
Practical experiments are used to illustrate these concepts and in depth investigations develop students’ analytical skills using real world contexts. Examples include finding the strength of vinegar, the protein content of milk and the sulphur content of fertiliser.
Area of Study:
1: How do chemicals interact with water?
2: How are chemicals measured and analysed?
3: How do quantitative scientific investigations develop our understanding of chemical reactions?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Comparison & evaluation of chemical concepts, methodologies an methods, and findings from at least two student practical activities
• Reflective annotations of one or more practical activities from a logbook
• A summary report of selected practical investigations
• Critique of an experimental design, chemical process or apparatus
• Analysis and evaluation of generated primary and/or collated secondary data
• Problem-solving involving chemical concepts, skills and/or issues
• A report of an application of chemical concepts to a realworld context
Chemistry Unit 3 and 4
Unit 3: How can design and innovation help to optimise chemical processes?
In Unit 3 Chemistry, students explore how energy is used to explain chemistry concepts. They compare different fuels by examining the energy they release, their efficiency, environmental impact and practical uses. Students also investigate factors that affect reaction rates and equilibrium, learning how chemical processes can be optimised to reduce unwanted by products. Through hands on experiments, they develop an understanding of thermochemistry, electrochemical cells, equilibrium and reaction dynamics.
Area of Study:
1: What are the current and future options for supplying energy?
2: How can the rate and yield of chemical reactions be optimised?
Unit 4: How are carbon-based compounds designed for purpose?
In Unit 4 Chemistry, students develop their understanding of organic chemistry – the chemistry of Carbon. They examine how to synthesise each type of compound and to convert one type into another. This Carbon chemistry is then applied to understanding how foods are broken down and medicines function in the human body. Practical experiments are used to illustrate and support conceptual understanding.
Area of Study:
1: How are organic compounds categorised and synthesised?
2: How are organic compounds analysed and used?
3: How is scientific inquiry used to investigate the sustainable production of energy and/or materials?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Problem-solving, including calculations, using chemistry concepts and skills applied to real-world contexts
• Comparison & evaluation of chemical concepts, methodologies & methods, and findings from at least two practical activities
• Scientific investigation
Contribution to Overall Score:
• Analysis and evaluation of primary and/or secondary data, including identified assumptions or data limitations, and conclusions
• Analysis & evaluation of a chemical innovation, research study, case study, socio-scientific issue, or media communication.
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Medicine
• Education
• Laboratory Technician
• Pharmaceutical Manufacturing
• Biochemist
• Forensic Scientist
• Chemist
• Chemical Safety
VCE | PHYSICS
Course Overview:
VCE Physics explores motion, forces, electricity, magnetism, energy, waves and fields. Students apply mathematical models, design experiments and problem solve using scientific reasoning. The course connects physical principles to real world technologies and engineered systems.
Physics Unit 1 and 2
Unit 1: How is energy useful to society
In Unit 1 Physics, students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.
Area of Study:
1: How are light and heat explained?
2: How is energy from the nucleus utilised?
3: How can electricity be used to transfer energy?
Unit 2: How does physics help us to understand the world?
In Unit 2 Physics, students explore the power of experiments in developing models and theories. They investigate different phenomena by making observations and asking questions that lead to experiments. Students explore how forces affect moving and stationary objects and apply these ideas to a case study on motion.
Students then choose their own topic, such as climate science, nuclear energy, flight, biomechanics, medical physics, photography, music, sports science and astrophysics, to carry out an investigation. They use physics to support a response or solution to a real-world issue related to their chosen topic.
Area of Study:
1: How is motion understood?
2: How does physics inform contemporary issues and applications in society?
3: How do physicists investigate questions?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A report of a student-designed practical investigation
• A report of a laboratory or fieldwork activity including the generation of primary data
• Reflective annotations related to one or more practical activities from a logbook
• An analysis and evaluation of generated primary and/or collated secondary data
• A modelling or simulation activity
• An explanation of a selected physics device, design or innovation
• A physics-referenced response to an issue
• A report of a selected physics phenomenon
• An infographic exploring a selected physics concept
• A report of an application of physics concepts to a real-world context
• An analysis, including calculations, of physics concepts applied to real-world contexts
• A scientific poster
Physics Unit 3 and 4
Unit 3: How do fields explain motion and electricity?
In Unit 3 Physics, students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare three fundamental fields - gravitational, magnetic and electric, and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.
Area of Study:
1: How do physicists explain motion in two dimensions?
2: How do things move without contact?
3: How are fields used in electricity generation?
Unit 4: How have creative ideas and investigation revolutionised thinking in physics?
In Unit 4 Physics, students investigate how experiments and theories work together to explain how the Universe works. They find that light can act like both a wave and a particle, and that matter and energy are closely connected. At very high speeds, matter behaves differently depending on how it is observed.
Students explore major changes in physics thinking. They study how the wave model of light has limits and how the particle model explains some things better. They also learn that matter, once seen as particles, can also be described as waves. Students are challenged to think beyond how they experience the physical world, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light.
Area of Study:
1: How has understanding about the physical world changed?
2: How is scientific inquiry used to investigate fields, motion or light?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Application of physics concepts to explain a model, theory, device, design or innovation
• Analysis and evaluation of primary and/or secondary data, including data plotting, identified assumptions or data limitations, and conclusions
• Logbook
Contribution to Overall Score:
• Problem-solving, applying physics concepts and skills to real-world contexts
• Comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities
• Scientific poster
• School-assessed Coursework for Unit 3 will contribute 30% to the study score
• School-assessed Coursework for Unit 4 will contribute 20% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Engineering
• Medical and Health Sciences
• Renewable Energy and Sustainability
• Space and Astronomy
• Telecommunications and Electronics
• Data Science and Research
• Construction and Architecture
• Education and Science communication
Course Overview:
VCE Psychology examines mental processes and behaviour. Students study the brain and nervous system, learning and memory, development, mental health, and scientific research methods. They analyse data and evaluate evidence to understand behaviour and its influences.
Psychology Unit 1 and 2
Unit 1: How are behaviour and mental processes shaped?
In Unit 1 Psychology, students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students explore the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.
Area of Study:
1: What influences psychological development?
2: How are mental processes and behaviour influenced by the brain?
3: How does contemporary psychology conduct and validate psychological research?
Unit 2: How do internal and external factors influence behaviour and mental processes?
In Unit 2 Psychology, students evaluate how social thinking influences people’s attitudes, self-perception, and relationships. They look at different factors and situations that affect how individuals and groups behave, and recognise that cultural backgrounds shaped experiences and values. Students also consider the experiences of Aboriginal and Torres Strait Islander peoples in Australian society and how these may have impacted psychological wellbeing. Students examine how past and recent research helps to explain human perception and behaviour. They investigate how people interpret sensory information to interact with the world, and how this perception can sometimes be distorted.
Area of Study:
1: How are people influenced to behave in particular ways?
2: What influences a person’s perception of the world?
3: How do scientific investigations develop understanding of influences on perception and behaviour?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Analysis and evaluation of an experiment or case study
• A data analysis of generated primary and/or collated secondary data
• Media analysis of one or more contemporary media texts
Further Information:
This course is available for Year 10 acceleration.
• Response to a psychological issue or ethical dilemma
• A report of a scientific investigation, including the generation, analysis and evaluation of primary data
Psychology Unit 3 and 4
Unit 3: How does experience affect behaviour and mental processes?
In Unit 3 Psychology, students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory. They explore how the human nervous system enables a person to interact with the world around them and how stress may affect a person’s psychological functioning by considering stress as a psychobiological process. Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is examined, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.
Area of Study:
1: How does the nervous system enable psychological functioning?
2: How do people learn and remember?
Unit 4: How is mental wellbeing supported and maintained?
In Unit 4 Psychology, students investigate the need for sleep and how it affected mental health. They study how the body controls sleep and the differences between REM and NREM sleep at different ages. They also look at how changes in sleep habits and sleep quality impacts how people feel and function.
Students also explore mental wellbeing and how it can be understood in different ways, including social and emotional wellbeing. Students use the biopsychosocial model to study phobias and how mental health can be supported by protective factors and cultural influences, especially for Aboriginal and Torres Strait Islander peoples.
Area of Study:
1: How does sleep affect mental processes and behaviour?
2: What influences mental wellbeing?
3: How is scientific inquiry used to investigate mental processes and psychological functioning?
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Analysis and evaluation of at least one psychological case study, experiment, model or simulation
• Analysis and evaluation of generated primary and/or collated secondary data
• Scientific poster
Contribution to Overall Score:
• Comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities
• Analysis and comparison of two or more contemporary media texts
• School-assessed Coursework for Unit 3 will contribute 20% to the study score
• School-assessed Coursework for Unit 4 will contribute 30% to the study score
• The end-of-year written examination will contribute 50% to the study score
Pathways:
This study prepares students for employment and/or further study at the tertiary level or in fields such as:
• Psychologist (clinical, forensic, sports)
• Mental health clinician
• Crisis support worker
• Alcohol and Drug counsellor
Further Information:
This course is available for Year 11 acceleration.
• Youth worker
• Human Resource officer
• Education
The VCE Vocational Major (VCE VM) is a hands-on, applied learning pathway within the Victorian Certificate of Education. Designed for students who learn best through practical, real world experiences, the VCE VM builds strong employability, problem solving, and teamwork skills while still providing a senior secondary certificate. It includes vocational learning, workplace experiences, and opportunities to develop the skills needed for apprenticeships, traineeships, further training, and employment. The VCE VM offers a flexible, engaging pathway that supports students to thrive beyond school.
Course Overview:
VCE VM Literacy builds students’ practical communication skills for work, community and everyday life. It focuses on reading, writing, speaking and responding to real world texts so students can confidently interact in workplace, civic and social settings.
VCE VM Literacy Unit 1 and 2
Unit 1:
In Unit 1 VCE VM Literacy, students engage with a wide range of texts, print, visual, digital and film to understand how they are structured and why people read or view them. They learn strategies to find information, interpret key ideas and recognise how purpose, audience and culture shape meaning.
Area of Study:
1: Literacy for personal use
2: Understanding and creating digital text
Unit 2:
In Unit 2 VCE VM Literacy, students develop their ability to respond to texts for different purposes, such as explaining ideas, summarising information or giving opinions. They build confidence in expressing their own views, making personal connections and recognising different perspectives within the texts they study.
Area of Study:
1: Understanding issues and voices
2: Responding to opinions
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A reflective journal
• A narrative, expository or informative piece
• A performance
• A research task
• A record and reflection of the presentations of guest speaker/s
• A record of discussion or debate
• A report, explanatory or instructional piece or article
• Case study
• A record of interviews with members of the community and class
• A visual presentation, such as a graphic organiser, concept/ mind map or annotated poster
• A digital presentation
• An online report, explanatory or expository piece or article
• A video, podcast or oral presentation
• Written response
VCE VM Literacy Unit 3 and 4
Unit 3:
In Unit 3 VCE VM Literacy, students create a variety of real world texts—written, spoken and multimodal suited to everyday, workplace or community contexts. They learn how to plan, draft and refine their work using clear structure, appropriate language and effective communication techniques.
Area of Study:
1: Accessing and understanding informational, organisational and procedural texts
2: Creating and responding to organisational, informational or procedural text
Unit 4:
In Unit 4 VCE VM Literacy, students investigate and create content to advocate for themselves, a product, or a community group in vocational or recreational settings. They analyse traditional and digital forms of advocacy and explore how branding is built through text, images, and multimedia. Students compare how the same message can be delivered across different platforms and evaluate the effectiveness of each. They discuss the purpose and values behind advocacy messages and create their own texts to influence or promote their chosen subject.
Area of Study:
1: Understanding and engaging with literacy for advocacy
2: Speaking to advise or to advocate
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A series of annotations and summaries
• A research task
• A case study analysis
• A set of instructions including visuals/diagrams
• A brochure or report including visuals/diagrams
• A vlog
Satisfactory Completion:
• A series of annotations and summaries
• Annotated photographs, signs or visuals
• A video, podcast or oral presentation
• A response to structured questions
• A visual presentation, such as a graphic organiser, concept/ mind map or annotated poster
The award of satisfactory completion for a VCE VM unit is based on whether the student has demonstrated the set of outcomes specified for the unit.
Pathways:
VCE VM Literacy prepares students for employment in retail, hospitality, trades, administration, community services, as well as apprenticeships, traineeships, and TAFE pathways.
Course Overview:
VCE VM Numeracy develops everyday mathematical skills needed for work, personal finances and problem solving in real life situations. Students learn to apply maths confidently in practical tasks such as budgeting, measurement and planning.
VCE VM Numeracy Unit 1 and 2
Unit 1:
In Unit 1 VCE VM Numeracy, students use numeracy to solve practical, real life problems they might encounter at home, school or in the community. They work with familiar situations involving time, money, measurement and basic data, learning how to choose the right mathematical strategies for everyday tasks.
Area of Study:
1: Number
2: Shape
3: Quantity and Measures
4: Relationships
Unit 2:
In Unit 2 VCE VM Numeracy, students develop and extend their numeracy skills to understand and manage personal, public, and vocational aspects of life. They apply mathematical knowledge in local, national, and global contexts, using appropriate technologies. The unit focuses on building essential skills to solve real-world problems in workplace, personal, learning, and community settings.
Area of Study:
1: Dimension and Direction
2: Data
3: Uncertainty
4: Systematics
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Investigative project
• Multimedia presentation
• Report
• Poster
• Portfolio
VCE VM | NUMERACY
VCE VM Numeracy Unit 3 and 4
Unit 3 and Unit 4
In Unit 3 VCE VM Numeracy, students learn how numeracy supports workplace tasks and vocational pathways. They work with measurements, formulas, plans, budgets and workplace data, building confidence in applying mathematical thinking to practical, hands on problems that reflect industry and future employment needs.
Area of Study:
1: Number
2: Shape
3: Quantity and Measure
4: Relationships
Unit 4:
In Unit 4 VCE VM Numeracy, students extend and refine their numeracy skills to better understand personal, public, and vocational contexts. They apply and justify the use of appropriate technologies in local, national, and global settings. The unit builds on prior learning, introducing more complex mathematical concepts. It equips students with advanced skills to solve real-world problems across workplace, personal, learning, and community environments.
Area of Study:
1: Dimension and Direction
2: Data
3: Uncertainty
4: Systematics
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• Investigations and projects
• Posters
• Multimedia presentations
Satisfactory Completion:
• Written reports
• Portfolio
The award of satisfactory completion for a VCE VM unit is based on whether the student has demonstrated the set of outcomes specified for the unit.
Pathways:
VCE VM Numeracy prepares students for employment in retail, hospitality, trades, administration, community services, as well as apprenticeships, traineeships, and TAFE pathways.
Course Overview:
VCE VM Personal Development Skills supports students to grow their confidence, independence and leadership through community based and collaborative projects. The study focuses on goal setting, resilience, responsibility and active participation.
VCE VM Personal Development Skills Unit 1 and 2
Unit 1: Healthy individuals
In Unit 1 VCE VM Personal Development Skills, students build their personal skills by exploring their strengths, setting goals and working effectively with others. They learn about respectful relationships, wellbeing and communication, and take part in activities that build confidence and teamwork. Students also examine how they can contribute positively to their school and local community.
Area of Study:
1: Personal identity and emotional intelligence
2: Community health and wellbeing
3: Promoting a healthy life
Unit 2: Connecting with community
In Unit 2 VCE VM Personal Development Skills, students focus on the benefits of community participation and effective teamwork to achieve shared goals. Students explore different types of communities and the links between active citizenship, empathy, culture, and wellbeing. They examine barriers and enablers to community problem-solving and consider diverse perspectives on community issues. Students reflect on social cohesion and the role of communication in health and wellbeing. They plan, implement, and evaluate a response to support an individual within their community.
Area of Study:
1: What is community?
2: Community cohesion
3: Engaging and supporting community
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A recorded reflection on personal attributes
• A reflective journal
• A case study
• A performance
• A record and reflection of presentations by guest speaker/s
• A record of discussion or debate
• A video, podcast or oral presentation
• A response to structured questions
• A record of interviews with members of the community and class a digital presentation
• A visual presentation, such as a graphic organiser, concept/ mind map or annotated poster
• A digital presentation
• An online report, explanatory or expository piece or article
• A video, podcast or oral presentation
VCE VM Personal Development Skills Unit 3 and 4
Unit 3: Leadership and teamwork
In Unit 3 VCE VM Personal Development Skills, students design, plan and manage a personal or community focused project. They learn how to set goals, create action plans, manage time and resources, and adapt to challenges. Through this process, students build independence, responsibility and practical project management skills.
Area of Study:
1: Social awareness and interpersonal skills
2: Effective leadership
3: Effective teamwork
Unit 4: Community project
In Unit 4 VCE VM Personal Development Skills, students participate in an extended project addressing a community issue they select from environmental, cultural, economic, or social areas. They research past approaches, set objectives, plan, implement, and evaluate their response. Students analyse findings, consider key elements like emotional intelligence, teamwork, safety, and ethics, and present their project to peers or community members. They then evaluate the effectiveness of their chosen response.
Area of Study:
1: Planning a community project
2: Implementing a community project
3: Evaluating a community project
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A personal reflection
• Evaluative report
• A record and reflection of presentations by guest speaker/s
• A record of discussion or debate
Satisfactory Completion:
• A case study
• Annotated photographs
• A digital, oral or written presentation
• A response to structured questions
The award of satisfactory completion for a VCE VM unit is based on whether the student has demonstrated the set of outcomes specified for the unit.
Pathways:
VCE VM Personal Development Skills prepares students for employment in retail, hospitality, trades, administration, community services, as well as apprenticeships, traineeships, and TAFE pathways.
Course Overview:
VCE VM Work Related Skills prepares students for the workplace by building employability, teamwork, safety awareness and problem solving. Students engage in applied tasks that develop readiness for real job environments and future training.
VCE VM Work Related Skills Unit 1 and 2
Unit 1: Careers and learning for the future
In Unit 1 VCE VM Work Related Skills, students learn essential skills for entering the workplace, including communication, teamwork, problem solving and understanding employer expectations. They explore different industries, practise safe work habits and begin developing confidence in workplace environments through practical activities and real life scenarios.
Area of Study:
1: Future careers
2: Presentation of career and education goals
Unit 2: Workplace skills and capabilities
In Unit 2 VCE VM Work Related Skills, students explore the changing nature of work and the skills needed for future success. They identify and distinguish between employability, technical, and personal skills. The importance of training and skill development for different career pathways is emphasised. Students gather evidence of their own capabilities and practise promoting them through resumes, cover letters, and interview preparation.
Area of Study:
1: Skills and capabilities for employment and further education
2: Transferable skills and capabilities
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A collection of curated artefacts
• Completion of a careers quiz
• Completion of a personality type indicator survey
• A reflective journal of participation in practical tasks
• A record and reflection of presentations by guest speaker/s
• Annotated photographs
• A video
• A role play
• A plan of action/response to feedback
• A collection of annotated position description or advertisements
• Participation in mock job interview
• A video, podcast or oral presentation
• A role-play or performance
• A record of survey responses
• A digital presentation
VCE VM Work Related Skills Unit 3 and 4
Unit 3: Industrial relations, workplace environment and practice
In Unit 3
VCE VM Work Related Skills, students learn how to prepare for employment by creating résumés, practising interview skills and understanding workplace expectations. They investigate industry standards, workplace documentation and safe work practices. Students apply planning and organisational skills to complete practical tasks that reflect real workplace processes.
Area of Study:
1: Workplace wellbeing and personal accountability
2: Workplace responsibilities and rights
3: Communication and collaboration
Unit 4: Portfolio preparation and presentation
In Unit 4 VCE VM Work Related skills, students develop and apply their understanding of portfolios as tools to showcase skills, experiences, and capabilities. They explore the features of effective physical and digital portfolios. The unit concludes with a formal panel-style interview where students present their completed portfolios and evaluate their final product.
Area of Study:
1: Portfolio development
2: Portfolio presentation
Assessment:
Student performance on each outcome is assessed using tasks selected from the following options:
• A case study
• A research task
• A presentation
• A report
Satisfactory Completion:
• A video, podcast or oral presentation
• Role play
• A response to structured questions
The award of satisfactory completion for a VCE VM unit is based on whether the student has demonstrated the set of outcomes specified for the unit.
Pathways:
VCE VM Work Related Skills prepares students for employment in retail, hospitality, trades, administration, community services, as well as apprenticeships, traineeships, and TAFE pathways.
VOCATIONAL PATHWAYS
VOCATIONAL PATHWAYS
School Based Apprenticeships and Training
A School Based Apprenticeship or Traineeship (SBAT) allows students to begin a formal apprenticeship or traineeship while completing their VCE Vocational Major. SBATs combine three key elements: school, paid employment, and nationally recognised training delivered by an RTO. This structured pathway enables students to work toward a qualification, gain real industry experience, and earn a wage, all as part of their senior secondary program.
Students undertaking an SBAT typically spend two day per week in the workplace and part in vocational training, with these hours contributing to their VCE program. Because the training leads to a nationally recognised certificate, SBATs support strong post school pathways into full apprenticeships, further education, or employment. They are an ideal option for students who are ready to engage in the workforce, develop practical skills, and pursue a career direction while still accessing school support.
To undertake an SBAT the student must be aged 15 years and over and have a willing employer.
Advantages of undertaking an SBAT.
• Incorporates vocational training and work gaining credit towards VCE or VCE VM certificates
• Earn money
• Gain valuable skills and knowledge in their chosen field
Credit towards VCE VM
• Get hands on experience
• Can lead directly into full time apprenticeship or traineeship on leaving school
The student will receive credit determined by the VCAA within the Unit 1-4 credit structure – typically 360 hours.
Qualifications at Certificate II or above provide credit based on one VCE Unit for each 90 hours of completed Units of Competency. (UOC)
Fees
Any fees associated with an SBAT are payable directly to the RTO and not through Christian College.
Christian College may contribute a subsidy towards the SBAT, this is dependent on the cost to the student and mode of delivery of the training component of the SBAT. This will be credited to the student’s tuition fee account.
Any students wishing to undertake an SBAT should contact the Christian College Careers Practitioners or VET Coordinator to determine their suitability and pathway.
SBAT examples
• Certificate III In Agriculture
• Certificate III In Business
• Certificate III In Carpentry
• Certificate III In Electrotechnology Electrician
• Certificate III In Hairdressing
• Certificate III In Landscape Construction
• Certificate III In Plumbing
VOCATIONAL PATHWAYS
Vocational Education and Training (VET)
Vocational Education and Training (VET) plays a vital role in supporting students to succeed in both the VCE and VCE Vocational Major. By combining hands on, industry focused learning with academic study, VET empowers students to develop practical skills, gain real-world experience, and explore potential career pathways while still at school. Whether students are aiming for further study, an apprenticeship, or direct entry into the workforce, VET strengthens their confidence, builds employability, and provides meaningful opportunities to apply their learning beyond the classroom. In both the VCE and VCE VM, VET enhances engagement, supports diverse learner strengths, and opens doors to future possibilities.
VET qualifications are nationally recognised, meaning the certificate students complete as part of their VCE is acknowledged by industry, training providers, and employers across Australia. This ensures that the skills and competencies they develop are portable, credible, and aligned with real workplace standards.
Delivery of the VET Certificate
VET programs are delivered by Registered Training Organisations (RTOs), ensuring students receive industry standard training that meets national quality and accreditation requirements. Christian College works with approved RTOs which allow schools to offer students access to qualified trainers, up to date equipment, and vocational learning that aligns with current workplace practices. Because RTOs operate under the national VET Quality Framework, every unit of competency students complete contributes to a nationally recognised qualification, giving their VCE pathway real-world relevance.
• The VET qualifications are delivered off site with the exception of VET Music, which is delivered at the senior campus under the auspices of an accredited RTO
• Students can select VET courses from a range of industries. VET certificates are usually undertaken over two years, to receive the certificate
• Students should therefore aim to complete the full two year program
Examples of VET Qualifications offered Certificate II courses:
• Agriculture
• Animal Studies
• Apparel, Fashion and Textiles
• Automotive
• * Building and Construction
• Cookery
• Creative Industries
• Dance
• Electrotechnology
• Engineering Studies
• Equine Studies
• Furniture Making
• Horticulture
• Hospitality
• Outdoor Recreation
• * Plumbing
• Salon Assistant
• Small Business
• Sport and Recreation
• Whilst there are a range of VET subjects available, the College offers courses that are provided locally and approved for credit by VCAA
• VCE VM students must achieve two VET credits at Certificate II level or above (180 nominal hours)
• Most VET options can contribute to the VCE ATAR
Certificate III courses:
• * Allied Health Assistance
• * Beauty Services
• Business
• * Early Childhood Education and Care
• Information Technology
• Laboratory Skills
• **Music Industry - Sound Production
• Screen and Media
• Sport and Recreation
Certificate II and III courses:
• Community Services
• Design fundamentals (Design basics)
• Design fundamentals (Graphic design)
* These VET in School courses offer partial completion of the certificate.
** Please note VET Music Industry - Sound Production is offered onsite at Christian College Geelong as part of the regular school timetable.
Assessment Tasks
General Achievement Test (GAT)
Outcomes
Quality Assurance
Satisfactory Completion
School Assessed Coursework (SAC)
School Assessed Task (SAT)
School-Based Apprenticeship or Traineeship (SBAT)
Semester
Sequence of Units
Study
Study Design
Unit
VCAA
VCE VM
VCE
Australian Tertiary Admissions Rank
Tasks used to measure each student’s level of achievement. Assessment tasks designated for Coursework must be part of the regular teaching and learning program and are completed mainly in class time.
All students undertaking VCE Units 3 & 4 will sit a General Achievement Test. VCE VM students will complete section A of the GAT, which will be used to monitor school assessment and used in the moderation of external examinations.
Achievement requirements for a Unit of Study. Students are required to demonstrate achievement of all outcomes in the unit
The process to assure the quality of delivery and consistency in interpretation of learning outcomes and relevant levels.
Satisfactory completion of all Units will be based on completion of all the outcomes prescribed for the Unit.
Assessment tasks used to measure each student’s level of achievement. Assessment tasks designated for Coursework must be part of the regular teaching and learning program and must be completed in class.
Extended assessment tasks to be completed by students undertaking a Units 3 & 4 sequence in Applied Computing, Art, Data Analytics, Media, Product Design & Technologies, Software Development and Visual Communication Design only. These tasks can be completed in both class and at home.
An apprenticeship or traineeship undertaken in the VCE VM, with at least one day a week spent on the job or in training during the normal school week.
Equivalent to half a school year.
Most studies are designed as a sequence of four units to be taken in each semester over two years. VCE Units 3 & 4 must be taken as a sequence.
A sequence of half-year Units in a particular curriculum area, for example: English, Mathematics, Japanese and VCE (VM) Work Related Skills.
The study design describes the units available within the Study and prescribes the objectives, areas of study, work.
A semester-length component of a Study.
The Victorian Curriculum and Assessment Authority – responsible for curriculum, assessment, certification and administration of the VCE at Years 10, 11 and 12 levels in Victoria.
Victorian Certificate of Education (Vocational Major)
Victorian Certificate of Education.
VET Vocational Education and Training.
VRQA
VTAC
Victorian Registration and Qualifications Authority – responsible for the accreditation, registration and certification of all qualifications in Victoria.
Victorian Tertiary Admissions Centre – Calculates and distributes the ATAR and processes tertiary entrances applications
YEAR 11 - 12 | SUBJECT MAPPING WORKSHEET
This document may assist you in planning the subject choices for your Senior School journey. There are two main pathway types, the VCE and the VCE Vocational Major. Each has a variety of subject choices on offer, please refer to the Senior School Year 10-11 Subject Information Handbook.
At Year 11, once you have chosen your year-long English subject, you will have five Units to select for each semester. A year long sequence of Unit 1 and 2 subjects is recommended.
A full-time Year 12 student will study five year-long VCE subjects allowing time for independent study.
If you select a VET (Vocational Education and Training) or Structured Workplace Learning (SWL) subject in place of a standard school subject, please note this will require two year-long subject spaces, or 4 units sequentially (for example in Years 10 & 11, and or Years 11 & 12).
Please note that the learning areas in the grey boxes are compulsory, however there are two English options to choose from within these learning areas.
