The VCE Years at Casterton Secondary
Welcome to the VCE years at Casterton Secondary College.
This handbook contains information about the VCE, VET, School Based
New Apprenticeships and VCAL courses available at this school. It
should be read in conjunction with the Victorian Curriculum Assessment
Authority (VCAA) booklets “Where To Go, Guide to the VCE, VCAL and
VET for 2008” and “ENTER into Tertiary Courses”. We hope that students
make wise subject choices. Whilst the task may appear daunting, there
are some words of advice that may assist with this important decision.
1. Firstly consult widely. Students need to make use of our careers
teacher and VCE Coordinator. They, in turn, may refer students for further
assistance that could include information about further study and
information about different career tracks. Another important resource that
students should make use of is our teachers. For example if students are
interested in a career in finance then they need to talk to the teachers that
teach accounting and Information Technology
2. Secondly, students need to start with the end in mind. They need to
ask themselves what they want to be doing seven years from now. They
may not have a specific career in mind, but they may know that they work
well with people, or outdoors or possibly are interested in studying further.
These longer term goals will guide shorter term decisions about subject
3. Thirdly, students should do what they are good at and what they
enjoy doing. Whilst the two are not always the same, certainly turning up
each day to learn something that is interesting makes much more sense
than reluctantly doing something that a student has little interest or ability
Subject choice is important, however students need to be aware that other
important variables such as the amount of time spent studying each
subject and the size of classes can also greatly impact on results. We
believe that Casterton Secondary College with its small class sizes, caring
staff and private study provision after school, best positions students to
gain maximum advantage in their VCE years.
Graded activities in Units 3 & 4 such as: sitting a 1.5 hour test, producing a folio of work or
Australian Technical College: Allows students to begin training in the career of their choice &
achieve recognised Year 11 & 12 quals. Whilst maintaining the relationships & support
Networks established in the secondary school they currently attend.
Verifying that the work is genuinely and entirely of the student.
Some subjects because of their academic rigor give students bonus points towards their TER
Consideration of Disadvantage
Where a student has a disability, or has been ill, or if personal circumstances have affected their
work to a significant degree during any semester of VCE studies, they may be eligible to have
this taken into consideration.
Enables students to gain credit from some studies in VCE towards TAFE courses and Dual
Recognition Certificate and vice versa.
ENTER- Equivalent National Tertiary Entrance Rank
The score used in the tertiary selection process. It indicates a student‟s relative position
compared to others in their age group.
General Achievement Test taken by all students undertaking Units 3 & 4.
Students will need to complete a range of assessment activities in order to demonstrate their
knowledge of the learning outcomes in each unit of study.
A work requirement or unit has not been completed satisfactorily. If a student receives an “N”
they will fail the whole of the study.
Are those nominated by individual tertiary course authorities as studies which must be
satisfactorily completed by all applicants seeking admission to that course.
An extension of time given to a student in exceptional circumstances in order to achieve an “S”
for an assessment activity.
Satisfactory completion of a work requirement or a unit.
School Assessed Coursework in Units 3 and 4 only, are activities undertaken by all Victorian
VCE students doing a Level 3 and 4 sequences. Satisfactory performance on each task will be
summarised by a letter grade (A+, A, B+, B, C+, C, D+, D, E+ and E).
2 units at level 3 and 4 in the same Study Design (eg: Australian History 3 and 4).
A form of assistance given to a student experiencing hardship.
Most VCE studies are made up of 4 units. There are a total of 42 studies.
The study design is the booklet which describes the units for each study and prescribes the
objectives, work requirements and assessment tasks.
Tertiary Entrance Rank.
A self contained study of a semester‟s length.
V.C.E Administrative Software System.
Victorian Curriculum Assessment Authority.
Victorian Certificate of Education
Vocational Education and Training in Schools
Victorian Certificate of Applied Learning.
Victorian Tertiary Admissions Centre.
TABLE OF CONTENTS
5. The VCE
7. Other VCE Related Courses
8. Senior School Certificates
10. VCE Units Offered
11. Unit Descriptions
Agriculture & Horticulture Studies
13 Business Management
15. Design & Technology
17. Health & Human Development
21. Physical Education
22. Studio Arts
23. Systems Engineering
24. Visual Communication & Design
25. VET - Automotive
- Building Construction
- Business Administration
26. - Clothing Production
- Community Services
- Concept Development for clothing products
27. - Equine Industries
- Information Technology
- Land & Conservation Management
28. - Multimedia
- Retail Operations
- Sport and Recreation
29. How Your Work Will Be Assessed
31. Off-Campus Work
32. Policies for VCE Units
A message to incoming VCE / VCAL students
Casterton Secondary College offers two different types of courses for our senior
students. We offer VCE, which has a broad range of subjects, and VCAL. Students
doing either course have the chance to do VET subjects. You need to choose subjects
which will enable you to select a challenging and interesting course of study suited to
your needs. This handbook contains details of those courses and provides information
about the selection process of which you are about to be a part.
VCE staff and the Careers Co-ordinator will conduct extensive information and
counselling program and students can be assured that you will be given every assistance
in making your choices at this important stage of your education. Take advantage of
their experience and expertise when selecting your program.
Read the information contained in this handbook and consult the VCAA website
www.vcaa.vic.gov.au for more detailed course information. Talk with students who have
chosen subjects of interest in the past, and staff. Wide consultation and use of available
resources will assist students to make informed decisions about what is best for you.
As the senior members of the student population they will be offered a number of
privileges in recognition of their developing maturity. Our year 11 & 12 students are the
senior members of our community. In return students will be expected to take full
advantage of their available opportunities and to be a positive example to the wider
school population. This includes things like attending all classes, wearing full school
uniform and having the correct requisites for their subjects.
As previously mentioned the school provides students with the opportunity to study VET
subjects, as part of their VCE or VCAL. Students will need to thoroughly investigate this
option, as well as think about the suitability of taking an advanced pathway by completing
a VCE Unit 3/4 subject whilst in Year 11.
Subject selections need to be submitted to Mr. Webb by Friday 27th October. .
Please keep this book in a safe place where you can refer to it readily.
I wish all students well in the selection process as a first step towards your successful
completion of either the VCE certificate or VCAL certificate.
VCE GRADUATION/STUDENT PROGRAM REQUIREMENTS
To meet the graduation requirements of the VCE each continuing student must satisfactorily complete
at least 16 units.
These units must include:
3 units from the English group (English 1, 2, 3, 4; English Literature Units 3, 4;
Foundation English 1, 2; English Language 3, 4; or English (ESL) Units 1, 2, 3, 4.).
and 3 sequences of Units 3 and 4 studies other than English or English Literature.
Students enrol in 12 units in their first full year of VCE.
Students enrol in 10 units in their second full year of VCE.
Students undertaking VET subjects should note that the VCAA requires completion of the total
number of hours of course work before a student can access a 3 - 4 sequence.
YEAR 11 (UNIT 1/2) STUDENTS
select English: Units 1 and 2 select 10 other units
YEAR 12 (UNIT 3/4) STUDENTS
select English or English Literature Units 3 and 4 select 8 other units
VICTORIAN CERTIFICATE OF APPLIED LEARNING
The Victorian Certificate of Applied Learning (VCAL) is an accredited senior secondary school
qualification undertaken in years 11 and 12. The VCAL is based on hands-on learning, also known as
Vocational Education and Training (VET) units are worth at least one credit, this may be undertaken
as a VET courase or through a School Based apprenticeship.
Students who complete a VCAL certificate are more likely to be interested in going onto training at
TAFE, doing an apprenticeship, or going straight to the workplace after completing year 12.
The VCAL give student‟s practical work related skills and experience, industry specific skills, as well
as literacy and numeracy and the opportunity to build personal skills that are important for life and
NB- Undertaking VET or SBA qualications does have a coast attached, please see VET section
Requirements of VCAL
In order to attain VCAL, students need to complete a Learning Program that contains accredited
curriculum that leads to a minimum of 10 credits or units. One credit is equal to one of:
1 VCAL unit
1 VCE unit
1 VCE VETiS unit
approximately 100 normal hours of VET or Further Education units.
Each student’s Leaning Program must include:
at least two VCAL units
units that meet the requirements of each of the four VCAL strand:
1) Literacy and Numeracy Skills
2) Work related skills
3) Industry Specific skills
4) Personal Development skills
in the Literacy and Numeracy Skills strand, units worth at least one credit for literacy and one
credit for numeracy.
units worth at least one credit in each of the other three strands.
Vocational Education and Training (VET) units worth at least one credit.
Of the units that students undertake, five must be specified at the appropriate certificate level, of
which one must be for literacy and one must be for a VCAL Personal Development Skills unit
OTHER VCE RELATED COURSES
1. VOCATIONAL EDUCATION AND TRAINING (VETiS) COURSES:
This year we will again be offering a number of VETiS courses.
Certifiacte II & III in Agriculture (SBA) Certificate II Hospitality
Certificate II in Automotive Certificate II & III in Information
Certificate III in Beauty (Hamilton) Technology (SBA)
Certificate II in Building Construction Certificate II in Land & Conservation
Certificate II in Business Administration Management
(Online) Certificate II in Multimedia (SBA)
Certificate II in Community Service Certificate III in Multimedia (SBA)
Certificate II in Engineering Certificate II in Music
Certificate II in Equine (Weekends + Online) Certificate II in Retail Operations
Certificate II in Hairdressing (Hamilton) Certificate II in Sport and Recreation
A VETiS course is a combination of VCE/VCAL studies and vocational training. The vocational
component may be delivered online or at a training provider in Hamilton. If satisfactorily completed
such a course offers the student a full VCE or VCAL plus a TAFE certificate, which is nationally
recognised. All programs listed include work placement over the two years of the course. Sometimes
this is compulsory.
Advantages to the student:
They can study a vocationally oriented subject not necessarily available at school.
They have access to a broader range of learning contexts and experts than they would if their study
was confined to school.
They gain a greater awareness of the links between VCE/VCAL and work.
Their self-esteem and communication skills will be enhanced.
They gain skills, which may give them an edge when entering the work force.
Students may have to travel to the Mt.Gambier or Hamilton. Some courses have been over school
Increased work loads if the subject is taken as a seventh subject in Year 11.
Cost - There are significant delivery costs associated with all these programs. Further information
on these costs for next year will be available from the school. Cost is generally around $500.00
3. SCHOOL BASED APPRENTICESHIPS WITHIN THE VCE (SBAs):
What is an SBA?
SBA‟s are work based programs for students which combines paid part-time work and formal industry
related training whilst they are completing a senior secondary certificate. Although they vary from one
industry to another, a typical School Based Apprenticeship will involve:
Attending a secondary school- Completing VCE/VCAL subjects.
Paid part-time work with an employer- The time students spend in work for an SBA may vary from
one industry to another but generally a School Based Apprenticeship will work on average 10-15 hours
per week over the term of the Training Contract. The School Based Apprentice will be paid in
accordance with the industries National Training Wage Award.
They are a means of combining a traineeship in a designated trade area while completing VCE/VCAL.
A wide variety of fields are on offer (some of which are listed above. See careers staff for further
info). Entry to these could be at year 10 or 11. The apprenticeship may take up to three years to
complete. Entry to the apprenticeships is normally highly competitive. A representative from Westvic
Work Force attends the school to give advice at regular intervals.
3. PATHWAYS - ENHANCEMENT/EXTENSION STUDIES:
It is possible for a student doing a predominance of Unit 1, 2 subjects to select as one of their 6
subjects a Unit 3, 4 sequences. Prior to doing this, the student should consult Mrs. McKenzie who
will be co-ordinating this program.
SENIOR SCHOOL CERTIFICATES
SCHOOL BASED NEW
PRIMARY PATHWAY PRIMARY PATHWAY
To get an ENTER for a: TAFE courses
o University course Apprenticeships/Traineeships
o TAFE course Further Education course
Further School Study:
o Higher level VCAL
Victorian Certificate of Education (VCE) Victorian Certificate of Applied Learning
Award of a VCE for 2005 (VCAL)
Satisfactory completion of 16 Units Award of a VCAL
3 Units from the English group, with at -9-
10 credits. Credit: one VCE or VCE/VET
least one at Unit 3 or 4 level unit, or 100 nominal hours of VET.
3 sequences of Units 3 & 4 studies other A minimum of 2 VCAL units
Primary Pathways from VCE Primary Pathways From VCAL
To get an *ENTER for a: TAFE certificate or diploma
o University course Apprenticeships or traineeships
o TAFE certificate of diploma Employment
Apprenticeships or traineeships Further School Study: VCE, higher level VCAL
*Equivalent National Tertiary Entrance Rank etc.
VCE Units VCAL Units: Literacy,
VCE VET Units Numeracy, Work
Other accredited VET Related Skills, Personal
Programs Development Skills,
o Automatic credit for Industry Specific Skills.
o Block Credit for
School Based New
School Based New
Training Apprenticeship Employment
VCE UNITS OFFERED
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These courses are the full range of studies available in 2007 at Casterton Secondary College. In
addition students can study other courses through Distance Education or Video Conferencing. See
Mrs. McKenzie for further details if the unit details are not included in pages 11-22 or visit
VCE studies may included VET subjects (see next page)
STUDY UNIT 1 UNIT 2 UNIT 3 UNIT 4
Agriculture & Horticulture
Design and Technology-
Health & Human
VCAL Work Related
Generally students would choose subjects as a sequence of units 1, 2, 3 & 4. However, students may move into
most subjects at units 1, 2, or 3.
VCE UNIT DESCRIPTIONS
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Unit 1: Establishing and operating a service business
This unit focuses on the establishment of a small business and the accounting and financial management of the business.
Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information
used by internal and external users. Recording and reporting is restricted to the cash basis.
Students examine the role of accounting in the decision-making process using single entry recording of financial data
and information for the owner of a service business.
Where appropriate, the accounting procedures developed in each area of study should incorporate the application of
accounting principles and the qualitative characteristics of accounting information.
Unit 2: Accounting for a trading business
This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use a single entry
recording system for the recording and reporting of cash and credit transactions stock. They use financial and non-
financial information to evaluate the performance of a business. Using these evaluations, students suggest strategies to
the owner on how to improve the performance of the business.
Where appropriate, the accounting procedures developed in each area of study should incorporate the application of
accounting principles and the qualitative characteristics of accounting information.
Unit 3: Recording and reporting for a trading business
This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and
emphasises the role of accounting as an information system. Students are introduced to the double entry system of
recording using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out
(FIFO) method is used.
Where appropriate, the accounting procedures developed in each area of study should incorporate the application of
accounting principles and the qualitative characteristics of accounting information.
Unit 4: Control and analysis of business performance
This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-
financial information in assisting management in the decision-making process. The unit covers the accrual recording and
reporting system for a single activity trading business using the perpetual inventory recording system. Students learn
about the role and importance of budgeting for the business and undertake the practical completion of budgets for cash,
financial performance and financial position. In this unit students evaluate the information prepared and analyse the
results in order to suggest strategies to the owner.
AGRICULTURAL AND HORTICULTURAL STUDIES
Unit 1: Agricultural and horticultural operations
In this unit students study local agricultural and horticultural operations and the factors that influence these operations,
including historical, environmental, social and economic factors. Students apply their knowledge and skills in
researching the feasibility and establishment of a small agricultural and/or horticultural business project.
Unit 2: Production
This unit focuses on an analysis of production systems in terms of time, and physical, biological, social and economic
factors. A scientific approach to investigating aspects of production is also included in this unit. The role of production
systems in adding value to products is explored through an agricultural and/or horticultural business.
Agriculture & Horticulture – continued:
Unit 3: Technology, innovation and business design
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Technology in this unit refers to the equipment, techniques and processes that can be used to maintain and enhance
efficiency and effectiveness of agricultural and horticultural systems. To achieve sustainable agricultural and
horticultural systems, operators need to be aware of the available range of equipment and processes that may be used in
their business. This includes the currently commonly used technologies and the new or innovative technologies that
utilise new ideas. Understanding the capabilities of equipment and application of processes can assist decision making
and management practices in agricultural and horticultural enterprises.
This unit focuses on a range of technology that is currently used by commercial agricultural and/or horticultural
businesses, and reviews the areas where change and innovation are occurring. The likely impact of new and emerging
developments in technology on the business will be reviewed and analyzed.
In undertaking this unit students should focus on any one or two commercial agricultural and/or horticultural business
(es). The business (es) selected must allow for the study and achievement of the knowledge and skill required for
Outcomes 1 and 2. The business (es) selected for study for Outcomes 1 and 2 may be related to the business being
planned by the student for Outcome 3 of this unit. Commercial business areas suitable for study are listed in the study
Unit 4: Sustainable management
This unit focuses on the management of agricultural and/or horticultural systems within the context of ecological
sustainability. It takes a holistic ecological approach to issues associated with land, plant and animal management.
Students are expected to apply the principles and concepts of such an approach across a range of agricultural and/or
Unit 1: Unity and diversity
In this unit students study the activities of cells and their structure and function at light and electron microscope levels.
The composition of cells and cell replication is linked to type, cell growth and size division. The transport processes
across plasma membranes is investigated. Common requirements of living things including energy, nutrients and
exchanging gases are studied. Students are encouraged to conduct practical investigations including their own design to
assist them to develop knowledge and understanding and to illustrate concepts.
Unit 2: Organisms and their environment
In this unit students study environmental factors common to all habitats and investigate structural and physiological
adaptations of organisms to particular ecological niches. Plant growth responses are also investigated. Behavioural and
reproductive adaptations are used to study individual and group behaviour of animals. Components, relationships and
energy flows within ecosystems are studied. Techniques used to monitor environmental change and maintain ecosystems
are investigated. Students are required to conduct fieldwork.
Unit 3: Signatures of life
In this unit students investigate the significant role of proteins in cell functioning. They explore how technological
advances have provided improved knowledge and understanding of the roles proteins play in cell functions. The study of
the structure and function of DNA and RNA leads students to investigate the diversity of proteins. Specific examples of
the applications of molecular biology are included. Homeostasis, signaling molecules and signal transduction are
included in a study of coordination and regulation. Immune responses, disorders of immune response and acquired
immunity are investigated. Applications of molecular biology are explored.
Unit 4: Continuity and change
In this unit students focus on molecular genetics and investigate individual units of inheritance and the genomes of
individuals and species. A study of asexually reproducing and sexually reproducing organisms is included. Students
undertake practical investigations that involve the manipulation of DNA and inheritance traits. Students investigate
changes to species and the process of natural selection. The interaction between human, cultural and technological
evolutions and impact on the evolutionary process is studied. Students consider the bioethical issues associated with the
application of particular gene technologies.
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Unit 1: Small Business Management
On completion of this unit the student should be able to explain and apply a set of generic business concepts to a range
of businesses. They should be able to apply decision-making and planning skills and evaluate the successful
management of an ethical and socially responsible small business. Students will be able to explain and apply the day-to-
day activities associated with the ethical and socially responsible operation of a small business.
Unit 2: Communication and management
This unit focuses on the importance of effective communication in achieving business objectives. Students develop
knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in
Unit 3: Corporate management
In this unit students investigate how large-scale organisations operate. They develop an understanding of the complexity
and challenge of managing large organisations and have the opportunity to compare theoretical perspectives with
Unit 4: Managing people and change
This unit commences with a focus on the human resource management function. It then progresses to the analysis of the
management of change. Students learn about key change management processes and strategies and are provided with the
to apply these to a contemporary issue of significance.
Unit 1: The big ideas of chemistry
The story of chemistry begins with the building of the Periodic Table from speculation, debate and experimental
evidence. The Periodic Table provides a unifying framework for studying the chemistry of the elements using their
chemical and physical properties to locate their position. The electron configuration of an element, its tendency to form
a particular bond type and its ability to behave as an oxidant or reductant can all be linked to its position in the Periodic
A study of the development of our understanding about the internal structure of the atom illustrates to students the
collaborative and step-by-step way in which scientific theories and models are formed.
Students study the models for metallic, ionic and covalent bonding. They consider the widespread use of polymers as an
example of the importance of chemistry to their everyday lives. Students investigate the uses of materials and how these
have changed. Examples could include improved corrosion prevention or limitation and carbon annotates and self-
Students are introduced to the development and application of „smart‟ materials. Developing new materials has escalated
with the use of synchrotron science that explores particle behaviour at an ever decreasing size. Some examples of new
materials are alloys, fibres and compounds incorporating polymers, ceramics, biopolymers, films and coatings.
Students use the language of chemistry, its symbols and chemical formulas and equations, to explain observations and
data collected from experiments.
Unit 2: Environmental chemistry
Living things on earth have evolved to use water and the gases of the atmosphere in the chemical reactions that sustain
them. Water is used by both plants and animals to carry out their energy-producing reactions, dissolve their nutrients and
transport their wastes. The atmosphere supplies life-giving gases, provides temperature that sustains life, and gives
protection from harmful radiation.
Algae blooms, salinity, acid rain, depletion of ozone, photochemical smog, and global warming continue to have an
impact on living things and the environment. Students will investigate how chemistry is used to respond to the effects of
human activities on our environment.
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Typical tasks of environmental chemists include monitoring the concentration of wastes in the effluent from an industrial
plant and monitoring air quality. Quantitative chemical calculations play an essential role in these tasks and students are
introduced to the types of calculations used every day by analytical chemists.
The principles and applications of green chemistry – benign by design – to processes and practices are included. The
goal of these processes is to achieve hazard-free, waste-free, energy efficient synthesis of non-toxic products whilst
maintaining efficiency. Students are introduced to new, cleaner and more efficient chemical processes that have been
designed using green chemistry principles.
Students continue to use and develop the language of chemistry, its symbols and chemical formulas and equations, to
explain observations and data collected from experiments.
Unit 3: Chemical pathways
In this unit students investigate the scope of techniques available to the analytical chemist. Chemical analysis is vital in
the work of the forensic scientist, the quality control chemist at a food manufacturing plant, the geologist in the field,
and the environmental chemist monitoring the health of a waterway.
Each technique of analysis depends on a particular property or reaction of the chemical being investigated.
Consequently, an understanding of the chemistry is necessary in learning how and why the techniques work. Some
techniques of analysis have been refined over many years to make them quicker and more accurate. Other techniques are
now used in combination to provide higher and more reliable levels of accuracy, for example gas chromatography and
mass spectrometry. State of the art analytical tools such as the Australian synchrotron will enable investigation of the
properties of materials and chemical reactions at the micro level.
Students investigate organic reaction pathways and the chemistry of particular organic molecules. A detailed knowledge
of the structure and bonding of organic chemicals is important to the work of the synthetic organic chemist. In the wake
of the work done on the genome project, synthesis of new medicines is one of the growth industries for the coming
decades. Students investigate the role of organic molecules in the generation of biochemical fuels and forensic analysis.
Unit 4: Chemistry at work
In this unit students investigate the industrial production of chemicals and the energy changes associated with chemical
Chemical reactions produce a diverse range of products we use and depend on every day. Access to large quantities of
raw materials and reliable energy supplies for these reactions is necessary to maintain continuous production of high
quality useful chemicals. Features that affect chemical reactions such as the rate and yield or equilibrium position are
investigated. Students explore how an understanding of these features is used to obtain optimum conditions in the
industrial production of a selected chemical.
Our society uses a range of energy sources, including coal to generate electricity and gas for heating, oil for transport,
and solar and wind for small and large scale production of electricity. Students investigate how energy is produced from
available resources and consider the efficiencies, advantages and disadvantages of each energy resource.
Galvanic cells and electrolytic cells operate by transforming chemical and electrical energy. Students investigate their
operating principles, both in the laboratory and in important commercial and industrial applications including fuel cells.
These cells are used in smaller appliances such as mobile phones, CD players, personal computers, and in larger scale
systems such as cars and motor bikes, and in the production of chemicals.
Students will continue to investigate the application of principles of green chemistry to chemical processes and use the
language and symbols of chemistry, and chemical formulas and equations to explain observations and data collected
DESIGN AND TECHNOLOGY
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Unit 1: Design modification and production
Design often involves the refinement and improvement of existing products. This unit focuses on the analysis,
modification and improvement of a product design. It provides a structured approach towards the design process, and
looks at examples of design practice used by a designer, and analysis and evaluation of a design. The design and
production work students complete will need to include three points of difference to improve an existing design/product.
The role of the designer is to work through a creative problem-solving process that results in the development of a
product that fulfils a human need. This involves the use of analytical, clear and concise communication skills. A
systematic approach is fundamental to acquiring the confidence to justify, develop and present innovative solutions to
design challenges. An understanding of the processes used to determine which materials to use in the product is essential
in product design.
The processes and techniques used by a current designer will be examined to demonstrate design practice as a way of
solving a design problem.
This unit focuses on the tools, processes, techniques, knowledge and skills the designer has used to develop a solution to
a problem. Students investigate methods and processes used by the designer to examine the need and define the problem
by generating an appropriate design brief. They consider methods and information the designer uses to generate and
communicate ideas and determine the suitability of appropriate materials and processes. Students learn about the
production techniques used to make the product and how it is evaluated against the needs and requirements outlined in
the design brief.
Using this process as a model, the student modifies the design of a similar product. Consideration is given to protection
of intellectual property implications related to design.
Unit 2: Collaborative design
In this unit each student works as a member of a team to design and develop a product range or contribute to the design
and production of a group product. This mirrors professional design practise where designers often work within a
multidisciplinary team to develop solutions to design problems. Team members contribute their expertise, share research
findings and develop viable solutions that conform to the needs and requirements outlined in a design brief.
Restrictions and parameters within design may be determined by end-user‟s needs, producer‟s requirements, social
conventions and environmental concerns. This unit focuses on the impact of these factors on the design solution.
In this unit, the student works both individually and as a member of a small design team to address a problem, need or
opportunity that requires a product within a product range or based on a theme, or component of a group product. This
provides the student with the opportunity to work with others while taking responsibility for particular aspects of the
design and production processes.
Unit 3: Design, technological innovation and manufacture
The design and development of a product that meets the needs and expectations of a client or an end-user is influenced
by a range of complex factors. These include client or community requirements; innovation, social and economic trends,
availability of resources and technological developments in industry. Design, product development and manufacture
occur in a range of settings. An industrial setting provides a marked contrast to that of a „one-off situation‟ in a small
„cottage‟ industry or a school setting.
In this unit, students investigate a client or end-user‟s needs, prepare a design brief, devise evaluation criteria, carry out
research and propose a series of design options. They justify the choice of a preferred design option and develop a work
plan, and commence production of the product, which will be completed and evaluated in Unit 4.
This unit also examines how a range of factors influence the design and development of products within
Unit 4: Product development, evaluation and promotion
Evaluations are made at various points of product design, development and production. When judging the suitability and
viability of design ideas and options designers refer to the design brief and evaluation criteria in collaboration with a
client. Designers may also base design decisions on intuition and experience.
With increased focus on environmental, economical and social viability, the impact of products throughout their life
cycle can be analysed and evaluated.
Comparisons with similar products help to judge the success of a product in relation to a range of design factors and
fundamentals. In this unit, students use comparative analysis and evaluation methods to make judgments about product
design and development.
Students continue to develop and manufacture the product designed in Unit 3, Outcome 3, and record the production
processes and modifications to the work plan and product. They evaluate the effectiveness and efficiency of techniques
they used and the quality of their product with reference to evaluation criteria. Students make judgments about possible
improvements. They promote their work by highlighting the product‟s features to the client and/or end-user.
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The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in
order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted.
Students will develop competence and confidence in creating written, oral and multimodal texts. The term
„set text‟ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.
The focus of this unit is on reading and responding to an expanded range of text types and genres in order to
analyse ways in which they are constructed and interpreted, and on the development of competence and
confidence in creating written, oral or multimodal texts. The term „set text‟ refers to texts chosen by the
school for the achievement of Outcomes 1 and 2.
Units 3 & 4
From a designated list, teachers select texts which reflect the needs and interests of their students. The study
of texts focuses on creating and analysing texts, understanding and interpreting texts, and moving beyond
interpretation to reflection and critical analysis.
The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students
analyse how the authors of texts create meaning and the different ways in which texts can be interpreted.
They develop competence in creating written texts by exploring ideas suggested by their reading within the
chosen Context, and the ability to explain choices they have made as authors. A list of prescribed Contexts
will be published annually in the VCAA Bulletin.
The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their
construction and provide an interpretation. Students create written or multimodal texts suggested by their
reading within the chosen Context and explain creative choices they have made as authors in relation to
form, purpose, language, audience and context
FOOD AND TECHNOLOGY
Unit 1: Properties of food
In this unit students are introduced to the diverse nature of food, how to prepare it and how to store it for the best quality
in terms of safety, health and aesthetics. Students study safe and hygienic food handling practices and apply these
practices in the preparation of food. Food storage practices that maximise quality of raw and cooked food are also
Students discover the links between classification of foods and their properties and how their enjoyment of food is
associated with different cooking methods and properties of foods. They examine changes in properties of food when
different preparation and processing techniques are used. Students apply this knowledge when preparing food.
Food Technology – continued:
Unit 2: Planning and preparation of food
This unit provides students with the opportunity to investigate the best methods and tools and equipment to use for
optimum results, and what to prepare for a range of situations. Students research, analyse and apply the most suitable
food preparation and cooking methods to optimise the sensory, physical and chemical properties of food.
Students work both independently and as a member of a team to research and implement solutions to a design brief, and
to respond to exciting challenges of preparing food for a range of contexts. These contexts include nutritional
considerations, cultural beliefs, and resource access and availabilities.
Unit 3: Food preparation, processing and food controls
This unit requires students to analyse the functions of the natural components of key foods and apply this information in
the preparation of foods. Students will investigate cooking techniques and justify the use of the best techniques for key
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foods. They develop an understanding of food processing techniques to prevent spoilage in industrial and domestic
settings, and will also preserve food using some of these techniques.
Students develop an understanding of food safety in Australia by investigating the causes of food poisoning and food
spoilage, and the relevant regulations. Students apply safe work practices while preparing food.
Students write a design plan developed from a design brief that they devise. In the design plan, they will apply their
knowledge about key foods, properties of food, tools, equipment, cooking techniques and preservation techniques best
suited to a particular context. They make decisions and choices related to their understanding of the brief. In developing
this plan, students establish a timeline to complete the set of food items to meet the requirements of the brief in Unit.
Unit 4: Food product development and emerging trends
In this unit students work independently to complete the challenge of implementation of the design plan they established
in Unit 3. In completing this task, students apply food safety and hygiene guidelines and evaluate the product planning
and processes in the plan.
Students examine food product development, and research and analyse factors that have contributed to product
development. They investigate the process of product development, including packaging, packaging systems and
Students investigate emerging trends in product development, including societal pressures to improve health,
technological developments, and environmental considerations.
HEALTH AND HUMAN DEVELOPMENT
Unit 1: Youth health and development
This unit focuses on the transition from childhood to adulthood and the enormous changes in physical, social, emotional
and intellectual development that transition brings. Good health is seen as an important determinant for optimal
development. Challenges related to the maintenance of optimum health and development for youth are explored,
focusing on the inherited and environmental factors that influence the physical, social, emotional and intellectual
changes that occur at this stage of life.
Unit 2: Individual and community health and development
In this unit there is a focus on the role that families, communities and governments play in optimising the health of
individuals across the lifespan. There is an exploration of differences in health and developmental outcomes experienced
by some social and cultural groups, despite relatively high levels of community and government involvement. There is a
particular focus on indigenous, rural and remote communities and Australians from lower socio-economic backgrounds.
There is also an exploration of the requirements of optimal health and development throughout childhood and
adulthood. Students will also examine the organisation and delivery of health care in Australia and evaluate its
effectiveness in promoting health and development for all Australians.
Health & Human Development – continued:
Unit 3: Nutrition, health and development
Students will explore the diversity of health outcomes within our population that are the result of factors such as biology,
socio-economic status, environment, inherited lifestyle, behaviour, knowledge, attitudes and beliefs. Nutrition is an
important determinant of optimal health and developmental outcomes and the evidence that supports food intake as a
protective factor against a number of diseases across the lifespan is explored. Government and non-government
initiatives designed to promote health and development are also considered.
Unit 4: Global health and development
This unit focuses on the developmental changes that occur as individuals move through the lifespan as well as an
exploration of inherited factors that determine developmental potential. There is an analysis of the impact of a range of
environmental factors that contribute to variations in health and developmental outcomes both between and within
industrialised and developing countries. This global comparison will enable students to evaluate the determinants of
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optimal health and development and the range of sustainable health care initiatives developed by governments and
international agencies to optimise health and development globally.
Units 1 & 2
These units are designed to extend students‟ language skills through developing their skills in comprehending, speaking and
writing effectively for a range of purposes and audiences in a variety of ways. Students will be required to informally speak
or write about a personal area of experience; demonstrate comprehension through listening to spoken texts and reading
written text to obtain information, participate in spoken and written exchanges in order to make an arrangement or complete
a transaction; listen to, read and extract and use information from spoken and written texts, describe a real or imaginary
Units 3 & 4
These units are designed to extend students‟ language skills through developing their skills in comprehending, speaking and
writing effectively for a range of purposes and audiences in a variety of ways. Students will be required to: express ideas
through writing original text; analyse and use information from spoken and written text; exchange information, opinions and
experiences; respond critically to spoken and written text. There are prescribed themes and topics for each LOTE (to be
covered over Years 11 and 12)
The Individual The Indonesian-speaking The changing world
Personal world Lifestyles Social issues
Education and aspirations Visiting Indonesia Environmental issues
Personal opinions and Customs and traditions Australian and Indonesian
values Arts & Entertainment relations
Stories from the past The world of work
Unit 1: IT in action
This unit focuses on how individuals use, and can be affected by, information and communications technology (ICT) in
their daily lives. Students acquire and apply a range of knowledge and skills to create information that persuades,
educates or entertains. They also explore how their lives are affected by ICT and strategies for influencing how ICT is
applied. Students develop an understanding of the role technology plays in inputting, processing, storing and
communicating data and information.
Information Technology – continued:
In each outcome of this unit students use software to create solutions and information products. For Outcomes 1 and 3,
students use a software tool selected from these types of software: web authoring and multimedia authoring. Additional
types of software can be used, such as image editing software, for example, Macromedia Flash and Adobe PhotoShop,
but they are not mandatory. For Outcome 2, students use database management software to solve information problems.
Unit 2: IT pathways
This unit focuses on how individuals and organisations, such as sporting clubs, charitable institutions, small businesses
and government agencies use ICT. Students acquire and apply a range of knowledge and skills to create solutions and
information products that meet personal and clients‟ needs. They also examine how networked information systems are
used within organisations.
Students develop and apply knowledge and skills in using two different software tools. One tool must be a programming
php. The other software tool should be selected from these types of software: web authoring and multimedia authoring,
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and, where appropriate, be supported by image editing software, such as Macromedia Flash and Adobe PhotoShop.
Students also explore career pathways that involve using knowledge and skills associated with programming or scripting
Working collaboratively in teams is an important and effective problem-solving strategy, and this strategy is applied
when students solve information problems for clients in the community.
In each outcome of this unit, students use software tools. For Outcome 1, the software tool should be a programming or
scripting language. For Outcome 2, students use software that supports the creation and presentation of animated
images, such as multimedia authoring and web authoring. Image editing software may be used in conjunction with these
software types. For Outcome 3, students use one or both of the software tools studied for this unit.
Unit 3: IT applications
Units 3 and 4 are designed to be taken as a sequence. In Unit 3, students use web authoring and database management
software to solve information problems. In Unit 4, they use web authoring or multimedia authoring software as well as
spreadsheet software to solve information problems. Additional software can be used to support the development of
solutions and information products, for example, image editing software, such as Macromedia Flash and Adobe
Unit 3 focuses on how individuals or organisations use ICT to solve information problems and to participate actively in
a society where use of ICT is commonplace. Students acquire and apply knowledge and skills in solving information
problems to assist in decision-making and in managing tasks and timelines. The solutions and information products
should meet the specific needs of organisations such as sporting clubs, newsagencies, charities, or the needs of
individuals. Students also explore how the capabilities of networked information systems support teams of workers or
learners to solve problems and share knowledge.
For Outcome 1 of this unit, students must use database management software to solve information problems, and for
Outcome 2, students use web authoring software to create prototypes of websites .
Unit 4: IT applications
This unit focuses on how ICT is used by organisations to solve ongoing information problems and in the strategies to
protect the integrity of data and security of information. Students develop and acquire knowledge and skills in creating
solutions and information products using spreadsheet software that can be re-used in the future with new sets of data.
When solving information problems, students apply all of the problem-solving stages: analysis, design, development,
testing, documentation, implementation and evaluation. Students apply their ICT knowledge and skills to record their
decision-making strategies when solving information problems and to reflect on the effectiveness of these strategies.
In this unit students explore how organisations manage the storage, communication and disposal of data and information
in order to minimise threats to the integrity of data and security of information, and to optimise efficient information
Students are required to use two types of software for Outcome 1: spreadsheet and web authoring or multimedia
This unit focuses on the ways literary texts represent human experience and the reading practices students develop to
deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This
variety of approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on
students‟ close engagement with language to explore texts, students also inform their understanding with knowledge of
the conventions associated with different forms of text, for example poetry, prose, drama and/or non-print text.
The focus of this unit is on students‟ critical and creative responses to texts. Students deepen their understanding of their
responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. Students
extend their exploration of the ideas and concerns of the text. They understand the ways their own culture and the
cultures represented in the text can influence their interpretations and shape different meanings. Students make
comparisons between texts and identify some of the relationships that exist through features such as the language,
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characterisation and ideas.
This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students
consider how the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and
generates different expectations in readers, the ways texts represent views and values and comment on human
experience, and the social, historical and cultural contexts of literary works.
This unit focuses on students‟ creative and critical responses to texts. Students consider the context of their responses to
texts as well as the concerns, the style of the language and the point of view in their re-created or adapted work.
In their responses, students develop an interpretation of a text and learn to synthesise the insights gained by
their engagement with various aspects of a text into a cogent, substantiated response.
Students are strongly advised to seek advice from their Maths teacher and to use the Careers teachers to help them look
at the subjects they may need for Tertiary courses.
In Foundation Maths there is a strong emphasis on using maths in situations relating to everyday life. It is a good entry
level maths for students considering TAFE or an apprenticeship. Foundation Maths is a basic level maths course that
does not lead onto Year 12.
General Maths is designed as a preparation for Year 12 Further Mathematics. This maths leads onto most Tertiary
courses in science, biological sciences, commerce and computing. Students must have completed Maths 10V in Year 10
to enter this subject. Students complete mid-year and end of year Exams and 2 projects on Statistics and Measurement.
Maths Methods is designed as a preparation for Year 12 Maths Methods. This maths is suitable for those considering a
Tertiary course in Engineering, Physical or Health sciences and Medicine. Students must have completed Year 10V in
Year 10 and have strong algebra skills. It is recommended that students talk to the Careers teacher to find out if their
future area of study requires this Maths.
Students build on the Year 11 General Maths course of Statistics and Measurement. Students complete 2 Exams in
November and 4 tasks during the year. This is a useful maths for all science or commerce Tertiary based courses.
Students build on the Year 11 Maths methods course of Calculus, Algebra and Trigonometric Functions. Students
complete 2 Exams in November and 5 tasks during the year. This is an essential maths for those considering specialised
science courses, Engineering, Medicine, or Computer Programming.
With the exception of Foundation Maths, all students are required to purchase a graphic calculator.
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The following table shows the possible pathways through VCE and beyond.
Year 11 Year 12 Tertiary
Mathematical Methods Units 1&2 Specialist Maths Unit 3&4. Mathematics
AND/OR Physical sciences
Mathematical Methods Units 3&4 Engineering
Courses with strong maths bias
Mathematical Methods Units 1&2 Mathematical Methods Units 3 Most sciences or
&4 commerce and some Tertiary maths
Further Mathematics Units 3&4
General Mathematics Units 1&2 Further Mathematics Units 3&4 Support for tertiary courses in
biological sciences/commerce etc
Foundation Mathematics Unit Not designed to lead on to year 12 Mathematics.
1&2 Support for some school VET courses and TAFE courses.
Note: Primary Teaching requires 2 units of mathematics.
Unit 1: Learning and improving skill
This unit looks at a range of factors that influence learning and improving physical skills and the role of the coach in
making this happen. The ways in which a coach influences his or her athletes can have a significant effect on their
performance, and the methods and approaches that the coach puts into practice will impact on the individual athlete in
different ways. By studying various sports psychology concepts such as arousal and anxiety, and the effects these can
have on performance, students will be able to apply these psychological principles to the sporting arena.
Students will also focus on general principles that are common to analysing physical performance and learning physical
skills, and the biomechanical principles of movement involved in these skills. The unit approaches the biomechanics of
physical skills from the perspective of improving physical performance. Students use practical activities to enhance the
theoretical understanding of factors involved in learning and improving skill.
Unit 2: The active body
This unit introduces the students to an understanding of physical activity, including the relationships between body
systems and physical activity, the place of physical activity in contributing to well being in students‟ own lives as well as
within the wider community, and the classification of physical activity in terms of type and experience. Such knowledge
is important to student understanding and is best delivered through a variety of practical activities.
Physical Education - continued:
The students will look at a range of factors that influence performance in physical activity. It is recognised that regular
participation in physical activity is important for the health of individuals and the community. Students will investigate
how the patterns of physical activity vary across the lifespan, including the physical, social and emotional benefits of
participation in physical activity. A theoretical model, the Stages of Change, will be used to understand engagement with
Unit 3: Pysiological and participatory perspectives of physical activity
This unit introduces students to an understanding of physical activity from a physiological perspective. In particular, the
contribution of energy systems to performance in physical activity is explored, as well as the health benefits to be gained
from participation in regular physical activity. The underlying physiological requirements of an activity being used for
health or for fitness are the same.
There are many factors that influence an individual to initially begin and then continue on with some form of regular
physical activity. In this unit, students study and apply various models to identify strategies that will be effective in
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promoting participation in some form of regular activity.
Unit 4: Enhancing physical performance
Improvements in physical performance, in particular fitness, depend on the ability of the individual or coach to acquire,
apply and evaluate knowledge and understanding about training. Exercise physiology is concerned with individual
responses and adaptations through exercise. Students experience a variety of practical activities involving a range of
training methods and fitness activities. Students learn to accurately assess the particular energy and fitness needs of the
sport or activity for which the athlete is training, through analysis of data collected from a game or activity.
Unit 1: Artistic inspiration and techniques
The focus of this unit is the use of sources of inspiration and ideas as the bases for artworks and the exploration of a
wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form. The
application of materials and techniques and interpretation of sources of inspiration by artists from different times and
locations is also examined.
Unit 2: Design exploration and concepts
The focus of this unit is to establish and use an effective design methodology for the production of design explorations
and artworks. Students also develop skills in the analysis of artworks to understand how aesthetic qualities are created,
ideas communicated and identifiable styles developed.
Unit 3: Studio production and professional art practices
The focus of this unit is the implementation of a design process leading to the production of a range of potential
solutions. A work brief is initially prepared to set out the framework for the design process. Students also examine
professional art practices in relation to particular art form(s) and the development of distinctive styles in artworks.
Unit 4: Studio production and art industry contexts
The focus of this unit is to produce a cohesive folio of finished art works developed from potential solutions generated
in Unit 3. Visual and written documentation explaining how the potential solutions will be used to produce the folio of
artworks is also prepared. Students also examine the presentation of artworks and current art industry issues, with
reference to the exhibition, promotion and critique of art works.
Unit 1: Mechanical engineering fundamentals
This unit focuses on mechanical engineering fundamentals as the basis of understanding the underlying principles and
the building blocks that operate in the simplest to more complex mechanical devices.
While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they
work, the main focus is on the construction of a system. The construction process draws heavily upon design and
innovation within all the interrelated applied learning activities.
In this unit, students study fundamental mechanical engineering principles, including the representation of mechanical
devices, the motions performed, the elementary applied physics, and the mathematical calculations that can be applied in
order to define and explain the physical characteristics. The unit allows for a „hands-on‟ approach, as students apply
their knowledge and construct functional systems. These systems can be purely mechanical or have some level of
integration with electrotech systems. The systems constructed can provide tangible and/or realistic demonstrations of
some of the theoretical principles studied in this unit. All systems require some form of energy to function. Through
- 23 -
applied research, students explore how these systems use or convert the energy supplied to them, and related wider
environmental and social issues.
Unit 2: Electrotechnology engineering fundamentals
This unit focuses on building understanding of the fundamental principles of electrical and electronic circuits,
collectively and commonly referred to as electrotechnology.
In this unit students study fundamental electrotechnology engineering principles. Through the application of their
knowledge students produce basic operational systems. The systems produced by the students should employ a level of
integration between mechanical and electronic components. Students also apply their knowledge and skills to research
and produce technical reports.
While this unit contains the fundamental physics and theoretical understanding of electrotechnology systems and how
they work, the main focus remains on the construction of electrotechnology systems. The construction process heavily
draws upon design and innovation within all the interrelated applied learning that occurs in the unit.
In this unit, students study fundamental electrotechnology principles including applied electrical theory, representation
of electronic components and devices, elementary applied physics in electrical circuits, and mathematical calculations
that can be applied in order to define and explain electrical characteristics of circuits. The unit offers opportunities for
students to apply their knowledge in the construction of a functional system. Although the system can be predominately
electrotechnological, it is highly desirable to have some mechanical integration within the system. The systems
constructed provide a tangible demonstration of some of the theoretical principles studied in this unit. Electrotechnology
is one of the fastest moving sectors in relation to developments and changes that are taking place through technological
innovation. The contemporary design and manufacture of electronic equipment involves increased levels of automation
and inbuilt control. The unit allows students to explore some of these new and emerging technologies.
Unit 3: Systems engineering and energy
This unit focuses on how mechanical and electrotech systems are combined to form a controlled integrated technological
system. This includes knowledge of sources and types of energy that enable engineered technological systems to
In this unit, students study the engineering principles that are used to explain the physical properties of integrated
systems and how they work. This is underpinned by the study of human endeavour in which observations and ideas
about the physical world are organised and explained. Through the application of their knowledge, students produce an
integrated operational system. Students also apply their knowledge and skills to research, produce and present technical
In Unit 3 students commence work on the design and construction of one substantial controlled integrated system. This
project has a strong emphasis on designing, manufacturing, testing and innovation. Students manage the project
throughout all the phases of designing, planning, construction and evaluation. The engineering principles underpin
students‟ understanding in the fundamental physics and applied mathematics needed to provide a comprehensive
understanding of mechanical and electrotech systems and how they function.
In this unit, students develop their engineering knowledge and undertake the construction of a substantial system. They
also explore contemporary energy issues in relation to powering systems.
Unit 4: Integrated and controlled systems engineering
This unit combines the contemporary focus of systems control and provides opportunities for students to build on their
understanding and apply it to practical solutions through the construction of controlled integrated systems. In recent
times, commercial integrated systems have increased function, control and internal monitoring subsystems within them.
VISUAL COMMUNICATION AND DESIGN
Unit 1: Visual communication
The main purpose of this unit is to enable students to prepare instrumental drawings of objects and explore freehand
drawing from direct observation. Students also experiment and explore the application of design elements and principles
in the preparation of solutions to suit specific purposes. Students study how the design process is applied in the
production of visual communications.
Unit 2: Communication in context
The main purpose of this unit is to enable students to develop practical skills by generating images and developing them
through freehand and instrumental drawing. The ways in which information and ideas are communicated visually are
also explored through the analysis of the work of others. The design process is applied in developing visual
communication solutions to set tasks.
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Unit 3: Visual communication practices
The main purpose of this unit is to enable students to produce visual communications through the application of the
design process to satisfy specific communication needs. Students also study the production of visual communications in
a professional setting, and evaluate examples of visual communications.
Unit 4: Designing to a brief
The main purpose of this unit is to enable students to prepare one brief that defines the need or needs of a client.
Students apply the design process to produce developmental work and two final presentations based on the brief.
VET UNIT DESCRIPTIONS
VET – AUTOMOTIVE (Certificate II)
The Certificate II in Automotive – Technology is a pre-employment program designed to introduce students to
automotive theory and culture. It provides a solid foundation in the practical skills required to successfully gain an
apprenticeship in the automotive industry.
Students interested in further study in specialist or industry-specific streams of the automotive industry. It will also
appeal to those seeking a sound working knowledge of basic automotive procedures.
This course will prepare students for work in the automotive industry in areas such as automotive repair and service, and
the retail sector.
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VET – BUILDING CONSTRUCTION
This course is designed to provide the skills required for a successful career in building construction. Students are
introduced to occupational health and safety procedures, communication, work organisation, plan reading, equipment
and tool use.
Students interested in further training in the building industry will find this a sound basis for advancement.
This course will prepare students for employment in areas such as carpentry, painting and decorating, and bricklaying.
VET – BUSINESS ADMINISTRATION
The Certificate II in Business Administration provides students with administrative and computer skills for work in the
business sector. Students will be taught basic office, communication and clerical administration procedures, as well as
use of computer software.
Students who wish to undertake further studies in business or broaden their skills base for future employment.
This course will prepare participants for basic clerical and administration work in areas such as banking, office, clerical
VET – CISCO NETWORKING
The Cisco Networking Academy Program is an international „vendor‟ training program developed by Cisco Systems. It
is delivered under contract by organisations known as Cisco Local Academies. South West TAFE is an approved Local
Academy. The program provides students with the skills and knowledge required to work in the Internet working
industry; that is to design, construct and maintain small to medium sized computer networks. At the end of the program,
students are eligible to sit for the Cisco Networking Academy Associate examination, which leads to an industry
recognised qualification that is sought after by employers.
Students who are interested in information technology, computer science and computer networking.
This course will prepare students for employment as administrators of small to medium sized
computer networks. As information technology is used in all fields, there is a wide range of
employment opportunities available to graduates.
VET – CLOTHING PRODUCTION (Certificate II)
The Certificate II and III in Clothing Production and the Certificate III in Concept Development for Clothing Products
have been designed to give students the opportunity to study the designing and making of garments.
Students interested in further study in clothing related industries will find this a sound basis for advancement.
This course will prepare students for work in the clothing industry or clothing related industries.
VET – COMMUNITY SERVICES
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This course provides a general overview of the community services industry and prepares students for employment as
Students who are interested in further study in community-based services that focus on the promotion of good health
This course prepares students for work or further study in aged care, and community, disability and child care services.
VET – CONCEPT DEVELOPMENT FOR CLOTHING PRODUCTS (Certificate III)
The aims of the VCE VET Concept Development for Clothing Products program are to provide participants with
knowledge and skill development for intending clothing design and production operators; to provide an overview of the
nature of this industry and a sound basis of skills relevant to operating a small business.
This program prepares students with basic pattern making, garment design and garment construction skills for the
creation of their own items. The Program will also assist in preparing students for employment in sample rooms of
boutiques and other entry-level
positions in the clothing industry. The Certificate lll qualification provides opportunities for self employment and career
pathways into small business enterprises as well as larger clothing manufacturers.
VET – ELECTROTECHNOLOGY (Certificate II)
The VCE VET Electro technology (Shared Technology) program aims to provide participants with the knowledge and
skills enhance their employment prospects in electro technology and related industries.
This course will be of interest to those with an interest in information and communication technology (ICT) and
electronics technologies and their applications in industry.
This course will provide a pathway into industries that combine different types of technologies, for example,
automotive, building and construction, electrical, electronics, engineering, information technology and
telecommunications. The industry specialisations are: Computer System Networks Wireless Communications Energy
Generation Robotics and Embedded Controllers Photonics.
VET – ENGINEERING (Certificate II)
The Certificate II in Engineering Studies provides students with a solid foundation in the basic principles of engineering.
It focuses on four main areas: Fabrication, Electrical/ Electronics, Production and Mechanical. Students will gain an
overview of engineering and the career opportunities available.
This course will provide students with increased opportunity to gain an apprenticeship in Fitting and Turning or
Electrical and Metal Fabrication. They may also seek employment as a trade assistant or process or production worker in
the metals manufacturing industry.
VET –EQUINE INDUSTRIES (Certificate II)
This program is designed to enable students to gain a basic knowledge of the equine industry and develop core skills,
knowledge, attitudes and values that can be adapted and developed within the industry.
Successful completion of the program will provide students with further education or employment opportunities. There
are many options for employment within the equine industry including; industry employment such as stable or stud hand;
self employment; related industries that require an in-depth knowledge of the requirements of the horse, for
example saddlery, feed merchant, horse photographer, retail of equine products, animal attendant, horse breeding,
racing, mounted police, veterinary nursing, biological science
and coaching. There is also a pathway into higher education degrees.
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VET – HOSPITALITY (Certificate II)
The Certificate II in Hospitality – Operations provides skills and knowledge required for
working in the hospitality industry. In the second year of study the student is eligible for the award of a statement of
attainment, which documents the achievement of units of competency that can contribute to completion of Certificate III
or a higher level qualification.
Students who wish to gain practical experience in commercial cookery, front office management or food and beverage
service, as well as an understanding of communication, health and safety and hygiene procedures in the hospitality
This course will prepare students for employment in the hospitality industry in front office, waiting and food service or
cooking/ catering, or in the retail food industry. This course provides an ideal preparation for an
VET – INFORMATION TECHNOLOGY (Certificate II & III)
The Certificate II in Information Technology is designed to provide knowledge and skills to enhance employment
prospects within the information technology industry.
The Certificate III in Information Technology is designed to enhance employment prospects within the information
technology industry. It provides students with knowledge and skills in the use of a range of technologies (General
stream), in the advanced use of software applications (Software stream) or in network administration.
This course will prepare participants for work in the computer sales, network administration and computer systems
support areas of the information technology industry.
VET – LAND & CONSERVATION MANAGEMENT (Certificate II)
People working in the area of Conservation and Land Management are involved in the protection and enhancement of
river and wetland system, coastal areas, native flora and fauna and their habitats. They are also are involved with
addressing issues such as pest plant and animals, erosion, poor water quality, salinity and pollution.
The Certificate II in Land and Conservation Management provides students with a solid foundation in the basic
principles of Natural Resource Management and the career opportunities within it.
Students considering working in areas of the natural environment or considering advanced training in Natural Resource
VET – MULTIMEDIA (Certificate II & III)
The Certificates II and III Multimedia provides students with entry level training in the exciting new medium of digital
Students who are interested in the creative and technological side of computers and have open and flexible attitudes
towards change and advancement in the media industry.
This course will prepare participants for work as web page designers, animators, visualisers and digital video and
VET – MUSIC (Certificate II)
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The Certificate II in Music Industry Skills-Performance/Composition provides basic training in all areas of the music
industry, including music business, music technology, music promotion and music performance Certificate II offers
some specialist training in
the performance composition area through electives.
This course will prepare participants for performing, teaching and recording roles in the music industry.
VET – RETAIL OPERATIONS
This course provides students with the skills, knowledge and attitudes to commence a career
in the retail industry. The VCE VET Retail Operations program consists of the 10 core units of competency from the
Certificate II in Retail Operations. Students wishing to complete the full
Certificate II in Retail Operations will need to undertake further units of competency.
Students who have an interest in all areas of retail operation, including effective work practices and customer
This course will prepare participants for careers as sales assistants, in retail administration and
in buying and marketing.
VET – SPORT AND RECREATION
The aims of the VCE VET Sport and Recreation program are to:
• provide participants with the knowledge and skills to achieve units of competence that will enhance
their employment prospects in sport and recreation or related industries
• enable participants to gain a recognised credential and make a more informed choice of vocation
and career paths.
The VCE VET Sport and Recreation program provides students with the opportunity to select electives
that enable them to become multi-skilled, thereby enhancing entry to employment and further training
across many sectors in the sport and recreation industry.
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HOW YOUR WORK WILL BE ASSESSED
1. Satisfactory Completion of a Unit
Students will receive “S” for satisfactory completion or “N” for non satisfactory completion of each unit. The result
achieved will reflect the student‟s level of achievement in satisfying the purposes of the learning outcomes. Each unit
includes a set of two to four outcomes. These outcomes must be achieved for satisfactory completion of the unit.
Achievement of the outcomes is based upon the teacher‟s assessment of the student‟s performance. The students work is
assessed against suitable criteria. In units 1 & 2 the criteria is designed by the classroom teacher. For units 3 & 4 the
criteria is provided by the Vic. Curriculum & Assessment Authority.
In units 1 & 2 the college will assess and report on how well the students have performed. Students will receive a grade
from A-E as an assessment of their level of performance. These assessments will be a useful guide to the student‟s level
of performance and will introduce them to the way in which assessment will work in year 12. The graded assessment
will not be included in their statement of results from the Vic. Curriculum & Assessment Authority.
All unit 3 & 4 studies will continue to have school assessment and examinations. Each study has three graded
assessments reported as grades (A+ to E; UG) for each study.
Studies will be assessed by school assessed coursework and/or school assessed tasks. The school assessed coursework
is made up of a number of assessment tasks. These assessment tasks are used to assess the student‟s level of
understanding of the learning outcomes for the unit. The assessment tasks are done mainly in class. The school
assessed tasks will be the same for every school and the specifications set by the Vic. Curriculum & Assessment
External examinations are set and marked by the Vic. Curriculum & Assessment Authority. There will be some
examinations in June, with the large majority held in November.
SATISFACTORY AND NONSATISFACTORY UNIT RESULTS
Determination of these results is made at the school level. To achieve a satisfactory result for a unit the student must
demonstrate an achievement of the outcomes for each unit they are studying. These outcomes are outlined in the study
design for every subject.
Students are able to have a maximum of two attempts to demonstrate achievement of an outcome.
3. General Achievement Test
The General Achievement Test (GAT) is a test of general knowledge which will measure the level of achievement
students have accomplished across three broad areas:
- written communication
- mathematics, science, technology
- humanities, arts, social science.
The results from the GAT will be used by the Vic. Curriculum & Assessment Authority to check that schools are all
marking to the same standard in their school assessed coursework to check the accuracy of student scores in exams and
calculating Derived Examination Scores.
The GAT is completed in the June Examination period and consists of a 3 hour exam.
Any student completing a VCE unit at level 3, 4 is required to sit the GAT. Students will receive a Certificate at the end
of the year stating the results of their GAT.
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STUDENT APPEAL TO THE SCHOOL A DECISION ON NON-SATISFACTORY COMPLETION
OF A UNIT
A student may be awarded an N or J for a unit as a consequence of
failing to meet a school deadline for a Work Requirement
failing to meet a deadline where an extension of time has been granted
a substantial breach of attendance rules
unsatisfactory completion of a Work Requirement
The student has the right of appeal to the school if he or she disagrees with the result of the Unit.
The student appeal application must be received in writing by the principal within 14 days of the student receiving
notification by the school of the result for the unit. The appeals committee will consider the application and may
interview the student.
SPECIAL PROVISION FOR EXAMINATION AND SCHOOL ASSESSED TASKS & COURSE
Special provision allows schools and the Vic. Curriculum & Assessment Authority to assist a student who has been
unable to perform at an optimal level because he or she has experienced significant hardship during his or her VCE
There are four forms of Special Provision for VCE:
Curriculum Delivery and student programs
Special examination arrangements
Derived Examination Scores
In each case there are specific eligibility requirements that apply. Personal circumstances, illness and disability are
possible grounds for special provision. The school is responsible for determining eligibility and the nature of provisions
granted for curriculum delivery, student programs and school based assessment. Students should speak to the VCE co-
ordinator and may require supporting documentation such as medical certificates.
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OFF CAMPUS WORK
During the course of your child's two years of VCE/VCAL studies, he/she will be required to
undertake a number of research projects and assignments in units studied at levels 1,2,3 or 4. On
some occasions teachers will accompany students. On other occasions the students will not be
A number of these projects and assignments will require your son/daughter to travel to farms,
businesses, private homes etc. in Casterton and District at various times during the school year.
In order to save seeking your permission to allow your child to carry out these tasks on each
occasion, we are asking you to complete the form below which will allow your child to leave the
school grounds on VCE/VCAL related activities during the year.
OFF CAMPUS WORK PERMISSION FORM
I, ........................................................................................................... give permission for my
child .................................................................................................................. to leave Casterton
Secondary College on VCE related activities during 2007/2008.
Signed .................................................................................................. Date: .........................
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POLICIES FOR VCE UNITS 2006
The Victorian Curriculum and Assessment Authority has stated in its handbook (page 51).
1. “A student must ensure that all unacknowledged work submitted for assessment is genuinely his/her own”
2. “A student must acknowledge all resources used, including:
a. Text, websites and source material
b. The name(s) and status of any person(s) who provided assistance and the type of assistance provided”
It is expected therefore, that, that VCE students will include a bibliography on all pieces where the above information is
If the whole task is plagiarized, the student receives an “N” for the task.
If part of the task is plagiarized, the plagiarized section will not be considered and the assessment will be given on the
remainder of the task. If it satisfies the outcome of the task, it will receive an “S” and/or a numerical grade. If it does not
satisfy the outcome of the task, it will receive an “N”.
NON ASSESSED COURSEWORK
If there is any plagiarized work in the task the complete task will be re-done.
SUBMISSION OF WORK
ASSESSMENT TASKS- out of class
This work will be handed to the subject teacher or VCE coordinator, and signed in on the appropriate form, no later than
3.30pm on the due date.
in class- single lesson
The task to be collected by the teacher at the end of the lesson.
in class -multiple lessons
The task should be collected by the teacher at the end of each lesson and returned to the student at the beginning of the
next lesson to continue the task. Alternatively the teacher can allow the student to keep the task, but indicate by their
signature or other means, where the student finished at the end of each lesson. The teacher must ensure that no further
work is undertaken before the next lesson. This can be done by the teacher checking at the start of each lesson that no
work has been done below the last signature on the student‟s work.
NON ASSESSED TASKS - course work
This work to be handed to the teacher by 3.30 on the due date.
Failure to submit at least 80% of the course work for an outcome may result in an “N” for that outcome.
LATE SUBMISSION OF TASKS -units 1&2
Failure to comply with the published time line will result in the student being penalized one grade for every day late, to a
maximum of five days.
If the student does not hand the work in during the five-day extension period or receives an “N” for their original piece
of work, the student will then be given the opportunity of completing one other assessment task. This task will be
assessed for “S” or “N” but will not receive a graded assessment. A grade of “N” will mean that the student will receive
an “N” for the unit.
If the work is a SAC or SAT there is no opportunity for late submission, except under special provision. Students will
receive no assessment for late work.
UNSATISFACTORY ASSESSMENT TASKS
A student who receives an unsatisfactory result for the original assessment task, or receives an “N” as a result of late
submission of work, will be given the opportunity to attempt one other assessment task in order to satisfy the learning
outcomes of that task. This task will be assessed for “S” or “N” but will not receive a graded assessment.
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DATES FOR ASSESSMENT TASKS
These must be communicated, in writing, to the students, a minimum of SEVEN days prior to the assessment task.
Failure to comply with this instruction will leave the teacher defenceless, in the event of a student appeal on grounds of
insufficient or incorrect notification.
WORD RANGE FOR COURSEWORK TASKS
The assessment guides for each Key Learning Area provides advice on the scope of each task and where necessary, the
recommended word range sufficient to allow students to demonstrate achievement of the outcome without requiring an
excessive amount of written material. The word range is not intended to be an absolute limit that cannot be extended
without penalty. Providing students are completing their tasks under comparable conditions, students who exceed the
recommended word range should not be penalised by deleting the extra words.
RETURN OF STUDENT’S WORK
The teacher will retain assessed work at year 12 until the Vic. Curriculum & Assessment Authority has confirmed the
Samples of this work may be called in for auditing. Initial grades may be given to the students. They must be informed
that their initial results may alter as a result of their performance in their external examinations and General
Achievement Test (GAT) and because their results in their SAC/s and SAT/s are statistically moderated.
ABSENCE FROM ASSESSMENT TASKS OR ASSESSED COURSEWORK
The marks that Unit 3 & 4 students achieve at assessment classes contribute towards their ENTER scores. They also
enable the students to demonstrate achievement of the outcomes required if they are to receive an S for the unit. IT IS
ESSENTIAL THAT STUDENTS ARE PRESENT IN THESE CLASSES TO COMPLETE THIS WORK.
SAC classes will run only once- students will need to be there.
Students who are absent for all of an assessment task, with out an approved absence, will receive an „NA‟ (no
assessment). They will not be given an opportunity to catch up on time missed. They may also receive an “N”
for the unit as they may not have demonstrated an achievement of the outcome/s.
Students who are absent for part of an assessment task undertaken over multiple lessons, without an approved
absence, will not be given an opportunity to catch up on time missed. The student will have a reduced time to
complete the task. E.g. 3 periods instead of 5 periods.
Students who are absent for part or for all of the assessment task for legitimate reasons e.g. Illness, family
emergency, may apply to the VCE Coordinator, in writing, for special provision at least two days (where
possible) before the SAC. This may not necessarily enable the student to sit for the SAC at another time. The
class teacher and VCE coordinator will consider the application on its merit. A decision will be made based on
supporting documentation e.g. Doctor‟s certificate supporting the illness, or a note from the parent/ guardian
and the student‟s demonstrated work ethic to that time, based on the amount of work completed in that unit, up
till the time of the application.
Other approved absences may be allowed. They include-
Family commitments that involve time away from school
Cases of personal hardship
Extended absence that has the approval of the principal
Approved absence on school activities e.g. school sport, work experience
The following circumstances are not regarded as approved absences:
Driving lessons or driving tests
Part time work commitments in school time
Time off to prepare for social occasions
Appointments e.g. Doctors, dentist, hairdresser, and Deb. preparation.
Students, who miss SAC classes without special provision or an approved absence being granted, will be required to
discuss with the VCE coordinator, their future enrolment status at school.
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Casterton Secondary College requires students to attend a minimum of 80% of classes, to satisfy the attendance
requirements in each unit that they study. Failure to satisfy this requirement may result in a non-satisfactory assessment
for the unit. Teachers are required to keep accurate attendance records. It is a College requirement that all absences must
be in the approved category. Teachers are to notify the VCE coordinator of any student whose attendance is close to the
80% minimum requirement. Students who are close to the minimum attendance requirement will not be given school
approval to participate in organised school activities that lead to a further reduction in attendance at scheduled classes.
The VCE coordinator will work with these students on an attendance and work completion plan. Students who fall
below the minimum requirement due to a high number of unapproved absences will be required to be accompanied by
their parents / guardian and attend an interview with the Principal.
ACCEPTABLE FORMS OF ASSISTANCE
There are different guidelines for SACs and SATs.
Acceptable forms of assistance for coursework assessment tasks include:
Providing assistance at the learning activity stage, prior to commencing the assessment task e.g.: modeled answers
for similar tasks, but in a different context, teaching about how to approach a major project, practice essays and
case studies on different topics.
Providing general advice at the early stages of work that is not a test.
Instructions and ensuring a safe working environment during practical activities.
UNACCEPTABLE FORMS OF ASSISTANCE
Marking or providing comments on any draft of work that is to be submitted for coursework assessment.
For an assessment task, providing students with an identical topic to previous work completed and corrected in class.
Providing students with handouts, board notes and detailed essays or research plans for the same topic as the assessment
Students copying part or all of the work of another student who was helping them with the assessment task.
Teacher mentors providing a written or dictated comment to work that is to be handed in for assessment.
ASSESSMENT MISSED DUE TO APPROVED ABSENCE
Students have one opportunity to complete coursework assessment missed due to approved absences. The assessment
must be completed at a time that is acceptable to the teacher and must be completed under similar conditions to the other
members of the class. It is expected that students will be provided with an alternative assessment task, similar to that
undertaken by the other members of the class. The assessment must be completed within two weeks of the original
assessment task. The assessment must be completed before the other members of the class have received their work and
result back, for their assessment task.
EXTENSIONS OF TIME
All applications for extension of time or opportunity to complete the assessment beyond the two-week deadline must
have the approval of the VCE coordinator.
Student to collect an application form from the VCE coordinator.
Class teacher and student to complete the form.
Student to return form to VCE coordinator.
Student must apply for approval prior to the due date or on the day they return to school after an extended period of
Family commitments that involve time away from school
Cases of personal hardship
Extended absence that has the approval of the principal
Students will not be granted an extension of time on the grounds that they are not ready. Students who have been
working on SACs or SATs over an extended time will not have participation in “school sports, camps or work
experience” recognised as grounds for extension of time. There is an expectation that students will spend additional
time on these tasks prior to participating in extra curricular activities.
The following options are possible for “approved absence” assessment:
To be undertaken in class.
Supervised time is arranged in the subject teacher‟s own time.
Supervised time is arranged in a volunteer teacher‟s own time.
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