VCE Art Making and Exhibiting is all about taking your art to the next level.  You will explore so many different materials, techniques and develop your understanding of the ways artworks are made, then create artworks which are unique and express your personal ideas.

As part of the study, you will visit exhibition spaces and consider how art is presented, how diverse artworks are looked after and how an exhibition is promoted to attract an audience.

You will learn a great deal that will improve your art practice through researching other artists’ work and techniques, including Aboriginal and Torres Strait Islander artists. There will be discussions about artistic styles, aesthetic qualities and how the time and place an artist is making art can influence their work.

“It is the perfect creative outlet! It gives you the opportunity to be creative and express yourself” – VCE Art student 

 Unit 1: Explore, expand and investigate

Consider how artists use materials, represent ideas and achieve their own style in their artmaking to improve your own practice.  Explore themes, ideas, practice, play and experiment.   You will investigate the role artworks and exhibitions play in society.

 Unit 2: Understand, develop and resolve

Through explorations, you will consider how an artist develops aesthetic qualities, ideas and personal style.  You will look into the planning and design of exhibitions.

Pathways

Unit 3 and 4 Art Making and Exhibiting

For further information talk to your Art teacher, Ms van der Niet or Mr Shepherd.

In Unit 1 & 2 Dance students explore the potential of the body as an instrument of expression and communication, in conjunction with the development of physical dance skills. Studies of professional dance works, learning set choreography and creating own dance works are all aspects of the course. Students also perform at a Dance Showcase evening as a part of their formal assessment.

Practical studies include:

Learning and performing class dances choreographed by the teacher. Participation in structured improvisation workshops. ‘Hands on’ learning through the exploration of dance theory and terminology. Creation and performance of own dance works. Technique and skill building workshops.

Theoretical studies include:

Planning and researching in preparation for your own choreography. Documenting the creative process when choreographing own dance works, through folios. Study and application of the elements of dance, body actions, physical skills and choreographic devices. Awareness and maintenance of the dancer’s body is covered in a written research assessment. Students also study dances from a variety of times, places, cultures, traditions and styles for analysis.

Assessment

Unit 1

• Outcome 1 – Dance Analysis (Describe and document features of other choreographers’ dance works)

• Outcome 2 – Choreography and Performance (choreograph and perform a solo dance work including folio development the movement creation process)

• Outcome 3 – Learnt work (learning and performing dance choreographed by the teacher)

• Outcome 4 – Dancer Anatomy Assignment (written answers to set questions with research time provided in class)

Unit 2

• Outcome 1 – Dance Analysis (study of professional dance works concluding with a written analysis)

• Outcome 2 – Choreography and Performance (of self choreographed class dance work and journaling the movement creation process)

• Outcome 3 – Learnt work (of teacher choreographed dance work and folio documentation of the movement creation process)

Further Studies/Pathways

Studying Year 11 Dance is highly recommended for any students who are considering VCE Unit 3&4 Dance.

For further information please speak to or email Dance teachers: Ms Gina Goss or Ms Sarah Owen 

Learn how theatre is made—not just what happens on stage, but how it all comes together. 

Why Choose Theatre Studies?

Be a Theatre-Maker: Learn how to bring a script to life—not just as a performer, but as a director, designer, and creative collaborator.

Explore All Areas of Theatre: Lighting, set design, costuming, sound, acting, dramaturgy—you’ll try it all.

Dive into Scripts: Study real plays from different times, cultures, and styles. Learn how to interpret a script and bring it to the stage in your own unique way.

Hands-On Creativity: You’ll work as part of a production team to plan, rehearse, design, and present scenes from plays—just like a professional theatre company.

Build Transferable Skills: Communication, collaboration, problem-solving, time management, and creative thinking—skills you’ll use in any career path.

What Will You Do?

• Read and analyse scripts

• Explore theatrical styles and conventions

• Take on roles like actor, director, designer, or dramaturg

• Design and present a scene or performance

• Review professional productions and reflect on your own work

Whether you want to pursue a career in the arts or just want a subject that’s active, creative, and a bit different from the rest, Theatre Studies is an exciting way to build your skills and explore your passion.

For further information talk to Ms Unger or Ms Greenwood

Unit 1 – Media Forms, Representations and Australian Stories

In this unit, students learn how media creators use codes and conventions to shape representations and how different audiences might respond to them. They explore how meaning is constructed in media products and how media can reflect or challenge ideas in society.

Students also plan, design and produce media products in two or more forms, putting their understanding of representation and genre into practice through creative tasks.

Later in the unit, students explore Australian stories in both fictional and non-fictional media. They analyse how these narratives represent Australian culture, identity and values, and how they are read and understood by audiences.

Unit 2 – Narrative across Media Forms

This unit focuses on how media narratives are created to tell stories, share ideas and engage audiences. Students examine how creators shape character, structure, time and point of view to construct meaning.

They then apply this understanding through their own media production, working through the media production process to plan and create narrative-based work.

Finally, students investigate how media technologies and platforms are changing the way media is made, shared and consumed - and what this means for creators, audiences and society.

For further information talk to Mr Wakefield.

Music – Unit 1: Organisation of Music

In this unit students explore and develop their understanding of how music is organised through performing, creating, analysing and responding to music works. They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument. 

Prerequisite

Recommended – a satisfactory pass in Music at Year 10 and/or experience in Instrumental lessons.

Assessment

• Performances of at least two works, including at least one ensemble/group work

• a technical study that enhances the student’s individual and ensemble/group instrumental technique.

• an exam that includes aural, written and music analysis components.

Music – Unit 2: Effect in Music

In this unit, students focus on the way music can be used to create an intended effect through performing, composing, analysing and responding to music works/examples. Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument.

Assessment

• Performances of at least two works, including at least one ensemble/group work

• a technical composition/arrangement/improvisation that manipulates the elements of music to achieve a desired effect.

• an exam that includes aural, written and music analysis components. 

Further Studies

Year 11 Music can lead into: Music Repertoire Performance (unit 3/4); Music Contemporary Performance (unit 3/4); Music Inquiry (unit 3/4).

For further information talk to your Music teacher, Mr Perri, Mr Lijnders.

Knowing how to communicate visually is an important skill set and opens many career doors. Use your skills for a career in design and stand out as a creative thinker!

Visual Communication will enable you to develop your manual, technical and digital drawing skills. It will provide you with knowledge to solve real life design problems considering a variety of media, methods and materials.

Unit 1 – Finding, reframing and resolving design problems

In this unit students are introduced to the practices and processes used by designers to identify and resolve 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.  

Student projects invite exploration of brand strategy and product development while promoting sustainable outcomes.

Students adopt the practices of design specialists working in the fields of communication and industrial design.

Unit 2 – Design contexts and connections

In this unit students draw on conceptions of good design and influential design factors as they revisit the VCD design process. Practical tasks across the unit focus on the design of environments and interactive experiences. 

Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer. 

Pathways

Unit 3 and 4 Visual Communication Design

For further information talk to your Visual Communication teacher, Mr Groves or Ms Smith.

The Nature of the subject:

VCE Accounting focuses on the financial recording, reporting and decision-making processes of a small business. Students will study both theoretical and practical aspects of accounting. It is quite a practical mainstream subject.

Unit 1: Role of Accounting in business

Area of Study 1 explores the reasons for establishing and running a small business, as well as different types of business ownership, factors that lead to success or failure, and sources of finance.

The focus of Area of Study 2 is on the financial records required to support a service-type small business e.g. a plumber or hairdresser. Small businesses will be studied, and financial data and information will be collected, recorded and reported using both manual and information and communications technology (ICT) methods.

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

This unit expands on students’ knowledge and understanding of the accounting process, with the focus being on the financial reports to support a trading business e.g. a business that sells televisions or clothing.

Pathways:

Year 10 Money and Markets is a useful base for Year 11 Accounting but is not required. Units 1 and 2 Accounting lead directly into Unit 3 and 4 Accounting. While it is not a prerequisite to study Units 1 and 2, it is strongly recommended.

The study of Accounting will enable students to develop their financial knowledge and skills. VCE Accounting prepares students for a university or TAFE pathway to commerce, management, accounting and finance. This leads to careers in areas such as financial accounting, management accounting, forensic and investigative accounting, taxation, management and financial planning. Other students will go on to become small business owners.

The type of assessment tasks offered include any of the following:

• A case study of one or several small businesses

• Structured questions

• A folio of exercises (manual and ICT)

• A unit test (manual and/or ICT)

• A report (written, oral or multimedia)

For further information see Ms Natasha Vasiliou

Business Management is your pathway into the world of business. You’ll learn about:

Unit 1 - Planning a Business

• • AOS 1 The Business Idea 

  • AOS 2 The Internal Environment and Planning 

  • AOS 3 The External Environment and Planning 

Unit 2 - Establishing a Business

• • AOS 1 Legal and Financial considerations and requirements 

  • AOS 2 Marketing a Business 

  • AOS 3 Staffing a Business

VCE Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various ways resources can be managed in small, medium and large-scale organisations.

In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community, and as informed citizens, consumers and investors.

This subject is a study of small/medium businesses and is a useful background, but not necessary study for Unit 3 and 4, which is a study of large business.

For further information ~ Mr Graham Timms or Mr Johnathon Ryan

• Do you know why you Australians have recently experienced “The Great Lettuce Crisis”?

• Do you know what it means when the exchange rate changes, and how this affects you?

• Do you want to know why some countries are wealthier than others?

• Are you interested in knowing where our hard-earned tax-paying dollars are going?

Studying Economics will ensure you are able to make sense of all of this and so much more.

The study of Economics involves a close examination of how society organises itself to meet the needs and wants of its citizens; that is how the decisions made by individuals, firms, governments and other groups affect what is produced, how it is produced and who receives the goods and services that are produced. As such, students discuss the ethical elements of wealth, economic growth and fairness.

In Economics in Year 11 we ask questions like:

• Examine the role of consumers, businesses and governments in the economy

• explore and evaluate the nature and consequences of economic trade-offs

• appreciate the reasons behind economic decisions and evaluate the outcomes of contemporary events on local, domestic and international economies

Unit 1: Economic decision-making

• AOS1: Thinking Like An Economist

• AOS2: Decision Making In Markets

• AOS3: Behavioural Economics

Unit 2: Economic issues and living standards

• AOS1: Economic Activity

• AOS2: Applied economic analysis of local, national and international economic issues

Assessment:

Includes essays, reports, case studies, debates and structured questions.

Pathways:

Year 10 Money and Society (now Money and Markets) is a useful base for Year 11 Economics but is not required. Units 1 and 2 Economics lead directly into Unit 3 and 4 Economics but are not a prerequisite.

For further information ~ Mr Johnathon Ryan or Mr Steven O'Brien.

There has never been a more relevant time to study Geography. A large proportion of what you read in the newspaper or watch on TV contains geographical concepts and themes we study in VCE. In VCE Geography, we study human and physical processes which shape the world and which are posing considerable social, economic and political impacts.

In Geography, there are often no right or wrong answers. It is more about how you can apply your knowledge to strengthen your arguments. If you are interested in current Geographical issues and willing to work hard, you stand every chance of succeeding in VCE Geography.

Interpretive and analytical skills which geographers develop enables students to interpret information presented in a variety of formats including maps, graphs, diagrams and images. This helps when applying for jobs and also with other subjects you will be studying in VCE as there are many cross-curricular links.

Unit 1: Hazards and disasters

Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena.

There is an excursion where students investigate the impacts of Black Saturday and determine whether the severity of the event could have been avoided.

Unit 2: Tourism

Students investigate the reasons why tourism has increased overtime and also examine the impacts of tourism at different scales.

There is an excursion investigating the impacts of tourism over time at different tourist hotspots in Victoria.

For further information ~ Mr John Watson or Mr Sam Storey

VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system. Students also participate in a mock trial experience to develop their trial advocacy skills.

Unit 1: The presumption of innocence

Students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions.

• Area of Study 1: Legal foundations

• Area of Study 2: Proving guilt

• Area of Study 3: Sanctions

Unit 2: Wrongs and rights

Students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

• Area of Study 1: Civil liability

• Area of Study 2: Remedies

• Area of Study 3: Human rights

Careers in Law

There are many and varied career paths for Law students. Careers in the legal field are rewarding, highly regarded and well remunerated. Working in this area, you could find stimulating employment in both private enterprise and government departments, in areas as diverse as employment and commercial law, sports law, family law, policing, corrections, justice, security, international law, customs, human rights, media, education and youth services. Having an understanding of the legal workings behind a broad range of areas will make you an asset to any business or organisation.

Further information contact Ms Kylie Poppins.

Why History?

The choices that you will be making for your future should include the past!

By choosing history, you will not only be equipping yourself well in your final year of schooling, but for the rest of your life. History enables people to know about past events and actions; it also makes them critical and wary thinkers, more confident communicators and more active citizens.

Unit 1: Change and conflict

In what ways did the outcomes of World War One contribute to the global conflict of World War Two? What circumstances enabled Adolf Hitler and the Nazi Party to come to power in Germany? What significant events, ideas, individuals and movements shaped the conditions and developments that have defined the modern world?

The answers to these questions will be investigated in Unit 1 Modern History where students explore the nature of political, social and cultural change globally in the first part of the 20th century.

Unit 2: The changing world order

What were the causes of the Cold War and how was it fought? What led to the end of the Cold War? How did the actions and ideas of the Civil Rights movement in the USA challenge and change existing social and political order? What is the background to the Arab/ Israeli conflict and can it ever be resolved?

These questions, and many more, will be revealed in Unit 2 Modern History where students explore and analyse the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the 20th century and the first decade of the 21st century.

What skills does History provide?

Most obviously History provides an understanding of past events, not just dates and facts. Such skills are invaluable in all aspects of our lives. Understanding where society and individuals come from also enables you to understand where we are today.

Employers also value many of the skills developed in the study of History. These skills include:

• A high level of written communication

• Planning and time management

• Independent and critical thinking

• Reasoned decision making

• Recognition of different perspectives

History Careers:

Film and Television, Law, Commerce, Politics, Education, Creative Arts, Publishing, Military and Defence, Academia, Government, Technology, Community Development

For further information contact Mr Steven O’Brien

VCE Politics is the study of contemporary power, conflict and cooperation in a world that is characterised by unpredictability and constant change. In this study students investigate contemporary issues of conflict, political stability and/or change within Australia, the Indo-Pacific region and globally. They consider how national and global political actors respond to issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability. Students analyse the sources and forms of power available to these political actors and the consequences of their use. Students consider how political actors pursue their interests and the political significance of their actions in responding to national and global issues and crises. Throughout this study, students examine Australia’s place in the region and globally. 

Unit 1: Ideas, actors and power

Area of Study 1: Power and national political actors

Area of Study 2: Power and global political actors

Unit 2: Global Connections

Area of Study 1: Issues for Australia’s democracy

Areas of Study 2: Global challenges to democracy

Topics studied include the power of international institutions and actors such as the

• United Nations

• International Monetary Fund

• Transnational Corporations and Global Terrorist Organisations

• The power of China in the 21st Century

• The protection of human rights

• The threat wars and terrorism pose to world peace

Pathway to Unit 3 & 4 Politics

While studying Units 1 & 2 Politics is not a requirement to study Units 3 and 4 Politics, many of the concepts and topics such as power, global cooperation, and global crises and conflicts, are introduced in Units 1 & 2 and then continue into Units 3 & 4. So, studying politics at Year 11 will give you a background knowledge and understanding when undertaking Year 12 studies.

You may discuss this subject further with Mr Steven O’Brien.

In Year 11, the vast majority of students will continue with the mathematics course they followed in Year 10. 

Recommendations

• If you are currently studying Year 10 Methods, please take into account your teacher's advice when choosing your course for Year 11. We expect VCE students to choose their Mathematics course and stick with it for 2 years.

• Make sure you get good advice from school about which Mathematics course you need for your chosen career.

• Speak to your teacher! 

General Mathematics Units 1 and 2 cater for a range of student interests. 

It provides preparation for the study of VCE General Mathematics Units 3 and 4 and contains assumed knowledge and skills for this.

Areas of Study

Areas of Study and topics covered across units 1 and 2 are:

• Data analysis

  • Investigating and comparing data distributions

  • Investigating relationships between two numerical variables

• Algebra, number and structure

  • Arithmetic and geometric sequences, first-order linear recurrence relations and financial mathematics

• Functions, relations and graphs

  • Linear functions, graphs, equations and models

• Discrete mathematics

  • Matrices

  • Graphs and networks

• Space and measurement

  • Space, measurement and applications of trigonometry

Assessment

Assessment Tasks may include;

• Mathematical investigations/ Assignments

• School-Assessed Coursework (SAC)

• Semester Examination

Recommendations

There are no prerequisites for entry to General Mathematics but the following recommendations are made:

These units are appropriate for students who are able to perform well in the Year 10 General Mathematics course and are willing to do regular homework and study for tests.

See your Year 10 Mathematics teacher to discuss your suitability for this course.

Mathematical Methods Units 1 and 2 provide an introductory study of elementary functions of a single real variable, algebra, calculus, probability and statistics. Students will apply their knowledge to a variety of practical and theoretical contexts. The units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

Areas of Study

• Functions and graphs

• Algebra, number and structure

• Calculus

• Data analysis, probability and statistics

Assessment

Assessment Tasks are a mixture of:

• Mathematical investigations

• Problem Solving/Modelling Assignments

• Short written responses

• Facts and Skills Tests

• Analysis Task Tests

• Semester Examinations (one technology free examination and one technology active examination)

Recommendations

You will receive a Year 11 course recommendation from your 10 Methods teacher, based on your progress and work completion this year.  You should have satisfactorily completed Year 10 Mathematical Methods by:

• working at an average of 70% or higher for assessed tasks, in particular for Algebra and Trigonometry.

• regularly completing cycle plan work and preparing for tests.

Speak to your Year 10 Methods teacher to ask them how they think you are going so far this year.

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields.

Areas of Study

• Algebra, number and structure:

  • Proof and number

  • Graph theory

  • Logic and algorithms

  • Complex numbers

• Discrete mathematics:

  • Sequences and series

  • Combinatorics

  • Matrices

• Data analysis, probability and statistics:

  • Simulation, sampling and sampling distributions

• Space and measurement:

  • Trigonometry

  • Transformations

  • Vectors in the plane

• Functions, relations and graphs

Assessment

Assessment Tasks include:

• Mathematical investigations

• Problem Solving/Modelling Assignments

• Short written responses

• Facts and Skills Tests

• Analysis Task Tests

• Semester Examinations (one technology free examination and one technology active examination)

Recommendations

• A student taking Year 11 Specialist Mathematics has a strong Year 10 Mathematical Methods background and ideally also has a strong Year 10 Specialist Mathematics background. 

• Note: Year 10 Specialist Maths is not a prerequisite for this course.

• See your Year 10 Maths teacher to discuss your suitability for this course or contact Mr James Meade.

You should apply for this subject if you:

• Have interest in discussing and exploring your faith and the faith of others

• Enjoy working with others in faith ministry, planning prayer and liturgical celebrations

• Being a faith witness and leader at Aquinas College

• Willing to participate in events that may occur outside of regular class hours (such as Family Masses)

How do I apply?

To be selected into EDGE - Looking Beyond :

Students must select it in the subject selection process and complete the application form to be considered.

Assessment

Assessment Tasks for this unit will include:

• Prayer and Faith Journal

• Preparation and leading liturgical celebrations and retreats

• Written Tasks

For further information contact Mr Bernard Green or your RE teacher.

What is RE music?

In this school-based religion unit, students explore the role that music plays in helping people connect with God. RE music classes combine religious theory and practice with musical knowledge and skills. 

Both individual and group tasks will explore the role of music in mystical experiences across world religions, the significance of communal singing in Judeo-Christian worship, and music in the particular rites of the Catholic tradition. Students will prepare music for prayer services and Catholic liturgical celebrations. 

You should apply for this subject if you:

• Would like to explore faith through music

• Want to learn about the role of music in spirituality and liturgy

• Enjoy singing or playing a musical instrument 

• Are prepared to sing or play at Aquinas liturgies

What skills will I develop/use?

• Public performance of liturgical music

• Ensemble work with other musicians

• Theological reflection on the role of music in religion

• Critiquing and planning music for prayer services and Catholic liturgy

Assessment Tasks for this unit will include:

• Preparation and participation in liturgical celebrations

• Written tasks and class presentations

Areas of Study

Theology of Music:  Students explore the relationship between music and mysticism. They examine how music facilitates religious experiences in Catholic and other spiritual traditions. 

Music in Liturgy: Students examine the centrality of singing in the Judeo-Christian tradition.  The role of music in worship is critiqued, and music appropriate for the Catholic Eucharist is studied. 

Performance in Liturgical Celebrations: Students prepare and perform music at liturgical celebrations 

How do I apply?

There are two steps to apply for this subject

1. Choose this subject on Select My Subjects

2. Complete this Google form for Year 11 2026    

For further information contact Ms Mercer or your music teacher.

Religion and Ethics

You should choose this subject if you are interested in;

• Understanding how ethical decisions are made in society

• Debating ethical issues that are relevant to our society

• Discovering viewpoints from religious and non-religious perspectives

• Understanding how a religious person may make ethical decisions in a pluralist society

What Skills will I use in this subject?

• Enquiry Skills

• Discussion and communication skills

• Analytical skills

Areas of Study 

• Ethical decision making and Moral Judgement – The nature of ethical decision making in society where many world views coexist

• Religion and Ethics – Examine religious ethical perspectives and other influences in moral judgements

• Ethical Issues in Society – Explore two or more ethical issues, examine debated about the ethical issues

Assessment:

Assessment Tasks for this unit are chosen from the VCAA guidelines.

For further information contact Mr Bernard Green or your RE teacher.

Texts in Society

You should choose this subject if you are interested in:

• Subjects like English, History and Literature

• Exploring the culture, history and society of the ancient world

• Expressing your ideas and listening to the ideas of others

What skills will I develop in this subject?

• clear expression, both oral and written

• putting forward ideas and arguments in a concise manner

• gathering, investigating and assessing material

• basing conclusions on research and generating ideas

• organising material in a logical and coherent way.

• think objectively and approach problems with an open mind

Areas of Study

• Sacred texts in the past – Sacred texts are the products of certain times and places. While certain issues are universal and timeless, students learn to understand what the social and cultural contexts were in which texts evolved.

• Sacred texts today – Students explore the origin and development of selected texts that express a tradition’s relationship to its society, they will explore the historical people, places and events relating to the development of social attitudes, cultural beliefs and teachings, in selected texts

• Comparing religious traditions  – students focus on how religious traditions use their sacred texts when confronted with particular social issues.

Assessment

Assessment Tasks for this unit are chosen from VCAA guidelines:

For further information contact Mr Bernard Green or your RE teacher.

This is a Religious Education subject not an Art subject and is predominantly theory based. Through this unit we will explore a range of art mediums including: 2D, 3D, media and film and how they express the artists faith and their interpretation of scripture.

We will

• Analyse and interpret symbolism

• Compare and contrast scripture to the artist’s creation

• Explore art as a form of prayer

• Express your own faith through art

Areas of Study

• Finding God in Art - Symbolism in art

• Analysis and interpretation of art - Text and Sacred Story in art

• Expressing Christian faith through art - Ritual in art

Knowledge and Skills

• Developing theological expression of art in expressing faith and belief with the Christian Tradition and focus on Catholic understanding;

• Using Christian Catholic symbols and expression of both the communal and individual faith journey we are on;

• Creating art work and theological reflections for others to enjoy.

For further information contact Mr Bernard Green or Mrs Tania Grace.

Students in Year 11 may choose between Units 3&4 of either Texts and Traditions or Religion and Society. These are VCE subjects that contribute to a student’s ATAR. In year 12 you will be enrolled in Seminar for your Religious Education component.

Religion and Society Units 3&4

Unit 3 – The Search for Meaning

Students explore the ways in which these religious beliefs create meaning for religious traditions and their members. The religious beliefs of any religion arise from the beliefs held about ultimate reality, and these in turn inform particular beliefs about human existence; about its meaning, purpose and destiny.

Areas of Study

1. Meaning in Religious Traditions

An examination of the nature and purpose of religious beliefs within religious traditions generally. They then explore specific religious beliefs in one or more than one religious tradition that are common to members of that tradition.

2. Maintaining Continuity of Religious Beliefs

Students examine how religions maintain continuity of beliefs concerning ultimate reality, the nature and purpose of human life, the meaning of life and death, the relationship between ultimate reality and humanity, such values are relevant today.

3. Significant Life Experience and Religious Belief

Students consider the relationship between significant life experience and religious belief, and then undertake a detailed study of a member of the Catholic Christian Tradition.

Unit 4 – Challenge and Response

Students explore challenge and response in historical and contemporary contexts. Students investigate historical challenges to religious traditions arising internally and externally. They explore the challenge to religious traditions in contemporary pluralistic society for action on behalf of social justice and for assessment of new problems arising from social and technological change.

Areas of Study

1. Historical Challenges to Religious Traditions

Analyse how the Catholic Christian tradition responded to a significant historical internal or external challenge, and evaluate the outcome for the religious tradition/s.

2. Contemporary Challenges and Their Impact

Analyse the interplay between religious beliefs and their developed vision of religious tradition/s for society in response to contemporary challenge.

Assessment

School assessed coursework for each unit contributes 25% of the final assessment.

An end-of-year exam covering Units 3 and 4 contributes to 50% of final assessment.

Texts and Traditions Units 3&4

Unit 3 – Texts and the Early Tradition

The unit will examine significant biblical texts within the Christian tradition. It will look at the ways that these texts have become important within Christianity, and consider the major themes and literary structure of the texts. The texts to be examined are prescribed by VCAA each year.

Areas of Study

1. The Background of the Tradition

Explores significant texts related to the origin and early development of Christianity.

2. Approaches to the Texts

Examines issues related to the writing of the texts including authorship, purpose and audience.

3. Interpreting Texts (Part 1)

A close study of particular texts.

Unit 4 – Texts and their Teachings

This unit continues to examine particular nominated texts from Unit 3, as well as exploring how those texts have been interpreted at different stages of Christian history up until modern times.

Areas of Study

1. Interpreting Texts (Part 2)

A close study of particular texts, continued from Unit 3.

2. Religious Ideas, Beliefs, and Social Themes

Explores the way in which significant texts have been interpreted over time.

VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security.  The study provides students with opportunities to acquire and apply knowledge and skills to use digital systems efficiently, effectively and innovatively when creating digital solutions.  Students learn to apply software skills and equips the students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level.

As an introduction to data analytics, students collect and analyse data and present the findings as a data visualisation. As an introduction to Software Development students use a programming language to create a working software solution. Students will also work in a collaborative environment to create an innovative solution which can be in the form of a proof of concept, prototype or product. Finally, an introduction to cyber security where students will investigate networks and threats, vulnerabilities and risks posed to data and information.

Aims

• Facilitates student centred learning in individually selected projects

• Builds creative and critical thinking skills to solve real world problems

• Develops communication and collaborative skills through teamwork

• Discovers innovative and emerging opportunities for digital solutions

• Increases understanding of cyber-security, data analytics and programming.

Computing Matters

Listen to Bill Gates, Mark Zuckerberg, Karlie Kloss, President Obama and others as to why studying Computing matters.

Applied Computing

In Units 1 & 2 Applied Computing students

• Develop software skills in data visualisations, computer programming, data analytics, web authoring, photo editing, spreadsheets, databases, animation and project management

• Follow the problem-solving methodology to design and develop graphic solutions

• Use the programming language, python, to develop a folio of exercises for software solutions

• Collaboratively create an innovative solution in an identified area of interest (e.g. prototype or product)

• Investigate network applications and capabilities, and cyber-security and security strategies

• Apply both computational and design thinking skills to create digital solutions.

Assessment Tasks

• U1O2: design and develop data visualisations using a range of software tools

• U1O2: design, develop and evaluate a software solution using a programming language

• U2O1: Collaboratively analyse, design, develop and evaluate an innovative solution

• U2O2: Examine the capabilities and vulnerabilities or a network, design a network solution and report on cyber-security issues

Pathways

VCE Units 1 & 2 Applied Computing  is designed to allow students to progress to both Units 3/4 Data Analytics and/or Units 3/4 Software Development. Therefore the key knowledge and skills required in both Year 12 courses are covered in Year 11.

Pathways to further studies and careers in computer science, web design and authoring, computer gaming, systems engineering, digital editing, business systems, information systems, robotics, database management and project management will be opened.

For further information ~ please contact Ms Bayliss, Ms Gridley or Ms Stewart.

VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view.

Unit 1 – Food Origins

In this unit students focus on food from historical and cultural perspectives, and investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance

of food through inquiry into one particular food-producing region of the world.

In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.

Students consider the influence of innovations, technologies and globalisation on food patterns. Throughout this unit they complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others.

Unit 1 includes:

• identify foods and flavourings among Victoria’s first peoples and demonstrate contemporary culinary uses

• explain factors that have influenced the emergence of distinctive food cultures and cuisines throughout the world

• undertake practical activities to analyse the origins and cultural roles of food

• undertake practical activities to analyse the origins and cultural roles of food

• describe historical patterns of Australian immigration and analyse effects on the nation’s food tastes  and behaviours

Unit 2 – Food Makers

In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

Unit 2 includes:

• current environmental and economic sustainability and social trends, issues and influences in Australian food industry sectors, and the impact on food security and food sovereignty

• qualitative and quantitative measures used to evaluate foods, including the principles and practices for the sensory evaluation of food products, such as sensory analysis, dietary analysis and nutrition analysis

• describe food industry programs that prevent and address food contamination risks

• undertake practical activities to analyse commercial food production in Australia

• the considerations in the design and adaptation of recipes to suit individuals, households and other groups with differing dietary requirements due to factors such as lifespan stage, activity level, personal food tastes and preferences, as well as medical (food intolerances and allergies), cultural and ethical food restrictions

• use accurate food science terminology and techniques to describe and demonstrate, through practical activities, chemical and physical changes to the properties of food 

• design and develop a practical food solution in response to an opportunity or a need in a domestic or small-scale setting

Assessment tasks for Units 1 and 2 are selected from the following:

• Production work and records of production

• Designing and developing a solution in response to a design brief

• Tests

• Short written reports

VCE Units 1 and 2 Food Studies is designed to allow students to progress to both Units 3 and 4 Food Studies.

For further information contact Ms Stewart or Ms Street

New study design focuses on:

• Double Diamond model (replacing the product design process model)

• Acknowledgement of Indigenous and Torres Strait Islander Technacy

• Divergent, Convergent and Speculative design thinking

• Ethics, inclusivity and equity of access

Unit 1: Design practices

This unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. In doing this, they practise using their critical, creative and speculative thinking strategies. When creating their own designs, students use appropriate drawing systems – both manual and digital – to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts.

All assessments at Units 1 and 2 are school-based. 

For this unit students are required to demonstrate two outcomes.

• collaboration, teamwork and ways to improve in the future

• practical work: a demonstration of graphical and physical product concepts including prototyping and making final proof of concept along with a finished product. 

Unit 2: Positive impacts for end users

Designers should look outward, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability and equity. In this unit, students specifically examine social and/or physical influences on design. 

For this unit students are required to demonstrate three outcomes. 

• development and conceptualisation of products addressing a need or opportunity related to positive impacts for the end user(s)

• practical work: demonstration of graphical and physical product concepts including prototyping and making final proof of concept along with the finished product addressing a need or opportunity related to positive impacts for the end user(s)

•  case study analysis or research inquiry of a designer and end user(s) that explores the influence of culture in product design.

Pathways for students interested in undertaking Design and Technology 

Include Industrial Product and Interior Design, Engineering, Fashion Design, Furniture, Jewellery design, Textile and Ceramic design, Manufacturing industries, Building and Construction.

For further information contact ~ Mrs Kathy Thompson 

VCE Systems Engineering focuses on mechanical and electrotechnology engineered systems. It integrates aspects of designing, planning, fabricating, testing and evaluating in a project management process.

Unit 1 – Introduction to Mechanical Systems

In this unit, students are introduced to the Systems Engineering Process. They are introduced to the fundamental mechanical engineering principles, including recognition of mechanical subsystems and devices, their motions, the elementary applied physics, and the related mathematical calculations that can be applied to define and explain the physical characteristics of these systems.

Students apply their knowledge to design, construct, test and evaluate operational systems. The focus of the system should be mechanical; however, it may include some electronic components. Through research, students explore and quantify how systems use or convert the energy supplied to them.

Unit 2 – Introduction to Electrotechnology Systems

This unit contains fundamental physics and theoretical understanding of electrotechnology systems and how they work. Electrotechnology is experiencing rapid developments and changes through technological innovation. The contemporary design and manufacture of electronic equipment involves increased levels of automation and inbuilt control through the inclusion of microcontrollers. In this unit students explore some of these new and emerging technologies.

Assessment Tasks for Units 1 and 2 are selected from the following:

• Production work and records of production

• Designing and developing a solution in response to a design brief

• Topic Tests

• Exam

For further information contact Mr Andrew Russell

Applied learning is an approach which emphasises the relevance of what is being learnt to the ‘real world’, outside ‘the classroom’, and makes that connection as immediate and transparent as possible to the student. Equally important is recognising the student’s strengths, interests, goals and experience. In this way we are working with the whole person, valuing skills and knowledge that may not normally be the focus of more traditional school curriculum.

The curriculum for VCE VM covers the following areas or strands:

• Strand 1 – Literacy and Numeracy Skills

• Strand 2 – Industry Specific Skills (VET)

• Strand 3 – Work Related Skills

• Strand 4 – Personal Development Skills

VET is a Compulsory Subject in VCE VM

The Applied Learning Program has been designed to operate in conjunction with the College’s Vocational Education & Training (VET) program. In addition to the Year 11 VCE VM subjects, students are required to select a VET Course. There are a wide variety of VET Courses offered through the Mullum Cluster. These courses usually run on a Wednesday afternoon at surrounding Schools and TAFEs, including Aquinas.

Possible areas of VET studies include:

• Automotive

• Building & Construction

• Community Service

• Electrotechnology

• Hair & Beauty

• Horticulture

• Hospitality

• Information Technology

• Office Administration

• Plumbing

Courses are not limited to these areas, for more information on VET Courses please see the VET tab on Subject Selection Homepage

It is important to note that there is no choice of subjects within the VCE VM program, only a choice as to which VET Subject will be studied. Preferably, employment should be linked to a student’s VET Course.

The Victorian Pathways Certificate (VPC) is an inclusive and flexible certificate. It offers an engaging curriculum and additional support for you to develop the work-related skills and capabilities needed to succeed.  

The coursework is designed and delivered at a more accessible level than the VCE and VCE Vocational Major. You can study the VPC at your own pace and teachers will assess your progress through a range of classroom learning activities.

Study Options in the VPC:

Students will complete units from four strand areas:

• VPC Literacy

• VPC Numeracy

• VPC Work Related Skills

• VPC Personal Development Skills

VET is a compulsory subject in year 11 VPC.

Students will also complete Structured Workplace Learning.

*Accessing the Victorian Pathways Certificate is usually by invitation and will require the support of Educational Support Services or St Mary’s.

Typical Year 11 VCE: Vocational Major Timetable

Monday: Classes at School

Tuesday: Classes at School

Wednesday: VET*

Thursday: Classes at School

Friday: Structured Workplace Learning- (unpaid work placement)*

Literacy

Building general reading, writing and communication skills are an important part of VCE VM. The literacy and communications unit develops literacy skills and knowledge that allows effective participation in the four main social contexts in which we operate in Australian society.

Numeracy

This unit aims to build students’ confidence to explore mathematics beyond its familiar and everyday use. Students will develop mathematical skills that are both important in their industry area of choice, to create pathways into further study and increase their general confidence in this subject.

Work Related Skills

Students will develop the knowledge, skills and experiences to be active and engaged citizens and future members of the workforce, with the ability to communicate effectively, advocate for themselves and be adaptable to change. The study of WRS leads to opportunities across all industries and areas of work as well as in further education, and provides young people with the tools they need to succeed in the future.

Personal Development Skills

The Personal Development Skills unit is about developing each student’s skills, knowledge and attitudes towards one another and their community. Examples include leadership, team building and community projects using a broad range of engaging activities.

Food Technology

Food Studies is designed to develop lifestyle skills required in the planning, preparation and serving of food. Skills covered include, but are not limited to; safe food handling and hygiene, meal preparation techniques, how to use a range of kitchen equipment to assist in meal preparation, an understanding of combining different flavours and how to present food in an appealing manner. Students will also gain an understanding of dietary requirements and basic nutrition principles to promote healthy lifestyle choices. Over both Semesters students will learn a variety of cooking techniques to provide them with the skills required to prepare a wide range of healthy meals in a home setting.

The application process has the following stages:

• Tick the box on Select my Subjects that says you have applied to do VM. 

• Submit Google form to apply for Year 11 VCE: VM

• All students are interviewed

• Students will be notified of interview dates and times once they have applied

Some students in Year 11 VCE VM will begin a School Based Apprenticeship or Traineeship (SBAT). All details about SBATs are explained on the Aquinas VCE VM Webpage under Work Placements and SBATs