For current Year 10 & Year 11 students, subject selections for 2023 are open until August Wednesday 31st
For more details on VCE and Vocational Major (VM) subjects, please see the VCAA website:
Understanding the VCE
Understanding the ATAR
Understanding Higher Education Acceleration
The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it.
English helps equip students for participation in a democratic society and the global community. This study will build on the learning established through 7-10 English in the key discipline concepts of language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.
Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides a means by which people can understand and manage their environment. Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, investigating, modelling, and problem posing and solving.
This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and confidence in making effective use of mathematical ideas, techniques and processes.
Foundation Mathematics Units 1 and 2
Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Algebra, Number and Structure’, ‘Data Analysis, Probability and Statistics’, ‘Discrete Mathematics (financial and consumer mathematics)’ and ‘Space and Measurement’. All students are required to have their own scientific calculator.
Pre-requisite –Students choosing Year 11 Foundation Mathematics, need to have completed any Year 10 Mathematics subject (including Consolidating Mathematics). For students who studied 10 Maths – Consolidating (MAMC10) Foundation Mathematics is the only VCE Mathematics that can be studied in Year 11.
Studying Year 11 Foundation Mathematics leads to Year 12 Foundation Mathematics. Click here for flowchart for details.
General Mathematics Units 1 and 2
General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Data analysis, probability and statistics’, ‘Algebra, Number and Structure’, ‘Functions, Relations and Graphs’, ‘Discrete Mathematics’ and ‘Space and Measurement’. Topics studied include investigating and comparing data distributions, arithmetic and geometric sequences, first-order linear recurrence relations and financial mathematics, linear functions, graphs, equations and models, matrices, investigating relationships between two numerical variables, graphs and networks, variation, space, measurement and applications of trigonometry and a mathematical investigation. All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite –Students choosing Year 11 General Mathematics, need to have achieved satisfactory results in Year 10 Mathematics (MAAM10 or MAMM10). Students who studied 10 Mathematics – Consolidating (MAMC10) cannot select Year 11 General Mathematics.
Studying Year 11 General Mathematics leads to Year 12 General Mathematics. See flowchart for details.
Mathematical Methods Units 1 and 2
Mathematical Methods Units 1 and 2 are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. The areas of study are ‘Functions, Relations and Graphs’, ‘Algebra, Number and Structure’, ‘Calculus’ and ‘Data Analysis, Probability and Statistics. Topics studied include linear functions, quadratic functions, functions and relations, cubic and quartic functions, probability, counting techniques, exponential and logarithmic functions, circular functions, calculus and a mathematical investigation. All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite –Students choosing Year 11 Mathematical Methods, need to have a good understanding of Year 10 Mathematics (MAAM10 or MAMM10).
Studying Year 11 Mathematical Methods leads to Year 12 Mathematical Methods or Year 12 General Mathematics (or both). See flowchart for details.
Specialist Mathematics Units 1 and 2
Specialist Mathematics Units 1 and 2, taken in conjunction with Mathematical Methods Units 1 and 2, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. Specialist Mathematics Units 1 and 2 cannot be studied on its own. The areas of study for Units 1 and 2 of Specialist Mathematics are ‘Algebra, Number and Structure’, ‘Data Analysis, Probability and Statistics’, ‘Discrete Mathematics’, ‘Functions, Relations and Graphs’ and ‘Space and Measurement’. Topics studied include proof and number, graph theory, logic and algorithms, sequences and series, combinatorics, matrices, simulation, sampling and sampling distributions, trigonometry, transformations, vectors in the plane, complex numbers, functions, relations and graphs and a mathematical investigation. All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite –Students choosing Year 11 Mathematical Methods and Specialist Mathematics, need to have a very good understanding of Year 10 Mathematics (MAAM10 or MAMM10).
Studying Year 11 Specialist Mathematics (taken in conjunction with Year 11 Mathematical Methods) leads to Year 12 Specialist Mathematics (taken in conjunction with Year 12 Mathematical Methods) or Year 12 Mathematical Methods only or Year 12 Mathematical Methods and Year 12 General Mathematics or Year 12 General Mathematics only. See flowchart for details.
General Mathematics Units 3 and 4
General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, Probability and Statistics’ and ‘Discrete Mathematics’.
Unit 3 comprises Data Analysis and Recursion and Financial Modelling, and Unit 4 comprises Matrices and Networks and Decision mathematics.
All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite- Students choosing Year 12 General Mathematics need to have completed Year 11 General Mathematics or Year 11 Mathematical Methods.
Mathematical Methods Units 3 and 4
Mathematical Methods Units 3 and 4 consist of the areas of study ‘Algebra, Number and Structure’, ‘Data Analysis, Probability and Statistics’, ‘Calculus’, and ‘Functions, Relations and Graphs’. Each area of study is covered in progression from Unit 3 to Unit 4. There is development in the complexity and sophistication of problem types and mathematical processes used in the applications from these areas of study. Appropriate use of technology to support and develop the teaching and learning of mathematics is incorporated into the course. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2.
All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite- Students choosing Year 12 Mathematical Methods need to have completed Year 11 Mathematical Methods.
Specialist Mathematics Units 3 and 4
Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Algebra, Number and Structure’, ‘Calculus’, ‘Data Analysis, Probability and Statistics’, ‘Discrete Mathematics’, ‘Functions, Relations and Graphs’, and ‘Space and Measurement’. The content for Unit 3 and Unit 4 provides a balanced and progressive development of knowledge and skills with connections among the areas of study developed as appropriate across Unit 3 and Unit 4.
Assumed knowledge and skills for Specialist Mathematics Units 3 and 4 are contained in Specialist Mathematics Units 1 and 2 and Mathematical Methods Units 1 and 2.
All students are required to have their own TI-Nspire CX II CAS calculator.
Pre-requisite- Students choosing Year 12 Specialist Mathematics (taken in conjunction with Year 12 Mathematical Methods) need to have completed Year 11 Specialist Mathematics and Year 11 Mathematical Methods.
Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements.
In Biology, students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary biology-related issues, and communicate their views from an informed position.
Biology provides for continuing study pathways within the discipline and leads to a broad range of careers, including: biotechnology, dentistry, ecology, education, food science, forestry, health care, horticulture, medicine, optometry, physiotherapy and veterinary science. Biologists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, geology, medical research and sports science.
Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.
In Chemistry, students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-related issues, and communicate their views from an informed position.
Chemistry provides for continuing study pathways within the discipline and leads to a range of careers. Chemistry is applied in many fields of endeavour including agriculture, bushfire research, dentistry, dietetics, education, engineering, environmental sciences, forensic science, forestry, horticulture, medicine, metallurgy, meteorology, pharmacy, sports science, toxicology, veterinary science and viticulture.
Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the Universe. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws.
They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena. In Physics students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary physics-related issues and to communicate their views from an informed position.
Physics provides for continuing study pathways within the discipline and leads to a range of careers. Physicists may undertake research and development in specialist areas including acoustics, astrophysics and cosmology, atmospheric physics, computational physics, education, energy research, engineering, instrumentation, lasers and photonics, medical physics, nuclear science, optics, pyrotechnics and radiography. Physicists also work in cross-disciplinary areas such as bushfire research, climate science, forensic science, geology, materials science, neuroscience and sports science.
Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society.
In Psychology, students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary psychology-related issues, and communicate their views from an informed position.
Psychology provides for continuing study pathways within the discipline and leads to a range of careers. Opportunities may involve working with children, adults, families and communities in a variety of settings such as academic and research institutions, management and human resources, and government, corporate and private enterprises. Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Psychologists also work in cross-disciplinary areas such as medical research or as part of on-going or emergency support services in educational, institutional and industrial settings.
In Environmental Science, Earth is understood as a set of four interrelated systems: the atmosphere, the biosphere, the hydrosphere and the lithosphere. Exploring how the relationships between these systems produce natural environmental change over a variety of time scales and how these systems respond to change and disruption. Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on biodiversity, pollution, food and water security, climate change and energy use.
Environmental Science students engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between theory, knowledge and practice. Students work collaboratively as well as independently on a range of tasks involving controlled experiments, fieldwork, case studies, correlational studies, classification and identification.
Environmental Science provides direct pathways to a range of careers related to atmospheric sciences, ecology, environmental chemistry and geosciences. The interdisciplinary nature of the study leads to pathways including, but not limited to, architecture, environmental law, engineering, environmental consultancy, environmental advocacy, government policy development, industrial management, landscape design, regional and urban planning, and teaching and research. Environmental scientists also work in cross-disciplinary solutions-oriented areas such as coastal management, climate risk management and disaster risk management.
Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses.
Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/ investigative accounting, taxation, environmental accounting, management and corporate or personal financial planning.
In contemporary Australian society, there are a range of businesses managed by people who establish systems and processes to achieve a variety of objectives. These systems and processes are often drawn from historical experience and management theories designed to optimise the likelihood of achieving success.
In studying Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community, and as informed citizens, consumers and investors.
The study of Business Management leads to opportunities across all facets of the business and management field such as small business owner, project manager, human resource manager, operations manager or executive manager. Further study can lead to specialisation in areas such as marketing, public relations and event management.
Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they 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, environments and human interactions with these.
In Geography students develop a range of skills, many of which employ spatial and digital technologies. Investigative skills develop students’ ability to conduct geographic study and inquiry including the collection of primary data through observation, surveys, fieldwork, and the collection of data and information from relevant secondary sources. Interpretative and analytical skills enable students to interpret information presented in a variety of formats including maps, graphs, diagrams and images.
The study of History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying History, students develop social, political, economic and cultural understanding.
They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the source and the world in which it was produced.
In contemporary Australian society, there is a range of complex laws that exist to protect the rights of individuals and to achieve social stability. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of society interact with the laws and the legal system in many aspects of their lives and can in influence law makers.
The study of Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system. They develop knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social stability, and how they themselves can create positive changes to laws and the legal system. Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills, and fosters critical thinking to solve legal problems.
Health and PE
Health and human development
Health and human development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice.
Health and human development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges.
Health and human development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.
Outdoor and environmental studies
Outdoor and environmental studies is concerned with the ways humans interact with and relate to outdoor environments. ‘Outdoor environments’ covers environments that have minimum influence from humans, as well as those environments that have been subject to different levels of human intervention. The study enables students to make critically informed comment on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts.
In this study both passive and active outdoor activities provide the means for students to develop experiential knowledge of outdoor environments. Such knowledge is then enhanced through the theoretical study of outdoor environments from perspectives of environmental history, ecology and the social studies of human relationships with nature. The study also examines the complex interplay between outdoor environments and humans.
Outdoor experiences suited to this study are: a range of guided activities in areas such as farms, mining/logging sites, interpretation centres, coastal areas, rivers, mountains, bushland, forests, urban parks, and state or national parks. Activities undertaken could include bushwalking, cross-country skiing, canoe touring, cycle touring, conservation and restoration activities, marine exploration, and participation in community projects. Outdoor experiences that use weapons or motorised devices to replace human effort are not suitable for this study.
The study of Physical education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, Physical education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others performance and participation in physical activity.
This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.
Religion and society
VCE Religion and society enables students to understand the complex interactions between religion and society over time. Religion has played and continues to play a significant role in the development and maintenance of society. Students come to appreciate that religion can be a positive force of power, authority and justice. However, religious institutions have not always interacted positively with society at large and have at times supported the unethical behaviour of other power structures in society and of individuals.
The study of religion and society can assist students in reaching a deeper, balanced understanding of societies and cultures in which multiple worldviews coexist. Students explore how such societies and their religious traditions negotiate significant ethical issues. Religious traditions offer value systems that guide their interactions with society and influence society’s decision making. This study offers an insight into the religious beliefs and other aspects of religion that express these value systems. Students study the role of religions in supporting adherents to grapple with the big questions of human existence and to respond to significant life experiences.
In Drama, students tell stories, explore ideas, make sense of their worlds and communicate meaning through the practice of performance-making. The study of drama enables students’ individual and collective identities to be explored, expressed and validated. Students develop an ability to empathise through understanding and accepting diversity. Students draw from, and respond to, contexts and stories that reflect different cultures, genders, sexualities and abilities.
Drama connects students to multiple traditions of drama practice across a range of social, historical and cultural contexts. Through the processes of devising and performing drama, students investigate self and others by exploring and responding to the contexts, the narratives and the stories that shape their worlds. The study of drama introduces students to theories and processes for the creative development of new work and allows them to develop skills as creative and critical thinkers. Students develop an appreciation of drama as an art form through their work as solo and ensemble performers, and engagement with professional contemporary drama practice. They develop skills of communication, criticism, aesthetic understanding and aesthetic control.
Drama equips students with knowledge, skills and confidence to communicate as individuals and collaboratively in a broad range of social, cultural and work-related contexts. The study of drama may provide pathways to training and tertiary study in acting, dramaturgy, theatre-making, script writing, communication and drama criticism.
This study provides students with the opportunity to examine the media in both historical and contemporary contexts while developing skills in media design and production in a range of media forms.
Media study provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products.
Media study supports students to develop and refine their planning and analytical skills, critical and creative thinking and expression, and to strengthen their communication skills and technical knowledge. Students gain knowledge and skills in planning and expression valuable for participation in and contribution to contemporary society. This study leads to pathways for further theoretical and/or practical study at tertiary level or in vocational education and training settings; including screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation.
Music Year 11 (Units 1 and 2)
VCE Music is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop a critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their
own learning about music as both a social and cultural practice. Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers, and respond to musical works as an audience. The developed knowledge and skills provide a practical foundation for students to compose,
arrange, interpret, reimagine, improvise, recreate and critique music in an informed manner. In this study students are offered a range of pathways that acknowledge and support a variety of student backgrounds and music learning contexts, including formal and informal. Please note, these subjects may run concurrently.
Music repertoire performance Year 12 (Units 3 & 4)
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.
Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers and study music language concepts such as scales, harmony and rhythmic materials.
Music contemporary performance Year 12 (Units 3 & 4)
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.
Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers in contemporary styles. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music.
Art Making and Exhibiting
The creative nature of the visual arts provides individuals with the opportunity for personal growth, the expression of ideas and a process for examining identity. Exhibitions of artworks offer an insight into the diverse interpretations of life and experiences of artists. Engagement with artworks facilitates creative thinking and the development of new ideas; it also supports connection and exchange within local, national and global communities. Studio Arts encourages and supports students to recognise their individual potential as artists and develop their understanding and development of art making.
Studio Arts broadens students’ understanding of, and ability to engage with, artworks. It equips students with the knowledge and skills to pursue an art studio practice and follow tertiary and industry pathways in fine art, research and education. The study also offers students opportunities for personal development and encourages them to make an ongoing contribution to society and the culture of their community through lifelong participation in the making and viewing of artworks.
Visual communication design
Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices about what they think, what they need or want. The study provides students with the opportunity to develop informed, critical and discriminating approaches to understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, supports skill development in areas beyond design, including science, business, marketing and management.
The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new challenges to visual communication design practices. Through the consideration of ethical and environmental sustainability issues, students are able to make informed choices that affect current and future practices. The study of Visual communication design can provide pathways to training and tertiary study in design and design-related studies, including communication, industrial and fashion design, architecture and media.
Australia has a varied and abundant food supply, and food and cooking have become prominent in digital media and publishing. Globally, many people do not have access to a secure and varied food supply and many Australians, amid a variety of influences, consume food and beverage products that may harm their health. This study examines the background to this abundance and explores reasons for our food choices.
Food studies is designed to build the capacities of students to make informed food choices. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality.
Product design and technology: Wood, metal and textiles
Designers play an important part in our daily lives. They determine the form and function of the products we use and transform ideas into drawings and plans for the creation of products that fulfil human needs and wants. Students also consider sustainability issues. Students consider the consequences of product design choices, and develop skills to critically analyse existing products and develop their own creative solutions.
Product design and technology offers students a range of career pathways in design in fields such as industrial, transport, service, interior and exhibition, engineering, fashion, furniture, jewellery, textile and ceramics, at both professional and vocational levels. Moreover, Product design and technology informs sustainable behaviours and develops technical skills enabling students to present multiple solutions to everyday life situations. It contributes to developing creative problem solvers and project managers well-equipped to deal with the multidisciplinary nature of modern workplaces.
Indonesian as a second language
The study of Indonesian contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. Learning and using an additional language encourages students to examine the influences on their perspectives and society, and to consider issues important for effective personal, social and international communication. It enables students to examine the nature of language, including their own, and the role of culture in language, communication and identity. By understanding the process of language learning, students can apply skills and knowledge to other contexts and languages. Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking.
The study of Indonesian provides students with the ability to understand and use a language that is spoken in a country that is one of Australia’s closest neighbours, and is one of the most populous countries in the world. The study of a specific language exposes students to different experiences and perspectives at a personal level. It encourages students to be open to different ways of thinking, acting and interacting in the world, even beyond the language being studied and their own language. A broad range of social, economic and vocational opportunities result from study in a second language. Students are able to engage with Indonesian speaking communities in Australia and internationally in a variety of endeavours, including business, tourism and education.
Cadets has a long-standing history at Monivae and has seen many students grow in self-confidence and further their leaderships skills during their time in cadets. From Year 9 – 12, students may remain in the unit to continue their training as well as form part of the leadership group. For more information click here
VCE Vocational Major (VM)
The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM will give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work, and life. This new integrated senior secondary certificate will bring together the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL)
- prepares students to move into apprenticeships, traineeships, further education and training, university (via non-ATAR pathways) or directly into the workforce.
The purpose of the VCE VM is to provide students with the best opportunity to achieve their personal goals and aspirations in a rapidly changing world by:
- equipping them with the skills, knowledge, values, and capabilities to be active and informed citizens, lifelong learners, and confident and creative individuals; and
- empowering them to make informed decisions about the next stages of their lives through real life workplace experiences.
The new curriculum in VCE VM of Literacy, Numeracy, Personal Development Skills and Work Related Skills is engaging, based in real life and gives students in-demand skills needed for the future world of work.
Applied learning teaches skills and knowledge in the context of ‘real life’ experiences. Students apply what they have learnt by doing, experiencing, and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences.
This is a shift from the traditional focus on discrete curriculum to a more integrated and contextualised approach to learning. Students learn and apply the skills and knowledge required to solve problems, implement projects, or participate in structured workplace learning
To be eligible to receive the VCE VM, students must satisfactorily complete a minimum of 16 units, including:
- 3 VCE VM Literacy or VCE English units (including a Unit 3–4 sequence)
- 2 VCE VM Numeracy or VCE Mathematics units
- 2 VCE VM Work Related Skills units
- 2 VCE VM Personal Development Skills units, and
- 2 VET credits at Certificate II level or above (180 nominal hours)
- Students must complete a minimum of three other Unit 3–4 sequences as part of their program. Units 3 and 4 of VM studies may be undertaken together over the duration of the academic year to enable these to be integrated.
- The VCE VM can be tailored to the needs and interests of the student, to keep them engaged while developing their skills and knowledge. Students can also include other VCE studies and VET and can receive structured workplace learning recognition.
- Most students will undertake between 16-20 units over the two years.
How is the VCE/VM assessed?
Each VCE VM unit of study has specified learning outcomes. The VCE VM studies are standards-based. All assessments for the achievement of learning outcomes, and therefore the units, are school-based and assessed through a range of learning activities and tasks.
Unlike other VCE studies there are no external assessments of VCE VM Unit 3–4 sequences, and VCE VM studies do not receive a study score. If a student wishes to receive study scores, they can choose from the wide range of VCE studies and scored VCE VET programs that contain both internal and external assessment components.
The VCE VM studies do not contribute to the ATAR. To receive an ATAR a student must complete a scored Unit 3-4 sequence from the English group and three other Unit 3–4 scored sequences. Students must achieve two or more graded assessments in these scored sequences.
VCE VM course requirements
Completing the VCE VM requirements means that students have also completed the requirements of the VCE. Upon satisfactory completion of the VCE VM, students receive recognition through the appellation of ‘Vocational Major’ on their Victorian Certificate of Education and a Statement of Results.
Successful completion of VET units of competency are recognised by additional statements of attainment or certificates provided by the Registered Training Organisation.
Students who meet the requirements for satisfactory completion of the VCE, but not the requirements for the award of the Vocational Major appellation, will be awarded the VCE.
CRITERIA FOR VCE VM STUDENTS
- A vocational area of interest, in which to do training and work placement
- Attendance at all course related activities/project (some may be out of school hours)
- Mature and responsible behaviour in all situations
- Ability to work independently and as part of a team
- Ability to keep accurate, up-to-date and complete records
- Successful interview with VET/VCE VM Coordinator
VET/VCE VM interviews
- All prospective VCE VM students will be interviewed to determine their suitability for the course by
- the VET/VCE VM Coordinator and another member of staff (e.g. Careers Coordinator, Year Level Coordinator or Director of Learning and Teaching)
- Generally interviews will be scheduled during school time.
- The interview will address the following points:
- How is VCE VM different to VCE
- Why you want to do VCE VM?
- Plans after VCE VM career pathways, evidence of interest
- What is your VET area of study?
- Where will you do Thursday placement?
- What have you done to organise this placement?
- Your VCE VM course will be discussed and checked
- VCE VM expectations will be discussed
- Students and parents will have already signed the VCE VM expectations which was included as part of the VCAL Application Form.
Study Area: VCE VM Literacy
VCE Vocational Major Literacy focuses on the key knowledge and skills that encompass a student’s ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency.
Texts are drawn from a wide range of contexts and are focused on participating in the workplace and community. Further to this, texts are drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace texts from increasingly complex and unfamiliar settings.
Study Area: VCE VM Numeracy
VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Students develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies.
This study allows students to explore the underpinning mathematical knowledge of number and quantity, measurement, shape, dimensions and directions, data and chance, the understanding and use of systems and processes, and mathematical relationships and thinking. This mathematical knowledge is then applied to tasks which are part of the students’ daily routines and practices, but also extends to applications outside the immediate personal environment, such as the workplace and community.
Study Area: Work Related Skills (WRS)
VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.
The study considers four key areas: the future of work; workplace skills and capabilities; industrial relations and the workplace environment and practice; and the development of a personal portfolio.
Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL).
Study Area: Personal Development Skills (PDS)
VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.
This study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. Students will develop skills in self-knowledge and care, accessing reliable information, teamwork, and identifying their goals and future pathways.
PDS explores concepts of effective leadership, self-management, project planning and teamwork to support students to engage in their work, community and personal environments.
Go to VCAA for further information on VCE VM here
Vocational Education and Training (VET)
VET programs allow students to include VET within the VCE and must be part of VCE VM pathways. This is designed to broaden the range of study options available to the growing and increasingly diverse senior secondary population. VET enables students to undertake accredited vocational studies within their senior secondary certificate and obtain a TAFE certificate as well. This development of generic and specific work skills enhances job prospects and future vocational training opportunities.
A student can include up to 13 VET units in their VCE this includes VCE VET, SBA and block credits.
In this structure learning takes place in the classroom or a simulated work environment. One week of Work Placement is highly recommended to enable students to develop their skills and to gain an understanding of the workplace. Some VET programs are delivered at Monivae (Engineering, Sport and Recreation) others are delivered locally at SWTAFE and Hamilton District Skills Centre (HDSC) Hamilton. VET in the VCE can count towards an ATAR score. Some of the courses have a scored assessment which enables the VET course to be included in the primary four, otherwise they provide a 10% increment to the study score.
Monivae may offer the following programs (pending student interest):
- Early Childhood Education
- Health Services
- Hospitality or Kitchen Operations*
- Engineering *
- Equine Industry*
- Screen & Media
- Retail Cosmetics Salon Assistant
- Sport and Recreation *
- Sports coaching (1 year course)
* Scored assessment (i.e. can contribute towards an ATAR). The other courses can provide a 10% increment towards an ATAR.
It is possible that through discussion with the VET Coordinator, other VET courses may be available. This is especially the case for VCE VM students.
Students may also be required to, depending upon the course spend some out of school time (e.g. during holidays or evenings) to complete a module. Students are required to make their own transport and accommodation arrangements for these sessions.
An agreement form regarding VET expectations has to be completed and signed prior to commencement of these courses.
School Based Apprenticeships (SBA's)
School based apprenticeships are a partnership arrangement between schools, TAFE, private education providers and industry, to build closer relationships and deliver work-based training and experiences for students.
Students learn skills relevant to the workplace and complete practical work placements in real industry settings. Apprenticeship students carry out specific tasks as part of a structured work placement and accredited training program in work conditions and under supervision. Work placements are also assessed on the job, where students demonstrate their competency and must complete the learning outcomes for that unit.
The Apprenticeship Program is integrated into the learning program and involves work placement in a suitable organisation or industry on a one day a week basis, this is catered for in the VCE VM program but will have implications for a participant's VCE program. Agriculture, however, is an exception to this and can be fitted into a VCE program as an additional subject.
Upon completing the Apprenticeship Program, students can move into further training, employment or use their assessment as part of an ATAR Score.
- School-based Apprenticeships approved by the VCAA may be offered in the following industries pending student interest and resources:
- Community Services
- Hospitality Operations
- Information Technology
- Business Administration
- Retail Operations
- Food Processing
- Sport & Recreation
- Part-Time Apprenticeships unlike SBA’s are not integrated into the timetable and are done out of school hours. This type of arrangement provides credit for VCE or VCE VM However, the school does not endorse the student’s training plan, so it is the student’s responsibility to provide the VET Co-ordinator with the training plan for VASS.
Other nationally recognised VET qualifications not included in the above table can gain credit towards VCE. If they are at the Australian Quality Framework (AQF) level II credit is at Unit 1 & 2 level, and at AQF level III or above credit is at units 3 & 4 level.
Features of SBA and Part-time apprenticeships are:
- Apprenticeships will provide up to four units in the VCE and credits to the VCE VM
- A structured training program (commonly referred to as “on the job training” and distinct from general supervised practice), delivered in partnership between a Registered Training Organisation (RTO) e.g. South West TAFE, Westvic Group Training and the workplace, and based on the competency standards package applicable to the Apprenticeship.
- Part-time paid work.
The aims of the VET and SBAs:
- To increase the options available to students by broadening the range of ways in which students may participate in vocational education and training during their secondary schooling.
- To enhance both employment and education for young people by developing partnerships between schools and employers.
- To respond to the needs of industry by providing young people with greater and more relevant skills.
- To provide students with the option of undertaking a broad range of subjects that meet their individual needs.
- To develop and document models for best practice.
A diagram showing links between school programs and post school opportunities can be downloaded here.