The Victorian Certificate
of Education Vocational Major
The Victorian Certificate
of Education Vocational Major
Embedded Files
of Education Vocational Major
The VCE Vocational Major (VCE VM) is a vocational and applied learning program that sits within the VCE. It includes four subjects that have been added to the VCE that make up the core of a student’s program and takes an ‘Applied Learning’ approach.
Applied learning involves students engaging in relevant and authentic learning experiences. It is a method of learning where theoretical information comes to life for students in a real-world context that relates directly to their own future, is within their own control and is within an environment where they feel safe and respected. Students' knowledge grows and expands as they act to learn, reflect on that action and plan how to do it better next time.
The VCE Vocational Major is a two-year program over Year 11 and 12. Only students who enrol in the full program can choose these VCE VM studies.
The VCE Vocational Major will prepare students to move successfully into apprenticeships, traineeships, further education and training, university through alternative entry programs or directly into the workforce.
The four main studies are assessed at a school level through authentic assessment activities. There are no external examinations for the VCE VM studies and therefore students do not receive a study score, and are not eligible to receive an ATAR.
Students who satisfactorily complete the requirements of the VCE VM will receive a Victorian Certificate of Education with the words ‘Vocational Major’ to recognise their achievements.
The Structure of the VCE VM
The VCE Vocational Major has specific subjects designed to prepare students for a vocational pathway.
The subjects are:
VCE VM Literacy
VCE VM Numeracy
VCE VM Work Related Skills,
VCE VM Personal Development Skills.
Each subject has four units and each unit has a set of outcomes which are assessed through a range of learning activities and tasks. Students will apply knowledge and skills in practical settings and also undertake community-based activities and projects that involve working in a team.
Additionally, students must complete a minimum of 180 hours in a Vocational Education and Training (VET) certificate at Certificate II level or above.
Students will attend Wellington Secondary College for up to four days each week. The number of days will depend on the VET certificate the student selects, and whether it is offered on campus at Wellington SC or by an external provider. Most students will attend school Monday, Tuesday, Thursday and Friday.
Cost: $200 (materials and resources)
Satisfying the Requirements of the VCE VM
Each of the VCE VM subjects is made up of units, with Units 1 & 2 typically being undertaken at Year 11 and Units 3 & 4 at Year 12.
Students must successfully finish at least 16 units, including:
3 VCE VM Literacy or VCE English units (including a Unit 3-4 sequence)
3 other Unit 3-4 sequences
2 VCE VM Numeracy or VCE Mathematics units
2 VCE VM Work Related Skills units
2 VCE VM Personal Development Skills units, and
2 VET credits at Certificate II level or above (180 hours)
Most students will undertake between 16-20 units over the two years.
As with all VCE students, the VCE VM students must maintain excellent attendance in order to demonstrate an understanding of the learning outcomes in each unit.
The result of Satisfactory or Not Satisfactory is determined at a school level for each unit. This decision is based on the work submitted and must follow the VCAA, and school, rules and procedures.
Participating in Structured Workplace Learning (SWL) or a School Based Apprenticeship or Traineeship (SBAT) as a part of the VCE VM.
SWL or an SBAT can be included in the VCE VM. Students can receive credit for time in the workplace via Structured Workplace Learning Recognition.
Literacy
Unit 1
Areas of Study:
Literacy for personal use
Understanding and creating digital texts.
Topics Studied:
Structures and features of a range of different text types such as narrative, informative, persuasive, instructional, letters, media articles and releases, film, email, digital messaging and workplace reports
Ways in which purpose, context and audience influence the structure and language of different text type
The way visual and auditory cues, language and other strategies are used to create meaning
Plagiarism and its impacts
Paraphrasing, note taking and summarising
Planning, drafting, revising, editing and proofreading both handwritten and digital texts
The structure of different webpages and digital texts
The purpose, audience and types of different digital texts
Differences between digital texts such as webpages, podcasts and social media
The features and importance of digital security
The principles of copyright and the conventions of attribution
Safe and respectful practices in the digital world
The etiquette and conventions of small group and whole class discussion, including ways of developing constructive interactions and building on ideas of others in discussion
The conventions of literacy, including punctuation, sentence structure, paragraphing and spelling.
Unit 2
Areas of Study:
Understanding issues and voices
Responding to opinions
Topics Studied:
Language and visuals used to influence an audience
The elements of oral communication, including eye contact, tone, body language and intonation
How the values and backgrounds of authors and speakers may influence opinions
Ways in which bias and perspective can influence authors, speakers and audiences
Ways in which different communities engage in debate or discussion
The conventions of discussion and debate, including active listening and questioning
The conventions of literacy, including punctuation, sentence structure, paragraphing and spelling
Different structures of written, spoken and multimedia persuasive and influential content
Language and visuals that contribute to the effectiveness of an argument
The way authors and speakers use logic, reasoning and emotion to influence the audience
The principles of copyright and the conventions of attribution
The elements of oral communication, including eye contact, tone, body language and intonation
Conventions of discussion and debate, including active listening and questioning
Conventions of literacy, including punctuation, sentence structure, paragraphing and spelling.
Assessment (Covers both Units 1 & 2):
Assessment for Units 1 & 2 of Literacy is selected from, but are not limited to:
A reflective journal, which may be digital
A research task, report or brochure
A case study
A response to structured questions
A record of a debate or discussion
A comparison of two persuasive pieces
A video, podcast or oral presentation
Unit 3
Areas of Study:
Accessing and understanding informational, organisational and procedural texts
Creating and responding to organisational, informational or procedural texts
Topics Studied:
Become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature
These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community
Learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Develop confidence to deal with a range of technical content that will be encountered throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts
Focus on texts about an individual’s rights and responsibilities within organisations, workplaces and vocational groups
Read and respond to a variety of technical content from a vocational, workplace or organisational setting, demonstrating understanding of how these texts inform and shape organisations.
Unit 4
Areas of Study:
Understanding and engaging with literacy for advocacy
Speaking to advise or to advocate.
Topics Studied:
Investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting
Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure
Consider which elements are important for creating a ‘brand’ (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience
Compare and contrast the ways in which same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.
Read, discuss, analyse and create texts that influence or advocate for self, a product or a community group of the student’s choice.
Use knowledge and understanding of language, context and audience to complete an oral presentation that showcases learning
The presentation needs to be developed in consultation with the teacher and should focus on an area of student interest with a clearly stated vocational or personal focus
Students are encouraged to connect this area of study to their learning in Unit 4 of either Work Related Skills or Personal Development Skills
If students are not undertaking either of these studies, they may select an option from either of the two outlined below: Literacy for civic participation or Literacy for everyday contexts
Assessment (Covers both Units 3 & 4):
Assessment for Units 3 & 4 of Literacy is selected from, but are not limited to:
A series of annotations and summaries
Records and reflections of the presentations of guest speaker/s
Annotated photographs, signs or visuals
Responses to structured questions
Videos, podcasts or oral presentations
Visual presentations, such as a graphic organisers, concept/mind maps or annotated posters
Reflective journals or diaries
Numeracy
In Numeracy students will be working mathematically across different numeracy contexts:
Personal numeracy
Civic numeracy
Financial numeracy
Health numeracy
Vocational numeracy
Recreational numeracy.
Additionally, students will be using the problem-solving cycle to solve a mathematical problem embedded in the real world. This cycle consists of:
Identify the mathematics
Act on and use the mathematics
Evaluate and reflect
Communicate and report.
Students will select and use mathematical tools throughout their study of Numeracy e.g. measuring equipment, calculators, technology such as spreadsheets, etc
Unit 1
Areas of Study:
Number
Shape
Quantity and measures
Relationships
Topics Studied:
Whole numbers and decimals up to two places
Place value and reading numbers expressed in digits or words
Multiplication facts and knowledge of factors and multiples
Rounding whole numbers and decimals up to two places
Order of operations
Common fractions and percentages, and their equivalence such as ¼ = 0.25 = 25%
Simple proportions
Properties and names of two-dimensional shapes and everyday familiar three- dimensional objects such as regular prisms, for example boxes and cylinders
Simple reflection, rotation and symmetry in relation to everyday familiar shapes
Patterns in, and between, every day and familiar shapes
Appropriate technologies that create and manipulate simple two-dimensional shapes
Simple scaling in relation to enlargement and reduction such as in plans, diagrams and photographs
Common and familiar measures of distance, perimeter, area, volume and capacity (for simple rectangular based shapes only)
Common and familiar metric units of measurement and conversion between metric units
Common units of time and temperature
Common measurement estimation strategies
Common measurement tools
Appropriate accuracy in measurements
Common and familiar relationships such as rates of change, $/m, km/hr
Simple, common and familiar algebraic formulae, relationships and algebraic expressions such as for the area and perimeter of a rectangle, and cost per hour
Standard conventions used in the development, use and writing of simple, everyday algebraic relationships
Representation and visualisation of change such as tables, simple charts or graphs
Unit 2
Areas of Study:
Dimension and direction
Data
Uncertainty
Systematics.
Topics Studied:
Location and direction in relation to everyday, familiar objects and landmarks
Location and direction in relation to everyday, familiar maps and technologies
Everyday, familiar oral and written instructions for moving to specified locations
Everyday angles such as 45, 90, 180 and 360 degrees
Simple data collection tools and processes
Display of data with commonly used tables and graphs, including use of axes and simple scales
Simple measures of spread, such as range and mean
Interpretation and description of familiar and simple data sets and their displays
Likelihood of common and familiar events or occurrences happening
Common and familiar language of chance and its relationship to common numerical values associated with chance, such as ‘even chance’ = 0.5 or 50%
Simple and familiar unconditional probability events with randomness and chance
Simple inferencing from likelihood estimates to inform decision making in relation to common and familiar events such as rolling dice, or spinners
Common and familiar information and data inputs and outputs
Common and familiar computational data collection tools and applications
Collating, organising, categorising, planning, scheduling and table creation of common and familiar information and data using technology.
Assessment (Covers Units 1 & 2):
Assessment items for Units 1 & 2 Numeracy may be selected from, but are not limited to:
Investigations and projects
Multimedia presentation, poster or report
A portfolio
Unit 3
Areas of Study:
Number
Shape
Quantity and measures
Relationships.
Within these areas of study, the following numeracies will be covered, with the teacher selecting three per unit:
Personal numeracy
Civic numeracy
Financial numeracy
Health numeracy
Vocational numeracy
Recreational numeracy
Topics Studied:
At the end of Units 3 and 4, students should be able to select the appropriate method or approach required, attempt a series of operations or tasks, and communicate their ideas in multiple formats, including verbal and written form
At the end of Units 3 and 4, students should be able to select the appropriate method or approach required, attempt a series of operations or tasks, and communicate their ideas in multiple formats, including verbal and written form
Students should be at ease with a range of calculations and mathematical processes both manually and/or using technology
They should be able to evaluate and critically reflect on the outcomes and results of their numeracy tasks and investigations and be aware of any real-world implications and consequences
They should be able to evaluate and critically reflect on the outcomes and results of their numeracy tasks and investigations and be aware of any real-world implications and consequences
Unit 4
Areas of Study:
Dimension and direction
Data
Uncertainty
Systematics
Topics Studied:
Further develop, enhance and extend numeracy practices to make sense of personal, public and vocational lives
Extend mathematical skills with consideration of local, community, national and global environments and contexts, and use of, evaluation and justification of appropriate technologies
These units provide students with a broad range of mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings relevant to contemporary society.
Assessment (covers both Units 3 & 4):
Assessment for Units 3 & 4 of Numeracy is selected from, but are not limited to:
Multimedia presentation, poster or report. For example, students may consider the materials needed for painting a house, including measurement, cost and labour
Portfolio. For example, students may plan design and run an event for the community, taking into consideration factors such as budgeting, measuring, time and travel
Investigations and projects. For example, students may undertake the costings of a project, including budgeting, invoices, receipts and money handling, or consider loans or mortgages including interest and repayments for buying a car or a house.
Personal Development Skills
Unit 1: Healthy Individuals
Areas of Study:
Personal identity and emotional intelligence
Community health and wellbeing
Promoting a healthy life.
Topics Studied:
The development of personal identity and individual pathways to optimal health and wellbeing
Concepts of personal identity and the range of factors that contribute to an individual’s perception of self and individual health and wellbeing
Enhancing understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts
Investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals
Investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing
The importance of critical and creative thinking and clear communication as individuals explore personal identity and the role of community
Examine relationships between technologies and health and wellbeing, and develop tools for analysing the reliability, validity and accuracy of information and the efficacy of health messages.
Unit 2: Connecting with Community
Areas of Study:
What is community?
Community cohesion
Engaging and supporting community.
Topics Studied:
The benefits of community participation and how people can work together effectively to achieve a shared goal
Definitions of community and different types of communities at a local, national and global level
Look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing
Investigate the barriers and enablers to problem-solving within the community
In the topic of community engagement, students will seek to understand different perspectives on issues affecting a community
Reflect on relationships between community issues, social cohesion, and health and wellbeing, and the importance of clear information and communication
Investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change
Plan, implement and evaluate an active response to an individual’s need for community support
Assessment (Covers Units 1 & 2):
Assessment items for Units 1 & 2 Personal Development Skills may be selected from, but are not limited to:
A visual presentation
A video, podcast, digital or oral presentation
A response to structured questions
A visual presentation, such as a graphic organiser, concept/mind map or annotated poster
A research task
A reflective journal of participation in practical tasks
A case study
Unit 3: Leadership and Teamwork
Areas of Study:
Social awareness and interpersonal skills
Effective leadership
Effective teamwork
Topics Studied:
The role of interpersonal skills and social awareness in different settings and contexts
Examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied to the achievement of goals within personal and community contexts
Explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity
Evaluate individual contribution as well as the overall effectiveness of the team.
Unit 4: Community project
Areas of Study:
Planning a community project
Implementing a community project
Evaluating a community project
Topics Studied:
This unit focuses on student participation in an extended project relating to a community issue
Identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project
Look at past approaches to the selected issue in Australia and elsewhere, consider how to research information, and formulate an objective to achieve
Reflect on how community awareness of a selected issue can be improved
Engage in a process of planning, implementing and evaluating a response to a selected community issue
Conduct research, analyse findings and make decisions on how to present work
Consider the key elements (such as emotional intelligence and effective team practices) and considerations (such as safety and ethics) when implementing a community project
Present the project to an appropriate audience of peers or community members and evaluate the effectiveness of chosen response to the issue.
Assessment (Covers Units 3 & 4):
Assessment for Units 3 & 4 of Personal Development Skills is selected from, but are not limited to:
Digital, oral, visual or written presentations
Reflective journals
Record and reflections of presentations by guest speaker/s
Videos, podcasts or oral presentations
Response to structured questions
Personal reflection and evaluation of participation in practical tasks and team activities
A research or investigation report
Work Related Skills
Unit 1: Careers and Learning for the Future
Areas of Study:
Future careers
Presentation of career and education goals.
Topics Studied:
The importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making
Investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries
Reflect on this research in the context of their individual skills, capabilities and education and/or employment goals
Develop and apply strategies to communicate their findings.
Unit 2: Workplace Skills and Capabilities
Areas of Study:
• Skills and capabilities for employment and further education
Transferable skills and capabilities
Topics Studied:
As the nature of work changes over time, so do the skills and capabilities needed for success Fundamental to achieving personal goals relating to future education and employment is the ability to recognise and develop individual skills and capabilities that are valued in a chosen pathway
Consider the distinction between essential employability skills, specialist and technical work skills and personal capabilities, and understand the importance of training and development to support the attainment and transferability of skills
Collect evidence and artefacts relating to their personal skills and capabilities and promote them through resumes, cover letters and interview preparation.
Assessment (Cover Units 1 & 2):
Assessment items for Units 1 & 2 Work Related Skills may be selected from, but are not limited to:
A skills audit
A mock interview
A further education and/or training plan
Completion of a careers quiz
Completion of a personality type indicator survey
A reflective journal of participation in practical tasks
Annotated photographs
A cover letter and resume
A collection of annotated position description or advertisements
A video, podcast or oral presentation
Unit 3: Industrial Relations, Workplace Environment and Practice
Areas of Study:
Workplace wellbeing and personal accountability
Workplace responsibilities and rights
Communication and collaboration
Topics Studied:
This unit focuses on the core elements of a healthy, collaborative, inclusive and harmonious workplace and is separated into three main areas:
wellbeing, culture and the employee-employer relationship
workplace relations, and
communication and collaboration.
Learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success
Investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution
Discover how teamwork and communication skills contribute to healthy, collegiate and productive workplaces.
Unit 4: Portfolio Preparation and Presentation
Areas of Study:
Portfolio development
Portfolio presentation
Topics Studied:
Portfolios are a practical and tangible way for a person to communicate relevant skills, experiences and capabilities to education providers and future employers
Develop and apply knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio
The unit culminates in the formal presentation of a completed portfolio in a panel style interview and an evaluation of the end product.
Assessment (Covers Units 3 & 4):
Assessment for Units 3 & 4 of Work Related Skills is selected from, but are not limited to:
Research tasks
Presentations
Participation in discussion and questions during excursions
Responses to structured questions
Digital, visual, written or oral presentations
Evidence of research into a variety of portfolios to identify purpose, characteristics, intended audience and appropriate artefacts
Presentation of a portfolio related to a target industry or target audience panel
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