VCE VM

VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. The key knowledge and key skills encompass a student’s ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency.

This study enables students to:

• develop their everyday literacy skills through thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations

• participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples’ knowledge and voices, and different contexts and purposes

• discuss and debate the ways in which values of workplace, community and person are represented in different texts

• present ideas in a thoughtful and reasoned manner.

Unit 1

• Students will develop reading and viewing skills by engaging with a wide range of text types, including print, visual, film, and digital texts from diverse cultural perspectives, using strategies to identify key ideas and locate information. 

• Students will explore how the structure, language, and features of texts are influenced by purpose, audience, context, and culture. 

• Students will develop and consolidate digital literacy skills by analysing a range of digital texts—such as websites, podcasts, and social media—focusing on their purpose, reliability, and effectiveness in vocational, workplace, and social contexts.

• Students will explore how users interact with digital content and reflect on the social, cultural, and personal values embedded in these texts, while also learning to engage safely and respectfully in digital spaces.

Unit 2

• Students will explore a range of texts presenting diverse perspectives on local and global issues, analysing how language, values, and beliefs shape opinions and influence audiences, particularly in vocational or workplace contexts.

• Students will engage with multimodal content, practise note-taking and short-answer responses, and develop their ability to express informed personal views through discussion, writing, and speaking.

• Students will develop and express their own perspectives on issues using persuasive language, participating in discussions and creating reasoned, respectful responses in print, oral, or digital formats.

• Students will analyse others’ arguments, select and reference supporting evidence, and refine their work through drafting, revising, and editing to improve clarity and impact.

Unit 3

• Students will build confidence in understanding and using informational, organisational, and procedural texts relevant to real-life, vocational, workplace, and community settings.

• Students will analyse the structure, purpose, audience, and language features of these texts, including technical and formal content like safety reports, contracts, and tax information.

• Students will engage in practical activities to help them access, interpret, and discuss these text types with increasing independence.

• Students will explore texts related to individual rights and responsibilities in workplaces and organisations, and reflect on how these texts shape interactions within those settings.

Unit 4

• Students will investigate and create texts for advocacy or promotion related to themselves, a product, or a community group in a vocational or recreational context.

• Students will explore how branding is created through text, image, and multimedia, and analyse how different platforms convey the same message to influence audiences.

• Students will compare traditional and digital advocacy methods, discussing their effectiveness in relation to purpose and values.

• Students will develop and deliver an oral presentation on a topic of personal or vocational interest, applying their understanding of language, audience, and context.

VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Students develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies.

This study allows students to explore the underpinning mathematical knowledge of number and quantity, measurement, shape, dimensions and directions, data and chance, the understanding and use of systems and processes, and mathematical relationships and thinking. This mathematical knowledge is then applied to tasks which are part of the students’ daily routines and practices, but also extends to applications outside the immediate personal environment, such as the workplace and community.

The contexts are the starting point and the focus, and are framed in terms of personal, financial, civic, health, recreational and vocational classifications. These numeracies are developed using a problem-solving cycle with four components: formulating; acting on and using mathematics; evaluating and reflecting; and communicating and reporting.

These units provide students with the fundamental mathematical knowledge, skills, understandings and dispositions to solve problems in real contexts for a range of workplace, personal, further learning and community settings relevant to contemporary society.

Unit 1

In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies.

There are four areas of study for Unit 1:

• Number

• Shape

• Quantity and measures

• Relationships.

Unit 2

In Unit 2 students will develop and extend their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and identification and appropriate selection and use of relevant technologies.

There are four areas of study for Unit 2:

• Dimension and direction

• Data

• Uncertainty

• Systematics

Unit 3

In Unit 3 students further develop and enhance their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies.

The progression of learning is evident in Units 3 and 4 with the development of more complex numeracy and mathematical skills and knowledge, drawing on the knowledge gained from Units 1 and 2.

There are four areas of study for Unit 3:

• Number

• Shape

• Quantity and measures

• Relationships.

Unit 4

In Unit 4 students further develop, enhance and extend their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and use of, evaluation and justification of appropriate technologies.

The progression of learning is evident in Units 3 and 4 with the development of more complex numeracy and mathematical skills and knowledge, drawing on the knowledge gained from Units 1 and 2.

There are four areas of study for Unit 4:

• Dimension and direction

• Data

• Uncertainty

• Systematics

VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.

The study considers four key areas: the future of work; workplace skills and capabilities; industrial relations and the workplace environment and practice; and the development of a personal portfolio.

Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL).

Unit 1

• Students will research and evaluate reliable information about future education and employment opportunities, including entry pathways, emerging industries, and industry trends.

• Students will reflect on how this information relates to their own skills, capabilities, and career goals to support effective pathway planning.

• Students will develop and apply strategies to communicate their research findings clearly and persuasively.

• Students will build research skills, critically assess information sources, and use self-reflection and feedback to refine their career aspirations and planning.

Unit 2

• Students will explore the changing nature of work and distinguish between essential employability skills, specialist technical skills, and personal capabilities.

• Students will recognise the importance of ongoing training and development for acquiring and transferring skills across different industries.

• Students will collect and present evidence of their skills and capabilities through resumes, cover letters, and interview preparation.

• Students will apply strategies to promote their unique skills by writing job applications and participating in mock interviews.

Unit 3

• Students will learn about the elements of a healthy, collaborative, inclusive, and positive workplace culture and its impact on business success.

• Students will examine the relationship between employees and employers, including work–life balance, diversity, and inclusion.

• Students will explore workplace relations, including pay and conditions, and understand issues related to bullying, discrimination, harassment, and dispute resolution.

• Students will develop teamwork and communication skills that contribute to productive and harmonious workplaces through case studies and simulated scenarios.

Unit 4

• Students will explore the purpose and audience of portfolios and compare the features of physical and digital formats.

• Students will learn how to plan, prepare, and develop a high-quality portfolio that showcases their skills, experiences, and capabilities.

• Students will present their completed portfolio in a formal panel-style interview using verbal, written, and visual communication strategies.

• Students will evaluate their portfolio using self-assessment, feedback, and established criteria to reflect on its effectiveness and quality.

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.

This study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. Students will develop skills in self-knowledge and care, accessing reliable information, teamwork, and identifying their goals and future pathways.

PDS explores concepts of effective leadership, self-management, project planning and teamwork to support students to engage in their work, community and personal environments.

Through self-reflection, independent research, critical and creative thinking and collaborative action, students will extend their capacity to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.

Unit 1

• Students will explore personal identity and emotional intelligence, developing strategies to understand themselves and how identity influences health, wellbeing, and community engagement.

• Students will investigate individual and group wellbeing, and identify inclusive community characteristics and services that support health and cohesion.

• Students will design, implement and evaluate a purposeful community activity or project aimed at improving health and wellbeing.

• Students will examine the role of technology in health promotion and learn to assess the reliability and effectiveness of health-related information and messages.

Unit 2

• Students will explore the concept of community at local, national, and global levels, and examine how citizenship, culture, and empathy contribute to individual and community wellbeing.

• Students will investigate issues affecting communities, consider diverse perspectives, and analyse the enablers and barriers to effective problem-solving and community cohesion.

• Students will learn about different forms of community participation and identify effective strategies for engaging with and contributing to positive change in communities.

• Students will plan, implement, and evaluate a community engagement initiative that responds to an identified need and promotes active participation and support.

Unit 3

• Students will develop interpersonal and social awareness skills, exploring how respectful communication and ethical behaviour apply across personal, community, and digital contexts.

• Students will examine leadership qualities, styles, and contexts, reflecting on how effective leadership contributes to achieving goals and fostering community impact.

• Students will explore how leadership begins with self and expands to influencing others and communities, with a focus on ethical and democratic principles.

• Students will participate in a collaborative team activity, applying teamwork and leadership skills, and evaluating both their personal contribution and the team’s overall effectiveness.

Unit 4

• Students will identify and research a significant environmental, cultural, economic, or social issue in their community and select one as the focus of an extended project.

• Students will plan and implement a community project, considering key elements such as teamwork, emotional intelligence, safety, and ethics throughout the process.

• Students will analyse research findings, document evidence, and make decisions on how to organise and present their work to raise community awareness.

• Students will present their project to a relevant audience and evaluate the effectiveness of their response, using strategies to reflect on and communicate their outcomes.