Art Making and Exhibiting is all about freedom to explore and individual expression in a unique studio environment. You will be encouraged and supported in recognising your individual potential as an artmaker, recording your explorations in a Visual Arts journal.

You will choose your own artform; exploring art materials and techniques you are interested in, and explore your own ideas and concepts to create artworks that communicate what you want to express.

Unit 3: Collect, extend and connect

Throughout unit 3 you will collect inspiration, explore a range of materials, techniques and processes of your choosing, while considering subject matter and ideas to develop artwork in imaginative and creative ways. There will be an opportunity to receive feedback on your process in order to refine your ideas.

Parallel to your art practice, you will investigate the work of artists; their techniques, visual language, styles, providing inspiration for your own artworks.

An exciting part of the study is visiting exhibitions throughout the year. This will broaden your understanding of how artworks are presented and connect with an audience.  You will propose your own art exhibition and plan for presentation in a space.

Unit 4: Consolidate, present and conserve

In Unit 4 you will refine and resolve your artworks in your selected artform. There will be opportunities to visit and learn more about exhibition spaces, conservation and presentation.  You will present at least 1 resolved artwork for presentation.

Assessment

A SAT (60%), two SACs (each 5%) and the end of year Exam (30%) contribute to the study score.

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

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 dance works as well as studying the dance works of others through performance and analysis.  Students undertake dance training to develop their physical skills and advance their ability to execute a diverse range of expressive movements.  They refine their choreographic skills by exploring personal and learnt movement vocabularies. Students study the way other choreographers have created and arranged movement to communicate an intention. Students will perform learnt group works and their own solo and group works.  Students also perform at Dance Showcase evenings 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. Technique and skill building workshops. Creation and performance of two dance solos for the performance examination towards the end of the course.

Theoretical studies include:

Planning and researching in preparation for your own choreography. Documenting the creative process when choreographing own dance works, through journaling and folio tasks.  Write in an analytical, critical and reflective manner after performance assessments. Study and apply the elements of dance, body actions, physical skills and choreographic devices. There is also study of prescribed dance works in each unit for written analysis (school assessed coursework and the end of year written examination).

Assessment

Unit 3

• Outcome 1 – ‘Dance Perspectives’ (Written analysis of two VCAA prescribed solo dance works).

• Outcome 2 – ‘Choreography, performance and analysis of a skills-based solo dance work’ (Choreograph, rehearse and perform a skills-based solo dance work and analyse the processes used to realise the solo dance work).

• Outcome 3 –  ‘Dance technique, performance and analysis of a learnt dance work’ (Learn, rehearse & prepare for performance, perform a group dance work choreographed by the teacher and analyse the processes used in a journal)

Total marks for Unit 3 – 150 marks (50 marks each outcome)

Unit 3 coursework contributes 15% to the final study score.

Unit 4

• Outcome 1 – ‘Dance Perspectives’ (Written analysis on one prescribed dance work).

• Outcome 2 – ‘Choreography, performance and dance making analysis’ (Choreograph, rehearse and perform and analyse realisation of a cohesive solo dance work).

Total marks for Unit 4 – 100 marks (50 marks each outcome)

Unit 4 coursework contributes 10% to the final study score.

End-of-Year Performance Examination

• Two student choreographed solo dances (the dance created for Outcome 2 for each unit) are to be performed externally for an end-of-year VCAA performance examination.

  • End-of-Year Performance Examination contributes 50% to final study score.

  • End-of-Year Written Examination contributes 25% to final study score.

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

If you're a creative thinker who enjoys storytelling, collaboration, and performance, VCE Theatre Studies Units 3 & 4 offers a dynamic and rewarding experience. It's not just about performing—it's about becoming a theatre-maker.

What Will You Do in Theatre Studies?

In this subject,  you’ll explore the world of theatre through both practical performance and in-depth script analysis.  You'll build valuable creative and analytical skills as you collaborate with your classmates to bring theatre to life.

You’ll investigate how theatre is made, both historically and in contemporary contexts, and take on a variety of roles such as:

• Performer

• Director

• Designer (costume, set, lighting, sound, props, or makeup)

The Ensemble Play Performance Task

One of the major highlights is the Ensemble Performance, where the class works together as a theatre company to produce a full-scale performance of a script. This includes:

• Interpreting the text collaboratively

• Taking on production roles like direction or design

• Rehearsing and presenting the play to a live audience

This hands-on project develops teamwork, leadership, and your ability to apply theatre-making skills in a real production setting. It’s a fun, exciting, and professional experience!

The Monologue Performance Task (External Assessment)

Later in the year, you’ll undertake an externally assessed performance. You’ll select a monologue from a prescribed script and present it either:

• As a solo performer, or

• As a designer, showcasing your vision for the scene with detailed design documentation and justification

This task lets you showcase your strengths and creativity in a focused, polished way.

Why Choose Theatre Studies?

• Build skills in performance, direction, and design

• Learn how to interpret and stage plays from various times and cultures

• Collaborate on a full production with your classmates

• Gain confidence, creative thinking, and communication skills

• Choose your own pathway—on stage or behind the scenes

For further information talk to Ms Unger or Ms Greenwood

Unit 3 – Media Narratives, Contexts and Pre-production

How does the context of a narrative influence its construction and audience readings?

In this unit students explore and analyse a film. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by societal contexts. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language.

Students also develop planning documentation for a media product of their choice (video, animation, photography, print). In the development of their SAT, students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.

Assessment

• Narratives and their Contexts (SAC)
  - Students complete a multimedia essay.
  - Students complete exam style questions.

• Research project in chosen media form (SAT)
  - Students experiment with codes and conventions of their chosen media form.

• Pre-Production Plan for individual media product (SAT)
  - Students create planning documentation for their media product.

Unit 4 – Media Production; Agency and Control in and of the Media

In this unit students focus on the production and post-production stages of the media production process, bringing the media production design (SAT Pre-Production Plan) created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion.

Students will also explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Assessment

• Agency and control in and of the media test (SAC)

• Individual production of a media product (specified in Unit 3) (SAT)

• Written exam, externally assessed

Contribution to study score

School-assessed Coursework (SAC) for Unit 3 - 10%

School-assessed Coursework (SAC) for Unit 4 - 10%

School-assessed task (SAT) for Units 3 & 4 - 40%

End-of-year examination - 40%

For further information talk to your Media teacher, Mrs Desbois, Mrs Jackson or Mr Wakefield.

This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice. Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. 

Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music.

Students may present with any instrument or combination of instruments which will be suitable to convey understanding of the key knowledge and application of key skills relating to styles including (but not limited to) rock, pop, jazz, EDM, country, funk and R&B.

Students prepare a program for assessment in a live performance. They may be assessed as primarily a member of a group or as a solo performer. All performances must include at least one ensemble work with another live musician and an original work created by an Australian artist since 1990. All performances must include a personally reimagined version of an existing work. Original works may also be included in the program.

Unit 3 Assessment:

• Students will perform a selection of works being prepared for the performance examination, including a performed reimagining of an existing work

• A demonstration and discussion of performance development techniques and approaches relevant to performance of selected works and an intended approach to a reimagined existing work.

• Written Exam where students discuss a performer’s interpretation and manipulation of music elements and concepts in works, and Identify, recreate and notate music language concepts from examples presented.

Unit 4 Assessment:

• A demonstration and discussion of performance development techniques and approaches relevant to performance of selected works and an intended approach to a reimagined existing work.

External Assessment:

• Aural and Written Exam

• Present a performance of works relevant to your Performer’s Statement of Intention. Program is made up of own choice pieces. Students may present as a Group or Solo performer. Must include at least one work with another live musician, and may include original works. 

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

If insufficient numbers for a class, Music Contemporary Performance may run in conjunction with Music Repertoire.

This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works. Students may present primarily as a soloist or as an ensemble musician on any instrument for which there is an established repertoire of notated works. They work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member. 

Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers and study music language concepts such as scales, harmony and rhythmic materials.

The works selected for assessment must have sufficient range to convey understanding of the key knowledge and application of the key skills for styles which may include (but are not limited to) early music, baroque, classical, romantic, 20th and 21st century art music styles, musical theatre, and classical musics outside the Western tradition (for example, Indian, Chinese).

Recommendation

Highly Recommended – a satisfactory pass in Music at Year 11 and/or experience in Instrumental lessons. This subject requires skill with notated works.

Unit 3 Assessment:

A short written/oral task explaining the process used to select a performance program.

A demonstration and discussion of performance development techniques and approaches relevant to performance of selected works, including aspects of interpretation.

Written and practical exam where students discuss a performer’s interpretation of expressive elements of music, and identify, recreate, notate and transcribe short excerpts of music using voice or instrument

Unit 4 Assessment:

A demonstration and discussion of performance techniques (technical and expressive) relevant to the performance and development of a personal interpretation of works selected for performance

External Assessment:

Aural and Written Exam

Performance exam: A recital program of solo or group works. 

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

If insufficient numbers for a class, Music Repertoire may run in conjunction with Music Contemporary Performance.

Unit 3 – Visual communication in design practice.

In this unit students explore the ways in which designers work, while also analysing the work that they design. 

Students explore the VCD design process for a selected design problem. From here students prepare a brief that relates to two communication needs. Students then explore their own designs using the VCD design process. They generate a range of design ideas. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.

Unit 4 – Delivering design solutions

In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected and refined. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes. 

They select materials, methods and media appropriate for the presentation of final design solutions based upon the brief.  

Assessment

Three SATs  contributing 50% towards  the study score, two SACs contributing 20% and the end of year Exam 30% towards the study score.

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

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. Financial data and information will be collected, recorded and reported using both manual and information and communications technology (ICT) methods. VCE Accounting encourages students to take into account the financial and ethical implications of business decisions, with students applying critical thinking skills to a range of business situations, modelling alternative outcomes of business decisions and providing accounting advice to business owners.

Unit 3 

Accounting focuses on identifying, recording and reporting financial data for a trading business. Students interpret reports and information presented in a variety of formats, and suggest strategies to improve business performance.

Unit 4 

Accounting furthers students’ understanding of accounting for a trading business, emphasising the importance of budgeting in decision-making and strengthening students’ ability in analysing and interpreting reports to evaluate business performance.

The Pathways of the Subject:

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 task offered:

Any one or more of the following:

• structured questions

• a folio of exercises (manual and ICT)

• a case study (manual and/or ICT)

• a test (manual and/or ICT)

• a report (written, oral or multimedia)

• an end of year exam

For further information ~ Ms Natasha Vasiliou

Unit 3 and 4 Business Management is a continuation of the study of Business Management from Year 11, but from the perspective of larger businesses. Year 12 Business Management does not require the completion of Year 11 Business Management.

Unit 3 – Managing a Business

• Areas of Study

• 1. Business Foundations

• This area of study introduces students to the key characteristics of businesses and their stakeholders. Students investigate potential conflicts between and the different demands of stakeholders on a business. They examine a range of management styles and management skills that may be used when managing a business and apply these to contemporary business case studies.

• 2. Managing employees

• On completion of this unit the student should be able to explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees

• 3. The Operations Management Function

• The production of goods and services is the core objective of businesses. Effective management of the process of transforming inputs into outputs is vital to the success of a business, both in terms of maximising the efficiency and effectiveness of the production process and meeting the needs of stakeholders. In this area of study students examine operations management and consider the best and most responsible use of available resources for the production of a quality final good or service in a competitive, global environment.

• Assessment

• School assessed coursework for Unit 3 will contribute 25% to the final assessment these may be:

• Written analyses selected from a portfolio

• Test – Closed or Open Book analysis of a case study

• Assignment

Unit 4 – Transforming a Business

Areas of Study

1. Reviewing performance – the need for change

In this area of study students develop their understanding of the need for change. Managers regularly review and evaluate business performance through the use of key performance indicators and use the results to make decisions concerning the future of a business. Managers can take both a proactive and reactive approach to change. Students investigate the ways a business can search for new business opportunities as a source of future business growth and consider current forces for change on a business. They apply Lewin’s Force Field Analysis theory to contemporary case studies and consider approaches to strategic management, using Porter’s (1985) Generic Strategies.

2. Implementing change

In this area of study students explore how businesses respond to evaluation data. It is important for managers to know where they want a business to be positioned for the future before implementing a variety of strategies to bring about the desired change. Students consider the importance of leadership in change management, how leaders can inspire change and the effect change can have on the stakeholders in a business. They consider the principles of Senge’s Learning Organisation and apply the Three Step Change Model (Lewin) in implementing change in a business. Using a contemporary business case study from the past four years, students evaluate business practice against theory, considering how corporate social responsibility can be incorporated into the change process.

Assessment

School assessed coursework for Unit 4 will contribute 25% to the final assessment. These may be:

• Two written analyses selected from a portfolio

• Test – analysis of a business case study

Units 3 & 4 is also assessed by an end of year examination which will contribute 50% to the final assessment.

For further information contact~ Ms Natasha Vasiliou or Mr Graham Timms

Year 12 Economics is a subject all about the biggest ideas. We discuss and learn about how the world's most important markets and economic systems work, and how to manage them. A student who completes year 12 Economics has a much more detailed understanding of the economic forces at work around them and how they should approach the difficult economic questions facing all of us.

What we study

In Units 3&4 you will develop a deep understanding of the macroeconomy. You will learn about three fundamental government goals which are important in managing the Australian economy. Through analysis and examination of the details of these goals, you will understand the importance of each in helping maintain a stable economy. The achievement of these goals can help to improve individual living standards and national welfare.

In addition, there is a particular focus on international trade. You will investigate the importance of international economic relationships and how these influence living standards in Australia. This area of study looks at international trade, exports and imports, exchange rates and foreign debt. You look at specific government policies that are used in an effort to achieve the fundamental goals.

You examine how monetary policy is operated by the Reserve Bank of Australia to help manage inflation. You also discuss how the Federal Government uses spending on training and education and infrastructure to help improve economic conditions.

Unit 3 and 4 Economics helps students understand the real-world economic conditions we live under in Australia, and shows students the reasoning behind the economic policy that exists today. It allows students with an interest in how economic rules work in real life see examples of this in an Australian context.

It is important for students to note that while completion of Units 1 and 2 Economics is recommended before beginning Units 3 and 4, it is not a prerequisite and it is not uncommon for students to begin their study of Economics in Year 12.

Unit 3 – Australia’s living standards

• AOS1: An introduction to microeconomics: the market system, resource allocation and government intervention

• AOS2: Domestic macroeconomic goals

• AOS3: Australia and the international economy

Unit 4 – Managing the economy

• AOS1: Aggregate demand policies and domestic economic stability

• AOS2: Aggregate supply policies

Assessment

There is a range of assessments of Economics in Year 12, including structured questions, essays, investigative reports and a final exam.

For further information ~ Miss Sam Warren 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.

Unit 3: Changing the land

• AOS1:Excursion investigating land use change

We kick off the year with a field trip to Harcrest Estate (mixed-use development in Wantirna South). You will conduct interviews and questionnaires with local residents and collect data investigating how beneficial the new housing estate has been for various members of society.

• AOS2: Students investigate the causes, impacts and responses of two processes: 

Melting glaciers and ice sheets and deforestation. The rate of these two processes are increasing which is causing considerable social and economic pressure on the world.

Unit 4: Human population

• AOS1: Students investigate how the human population changes around the world and the impacts this can cause. 

Students also explore how and why the world’s population has changed over time.

• AOS2: Students focus on 2 global challenges: 

A growing population, where China is the key focus and an ageing population, where we examine Japan in detail.

For further information ~ Mr Sam Storey

If you are fascinated by world affairs and how we address the complex issues of war, terrorism, pandemics and human rights, then this is the subject for you – and there are no prerequisite subjects! Global Politics attempts to give students an overarching view of the major issues facing the globe today, the attempts we have made to address them, and the reasons we haven’t solved them yet. All of our work is based on current events, so we deal in real world topics you see in the news and other media.

The subject explores key global challenges facing the international community in the most recent decade of the twenty-first century. It examines and analyses the debates surrounding ethical issues requiring global action and evaluates the effectiveness of responses to these issues. Students will explore the context and causes of global crises, and consider the varying effectiveness of responses and challenges to solving them.

Unit 3

Area of Study 1: Global Actors

This involves investigating the key global actors in twenty-first century global politics using contemporary evidence to analyse the key global actors and their aims, roles and power. This helps students develop an understanding of the key actors through an in-depth examination of the concepts of national interest and power as they relate to the state. Here Students are also required to analyse and evaluate the way in which one Asia-Pacific state, China, uses power within the region to achieve its objectives.

Unit 4

Area of Study 2: Global Challenges

This involves investigating key global challenges facing the international community in the twenty-first century. This will require examining, analysing and evaluating the debates surrounding two ethical issues, human rights and people movement, underpinned by international law.

Unit 4 also requires students to explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to solving them. Here students will undertake two global crises from: armed conflict and terrorism.

There are two outcomes per unit in this subject (four in total), and they will be assessed through one or more of the following methods

• Case studies

• Essays

• Tests

• Structured questions

• Short answer questions

• Extended responses

Why study Global Politics?

• The world is a rapidly changing place.

• Borders no longer separate people in the way they once did.

• Political decisions in one part of the globe can send ripple effects across the planet.

• Conflicts between two tribes in a faraway place can have a domino effect elsewhere.

• Turn on your television and watch the news on any given night.

• Turn on your radio and listen to a news or current affairs program.

• Sign into your social media account – Facebook, Twitter – and you will be confronted by one indisputable fact – global politics is everywhere!

• Whether we like it or not, none of us cannot escape Global Politics – we cannot hide from Global Politics – and Global Politics affects all of us – every minute of every hour of every single day – not only in our present, but also in the hours, days, weeks and years ahead in our futures.

So – perhaps rather than asking the question, ‘Why should I consider doing VCE Global Politics, your question should be – why wouldn’t I study VCE Global Politics?'

For more information, contact Mr Steven O’Brien.

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.

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

Revolutions change the world

Revolutions fundamentally transform governments, economies and the whole society and in the process destroy the old regimes that had reigned for centuries. The revolutionaries imagined new political, economic and social arrangements and set out to create a new world order. Revolutionary changes led to counter-revolutionary resistance and foreign wars that revolutionaries believed had to be violently suppressed. At Aquinas, we study these phenomena through the French Revolution (unit 3) and the Russian Revolution (unit 4).

There are no prerequisites for the study of history at this level, but History involves extensive reading and writing and as such students will benefit from strong literacy skills. Students gain strong research, argument and writing skills from the study of Revolutions.

Areas of Study

Each unit uses the same areas of study:

1. Causes of Revolution

This AOS discusses the question of “how did we get here?” – why did these societies which had existed for hundreds of years find themselves in crisis?

2. Consequences of Revolution

This AOS examines the new society that revolutionaries wanted to create. What were its values? How did it attempt to establish them? What was the impact on average people?

Assessment

Student’s level of achievement for Units 3 and 4 will be determined by school-assessed coursework and an end of year examination.

Assessments will include:

• Analysis of visual and/or written document

• Research Report

• Historical Interpretation analysis

• Essay

Assessment for Units 3 and 4 will each contribute 25% towards the final assessment. The end of year examination contributes 50% of the final assessment.

For further information ~ Mr Steven O’Brien

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.

Unit 3: Rights and Justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

Legal Studies students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

• Area of Study 1: The Victorian Criminal Justice System

• Area of Study 2: The Victorian Civil Justice System

Unit 4: The people, the law and reform

The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

• Area of Study 1: The people and the law-makers

• Area of Study 2: The people and reform

Assessment:

• Unit 3 School-assessed Coursework: 25%

• Unit 4 School-assessed Coursework: 25%

• End-of-year examination: 50%

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.

For further information on this subject, please contact Mr Graham Timms or Ms Kylie Poppins.

These units are designed for students who have a general interest in maths or need a maths prerequisite for a career choice.

General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams, networks, algorithms, algebraic manipulation, recurrence relations, equations and graphs. The use of mental and by-hand approaches to estimation and computation will be required in conjunction with the use of technology.

Areas of Study

• Data Analysis

The collection, analysis and presentation of data, including correlation and statistical measures.

• Recursion and Financial Modelling

Using recursion relations to model simple and compound interest with applications such as reducing balance loans, interest only loans, depreciation, annuities and perpetuities.

• Matrices

Properties of matrices and applications to systems of linear equations.

• Networks & Decision Maths

Concepts involving Network analysis.

Assessment

Assessment Tasks include:

• Problem Solving/Modelling Tasks

• Problem Solving/Analysis Task Tests

• School-assessed Coursework for Unit 3 will contribute 24% and for Unit 4 will contribute 16% to the final assessment.

• Units 3 & 4 will also be assessed by two end-of-year examinations (each exam is worth 30%), which means the end of year exams will contribute 60% of the final assessment.

For further information ~ See your Year 11 General Mathematics or Mathematical Methods teacher or Mr James Meade to discuss suitability for this course.

Mathematical Methods Units 3 and 4 extends the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable – so it is highly recommended that Year 11 Mathematical Methods (Units 1 & 2) is successfully undertaken prior to doing Mathematical Methods Units 3 and 4.

Areas of Study

• Functions, relations and graphs

• Algebra, number and structure

• Calculus

• Data analysis, probability and statistics

Assessment

Assessment Tasks include:

• Problem Solving/Modelling Assignments

• Short written responses

• Facts and Skills Tests

• Analysis Task Tests/Assignments

• School-assessed coursework contributes 40% towards the final score

  • Unit 3 will contribute 20% and Unit 4 will contribute 20% 

• There are two examinations which contribute 60% towards the total final assessment.

  • Examination One is worth 20% and Examination Two is worth 40% 

For further information ~ See your Year 11 Mathematical Methods teacher to discuss suitability for this course or contact Mr James Meade.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and key skills from Year 11 Mathematical Methods Units 1 and 2; the key knowledge and key skills from Year 11 Specialist Mathematics Units 1 and 2; and concurrent study or previous completion of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics Units 3 and 4, and as such, it is highly recommended that Specialist Mathematics Units 1 and 2 have already been successfully undertaken.

Areas of Study

• Discrete mathematics

  • Logic and proof

• Functions, relations and graphs

• Algebra, number and structure

  • Complex numbers

• Calculus

  • Differential calculus and integral calculus

  • Differential equations

  • Kinematics: rectilinear motion

• Space and measurement

  • Vectors

  • Vector and cartesian equation of lines and planes

  • Vector calculus

• Data analysis, probability and statistics

  • Distribution of linear combinations of random variables

  • Distribution of the sample mean

  • Confidence intervals for the population mean

  • Hypothesis testing for a population mean with a sample drawn from a normal distribution of known variance, or for a large sample

Assessment

Assessment Tasks include:

• Investigation/Problem Solving/Modelling SACs (one in unit 3 and two in unit 4)

• End of year examinations (there are 2 examinations for this subject)

• School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 20% to the final assessment.

• Units 3 & 4 will also be assessed by two end-of-year examinations (exam 1 is worth 20% and exam 2 is worth 40%), which means the end of year exams will contribute 60% of the final assessment.

For further information ~ See your Year 11 Specialist Maths teacher to discuss suitability for this course or contact Mr James Meade.

You should choose this subject if you are interested in:

• Exploring the aspects of religion

• Understanding the purpose of religion in the search for meaning

• Analysing religious beliefs

• Learning about how life experiences can influence a person’s religious beliefs

• Interpreting challenges that religions face and the religions response to those challenges

• What skills will I use in this subject?

• Enquiry Skills

• Discussion and communication skills

• Analytical skills

Unit 3: The Search for Meaning

In this unit students study the purposes of religion generally and then consider the religious beliefs developed by one or more than one than one religious tradition or denomination in response to the big questions of life. Students study how particular beliefs within one or more than one religious tradition or denomination may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents. Students then consider the interaction between significant life experience and religion.

Areas of Study:

Responding to the search for meaning – In this area of study students relate the beliefs to certain categories and explore the connection of the beliefs to each other

Expressing meaning – Students study how the meaning of belief is expressed through other aspects of religion

Significant life experience, religious beliefs and faith – Students investigate what happens to an individual’s adherence to and understanding of the relevant religious beliefs and related expressions as a result of a significant life experience

Unit 4: Religion, Challenge and Change

In this unit students explore challenge for religious traditions generally over time and then undertake a study of challenge and change for one or more than one religious tradition or denomination. Religious tradition/s or denomination/s are to be selected from one or more than one of the following: Buddhism, Christianity, Hinduism, Islam, Judaism.

Areas of Study

Challenge and response – Students consider how some aspects of religion are more likely to be involved when taking a stance, such as distinctive beliefs, rituals, religious practices, the interpretation of texts, the application of ethical principles, the nature and role of authority, and the manner of participation within the social structure of a religious tradition or denomination.

Interaction of Religion and Society – Students investigate the broader context leading to the challenge, the sources of the challenge, and the stances and supporting responses adopted by the religious tradition or denomination to the challenge. They also examine the impact of the responses.

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.

For further information contact Mr Bernard Green, Mrs Tania Grace or your RE teacher.

Unit 3: Texts and the Early Tradition

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

• Analysing texts understanding the historical and social context in which they were formed

• 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 

The background of the tradition – Students become familiar with the foundational period of the selected tradition by drawing background information from a range of foundational texts, documentation outside the tradition, and contemporary scholarly resources.

Thematic and literary aspects of the set texts – students develop knowledge of the set text in terms of major themes and literary form, structure and techniques. Using literary criticism, students examine issues that relate to the writing of texts, for example authorship, date and intended audience.

Interpreting texts – Students develop their understanding and application of at least two exegetical methods – sociocultural and literary criticism. In exegetical study, students analyse a text in the light of scholarship and their growing knowledge of the background to the text.

Unit 4: Texts and Their Teachings

Areas of Study 

Interpreting texts – students further develop the knowledge and skills required to write exegeses on passages  from the set texts begun in ‘Interpreting texts’ in Unit 3 students consider the social, cultural, religious and political conditions and institutions and, where appropriate, historical context, within which the set text developed.

Religious ideas, beliefs and themes – Students investigate a significant religious idea, belief or theme arising out of the passages for special study.  Students develop understanding of the particular idea, issue or theme in its original social, cultural, religious and historical contexts.

Assessment

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

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

For further information contact, Mr Bernard Green, Mrs Tania Grace or your RE teacher.

This unit consists of one double per cycle for terms 1- 3. Throughout the year, students will be presented with guest speakers and material which is aimed at challenging their views of the world and provoking discussion. Issues will be chosen on the basis of currency and relevance in the lives of students.

There is no formal assessment  but every student in Year 12 is required to attend.

VCE Applied Computing: Data Analytics allows students to acquire and apply technical knowledge and advanced software skills to create innovative and original digital solutions including websites, infographics, dynamic visualizations, project management, databases and spreadsheets. Students complete an extended, major project (School Assessed Task) on a topic of their own choice which is presented as a dynamic data visualization or website. Cybersecurity is also a major component of this course.

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.

School Assessed Task (SAT)

Over an extended period of time (up to 12 – 14 weeks) students complete a School Assessment Task (SAT). A SAT is a unique practical task that allows for in-depth investigation of an individually chosen topic. A dynamic data visualisation is then designed and developed to present the research. The SAT is student centred and student driven, and it allows for greater creativity, interest and control.

In Units 3 & 4 Data Analytics students

• Develop advanced software skills in data visualizations, data analytics, web authoring, photo editing, spreadsheets, databases, animation and project management

• Complete an individually selected research project (sat) and produce an infographic or dynamic data visualization to summarize their topic

• Investigate innovative and emerging trends and opportunities in a dynamic technological landscape

• Investigate cybersecurity, and data and information security strategies

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

Assessment tasks:

• U3O1: Design and develop solutions using database, spreadsheet and data visualisation software tools

• U3O2: Analyse and design infographics or dynamic data visualisations  in response to a student selected topic

• U4O1: Develop and evaluate infographics or dynamic data visualisations

• U4O2: investigate security strategies and report on cybersecurity issues

Pathways

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

For further information ~ please get in touch with Ms Bayliss, Ms Gridley or Ms Stewart.

VCE Applied Computing: Software Development aims to utilise the problem solving methodology to develop working modules using a programming language (Python and PyQT) in order to gain an understanding of software requirements specifications, design tools and the planning and preparation of projects from start to finish. Students will also examine the security practices of organisations and the risks to software and data.

Aims:

• To facilitate student centred learning in individually selected projects

• To build creative and critical thinking skills to solve real world problems

• To discover innovative and emerging opportunities for digital solutions

• To increase understanding of the problem-solving methodologies

• To further develop and acquire knowledge in the use of a programming language.

It would be beneficial to have had some experience in programming;  having taken Year 10 Programming would be an advantage.  The language used is Python with PyQT as the visual wrapper.  Independent working, research skills and time management is fundamental in successfully completing this course.  However, students with little or no previous experience in Python are not disadvantaged too much since the course covers some fundamentals of programming.

In Units 3 & 4 Software Development students will

• Develop an understanding of the problem-solving methodology to develop working software modules using a programming language (Python)

• Analyse a need/opportunity to prepare a software requirements specification (SRS) and design a software solution

• Create a working solution for their chosen client,  test and

• Evaluate the software solution and assess the effectiveness of the project plan

• Examine an organisation’s security practices to assess the risks during the development and use of the software solutions to develop a risk management plan.

• Focus on the security risks to software and data during the development process

The study consists of 2 School Assessed Coursework (SACs) comprised of 2 outcomes  (Unit 3 Outcome 1 & Unit 4 Outcome 2) and an extended  School Assessed Task (SAT)  which is comprised of the other 2 outcomes (unit 3 Outcome 2 and unit 4 outcome 1).

Assessment Tasks

• U3O1: use a programming language (Python) to apply a range of functions and techniques to develop working software modules (10% of the study score)

• U3O2: Analyse and document a need or opportunity and design a software solution whilst formulating a plan to track the progress of the software solution (15% of the study score)

• U4O1: Develop and evaluate a software solution that meets the client requirements (15% of the study score)

• U4O2: Analyse and identify the risks and consequences of ineffective security strategies (10% of the study score)

The final year exam contributes 50% toward the study score.

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

In this study, students investigate the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientific evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au), and develop their understanding of diverse nutrient requirements.

Area of Study 2 focuses on influences on food choices: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness, and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns.

Practical activities enable students to understand how to plan and prepare food to cater for various dietary needs through the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.

Unit 3:  Food in Daily Life

Area of Study:

• The Science of Food

• Food choice, health and wellbeing

Assessment included for Unit 3: 

Records and range of practical activities, such as comparative food testing, cooking, creating and responding to design briefs, demonstrations, dietary analysis, nutritional analysis, product analysis, scientific experiments and sensory analysis (including taste testing and use of focus groups).

AND

Any one or a combination of the following

• Annotated visual report

• Oral presentations or recordings

• Practical demonstrations or recordings 

• Written reports

• Media analysis

• Research inquiries 

• Case studies 

UNIT 4:  Food Issues; Challenges and Futures

In this unit students examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population.

In Area of Study 1 students focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. They also consider the relationship between food security, food sovereignty and food citizenship. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging.

In Area of Study 2 students focus on issues about the environment, climate, ecology, ethics, farming practices, including the use and management of water and land, the development and application of innovations and technologies, and the challenges of food security, food sovereignty, food safety and food wastage. They research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures. The focus of this unit is on food issues, challenges and futures in Australia.

Practical activities provide students with opportunities to apply their responses to environmental and ethical food issues, reflect on healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and consider how food selections and food choices can optimise human and planetary health.

Area of Study:

• Navigating food information

• Environment and ethics

Assessment included for Unit 4: 

Records and range of practical activities, such as comparative food testing, cooking, creating and responding to design briefs, demonstrations, dietary analysis, nutritional analysis, product analysis, scientific experiments and sensory analysis (including taste testing and use of focus groups).

and

Any one or a combination of the following

• Annotated visual report

• Oral presentations or recordings

• Practical demonstrations or recordings 

• Written reports

• Media analysis

• Research inquiries 

• Case studies 

and

A research inquiry report based on ethics, sustainability and/or food sovereignty.  

Assessment breakdown:

• Unit 3 coursework 30%

• Unit 4 coursework 30%

• Unit 3 and 4 November examination 40%

For further information contact Ms Caitlin Stewart

Unit 3 and 4 to be studied as a sequence

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 3: Ethical product design and development

In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s).

In Area of Study 1, students examine a range of factors that influence the design, development and production of products within industrial settings. Students research and investigate designs across a range of specialisations that include historical iconic designs that have stood the test of time; designs with inbuilt obsolescence; products that are fast to the market; products that are designed to last its lifetime; products that have a second life through disassembly and reuse and/or designs in and with nature. They consider influences on product design when addressing ethical considerations for end users.

In Area of Study 2, students use design thinking to formulate a design brief that addresses a need or opportunity related to ethical product design, and conduct research to explore current market needs and/or opportunities. Students generate, evaluate and critique graphical product concepts (visualisations, design options and working drawings) related to ethical product design.

In Area of Study 3, students explore the physicality of product concepts through developing prototypes to select and justify the chosen product concept and a final proof of concept. Students develop a scheduled production plan to manage the resources in a design process and implement this scheduled production plan to make their product safely.

Unit 4: Production and evaluation of ethical designs

In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.

In Area of Study 1, students continue to make the product designed in Unit 3, using materials, tools and processes safely and responsibly. Throughout the production process, they monitor and record their progress during implementation of their scheduled production plan and justify decisions and modifications, if and when necessary.

In Area of Study 2, students evaluate their product and a range of existing products using criteria, data and feedback. They speculate on how designers can be future-focused, innovative and entrepreneurial by suggesting and justifying possible product enhancements and/or improvements based on this evaluation. 

Assessment of VCE Product Design and Technologies 

includes a School-assessed Task. 

For this assessment teachers will provide to the VCAA a score representing an assessment of the student’s level of performance in achieving Outcomes 2 and 3 in Unit 3 and Outcome 1 in Unit 4 according to criteria published by the VCAA. 

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 3 – Integrated Systems Engineering and Energy

In this unit students study the engineering principles that are used to explain the physical properties of integrated systems and how they work. Through the application of their knowledge, students design and plan an operational, mechanical-electrotechnology integrated and controlled system.

They learn about the technologies used to harness energy sources to provide power for engineered systems.

Students commence work on the design, planning and construction of one substantial controlled integrated system. This project has a strong emphasis on designing, manufacturing, testing and innovation. Students manage the project throughout the Systems Engineering Process, taking into consideration the factors that will influence the design, planning, production and use of their integrated system. The systems engineering principles underpin students’ understanding of the fundamental physics and applied mathematics needed to provide a comprehensive understanding of mechanical and electrotech systems and how they function.

Students learn about sources and types of energy that enable engineered technological systems to function. Comparisons are made between the impacts of the use of renewable and non-renewable energy sources. Students learn about the technological systems developed to capture and store renewable energy and technological developments to improve the credentials of non-renewables.

Assessment:

1. School assessed course work – topic testing

2. Folio investigation, design, planning and production

3. Preliminary production work

4. In-school midyear exam

Unit 4 – Systems Control and New and Emerging Technologies

In this unit students complete the production work and test and evaluate the integrated controlled system they designed in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

Students use their investigations, design and planning to continue the fabrication of their mechanical electrotechnology integrated and controlled system using the Systems Engineering Process. They use project and risk management methods through the construction of the system and use a range of materials, tools, equipment, and components. In the final stages of the Systems Engineering Process, students test, diagnose and analyse the performance of the system. They evaluate their processes and the system.

Students expand their knowledge of new and emerging developments and innovations through their investigation and analysis of a range of engineered systems. They analyse a specific new or emerging innovation, including its impacts.

Assessment:

• School assessed course work – topic testing

• A record of folio investigation, design, planning and production

• Production of model- testing , diagnostic and performance

• End of year VCAA Systems Engineering 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 would 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.

Students currently in VCE-VM will be guided through the application process in class.

Students who wish to transfer to from Year 11 VCE to Year 12 VCE-VM should complete this Google form. Transfer is not automatic. You may not qualify for VCE-VM or there may not be places available.

Many students in Year 12 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