The study of English is designed to enable students to extend their competence in using Standard Australian English. Students will broaden their language skills through thinking, reading, writing, speaking and listening tasks. They will refine their ability to communicate ideas and information, both orally and in writing for a range of audiences. Students will read widely from several different texts in order to develop informed interpretations and recognise the importance of language and its capacity to express ideas.

What will students learn:

Unit 1

• Develop inferential reading and viewing strategies to support the development of personal connections with a text.

• Create written texts that demonstrate an awareness of context, purpose and audience.

• Analyse the purpose of vocabulary, text structures, language features and conventions in written texts.

Unit 2

• Develop and justify a detailed interpretation and of a selected text.

• Create texts taking audience, purpose and context into account.

• Identify and discuss, either in writing or orally, how language can be used to persuade readers or viewers.

Unit 3

• Analyse ideas, concerns and values presented in a text, informed by the vocabulary, text structures and language features and how they make meaning

• Demonstrate effective writing skills by producing their own texts, designed to respond to a specific context and audience to achieve a stated purpose

• Justify their decision making through writing processes

Unit 4

• Analyse explicit and implicit ideas, concerns and values presented in a text

• Analyse the use of argument and language in persuasive texts

• Develop and present a point of view text

Students who are applying to seek EAL status to enrol in English as an Additional Language  must meet the criteria outlined below.

• They have not resided in Australia or another predominantly English-speaking country for a total period of more than seven years prior to 1 January in the year the student will be undertaking Units 3 and 4 EAL

• and have not been enrolled in schools where English has been the student’s major language of instruction for a total period of seven years or less over the period of their education

English Language explores English through a linguistics lens, with a strong emphasis on language as used in contemporary society, and how historical forces have led to this point. Students study a myriad of spoken and written texts in order to develop their analytical skills and understanding of linguistics. The range of texts includes narratives, advertisements, social media, legal documents, bureaucratic documents, literature, speeches and discourse in the public domain. Students study the structure, functions and history of the English language and the way it is structured for specific audiences and purposes.

What will students learn:

Unit 1

• AOS 1 The nature and functions of language 

• AOS 2 Language acquisition

Unit 2

• AOS 1 English across time

• AOS2 Englishes in contact

Unit 3

• AOS 1 Informality

• AOS 2 Formality

Unit 4

• AOS 1 Language variation in Australian society

• AOS 2 Individual and group identities

The study of Literature focuses on developing an informed, critical, and appreciative approach to reading. In Literature, students deepen their critical reading skills through discussion and debate. Literature involves the study of a wide range of texts including poetry, plays, prose and film. Students of Literature develop a critical awareness of cultures past and present and how these are represented in literary texts. They read closely and engage in detailed analysis of the literary features of the texts they study. Students of Literature develop their own interpretations of texts and come to understand the factors which have influenced this interpretation.

What will students learn:

Unit 1: Approaches to Literature

• Examine a range of literary texts – plays, novels, stories and poems

• Explore how readers develop their understanding of literary texts

• Examine the relationship between personal taste and social values 

• Explore a range of literary movements and genres

Unit 2: Context and Connections

• Read and discuss challenging texts and explore how literature represents the world in distinctive ways

• Begin to develop skills in the close analysis of literary language

• Explore the significance and interconnectedness of place, culture, and identity in Aboriginal and Torres Strait Islander Texts

• Identify the specific features of texts and explore connections between texts

Unit 3: Form and Transformation

• Analyse how meaning changes when the form of a text changes

• Enhance their own interpretations of texts through direct engagement with secondary literature and theory

Unit 4: Interpreting Texts

• Examine how the views and values of texts are reflected through different readings

• Develop creative responses in response to a set text

• Critically analyse features of a text

General Mathematics places a strong emphasis on building confidence in understanding and solving mathematical problems, both abstract and concrete, with increased accuracy. It will also develop the use of a Computer Algebraic Systems (CAS) calculator as a tool to assist with mathematical investigation. In this subject, students will be introduced to a variety of mathematical topics to demonstrate both the versatility of Mathematics as well as the consistency of mathematical reasoning in different settings. 

What will students learn:

Unit 1

• Investigating and comparing data distributions using data analysis, probability and statistics

• Recursion and financial mathematics

• Linear functions, graphs, equations and models

• Discrete mathematics using matrices

• Mathematical investigation

Unit 2

• Investigating relationships between two numerical values

• Graphs and networks

• Measurement

• Applications of trigonometry

• Mathematical investigation

Unit 3

• Investigating data distributions

• Two variable analysis

• Modelling linear associations and time series data

• Recursion and financial modelling, depreciation of assets, compound interest, reducing balance loans, annuities and perpetuities, and compound interest

Unit 4

• Matrices and their applications

• Graphs and networks, exploring travelling problems, minimum connector problems, shortest path, matching problems, and scheduling problems

VCE Mathematical Methods is designed to introduce students to skills and knowledge over four areas of study: Functions and Graphs, Algebra, Calculus, and Probability and Statistics. The areas of study are revisited in each unit as students build on their prior knowledge and develop an increasingly sophisticated understanding of the core content and its applications. Skills are built progressively from Units 1 to 4 and students are asked to apply their knowledge to unfamiliar settings. Students make extensive use of technology, particularly Computer Algebraic System (CAS) calculators, to explore these areas in greater depth. Mathematical Methods Units 1 and 2 must be successfully completed prior to the commencement of Units 3 and 4. It is highly recommended that students complete Year 10 Advanced Mathematics prior to enrolling in Year 11 Mathematical Methods. 

What will students learn:

Unit 1

• Linear relationships, quadratics, and functions

• Rates of change

• Discrete Probability

Unit 2

• Circular functions

• Exponential and logarithmic functions

• Calculus

• Counting methods and distributions

Unit 3

• Linear and quadratics

• Polynomials and functions

• Calculus

• Exponentials and logarithms

Unit 4

• Circular functions

• Calculus applications

• Probability and statistics

Specialist Mathematics is offered to highly capable students who are also enrolled in VCE Mathematical Methods (CAS). The subject extends core ideas from content within the Mathematical Methods course, embedded in areas such as algebra, functions and calculus, whilst also introducing new concepts fundamental to applied Mathematics. Students will be challenged to find and justify their solutions to complex problems, requiring a high level of perseverance, flexibility and clarity to their thinking and written work. A Computer Algebraic Systems (CAS) calculator will support students’ investigations and facilitate a deeper understanding of the various concepts and theories learnt throughout the course.

What will students learn:

Unit 1

• Algebra, number and structure including proof, graph theory, logic, and algorithms

• Discrete mathematics including sequence and series, combinatorics, and matrices

• Complex Numbers

• Mathematical Investigation

Unit 2

• Simulations, sampling, and sampling distributions

• Trigonometry, transformations, and vectors

• Functions and Relations

• Mathematical Investigation

• Logic & Algebra

• Proof

Unit 3

• Rational functions of a real variable

• Complex numbers – Part 2

• Functions and graphs

• Differential and integral calculus

• Vector calculus

• Vectors

• Differential equations

Unit 4

• Probability and Statistics

• Linear combinations of random variables

• Sample means

• Confidence intervals for means

• Hypothesis testing

• Proof and Logic

Biology is the study of living things, from the minute detail of single cells through to the complex relationships between organisms in ecosystems. In this subject, students investigate the composition, structure and function of cells. Students use both practical and theory-based work to explore cellular processes such as photosynthesis, respiration and movement across membranes. They gain an understanding of body systems and their contribution to homoeostasis. Students conduct fieldwork to learn about relationships between organisms and energy flow within ecosystems. The study of Year 10 Science prior to or alongside Biology is strongly recommended.

What will students learn:

Unit 1: How do organisms regulate their functions?

• How do cells function?

• How do plants and animal systems function?

• How do scientific investigations develop understanding of how organisms regulate their functions?

Unit 2: How does inheritance impact on diversity?

• How is inheritance explained?

• How do inherited adaptations impact on diversity?

• How do humans use science to explore and communicate contemporary bioethical issues?

Unit 3: How do cells maintain life?

• What is the role of nucleic acids and proteins in maintaining life?

• How are biochemical pathways regulated?

Unit 4: How does life change and respond to challenges over time?

• How do organisms respond to pathogens?

• How are species related over time?

• How is scientific inquiry used to investigate cellular processes and/or biological change?

Chemistry involves investigating the composition and behaviour of matter and its interaction with energy, as well as key factors that affect chemical systems. You will develop knowledge and understanding of how chemical systems can be controlled to develop greener and more sustainable processes for the production of chemicals and energy while minimising any adverse effects on human health and the environment. You will gain skills that are employed by a range of industries, such as the petroleum, mining, cosmetics, pharmaceuticals and agriculture industries. It is also at the heart of the rapidly growing fields of nanotechnology and biotechnology. Base knowledge in Chemistry is used in other career areas too, particularly, Ecology, Geology and Medicine. 

What will students learn:

Unit 1: How can the diversity of materials be explained?

• How do the chemical structures of materials explain their properties and reactions?

• How are materials quantified and classified?

• How can chemical principles be applied to create a more sustainable future?

• Sustainability in chemistry research investigation

Unit 2: How do chemical reactions shape the natural world?

• How do chemicals interact with water?

• How are chemicals measured and analysed?

• How do quantitative scientific investigations develop our understanding of chemical reactions?

• Student-designed practical investigation 

Unit 3: How can design and innovation help to optimise chemical processes?

• What are the current and future options for supplying energy?

• How can the rate and yield of chemical reactions be optimised?

Unit 4: How are carbon-based compounds designed for purpose?

• How are organic compounds categorised and synthesised?

• How are organic compounds analysed and used?

• How is scientific inquiry used to investigate the sustainable production of energy and/or materials?

• Student-designed practical investigation

Environmental Science is an excellent subject for students who would like to undertake a general science subject or are interested in ecology or the environment. Students learn and apply knowledge and skills from Biology, Chemistry, Physics, Geology, Geography and Maths. Practical and research activities will help students to make connections, allowing them to develop an in-depth understanding about how biological and human systems interact and affect each other. Students investigate all aspects of the natural world, including how living organisms rely on the physical environment. There is a strong emphasis on how humans affect ecosystems including the examination of strategies that will enable us to maintain and protect the environment.

What will students learn:

Unit 1: How are Earth’s dynamic systems interconnected to support life?

• How are Earth’s systems organised and connected?

• How do Earth’s systems change over time?

• How do scientific investigations develop understanding of how Earth’s systems support life?

Unit 2: What affects Earth’s capacity to sustain life?

• How can we manage pollution to sustain Earth’s systems?

• How can we manage food and water security to sustain Earth’s systems?

• How do scientific endeavours contribute to minimising human impacts on Earth’s systems?

Unit 3: How can biodiversity and development be sustained?

• Why is maintaining biodiversity worth a sustained effort?

• When is development sustainable?

Unit 4: How can climate change and the impacts of human energy use be managed?

• How can we respond to climate change?

• What might be a more sustainable mix of energy sources?

• How is scientific inquiry used to investigate contemporary environmental challenges?

Physics enables you to use observations, experiments, measurements and mathematical analysis to develop qualitative and quantitative explanations for phenomena occurring from the subatomic scale to macroscopic scales. You will explore the big ideas that changed the course of thinking in physics such as relativity and quantum physics. Physics is a challenging and rewarding subject. Studying physics instructs a person in the process of critical thinking, how to pose questions, and how to solve problems. Physics is at the heart of almost every facet of modern life. Physics provides training for a vast range of careers, it can be employed directly, or the skills developed can be applied in innovative ways in other fields of inquiry. Successful completion of Year 10 Maths and Science is required before undertaking VCE Physics.

What will students learn:

Unit 1: How is energy useful to society?

• How are light and heat explained?

• How is energy from the nucleus utilised?

• How can electricity be used to transfer energy?

Unit 2: How does physics help us to understand the world?

• How is motion understood?

• How does physics inform contemporary issues and applications in society?

• Practical investigation

Unit 3: How do fields explain motion and electricity?

• How do physicists explain motion in two dimensions?

• How do things move without contact?

• How are fields used in electricity generation?

Unit 4: How have creative ideas and investigation revolutionised thinking in physics?

• How has understanding about the physical world changed?

• How is scientific inquiry used to investigate fields, motion or light?

In Psychology students explore complex human behaviours and thought processes. They develop empathetic understandings and learn about mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as workplace and social relations. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and sociocultural factors that influence thought, emotions and behaviour. The study of Year 10 Science or Advanced Science prior to, or alongside, Psychology is strongly recommended.

What will students learn:

Unit 1: How are behaviour and mental processes shaped?

• What influences psychological development?

• How are mental processes and behaviour influenced by the brain?

• How does contemporary psychology conduct and validate psychological research?

Unit 2: How do internal and external factors influence behaviour and mental processes?

• How are people influenced to behave in particular ways?

• What influences a person’s perception of the world?

• How to scientific investigations develop our understanding of influences on perception and behaviour?

Unit 3: How does experience affect behaviour and mental processes?

• How does the nervous system enable psychological functioning?

• How do people learn and remember?

Unit 4: How is wellbeing developed and maintained?

• How does sleep affect mental processes and behaviour?

• What influences mental well-being?

• How is scientific inquiry used to investigate mental processes and psychological functioning?

VCE Extended Investigation enables each student to identify a research question and carry out an independent research project designed to answer it. The research question may be based on a topic already encountered in a student’s VCE program, allowing the student to explore the topic of interest at a more advanced level, or it may be completely unrelated to other VCE studies.

Students develop and apply critical thinking skills at every stage of the study, with an emphasis on learning to think as a researcher. They recognise what constitutes a good research question and develop an ethical, disciplined and reasoned approach to gathering and interpreting data. They learn to analyse and evaluate the arguments presented by other researchers as they conduct a review of the academic literature relevant to their research question. They evaluate the clarity, plausibility and validity of their own ideas and arguments.

What will students learn:

Unit 3: Designing and conducting research

• Thinking about arguments: terms of thinking and argumentation, characteristics of valid arguments and techniques for analysing arguments

• Developing a research question: role of research, types of data, development of ethical research and literature reviews

• Planning and commencing the research: techniques of research project management, evaluating arguments in the research material, ways of summarising arguments

Unit 4: Completing and reporting research

• Thinking about research: terms for modes of thinking and argumentation, techniques for assessing arguments and evaluating methods of research

• Completing a written report: selecting different types of data, synthesising research and conventions for citing, referencing and acknowledging sources

• Presenting and defending findings: organise ideas, facts and findings to explain conclusions, evaluate research methods and conclusions, respond to questions and challenges

VCE Accounting explores and applies the financial recording, reporting, analysis and decision-making systems and processes of a sole proprietor trading business. Students study the theoretical aspects of accounting and practically apply these principles. They collect, record, report, analyse, apply, evaluate and discuss accounting information using both manual and ICT-based methods. Students apply critical thinking skills to a range of business situations. They model alternative outcomes and use financial information generated to provide accounting advice to business owners, whilst taking into account ethical as well as financial considerations.  

What will students learn:

Unit 1: Role of accounting in business

• The role of accounting

• Recording financial data and reporting accounting information for a service business

Unit 2: Accounting and decision–making for a trading business

• Accounting for and managing inventory

• Accounting for and managing accounts receivable and accounts payable

• Accounting for and managing non-current assets

Unit 3: Financial accounting for a trading business

• Recording and analysing financial data

• Preparing and interpreting accounting reports

Unit 4: Recording, reporting, budgeting and decision-making

• Extension of recording and reporting

• Budgeting and decision-making

VCE Business Management examines the ways in which people at various levels within a business manage resources to achieve the objectives of the organisation. Students will study the various strategies in the management of resources in small, medium and large organisations and consider changes that need to be made to ensure the continued success of a business. Through exposure to real business scenarios students will gain an understanding of how theoretical business concepts are put into practice in established organisations.

What will students learn:

Unit 1: Planning a Business

• The business idea

• The external business environment

• The internal business environment

Unit 2: Establishing a Business

• Legal requirements and financial considerations

• Marketing a business

• Staffing a business

Unit 3: Managing a Business

• Business foundations

• Human resource management

• Operations management

Unit 4: Transforming a Business

• Reviewing performance - the need for change

• Implementing change within a business

The study of Economics focuses on decisions about how consumption and production occurs, how resources are allocated, and how the proceeds of production are distributed. These are economic decisions made by individuals, groups, businesses and governments which not only affect the wellbeing of particular nations and their people, but also increasingly influence living standards regionally and globally. Students investigate economic activity in Australia and the factors that affect the achievement of the Australian Government’s economic objectives, which concentrate on budgetary, monetary and microeconomic reform.

What will students learn:

Unit 1: Economic decision-making

• Thinking like an economist

• Decision-making in markets

• Behavioural Economics

Unit 2: Economic issues and living standards

• Economic activity

• Applied economic analysis of local, national and international economic issues

Unit 3: Australia’s living standards

• An introduction to microeconomics: the market system, resource allocation and government intervention

• Domestic macroeconomic goals

• Australia and the international economy

Unit 4: Managing the Economy

• Aggregate demand policies and domestic economic stability

• Aggregate supply policies

Geography helps students understand the world by exploring how people, places, and environments are connected and how they change over time. Through fieldwork, digital tools, and real-world investigations, students develop critical thinking skills and a deeper appreciation for the complexity of our planet. The subject focuses on the key ideas of change and interconnection, encouraging students to examine global and local issues such as climate change, urbanisation, and sustainability. Geography equips students to make informed decisions about the future and their role in shaping it.

What will students learn:

Unit 1: Hazards and Disasters

• Characteristics, causes, and impacts of hazards

• Response to hazards and disasters 

Unit 2: Tourism: Issues and challenges

• Characteristics of tourism 

• Impact of tourism on people, places and the environment

Unit 3: Changing the land

• Changes to land cover including biomes (forests) and land covered by ice and water.

• Changes to land use to satisfy a society's emerging needs 

Unit 4: Human Population: Trends and issues

• The geography of human population – patterns, change, movement and distribution throughout the world

• Responses and reactions to these changes in different parts of the world

The study of VCE History allows students to further develop their knowledge, skills and understanding of the past and the people, ideas and events that have created certain societies and cultures. Students will develop their grasp of historical events through the research of specific case studies, forming links between these instances and contemporary issues. The study of VCE History builds a conceptual and historical framework seeking to extend students’ cultural, economic, social and political understanding as they present their views and arguments in a variety of mediums.

What will students learn:

Modern History Unit 1: Change and conflict

• Explain how significant events, ideologies and individuals contributed to political and economic changes in the first half of the 20th century

• Analyse how these contributed to the causes of World War Two

• Explain patterns of social and cultural change in everyday life in the United States interwar period

• Analyse the conditions which influenced these changes

Modern History Unit 2: The changing world order

• Explain the causes of the Cold War 

• Analyse its consequences on nations and people.

• Explain the challenges to social, political and/or economic structures of power during the Irish Troubles

• Evaluate the extent to which continuity and change occurred 

Empires Unit 1: Spanish Empire

• Explain the significant features of an empire 

• Analyse the rise and expansion of the empire

• Analyse the challenges and changes faced by the empire

• Evaluate the consequences of its imperial encounters in new territories and colonies, and on Indigenous peoples.

Empires Unit 2: English Empire

• Explain the significant features of an empire 

• Analyse the rise and expansion of the empire

• Analyse the challenges and changes faced by the empire

• Evaluate the consequences of its imperial encounters in new territories and colonies, and on Indigenous peoples.

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society. In these units students construct an argument about the past using historical sources (primary sources and historical interpretations) as evidence to analyse the complexity and multiplicity of the causes and consequences of both the French and Russian Revolutions and to evaluate the extent to which the revolution brought change to the lives of people. Students analyse the different perspectives and experiences of people who lived through dramatic revolutionary moments, and how society changed or remained the same. 

What will students learn:

Unit 3: French Revolution

• What is a revolution?

• What were the causes of the French Revolution?

• How successful was the revolution in creating meaningful change for the people of France?

• Who were the principal beneficiaries of the fall of the old order?

Unit 4: Russian Revolution

• Can revolutions be successful in the modern world?

• Did the new Russian society change the lives of the Russian people for better or worse?

• How have historians interpreted the Russian Revolution?

Philosophy gives students the opportunity to explore and evaluate some of the big ideas offered by the most influential thinkers of history. This course introduces students to methods of philosophical argument and analysis, and guides them in applying these methods to contemporary issues. The study also focuses on specific works and philosophical ideas as they change throughout different stages of history. Philosophy grapples with profound and fundamental questions, such as: What is the nature of reality? Are human beings more than their bodies? Philosophical analysis of what it means to live the good life? What role should experience, testimony, and expertise play in the formation of and justification of belief? Is it possible to obtain absolute certainty about anything? Are right and wrong simply matters of culture? What does it mean to live well? 

Philosophy demands independent thinking and strong writing skills.

What will students learn:

Unit 1: Philosophy, existence, and knowledge

• Explore metaphysical questions related to the mind and body, the self and reality

• Explore the possible sources of knowledge 

• Introduction to philosophical inquiry

• Investigate what makes up reality

Unit 2: Questions of Value 

• Ethics and philosophical investigation focusing on moral values

• Techniques of philosophical inquiry

• Explore the nature of beauty and art

• Analyse to what extent should freedom be protected 

Unit 3: The Good Life

• Philosophical analysis of what it means to live the good life

• Application of ancient and contemporary viewpoints to life in the 21st century 

Unit 4: On Believing

• Philosophical questions related to belief formation and justification

• The interrelationship between believing well and living well 

Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. Students examine the processes of law-making, dispute resolution and the administration of justice in Australia. They develop an understanding of the complexity of the law and the challenges faced by our law-makers and dispute resolution bodies. They investigate the workings of the Australian legal system and undertake comparisons with international structures and procedures. Students are encouraged to question these systems and develop informed judgements about their effectiveness.

What will students learn:

Unit 1: Presumption of Innocence

• Legal foundations

• The presumption of innocence

• Sanctions

Unit 2: Wrongs and Rights

• Civil liability

• Remedies

• Human rights 

Unit 3: Rights and Justice

• The Victorian criminal justice system

• The Victorian civil justice system 

Unit 4: The People, the Law and Law Reform

• The people and law-makers

• The people and reform

Sociology is the study of everything around you: your social interactions, experiences, values, norms and culture. It examines how you fit into the world and how others perceive and treat you based on factors like economic and status levels, education, ethnicity, sexual orientation and so on. Sociology makes you more aware that there are many different kinds of people in the world who do not necessarily think the way you do, nor experience life in the same way. It examines how humans create meanings, how so much of what we take for granted is socially constructed and consequently subjective in nature and prone to change. Sociology draws on various research methods in the exploration of social relationships. You gather information for analysis, drawing on case studies, media representations, surveys and participant observation. It increases your willingness and ability to see the world from other people’s perspectives. Studying sociology will transform the way you perceive and think about yourself, others and life itself. 

What will students learn:

Unit 1: Youth and family

• What is the superpower of the 'sociological imagination'?

• What is it like to a young person in Australia today? 

• How do we perceive, label and treat young people in society?

• How is the experience of being young different for people based on social, economic, cultural and technological variables? 

• What is the reality of the family institution beyond traditional, idealised notions?

• What does feminist theory have to say about family? 

• What is family life like across different cultures? 

• How do different examples of media represent family in society?

Unit 2: Deviance and crime

• What stops us from breaking unwritten laws in society? 

• How does society react to perceived deviations from norms? 

• Why do people commit crimes?

• How does our society deal with criminals and criminal behaviour? How should it?

• What is the impact of moral panic?

Unit 3: Culture and ethnicity

• How and why have Australian Indigenous Cultures been suppressed historically?

• What misconceptions do people hold about Australian Indigenous people and cultures?

• How is awareness and understanding of Australian Indigenous Cultures changing over time?

• Why is the concept of race unhelpful?

• Why do some groups in multicultural Australia feel like they do not belong and are excluded?

Unit 4: Community, social movements and social change

• What do we get out of belonging to communities?

• What is technology doing to the way we connect with and define communities?

• How are communities affected by different factors?

• What is social change?

• What makes a social movement emerge?

• How do social movements use power to achieve their aims and how is power used against them?

In the study of VCE Art Creative Practice, research and investigation inform art making. Through the study of artworks, the practices of artists and their role in society, students develop their individual art practice, and communicate ideas and meaning using a range of materials, techniques and processes.

In the practice of Making and Responding, students develop their skills in critical and creative thinking, innovation, problem-solving and risk-taking. By combining a focused study of artworks, art practice and practical art making, students recognise the interplay between research, art practice and the analysis and interpretation of art works.

This study provides students with an informed context to support an awareness of art as a tool for cultural, social and personal communication, and the stimulus and inspiration to develop their art practice. Students will create a body of artworks throughout the year.

Unit 1: Interpreting artworks and exploring the Creative Practice

• Learn about the practices of artists from different periods of time and cultures

• Learn how to formulate personal opinions on artists and their work

• Learn how artists use visual language to communicate ideas and meaning in their artworks

Unit 2: Interpreting artworks and developing the Creative Practice

• Compare artworks from different cultural and historical contexts

• Learn about diverse and alternative approaches to making and presenting artworks

• Explore social and cultural ideas or issues using the Creative Practice

• Make and present at least one finished artwork using the Creative Practice

Unit 3: Investigation, ideas, artworks and the Creative Practice

• Learn about the ideas explored by artists in their artworks

• Learn about issues related to the artwork or practice of the artist

• Learn how to use materials, techniques, processes and art forms throughout the Creative Practice

Unit 4: Interpreting, resolving and presenting artworks and the Creative Practice

• Use the Creative Practice to refine materials, techniques and processes in selected art forms to resolve a Body of Work

• Document the refinement and effective resolution of visual language to communicate ideas in personal responses

• Compare the practices of historical and contemporary artists

• Analyse, interpret and compare meanings and messages of historical and contemporary artworks

• Use feedback and reflection to resolve a body of work. 

Students will learn about the processing of data and the management of information systems to meet the needs of individuals and organisations. They will also explore the capacities, scope and limitations of hardware and software. Students will learn to use ICT to make informed decisions and to solve information problems. They will study the ethical, legal and moral issues arising from the use of ICT and learn to be an effective ICT user in the workplace.

What will students learn:

Unit 1: IT in action 

• Problem solving techniques using ICT

• Data management and using databases

• Issues arising from the use of ICT

• How to manage a large project 

Unit 2: IT Pathways

• Computer programming or scripting

• Computer networks

• Problem solving in ICT

• How to manage a large project 

Unit 3: Software Development

• Analyse a client’s need

• Plan and design a solution and develop computational design systems to assist a client

• Design and create purpose-driven solutions to problems, using programming language

• Develop a set of working modules through the use of a programming language 

Unit 4: Software Development

• Transform data into usable information using a software solution

• Evaluate the efficiency and effectiveness of a solution in meeting a client’s needs

• Apply systems thinking skills when explaining the relationship between two information systems that share data

VCE Dance provides opportunities for students to explore the potential of movement as a means of creative expression and communication. In VCE Dance, students create and perform their own works as well as studying the works of others through performance and analysis. In each unit, students undertake regular and systematic dance training to develop their physical skills and advance their ability to execute a diverse range of expressive movements. Students also develop and refine their choreographic skills by exploring personal and learnt movement vocabularies. They study ways other choreographers have created and arranged movement to communicate an intention and create their own dance works. Students perform learnt solo and group dance works and their own works. They also analyse ways that ideas are communicated through dance and how dance styles, traditions and works can influence dance practice, the arts, artists and society more generally. 

What will students learn:

Unit 1:

• Describe and document features of other choreographer’s dance works

• Choreograph and perform a group or solo dance work and complete structured improvisations

• Safely and expressively perform a learnt solo, duo or group dance work

• Describe key approaches to health and wellbeing practices for dancers, and essential aspects of physiology

Unit 2:

• Analyse the use of the movement categories and elements of movement in selected dance works

• Choreograph and perform a solo dance work, and complete structured improvisations

• Safely and securely perform a learnt dance work with artistry, and report on the process

Unit 3:

• Analyse two selected solo dance works

• Choreograph, rehearse and perform a skills-based solo dance work, and analyse the processes used

• Learn, rehearse, perform and analyse a learnt group dance work

Unit 4:

• Analyse one selected group dance work

• Choreograph, rehearse and  perform a compositional solo dance work, and analyse the processes used

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages using contemporary drama-making practices. Students engage with creative processes, explore and respond to stimulus material, and apply play-making techniques to develop and present devised work. Students learn about, and draw on, a range of performance styles and conventions through the investigation of work by a diverse range of drama practices and practitioners, including Australian drama practitioners.

Students explore characteristics of selected performance styles and apply and manipulate conventions, dramatic elements, and production areas, including sustainable ways to source and apply production areas. They use performance skills and expressive skills to explore and develop character(s). Within the scope of this study, students will create performances that include transformation of character, time and place, and application of symbol. The created works can occur in any space and be performed for any selected audience. The work created may pass comment on or respond to aspects of real-world issues including political, social and cultural. Students reflect on, analyse and evaluate the development and performance of their own work, and the work and performances of other drama practitioners.

What will students learn:

Unit 1: Introducing performance styles and contemporary drama practices

• Use of play-making techniques and performance styles to devise an ensemble performance

• Group performance featuring devised stories and characters

• Written responses to students’ own works and the works of professional drama performers 

Unit 2: Contemporary drama practices and Australian identity

• Use of play-making techniques to devise a solo performance based on stimulus material

• Solo performance featuring devised stories and characters

• Written responses to students’ own works and the works of professional drama performers 

Unit 3: Devised Ensemble Performance

• Use of playmaking techniques and theatrical styles to devise an ensemble performance

• Develop characters within an ensemble performance

• Analyse the development and performance of the students’ own work

• Viewing, analysing and evaluating a performance by a professional theatre company

Unit 4: Devised Solo Performance

• Use of playmaking techniques to devise a solo performance based on stimulus material

• Develop characters within a solo performance

• Analyse the development of the students’ own work

• Externally Assessment Major Solo

In Food Studies, students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems and the many physical and social functions of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends. Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments.

What will students learn:

Unit 1: Food Origins

• The origins and cultural roles of food from early civilisation

• The history and culture of food in Australia and the influence of immigration and other cultural factors 

Unit 2: Food Makers

• Commercial food production industries: primary food production, manufacturing, retail and food services

• Practical skills and investigation 

Unit 3: Food in Daily Life

• The science of food, including digestion, intolerances and allergies

• Analysis of food selection models and influences on food selection

• Investigation of food properties through practical work 

Unit 4: Food Issues, Challenges and Futures

• Australian and global food is- sues, including ethics, use of technology and farming approaches

• Research and analysis of food trends, fads, diets and marketing

VCE Media enable students to analyse and create media products and concepts. Students consider media texts, technologies and processes from various perspectives. They examine industry production and distribution context, audience reception and the media’s contribution to and impact on society. VCE Media helps students develop and refine their analytical skills, critical and creative thinking, and expression. Students strengthen their communication skills and technical knowledge throughout the course.

What will students learn:

Unit 1: Media Forms, Representations and Australian stories

• How to create representations in film and print

• How the media creates meaning

• How to analyse structures in Australian fictional and non-fictional media stories 

Unit 2: Narrative Across Media Forms

• How to plan and execute a collaborative project

• How different technologies construct meanings, and the implications of these technologies 

• Contemporary issues in the media

Unit 3: Media Narratives & Pre-Production

• How to analyse feature films and the ideologies they represent in different societies

• How to design a major media production 

• How to use production skills for a specific effect 

Unit 4: Media Production and Issues in the Media

• How to produce major media productions

• Theories of agency, control and regulation in the Media

In Music, students build and refine their performance, creating and musicianship skills in solo and group contexts. Students study the work of other performers through listening and analysis and apply learned skills to performance, composition and improvisation. They also study, develop and refine strategies for developing technical and expressive performance skills and identify technical, expressive and stylistic challenges relevant to works they are preparing for performance. They study specific concepts to build their musicianship knowledge and skills including aural perception, transcription, theory and apply these to familiar and unfamiliar works. 

To meet assessment requirements, students need to be enrolled in instrumental lessons on their chosen instrument. They are also strongly encouraged to be in a school ensemble.

What will students learn:

Unit 1/2

Area of Study 1: Performing

• Group performance strategies

• Performance technique

• Performance experience

• Solo performance skills 

Area of Study 2: Creating

• Composing folio tasks and long-form pieces

• Improvisation

Area of Study 3: Analysing & Responding

• Knowledge of rhythms, melodies, scales, chords and their function in creating music

• Extensive use of software for composing and arranging 

• Elements of music

• Analysis of focus pieces and unfamiliar works

Unit 3/4

Area of Study 1: Performing

• Group performance strategies

• Performance technique

• Performance experience

• Solo performance skills 

Area of Study 2: Analysing For Performance

• Composing folio tasks and long-form pieces

• Exploring approaches to reimagining existing works

• Improvisation

Area of Study 3: Analysing & Responding

• Knowledge of rhythms, melodies, scales, chords and their function in creating music

• Extensive use of software for composing and arranging 

• Elements of music

• Analysis

In this study students research performance practices relevant to a music style, tradition or genre. The music style, tradition or genre selected for study may be representative of music practice in a specific time, place or culture, and/or the work of a particular performer or composer. Students design an Investigation Topic as the basis for study of performance techniques and conventions, interpretative possibilities and contextual issues. Through this study they develop listening, aural, theoretical, interpretative and technical musicianship skills and demonstrate findings through performance of established repertoire, music they have composed, improvised or arranged, and commentary about issues that have informed their interpretation of a representative program of works.

What will students learn:

Unit 3: Solo Performance

• Focus on a specific area of music performance

• Solo performance or group skills and strategies and performance exercises

• Performance technique for the focus area 

Unit 4: Composing

• In depth research into a very specific area of music performance

• Composing, arranging and improvising in a focus area of study

• Advanced use of music technology

In VCE Product Design and Technology (Textiles), students explore how designers shape the products we use in daily life. They move from identifying design problems to developing and producing innovative textile products, while considering ethical, cultural, environmental, and social impacts. Students work both individually and collaboratively, learning industry practices, developing creative thinking skills, and using sustainable design strategies. The course emphasises user-centred design, accessibility, and the responsible production of products.

What will students learn:

Unit 1: Collaborative Design

• Work collaboratively through the design process to develop a textile product.

• Research, create a design brief, and generate visualisations based on a selected design movement (e.g., Art Deco or Minimalism).

• Plan and produce either a shared or individual product within a team.

• Document the production process and critically evaluate the final product.
  
  
  
  

Unit 2: Positive Product Design

• Research and present case studies of positive and accessible product designs through a recorded video report.

• Apply design thinking individually to create an adaptive clothing item, focusing on accessibility and ethical research practices.

• Explore cultural influences in design by researching and presenting an analysis of products from a chosen culture, with attention to ethical considerations.
  
  
  
  

Unit 3: Applying the Product Design Process

• Analyse and evaluate an existing product with a focus on sustainability, technology, manufacturing, and innovation.

• Work through the full product design process: research, develop a brief, create visualisations, gather end-user feedback, and prototype solutions.

• Justify design choices through testing and evidence, and plan for safe and sustainable production.
  
  
  
  

Unit 4: Product Development and Evaluation

• Plan and manage the production of a final textile product, including risk management and documenting modifications.

• Reflect on the success of products by evaluating a commercial product (such as a Frank Green Cup or Crumpler Bag) and connecting the evaluation to broader themes like sustainability, innovation, and entrepreneurial activity.

• Critically evaluate the outcomes and the design process.

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited.

Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists.

Unit 1: Explore, expand and investigate

• Learn about the use of materials, techniques and processes in the historical development of specific art forms

• Document the development of art making in a visual diary

• Complete at least one finished artwork

• Learn about Australian artists and their creative practice

Unit 2: Understand, develop and resolve

• Learn about artworks exhibited in thematic exhibition

• Research and select artworks to design a thematic exhibition

• Learn about how art elements and principles and aesthetic qualities are used in artworks

• Make at least one finished artwork

Unit 3: Collect, extend and connect

• Develop subject matter and ideas from the exploration of other artists and personal influences

• Experiment with materials, techniques and processes for art making

• Make artworks based on influences, exploration, responses and reflection 

• Develop an exhibition proposal

Unit 4: Consolidate, present and conserve

• Refine and resolve at least one finished artwork

• Evaluate and reflect on your work

• Plan and document the display of at least one finished artwork

• Learn about the presentation, conservation and care of artworks in an exhibition space

In this course, students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students are introduced to the stages of the VCD design process including Discover, Define, Develop and Deliver, as well as the modes of divergent and convergent thinking. Students integrate these ways of thinking, along with their conceptions of good design across design fields (messages, objects, environments and experiences), whilst gaining understanding from users and stakeholders. Student projects invite an exploration of brand strategy and product development using the elements and principles of design, as well as the Gestalt principles of visual perception. A range of manual and digital drawing skills are developed from observational renderings to technical drawings adhering to the Australian Standards Conventions. Student designs promote sustainability and circular design practices.

What will students learn:

Unit 1: Finding, Reframing and Resolving Design Problems

• Reframing design problems

• Good design

• Human-centred research methods

• VCD stages of the design process - discover, define, develop, deliver

• Composing a brief

• Solving communication design problems

• Divergent and convergent thinking strategies

• Application of design elements and principles and Gestalt principles of visual perception

• Application of materials, methods and media.

• Ideation drawing development

• Designs influence and influence on design

• Rendering

• 2D and 3D technical drawing

• Circular design practices

• Creation of a design folio

Unit 2: Design Contexts and Connections

• Design, place and time

• Environmental Design

• Environmental document such as plans, elevations and models

• Cultural ownership and design

• Indigenous knowledge in design

• Ethical and legal responsibilities

• Designing interactive experiences

• Diversity of users in user experiences situations

• Creation of a design folio

Unit 3: Visual Communication in Design Practice

• Professional design practice

• Contemporary design practice compared with historic design 

• Visual language

• Responding to a brief with regard to relevant stakeholders, users and audiences

• Resolution of design problems and ethical decision making

• Practical use of design characteristics in different design fields

• Apply concepts of good design

• Design analysis

• Discover, Define and Develop stage of the Vis Com design process 

• Creation of a design folio

Unit 4: Delivering Design Solutions

• Refining and resolving design solutions - Deliver stage of the Vis Com design process

• Manual and digital drawing methods

• Document drawings

• Presenting design solutions for 2 final presentations

• Creation of a design folio

The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the Australian community and beyond. In French, students will learn to use French to communicate with others, to understand and appreciate their own and other cultures, and to understand language as a system. They will deepen their understanding of the connections between French and English and begin to apply French to work, further study, training or leisure.

What will students learn:

Unit 1

• Area of Study 1: Interpersonal Communication – Exchange meaning in a spoken interaction

• Area of Study 2: Interpretive Communication – Interpret information from two texts and respond in English and French

• Area of Study 3: Presentational Communication – Present information and ideas in writing for specific audience and purpose 

Unit 2

• Area of Study 1: Interpersonal Communication – Respond in writing in French to spoken, written or visual texts presented in French.

• Area of Study 2: Interpretive Communication – Analyse and use information from written, spoken or visual texts to produce an extended written response in French.

• Area of Study 3: Presentational Communication – explain information, ideas and concepts orally in French to a specific audience about an aspect of culture within communities where French is spoken 

Unit 3

• Area of Study 1: Interpersonal Communication - 3-4 minute oral role-play negotiating a solution to a personal issue

• Area of Study 2: Interpretive Communication - Interpret and respond to 3 or more texts with specific text type, audience, purpose and context

• Area of Study 3: Presentational Communication - Express ideas in a 250 word personal, imaginative, informative written piece 

Unit 4

• Area of Study 1: Interpersonal Communication - 3-4 minute interview analysing an aspect of a cultural product or practice

• Area of Study 2: Interpretive Communication - 250 word written analysis of 3 or more texts

• Area of Study 3: Presentational Communication - Present information, concepts and ideas in evaluative or persuasive writing on an issue in French.

VCE Physical Education explores the complex interrelationships between anatomical, biochemical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. Integrating theoretical understanding and practice is central to the study of VCE Physical Education. Theoretical knowledge and skills are developed and utilised in and through practical activities, which can be opportunistic, structured or investigative experiences. Practical activities challenge students to reflect on and share their participatory perspectives, while emphasising the educational value of human movement to develop theoretical understanding. These opportunities ultimately help students to develop students to develop deeper, holistic connections that support their understanding of biophysical and psychosocial movement concepts. 

What will students learn:

Unit 1: The Human Body in Motion

• Anatomy (muscular and skeletal systems)

• Body systems (cardiovascular and respiratory)

• Practices and substances that enhance human movement

• The concepts of physical activity, sport and exercise 

Unit 2: Physical Activity, Sport and Society 

• Sedentary behaviour 

• Physically active lifestyles

• Developing and promoting healthy lifestyles

• Social ecological model 

• Physical, social, mental and emotional benefits of physical activity 

Unit 3: Movement Skills and Energy for Physical Activity 

• Skill Acquisition

• Coaching and feedback

• Movement analysis and biomechanical principles

• Fuel sources 

• Energy systems and the interplay of these to provide energy for exercise

• Fatigue and recovery strategies

• Physiological responses to exercise 

• Psychological and nutritional strategies to improve performance 

Unit 4: Training to Improve Performance

• Foundations of training programs

• Activity analysis

• Assessment of fitness

• Physiological adaptations to training

• Integrated movement experiences

VCE Health and Human Development provides students with broad understandings of health and well-being that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that supports and improve health and well-being and those that put it at risk. The study provides opportunities for students to view health and well-being, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice.

What will students learn:

Unit 1: Understanding Health and Wellbeing

• Health perspectives and influences

• What is health and how is it measured

• Health and nutrition

• Youth health and wellbeing 

Unit 2: Managing Health and Development

• Developmental transitions from youth to adulthood

• Human lifespan

• Prenatal health

• Australia’s health system 

Unit 3: Australia’s Health in a Globalised World

• Dimensions of health and well-being

• Understanding Australia’s health

• Promoting health in Australia

• Australia’s health system 

Unit 4: Health and Human Development in a Global Context

• Global health status

• Global trends impact on health

• Sustainable development goals and health promotion.

VCE Outdoor and Environmental Studies is concerned with the way that humans have historically modified outdoor environments to meet survival, commercial, conservation and recreation needs. Outdoor environments have become places of adventure, relaxation, scientific study, social action and enterprise and also provide space for connectedness with nature and opportunities for reflection upon the past, present and future. These varying values and approaches have lead to issues concerning the preservation and sustainability of outdoor environments. Outdoor and Environmental Studies enables students to critically analyse these different relationships, impacts and issues, providing the knowledge and skills to participate in and contribute to contemporary society. Participation in outdoor activities provide the means for students to develop experiential knowledge of outdoor environments.

Please note: all practical expereinces are to supplement student understanding of curriculum. Payment for these activites will be required through Compass at the appropraite time. 

What will students learn:

Unit 1: Connections with Outdoor Environments

• Our place In outdoor environments

• Exploring outdoor environments

• Safe and sustainable participation in outdoor experiences

Unit 2: Discovering Outdoor Environments

• Understanding outdoor environments 

• Observing impacts on outdoor environments 

• Independent participation in outdoor environments 

Proposed Camps

• Possible excursions and day trips – ie snorkelling, yarra river city kayak

• Canoeing – Murray River

Unit 3: Relationships with outdoor environments 

• Changing human relationships with outdoor environments

• Relationships with Australian environments in the past decade  

Unit 4: Sustainable outdoor environments 

• The importance of healthy outdoor environments 

• the future of outdoor environments 

• Investigating outdoor environments 

Proposed Camps

• Hiking in Wilson’s Promontory

• other day excursions

Vocational Education and Training (VET) as part of the VETDSS (VET Delivered to Secondary Students) Program, allows students to undertake a VET qualification, such as a Certificate II or Certificate III course, as part of their Year 10, VCE or VCE Vocational Major studies. 

For more information about VET at Albert Park College click here.