VCE VM Literacy
Units 1-4
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 develop ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency. Texts are drawn from a wide range of contexts, focused on participating in the workplace and community. They are drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace. The applied learning approach is intended to meet the needs of students with a wide range of abilities and aspirations.
Topics covered
Unit 1:
- Literacy for personal use
- Understanding and creating digital texts
Unit 2:
- Understanding issues and voices
- Responding to opinions
Unit 3:
- Accessing and understanding informational, organisational and procedural texts
- Creating and responding to informational, organisational and procedural texts
Unit 4:
- Understanding and engaging with literacy for advocacy
- Speaking to advise or to advocate
What you need to be successful
- Motivation to engage in learning
- Ability to take ownership and express agency in your own learning
- Ability to make connections across different subject matter
This subject is appropriate if you
- Are enrolled in the VCE (Vocational Major) pathway
- Are not studying another VCE English group Units 1-4 sequence
- Wish to gain literacy and workplace communication skills
Skills you will develop:
- Everyday literacy skills
- Ability to meet the demands of the workplace, the community and further study
- Skills in discussion, exploration and analysis of texts
- Consideration of First Nations peoples’ knowledge and voices
- Ability to present ideas in a thoughtful and reasoned manner
Possible future pathways:
- Apprenticeships
- Traineeships
- Further education and training
- University (through alternative entry programs)
- Employment
VM Personal Development Skills
Overview:
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.
Topics Covered:
Unit 1 – Healthy Individuals: focuses on the development of personal identity and individual pathways to optimal health and wellbeing.
Unit 2 – Connecting with Community: focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal.
Unit 3 – Leadership and Teamwork: considers the role of interpersonal skills and social awareness in different settings and contexts.
Unit 4: Community Project: focuses on student participation in an extended project relating to a community issue.
What you need to be successful:
– Commitment to the program
– Practical skills
– Motivation to study
– Ability to work in a team
– A clear goal
VM Work Related Skills
Overview:
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).
Topics Covered:
UNIT 1 – Careers and Learning for the Future: recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making.
UNIT 2 – Workplace Skills and Capabilities: Focuses on personal goals relating to future education and employment. Students will recognise and develop individual skills and capabilities that are valued in a chosen pathway.
UNIT 3 – Industrial Relations, Workplace Environment and Practice: Students will 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.
UNIT 4 – Portfolio Preparation and Presentation: students will develop and apply their knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio.
What you need to be successful:
– Commitment to the program
– Practical skills
– Motivation to study
– Ability to work in a team
– A clear goal
Foundation Mathematics
Prerequisites: Year 10 Standard Level Maths
Course Description
Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding 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: Semester 1
Unit 1 involves the study of algebra, number and structure, including fractions, decimals, percentages, rates and approximations; data analysis, probability and statistics, including collection and representation of data, construction of charts, tables and graphs, and interpretation of data; financial and consumer mathematics, including, personal financial services and information, income calculations and taxation; space and measurement, including standard metric units, reading and interpretation of scales, estimation and approximation strategies, and time and duration conventions, schedules and timetables.
On completion of this unit students should be able to: use and apply a range of mathematical concepts, skills and procedures from selected areas of study to solve practical problems based on a range of everyday and real-life contexts; apply mathematical processes in non-routine practical contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in practical situations requiring investigative, modelling or problem-solving techniques or approaches.
ASSESSMENT
1. Coursework: 60% (inclusive of a mathematical investigation)
2. Examination: 40%
Unit 2: Semester
Unit 2 involves the study of algebra, number and structure, including construction, use and interpretation of formulas, manipulation of symbolic expressions, and estimation, approximation and reasonableness of calculations and results; data analysis, probability and statistics, including measure of central tendency and simple measure of spread, and interpretation, summary and comparison of related data sets; financial and consumer mathematics, including products and services, managing money and financial and economic data trends over time; space and measurement, including simple and composite shapes, two-dimensional plans, location, maps, routes and itineraries.
On completion of this unit students should be able to: use and apply a range of mathematical concepts, skills and procedures from selected areas of study to solve practical problems based on a range of everyday and real-life contexts; apply mathematical processes in non-routine practical contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in practical situations requiring investigative, modelling or problem-solving techniques or approaches.
ASSESSMENT
1. Coursework: 60% (inclusive of a mathematical investigation)
2. Examination: 40%
General Mathematics
Prerequisites
Units 1 & 2 – Year 10 Standard Level Maths
Units 3 & 4 – Unit 1 & 2 General Mathematics or for accelerating students, Year 10 Algebra at least a B average.
Course Description
General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units.
Unit 1: Semester 1
Unit 1 involves the study of investigating and comparing data distributions, including types of data, displaying data, summarising data, five number summary and calculation of outliers, back-to-back stem plots and parallel box plots; arithmetic and geometric sequences, first order linear recurrence relations and financial mathematics, including percentage increase and decrease, inflation and comparison of purchase options; linear functions, graphs, equations and models, including interpreting and graphing linear functions, solving simultaneous equations and piecewise functions; matrices, including use of matrices to store and display information, matrices arithmetic, inverse matrices and transition matrices.
On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; and apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
ASSESSMENT
1. Coursework: 40% (inclusive of a mathematical investigation)
2. Examination 1: 30%
3. Examination 2: 30%
Unit 2: Semester 2
Unit 2 involves the study of investigating relationships between two numerical variables, including response and explanatory variables, scatterplots, informal interpretation of association and strength, fitting a line of best fit and interpretation of the line of best fit; graphs and networks, including notations, conventions, and representations of graphs, planar, connected and weighted graphs, and trees and minimum spanning trees; variation, including numerical, graphical and algebraic approaches, transformation of data to linearity, and modelling of non-linear data; space, measurement and applications of trigonometry, including units of measure, exact and approximate answers, similar shapes and objects, perimeter, area, volume and surface area, trigonometric ratios and Pythagoras’ Theorem, and the sine and cosine rules.
On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; and apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
ASSESSMENT
1. Coursework: 40% (inclusive of a Mathematical Investigation)
2. Examination 1: 30%
3. Examination 2: 30%
General Mathematics – Units 3 and 4
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’.
Unit 3: Semester 1
Unit 3 involves the study of data analysis, including data types, representation and distribution of data, location, spread, association, correlation and causation, response and explanatory variables, linear regression, data transformation and goodness of fit, times series, seasonality, smoothing and prediction; and recursion and financial modelling, including the use of first-order linear recurrence relations and the time value of money (TVM) to model and analyse a range of financial situations, and using technology to solve related problems involving interest, appreciation and depreciation, loans, annuities and perpetuities.
On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; and apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
Unit 4: Semester 2
Unit 4 involves the study of matrices, including the definition of matrices, different types of matrices, matrix operations, transition matrices and the use of first-order linear matrix recurrence relations to model a range of situations and solve related problems; and networks and decision mathematics, including the definition and representation of different kinds of undirected and directed graphs, Eulerian trails, Eulerian circuits, bridges, Hamiltonian paths and cycles, and the use of networks to model and solve problems involving travel, connection, flow, matching, allocation and scheduling.
On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics; and apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
ASSESSMENT
1. Unit 3 School-assessed Coursework: 24% (an application task and a problem-solving task)
2. Unit 4 School-assessed Coursework: 16% (two problem-solving tasks)
3. Units 3 and 4 Examination 1: 30%
4. Units 3 and 4 Examination 2: 30%
VCE/VET – Certificate III in Music (Performance) CUA30920
Prerequisites
Year 10 Music or Music Technology highly recommended
Course Description
VCE/VET Music Industry is an exciting new inclusion into the academic programme at Geelong Grammar School and will offer students a whole range of practical skills related to the Music Industry. Students will be able to undertake competency-based training and assessment, while receiving a study score that contributes to their ATAR.
CUA30920 Certificate III in Music (Performance) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549). This qualification is for those students who have an interest in music and are keen to develop skills as a musician with the aim to perform and compose music.
Music Performance Specialisation provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Depending on the electives chosen, students will work towards composing simple songs or musical pieces and preparing for performances, whilst developing improvisation skills, applying knowledge of genre to music making and performing music as part of a group or as a soloist. Students will gain competencies that will enhance their employment opportunities within the music industry and a recognised qualification that will assist them in making a more informed choice when considering vocational/career pathways.
Units of Competence for Performance
Core Units (Year 11 only)
- CUACMP311 Implement copyright arrangements
- CUAIND313 Work effectively in the music industry
- CUAIND314 Plan a career in the creative arts industry
Elective Units (Year 11 only)
- CUAMPF213 Perform Simple Repertoire In Ensembles
- CUAMCP311 Create simple musical compositions
- CUAMPF314 Make Music Demos
- CUAMCP211 Incorporate technology into music making
- CUAMCP312 Write song lyrics
- CUASOU212 Perform basic sound editing
Elective Units (Year 12 only)
- CUAMPF312 Prepare for musical performances
- CUAMPF315 Develop and perform musical improvisation
- CUAMPF311 Develop technical skills for musical performances
- CUAMPF412 Develop and apply stagecraft skills
And choose one from the following:
- CUAMPF414 Perform music as part of a group (for bands)
- CUAMPF416 Perform music as a soloist (for soloists)
Competency Based Assessment
Competency-based training is a method of training that focuses on a learner’s ability to receive, respond to and process information in order to achieve competency. It is geared towards the attainment and demonstration of skills to meet industry-defined standards, rather than to a learner’s achievement relative to that of others.
In year 11, students will be assessed as either competent or not competent for each Unit of Competency
In year 12, students will be assessed as either competent or not competent for each Unit of Competency and in addition, students work is graded via three internal Scored Assessed Courswork tasks (SACs) and one external examination.
CONTRIBUTION TO VCE/VCAL
VCE: Students who complete Certificate III in Music Industry will be eligible for up to five Units of credit towards their VCE: up to three at the Unit 1 & 2 level and a Unit 3 & 4 sequence.
VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work- Related Skills Strand of VCAL
ATAR: Students wishing to receive an ATAR contribution for the Unit 3 & 4 sequence must undertake scored assessment for the purposes of gaining a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.
PATHWAY OPTIONS
• CUA40915 Certificate IV in Music Industry
• CUA50815 Diploma of Music Industry
• CUA60515 Advanced Diploma of Music Industry
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Sound Engineer • Producer • Broadcaster
• Musician • Performer • Stage Manger
• Digital Audio Technician • Sound & Lighting Technician • Songwriter
VCE/VET – Certificate III in Music (Sound Production) CUA30920
Prerequisites
Year 10 Music or Music Technology highly recommended
Course Description
CUA30920 Certificate III in Music (Sound Production) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549). This qualification is for students who have an interest in music and sound production and are keen to develop skills in a range of areas such as recording, mixing and sound editing.
Sound Production Specialisation provides students with the practical skills and knowledge to record, mix and edit sound sources, and operate sound reinforcement equipment for live music events. The program includes core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge. Elective units provide students with the opportunity to learn the essentials of audio engineering and electronic music production. Students will gain competencies that will enhance their employment opportunities within the music industry, and a recognised qualification that will assist them in making a more informed choice when considering vocational and career pathways.
Units of Competency for Sound Production
Core Units (Year 11 only)
- CUACMP311 Implement copyright arrangements
- CUAIND313 Work effectively in the music industry
- CUAIND314 Plan a career in the creative arts industry
Elective Units (Year 11 only)
Three elective units are chosen each year from the list below, in alignment with the interests of the cohort.
- CUASOU331 Undertake live audio operations
- CUASOU213 Assist with sound recordings
- CUAMCP211 Incorporate technology into music making
- CUASOU212 Perform basic sound editing
- CUALGT311 Operate basic lighting
- CUAMCP311 Create simple musical composition
- CUAMPF314 Make Music demos
Elective Units (Year 12 only)
- CUASOU306 Operate sound reinforcement systems
- CUASOU308 Install and disassemble audio equipment
- CUASOU321 Mix music in studio environments
- CUASOU317 Record and mix basic music demos
- CUASOU412 Manage audio input sources
Competency Based Assessment
Competency-based training is a method of training that focuses on a learner’s ability to receive, respond to and process information in order to achieve competency. It is geared towards the attainment and demonstration of skills to meet industry-defined standards, rather than to a learner’s achievement relative to that of others.
In year 11, students will be assessed as either competent or not competent for each Unit of Competency
In year 12, students will be assessed as either competent or not competent for each Unit of Competency and in addition, students work is graded via three internal Scored Assessed Courswork tasks (SACs) and one external examination.
CONTRIBUTION TO VCE/VCAL
VCE: Students who complete Certificate III in Music Industry will be eligible for up to five Units of credit towards their VCE: up to three at the Unit 1 & 2 level and a Unit 3 & 4 sequence.
VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work- Related Skills Strand of VCAL
ATAR: Students wishing to receive an ATAR contribution for the Unit 3 & 4 sequence must undertake scored assessment for the purposes of gaining a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.
PATHWAY OPTIONS
• CUA40915 Certificate IV in Music Industry
• CUA50815 Diploma of Music Industry
• CUA60515 Advanced Diploma of Music Industry
POSSIBLE FUTURE CAREER OPPORTUNTIES:
• Sound Engineer • Producer • Broadcaster
• Musician • Performer • Stage Manger
• Digital Audio Technician • Sound & Lighting Technician • Songwriter
VCE/VET Certificate III in Sport and Recreation
The VET/VCE Sport and Recreation Certificate III course offers students a comprehensive foundation in the exciting field of sports and recreation. This course equips students with the knowledge and practical skills needed to pursue a range of rewarding career pathways in the sports industry. Through a combination of theoretical learning and hands-on training, students gain a deep understanding of sports and recreation principles, event management, fitness training, and customer service.
Upon completion of the VET/VCE Sport and Recreation Certificate III course, students have various pathways available to them. Graduates can explore employment opportunities in sports clubs, fitness centres, leisure centres, and community organisations. They can pursue careers as sports coaches, fitness instructors, event coordinators, or recreation officers. The skills acquired during the course also provide a solid foundation for further education, with possibilities including higher-level qualifications in sports management, exercise science, or physical education.
This course not only focuses on developing technical skills but also emphasises teamwork, communication, and leadership abilities, which are highly valued in the sports industry. Students engage in practical experiences, industry placements, and real-world projects, enabling them to apply their knowledge in a professional setting. Additionally, the course encourages students to develop a passion for leading an active and healthy lifestyle while fostering an understanding of the benefits of sports and recreation in the community.
By undertaking the VET/VCE Sport and Recreation Certificate III course, students can unlock a range of exciting opportunities in the dynamic and growing field of sports and recreation. Whether pursuing immediate employment or further education, this course provides a strong foundation for a successful and fulfilling career in the sports industry.
VCE/VET Furnishing Certificate II in Furniture
Prerequisite:
Year 11: Nil
Year 12: students must have completed Units 1 & 2 – VCE Product Design and Technology
Overview:
This qualification provides students with a broad range of skills and knowledge to pursue a career or further training in a range of furnishing industries. It includes units such as developing a career plan for the furnishing industry, upholstery, making timber joints, basic design, hand and power tools, furniture assembly and a furniture making project.
Certificate II in Furniture Making Pathways, including:
- five core units of competency
- seven elective units of competency
- Develop a career plan for the furnishing industry
- Participate in environmentally sustainable work practices
- Demonstrate care and apply safe practices at work
- Make simple timber joints
- Join furnishing materials
- Apply domestic surface coatings
- Prepare surfaces
- Organise and communicate information
- Improve practical manufacturing skills.
What skills will you develop?
- Practical woodworking skills
- Material preparation
- Joinery
- Sustainable practices
- How to plan projects
- How to work safely and accurately
Possible future pathways:
- Furniture maker
- Cabinet maker
- Kitchen installer
- Bathroom installer
- Flooring installer
- Furniture finisher