Design and Technology - Marian College

Marian College 

Senior School 

2011 Handbook 

Strength and Gentleness 

Principal: Mr John Crowley 

304 Barkly Street 

ARARAT VIC 3377 

Postal: PO BOX 314, 

ARARAT VIC 3377 

Phone: 5352 3861 

Fax: 5352 5002 

email: principal@mcararat.catholic.edu. 

Web: www.mcararat.catholic.edu.au 

1. Years 11 & 12 2011

Welcome 

Welcome to VCE 2011 

The College aims to offer a diverse 

range of studies to cater for 

individual needs and interests. This 

handbook lists all the studies on 

offer for 2011. Whether a subject 

will actually run at Marian depends 

on the number of students choosing 

it. 

Students who attempt VCE need 

to be well organized as there 

are specific tasks in all subjects 

which students must submit to 

satisfactorily complete each unit. 

These tasks are called School 

Assessed Tasks. The level of 

performance is also assessed in 

Units 1 & 2 and 3 & 4. The College 

assesses tasks internally in Units 1 

& 2 and the outcomes in Units 3 & 

4 are assessed both internally and 

externally. 

Success at VCE level is possible 

for all students who are prepared 

to work hard and use all available 

resources efficiently. 

It is important at this stage that 

students consider career options. 

Many tertiary courses have 

prerequisite subjects at Units 1 

& 2 and Units 3 & 4 level. The 

information about them is available 

from various sources in the Careers 

Room. At present, Year 10 students 

are working through the Tertiary 

Guide 2011 and other relevant material 

to begin this learning process. 

The academic aspect is a very important 

part of a student’s programme at Marian 

College. However, it is not the only 

part. Marian College encourages the 

holistic development of the individual. 

Therefore participation in all aspects 

of College life (i.e. representing the 

College in sporting events, community 

days, liturgical activities, student 

leadership and so on) is essential. 

Students are asked to consider all of 

this information carefully when making 

their preliminary choices. Information 

sessions and counseling are available 

throughout the process. Preliminary 

choices are computed and decisions are 

made at the administration level, based 

on numbers and prerequisites. 

The intention is always to offer courses 

on the basis of sufficient numbers of 

students choosing specific subjects. 

In order to maximize student choice 

however, we offer more subjects than 

will ultimately be taught. In making 

their selections, students need to bear 

this in mind. 

Yours sincerely, 

Linden Horsman 

Anne Bunting 

John Crowley 

Year 11 Coordinator 

Year 12 Coordinators 

Principal 

VCE at Marian College 

To satisfactorily complete VCE students must complete 16 Units of study including 4 

complete units of 3 & 4 subjects. 

Section 1 

General Information 

Marian College Vision/Mission Statement 

Homework Policy 

Section 2 

Compulsory Units 

Religious Education 

Year 11 

1. Religion and Society. Unit 1 

2. Text and Traditions Unit 2 

3. Text and Traditions Units 3 & 4 

(This is an option for Year 11s) 

Year 12 

1. Prayer 

2 Ethics 

3. Religion & Society Unit 2 

English 

English and/or 

Literature (The Literature option instead of 

English applies to Year 12 students only) 

Section 3 – 

Arts/Humanities 

Accounting 

Business Management 

Drama 

Economics 

Health and Human Development 

History 

Industry and Enterprise 

Legal Studies 

LOTE – Mandarin and French (at AC) 

Physical Education 

Political Studies 

Studio Arts 

Theatre Studies 

Course of Study 

Section 4 

Mathematics/Science/Technology 

Biology 

Chemistry 

Design and Technology 

* Textiles, Fabrics and Fibres 

* Wood, Plastic, Metal 

Food and Technology 

Information Technology 

Mathematics 

* Further Mathematics 

* General Mathematics 

* Mathematical Methods 

* Specialist Mathematics 

Physics 

Psychology 

Systems Engineering 

Section 5 

Shared classes with Ararat Secondary 

College 

Section 6 

Correspondence courses 

Section 7 

Vocational Education Programs (VET) 

Section 8 

Victorian Certificate of Applied Learning 

(VCAL) 

Years 11 & 12 2011 2. 3. Years 11 & 12 2011

Mission Statement 

MARIAN COLLEGE MISSION STATEMENT 

The mission of Marian College is: to ensure that all students develop their 

capabilities by providing an interactive and supportive learning 

environment, within the context of the Christian community. 

Teacher Student Interviews 

In 2007 we trialled the TSI Program with two homeroom groups. This involved meeting 

with the students individually once every five weeks for a meeting and then reporting that 

information home to parents. This trial was expanded in 2008 to all students in Years 10, 

11 & 12. 

After surveying all students and parents involved in the program and discussions with staff 

we have made the decision to fully implement the TSI program in 2009 to all students from 

Years 7 -12. 

Be faithful to our Catholic heritage. 

We believe in: 

• Creating a strong school community 

• Praying together 

• A relevant and comprehensive 

Religious Education program 

• Our motto ‘Strength and 

Gentleness’ 

• Offering a range of spiritual 

experiences 

Celebrate all that is good with joy and 

gratitude. 


Welcome to all people, especially 

the most vulnerable. 


• The richness that a diversity of 

gifts and backgrounds brings. 

• Affirming all members of the 

school community. 

• Challenging prejudice. 

• Being open to cultures, faiths and 

experiences that are new to us. 

Engender a love of learning, hope 

and a sense of purpose. 


This means that once every five weeks your child/ren will meet with their TSI teacher for an 

interview. This interview will be recorded and sent home to parents. 

This also means that instead of receiving an interim report at the end of Terms one and 

three and a semester report at the end of Terms 2 & 4, you will receive a report every five 

(5) weeks, as well as end of semester reports in Terms 2 & 4. 

We have spent a great deal of time investigating and discussing the best structure for the 

program and have made the decision to vertically group the students. Approximately 25 

students from across all the year levels will be allocated to one TSI teacher. This teacher will 

then monitor that student’s progress for their entire journey through the school. 

These groups will also meet twice daily in their morning and afternoon homerooms. This 

in no way alters any other horizontal structure we currently have in terms of Year Level 

Coordinators or subject groups. The Year 12s will be in the same TSI group as their Year 7 

buddy. 

This in no way alters any other horizontal structure we currently have in terms of Year Level 

Coordinators or subject groups. 

We hope that you will find many benefits for your child from both these changes. 

If you have any queries please do not hesitate to contact Mrs Dani White to discuss these. 

• Praising students’ efforts 

offering ways in which students’ 

work can be publicly presented 

• Providing enjoyable school 

experiences 

• Gathering to celebrate religious, 

cultural, educational and social 

events 

Imagine and practise justice and service. 

We Believe in: 

• Varied and challenging learning 

opportunities 

• Learning from each other and 

learning as a community 

• Open-ended learning experiences 

• A range of learning possibilities 

so that all can succeed 

• Encouraging an awareness and understanding of justice issues. 

• Exploring values that are inherent in the way we all act and think. 

• Addressing justice issues across the curriculum. 

St. Brigid 

Mary of Ireland 

Ask for us all today 

The courage to do God’s biding 

Whatever the world may say 

The grace to be strong and valiant 

The grace to be firm and true 

The grace to be faithful always 

To God, His Mother and You. 

Years 11 & 12 2011 4. 5. Years 11 & 12 2011 

J:\Donna W\Marian College Mission Statement05.doc

Our Heritage 

Our Heritage 

The History of Marian College 

Boarding ceased at the College in 1980 

thus beginning the conversion from convent 

building to school building with the nuns 

moving into the present convent. The school 

now occupies the entire convent building with 

the library in the old boarders dormitory. 

These new buildings and faculties bring the 

College into the 21 st Century offering the 

students the best in educational facilities. 

The school has again been transformed with 

further upgrades after the addition of the ‘Kate 

Griffin Wing’ in 2005. 

Marian College has a long and distinguished 

history. After a visit to Abbeyleix, Ireland, by Dr. 

Moore, the then Bishop of Ballarat, five sisters 

from the Brigidine Community journeyed from 

Ireland to Ararat in 1888, to begin a long and 

steadfast educational tradition. Mother Gertrude 

Kelly, Mother Cecilia Synott and Sisters Josephine 

Clancy, Paul Barron and Malachy Byrne arrived 

in Ararat 1888. 

The building of the Brigidine Convent commenced 

in that same year and in August 1889 the 

foundation stone was laid with due ceremony. 

The Convent was built in stages with the final 

section being completed in 1900. 

The Brigidine Convent opened a primary section 

as the Marian School in 1954. With this name 

change came the construction of two new 

classrooms. In the early 1960’s the Convent 

phased out the primary section. 1965 saw the 

introduction of the present secondary levels. 

The name “Marian College” was adopted 

for the secondary school in 1962, during 

its years of transition to a fully functional 

secondary school. In subsequent years, 

additions, alterations and renovations were 

constantly occurring. 1969 saw a modern 

Science Laboratory and prep room added. 

In 1979 a new set of classrooms known as 

the Ursula Hayes Wing were built. (This is 

where our Year 7 students now reside). 

The College took female boarders from its 

inception. Rules and Regulations pertaining 

to the early boarders to us seem quite 

amusing. 

Students are drawn from Ararat as well as 

outlying areas and are bussed to the school. 

Stawell students were unable to attend the 

College, with the exception of the boarders. 

Father Brendan Davey was instrumental in 

transporting students, firstly by car, to Marian 

College. As the numbers grew, students 

came by mini bus. Today several buses bring 

a large percentage of students from Stawell 

every day. 

For many, many years the school was staffed 

entirely by the Brigidine Sisters. Lay staff 

began to be employed during the last half 

of the 20 th Century with Mr. John Shannon 

being the first lay Principal to be appointed 

to Marian College by the Brigidine Provincial 

Council in 1980. 

Student numbers have steadily increased 

with enrolments in 1999 standing at 305. In 

2000, 323 students enrolled and in 2001 the 

enrolment number was 353. At 2007, our 

enrollment reached 446. In 2011 we will have 

over 540 students enrolled at Marian College. 

Marian College has a proud tradition of 

providing Catholic Education to the Parishes 

of Ararat, Stawell and Beaufort. We provide 

a comprehensive secondary Education with 

State-of-the Art facilities. Our education aims 

at developing the whole child within a caring 

community underpinned by Christian values. 

Between 1996 and 1999 the College underwent 

major alterations. Renovations and updates 

occurred throughout all areas of the College. 

A new VCE Wing and Technology/Arts/Home 

Economics/Textiles and Computer Wing were 

added. These new wings were named the 

‘Dorothy Molloy’ and ‘Brendan Davey’ Wings. 

Years 11 & 12 2011 6. 7. Years 11 & 12 2011

Uniform Code 

It has been determined that, the procedure outlined below will be followed for any student who 

contravenes the uniform code. 

a) If your son or daughter is not wearing the correct uniform we request that you contact Sue Humphrey 

at the College office between 8.00 am and 8.40am (phone 53523861), or alternatively, complete the “Out 

of Uniform” slip in the College diary and send it to school with your child. 

b) Should a student arrive to Homeroom and is not in correct uniform, their TSI Homeroom Teacher will 

send them to the Year Level Coordinator who will take the student to the Student Assistance Centre. 

Students who turn up to class out of uniform during the day will also be sent immediately to the Student 

Assistance Centre. 

c) Students who have a note or whose parents have contacted the College will still be sent to the 

Student Assistance Centre as it is the aim of the College to ensure all students are in uniform at all times. 

(*Special conditions will, however, apply in this instance. Please read these below) 

d) Students sent to the Student Assistance Centre without parent notification of the uniform breach will 

be required to EITHER (in order) 

1) Correct the problem with their uniform themselves if possible. 

2) Put on the correct laundered uniform from the second hand uniform shop that the College will provide 

if available 

3) If both of the above procedures are unable to fix the uniform breach, contact their parents to bring in 

the correct uniform to school. 

e) Should it not be possible to fix the breach of uniform in the manner described above, the student will 

be withdrawn from classes for the day, or until the matter has been rectified. 

f) Withdrawn students will be supervised and will work on normal class work in the office of the Head of 

School Operations. 

g)*Special conditions for students whose parents have notified the college. 

Students who have a note or whose parents have contacted Marian College prior to 8.40am will still 

be required to correct the uniform breach if possible. This will involve putting on the correct laundered 

uniform from the second hand uniform shop that the College will provide. If the uniform breach cannot 

be rectified in this manner, parents will not be contacted and the student will not withdrawn from class. 

However, parents will receive a note stating that withdrawal from classes may occur for future breaches. 

h) Should students be wearing jewellery or accessories that does not comply with the uniform code, 

the item will be placed in an envelope and will not be returned until the end of the term. We would also 

like to make it clear that the school will not be held liable for any loss of such pieces of jewellery or any 

accessories. 

i) PE uniform, and appropriate foot wear, will only be worn on days of PE practical classes or approved 

College events. 

j) Exaggerated hairstyles or hair colour and wearing of make-up, will be considered a breach of the 

uniform code. It will be at the discretion of the Principal or Head of School Operations to determine 

whether or not a particular student is in breach of the code. 

k) The only hair accessory to be worn with the school uniform will be a blue ribbon. 

l) The only scarf and beanie to be worn are College ones with the logo on them available from Foster’s 

Mensland. 

m) The traditional lace-up school shoe or boots will be the only accepted footwear. This does not include 

T-bars black runners, ballet shoes and the like. 

Girls 

Winter 

• Regulation skirt worn with navy tights 

or regulation navy slacks worn with plain 

white socks. 

• Pale blue short or long sleeved polo 

shirt or pale blue business shirt. (Fawn 

versions can also be worn if already 

owned) 

• Ties are optional at Years 10-12 

• Years 7-9: Blue polar fleece top with 

school logo. 

• Years 10-12: Woollen jumper or blue 

polar fleece top with school logo 

• Black , leather, polishable, nonpermeable. 

lace up school shoes. 

• A College scarf and beanie are available 

from Foster’s Mensland and is the only 

acceptable version of these items. 

Summer 

• Regulation Dress or 

• Regulation navy shorts worn with a 

pale blue short or long sleeved polo top 

(Fawn versions can also be worn if 

already owned) 

• Black, leather, polishable, non-permeable 

lace up school shoes. No T-bars or flat 

fashion shoes are to be worn. 

Sports 

• Regulation blue short or long sleeved polo 

shirt with school logo(Fawn versions 

can also be worn if already owned) 

• Royal blue pleated skirt with matching 

pants and/or navy shorts. 

• Navy blue track pants. 

• College Rugby Top. 

• Plain white sports socks, athletic shoes. 

Boys 

Fosters Mensland is the only supplier of new Marian College uniform. 

Foster’s Menswear 

166 Barkly Street 

ARARAT 3377 

Phone 53521162 

138 Main Street 

STAWELL 3380 

Phone 53581137 

VCE jumpers are ordered through Fosters Mensland. 

Uniform 

Winter 

• Grey regulation trousers or shorts. 


shirt or pale blue business shirt. (Fawn 


owned) 

• Years 7-9: Blue polar fleece top with 

school logo. 

• Years 10-12: Woollen jumper or blue 

polar fleece top with school logo 

• Plain white or grey socks with shorts and 

trousers. 


lace up school shoes or boots. 

• A College scarf and beanie is available 

from Foster’s Mensland and is the only 

acceptable version of these items 

Summer 

• Grey regulation trousers or shorts. 


shirt or a pale blue business shirt (Fawn 


owned) 

• Plain white or grey socks with shorts or 

trousers. 


lace up school shoes or boots. 

Sports 

• Regulation blue short or long sleeved 

polo 

shirt with school logo (Fawn versions 

can also be worn if already owned) 

• Navy blue shorts 

• Navy blue track pants. 

• College Rugby Top. 

• Plain white sports socks, athletics shoes. 

Students are permitted to wear navy coats to school. 

Hats – All students are given a school hat at the start of Term One. Students must wear this 

blue hat at all times, when outside, in Terms One and Four. Caps are not to be worn. 

Years 11 & 12 2011 8. 9. Years 11 & 12 2011

Uniform Code 

Special Uniform Arrangements for 

Senior Students: 

Uniform at Years 10 – 12 

• Senior students (Years 10 – 12 only) are able to purchase a navy blue woollen v-neck 

jumper with the Marian College logo embossed on it. 

• For boys, the woollen jumper is to be worn with a pale blue or fawn business shirt only. 

• For girls, the woollen jumper can be worn over the summer dress, and in winter must 

be worn with a pale blue or fawn business shirt only. 

• Ties are optional at Years 10-12. If students opt to wear a tie, it must be worn with the 

woollen V-neck jumper and/or business shirt. 

Uniform options for students: 

• College Blazer must be worn with pale blue business shirt and Marian College tie. 

• For girls, only blue headbands and ribbons are permitted. 

(Please note that the sole supplier for Marian College uniforms is Foster’s Mensland in Ararat 

and Stawell. Some second hand items may be available from the St Vincent de Paul shop in 

Ararat and from the Marian College canteen). 

General Guidelines Regarding Appearance and 

Uniform 

The students of Marian College represent this school and our community, and their appearance 

should demonstrate respect for and reflect well on our school and its Brigidine values. 

Therefore: 

• The College uniform should be worn correctly by all Marian College students. 

• Hair colour for all students must be of a natural shade. 

• Exaggerated hairstyles or hair colour, and use of make-up, will be considered a breach 

of the uniform code. It will be at the discretion of the Principal or head of school Operations 

to determine whether or not a particular student is in breach of the code. 

• Correct PE Uniform, and appropriate footwear, will only be worn on days of PE practical 

classes or approved College events. 

• School hats must be worn when outside throughout Terms 1 and 4. 

• Body piercing and items or jewellery can pose a danger of entrapment in practical 

classes or result in serious injury in the case of rough play or collisions. Therefore only the 

following is acceptable: 

o Plain sleeper rings and/or small studs (no greater than 4mm) in the ear 

lobe or further up the ear. 

o A small stud (no greater than 2mm in the nose) 

o A wrist watch 

o Any other form of jewellery is unacceptable unless the Principal grants 

special permission. 

Please note that eyebrow and lip piercing is not permitted. Students will be asked to remove 

such piercings if they are seen at school. 

Marian College has made 

a decision, in line with the 

requirements of the new 

Occupational Health and 

Safety Act under which we 

have to operate, that all 

students must, in the 

future, wear only full – 

fitting, traditional school 

shoes with lace up fronts 

that provide both a robust 

sole, good support for 

growing feet, and a nonpermeable 

polishable 

leather upper that 

protects the entire top of the foot. 

Marian College Shoes Policy 

2011 

Boys have been known to wear the 

black ‘runner’ or ‘walker’ that is made 

of leather, however these shoes do not 

provide sufficient protection from toxic 

or scalding spills. Therefore they are 

not acceptable due to the perforations 

and mesh panels. 

John Crowley 

PRINCIPAL 

Shoe Policy 

T-Bar shoes, popularly worn by 

girls and previously acceptable 

as school shoes, will no longer 

be able to be selected for 

school. Nor will any shoe that 

has perforations or mesh 

inserts. 

Years 11 & 12 2011 10. 11. Years 11 & 12 2011

Currently the school operates on a ten (10) day cycle with four (4) 72 minute periods 

in each day. 

In 2011 the school day will look as follows: 

Time Monday Tuesday Wednesday Thursday Friday 

Homeroom 

Period 1 English Maths Psychology Art Mandarin 

Recess 

Period 2 Maths Phys Ed SOSE English Maths 

Period 3 Phys Ed Physics English Maths RE 

Lunch 

Period 4 RE English RE Phys Ed Textiles 

Homeroom 

Dismiss 

Bell Times 

Normal Day Assembly 

Staff Briefing 8.35am 8.35am 

TSI AM Homeroom 8.55am 8.55am 

Period 1 9.01am 9.01am 

Recess 10.13am 10.03am 


Timetable 

Expectations for VCE/VCAL Students 

The Victorian Curriculum and Assessment Authority (VCAA) sets out guidelines that 

have to be strictly adhered to by teachers and students. 

Students are expected to: 

• Produce work that meets the required standard 

• Submit work on time 

• Submit work that is clearly his or her own 

• Observe VCAA and school rules 

Most of the assessment sections of unit outcomes (SACs – School Assessed 

Coursework) are completed in class. This is to ensure that work can be authenticated 

by the relevant teachers. This does not preclude normal expectations for a student to 

compete research and learning activities outside of class time. 

Some tasks for assessment of outcomes may in fact require preliminary preparation 

prior to completion of work in class. 

It is important to note that school policy states ‘…students will be given one week to do 

the work that was not submitted on the due date, or one week to resubmit work that 

was unsatisfactory.’ This is at the discretion of the relevant teacher. 

An ‘application for extension’ form can be obtained from the Coordinator’ offices. 

The outstanding or unsatisfactory work must be done/redone in order to gain a 

‘satisfactory’ for the task. 

The school also has a policy, in line with the VCAA guidelines, that students have a 

minimum of 80% attendance. 

If a SAC is missed the student is expected to have a Doctor’s certificate or to negotiate 

dates with the subject teacher if there is an appropriate explanation. 

Emphasis is placed on students becoming self-directed, developing skills to formulate 

patterns of work and homework/study timetables. Help can be obtained from 

Coordinators and Staff. 

Units 1 & 2 – students should spend 2-3 hours a night on homework and Units 3 & 4 

require 3 – 4 hour homework a night. Several hours of homework a weekend is also 

necessary to keep on top of the workload. 

Study is an essential and is an integral part of the work, not left until exam time. 


ASSEMBLY 

12.34pm 

Lunch 1.04pm 1.04pm 

Period 4 2.04 2.04pm 

TSI PM Homeroom 3.16 3.16pm 

Dismiss 3.20 3.20pm 

Years 11 & 12 2011 12. 13. Years 11 & 12 2011

Homework Policy 

Policy 

The mission of Marian College is to ensure that all students develop their capabilities 

by providing an interactive and supportive learning environment within the context of a 

Christian community. 

Guidelines 

Teachers will guide students to take responsibility for developing their homework/study 

habits based on the expectations of each year level. 

Homework given by teachers will be founded in the school’s mission statement and 

be given in the light of the student’s family commitments and other life outside school 

hours. Students with part-time jobs will be guided to steer a balance between the 

demands of work and study. 

Parents are encouraged to support and monitor the homework and study of their children, 

contact with teachers can be via the school diary. 

VCE Units 1 – 4 

At Years 11 and 12 emphasis is placed on students becoming self-directed, developing 

responsibility to formulate their own homework timetables and patterns of work. 

1. Units 1 & 2 

• Students should spend 2-3 hours a night on homework, Monday-Friday. 

• Students should spend 4 hours each weekend for completion of work, research, 

revision or other related tasks. 

2. Units 3 & 4 

• Students should spend 3-4 hours a night on homework, Monday-Friday. 

• Students should spend 6 hours each weekend for completion of work, research, 

revision or other related tasks. 

3. In addition to homework students are encouraged to review all class work for the 

day, at some time during the evening. 

4. Students are encouraged to use time in the weekends and holidays to: 

• catch-up on missed work 

• practice skills where there are difficulties 

• organize folders and extend wider reading. 

Religion and Society 

(Compulsory Subject) 

Religion in Society UNIT 1 Year 11 

In this unit students explore the origins of religion, identifying the nature and purpose of religion 

past and present. They investigate the contribution of religion to the development of human society 

and then focus on the role of religious traditions in shaping personal and group identity. Students 

examine how religious traditions are affected and changed by individuals and groups. The unit 

provides the opportunity for students to understand the often complex relationships that exist 

between individuals, groups, religious traditions and the society in which they live. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the role of religion in 

society. 

Outcome 2: On completion of this unit the student should be able to explain the expression of 

collective identity of particular religious traditions in Australia, and the interaction of these traditions 

with other religious traditions and wider society. 

Outcome 3: On completion of this unit the student should be able to recognise and discuss the 

interplay between the identity of members, as individuals or as specific communities, and their 

religious tradition. 

Assessment tasks for this unit are selected from the following: 

• report in multimedia format 

• debates 

• annotated charts 

• identification exercises 

• analytical exercises 

• oral presentations 

• interviews 

• flow charts 

• essay 

• test 

• written exercises. 


Ethics and Morality UNIT 2 Year 12 

Choosing which values to live by in principle and in practice is fundamental to being human. 

Ethics is a discipline that investigates the various methods for making ethical decisions; it involves 

reflection on what ‘right’ and ‘wrong’, and ‘good’ and ‘bad’ mean when applied to human decisions 

and actions. Ethics is concerned with discovering principles that guide practical moral judgment. 

Ethics is particularly concerned with the justification for moral choices – identifying the arguments 

and analysing the reasoning behind them. Ethical questions are raised at the personal, family, local, 

wider community, national and global level. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain ethical decisionmaking 

in pluralist society. 

Outcome 2: On completion of this unit the student should be able to explain the ethical 

perspectives and moral viewpoints upheld by at least two religious traditions in pluralist society. 

Outcome 3: On completion of this unit the student should be able to analyse and evaluate two or 

more debates on contemporary ethical issues in pluralist society. 

Assessment tasks for this unit are selected from the following: 

• report in multimedia format 

• annotated charts 

• debates 

• flow charts 

• identification exercises 

• essay 


• test 

• oral presentations 

• written exercises. 

• interviews 

Years 11 & 12 2011 14. 15. Years 11 & 12 2011


Prayer 

UNIT 1 (10 Weeks) 

Focus 

This is a school based unit where students explore the many different forms of prayer. The 

aim of the unit is to help students discover themselves as spiritual beings. The Christian 

tradition is rich with various prayer styles and spiritualities, all of which lead to a closer 

relationship with God. This unit culminates in the students’ participation in the Year 12 

Retreat. 

Course Content 

It is intended that students will: 

• experience and compare the prayer styles of different traditions of spirituality, and 

discern those styles which suit their own personality. 

• develop further their ability to meditate through exploration of the use of mantras. 

• read, use and value scripture sources to enrich their prayer life. 

Assessment 

• prepare and conduct a prayer service of their own. 

Text and Traditions 

The Search for Meaning UNIT 3 


(Elective Subjects) 

In this unit students begin by studying the religious beliefs developed by one or more than one religious 

tradition in response to the big questions of life. They explore the ways in which these religious beliefs 

create meaning for religious traditions and their members. The religious beliefs of any religion arise from 

the beliefs held about ultimate reality, and these in turn inform particular beliefs about human existence; 

about its meaning, purpose and destiny. Religious beliefs may be expressed through the other aspects 

of religion, such as myths and other stories, sacred texts and other religious writings (such as formal 

creeds), rituals, symbols, social structures, ethical principles and oral or written codes of behaviour, 

religious experience and spirituality. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the nature, purpose and 

expression of religious beliefs generally and for one or more than one religious tradition. 

Outcome 2: On completion of this unit the student should be able to analyse the maintenance of 

religious beliefs for continuity in religious traditions. 

Outcome 3: On completion of this unit the student should be able to explain and draw conclusions 

about the interplay between religious beliefs and significant life experiences. 

Assessment 

For each outcome, one or more tasks, selected from the following: 

• a report in written format 

• a report in multimedia format 

• an essay 

• a case study 


• structured questions 

• a media analysis 

• a test 

• extended responses 

• oral presentation. 

School-assessed Coursework for Unit 3 will contribute 25 per cent. 

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which 

will contribute 50 per cent. 

Text and Traditions 

Challenge and Response UNIT 4 

Religious traditions change and develop over time. They respond to the needs of their membership, and to 

changes in society, while seeking to maintain their integrity, convictions and credibility. Religious traditions 

themselves can provide the impetus for social change, or they may respond to external challenges. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse how one or more religious 

tradition/s responded to a signifi cant internal or external challenge, and evaluate the outcome for the 

tradition/s. 

Outcome 2: On completion of this unit the student should be able to analyse the interplay between 

religious beliefs and the vision of each tradition for society, and the way one or more specifi c issues are 

confronted in attempting to implement the vision. 

At least two different tasks, one or more for each outcome, selected from the following: 

• a report in written format 

• a report in multimedia format 

• an essay 

• a case study 


• structured questions 

• a media analysis 

• a test 

Years 11 & 12 2011 16. 17. Years 11 & 12 2011

Arts & Humanities 


English UNIT 1 

The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in 

order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. 

Areas of Study 

1. Reading and responding: This area of study includes analysis of ways in which structures and 

features are used by authors to construct meaning. Texts set as the focus should have literary merit, 

be worthy of close study and be excellent examples of form and genre. 

2. Creating and presenting: This area of study focuses on writing which has been informed by reading a 

range of texts from the following: a) Exploring and presenting themes or ideas, b) Exploring technology 

and communication and c) Exploring workplace communication. 

3. Using language to persuade: This area of study focuses on the use of language in the presentation 

of a point of view. For example, students identify the use in the texts of persuasive techniques such as 

repetition, symbols, emotive appeals, logical appeals, omission and vocabulary choice. 

Outcomes 

Outcome 1; On completion of this unit the student should be able to identify and discuss key aspects 

of a set text, and to construct a response in oral or written form. 

Outcome 2: On completion of this unit the student should be able to create and present texts taking 

account of udience, purpose and context. 

Outcome 3: On completion of this unit the student should be able to identify and discuss, either in 

writing and/or orally, how language can be used to persuade readers and/or viewers. 

Assessment 

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated 

achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s 

assessment of the student’s overall performance on assessment tasks designated for the unit. 


The focus of this unit is on reading and responding to an expanded range of text types and genres to 

analyse ways in which they are constructed and interpreted. As well there is a focus on the development 

of competence and confidence in creating written, oral or multimodal texts. 


1. Reading and responding 

2. Creating and presenting 

3. Using language to persuade 

Outcomes 

Outcome 1: On completion of this unit the student should be able to discuss and analyse how texts 

convey ways of thinking about the characters, ideas and themes, and construct a response in oral or 

written form. 

Outcome 2: On completion of this unit the student should be able to create and present texts taking 

account of audience, purpose and context. 

Outcome 3: On completion of this unit the student should be able to identify and analyse how language 

is used in a persuasive text and to present a reasoned point of view in an oral or a written form. 

Assessment 

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement 

of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the 

student’s overall performance on assessment tasks designated for the unit. 


The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students 

analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. 




3. Using language to persuade 

Outcomes 

Outcome 1: On completion of this unit the student should be able to identify and analyse how language 

is used in a persuasive text and to present a reasoned point of view in an oral or a written form. 

Outcome 2: On completion of this unit the student should be able to draw on ideas and/or arguments 

suggested by a chosen Context to create written texts for a specifi ed audience and purpose; and to 

discuss and analyse in writing their decisions about form, purpose, language, audience and context. 

Outcome 3: On completion of this unit the student should be able to analyse the use of language in 

texts that present a point of view on an issue currently debated in the Australian media, and to construct, 

orally or in writing, a sustained and reasoned point of view on the selected issue. 

Assessment of levels of achievement 

The student’s level of achievement for Unit 3 will be determined by school-assessed coursework and an 

end-of-year examination. 


The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their 

construction and provide an interpretation. Students create texts suggested by their reading and explain 

choices they have made in relation to form, purpose, language, audience and context. 




Outcomes 

Outcome : On completion of this unit the student should be able to develop and justify a detailed 

interpretation of a selected text. 1 

Outcome 2: On completion of this unit the student should be able to draw on ideas and/or arguments 

suggested by a chosen Context to create written texts for a specified audience and purpose; and to 

discuss and analyse in writing their decisions about form, purpose, language, audience and context. 


The student’s level of achievement for Unit 4 will be determined by school-assessed coursework and an 

end-of-year examination. School-assessed coursework for Units 3 & 4 will contribute 25 per cent to the 

study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, 

which will contribute 50 per cent to the study score. 

School-assessed coursework 

Teachers will provide to the Board of Studies a score representing an assessment of the student’s level 

of achievement. 

Years 11 & 12 2011 18. 19. Years 11 & 12 2011



Literature UNIT 1 

This unit enables students to develop effective reading strategies, to examine the ideas and views of 

life which are presented in the literature studied and relate what they read to their own lives and social 

contexts. The unit covers various kinds of literature with a particular focus on texts produced since 

1950. 

Outcomes 

Outcome 1: On completion of this unit the student should be able to discuss how personal responses 

to literature are developed and justify their own responses to one or more texts. 

Outcome 2: On completion of this unit the student should be able to analyse and respond both 

critically and creatively to the ways in which one or more texts reflect or comment on the interests and 

ideas of individuals and particular groups in society. 

Outcome 3: On completion of this unit the student should be able to analyse the construction of a film, 

television, multimedia, or radio text and comment on the ways it represents an interpretation of ideas 

and experiences. 


The student’s level of achievement in Unit 1 will be determined by school-assessed coursework. 


The focus of this unit is on developing reading strategies and personal responses to literature, and an 

understanding of how themes and ideas in texts comment on personal and social experiences. It covers 

a wide variety of literature with an emphasis on works from different historical periods prior to 1950. 

Outcomes 

Outcome 1: On completion of this unit the student should be able to analyse and respond both critically 

and creatively to the ways a text from a past era reflects or comments on the ideas and concerns of 

individuals and groups at that time. 

Outcome 2: On completion of this unit the student should be able to produce a comparative piece of 

interpretative writing with a particular focus; for example, ideas and concerns, form of the text, author, 

time in history, social or cultural context. 




The study of literature is a means of exploring and making sense of human experience. The process 

of making meaning involves asking questions such as: 

• whose experiences and what experiences are given voice in the text? 

• How are they created through the text’s use of language and literary devices? What seem to be 

the main ideas and preoccupations of the text? 

• What does the text’s representation of characters and events suggest about the views and values 

of the text? 

• In what ways, if any, does the text appear to be shaped by the cultural context in which it was 

produced? 

This unit examines such questions and involves students in analyzing a range of texts, developing 

skills in reading closely and critically, and discussing and debating various ways of interpreting and 

evaluating texts. 

Outcomes 

Outcome 1: On completion of this unit the student should be able to analyse how meaning changes 

when the form of a text changes. 

Outcome 2: On completion of this unit the student should be able to analyse, interpret and evaluate 

the views and values of a text in terms of the ideas, social conventions and beliefs that the text 

appears to endorse, challenge or leave unquestioned. 

Outcome 3: On completion of this unit the student should be able to evaluate views of a text and 

make comparisons with their own interpretation. 




This unit focuses on students creative and critical responses to texts. Students consider the context 

of their responses to texts as well as the concerns, the style of the language and the point of view in 

their re-created or adapted work. 

In their responses, students develop an interpretation of a text and learn to synthesise the insights 

gained by their engagement with various aspects of a text into a cogent, substantiated response. 

Outcomes 

Outcome 1: On completion of this unit the student should be able to respond imaginatively to a text, 

and comment on the connections between the text and the response. 

Outcome 2: On completion of this unit the student should be able to analyse critically features of a 

text, relating them to an interpretation of the text as a whole. 


The student’s level of achievement in Unit 4 will be determined by school-assessed coursework and an 


Contribution to final assessment 

School-assessed coursework for Units 3 & 4 will contribute 25 per cent to the study score. The level 

of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 

50 per cent to the study score. 

Years 11 & 12 2011 20. 21. Years 11 & 12 2011



Accounting UNIT 1 

Establishing & Operating a Service Business 

School-assessed coursework for Unit 4 will contribute 25 per cent to the study score. 

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will 

contribute 50 per cent to the study score. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe the resources and explain 

and apply the knowledge and skills necessary to set up a small business. 

Outcome 2: On completion of this unit the student should be able to identify, record, report and explain 

the financial data and information for the owner of a service business, using a combination of manual 

and ICT methods. 

Outcome 3: On completion of this unit the student should be able to apply accounting skills to evaluate 

financial and non-financial information in order to make informed decisions for a small business. 

Assessment 

Demonstration of achievement of Outcomes 1 and 2 must be based on the student’s performance 

on a selection of assessment tasks. Where teachers allow students to choose between tasks 

they must ensure that the tasks they set are of comparable scope and demand. Assessment 

tasks for this unit are: 

• folio of exercises (manual and ICT-based); 

• test/s; 

• assignment/s; 

• case study/ies; 

• classroom presentation; 

• reports (written, oral and multimedia). 


Accounting for a Trading Business 

This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use 

a single entry recording system for the recording and reporting of cash and credit transactions stock. 

They use financial and non-fi nancial information to evaluate the performance of a business. Using 

these evaluations, students suggest strategies to the owner on how to improve the performance of the 

business. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to record and report fi nancial data 

and information for a sole trader. 

Outcome 2: On completion of this unit the student should be able to record and report fi nancial data 

and information using an accounting software package for a single activity sole trader, and explain and 

evaluate the role of ICT in the accounting process. 

Outcome 3: On completion of this unit the student should be able to select and use financial and 

non-financial information to evaluate a business and suggest strategies that will improve business 

performance. 

Assessment 

• exercise/s using an accounting computer software package; 

• folio of exercises (manual and ICT-based); 

• test/s; 

• assignment/s; 

• case study/ies; 

• classroom presentation; 

• reports (written, oral and multimedia). 


Recording & Reporting for a Trading Business 

This unit focuses on fi nancial accounting for a single activity trading business as operated by a sole 

trader and emphasises the role of accounting as an information system. Students are introduced to 

the double entry system of recording using the accrual basis of accounting. The perpetual method of 

stock recording with the First In, First Out (FIFO) method is used.Assessment of levels of 

achievement 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to record fi nancial data into 

appropriate accounting records using a double entry accrual-based system for a single activity sole 

trader, and explain related aspects of this accounting system. 

Outcome 2: On completion of this unit the student should be able to record balance day adjustments, 

prepare financial reports and explain related aspects of the accounting system. 

Mid-year examination 

All outcomes in Unit 3 will be examined. All of the key knowledge and skills that underpin the 

outcomes is examinable. Students will be required to apply the knowledge and skills of the 

accounting processes undertaken in Unit 3. Students will not be required to use information and 

communications technology (ICT) in the examination. All questions are compulsory. 

The examination will be set by a panel appointed by the Victorian Curriculum and Assessment 

Authority. 

The student’s level of achievement in Unit 3 will be determined by school-assessed coursework 

and a mid-year examination. 

• School – assessed coursework will contribute 17% 

• Mid-year examination will contribute 33% 


Control and Analysis of Business Performance 

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of 

financial and non-financial information in assisting management in the decision-making process. The 

unit covers the accrual recording and reporting system for a single activity trading business using the 

perpetual inventory recording system. Students learn about the role and importance of budgeting for 

the business and undertake the practical completion of budgets for cash, financial performance and 

fi nancial position. In this unit students evaluate the information prepared and analyse the results in 

order to suggest strategies to the owner. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to record fi nancial data into 

appropriate accounting records using a double entry accrual-based system for a single activity sole 

trader, and explain related aspects of this accounting system. 

Outcome 2: On completion of this unit the student should be able to prepare and analyse budgets, 

evaluate a business using fi nancial and non-fi nancial information and suggest strategies to improve 

the profi tability and liquidity of the business. 

Assessment 



• School-assessed coursework contributes 17% 

• End of year exam contributes 33% 

Years 11 & 12 2011 22. 23. Years 11 & 12 2011



Business Management UNIT 1 

Small Business Management 

In contemporary Australian society, there is a wide variety of organizations which vary in terms of size, 

ownership, objectives, resources and location. These organizations are managed by people. Business 

Management examines the ways in which people at various levels within a business organization manage 

resources to achieve the objectives of the organization. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain and apply a set 

of generic business concepts to a range of businesses. 

Outcome 2: On completion of this unit the student should be able to apply decision making 

and planning skills and evaluate the successful management of an ethical and socially 

responsible small business. 

Outcome 3: On completion of this unit the student should be able to discuss one or more of 

the day-to-day operations associated with an ethical and a socially responsible small business, 

and apply the operation/s to a business situation. 

Assessment 

(could include such things as) 

• Case studies of Business Concepts 

• Small Business Operations 

• Exam 


Communication and Management 

This unit focuses on the importance of effective communication in achieving business objectives. 

Students investigate communication both internal and external to the business. They develop 

knowledge of aspects of business communication and are introduced to skills related to its effective use 

in different contexts. The vital functions of marketing and public relations are considered, with students 

developing an understanding of the important role these functions play in the ultimate success of a 

business. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain and apply a 

range of effective communication methods and forms in business related situations. 

Outcome 2: On completion of this unit the student should be able to analyse effective 

marketing strategies and processes and apply these strategies and processes to businessrelated 

situations. 

Outcome 3: On completion of this unit the student should be able to apply public relations 

strategies to business related situations and analyse their effectiveness. 


Corporate Management 

In this unit students investigate how large-scale organizations operate. Students examine the 

context in which they conduct their business, focus on aspects of their internal environment 

and then look at the operations management function. 

Students develop an understanding of the complexity and challenge of managing large 

organizations and have the opportunity to compare theoretical perspective with practical 

applications. 

OUTCOMES 

Outcomes 1: On completion of this unit the student should be able to describe and analyse the 

context in which large-scale organizations operate. 

Outcome 2: On completion of this unit the student should be able to describe and analyse 

major aspects of the internal environment of large-scale organizations. 

Outcome 3: On completion of this unit the student should be able to identify and evaluate 

practices and processes related to operations management. 

Assessment 

The student’s level of achievement in Unit 3 will be determined by school-assessed coursework 

and an end-of-year examination. 


Managing People and Change 

This unit continues the examination of corporate management. It commences with a focus on the 

human resource management function. Students learn about the key aspects of this function and 

strategies used to most effectively manage human resources. The unit concludes with analysis of the 

management of change. Students learn about key change management processes and strategies and 

are provided with the opportunity to apply these to a contemporary issue of significance. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse and evaluate 

practices and processes related to human resource management. 

Outcome 2: On completion of this unit the student should be able to analyse and evaluate the 

management of change in a large-scale organisation, and evaluate the impact of change on the 

internal environment of a large-scale organisation. 

Assessment 

School-assessed coursework for Units 3 & 4 will contribute 25 per cent each. 

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, 

which will contribute 50 per cent. 

Assessment 

(could include such things as) 

• Portfolio and Summaries 

• Test 

• Essay 

• Exam 

Years 11 & 12 2011 24. 25. Years 11 & 12 2011



Drama UNIT 1 

Dramatic Storytelling 

This unit focuses on creating, presenting and analysing a devised performance that includes real or 

imagined characters, based on personal, cultural and/or community experiences and stories. Students 

examine storytelling through the creation of solo and/or ensemble devised performance/s and 

manipulate expressive skills in the creation and presentation of characters. They develop an awareness 

and understanding of how characters are portrayed in naturalistic and non-naturalistic performance 

style/ s. Students also gain an awareness of how performance is shaped and given meaning. They 

investigate a range of stimulus material and learn about stagecraft, theatrical conventions and 

performance styles from a range of social and cultural contexts. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to use play-making techniques to 

devise solo and/or ensemble drama work/s based on experiences and/or stories, as well as describe the 

dramatic processes used to shape and develop this performance work/s. 

Outcome 2: On completion of this unit the student should be able to use expressive skills, theatrical 

conventions and stagecraft to perform stories and characters to an audience. 

Outcome 3: On completion of this unit the student should be able to analyse the development and 

performance of work created and presented in Outcomes 1 and 2. 

Outcome 4: On completion of this unit the student should be able to identify and evaluate use of 

performance styles, and describe use of theatrical conventions, stagecraft and dramatic elements, as 

well as analyse the portrayal of stories and characters in a drama performance. 

ASSESSMENT 

• demonstrate the use of play-making techniques to devise and rehearse a solo and/or ensemble 

drama work/s based on stories and/or characters; 

• • document use of processes to create and develop stories and characters in drama. 

• A performance of a solo and/or ensemble devised drama work/s that features stories & characters 

• An analysis of the drama work created and performed in Outcomes 1 and 2 in one of the following 

formats 

– a written report 

– an essay 

– an oral presentation 

Drama UNIT 2 

Crating Australian Drama 

– a multimedia presentation 

– structured questions 

- a written analysis. 

This unit focuses on the use and documentation of the processes involved in constructing a devised solo 

or ensemble performance. Students create, present and analyse a performance based on a person, an 

event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian 

context. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to use a range of stimulus material 

to create a solo or ensemble performance work as well as document and record the play-making 

techniques used to shape and develop this performance work. 

Outcome 2: On completion of this unit the student should be able to demonstrate the effective use 

and manipulation of dramatic elements, theatrical conventions and stagecraft in the presentation of a 

performance work to an audience. 

Outcome 3: On completion of this unit the student should be able to analyse and evaluate the 

creation, development and performance of characters, as well as the use and manipulation of theatrical 

conventions, stagecraft and dramatic elements as applied to the performance style/s of the student’s 

own performance work. 

Outcome 4: On completion of this unit the student should be able to identify use of theatrical 

conventions, describe performance style/s and analyse and evaluate how dramatic elements have been 

used in a drama performance. 

Theatre Studies UNIT 3 

Production Development 

This unit focuses on an interpretation of a playscript through the four designated stages of production: 

planning, production development, production season, and production evaluation. Students specialise in 

two areas of stagecraft, working collaboratively in order to realise the production of a playscript. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to apply stagecraft to interpret a 

playscript for performance to an audience and demonstrate understanding of the stages of the production 

process. 

Outcome 2: On completion of this unit the student should be able to analyse the use of 

stagecraft in the development of a playscript for production, incorporating the specifi cations 

appropriate for each stage of the production process. 

Outcome 3: On completion of this unit the student should be able to analyse and evaluate 

ways in which a written playscript selected from the prescribed playlist is interpreted in its 

production to an audience. 

School-assessed course work for Unit 3 contributes 30% of final assessment. 

Theatre Studies UNIT 4 

Performance Interpretaton 

In this unit students study a scene and associated monologue from the Theatre Studies Performance 

Examination (monologue list) published annually by the Victorian Curriculum and Assessment 

Authority, and develop a theatrical brief that includes the creation of a character by an actor, 

stagecraft possibilities, and appropriate research. Students interpret a monologue from within a 

specified scene through acting and other appropriate areas of stagecraft. 

Outcome 1: On completion of this unit the student should be able to perform an interpretation of a 

monologue from a playscript. 

Outcome 2: On completion of this unit the student should be able to develop a theatrical brief that 

presents an interpretation of a scene. 

Assessment Task: 

- Written Analysis 

Outcome 3: On completion of this unit the student should be able to analyse and evaluate acting in 

a production from the prescribed playlist. 

End-of-year performance examination 

Students will perform a monologue from a scene selected from a play from the Theatre Studies 

Performance Examination (monologue list) set by the Victorian Curriculum and Assessment Authority. 

The monologue will draw on knowledge and skills from Unit 4 Outcome 1. 

Students will present the assessors with a written Statement of Intention of no more than 100 words. 

The statement should contain an elaboration of directional choices made by the student which affect 

the interpretation of their chosen monologue. 

Conditions 

The examination will be completed under the following conditions: 

• Duration: up to seven minutes. The performance of the monologue must be presented as a single 

uninterrupted performance. 

• Date: October, on a date to be notifi ed by the VCAA. 

SAC’s for Unit 4 contribute 15% of final assessment Final Exam: 30 % of final score. The 

performance examination will contribute 25 per cent to the study score. 

Years 11 & 12 2011 26. 27. Years 11 & 12 2011



Health and Human Development UNIT 1 

The Health and Development of Australia’s Youth 

This unit provides students with an understanding of the concepts of health and development. 

Students will also become aware of the interrelationships that exist between them. Students will 

also develop an understanding of how different environments influence health and development. 

This understanding provides the basis for investigating the possibility of varying health and 

development outcomes between individuals and across populations. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe the dimensions of, and 

the interrelationships within and between, health and individual human development. 

Outcome 2: On completion of this unit the student should be able to describe and explain the factors 

that impact on the health and individual human development of Australia’s youth. 

Outcome 3: On completion of this unit the student should be able to outline health issues relevant to 

Australia’s youth and, in relation to a specific health issue, analyse strategies or programs that have an 

impact on youth health and development. 

ASSESSMENT 

• data analyses; 

• media analyses; 

• reports – written and oral; 

• case study analyses; 

• structured questions. 


Individual Human Development and Health Issues 

In this unit, students explore the requirements for optimal health and development throughout 

childhood and adulthood and investigate inequitable health and development outcomes that can 

occur as a result of social and economic factors. Students will also examine the organization 

and delivery of health care in Australia and critically evaluate its effectiveness in promoting 

health and development for all Australians. 

COURSE CONTENT 

1. Health and development of young Australians. 

2. Adult health and development 

3. Health Care in Australia. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe and explain the 

factors that affect the health and individual human development of Australia’s children. 

Outsome 2: On completion of this unit the student should be able to to describe and explain the factors 

that affect the health and individual human development of Australia’s adults. 

Outcome 3: On completion of this unit the student should be able to analyse a selected health issue 

facing Australia’s health system, and evaluate community and/or government actions that may address 

the issue. 


Australia’s Health 

Australians are among the healthiest people in the world. However a diversity of health outcomes 

are evident within our population. Nutrition is an important determinant of health and developmental 

outcomes and considerable evidence supports food intake as a protective factor against a number of 

diseases. 

Government and non-government agencies play an important role in the implementation of a range of 

initiatives designed to promote health and development for all. 


1.Understanding Australia’s health 

2. Promoting health in Australia 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to compare the health status of 

Australia’s population with other developed countries, explain variations in health status of population 

groups in Australia and discuss the role of the National Health Priority Areas in improving Australia’s 

health status. 

Outcome 2: On completion of this unit the student should be able to discuss and analyse approaches to 

health and health promotion, and describe Australia’s health system and the different roles of government 

and non-government organisations in promoting health. 

ASSESSMENT 




Global Health and Human Development 

In health and developmental outcomes at a global level, students will be able to evaluate 

the determinants of optimal health and development and the range of health care initiatives 

developed by governments and international agencies to optimize health and development 

globally. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse factors contributing 

to variations in health status between Australia and developing countries, evaluate progress towards 

the United Nations’ Millennium Development Goals and describe the interrelationships between health, 

human development and sustainability. 

Outcome 2: On completion of this unit the student should be able to describe and evaluate programs 

implemented by international and Australian government and non-government organisations in promoting 

health, human development and sustainability. 

ASSESSMENT 

The student’s level of achievement in Units 3 & 4 will be determined by school-assessed coursework and 

an end-of-year examination. The examination will contribute 50 per cent to the study score. 

ASSESSMENT 

• data analyses; 

• media analyses; 

• reports – written and oral; 

Years 11 & 12 2011 28. 29. Years 11 & 12 2011



History (1900-1945) UNIT 1 

Twentieth-Century 

The first half of the twentieth century was a period marked by significant change. In the 

nineteenth century there still remained a sense of a certain and natural order of society. 

This order was challenged and overturned in the first half of the twentieth century. Old certainties 

were replaced by new uncertainties. Societies and individuals were in a state of flux and all that 

seemed guaranteed was more and more change. 


Outcome 1: 

On completion of this unit the student should be able to analyse and explain the development 

and impact of a political crisis and conflict in the period 1900-1945. 

Outcome 2: 

On completion of this unit, the student should be able to analyse and discuss patterns of social 

life and the factors that influenced changes in patterns of social life in the first half of the 

twentieth century. 

Outcome 3: 

On completion of this unit the student should be able to analyse the relationship between the 

historical context and a cultural expression of the period from 1900 to 1945. 

ASSESSMENT 


• essays; 

• film reviews; 

• biographical studies; 

• responses to literature; 

• test. 

History (1945-2000) UNIT 2 

Twentieth-Century 

A constant theme of world history since 1945 has been the increasing interplay between domestic 

and regional events and international developments. This period has also been dominated by 

post-war reconstruction and, until recently, significant growth in material living standards. 

This unit provides the opportunity to investigate major themes and principal events of postwar 

history. 


Outcome 1: On completion of this unit the student should be able to analyse and discuss how postwar 

societies used ideologies to legitimise their world view and portray competing systems. 

Outcome 2: On completion of this unit the student should be able to evaluate the impact of a challenge(s) 

to established social, political and/or economic power during the second half of the twentieth century. 

Outcome 3: On completion of this unit the student should be able to analyse issues faced by communities 

arising from political, economic and/or technological change. 

ASSESSMENT 

• analytical exercises; 

• short reports; 

• essays; 

Australian History UNIT 3 

Australian history – imagining Australia 

This area of study focuses on the experience of colonization within a region, district or colony 

in the period up to 1850. From colony to nation: 1850-1901 This area of study should focus 

on Federation. 


Outcome 1: On completion of this unit the student should be able to explain the motives and hopes 

underlying the settlement of the Port Phillip District (later the colony of Victoria) up to 1860 and the 

impact on the Indigenous population. 

Outcome 2: On completion of this unit the student should be able to analyse the vision of nationhood 

that underpinned the concepts of citizenship, and evaluate its implementation in the early years of the 

new nation. 

ASSESSMENT 

The award of satisfactory completion for a unit is based on a decision that the student has 

demonstrated achievement of the set of outcomes specified for the unit. This decision will be 

based on the teacher’s assessment of the student’s overall performance on assessment tasks 

designated for the unit. 


The student’s level of achievement for Unit 3 will be determined by school-assessed coursework 

and an end-of year examination. 

Australian History UNIT 4 

This area of study focuses upon the changing lives of groups of Australians (for example, 

women, returned soldiers, urban dwellers) during the period from 1901 to 1945 as a result of 

a major event (for example, a war or a depression). 

Towards a changing society: 1945 – present. This area of study examines an event, issue or 

campaign that created debate and division in Australian Society during the period 1945 to the 

present day. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse the ways in 

which Australians acted in response to a significant crisis faced by the country during the 

period 1914 to 1950. 

Outcome 2: On completion of this unit the student should be able to evaluate the extent to 

which changing attitudes are evident in Australian’s reactions to significant social and political 

issues. 

ASSESSMENT 

The award of satisfactory completion for a unit is based on a decision that the student has 

demonstrated achievement of the set of outcomes specified for the unit. 


The student’s level of achievement for Unit 4 will be determined by school-assessed coursework 

and an end-of year examination. 

Years 11 & 12 2011 30. 31. Years 11 & 12 2011



French UNIT 1 

The areas of study for French comprise themes and topics, text types, kinds of writing, vocabulary 

and grammar. They are common to all four units of the study, and are designed to be drawn upon in 

an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. 

The themes and topics are the vehicle through which the student will demonstrate achievement of the 

outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. 

The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the 

themes and topics. Together, as common areas of study, they add a further layer of definition to the 

knowledge and skills required for successful achievement of the outcomes. 

The common areas of study provide the opportunity for the student to build upon what is familiar, as 

well as develop knowledge and skills in new and more challenging areas. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to establish and maintain a spoken 

or written exchange related to personal areas of experience. 

Outcome 2: On completion of this unit the student should be able to listen to, read and obtain information 

from spoken and written texts. 

Outcome 3: On completion of this unit the student should be able to produce a personal response to a 

text focusing on real or imaginary experience. 

French UNIT 2 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to participate in a spoken or written 

exchange related to making arrangements and completing transactions. 

French UNIT 3 

Outcome 1: On completion of this unit the student should be able to express ideas through the production 

of original texts. 

Outcome 2: On completion of this unit the student should be able to analyse and use information from 

spoken texts. 

Outcome 3: On completion of this unit the student should be able to exchange information, opinions and 

experiences. 

French UNIT 4 

Outcome 1: On completion of this unit the student should be able to analyse and use information 

from written texts. 

Outcome 2: On completion of this unit the student should be able to respond critically to 

spoken and written texts which reflect aspects of the language and culture of French-speaking 

communities. 

Contributions to final assessment 

School-assessed coursework for Unit 3 & 4 will contribute 25 per cent each of the final 

assessment. 

The level of achievement for Units 3 and 4 will also be assessed by two end-of-year examinations, 

which contribute 50 per cent of the final assessment. 

Outcome 2: On completion of this unit the student should be able to listen to, read, and extract and use 

information and ideas from spoken and written texts. 

Outcome 3: On completion of this unit the student should be able to give expression to real or imaginary 

experience in spoken or written form. 

Years 11 & 12 2011 32. 33. Years 11 & 12 2011



Legal Studies UNIT 1 

Criminal law in action 

The law influences all aspects of society – at home, at work and in the wider community. Laws are 

used by society to preserve social cohesion, and to ensure the protection of people from harm and 

from the infringement of their rights. These laws can be grouped according to their source and whether 

they are criminal or civil in nature. Following an overview of the law in general, this unit focuses on 

criminal law. 

Students examine the need for laws in society. They investigate the key features of criminal law, how 

it is enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration 

of contemporary cases and issues, students learn about different types of crimes and explore rights 

and responsibilities under criminal law. Students also consider the role of parliament and subordinate 

authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities 

on law enforcement and adjudication in Victoria. 

Students investigate the processes and procedures followed by courts in hearing and resolving criminal 

cases. They explore the main features and operations of criminal courts and consider the effectiveness 

of the criminal justice system in achieving justice. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the need for effective laws 

and describe he main sources and types of law in society. 

Outcome 2: On completion of this unit the student should be able to explain the key principles and types 

of criminal law, apply the key principles to relevant cases, and discuss the impact of criminal activity on 

the individual and society. 

Outcome 3: On completion of this unit the student should be able to describe the processes for the 

resolution of criminal cases, and discuss the capacity of these processes to achieve justice. 

ASSESSMENT 

• structured assignment 

• essay 

• mock court or role-play 


Issues in Civil law 

The civil law regulates the rights and responsibilities that exist between individuals, groups and 

organisations. If legal rights have been infringed, the aggrieved party may pursue legal action through 

the court system, through a tribunal, or by using one of the methods of dispute resolution. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the principles 

of civil law, law-making by courts, and elements of torts, and apply these to relevant cases. 

Outcome 2: On completion of this unit the student should be able to explain and evaluate 

the processes for the resolution of civil disputes. 

Outcome 3: On completion of this unit the student should be able to explain one or more area/s 

of civil law, and discuss the legal system’s capacity to respond to issues and disputes related to the 

selected area/s of law. 

Outcome 4: On completion of this unit the student should be able to describe an Australian case 

illustrating rights issues, and discuss the impact of the case on the legal system and the rights of 

individuals. 

ASSESSMENT 

• Structured Assignment 

• Folio and Report 

• Case study 

• Exam 

• case study 

• test 

• report (written, visual, oral or multimedia). 

• folio and report 


Law Making 

In thi unit students develop an understanding of the institutions that determine our laws, and their 

law-making powers and processes. They undertake an informed evaluation of the effectiveness of 

law-making bodies and examine the need for the law to keep up to date with changes in society. 

Students develop an appreciation of the complex nature of law-making by investigating the key 

features and operation of parliament, and influences on law-making, with a focus on the role of the 

individual. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the structure and role 

of parliament, including its processes and effectiveness as a law-making body, describe why legal 

change is needed, and the means by which such change can be influenced. 

Outcome 2: On completion of this unit the student should be able to explain the role of the 

Commonwealth Constitution in defining law-making powers within a federal structure, analyse the 

means by which law-making powers may change, and evaluate the effectiveness of the Commonwealth 

Constitution in protecting human rights. 

Outcome 3: On completion of this unit the student should be able to describe the role and 

operation of courts in law-making, evaluate their effectiveness as law-making bodies and 

discuss their relationship with parliament. 

ASSESSMENT 

• Folio of Analytical Exercises 

• Essay/Assignment/Multimedia report 

• Essay/Written Research/Analysis of Legal Commentary. 


Resolution and Justice 

The legal system provides mechanisms by which legal disputes of both a criminal and a civil nature 

can be resolved in a fair and just manner. Dispute resolution bodies such as courts and tribunals employ 

a range of means and processes that enables the resolution of legal disputes. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe and evaluate the 

effectiveness of institutions and methods for the determination of criminal cases and the resolution of 

civil disputes. 

Outcome 2: On completion of this unit the student should be able to explain the processes and 

procedures for the resolution of criminal cases and civil disputes, and evaluate their operation and 

application, and evaluate the effectiveness of the legal system. 

ASSESSMENT 

• Assignment/Short Answer Test/Annotated Visual Display or Multimedia Report 

• Test 

• Report of Case study/Analysis of Legal Commentary 

The students level of achievement in Units 3&4 will be determined by school-assessed coursework 


Years 11 & 12 2011 34. 35. Years 11 & 12 2011



Physical Education UNIT 1 

Learning and Inproving Skill 

FOCUS 

This unit looks at a range of factors that influence learning and improving physical skills and the 

role of the coach in making this happen. Students will also focus on general principles that are 

common to analyzing physical performance and learning physical skills, and the biomechanical 

principles of movement involved in these skills. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the application 

of biomechanical and skill learning principles in analysing how motor skills are learnt and 

improved. 

Outcome 2: On completion of this unit the student should be able to identify and evaluate a 

range of coaching practices that lead to enhanced sports performance. 

ASSESSMENT 


on a selection of assessment tasks. Where teachers allow students to choose between tasks they 

must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for 

this unit are: 

• a written report; 

• a test; 

• an oral presentation; 

• a laboratory report; 


• data analysis; 

• a case study analysis; 

• a multimedia presentation; 

• a report of participation in a practical activity. 

The Active Body 

FOCUS 

This unit introduces students to an understanding of physical activity, including the 

relationships between body systems and physical activity, the place of physical activity in 

contributing to well being in students’ own lives as well as in the wider community, and the 

classification of physical activity. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain how the 

musculoskeletal, cardio respiratory and energy systems function during physical activity, 

including how the energy systems work together to enable activity to occur. 

Outcome 2: On completion of this unit the student should be able to explain the impact of 

participation in physical activity on the health of selected population(s) and analyse factors 

affecting participation in physical activity. 

ASSESSMENT 

Demonstration of achievement of Outcomes 1 and 2 must be based on the student’s 

performance on a selection of assessment tasks. Where teachers allow students to choose 

between tasks they must ensure that the tasks they set are of comparable scope and 

demand. Assessment tasks for this unit are: 

• a written report; 

• a test; 


• a laboratory report; 

• data analysis; 

• a case study analysis; 

• a multimedia presentation; 

• a report on participation in a physical activity. 


Physiological and participatory perspectives of physical activity 

FOCUS 

This unit introduces students to an understanding of physical activity from a physiological 

perspective. In particular, the contribution of energy systems to performance in physical 

activity is explored, as well as the health benefits to be gained from participation in regular 

physical activity. The underlying physiological requirements of an activity being used for 

health or for fitness are the same. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse individual and 

population levels of participation in physical activity, and evaluate strategies that promote 

adherence to the National Physical Activity Guidelines. 

Outcome 2: On completion of this unit the student should be able to analyse the role and 

relative contribution of the energy systems during physical activity. 


Enhancing physical performance 

FOCUS 

Improvements in physical performance, in particular fitness, depend on the ability of the 

individual or coach to acquire, apply and evaluate knowledge and understanding about training. 

Exercise physiology is concerned with individual responses and adaptations through exercise. 

Students experience a variety of practical activities involving a range of training methods and 

fitness activities. Students learn to accurately assess the particular energy and fitness needs of 

the sport or activity for which the athlete is training, through analysis of data collected from a 

game or activity. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to plan and evaluate 

training programs to enhance physical fitness. 

Outcome 2: On completion of this unit the student should be able to evaluate practices and/ 

or strategies that are used in conjunction with each other to enhance sports performance. 

ASSESSMENT 

The student’s level of achievement in Units 3 & 4 will be determined by school-assessed 

coursework and an end-of-year examination. The level of achievement for Units 3 and 4 is also 

assessed by an end-of-year examination, which will contribute 50 per cent to the study score.. 

Years 11 & 12 2011 36. 37. Years 11 & 12 2011



International Politics UNIT 1 

Politics, Power and People 

FOCUS 

This unit introduces students to the study of politics by considering key concepts and ideas 

including representation, citizenship, power and democracy. Students analyse the exercise 

of political power by comparing a democratic with a non-democratic system. Consideration 

is given to mechanisms that legitimise the exercise of political power and the ways in which 

this legitimacy can be undermined. Students consider the ideologies that underpin political 

structures and interactions, and the ways in which ideologies affect the exercise of political 

power. Students also consider the nature and context of leadership through the study of a 

signi cant post-World War II political leader. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to demonstrate an understanding 

of key political concepts and values that underpin the development and organisation of nation 

states. 

Outcome 2: On completion of this unit the student should be able to explain and evaluate the 

goals, style and the national and international impact of a post-World War II political leader. 

International Politics UNIT 2 

The Global Pictures 

FOCUS 

This unit focuses on the nature of contemporary international relations and the events that 

shaped them. Students develop an understanding of key terms and concepts, and consider 

factors which in uence international relationships and the role of states. Students also investigate 

the way a selected state (or group of states) is able to exercise power internationally and a 

contemporary international con ict or area of instability. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe key events that 

have shaped contemporary international relations and the ways in which states can exercise 

power and in uence internationally. 

Outcome 2: On completion of this unit the student should be able to describe and analyse the 

extent to which the international community is cohesive and has the ability to manage con ict 

and instability. 

ASSESSMENT 


on a selection of assessment tasks. Where teachers allow students to choose between tasks 

they must ensure that the tasks they set are of comparable scope and demand. Assessment 


• an analysis of visual materials (for example, cartoons, websites, posters, lms, plays, 

artwork); 

• an audio/visual presentation; 


• a written research report; 

• a web-based presentation; 

• a case study; 

• a debate; 

• an essay; 

• a test; 

• a role-play (for example, cabinet meetings, 

conferences, interviews). 

Mandarin UNIT 1 & 2 

Focus 

The focus of Chinese is to enable students to develop communication skills, focus on 

languages as systems and gain insights into the relationship between language and culture, 

leading to lifelong personal, educational and vocational benefits. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to establish and maintain a 

spoken or written exchange related to personal areas of experience. 

Outcome 2: On completion of this unit the student should be able to listen to, read and 

obtain information from spoken and written texts. 

Outcome 3: On completion of this unit the student should be able to produce a personal 

response to a text focusing on real or imaginary experience. 

ASSESSMENT TASKS 

Unit 1 

• informal conversation or 

• reply to personal letter/fax/email. 

Unit 2 

• listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain 

information to complete notes, charts or tables in Chinese or English 

and 

• read written texts (e.g. extracts, advertisements, letters) to obtain information to complete 

notes, charts or tables in Chinese or English. 

Mandarin UNIT 3 & 4 

OUTCOMES for Unit 3 

Outcome 1: On completion of this unit the student should be able to express ideas through 

the production of original texts. 

Outcome 2: On completion of this unit the student should be able to analyse and use 

information from spoken texts. 

Outcome 3: On completion of this unit the student should be able to exchange information, 

opinions and experiences. 

OUTCOMES for Unit 4 

Outcome 1: On completion of this unit the student should be able to analyse and use 

information from written texts, and translate part of the text/s into English. 

Outcome 2: On completion of this unit the student should be able to respond critically 

to spoken and written texts which reflect aspects of the language and culture of Chinesespeaking 

communities. 


Oral exam 

Written exam 

Years 11 & 12 2011 38. 39. Years 11 & 12 2011



Studio Arts UNIT 1 

Artistic inspiration and techniques 

FOCUS 

The focus of this unit is the investigation of sources of inspiration which generate creative 

activity and the exploration of a wide range of materials and techniques as tools for translating 

ideas, observations and experiences into visual form. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to source inspiration, 

identify individual ideas and use a variety of methods to translate these into visual language. 

Outcome 2: On completion of this unit the student should be able to explore and use a 

variety of materials and techniques to support and record the development of individual ideas 

to produce artworks. 

Outcome 3: On completion of this unit the student should be able to discuss how artists 

from different times and cultures have interpreted sources of inspiration and used materials 

and techniques in the production of artworks. 

ASSESSMENT 

The assessment task for Outcomes 1 and 2 is: 

• a selection of exploratory work showing sources of ideas and inspiration translated into 

visual form through the use of a variety of materials and techniques. 


Design exploration and concepts 

FOCUS 

This unit focuses on students establishing and using a design process to produce artworks. The 

design process includes the formulation and use of an individual approach to locating sources of 

inspiration, experimentation with materials and techniques, and the development of aesthetic 

qualities, directions and solutions prior to the production of artworks. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to develop an individual 

design process, including visual research and inquiry, in order to produce a variety of design 

explorations to create a number of artworks. 

Outcome 2: On completion of this unit the student should be able to analyse and discuss 

the ways in which artists from different times and cultures have created aesthetic qualities in 

artworks, communicated ideas and developed styles. 

ASSESSMENT 

The assessment task for Outcome 1 is: 

• a folio including design explorations and artworks. 

Assessment tasks for Outcome 2 are: 

• an extended response; 

• short-answer responses. 

Assessment tasks for Outcome 2 should include visual material. 


Studio production and professional practices 

FOCUS 

The focus of this unit is the implementation of the design process leading to the production of 

a range of solutions. Students use a work brief to define an area of exploration and apply a 

design process to explore and develop their ideas. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to prepare an exploration 

proposal that formulates the content and parameters of an individual design process, and that 

includes a plan of how the proposal will be undertaken. 

Outcome 2: On completion of this unit the student should be able to present an individual 

design process that produces a range of potential directions, which reflects the concepts and 

ideas documented in the exploration proposal. 

Outcome 3: On completion of this unit the student should be able to discuss art practices in 

relation to particular artworks of at least two artists and analyse ways in which artists develop 

their styles. 

ASSESSMENT 

• Folio of Design Process 

• Written Project 


Studio production and industry contexts 

FOCUS 

The focus of this unit is to produce a cohesive folio of finished art works and to gain an 

understanding of artists’ involvement in the art industry. 

OUTCOMES 

Outcome 1: On completion of this unit the student should present a cohesive folio of finished 

artworks, based on selected potential directions developed through the design process, that 

demonstrates skilful application of materials and techniques and that realises and communicates 

the student’s ideas. 

Outcome 2: On completion of this unit the student should be able to provide visual and 

written documentation that dentifies the folio focus and evaluates the extent to which the 

finished artworks reflect the selected potential directions, and effectively demonstrate a 

cohesive relationship between the works. 

Outcome 3: On completion of this unit the student should be able to examine and explain 

the preparation and presentation of artworks in at least two different exhibition spaces, and 

discuss the various roles, processes and methods involved in the exhibition of artworks. 

ASSESSMENT 

• Visual diary 

• Folio 

• Written Project 

The student’s level of achievement for Unit 4 will be determined by a school-assessed cousework 


Years 11 & 12 2011 40. 41. Years 11 & 12 2011


Economics UNIT 1 

Economics: Choices and Consequences 

FOCUS 

The study of economics involves a close examination of how a society organises itself to meet 

the needs and wants of its citizens. In Australia scarce resources are allocated primarily by 

the market mechanism. Students come to understand how the decisions made by individuals, 

firms, governments and other relevant groups affect what is produced, how it is produced and 

who receives the goods and services that are produced. By focusing on one or more markets, 

a closer examination can be made of the factors that influence the prices and allocation of 

resources and how economic decisions are made to solve economic problems as they evolve. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the role of 

markets in the Australian economy, how markets operate to meet the needs and wants of its 

citizens, and apply economic decision making to current economic problems. 

Outcome 2: On completion of this unit the student should be able to describe the nature 

of economic growth and sustainable development and one other contemporary economic 

issue, explain how these issues are affected by the actions of economic decision-makers, and 

evaluate the impact of these issues on living standards. 

ASSESSSMENT 

• Analysis of written, visual and statistical evidence 

• Oral presentations 

• Reports / Tests 

Economics UNIT 2 

Economic change: Issues and Challenges 

FOCUS 

The changing nature of Australia’s population will have an impact upon future rates of 

economic growth and living standards. With a large group of citizens approaching retirement 

age, the government faces challenges associated with balancing its budget and funding the 

healthcare needs of its population. Through a detailed examination of the factors that affect 

demographic makeup and change, students gain an appreciation of the potential challenges 

facing businesses wishing to expand, government budgeting and future living standards. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe the factors that 

influence Australia’s population and labour markets, and analyse how changes in these areas 

may impact upon living standards. 

Outcome 2: On completion of this unit the student should be able to describe the nature of 

two contemporary global economic issues, explain how each issue is affected by the actions 

of economic decision-makers, and evaluate the impact of the issue on living standards. 

ASSESSSMENT 

Assessment tasks for this unit are chosen from the following: 

• an analysis of written, visual and statistical evidence; 

• a folio of applied economic exercises; 

• problem-solving tasks; 

• a folio of annotated media commentaries using print 

or electronic materials; 

• a report of an investigation; 

• case studies; 

• a debate; 

• an essay; 

• a presentation (oral, multimedia, 

visual); 

• a web page; 

• economic simulation activities; 

• a test. 

Industry and Enterprise UNIT 3 


Enterprise Culture in Australian Industry 

The future of Australian industry depends on the development of a successful enterprise culture. 

This unit investigates the concept of enterprise culture and the role of leadership and teamwork 

in shaping attitudes, skills and behaviours within an enterprise. These concepts are explored 

and further developed through work placement (Outcome 1). This unit also examines the 

role and impact of innovation, quality, technology and workplace flexibility in creating cultural 

change in Australian industry. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to investigate and report on 

the development of enterprise culture in a workplace, including the importance of lifelong and 

work-related skills, based on experience at a workplace or in an enterprise activity. 

Outcome 2: On completion of this unit the student should be able to analyse the role of 

innovation, quality, technology and workplace flexibility in the process of creating cultural 

change for a selected Australian industry. 

ASSESSMENT 




Industry and Enterprise UNIT 4 

Change in Australian Industry 

This unit investigates how pressures and opportunities for change and enterprising responses 

are transforming the Australian workplace. It focuses on evaluating the importance of training 

and lifelong learning and employability skills within this context of change. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse pressures and 

opportunities for change and responses to change in a selected Australian industry. 

Outcome 2: On completion of this unit the student should be able to evaluate the role and 

importance of training and workplace learning in Australian industry. 

ASSESSMENT 




Years 11 & 12 2011 42. 43. Years 11 & 12 2011

Science, Mathematics, Technology 

Biology UNIT 1 

Unity and Diversity 

FOCUS 

In this unit students examine the cell as the structural and functional unit of the whole 

organism. Students investigate the needs of individual cells, how specialised structures carry 

out cellular activities and how the survival of cells depends on their ability to maintain a 

dynamic balance between their internal and external environments. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to design, conduct and 

report on a practical investigation related to cellular structure, organisation and processes. 

OUTCOME 2: On completion of this unit the student should be able to describe and explain the 

relationship between features and requirements of functioning organisms and how these are 

used to construct taxonomic systems. 

ASSESSMENT 

Problem solving. 

• Response to a media article. 

• Oral presentation. 

• Annotated poster. 

• Data analysis. 

• Tests. 


Organisms And Their Environments 

FOCUS 

The rich diversity of Australian ecosystems provides a variety of contexts for students to 

study the relationships between living things and their environment. Students investigate 

particular sets of biotic and abiotic factors that operate in different places in the biosphere, 

and how these factors influence the kinds of organisms that live there. Students examine how 

organisms in their particular habitats are part of the integrated and naturally self-sustaining 

systems in which energy fl ows and matter is cycled between the living and non-living 

components of the environment. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to explain and analyse the 

relationship between environmental factors, and adaptations and distribution of living things 

OUTCOME 2: On completion of this unit the student should be able to design, conduct and 

report on a field related to the interactions between living things and their environment, and 

explain how ecosystems change over time. 

ASSESSMENT 

Practical activities. 

• Response to a media article. 

• Oral presentation. 

• Annotated poster. 

• Data analysis 

• Tests. 



Signatures of Life 

FOCUS 

In this unit students consider the molecules and biochemical processes that are indicators of 

life. They investigate the synthesis of biomolecules and biochemical processes that are common 

to autotrophic and heterotrophic life forms. Students consider the universality of DNA and 

investigate its structure; the genes of an organism, as functional units of DNA and code for the 

production of a diverse range of proteins in an organism. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to analyse and evaluate 

evidence from practical investigations related to biochemical processes. 

OUTCOME 2: On completion of this unit the student should be able to describe and explain 

coordination and regulation of an organism’s immune responses to antigens at the molecular 

level. 

ASSESSMENT 


The level of achievement for Unit 3 is also assessed by a mid-year examination, which will 



Continuity and Change 

FOCUS 

In this unit students examine evidence for evolution of life forms over time. Students explore 

hypotheses that explain how changes to species have come about. In addition to observable 

similarities and differences between organisms, students explore the universality of DNA, and 

conservation of genes as evidence for ancestral lines of life that have given rise to the present 

biodiversity of our planet. Students investigate changes to species and the process of natural 

selection. The interaction between human, cultural and technological evolutions and impact 

on the evolutionary process is studied. Students consider the bioethical issues associated with 

the application of particular gene technologies. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to analyse evidence for 

the molecular basis of heredity, and patterns of inheritance. 

OUTCOME 2: On completion of this unit the student should be able to analyse and evaluate 

evidence for evolutionary change and evolutionary relationships, and describe mechanisms for 

change including the effect of human intervention on evolutionary processes. 

ASSESSMENT 


The level of achievement for Unit 4 is also assessed by an end-of-year examination, which will 


Years 11 & 12 2011 44. 45. Years 11 & 12 2011



Chemistry UNIT 1 

The Big Ideas of Chemistry 

FOCUS 

The story of chemistry begins with the building of the Periodic Table from speculation, debate 

and experimental evidence. The Periodic Table provides a unifying framework for studying the 

chemistry of the elements using their chemical and physical properties to locate their position. 

The electron confi guration of an element, its tendency to form a particular bond type and 

its ability to behave as an oxidant or reductant can all be linked to its position in the Periodic 

Table. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to explain how evidence is 

used to develop or refi ne chemical ideas and knowledge. 

OUTCOME 2: On completion of this unit the student should be able to use models of structure 

and bonding to explain the properties and applications of materials. 


Environmental Chemistry 

FOCUS 

This unit examines a wide range of chemical reactions with emphasis on the writing of chemical 

equations and performance of mathematical calculations based on them. Appropriate chemical 

concepts are introduced and students are encouraged to evaluate the environmental impact of 

human activity on the gases in the atmosphere. 

All areas of study in this unit involve the design and performance of experiments, including the 

analysis of chemicals in substances such as asprin and vinegar, reactions of acids and tests to 

see how batteries work. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to write balanced equations 

and apply these to qualitative and quantitative investigations of reactions involving acids and 

bases, the formation of precipitates and gases, and oxidants and reductants. 

OUTCOME 2: On completion of this unit the student should be able to explain how chemical 

reactions and processes occurring in the atmosphere help to sustain life on earth. 

ASSESSMENT FOR UNIT 1 & 2 CHEMISTRY 

Assessment tasks for this unit are: 

• practical work; 

• reports; 

• oral, poster or multimedia presentations; 

• modeling; 

• tests. 


Chemical Pathways 

In this unit students investigate the scope of techniques available to the analytical chemist. 

Chemical analysis is vital in the work of the forensic scientist, the quality control chemist at a 

food manufacturing plant, the geologist in the fi eld, and the environmental chemist monitoring 

the health of a waterway. Each technique of analysis depends on a particular property or 

reaction of the chemical being investigated. Consequently, an understanding of the chemistry 

is necessary in learning how and why the techniques work. Some techniques of analysis have 

been refi ned over many years to make them quicker and more accurate. Other techniques are 

now used in combination to provide higher and more reliable levels of accuracy, for example 

gas chromatography and mass spectrometry. State of the art analytical tools such as the 

Australian synchrotron will enable investigation of the properties of materials and chemical 

reactions at the micro level. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to evaluate the suitability 

of techniques and instruments used in chemical analyses. 

Outcome 2: On completion of this unit the student should be able to identify and explain the 

role of functional groups in organic reactions and construct reaction pathways using organic 

molecules. 


Chemistry at Work 

In this unit students investigate the industrial production of chemicals and the energy changes 

associated with chemical reactions. Chemical reactions produce a diverse range of products 

we use and depend on every day. Access to large quantities of raw materials and reliable 

energy supplies for these reactions is necessary to maintain continuous production of high 

quality useful chemicals. Features that affect chemical reactions such as the rate and yield or 

equilibrium position are investigated. Students explore how an understanding of these features 

is used to obtain optimum conditions in the industrial production of a selected chemical. 

OUTCOMES 

OUTCOME 1: On completion of this unit the student should be able to analyse the factors that 

determine the optimum conditions used in the industrial production of the selected chemical. 

OUTCOME 2: On completion of this unit the student should be able to analyse chemical and 

energy transformations occurring in chemical reactions. 

ASSESSMENT 

Both units include School Assessed Coursework that contributes 34% to the Study Score as 

well as a mid-year examination (Unit 3) and an end of year examination which each contribute 

33% to the Study Score. 

Years 11 & 12 2011 46. 47. Years 11 & 12 2011


Physics UNIT 1 

This unit focuses on Physics as a human endeavour. Observations and ideas about the physical 

world related to aspects of energy are organised and explained through the use of conceptual 

models. The detailed studies provide opportunities to explore the application of energy concepts 

and models in nuclear energy, sustainable energy sources, flight, space and medical contexts. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain and model 

relevant physics ideas to describe the sources and uses of nuclear reactions and radioactivity 

and their effects on living things, the environment and in industry. 

Outcome 2: On completion of this unit the student should be able to investigate and apply a 

basic DC circuit model to simple battery operated devices, car and household (AC) electrical 

systems, and describe the safe and effective use of electricity by individuals and the community. 


This unit focuses on the application of models to more complex phenomena – motion and light 

– developed within contexts that are familiar to students and relevant to their experiences. 

Newtonian ideas of motion are extended to include a range of movements and more abstract 

ideas, while the wave and particle models of light provide a framework for exploring light 

phenomena in real world applications. The detailed studies provide opportunities to explore 

motion and/or light in nuclear, sustainable energy, flight, space and medical contexts. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to investigate, 

analyse and mathematically model motion of particles and bodies in terms of 

Aristotelian, Galilean and Newtonian theories. 

Outcome 2: On completion of this unit the student should be able to describe and 

explain the wave model of light, compare it with the particle model of light and apply 

it to observed light phenomena in practical investigations. 

ASSESSMENT FOR UNIT 1 and 2 


A practical investigation (student designed or adapted) 


a selection from the following: 

• an annotated folio of practical activities 

• a data analysis 

• a multimedia or web page presentation 

• a response to a media article 

• a summary report of selected practical investigations including maintenance of a logbook 

• a written report 

• a test (short answer and extended response). 



This unit focuses on the ideas that underpin much of the technology found in areas such as 

communications, engineering, commerce and industry. Motion in one and two dimensions is 

introduced and applied to moving objects on Earth and in space. Circuit models are applied to 

further aspects of electricity and electronics, and the operation and use of photonic devices 

are introduced. The detailed studies offer examples of theoretical and practical applications of 

these technologies. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to investigate motion and 

related energy transformations experimentally, and use the Newtonian model in one and two 

dimensions to analyse motion in the context of transport and related aspects of safety, and 

motion in space. 

Outcome 2: On completion of this unit the student should be able to investigate, describe, 

compare and explain the operation of electronic and photonic devices, and analyse their use in 

domestic and industrial systems. 

Outcome 3: Three detailed studies are available in Unit 3. One detailed study is to be selected 

from: 

• Einstein’s special relativity 

• Materials and their use in structures 

• Further electronics. 


This unit focuses on the development and limitations of models in explaining physical phenomena. 

A field model of electromagnetism is applied to the generation of electricity, and the development 

of models that explain the complex interactions of light and matter are considered. The detailed 

studies provide examples of innovative technologies used for research and communication. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to investigate and explain 

the operation of electric motors, generators and alternators, and the generation, transmission, 

distribution and use of electric power. 

Outcome 2: On completion of this unit the student should be able to use wave and photon 

models to analyse, interpret and explain interactions of light and matter and the quantised 

energy levels of atoms. 

Outcome 3: Three detailed studies are available in Unit 4. One detailed study is to be selected 

from: • Synchrotron and its applications 

• Photonics 

• Sound. 

ASSESSMENT 


• Summary report on selected practicals 

• Written report 

• Extended practical report 

• Multimedia presentation 

• Data analysis 

• Mid-year and end of year examinations 

Years 11 & 12 2011 48. 49. Years 11 & 12 2011


Psychology UNIT 1 

Introduction to Psychology 

FOCUS 

In this unit students are introduced to the development of psychology from its philosophical 

beginnings to a scientific study of the human mind and behaviour. Students explore the 

scope of psychology, its specialist disciplines such as neuropsychology, cognitive, social and 

human developmental psychology, and its fields of application. Students consider influences 

on perception and human behaviour from biological, behavioural, cognitive and socio-cultural 

perspectives. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe how research 

has informed different psychological perspectives used to explain human behaviour, and 

explain visual perception through these perspectives. 

Outcome 2: On completion of this unit the student should be able to describe a range 

of psychological development theories and conduct an investigation into one stage in the 

lifespan of an individual. 

Outcome 3: On completion of this unit the student should be able to describe attitude 

formation and the ways attitudes are communicated, measured and changed. 


Self and Others 

FOCUS 

A person’s attitudes and behaviours affect the way they view themselves and the way they 

relate to others. Understanding what influences the formation of attitudes of individuals and 

behaviours of groups can inform and contribute to explanations of individual aggression or 

altruism, the positive and negative power of peer pressure and responses to group behaviour. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain how attitudes are 

formed and changed and discuss the factors that affect the behaviour of individuals and groups. 

Outcome 2: On completion of this unit the student should be able to compare different theories 

of intelligence and personality, and compare different methodologies used in the measurement 

of these. 

Outcome 3: On completion of this unit the student should be able to describe approaches to 

defining ‘normality’ and the application of psychological assessment to the study of intelligence 

and personality. 

ASSESSMENT 

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

• research investigation 

• annotated folio of practical activities 

• media response 

• oral presentation using two or more data types, for example still or moving images, 

written text, sound 

• visual presentation, for example concept map, graphic organiser, poster 

• test 

• essay 

• debate 

• data analysis 

• evaluation of research. 



The Concious Self 

FOCUS 

This unit develops student understanding of the biological bases of behaviour, visual perception 

and states of consciousness. It includes the role of the nervous system in understanding human 

behaviour, and the ways in which information is acquired, processed, stored and used. 


Outcome 1: On completion of this unit the student should be able to explain the relationship 

between the brain, states of consciousness including sleep, and behaviour, and describe the 

contribution of selected studies and brain research methods to the investigation of brain function. 

Outcome 2: On completion of this unit the student should be able to compare theories that 

explain the neural basis of memory and factors that affect its retention, and evaluate the 

effectiveness of techniques for improving and manipulating memory. 


Brain, Behaviour and Experience 

FOCUS 

This unit develops understanding of the related areas of memory and learning. Research 

methods in psychology (area of study 3) are further developed; the content in this area of 

study should be integrated throughout Unit 4 as appropriate. This unit is designed to enable 

students to develop knowledge and skills in research methods in psychology and to relate the 

areas of study of learning and memory to everyday experience. 


Outcome 1: On completion of this unit the student should be able to explain the neural basis 

of learning, and compare and contrast different theories of learning and their applications. 

Outcome 2: On completion of this unit the student should be able to differentiate between 

mental health and mental illness, and use a biopsychosocial framework to explain the causes 

and management of stress, simple phobia and a selected mental disorder. 

Outcome 3: On completion of this unit the student should be able to explain and evaluate the 

research methods that are used to analyse and interpret research findings. 

ASSESSMENT 

School-assessed Coursework for Units 3 & 4 will contribute 34%. 

The level of achievement for Unit 3 is also assessed by a mid-year examination, which will 

contribute 33 %. The level of achievement for Unit 4 is also assessed by an end-of-year 

examination, which will contribute 33 %. 

Years 11 & 12 2011 50. 51. Years 11 & 12 2011


Options for Mathematics from Year 10 to 12 

Year 10 Year 11 Year 12 

CAS Maths 

Year 10 Maths 

Maths Methods Units 

1 & 2 

General Maths Units 

1 & 2 

Specialist Maths Units 

3 & 4 

Maths Methods Units 

3 & 4 

Maths Year Methods 10 Maths 

Units 

1 & 2 


General Mathematics UNITS 1 & 2 

FOCUS 

General Mathematics provides courses of study for a broad range of students and may be 

implemented in a number of ways. Some students will not study Mathematics beyond Units 1 

and 2, while others will intend to study Further Mathematics Units 3 and 4. Others will also be 

studying Mathematics Methods (CAS) Units 1 and 2 and intend to study Mathematical Methods 

(CAS) Units 3 and 4 and, in some cases, Specialist Mathematics Units 3 and 4 as well. The 

areas of study for Unit 1 and Unit 2 of General Mathematics are ‘Arithmetic’, ‘Data analysis 

and simulation’, ‘Algebra’, ‘Graphs of linear and non-linear relations’, ‘Decision and business 

mathematics’ and ‘Geometry and trigonometry’. 

Units 1 and 2 are to be constructed to suit the range of students entering the study by selecting 

material from the six areas of study using the following rules: 

• for each unit, material covers four or more topics selected from at least three different areas 

of study; 

• courses intended to provide preparation for study at the Units 3 and 4 level should include 

selection of material from areas of study which provide a suitable background for these studies; 

• selected material from an area of study provide a clear progression in key knowledge and key 

skills from Unit 1 to Unit 2. 

OUTCOMES 

Outcome 1: On the completion of this unit the student should be able to define and explain 

key concepts, in relation to the topics from the selected areas of study, and apply a range of 

related mathematical routines and procedures. 

Outcome 2: On completion of this unit the student should be able to apply mathematical 

processes in non-routine contexts and analyse and discuss these applications of mathematics 

in at least three of the areas of study. 

Fundamental Maths 

Further Maths Units 

3 & 4 

Outcome 3: On completion of this unit the student should be able to use technology to produce 

results and carry out analysis in situations requiring problem solving, modeling or investigative 

techniques or approaches in at least three of the areas of study. 


Demonstration of the achievement of outcome 1 must be based on the student’s performance 

on a selection of the following tasks. Assessment tasks for this outcome are: 

• assignments; 

• tests; 

• summary or review notes. 

Demonstration of the achievement of Outcome 2 must be based on the student’s performance 

on a selection of the following tasks. Assessment tasks for this outcome are: 

• projects; 

• short written responses; 

• problem-solving tasks; 

• modeling tasks. 

Demonstration of the achievement of Outcome 3 must be based on the student’s performance 

on a selection of tasks completed in demonstrating achievement on outcomes 1 and 2 which 

incorporate the effective and appropriate use of technology in contexts related to the content 

of the areas of study. 

Years 11 & 12 2011 52. 53. Years 11 & 12 2011


Mathematical Methods (CAS) UNIT 1 

Mathematical Methods (CAS) Units 1 and 2 are designed as preparation for Mathematical Methods (CAS) 

Units 3 and 4. The areas of study for Unit 1 are ‘Functions and graphs’, ‘Algebra’, ‘Rates of change and 

calculus’ and ‘Probability’. At the end of Unit 1, students will be expected to have covered the material 

outlined in each area of study given below, with the exception of ‘Algebra’ which should be seen as extending 

across Units 1 and 2. This material should be presented so that there is a balanced and progressive 

development of skills and knowledge from each of the four areas of study with connections among and 

across the areas of study being developed consistently throughout both Units 1 and 2. 

Students are expected to be able to apply techniques, routines and processes involving rational and real 

arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration 

with and without the use of technology, as applicable. Students should be familiar with relevant mental 

and by hand approaches in simple cases. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to define and explain key 

concepts as specified in the content from the areas of study, and apply a range of related 

mathematical routines and procedures. 


processes in non-routine contexts, and analyse and discuss these applications of mathematics. 

Outcome 3: On completion of this unit the student should be able to select and use a 

computer algebra system and other technology to develop mathematical ideas, produce results 

and carry out analysis in situations requiring problem-solving, modelling or investigative 

techniques or approaches. 

ASSESSMENTS 

Demonstration of achievement of Outcome 1 must be based on a selection of the following 

tasks: 

• assignments • tests • summary or review notes. 

Mathematical Methods UNIT 2 

This unit contains the assumed knowledge for Mathematical Methods 3 and 4 and Specialist Mathematics 

3 and 4. This unit involves the study of probability, combinations, functions and graphs, covering graphical 

representation of circular and exponential functions; calculus, covering the analysis of properties of 

functions, approximating the behaviour of functions by lines and rectangles, and limits of approximations; 

and algebra, covering the use of formulas and equations to generalize and analyse work in the other areas. 

Students are required to – learn, practise and apply mathematical algorithms, routines and techniques by 

undertaking an extended investigative project involving the use of mathematics, solving problems set in 

unfamiliar situations and in real-life situations; and finding solutions to standard problems. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to define and explain key 

concepts as specified in the content from the areas of study, and apply a range of related 


Outcome 2: On the completion of this unit the student should be able to apply mathematical 

processes in non-routine contexts, and analyse and discuss these applications of mathematics. 

Outcome 3: On completion of each unit the student should be able to select and use a 

computer algebra system and other technology to develop mathematical ideas, produce results 

and carry out analysis in situations requiring problem-solving, modelling or investigative 

techniques or approaches. 


Demonstration of achievement of Outcome 2 must be based on a selection of the following 

tasks: • projects; • short written responses • problem-solving tasks • modelling task 


Mathematical Methods UNIT 3 & 4 

FOCUS 

Mathematical Methods (CAS) Units 3 and 4 consists of the following areas of study: ‘Functions 

and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’, which must be covered in progression 

from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. 

Assumed knowledge and skills for Mathematical Methods (CAS) Units 3 and 4 are contained 

in Mathematical Methods Units (CAS) Units 1 and 2, and will be drawn on, as applicable in the 

development of related content from the areas of study, and key knowledge and skills for the 

outcomes of Mathematical Methods (CAS) Units 3 and 4. 

In Unit 3, a study of Mathematical Methods (CAS) would typically include a selection of content 

from the areas of study ‘Functions and graphs’, ‘Algebra’ and applications of derivatives and 

differentiation, and identifying and analysing key features of the functions and their graphs 

from the ‘Calculus’ area of study. 

In Unit 4, this selection would typically consist of remaining content from the areas of study: 

‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and the study of random variables and discrete 

and continuous probability distributions and their applications. For Unit 4, the content from 

the ‘Calculus’ area of study would be likely to include the treatment of anti-differentiation, 

integration, the relation between integration and the area of regions specified by lines or curves 

described by the rules of functions, and simple applications of this content. 

OUTCOMES 

Outcome 1: On completion of each unit the student should be able to define and explain 

key concepts as specified in the content from the areas of study, and apply a range of related 


Outcome 2: On completion of each unit the student should be able to apply mathematical 

processes in non-routine contexts, and analyse and discuss these applications of 

mathematics.. 

Outcome 3: On completion of each unit the student should be able to select and 

appropriately use a computer algebra system and other technology to develop mathematical 

ideas, produce results and carry out analysis in situations requiring problem-solving, 

modelling or investigative techniques or approaches. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 14% 

to the study score. Units 3 and 4 will also be assessed by two end-of-year examinations, 

which together will contribute 66 % to the study score. 

Years 11 & 12 2011 54. 55. Years 11 & 12 2011



Further Mathematics UNIT 3 

FOCUS 

Further Mathematics consists of a compulsory core area of study ‘Data analysis’ and then 

a selection of three from six modules in the ‘Applications’ area of study. Unit 3 comprises 

the ‘Data analysis’ area of study which incorporates a statistical application task, and one of 

the selected modules from the ‘Applications’ area of study. Unit 4 comprises the two other 

selected modules from the ‘Applications’ area of study. 

Assumed knowledge and skills for the ‘Data analysis’ area of study are contained in the 

topics: Univariate data, Bivariate data, Linear graphs and modelling, and Linear relations and 

equations from General Mathematics Units 1 and 2. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to define and explain 

key terms and concepts as specified in the content from the areas of study, and use this 

knowledge to apply related mathematical procedures to solve routine application problems. 

Outcome 2: On completion of this unit the student should be able to use mathematical 

concepts and skills developed in the ‘Data analysis’ area of study to analyse a practical and 

extended situation, and interpret and discuss the outcomes of this analysis in relation to key 

features of that situation. 

Outcome 3: On completion of this unit the student should be able to select and 

appropriately use technology to develop mathematical ideas, produce results and carry 

out analysis in situations requiring problemsolving, modelling or investigative techniques 

or approaches in the area of study ‘Data analysis’ and the selected module from the 

‘Applications’ area of study. 

Further Mathematics UNIT 4 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to define and explain 

key terms and concepts as specified in the content from the areas of study, and use this 

knowledge to apply related mathematical procedures to solve routine application problems. 


processes in contexts related to the ‘Applications’ area of study, and analyse and discuss 

these applications of mathematics. 

Outcome 3: On completion of this unit the student should be able to select and 

appropriately use technology to develop mathematical ideas, produce results and carry 

out analysis in situations requiring problemsolving, modelling or investigative techniques 

or approaches in the area of study ‘Data analysis’ and the selected module from the 

‘Applications’ area of study. 

Specialist Mathematics UNITS 3 & 4 

FOCUS 

Specialist Mathematics consists of the following areas of study: ‘Functions, relations and 

graphs’ ‘Algebra’, ‘Calculus’, ‘Vectors’ and ‘Mechanics’. The development of course content 

should highlight athematical structure and proof. All of this material must be covered in progression 

from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and 

Unit 4. The selection of materials for Unit 3 and Unit 4 should be constructed so that there is 

a balanced and progressive development of knowledge and skills with connections among the 

areas of study being developed as appropriate across Unit 3 and Unit 4. Specialist Mathematics 

Units 3 and 4 assumes concurrent or previous study of Mathematical Methods (CAS) Units 

3 and 4. They contain assumed knowledge and skills for Specialist Mathematics, which will be 

drawn on as applicable in the development of content from the areas of study and key knowledge 

and skills for the outcomes. 

OUTCOMES 

Outcome 1: On the completion of each unit the student should be able to define and explain 

key terms and concepts as specified in the content from the areas of study, and apply a range 

of related mathematical routines and procedures. It is expected that students will be able 

to use technology as applicable in the solution of problems, as well as apply routines and 

procedures by hand. 

Outcome 2: On the completion of each unit the student should be able to apply mathematical 

processes, with an emphasis on general cases, in non-routine contexts, and analyse and 

discuss these applications of mathematics. 

Outcome 3: On completion of each unit the student should be able to select and appropriately 

use a computer algebra system and other technology to develop mathematical ideas, 

produce results and carry out analysis in situations requiring problem-solving, modelling or 

investigative techniques or approaches. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 14 % and for Unit 4 will contribute 

20 % to the study score. 

Units 3 and 4 will also be assessed by two end-of-year examinations, which together will contribute 

66 % to the study score. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 20% and for Unit 4 will contribute 

14% to the study score. 

The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations, 

which will contribute 66 % to the study score. 

Years 11 & 12 2011 56. 57. Years 11 & 12 2011


Design and Technology UNIT 1 

Textiles, Fabrics and Fibres 

Design Modification and Production 

FOCUS 

Design often involves the refi nement and improvement of existing products. This unit focuses 

on the analysis, modifi cation and improvement of a product design. It provides a structured 

approach towards the design process, and looks at examples of design practice used by a 

designer, and analysis and evaluation of a design. The design and production work students 

complete will need to include three points of difference to improve an existing design/product. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe the methods 

used by a designer to design a product, and apply similar processes to document the redesigning 

of an existing product. 

Outcome 2: On completion of this unit the student should be able to use and evaluate materials, 

tools, equipment and processes to make the product redesigned in Outcome 1, and 

compare the finished product with the original design. 



Collaborative Design 

FOCUS 

In this unit each student works as a member of a team to design and develop a product 

range or contribute to the design and production of a group product. This mirrors professional 

design practise where designers often work within a multidisciplinary team to develop solutions 

to design problems. Team members contribute their expertise, share research fi ndings 

and develop viable solutions that conform to the needs and requirements outlined in a design 

brief. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to individually and as a 

member of a team, identify a need and collaboratively develop design options and production 

planning in response to a design brief for a product range based on a common theme or a 

group product with component parts. 

Outcome 2: On completion of this unit the student should be able to justify, manage and use 

appropriate production processes to make a product and evaluate, individually and as a member 

of a team, the processes and materials used, and the suitability of a product or components 

of a group project against the design brief. 



on a selection of assessment tasks. Where teachers allow students to choose between 

tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment 


• design folios 

• production work and records of production and modifi cations; 

• multimedia presentations supported by speaker’s notes; 

• short written reports 

• oral reports supported by notes and/or visual materials. 




Design, Technological Innovation and Manufacture 

FOCUS 

In this unit, students investigate a client or end-user’s needs, prepare a design brief, devise 

evaluation criteria, carry out research and propose a series of design options. They justify 

the choice of a preferred design option, develop a work plan, and commence production of 

the product, which will be completed in Unit 4. 

OUTCOMES 

Outcome1: On completion of this unit the student should be able to explain and demonstrate 

the role of a designer by writing a design brief, developing evaluation criteria, and identifying 

and explaining areas for research and methods that would be used to develop design ideas. 

Outcome 2: On completion of this unit the student should be able to explain the factors that 

infl uence the design, development and manufacture of products within industrial/commercial 

settings. 

Outcome 3: On completion of this unit the student should be able to present a folio that 

documents the procedure and decision-making processes used while working as a designer to 

meet the needs of a client or enduser, and commence production of the designed product. 



Product Development, Evaluation and Promotion 

FOCUS 

Evaluations are made at various points of product design, development and production. When 

judging the suitability and viability of design ideas and options designers refer to the design 

brief and evaluation criteria in collaboration with a client. Designers may also base design decisions 

on intuition and experience. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse similar product 

types through a comparison of innovative features, function, aesthetic and visual appeal, and 

any economic, social and environmental benefits and costs. 

Outcome 2: On completion of this unit the student should be able to competently and safely 

apply a range of production skills and processes to implement the production plan, make the 

product designed in Unit 3, Outcome 3, and manage time and resources efficiently. 

Outcome 3: On completion of this unit the student should be able to evaluate the outcomes 

of the design and production activities, and promote the product’s design features to the client 

and/or end-user. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 12% to the study score. The level of 

achievement for Unit 3 is also assessed by a school-assessed task, which will contribute 

50% to the study score, and an end-of-year examination, which will contribute 30% to 

the study score. School-assessed coursework for Unit 4 will contribute 8% to the study score. 

The level of achievement for Unit 4 is also assessed by a school-assessed task, which will 

contribute 50% to the study score, and an end-of-year examination, which will contribute 


Years 11 & 12 2011 58. 59. Years 11 & 12 2011




Wood, Plastic, Metal 

Design Modification and Production 

FOCUS 

Design often involves the refi nement and improvement of existing products. This unit focuses 

on the analysis, modifi cation and improvement of a product design. It provides a structured 

approach towards the design process, and looks at examples of design practice used by a 

designer, and analysis and evaluation of a design. The design and production work students 

complete will need to include three points of difference to improve an existing design/product. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to describe the methods used 

by a designer to design a product, and apply similar processes to document the redesigning of 

an existing product. 

Outcome 2: On completion of this unit the student should be able to use and evaluate materials, 

tools, equipment and processes to make the product redesigned in Outcome 1, and compare 

the finished product with the original design. 



Collaborative Design 

FOCUS 

In this unit each student works as a member of a team to design and develop a product 

range or contribute to the design and production of a group product. This mirrors professional 

design practise where designers often work within a multidisciplinary team to develop solutions 

to design problems. Team members contribute their expertise, share research fi ndings and 

develop viable solutions that conform to the needs and requirements outlined in a design brief. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to individually and as a 

member of a team, identify a need and collaboratively develop design options and production 

planning in response to a design brief for a product range based on a common theme or a group 

product with component parts. 

Outcome 2: On completion of this unit the student should be able to justify, manage and 

use appropriate production processes to make a product and evaluate, individually and as 

a member of a team, the processes and materials used, and the suitability of a product or 

components of a group project against the design brief. 

ASSESSMENT 

Demonstration of achievement of Outcomes 1 and 2 must be based on the student’s 

performance on a selection of assessment tasks. Where teachers allow students to choose 

between tasks they must ensure that the tasks they set are of comparable scope and demand. 


• design folios 

• production work and records of production and modifi cations; 

• multimedia presentations supported by speaker’s notes; 


• oral reports supported by notes and/or visual materials. 



Design, Technological Innovation and Manufacture 

FOCUS 

The design and development of a product that meets the needs and expectations of a client 

or an enduser is infl uenced by a range of complex factors. These include client or community 

requirements; innovation, social and economic trends, availability of resources and technological 

developments in industry. Design, product development and manufacture occur in a range of 

settings. An industrial setting provides a marked contrast to that of a ‘one-off situation’ in a 

small ‘cottage’ industry or a school setting. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain and demonstrate 

the role of a designer by writing a design brief, developing evaluation criteria, and identifying 

and explaining areas for research and methods that would be used to develop design ideas. 

Outcome 2: On completion of this unit the student should be able to explain the factors that 

infl uence the design, development and manufacture of products within industrial/commercial 

settings. 

Outcome 3: On completion of this unit the student should be able to present a folio that 

documents the procedure and decision-making processes used while working as a designer to 

meet the needs of a client or enduser, and commence production of the designed product. 



Product Development, Evaluation and Promotion 

FOCUS 

Evaluations are made at various points of product design, development and production. When 

judging the suitability and viability of design ideas and options designers refer to the design 

brief and evaluation criteria in collaboration with a client. Designers may also base design 

decisions on intuition and experience. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to analyse similar product 

types through a comparison of innovative features, function, aesthetic and visual appeal, and 

any economic, social and environmental benefi ts and costs. 

Outcome 2: On completion of this unit the student should be able to competently and safely 

apply a range of production skills and processes to implement the production plan, make the 

product designed in Unit 3, Outcome 3, and manage time and resources effi ciently. 

Outcome 3: On completion of this unit the student should be able to evaluate the outcomes 

of the design and production activities, and promote the product’s design features to the client 

and/or end-user. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 12% and Unit 4 will contribute 8% to 

the study score. The level of achievement for Unit 3 is also assessed by a school-assessed 

task, which will contribute 50% to the study score, and an end-of-year examination, which will 

contribute 30% to the study score.the study score. 

Years 11 & 12 2011 60. 61. Years 11 & 12 2011



Food and Technology UNIT 1 

Food Safety and Properties of Food 

FOCUS 

In this unit students study safe and hygienic food handling and storage practices to prevent 

food spoilage and food poisoning, and apply these practices in the preparation of food. They 

consider food preparation practices suitable for use in a small-scale food operation, such as in 

the home, a school setting or in a small food business. Students consider the selection and use 

of a range of tools and equipment suitable for use in food preparation. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain and apply safe 

and hygienic work practices when storing, preparing and processing food. 

Outcome 2: On completion of this unit the student should be able to analyse the physical, 

sensory, chemical and functional properties of key foods, and select, prepare and process foods 

safely and hygienically to optimise these properties using the design process. 


Planning and Preparation of Food 

FOCUS 

In this unit students investigate the most appropriate tools and equipment to produce optimum 

results, including the latest developments in food technology. Students research, analyse and 

apply the most suitable food preparation, processing and cooking techniques to optimise the 

physical, sensory and chemical properties of food. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to use a range of tools 

and equipment to demonstrate skills and implement processes in the preparation, processing, 

cooking and presentation of key foods to maximise their properties. 

Outcome 2: On completion of this unit the student should be able, individually and as a 

member of a team, to use the design process to plan, safely and hygienically prepare and 

evaluate meals for a range of contexts. 

ASSESSMENT 


• production work and records of production 

• designing and developing a solution in response to a design brief, including production work 

• tests (short and/or extended answer) 

• practical tests 

• short written reports (eg media analysis, report or comparative analysis on a food testing 

activity, industry visits, or product evaluation) 

• oral reports supported by visual presentations (for example, multimedia) 

• online publication/communication (for example, blog/wiki/website/podcast/vodcast). 


Food Preparation, Processing and Food Controls 

FOCUS 

In this unit students develop an understanding of food safety in Australia and the relevant 

national, state and local authorities and their regulations, including the Hazard Analysis and 

Critical Control Points (HACCP) system. They investigate the causes of food spoilage and food 

poisoning and apply safe work practices while preparing food. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to explain the roles and 

responsibilities of and the relationship between national, state and local authorities in ensuring 

and maintaining food safety within Australia. 

Outcome 2: On completion of this unit the student should be able to analyse preparation, 

processing and preservation techniques for key foods, and prepare foods safely and hygienically 

using these techniques. 

Outcome 3: On completion of this unit the student should be able to develop a design brief, 

evaluation criteria and a design plan for the development of a food product. 


School-assessed Coursework for Unit 3 will contribute 18%. 

The School-assessed Task for Units 3 and 4 will contribute 40%. The level of achievement for 

Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 30% 


Food Product Development and Emerging Trends 

FOCUS 

In this unit students develop individual production plans for the proposed four to six food items 

and implement the design plan they established in Unit 3. In completing this task, students 

apply safe and hygienic work practices using a range of preparation and production processes, 

including some which are complex. They use appropriate tools and equipment and evaluate 

their planning, processes and product. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to safely and hygienically 

implement the production plans for a set of four to six food items that comprise the product, 

evaluate the sensory properties of the food items, evaluate the product using the evaluation 

criteria, and evaluate the efficiency and effectiveness of production activities. 

Outcome 2: Analyse factors related to food product development ands explain processes in 

the development and marketing of a food product 

Outcome 3: 

Analyse new and emerging developments in food production 

ASSESSMENT TASK 

The student’s level of achievement for Unit 4 will be determined by school-assessed coursework, 

a school-assessed task and an end-of-year examination. 

Years 11 & 12 2011 62. 63. Years 11 & 12 2011



Systems Technology UNIT 1 

Mechanical Engineering Fundamentals 

FOCUS 

This unit focuses on mechanical engineering fundamentals as the basis of understanding the 

underlying principles and the building blocks that operate in the simplest to more complex 

mechanical devices. The unit allows for a “hands-on” approach, as students apply their 

knowledge and construct functional systems. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to recognise, identify, 

illustrate and use theoretical principles of mechanical systems. 

Outcome 2: On completion of this unit the student should be able to use appropriate processes 

in the designing, planning, manufacturing, documenting, performance testing, fault diagnosis 

and evaluation of a functional system. 

Outcome 3: On completion of this unit the student should be able to analyse a technological 

system in terms of its operation, function, energy use and social and environmental implications. 


Electrotechnology engineering fundamentals 

FOCUS 

This unit focuses on building understanding of the fundamental principles of electrical and 

electronic circuits, collectively and commonly referred to as electrotechnology. 

OUTCOMES 


illustrate and use theoretical principles of electrotechnology systems. 

Outcome 2: On completion of this unit the student should be able to design, plan, produce 

and evaluate a functional integrated system with reference to relevant Australian Standards, 

and apply diagnostic fault finding, repair and maintenance techniques in the production 

activities. 

Outcome 3: On completion of this unit the student should be able to explain how new and 

emerging technologies influence the selection and development of a process, material or 

component, and impacts on the design and ultimate function of technological systems. 

ASSESSMENT TASK 

Assessment tasks for Units 1 & 2 are: 

• records/folio of design, planning and production; 

• production work; 

• annotated visual displays; 

• website presentations; 

• tests (short and/or extended answer); 

• practical tests; 

• practical demonstrations; 


• oral reports supported by multimedia presentations. 


Integrated Systems 

FOCUS 

These units involve a study of the principles associated with integrated systems. The focus is 

on the functional integration of a mechanical subsystem with an electrotechnology subsystem 

and the design factors to be considered. One substantial production is to be undertaken 

across both Units 3 and 4. 

The terms mechanical and electrotechnology are used as descriptors for the types of systems 

covered by this study. Mechanical systems includes pneumatic and hydraulic systems and 

subsystems. Electrotechnology is an inclusive term that includes electrical, electronic and 

microelectronic systems and subsystems. 

OUTCOMES 


represent, describe and explain the principles of controlled integrated technological systems. 

Outcome 2: On completion of this unit the student should be able to design, plan, construct 

and document an integrated system to be completed in Unit 4, Outcome 2, and effectively use 

diagnostic procedures for the system.. 

Outcome 3: On completion of this unit the student should be able to analyse and compare the 

environmental benefitsand implications of using different energy sources (including alternative 

energy sources), and how specific energy sources affect the design, performance and use of 

technological systems. 

ASSESSMENT 

School-assessed coursework for Unit 3 will contribute 12% to the study score. 

The level of achievement for Units 3 and 4 is also assessed by a school-assessed task, which 

will contribute 50% to the study score, and an end-of-year examination, which will contribute 



Integrated and Controlled Systems Engineering 

OUTCOMES 


represent, describe and explain the principles of controlled integrated technological systems. 

Outcome 2: On completion of this unit the student should be able to select components 

for, construct, diagnose, adjust, modify and repair an integrated technological system and 

its control devices commenced in Unit 3, Outcome 2, and provide an evaluation report of the 

system, its performance and the management of the project. 

ASSESSMENT 

School-assessed coursework for Unit 4 will contribute 8% to the study score. 

The level of achievement for Units 3 and 4 is also assessed by a school-assessed task, 

which will contribute 50% to the study score, and an end-of-year examination, which 

will contribute 30% to the study score. 

Years 11 & 12 2011 64. 65. Years 11 & 12 2011



Information Technology UNIT 1 

I.T. in ACTION 

Focus 

IT in Action focuses on the importance of Information Communication Technologies in the 

daily lives of individuals. Different software tools are used including database management, 

web authoring, multimedia animatioin and authoring. Students will produce appropriate 

solutions and information products. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to select data from data 

sets, design solutions and use a range of spreadsheet functions to develop solutions that meet 

specific purposes. 

Outcome 2: On completion of this unit the student should be able to recommend a networked 

information system for a specific use and explain possible security threats to this networked 

information system. 

Outcome 3: On completion of this unit the student should be able to contribute collaboratively 

to the design and development of a website that presents an analysis of a contemporary ICT 

issue and substantiates the team’s point of view. 


I.t. Pathways 

FOCUS 

This unit focuses on how individuals and organisations use ICT to meet a range of purposes. 

Students apply a range of knowledge and skills to create solutions, including those that have 

been produced using a programming or scripting language, to meet users’ needs. In this unit, 

students apply all stages of the problem-solving methodology when creating solutions. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to apply the problem-solving 

methodology and use appropriate software tools to create data visualisations that meet users’ 

needs. 

Outcome 2: On completion of this unit the student should be able to design, and develop 

using a programming or scripting language, limited solutions, record the learning progress 

electronically, and explain possible career pathways that require the use of programming or 

scripting skills. 

Outcome 3: On completion of this unit the student should be able to work collaboratively and 

apply the problem solving methodology to create an ICT solution, taking into account client 

feedback. 

ASSESSMENT 


• using ICT tools and techniques, produce a solution in response to an identified need 

• visual presentations such as multimedia presentations 

• oral presentations supported by a visual presentation 

• a written report using ICT 

• a test. 


IT APPLICATIONS 

Focus 

The focus of Unit 3 is the World Wide Web and how it supports the information needs of 

individuals, communities and organisations. In Area of Study 1, students investigate the 

design and technical underpinnings of different types of websites that support the varying 

needs of online communities. Students use web authoring software to create prototype 

websites for particular online communities, taking into account both technical and nontechnical 

constraints. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to apply stages of the 

problem-solving methodology to create a prototype website that meets an online community’s 

needs, and explain the technical requirements to support the hosting of this website. 

Outcome 2: On completion of this unit the student should be able to design, and develop using 

a relational database management system, a solution to an information problem, and discuss 

why and how data is acquired via websites. 

Outcome 3: On completion of this unit the student should be able to contribute collaboratively 

to the design and development of a website that presents an analysis of a contemporary ICT 

issue and substantiates the team’s point of view. 

ASSESSMENT 



which will contribute 50%. 


FOCUS 

In this unit students focus on how ICT is used by organisations to solve ongoing information 

problems and on the strategies used to protect the integrity and security of data and 

information. In Area of Study 1 either a relational database management system (RDBMS) 

or spreadsheet software is selected and used to create solutions to information problems. In 

addition, students use web authoring or multimedia authoring software to produce onscreen 

user documentation. 

OUTCOMES 

Outcome 1: On completion of this unit the student should be able to use selected software 

to solve an ongoing nformation problem, and evaluate the efficiency and effectiveness of the 

solution in meeting the information needs of an organisation. 

Outcome 2: On completion of this unit the student should be able to evaluate the effectiveness 

of strategies used by organisations to manage the storage, communication and disposal of data 

and information, and recommend improvements to current practices. 

ASSESSMENT 



which will contribute 50%. 

Years 11 & 12 2011 66. 67. Years 11 & 12 2011

Section 5 

In order to ensure that students in Ararat are not disadvantaged, we sometimes combine with 

Ararat College to run shared classes where the numbers in each school would be too small 

for the subject to run. 

13/08/2010 

VET Handbook 

The subjects that are shared in 2011 will depend upon: 

• Student choices; 

• Availability of spaces in each school’s class; 

• Suitable timetabling at both schools. 

Please note that costs for each subject are generally covered by levies paid to the students 

own school but there can be exceptions with high cost subjects or projects (eg. building a 

robot in Systems & Technology). 

Also, transport arrangement may become the responsibility of each student. The distance 

between the two schools is 2.0 km. 

Students and parents also need to note that the rules of each school must be respected by 

the incoming student. 

Section 6 

Distance Education 

Students whose choices are not able to be catered for at either school may elect to study by 

correspondence. 

This mode of study does not suit all students but for the diligent and organized VCE student 

it can prove most satisfactory. 

Access to fax, E-mail and telephone communication is readily available and in some 

circumstances limited tuition can be provided depending upon budget and educational 

considerations. 

Section 7 

Vocational Education Programs 

VETiS 

VETiS 

Program 

HANDBOOK 

HANDBOOK 

2008 

2011 

Last update 13/08/2010 

“The Central Grampians VET Cluster collaborates to provide a 

broad range of VET programs in the region. We strive to 

develop workplace skills that equip our young people for the 

future by encouraging participation in VET.” 

Participating Schools 

Ararat College 

Lake Bolac College 


Stawell Secondary College 

Section 8 

Cerificate of Applied Learning 

0 

Years 11 & 12 2011 68. 69. Years 11 & 12 2011

VETiS 

13/08/2010 

VETiS 

Vocational Education and Training 

in Schools (VETiS) 

Vocational Education and Training is directly job related and competency based. These 

courses are good for people who like study that is practical and hands on. 

Who can do it? 

Year 10, 11 and 12 students can undertake VET programs while completing their VCE or VCAL. 

Programs provide a qualification or partial completion of a Certificate II or III and are 

designed to give an overview/introduction to the industry. The units completed during a VETiS 

program will in some cases count toward continued study at TAFE, giving you a head start on 

your further education, apprenticeship or traineeship. 

Approved VCE VET programs allow VCE students to blend general studies with vocational 

education – keeping employment and training options open while also providing ATAR 

contributions for university entrance. Other VET programs can also be undertaken with block 

credit to the VCE. 

VET Programs may provide credit towards the Industry Specific Skills and/or Work Related Skills 

Strand in VCAL. 

Advantages of Choosing a VET subject: 

Complete nationally recognised Industry Training at Certificate II or III level. 

Undertake studies which include TAFE links. 

Undertake studies with a vocational focus with the opportunity to undertake Structured 

Workplace Learning (SWL). 

Some VET programs are offered within the school timetable while additional programs are 

delivered externally with students travelling to other schools and campuses of the University of 

Ballarat TAFE, Wimmera HUB, and Longerenong College, or studying by distance education. 

Please check with your school VET coordinator relating to access to programs, travel 

arrangements and any additional costs associated with VET programs. 

To select a VET program you will need to include it on your school subject selection sheet as 

well as fill in an application to enrol. Not all VET programs run each year as they depend on 

student numbers. Consult your VET Coordinator or the Central Grampians VET Cluster 

Coordinator if you require any further information on VET programs or enrolments. 

13/08/2010 

Accessing VET programs at another location 

Some VET programs are offered to students outside of their home schools. This allows for 

students to access specialist facilities and expert training that is not available at their own 

school. These programs are generally run each Wednesday and may require students to 

travel outside of school hours. 

Missing classes due to VET 

Students undertaking VET programs in the Wednesday VET block may miss some class time for 

other subjects. In these cases students are expected to chase up class work requirements 

from teachers and make up any missed class time during study periods. 

Transport Options 

Students travelling to access VET programs are required to pay for cost of public transport, 

however a travel allowance may be applied for though the school. 

From Stawell to Horsham (including Longerenong) – students can access the outgoing school 

bus from Stawell to Dadswell’s Bridge at the Kingston Bus Depot at 7am. Students are required 

to change busses at Dadswell’s Bridge to the inbound Horsham school bus. Arrangements for 

accessing this service should be made through the school VET Coordinator. No return service 

is available – students will need to arrange their own transport to return to Stawell. 

From Lake Bolac or Ararat to Horsham – There are no suitable public transport options. 

Students are required to make their own travel arrangements. Students should notify their 

school VET coordinator of how they will be travelling. 

From Stawell to Ararat and Ararat to Stawell– the Sandlant’s Bus service operates between 

Stawell and Ararat each day. Students should register their intention to travel on the bus with 

the VET Coordinator and ask for a timetable. 

From Lake Bolac to Ararat – there are currently no suitable public transport options. Students 

will need to speak to the VET Coordinator to confirm individual arrangements or arrange car 

pool options. 

From Stawell / Ararat to Ballarat – the VLine bus/train service operates between Stawell, Ararat 

and Ballarat. Students will be required to access Ballarat City public transport or walk to VET 

program locations. 

Lee-Anne Sherwell 

VET Coordinator 


(03) 53524177 

Jacqui Coleman 

Pathways Coordinator 

Lake Bolac College 

(03) 53502302 

Gerard Kelly 



(03) 53523861 

Shane Williams 


Stawell Secondary College 

(03) 53581700 

Andrew Sherwell 

Central Grampians VET Cluster Coordinator 

(03) 53524177 

2 

1 

Years 11 & 12 2011 70. 71. Years 11 & 12 2011

VETiS 

13/08/2010 

17/08/2010 

VETiS 

Structured Workplace Learning (SWL) 

All students undertaking VET programs have the opportunity of going on SWL. SWL 

placements are not employment and students attending are paid a minimum of $5 per day. 

The focus of SWL is to provide students with on the job training related to either their VET 

program, VCAL or VCE Industry and Enterprise. 

Benefits of going on SWL: 

See the relevance of school work as related to the work environment 

Assists in understanding the work environment 

Increase confidence and communication skills through learning in an adult 

environment 

Allows you to establish contacts in the industry 

Many students are offered part time or full time work by their host employer, or go on 

to a traineeship or apprenticeship 

If you would like to go on SWL please contact the VET Coordinator at your school. Assistance 

to find and organise placements is available through program teachers and VET Coordinators. 

School Based Apprenticeships and Traineeships (SBATs) 

School Based Apprenticeship and Traineeships are open to students 15 years of age or over, 

who are an Australian Citizen; or hold a working visa that covers the nominal duration of the 

apprenticeship or traineeship. 

School Based Apprenticeships or Traineeships in Victoria involve the student undertaking the 

VCE or VCAL as well as being employed and trained under the following arrangements: 

VCE/VCAL studies are selected and undertaken by the student 

the student has paid employment under an industrial agreement that recognises 

School Based Apprenticeships and Traineeships. 

a Training Contract that includes the qualification and duration of training to be 

undertaken must be registered with Skills Victoria. 

a Training Plan must be signed with an RTO within 2 months of commencement of the 

School Based Apprenticeship and Traineeship. 

the school acknowledges and endorses the Training Plan by becoming a signatory to 

the Training Plan. 

a program leading to a nationally recognised qualification must be provided. 

The study, training and work commitments of the student form an integral part of that 

student’s school learning program and study timetable. (Note: this is a new requirement 

- refer to advice from DEECD) 

Training and assessment are the responsibility of an RTO. 

School Based Apprenticeships and Traineeships in the following industry areas have been 

approved by industry bodies and the VCAA for students undertaking VCE: 

Agriculture 

Automotive 

Business 

Community Services 

Engineering 

Food Processing (Wine) 

Horticulture 

Hospitality (Operations) 


Retail 

Sport and Recreation 

School Based Apprenticeships and Traineeships are also available in any other industry area 

for which Skills Victoria have approved funding. School Based Apprenticeships and 

Traineeships in other approved industry areas, may also contribute to the VCE through Block 

Credit Recognition. 

VET Programs 2011 

Not all VET subjects offered will run - programs are dependent on student enrolment numbers 

VET PROGRAM NATIONALLY RECOGNISED CERTIFICATE Location Page 

Agriculture Certificate II in Agriculture Longerenong 5 

Automotive Certificate II in Automotive AC / SSC 7 

Building & Construction Certificate II in Building & Construction (Partial) AC / SSC 9 

Business 

Certificate II in Business 

Distance AIET 

Classroom 

10 

facilitation at SSC 

Community Recreation VCE VET Certificate II in Community Recreation Marian College 11 

Community Services 

(Childcare) 

Certificate II in Community Services and selected 

units of competence from CHC30108 Certificate III 

in Community Services Work and CHC30708 

Certificate III in Children’s Services 

SWTAFE Online 

Delivery 

Classroom 


Engineering Certificate II in Engineering SSC 13 

NCEE Online 

Equine Industry 

Certificate II in Equine Industry Studies 

Delivery 

14 

Food Processing (Wine) Certificate II in Food Processing (Wine) Viticulture Marian College 16 

Hair Selected units from Certificate II in Hairdressing SSC 17 

Certificate II in Hospitality (Kitchen Operations) and 

Hospitality 

selected units from Certificate III in Hospitality 

AC 18 

Information Technology Certificate III in Information Technology Marian College 19 

Interactive Digital 

Media 

Music 

Certificate II in Interactive Digital Media and Units 

from Certificate III in Media 

Certificate II in Music Industry Skills (Foundation) 

Certificate III in Music Industry Skills (Technical 

Production) 

12 

Wimmera HUB 21 

SSC 22 

Retail Operations 

Partial completion of Certificate II in Retail 

Distance AIET 23 

Operations 

Classroom 


ENROLMENT PROCESS AND FORMS 24 

Disclaimer: This information is correct at time of printing but is subject to change. 

3 

Years 11 & 12 2011 72. 73. Years 11 & 12 2011

VETiS 

VETiS 

Title: 

VET Program: Agriculture 2011 

Certificate II in Agriculture (RTE20103) 

Aim of the Program: 

Provide participants with experience, knowledge and skills to complete units of competence that will 

enhance employment prospects in a range of rural industries, including intensive animal production, 

broad acre cropping, grazing and agribusiness. 

Participants will undertake practical training in areas such as weighing cattle, soil testing, welding, 

crop establishment, farm vehicle operation and grain testing. The course also includes a number of 

practical short course certificates such as first aid, OH&S and an introduction to Chemcert 

Accreditation, all of which help the student build an impressive resume. 

VCE VET UNIT ENTITLEMENT 

Contribution to VCAL 

Students undertaking the VCE VET Agriculture program are eligible for 

credit of up to five VCE VET units on their VCE Statement of Results: up to 

three units at Unit 1–2 level and a Unit 3–4 sequence. Students may 

accumulate VCE VET units over more than one year. Schools should note 

that credit in this program is based on accrual of hours. To achieve a Unit 

3–4 sequence for satisfactory completion purposes, a student must 

complete 380 hours of training including the compulsory units of 

competence. 

The contribution of the Certificate II in Agriculture to a student’s VCAL 

program is determined by the number of units of competence 

completed. Each 100 hours of training will contribute one unit towards 

satisfactory completion of a student’s VCAL program. The Certificate II in 

Agriculture will satisfy learning outcomes for the Industry Specific Skills 

and Work Related Skills strands. 

Duration: 

2 Years 

Work placement Requirements: 200 hrs 

RTO: 

Longerenong College – WorkCo Ltd 

RTO Contact: 

Nick Wachsmann 

(03) 5362 2260, email nwachsmann@longy.com.au 

Delivery Arrangements: 

This program is delivered both on and off-the-job in a partnership between the RTO, participating schools 

and industry. Students attend Longerenong College every second Wednesday. 

First Year Students 2011 Enrolments for VASS 

CODE 

Unit of Competency Suggested Delivery or 

Assessment 

Claimed 

Hours 

Group A Compulsory Units 

RTC2701A Follow OH&S procedures Theory & practicals 20 

RTC2702A Observe environmental work practices Theory & practicals 20 

RTC2801A Participate in workplace communications Theory & practicals 30 

Group B 

RTC2209A Install, maintain and repair fencing Theory & practicals 30 

RTC2309A Operate tractors Driving & test 30 

RTC2704A Provide basic first aid Course work 10 

RTE2029A Assist agricultural crop maintenance Theory & practicals 40 

RTE2118A Handle livestock using basic techniques Practical activities 30 

RTE2129A Move and handle pigs Practical activities 40 

RTE2205A Fabricate & repair metal or plastic Theory & practicals 60 

Total Number of Hours: 310 

VET Program: Agriculture 2011 cont. 

Continuing students 2011 enrolment for VASS 

CODE 

Unit of Competency Suggested Delivery or 

Assessment 

Clai 

med 

Hours 

Group A Compulsory Units 

RTC2705A Work effectively in the industry Practical work & diary 20 

Group B 

RTC2016A Recognise Plants Theory & plant 40 

RTE2011A Assist agricultural crop establishment Theory & practicals 60 

RTE2114A Monitor water supplies Theory & practicals 20 

RTE2128A Provide feed for livestock Theory & practicals 40 

RTE2151A Care for health and welfare of pigs Theory & practicals 40 

RTE2205A Fabricate & repair metal or plastic Theory & practicals 60 

RTE2212A Prepare grain storages Theory & practicals 40 

RTE2308A Operate ride-on vehicles Theory & practicals 30 

RTE2503A Observe and report on weather Theory & practicals 25 

VET Program: Agriculture (Cont) 

Total Number of Hours: 375 

To gain the Certificate II in Agriculture, a total of 17 units of competency must be completed: 

Amended 19 th July 2010 

Group No. Required No. Enrolled 

Group A (Compulsory) 4 4 

Group B 10 10 

Group B and/or Group C 3 6* (all Group B) 

RTC2401A Treat weeds Theory & practicals 40 

RTC2706A Apply chemicals under supervision Theory & practicals 30 

NB*: Due to an upgrade to the welding facilities RTE2205A was not offered as part of the program in 

2010. Instead both first and second year VET students were offered RTC2401A and RTC2704A. Both 

first and second year groups will therefore undertake RTE2205A in 2011 and the plan is for RTC2401A 

and RTC2704 to be reinstated as second year units in 2012. This means that all students will have the 

opportunity to complete RTE2205A, RTC2401A and RTC2704A over their respective two year 

program. The total number of units enrolled in by all students over the two years will be 21, not 20 as 

indicated in the previous tables. 

It is expected that the new ACH10 training package will be introduced in 2011. Alterations to the 

qualification rules in this package may result in minor changes to the units delivered into the VETiS 

Agriculture program by Longerenong College from this time on. 

5 

6 

Years 11 & 12 2011 74. 75. Years 11 & 12 2011

VETiS 

VETiS 

VET Program: Automotive 

Title: Certificate II in Automotive Technology Studies (21560VIC) 


Provide students with the skills and ability to achieve competencies which will enhance their 

employment and further training prospects within the Automotive and allied industries 

Provide students with ’work ready’ knowledge and skills applicable to a variety of career paths 

in the automotive industry. 

NB: To be eligible to receive 21560VIC Certificate II in Automotive Technology Studies students must 

successfully complete the 3 compulsory units of competence VBN644 Carry out industry research (40hrs) 

and AURC270103A Apply safe working practices (20hrs) and NCS003 Job seeking skills (20hrs) to satisfy the 

minimum requirements for the qualification. Students who partially complete the qualification will be issued 

with a Statement of Attainment for all units of competence successfully achieved. 


Students undertaking the VCE VET Automotive program are eligible 

for credit of up to four VCE VET units on their VCE Statement of 

Results: two units at Unit 1–2 level and a Unit 3–4 sequence. 

Students may accumulate VCE VET units over more than one year. 

Schools should note that credit in this program is based on accrual 

of hours. To achieve a Unit 3–4 sequence for satisfactory 

completion purposes, a student must complete 400 hours of 

training including the compulsory units of competence. 


The Certificate II in Automotive Technology Studies is available for 

students who are enrolled in the VCAL. 

The contribution of the Certificate II in Automotive Technology 

Studies to a student’s VCAL program is determined by the number 

of units of competence completed. Each 100 hours of training will 

contribute one unit towards a satisfactory completion of a 

student’s VCAL program. The Certificate II in Automotive 

Technology Studies will satisfy learning outcomes for the Industry 

Specific Skills and Work Related Skills strands. 

Work placement requirements: 10 days strongly recommended 

Location: Stawell Secondary College RTO: South West TAFE 


To be confirmed 


This program is delivered off-the-job in a partnership arrangement between the RTO and participating 

secondary colleges. The proportion of school-based delivery has been determined by negotiation 

between the RTO and the VET student’s home school. A structured work placement is strongly 

recommended for this program. 

Year 1 (UNITS 1-2) 

CODE Unit of Competency Hours 

AURC270103A Apply safe working practices 20 

NCS003 Job seeking skills 20 

VBN644 Carry out industry research 40 

VBN692 Remove and replace steering assembly 20 

VBN666 Remove and replace wheel and tyre assemblies 10 

AURT225667A Use and maintain measuring equipment 15 

VBN652 Dismantle and assemble engine, four stroke multi cylinder petrol 40 

VBN653 Remove and replace engine head 20 

VBN675 Recharge batteries 15 

Total 200 

VET Program: Automotive cont. 

Year 2 (Units 3 – 4) 

Code Unit of Competency Hours 

AURT270278A Use and maintain workplace tools and equipment 20 

VBN648 Remove and replace engine assembly (conventional) 20 

VBN663 Remove and replace suspension, front springs 25 

VBN666 Remove and replace wheel and tyre assemblies 10 

VBN659 Dismantle and assemble transmission, manual (conventional) 40 

VBN657 Dismantle and assemble fuel pump 20 

VBN655 Dismantle and assemble carburettor 10 

VBN662 Remove and replace clutch assembly 20 

VBN668 Operate electrical test equipment 40 

VBN676 Construct basic electronic circuits 40 

Total 205 

The Certificate II in Automotive Technology Studies provides students with a broad base of skills necessary to maintain 

and service a wide range of motor vehicles. This solid grounding in the principles of automotive maintenance and 

repair will give you a head start in gaining an automotive apprenticeship. 

Automotive apprenticeships are available in four industry specific strands. These are electrical, mechanical, 

mechanics and vehicle body. Each strand has individual occupational streams and their own specialist 

qualifications. For example, mechanical – diesel fitter, heavy vehicle road transport, motorcycle. 

Years 11 & 12 2011 76. 77. Years 11 & 12 2011 

8

VETiS 

VETiS 

VET Program: Building and Construction 

Title: Partial Completion of Certificate II in Building and Construction 

(Carpentry) 21844VIC 


Provide participants with knowledge and skill development to enhance their employment 

prospects within the building and construction industry 

Enable participants to gain credit towards a nationally recognised credential and to make a 

more informed choice of vocational and career paths. 


Students are eligible for credit of up to four VCE VET units on their VCE 

Statement of Results: two units at 1–2 level and a Unit 3–4 sequence. The 

VCE VET Building and Construction program provides a Unit 3–4 sequence 

for satisfactory completion purposes. 

Students may accumulate VCE VET units over more than one year. 


The contribution of the VCE VET Building and Construction program to a 

student’s VCAL program is determined by the number of modules 

successfully completed. When a student has been assessed as competent 

in modules totalling 100 nominal hours, this will contribute one VCAL unit 

towards satisfactory completion of the VCAL. The VCE VET Building and 

Construction program will satisfy learning outcomes for the Industry 

Specific Skills and Work Related Skills strands. 

Duration: 

Program is a 2 Year partial completion of certificate 

Work placement requirements: 

Recommended 

Location: Ararat College RTO: To be confirmed 

SSC 

UB 


Students will need to be enrolled at both their home school and the training provider for the VET 

program, the University of Ballarat. The program will be conducted as negotiated with your home school 

and the RTO. 

Program: Year 1 


VBQM697 Workplace safety and industry induction 34 

CPCCOHS1001A Work safely in the construction industry 6 

VBQM698 Workplace procedures for environmental sustainability 16 

VQM699 Basic First Aid 8 

VBQM700 Building structures 8 

VBQM701 Calculations for the building industry 20 

VBQM707 Safe handling and use of plant & power tools 16 

VBQM708 Workplace documents and plans 20 

VBQM714 Carpentry hand tools 80 

VBQM723 Introduction to demolition 16 

224 

Program: Year 2 


VBQM706 Quality principles for the building industry 8 

VBQM708 Workplace documents & plans 20 

VBQM700 Building structures 8 

VBQM701 Calculations for the building industry 20 

VBQM717 Sub floor framing 36 

VBQM718 Wall Framing 48 

VBQM719 Roof framing 40 

VBQM716 Basic setting out 16 

VBQM720 External cladding 24 

210 

The VCE VET Building and Construction program provides partial completion of the 21844VIC Certificate II 

in Building and Construction (Bricklaying, Carpentry, Painting and Decoration – Pre-Apprenticeship). 

Additional training is required to complete the pre-apprenticeship. The training undertaken may lead to 

a career path within the Building and Construction industry. Trade qualifications are available in General 

Construction: Painting and Decorating, Bricklaying/Blocklaying or Carpentry – 

Framework/Formwork/Finishing. 

10 

VET Program: Business 

Title: Certificate II in Business (BSB20107) 

Aims of Program: 

Provide participants with the knowledge and skills development for the achievement of 

competence to enhance their employment prospects within a broad range of business and 

industry settings 

Enable participants to gain a recognised qualification and to make a more informed choice of 

vocation and career paths. Pathways in employment include administrative assistant, 

receptionist, clerical assistant and personal assistant. 



Duration: 


Students undertaking Program 1 are eligible for up to three VCE VET units 

on their VCE Statement of Results. These units are at Units 1 and 2 level. 

The contribution of the VCE VET Business program to a student’s VCAL 

program is determined by the number of units of competence successfully 

completed. When a student has been assessed as competent in units of 

competence totalling 100 nominal hours, this will contribute one VCAL unit 

towards satisfactory completion of the VCAL. 

The VCE VET Business program will satisfy the eligibility requirement for the 

Industry Specific Skills and Work Related Skills strands.. 

1 Year 

10 days strongly recommended 

Location: Online learning from home school RTO: AIET 


Distance Learning and on the job training; Schools will provide appropriate supervision and access to 

distance learning materials. 

VCE VET Units 1 – 2 


BSBWOR202A Organise and complete daily work activities 20 

BSBCMM201A Communication in the workplace 40 

BSBWOR203A Work effectively with others 15 

BSBWOR204A Use business technology 20 

BSBOHS201A Participate in OHS Procedures 20 

BSBITU201A Produce simple word processed documents 60 

BSBIND201A Work effectively in a business environment 30 

BSBINM201A Process and maintain workplace information 30 

BSBCUS201A Deliver a service to customers 40 

BSBINM202A Handle mail 15 

BSBITU202A Create and use simple spreadsheets 30 

BSBSUS201A Participate in environmental work practices 20 

TOTAL 340 

The Certificate II in Business provides a pathway into training and employment in business and 

related industries. It provides the knowledge and practical skills necessary to work efficiently 

and effectively in a wide range of business/office environments. Possible positions include 

administrative/office assistant, receptionist, information officer and customer service officer. 

Years 11 & 12 2011 78. 79. Years 11 & 12 2011 

11

VETiS 

VETiS 

VET Program: Community Recreation 

Title: Certificate II in Community Recreation (SRC20206) 


The VCE VET Sport and Recreation program provides students the opportunity to acquire 

and develop the skills, knowledge and confidence to work in the areas of community and 

outdoor recreation. Leadership, organisational and specialist activity skills will be 

developed through theory and practical sessions. 

VCE: 

Students who undertake a qualification from the VCE VET Sport and 

Recreation program will be eligible for up to five units of credit towards their 

VCE: up to three units at Units 1 and 2, and a Units 3 and 4 sequence. 

Contribution to VCAL: 

The contribution of VCE VET Sport and Recreation to a student’s VCAL 

program is determined by the number of units of competence completed. 

Each 100 hours of training successfully completed will contribute one unit 

towards VCAL program in Industry Specific Skills and Work Related Skills. 

Duration: 

2 years Scored Assessment available 


Strongly recommended - minimum 20 days be spread over two years 

Location: Marian College RTO: AIET 


Marian College during VET block, Wednesday 9 am to 12 pm. 

Complementary VCE Subjects: 

Physical Education, Outdoor and Environmental Studies 


CORE UNITS – All units must be completed. 

BSBCMN202A Organise and complete daily work activities 20 

SRXFAD001A Provide First Aid 10 

SRXGCSO02A Deal with Client Feedback 10 

SRXINU001A Develop knowledge of the sport and recreation industry 10 

SRXOHS001A 

Follow defined Occupational Health and Safety policies and 

10 

procedures 

Subtotal 60 

Stream Core 

SRCCRD002B 

Apply the principles of community development to community 

15 

recreation work 

SRCCRO002B Respond to clients at risk 15 

SRCCRO003B Apply point of sale handling procedures in a recreation setting 10 

SRXEMR001A Respond to emergency situations 18 

SRXCAI001B Assist in preparing sport and recreation sessions for participants 6 

SRXCAI002B Assist in conducting sport and recreation sessions for participants 8 

SRXCAI003B Provide equipment for activities 7 

79 

Electives – select a minimum of three units with a total minimum of 61 nominal hours. 

These units will be finalised after confirmation of numbers. 

The Certificate II in Community Recreation can provide pathways into the community 

recreation industry. Occupations include assisting with the conduct of recreation activities, 

events and promotions, facility maintenance, operations and other associated tasks. Facilities 

include leisure centres, aquatic centres, amusement parks, adventure and theme parks. 

VET Program: Community Services 

Title: CHC20108 Certificate II in Community Services and selected units of competence from CHC30108 

Certificate III in Community Services Work and CHC30708 Certificate III in Children’s Services 


Provide students with the knowledge and skills to achieve competencies that will enhance their 

employment prospects in the community services or community services related industries. 

Enable students to gain a recognised qualification and to make a more informed choice of 

vocation and career paths such as aged care, alcohol and other drugs, children’s services, 

child protection, community housing, community work, disability work, mental health and youth 

work sectors. 

Enable students to gain a nationally recognised qualification; a full Certificate II qualification 

with partial completion of a Certificate III qualification. 

VCE: 

The VCE VET Community Services program provides Units 3 and 4 sequence 

for satisfactory completion purposes. Students undertaking this program are 

eligible for credit of up to five VCE VET units on their VCE Statement of 

Results: up to three units at Units 1 and 2 (depending on the electives 

chosen) and two units at Units 3 and 4. Students may accumulate VCE VET 

units over more than one year. 


The contribution of the VCE VET Community Services program to a student’s 

VCAL program is determined by the number of units of competence 

successfully completed. When a student has been assessed as competent 

in units of competence totalling 100 nominal hours, this will contribute one 

VCAL unit towards satisfactory completion of the VCAL. The VCE VET 

Community Services program will satisfy the eligibility requirement for the 

Industry Specific Skills and Work Related Skills strands. 

Duration: 

2 years. Scored Assessment available 


Strongly recommended - minimum 20 days be spread over two years 

Location: SSC RTO: SW TAFE 

Online learning from home school RTO: SW TAFE 


Distance Learning and on the job training. Schools will provide appropriate 

supervision and access to distance learning materials. 



CHCCS201A Prepare for work in the Community Services Industry 50 

Communicate with people accessing the services of the 

15 

CHCCOMB1B 

organisation 

CHCORG1B Follow the organisation's policies, procedures and programs 15 

CHCORG2B Work with others 15 

HLTFA301B Apply basic First Aid 18 

CHCFC1B Support the development of children in the service 40 

CHCICAB Communicate with children 30 

CHCCN1C Ensure children’s health and safety 30 

Total Hours 213 



CHCCWI1B Operate under a case work framework 20 

CHCGROUP2C Support group activities 20 

CHCOHS201A Follow OHS procedures 30 

CHCPR1C 

Deliver service/activities to stimulate children’s development and 

40 

enhance their leisure. 

CHCPR3C 

Develop an understanding of children’s interests and 

20 

developmental needs 

CHCRH1B Orientation to work in the leisure and health industry 50 

CHCYTH1C Work effectively with young people 40 


The Certificate II and Certificate III in Community Services Work can provide pathways for people thinking about or 

preparing for work or further study in community services, such as child care, leisure and health industry, aged care, 

home and community care, drug and alcohol work, people with disabilities, social housing or people with mental 

health issues. Children’s Services can involve using organisational polices, procedures and individual children’s 

profiles to plan activities and provide care to children, facilitate their leisure and play and enabling them to achieve 

their developmental outcomes. 

13 

12 

Years 11 & 12 2011 80. 81. Years 11 & 12 2011

VETiS 

VETiS 

VET Program: Engineering 

Title: Certificate II in Engineering Studies (22019VIC) 


To be awarded the Certificate II in Engineering Studies requiring satisfactory completion of all 

core units plus one elective totalling 400 hours. 

Students exiting prior to completion of the course requirements will be issued with a statement of 

attainment for all units of competency successfully completed 

VCE: 

Eligible for credit of up to four VCE VET units on their VCE Statement of 

Results: two units at Unit 1–2 level and a Unit 3–4 sequence. 


The contribution of Certificate II in Engineering Studies to a student’s VCAL 


Each 100 hours of training will contribute one credit towards satisfactory 

completion of a student’s VCAL program. The Certificate II in Engineering 

Studies will satisfy learning outcomes for the Industry Specific and Work 

Related Skills strands. 

Duration: 

2 Years 

Work placement Duration: 

80 hours (work placement module) Compulsory 

Location: Stawell Secondary College RTO: University of Ballarat 


This program is delivered off-the-job in a partnership arrangement between the RTO and participating schools. 

Students attend training each Wednesday for a full day. The proportion of school based delivery has been 

determined by negotiation between the RTO and the VET student’s home school. A structured work placement is 

recommended for this program. 

Complementary VCE Subjects: 

English, any Mathematics, Design & Technology. 

Program Year 1 (Units 1 – 2) 


MEM1.2FA Apply principles of Occupational Health & Safety in work environment 20 

MEM18.1AB Use hand tools 20 

MEM18.2AA Use power tools/hand held operation 20 

VBN768 Develop an individual career plan for the engineering industry 20 

VBN769 Perform basic machining processes 40 

VBN770 Apply basic fabrication techniques 40 

VBN772 Use computers for engineering related work activities 20 

VBN774 Perform basic computational principles in engineering work activities 20 


Program Year 2 (Units 3 – 4) Scored Assessment Available 


VBN771 Apply electro technology principles in an engineering work environment 20 

VBN773 Produce basic engineering sketches and drawings 20 

VBN776 

Use basic engineering concepts to plan the manufacture of engineering 

components 

20 

VBN777 Handle engineering materials 20 

VBN778 

Produce basic engineering components and products using fabrication and 

machining 

60 

VBN782 

Perform basic welding and thermal cutting processes to fabricate engineering 

structures 

60 


The Certificate II in Engineering Studies provides you with the skills to undertake a work-based 

engineering apprenticeship leading into a range of careers as an engineering tradesperson 

within the engineering and manufacturing industry. Occupations include roles for the 

conception, design, manufacture, assembly, installation, repair, replacement, packaging and 

sales of a wide range of products. 

VET Program: Equine Studies 

Title: Certificate II in Equine Industry (21327VIC) 


Provide participants with the knowledge and skills to achieve competencies that will enhance 

their employment prospects in the equine or equine related industries 

Enable participants to gain a recognized credential and make a more informed choice of 

vocational and career paths. 

VCE: 

Students undertaking the Certificate II in Equine are eligible for up to five 

units on their VCE Statement of results: up to three units at Units 1 and 2 level, 

and a Units 3 and 4 sequence. 


The contribution of Certificate II in Engineering Studies to a student’s VCAL 


Each 100 hours of training will contribute one credit towards satisfactory 

completion of a student’s VCAL program. The Certificate II in Engineering 

Studies will satisfy learning outcomes for the Industry Specific and Work 

Related Skills strands. 

Scored assessment available. 

Duration: 

2 Year Certificate 

Work placement Duration: 

80 hours (module) Compulsory 

Location: Online delivery RTO: Goulburn Ovens Inst of TAFE (Shepparton) 


A feature of this program is the flexible mode of delivery, which includes use of CD ROM material, “online” 

training, and access to university library and tutoring facilities. A research and workbook will be 

issued to each student. Two workshops will be held during the year at the Longerenong campus. Students 

must undertake a structured work placement (eg. at an agricultural show, dressage event, stables) to 

complement their training. 

Complementary VCE Subjects: Biology, Physical Education, Health & Human Development 

Unit 1 – 2 


VPAU321 Work in an Equine organization 40 

SROEQO001A Handle horses safely 20 

RTE2121A Provide daily care for horses 40 

HTLFA201A Provide basic emergency life support 8 

RTC2705A Work effectively in the equine industry 20 

VBM657 Identify and develop a career path in the equine industry 20 

Sub Total 148 

Elective Stream - Choose one option 

Option 1 - Riding 

VBM660 Horse riding or driving skills 1 40 

VBM663 Horse riding or driving skills 11 - specific equine discipline 40 

Option 2 - Breeding 

VBM739 Identify horse breeding principles & assist in practices 40 

VBM665 Care for mares & foals in the equine industry 45 

Option 3 – Assist at an event 

VBM664 Assist in the conduct of an event in the equine industry 40 

SIRXCC002A Interact with customers 30 

Total Hours for Year One VCE units 1 & 2 218, 228 

OR 233 

14 

Years 11 & 12 2011 82. 83. Years 11 & 12 2011 

15

VETiS 

VETiS 

VET Program: Equine Studies continued: 

Unit 3 – 4 Core units 

VET Code Unit of Competency Hours 

VBM659 Monitor horse health 30 

VBM662 Care for horses in the equine industry Element 2 50 

RTE2104A Carry out regular horse observation 40 

RGRH311A Apply principles of basic anatomy and physiology to horses 40 

RGRH318A Determine nutritional requirements for standardbreds and thoroughbreds 30 


Unit 3 – 4 Electives – choose one 

VBM 663 Horse riding or driving skills II – specific equine discipline 40 

VBM 664 Assist in the conduct of an event in the equine industry 40 

VBM 739 Identify horse breeding principles and assist in practices 40 

Total Hours: 40 

Total Hours 3-4 sequence: 230 

The VCE VET Equine Industry program provides an overview of the horse industry. Training 

undertaken through this qualification can lead to jobs as animal attendants, stable or stud 

hands, coaches and horse breeders, and industry areas such as racing, veterinary nursing and 

retail. 

General Equine 

Equine Health 

Other programs offered by NCEE 

Title: Cert II in Agriculture (Horse Breeding) 

Title: Cert III in Equine Nursing Horse Racing 

Title: Cert II in Racing (Stable hand) 

Title: Cert III in Racing (Advanced stable hand) 

Title: Cert III in Racing (Track rider) 

Refer to http://www.ncee.edu.au/index.cfm for full details of courses. 

These courses are offered in a flexible delivery via online lessons, resources, discussion boards 

and emails. 

VET Program: Food Processing (Wine) 

Title: Certificate II Food Processing (Wine) Viticulture 


Viticulture is the study of vine cultivation. This course is designed for students who have an 

interest in the cultivation of vines and the making of wine as well as for those students who may 

wish to plant their own vineyard or work in this industry in the future. 

Students will receive a Statement of Attainment for the units completed. 

VCE: 

Students who complete VCE VET Food Processing (Wine) (430 hours) will 

be eligible for four units credit towards their VCE: two units at Units 1 and 2 

and a Units 3 and 4 sequence. 


The contribution of the Certificate II in Food Processing (Wine) to a 

student’s VCAL program is determined by the number of units of 

competence completed. Each 100 hours of training will contribute one 

unit towards satisfactory completion of a student’s VCAL program. 

Duration: 

2 Year 

Work placement Requirements: 40 hours mandatory and an additional 120 hours strongly recommended 

Location: Marian College RTO: NMIT 


A two year program. Delivered at Marian College during VET Block Wednesday 9am – 12 pm. VET in VCE programs 

are fully recognized within the Unit 1 – 4 structure of the VCE and may contribute towards satisfactory completion of 

the VCE/VCAL. 

Complimentary Subjects: Mathematics (Any), Chemistry 

Units1 & 2 

Code Unit of Competency 

Hours 

FDFCORWCM1A Communicate workplace information 20 

FDFCORBM2A Use basic mathematical concepts 20 

FDFCORHS1A Follow work procedures to maintain health and safety 40 

FDFCORQAS1A Follow work procedures to maintain quality 20 

FDFCORFSY1A Follow work procedures to maintain food safety 20 

FDFWIUINDB Perform effectively in the workplace 40 

FDFWGGPGHB Pick grapes by hand 20 

FDFWGGHPVB Hand prune vines 40 

FDFWGGTVB Train vines 20 

FDFWGGISMB Irrigation maintenance 20 

FDFWGGCMBB Carry out canopy maintenance 20 

RTC2309A Operate tractors 30 

FDFWGGVCB Take vine cuttings 20 

FDFOPTISP2A Implement sampling procedures 20 

FDFWGGMCTB Install and maintain trellis 20 


Units 3 & 4 


Hours 

FDFCORWCM2A Present and apply workplace information 30 

FDFCORHS2A Implement OH&S systems and procedures 40 

FDFCORQAS2A Implement quality systems and procedures 30 

FDFCORFYS2A Implement the food safety program and procedures 30 

FDFOPTISP2A Implement sampling procedures 20 

FDFWGGMVTB Install and maintain trellis 20 

FDFWGGISB Operate the irrigation system 40 

FDFWGGMCEB Maintain callusing environment 40 

FDFWGGPDDA Recognize disorders, pests and disease 20 

Wine Making 

Wine appreciation 

Barrel Making/Construction 

Total Hours 

16 

17 

Years 11 & 12 2011 84. 85. Years 11 & 12 2011

VETiS 

VETiS 

VET Program: Hair 

Title: Certificate II in Hairdressing (WRH20106) 


The VET in schools Hair program is designed to cater for year 10, 11 & 12 secondary school 

students wishing to pursue a career in the hair industry. 

The course provides students with associated skills both theoretically and practically allowing 

students to develop basic skills necessary to work in a salon environment. 

Students will receive a Statement of Attainment for the units completed 

VCE: 


Credit in this program will be determined by the rules for block 

credit recognition. 

Successful completion enables credit for up to three units of Industry 

Specific Skills OR Work Related Skills towards the VCAL 

Duration: 

2 Years 

Work placement Requirements: Strongly recommended – 10 days SWL 

Location: SSC RTO: AIET 


Students will be delivered the program of a full day block at SSC every Wednesday. Students will need to 

be enrolled at both their home school and the training provider for the VET program. VET in VCE 

programs are fully recognized within the Unit 1 – 4 structure of the VCE and may contribute towards 

satisfactory completion of the VCE/VCAL. 

Even Years: 


Hours 

WRRCS1A Communicate in the workplace 50 

WRHCS202A Maintain tools and equipment 10 

WRRER1B Work effectively in a retail environment 40 

WRHCL201A Apply temporary hair colour and remove residual colour products 25 

WRRS1B Sell products and services 30 

WRHCS206A Perform head, neck and shoulder massage 20 


Odd Years: 


Hours 

WRRPL1B Apply safe working practices 18 

WRHCS201A Prepare clients for salon services 20 

WRHHD201A Dry hair to shape 35 

WRHCS205A Follow personal health and safety routines at work 15 

WRHHD202A Apply single, 2 and 3 strand braiding techniques 30 

WRHCS207A Develop hairdressing industry knowledge 15 

WRHCS204A Maintain and organize work areas 10 

WRHWP201A Assist colleagues providing multiple salon services as a team member 

- SWL 10 days 

0 


VET Program: Hospitality (Kitchen Operations) 

Title: SIT20307 – Certificate II in Hospitality and selected units from SIT30707 – 

Certificate II in Hospitality 


Provide students with training and skill development for the achievement of competence in 

food and beverage service and/or commercial cookery. 

The program will also provide access to a range of potential career paths within the 

hospitality industry. 

On successful completion of the 3-4 Sequence, students will be eligible for the award of Statement of 

Attainment documenting completed units toward the Certificate III in Hospitality SIT20307 

VCE: Units 1 – 4 


Successful completion enables credit for up to four units of 

industry specific skills OR work related skills towards the VCAL 

Scored assessment available 

Duration: 

Certificate II in Hospitality Operations 

Work placement Requirements: Strongly Recommended 

Location: Ararat College RTO: To be confirmed 


Student Services for Hospitality: 

Complementary VCE Subjects: Mathematics, Accounting, Business Management, Food & Technology. 

The VCE VET Hospitality may provide employment opportunities in a variety of roles including 

food and beverage attendant, bar/bottle shop attendant, front office/receptionist, catering 

assistant, kitchen hand, cook’s assistant or short order cook. 

Program 1: SIT20207 Certificate II in Hospitality and selected units of competence from SIT30707 

Certificate III in Hospitality 

Units 1 & 2 


Hours 

SITHIND001A Develop and update hospitality industry knowledge 25 

SITXCOM001A Work with colleagues and customers 25 

SITXCOM002A Work in a socially diverse environment 20 

SITXOHS001A Follow health, safety and security procedures 10 

SITXOHS002A Follow workplace hygiene procedures 15 

SITHIND002A Apply hospitality skills in the workplace* Nil 

SITHFAB003A Serve food and beverage to customers 80 

SITHCCC001A Organise and prepare food 20 

SITHCCC002A Present food 6 

SITHIND001A Develop and update hospitality industry knowledge 25 

SITXCOM001A Work with colleagues and customers 25 

SITXCOM002A Work in a socially diverse environment 20 

SITHCCC002A Present food 6 

Electives: Select THREE 

SITHACS006A Clean premises and equipment 12 

SITXADM001A Perform office procedures 20 

SITXCCS001A Provide visitor information 30 

SITXCCS002A Provide quality customer service 40 

SIRXCCS001A 

or 

SITXFIN001A 

Apply point-of-sale handling procedures 

Process financial transactions 

20 

25 

SITXFIN002A Maintain financial records 60 

SITHFAB001A Clean and tidy bar areas 10 

SITXINV001A Receive and store stock 10 

Subtotal 233–331 

18 

Years 11 & 12 2011 86. 87. Years 11 & 12 2011 

19

VETiS 

VETiS 

VET Program: Multimedia 

Title: Certificate II in Creative Industries (Media) (CUF20107) 


Provide participants with the knowledge and skill development for the achievement of units of 

competence that will enhance their employment prospects within the multimedia industry. 

Enable participants to gain a recognised credential and make a more informed choice of 

vocational and career paths. These employment pathways include assisting with graphics, 

updating webpage’s, producing multimedia components, editing multimedia material and 

producing animation. 


Students undertaking Program 1: Certificate II in Creative Industries (Media) 

are eligible for credit of up to three VCE VET units at Units 1 and 2 level. In 

order to achieve Units 1 and 2, students will need to undertake a minimum 

of 180 nominal hours of training. 


The contribution of the VCE VET Interactive Digital Media program to a 

student’s VCAL program is determined by the number of units of 

competence successfully completed. When a student has been assessed as 

competent in units of competence totalling 100 nominal hours, this will 

contribute one VCAL unit towards satisfactory completion of the VCAL. 

The VCE VET Interactive Digital Media program will satisfy the eligibility 

requirement for the Industry Specific Skills and Work Related Skills strands. 

Duration: 

1 Year 

Work placement Requirements: Strongly Recommended 10 days 

Location Wimmera Hub Inc. Horsham RTO Wimmera Hub Inc. 


Students will need to be enrolled at both their home school and Wimmera Hub for the VET program. 


Hours 

BSBCRT101A Apply critical thinking techniques 20 

BSBOHS201A Participate in OHS procedures 20 

BSBWOR203A Work effectively with others 15 

CUFIND201A Develop and apply creative arts industry knowledge 20 

BSBCRT301A Develop and extend critical creative thinking 40 

BSBDES201A Follow a design process 40 

CUFDIG201A Maintain interactive content 30 

CUFPOS201A Perform basic vision and sound editing 40 


VET Program: Retail 

Title: Partial Completion of the Certificate II in Retail (SIR20207) 


The aims of the Retail programs are to develop skills, knowledge and personal attributes for work 

at an entry level in the various sectors of the retail industry. 

Entry level training is provided in the following areas: customer service, employee relations, 

clerical and administration, merchandising, loss prevention, inventory and finance. 

Note: Students wishing to complete the full certificate will need to gain competency in four additional 

units from the Retail Training Package; there is the option of reaching the requirements of the full 

program. 

VCE: 

Credit in this program will be determined by the rules for block 

credit recognition. 


The contribution of Certificate II in Retail to a student’s VCAL 

program is determined by the number of units of competence 

successfully completed. When a student has been assessed as 

competent in units of competence totalling 100 nominal hours, this 

will contribute one VCAL unit towards satisfactory completion of 

the VCAL. 

Duration: 

1 Year 

Work placement requirements: Require: 300 hours 

Location: Facilitation at SSC RTO: AIET 


Students will need to be enrolled at both their home school and RTO for the VET program. Most of the 

training in this program is undertaken on-the-job through Structured Workplace Learning/ work 

placement, providing students with the opportunity to gain valuable skills, knowledge and experience. 

The RTO will conduct workplace assessments at the student’s workplace. 

VCE VET Units 1 - 2 


SIRXCOM001A Communicate in the workplace 40 

SIRXCCS001A Apply point of sale handling procedures 20 

SIRXCCS002A Interact with customers 30 

SIRXIND001A Work effectively in a retail environment 45 

SIRXICT001A Operate retail technology 20 

SIRXCLM001A Organize and maintain work areas 20 

SIRXOHS001A Apply safe working practices 20 

SIRXRSK001A Minimise theft 20 

SIRXINV001A Perform stock control procedures 35 

SIRXFIN001A Balance point of sale terminal 20 

Total Hours: 270 

The partial completion of the Certificate II in Retail Operations will equip you with skills and 

knowledge to begin a career in the retail industry. It is an entry level course for people wanting 

to be retail sales assistants or assistants in the retail office environment. The course focuses on 

the practical skills and tasks required to function at an operational level in the retail 

environment. You will learn about controlling stock and loss prevention, merchandising, selling 

products and services, customer service, product knowledge, point of sale systems, 

communication and team work and retail documentation. 

24 

Years 11 & 12 2011 88. 89. Years 11 & 12 2011 

22

VETiS 

VETiS 

VET Program: Information Technology 

Title: Certificate III in Information Technology (ICA30105) 

Partial Completion - Program 2 

Note: Completion of this course will NOT result in a full qualification in Certificate III in Information 

Technology 


Provide students with the foundation knowledge and skills to achieve competencies that will 

enhance their employment prospects within the Information Technology industry. 

Enable students to gain a recognised qualification and make a more informed choice of 

vocation and career paths. 

VCE: Students undertaking the VCE VET Information Technology (Program 2) – 

partial completion of Certificate III in Information Technology – are eligible 

for credit of up to four VCE VET units on their VCE Statement of Results: up 

to two units at Unit 1–2 level and two units at Unit 3–4 level. 

The VCE VET Information Technology program provides a Unit 3–4 

sequence for satisfactory completion purposes. 


The VCE VET Information Technology program is available for students who 

are enrolled in the VCAL. The contribution of the VCE VET Information 

Technology program to a student’s VCAL program is determined by the 

number of units of competence successfully completed. When a student 

has been assessed as competent in units of competence totalling 100 

nominal hours, this will contribute one VCAL unit towards satisfactory 

completion of the VCAL. 

The VCE VET Information Technology programs will satisfy learning 

outcomes for the Industry Specific Skills and Work Related Skills strands. 

Duration: 

1 Year. Scored Assessment available 

Work placement Requirements: Strongly recommended - a minimum of 10 days SWL 

Location Marian College RTO: AIET 


School based delivery of Units, auspiced by RTO 

NETWORK ADMINISTRATION STREAM 

ICAI3101B Install and manage network protocols 40 

ICAS3024B Provide basic system administration 20 

ICAS3032B** Provide network systems administration 20 

ICAS3121B Administer network peripherals 20 

Subtotal 100 

SUPPORT STREAM 

ICAS3024B Provide basic system administration 20 

ICAS3115B Maintain equipment and software in working order 20 

ICAI3021B Connect internal hardware components 20 

ICTCC330B Manage customer relationships 35 

Subtotal 95 

TOTAL UNIT 3 & 4 SCORED SEQUENCE: 215-220 

PROGRAM TOTAL 435-440 

Note: The Certificate I unit of competence ICAU1128A Operate a personal 

computer is a prerequisite for the Certificate 

II common core units of competence ICAD2012A, ICAU2005A, ICAU2013A 

and ICAU2231A. 

Prerequisites may be undertaken concurrently. 

*ICAU3126A is a prerequisite for ICAU3028A 

**ICAI3101A & ICAS3024A are prerequisites for ICAS3032A 


Nominal 

Hours 

ICAU1128B Operate a personal computer 

BSBCMN106A Follow workplace safety procedures 10 

ICAW2002B Communicate in the Workplace 20 

ICAW2001B Work effectively in an IT environment 20 

ICAU2006B Operate computing packages 60 

ICAD2012B Design organisational documents using computing packages 40 

ICAU2013B Integrate commercial computing packages 30 

ICAU2005B Operate computer hardware 20 

ICAU2231B Use computer operating system 20 

Subtotal 220 

VCE VET Units 3&4: Scored assessment 

Common Core compulsory units 

ICAD3218B Create user documentation 20 

ICAI302B Install and optimise operating system software 20 

ICAT3025B Run standard diagnostic tests 20 

ICAU3004B Apply occupational health and safety procedures 20 

IICAS3031B Provide advise to clients 40 

Subtotal 120 

Nominal 


Hours 

Units selected from the specialist Core Streams-select ONE stream 

only 

APPLICATIONS STREAM 

ICAU3126B Use advanced features of computer applications 40 

ICAU3028B* Customise packaged software applications for clients 60 

Subtotal 100 

20 

Years 11 & 12 2011 90. 91. Years 11 & 12 2011 

21

VETiS 

VET Program: Music Industry 

Title: Certificate II in Music Industry (Foundation) (CUS20101) 

Certificate III in Music (CUS30101) 


Provide participants with the knowledge and skill development for the achievement of 

competence to enhance their employment prospects within the music industry; sectors of this 

industry include performance, composition, business and technology. 

Enable participants to gain a recognized credential and make a more informed choice of 

vocational and career paths. 

VCE: Students who complete Certificate II in Music Industry 

(Foundation) will be eligible for four unit’s credit at Units 1 and 2 

towards their VCE. Students who complete Certificate III in Music 

will be eligible for up to five units’ credit towards their VCE: up to 

three at Units 1 and 2, and a Units 3 and 4 sequence. Students 

who complete Certificate III in Music Industry (Technical 

Production) will be eligible for up to five unit’s credit towards their 


Duration: 

Work placement Requirements: 

VCE: up to three at Units 1 and 2, and a Units 3 and 4 sequence. 

Each 100 nominal hours completed successfully will contribute one 

credit towards a student’s VCAL learning program. 

1 Year 

Strongly Recommended 40 Hours 

Location: Stawell Secondary College RTO: AUSMUSIC 


A work placement is strongly recommended for this program. Students will need to be enrolled at both their home 

school and RTO for the VET program. Successful completion of this course may lead to recognition of up to four VCE 

VET Units at 1-2 level. 

Cert II Music Industry (Foundation) 


Hours 

CUSBGE10A Develop and update music industry knowledge 20 

CUSMGE11A Develop music knowledge and listening skills 70 

CUSSAF02A Follow health, safety and security procedures in the music industry 10 

CUECOR2A Work with others 15 

CUSSOU01A Move and set up instruments and equipment 35 

CUSMGE06A Read music 70 

CUSMCP01A Contribute creative music ideas to a project 35 

CUSSOU01A Lay sound tracks 35 

CUECOR1A Manage own work and learning 10 

CUETGE1A Undertake simple lighting / sound /audiovisual activities 60 


Cert III Music 


Hours 

The Victorian Certificate of Applied Learning is the new “hands on” option for Year 11 and 12 students and 

is quite separate from the VCE Certificate. The program is based on applied learning and is designed for 

students going from school to either a TAFE course or a workplace. 

What is VCAL? 

The VCAL gives you practical work-related experience, as well as literacy and numeracy skills and the 

opportunity to build person skills that are important for life and work. And like the VCE, it is a recognised 

qualification. 

The VCAL’s flexibility enables you to undertake a study program that suits your interests and learning needs. 

Fully accredited modules and units are selected for the following four compulsory strands: 

• Literacy and Numeracy Skills – English, Maths 

• Work Specific Skills – Work Placement 

• Industry Related Skills VET subjects 

• Personal Development Skills – Community Skills 

VCAL 

Victorian Certificate of Applied Learning 

If you successfully complete your VCAL, like your peers who complete the VCE, you will receive a Certificate 

and a statement of results that details the areas of study you have completed. 

What are the VCAL levels? 

The VCAL has three levels – Foundation, Intermediate and Senior. You would start and complete your VCAL 

at the level that matches your needs and abilities. 

How long would the VCAL take me to complete? 

The VCAL has been developed for Year 11 and 12 students. You can get a VCAL certificate and statement of 

results at the end of each year when you successfully complete your VCAL program for the level you have 

chosen. 

Can I swap to the VCE if I change my mind? 

Yes. If you change your mind and want to swap to the VCE, or if you want to pursue the VCE after completing 

the VCAL, all completed VCAL units will be credited towards your VCE. 

What do I study? 

You have the choice of selecting units and modules for each of the following four compulsory VCAL strands 

as listed above. You must complete 10 units including 2 VCAL personal development units. 

It is the recommendation of Marian College that you choose a pathway, which reflects your career choice. 

Some recommended selections are listed below. Note the VCE subjects are only examples: 

CUSBGE10A Develop and update music industry knowledge 20 

CUSSAF02A Follow health, safety and security procedures in the music industry 10 

CUSADM08A Address copyright requirements 20 

CUSMCP02A Compose a simple song or tune 35 

CUSMPF10A Develop and practice improvisation 35 

CUSMGE12A Maintain and expand music knowledge and critical listening skills 85 

CUSMPF06A Extend technical skills in performance 20 

CUSMGE01A Maintain self or group in music 70 

CUSMPF04A Prepare self for performance 35 

CUSMPF07A Plan, prepare and perform for a demo recording 35 


The Certificate II in Music Industry provides broad based knowledge and skills required for entry into the music 

industry. It provides the grounding upon which higher level certificates are based. The certificate III qualifications 

offer specialist training in either performance/composition or technology 

Career 

Strand 

Hospitality 

Mechanical/ 

Automotive/ 

Electrical 

type Trades 

Business 

Sport & 

Recreation 

Literaqcy & 

Numeracy 

Skills 

VCAL 

Literacy 

1 & 2 

or 

English 

1 & 2 

VCAL 

Numeracy 1 

or 

Genral Maths 

1 & 2 

Personal 

Development 

VCAL 

Personal 

Development 

1 & 2 

Industry Specific 

(VET study) 

Hospitality 

Automotive 

Electronics 

Building 

Engineering 

Retail 

Office 

Administration 

Sport & Rec 

Work Related 

Skills 

Work related 

skills 


work 

placement in 

the area of 

interest 

Possible 

VCE subject 

choices 

Food Technology 

Business 

Design & 


Systems 


Busniess 

Legal 

Accounting 

PE 

23 

Years 11 & 12 2011 92. 93. Years 11 & 12 2011

VCAL 

Foundation VCAL 

Literacy Skills Unit - Reading and Writing 

OUTCOMES 

1. Writing for Self Expression -Write a short recount, narrative or expressive text on a 

familiar subject. 

2. Writing for Practical Purposes- Write a short instructional or transactional text on a familiar 

subject. 

3. Writing for Knowledge - Write a short report or explanatory text on a familiar subject. 

4. Writing for Public Debate -Write a short persuasive and/or argumentative text expressing a 

point of view on a familiar subject. 

5. Reading for Self Expression -Demonstrate that meaning has been gained from reading a 

simple narrative, recount or expressive text. 

6. Reading for Practical Purposes -Demonstrate that meaning has been gained from reading a 

simple instructional or transactional text. 

7. Reading for Knowledge -Demonstrate that meaning has been gained from reading a simple 

explanatory or informative text on a familiar subject. 

8. Reading for Public Debate -Demonstrate that meaning has been gained from reading a 

simple persuasive or discursive text on a familiar subject. 

Numeracy Skills Unit 

OUTCOMES 

1. Numeracy for Practical Purposes – Design 

2. Numeracy for Practical Purposes – Measuring 

3. Numeracy for Personal Organisation – Money and Time 

4. Numeracy for Personal Organisation – Location 

5. Numeracy for Interpreting Society – Data 

6. Numeracy for Interpreting Society – Numerical Information 

Personal Development Skills 

OUTCOMES FOR UNIT 1 

• Plan and organise a simple activity. 

• Solve problems specifi c to an established goal. 

• Demonstrate knowledge specific to an established goal. 

• Demonstrate skills specifi c to an established goal. 

• Demonstrate teamwork skills. 

Foundation VCAL 



• Plan and organise a health or community service goal/activity. 

• Clarify the rights and responsibilities of all participants in a group/team activity. 

• Communicate information about health issues and/or community services. 

• Work effectively as a group member. 

• Communicate effectively to resolve confl ict and/or for a self advocacy purpose. 

Work Related Skills 

VCAL 


1. Learn about a selected workplace or industry setting. 

2. Communicate the major features of OH&S in a workplace context. 

3. Plan, organise and manage a simple work related activity that complies with OH&S 

guidelines. 

4. Identify OH&S problems that may arise in the workplace. 

5. Work in a team to complete a safe work procedure for a simple work related activity. 

6. Use information and communications technology in relation to a simple work related 

activity. 


1. Prepare for a simple work related activity. 

2. Communicate basic work related ideas and information. 

3. Plan, organise and manage a basic work related activity. 

4. Identify and solve a problem relevant to a simple work related activity. 

5. Work in a team to complete a simple work related activity. 

6. Use information and communications technology in relation to a simple work related 

activity. 

Years 11 & 12 2011 94. 95. Years 11 & 12 2011

VCAL 

Intermediate VCAL 


OUTCOMES 

1. Writing for Self Expression - Write a recount, narrative or expressive text. 

2. Writing for Practical Purposes - Write an instructional or transactional text. 

3. Writing for Knowledge - Write a report, explanatory or expository text. 

4. Writing for Public Debate - Write a persuasive, argumentative or discursive text. 

5. Reading for Self Expression - Demonstrate that meaning has been gained from reading a 

narrative, recount or expressive text. 

6. Reading for Practical Purposes - Demonstrate that meaning has been gained from reading 

an instructional or transactional text. 

7. Reading for Knowledge - Demonstrate that meaning has been gained from reading an explanatory, 

expository or informative text. 

8. Reading for Public Debate - Demonstrate that meaning has been gained from reading a 

persuasive, discursive or argumentative text. 


OUTCOMES 

1. Numeracy for Practical Purposes – Design 

2. Numeracy for Practical Purposes – Measuring 

3. Numeracy for Personal Organisation – Money and Time 

4. Numeracy for Personal Organisation – Location 

5. Numeracy for Interpreting Society – Data 

6. Numeracy for Interpreting Society – Numerical Information 



• Plan and organise a complex activity. 

• Demonstrate self-management skills for goal achievement. 

• Demonstrate knowledge, skills and abilities in the context of an activity or project. 

• Describe leadership skills and responsibilities 

• Utilise interpersonal skills to communicate ideas and information. 

Intermediate VCAL 



• Identify planning and organisation skills relevant for the management of health or 

community service activities. 

• Demonstrate skills relevant to complex problem solving. 

• Demonstrate knowledge and skills related to a hobby, study or interest. 

• Utilise research and development skills to present information to an audience. 

• Use spoken language and active listening skills to communicate complex ideas and 

information. 


VCAL 


• Learn about basic conditions and entitlements of a specific industry. 

• Obtain and communicate information in response to a work related OH&S issue. 

• Develop knowledge and understanding of OH&S in a work related context. 

• Identify problems or safety hazards that can affect the safety of the work environment. 

• Contribute to team objectives to achieve safe work procedures. 

• Use information and communications technology in relation to a work related 

activity. 


• Learn to analyse and organise information for a work related goal. 

• Communicate information and ideas for a work related goal. 

• Plan, organise and manage activities for a work related goal. 

• Identify and solve problems for a work related purpose. 

• Work with others and in teams to achieve a work related goal. 

• Use information and communications technology in relation to a work related activity. 

Years 11 & 12 2011 96. 97. Years 11 & 12 2011

VCAL 

Senior VCAL 


OUTCOMES 

1. Writing for Self Expression - Write a complex recount, narrative or expressive text. 

2. Writing for Practical Purposes - Write a complex instructional or transactional text. 

3. Writing for Knowledge - Write a complex report, explanatory or expository text. 

4. Writing for Public Debate - Write a complex persuasive, argumentative or discursive text. 

5. Reading for Self Expression - Demonstrate that meaning has been gained from reading a 

complex, sustained narrative, recount or expressive text. 

6. Reading for Practical Purposes - Demonstrate that meaning has been gained from reading 

a complex, sustained instructional or transactional text. 

7. Reading for Knowledge - Demonstrate that meaning has been gained from reading a 

complex, sustained report, explanatory, expository or informative text. 

8. Reading for Public Debate - Demonstrate that meaning has been gained from reading a 

complex, sustained argumentative or discursive text. 


SUMMARY OF OUTCOMES 

1. Numeracy for Practical Purposes – Design - Can translate between two-dimensional and 

three-dimensional real life objects and their diagrammatic representations for the purposes of 

measurement, design, and interpretation. 

2. Numeracy for Practical Purposes – Measuring - Can use measurements, the metric system 

and simple measurement formulae for the purpose of interpreting, making or purchasing 

materials in practical situations. 

3. Numeracy for Personal Organisation – Location - Can use the conventions of distance, 

location and direction to read, create and use maps. 

4. Numeracy for Interpreting Society – Data - Can create, use and interpret tables and 

graphs, and calculate and use averages, in order to reflect on information of relevance to self, 

work or community. 

5. Numeracy for Interpreting Society – Numerical Information - Can use, and calculate with, 

fractions, percentages, decimals, rates and large numbers, to reflect on aspects of personal, 

work or community life. 

6. Numeracy for Knowledge – Further Study in Maths (formulae) - Can develop and use 

simple formulae to describe and represent relationships between variables in real life 

contexts. 

7. Numeracy for Knowledge – Further Study in Maths (problem solving) - Can use simple 

mathematical problem-solving techniques to interpret and solve straightforward mathematical 

problems. 

Senior VCAL 


VCAL 


• Plan and organise to completion a complex project involving a range of related activities. 

• Apply an awareness of cultural values within a complex project. 

• Apply strategies to improve organisational communication. 

• Demonstrate leadership skills for group and team work. 

• Use decision-making skills in a group or team context. 


• Develop personal goal/s involving strategies, sequences and time constraints related to a 

personal area of interest. 

• Apply evaluative and problem-solving skills to planning. 

• Demonstrate knowledge of facts and concepts specific to a specialist and/or technical activity. 

• Manage the coordination of an activity or program. 

• Present and communicate ideas and information. 



• Research information about the career pathways, functions and layout of a specific industry 

or workplace. 

• Communicate ideas and information about OH&S requirements for a work environment. 

• Assist in the Hazard Identification Risk Assessment and Control Planning Process to meet 

OH&S requirements in a work related context. 

• Develop an OH&S plan for a work environment that addresses at least five OH&S issues. 

• Work with others and in teams in a work environment in accordance with defined workplace 

procedures. 

• Use information and communications technology in relation to a complex work related 

activity. 

• Use technology in accordance with OH&S guidelines in a work related context. 


• Collect, analyse and evaluate information in a work environment. 

• Communicate ideas and information in a work environment. 

• Plan, organise and manage activities in a work environment, incorporating quality assurance 

processes. 

• Identify and solve problems in a work environment. 

• Work with others and in teams in a work environment 

• Use information and communications technology in relation to a complex work related 

activity. 

• Identify, apply and evaluate technology in a work environment. 

• Show enterprise and identify opportunities in work processes. 

Years 11 & 12 2011 98. 99. Years 11 & 12 2011

Stawell Bus Service 

Stawell Bus Service 

Years 11 & 12 2011 100. 101. Years 11 & 12 2011 

Stawell Bus 1 

Bus picks up around Stawell and at 

St Pats Primary School and O’Reagan 

Street and then also at Great 

Western. 

Sandlandts 8.00am 

Trapper Jons 8.01am 

Sloane Street Shop 8.02am 

Railway Station 8.04am 

Pet Stock 8.05am 

Giles Clifton Ave 8.07pm 

Ligar/Franklin 8.08am 

St Pats 8.16am 

Great Western 8.30am 

Stawell Bus 2 

Bus 2 picks up at Fire Station and St 

Pats Primary School, then O’Reagan 

Street and then to Great Western. 

Stawell Bus 3 

Via Pomonal - Halls Gap - coordinates 

at St. Pats and also picks up in Great 

Western.

Private Car Conveyance 

Private Car Conveyance Allowance Application 

Students Attending a Primary or Secondary School 

1. Conveyance allowances guidelines are available from the school. 

2. Complete the form except sections E, F and G. 

3. Attach additional documentation if applicable then return to the principal of the school 

attended by your child. 

NOTE: this form, if initialled by the school principal or bursar, can be used in subsequent years 

if there has been n change in a student’s travel arrangements or address. 

A STUDENT INFORMATION Please print in BLOCK LETTERS 

Date of Birth: 

Student Name: 

Postcode: 

Residential Address: 

Telephone No: 

Date student is to commence travel: 

B APPLICANT INFORMATION 

Name Parent/Guardian Mr/Mrs/Ms 

Residential Address: 

(see Point 1 in (G) 

Vehicle registration: 

If previously approved, year approved: 

Postcode: 

Telephone No: 

C SCHOOL FOR WHICH CONVEYANCE ALLOWANCE IS TO APPLY: 

School Name: 

School No: 

Postcode: 

School Address: 

Telephone No: 

Distance form the place of residence to school for which conveyance allowance is to apply: Km: 

Nearest government primary, secondary or P-12 school 

School attended Next nearest government school (see declaration in D) 

is: (please tick Nearest denominational school: 

appropriate box) Nearest multi/inter denominational or Christian School: 

Nearest non-denominational school: 

Names of all the students travelling in this nominated vehicle (including this student). One student 

travelling the longest distance should be identified as the furthermost student. Note: This student must 

be identified as the furthermost student on any other application relating to this vehicle/family. 

Student Name School Kilometres 

Furthermost 

Additional 

Additional 

Additional 

Additional 

Additional 

D ELIGIBILITY FOR ALLOWANCE DECLARATION: 

‣ The above particulars are true and correct. 

Signed 

‣ The school attended is the nearest appropriate school Parent/Guardian: 

or next nearest government school. 

‣ **The student resides more than 4.8km from the 

nearest school or nearest free school bus service. 

Date: 

‣The principal will be notified in writing within seven 

days of any changed circumstances for this student. 

Signed Principal: 

Date: 

Conveyance Allowance payments are subject to audit. 

Note: This application is to be lodged at this student’s school. Only one application per student will be 

accepted. 

Years 11 & 12 2011 102. 103. Years 11 & 12 2011

Private Car Conveyance 

Stawell Bus Application Form 

Private Car Conveyance Allowance Application 

Students Attending a Primary or Secondary School 

E. SPECIAL FACTORS: 

SPECIAL FACTORS (TO BE COMPLETED BY SCHOOL) 

Approved by Regional Director: 

Date: 

F. SUBSEQUENT YEARS: 

Subsequent years – initial and date if no change to above (TO BE COMPLETED BY 

SCHOOL) 

G. INFORMATION FOR APPLICANT: 

1. Residential address: 

For the purposes of distance 

verification the residential address 

should be based on the Rural 

Numbering System. Mailbox addresses 

should nit be used. 

2. Reimbursement 

Reimbursement for private car travel 

to the nearest school is made on the 

basis of the one-way distance travelled 

per vehicle and the number of students 

in that vehicle. 

3. Distance 

Distance is measured by the shortest 

practicable route between the 

student’s place of residence and their 

school, one way. 

4. Vehicle rate 

The vehicle rate is determined by the 

distance between a student’s place of 

residence and their school. Where 

there is more than one student in a 

vehicle and the students attend 

different schools, the vehicle rate is 

based on the distance travelled to the 

furthermost school. In this case, one 

student attending the furthermost 

school is identified on the application 

form as the ‘furthermost student’. 

5. Additional students payment 

Each extra student travelling in the 

vehicle will attract the ‘additional 

student’ rate of $200. 

6. Schedule of rates: 

Distance 

Amount 

kms 

per vehicle 

4.8-10 $400 

>10-15 $500 

>15-20 $600 

>20-25 $700 

>25-30 $800 

>30-35 $900 

>35 $1,000 

APPLICATION TO TRAVEL ON A SCHOOL BUS – STAWELL AREA 

STUDENT DETAILS 

Are there any medical problems of 

which the driver should be aware? 

School enrolled Year 

level 

Family name Given name Date of birth Intended date to 

commence travel 

1. 

2. 

3. 

4. 

5. 

Exact distance by the shortest practicable route from: 

RESIDENTIAL PHONE: 

ADDRESS: 

Home to school:_________________________kms 

Home to bus stop:________________________kms 

NOT RMB OR POST POST CODE 

OFFICE BOX: 

I certify that 

• All the above details are correct 

• I will notify the principal in writing within seven days of 

any change of address or school. 

• I will ensure my child is aware of the bus rules and her/his 

obligations to abide by them. 

EMERGENCY NAME: PHONE: 

CONTACTS: 

NAME: PHONE: 

OFFICE USE ONLY 

BUS________________________________ STOP______________________ 

______________________________ _________________ 

Signature of Parent/Guardian Date 

TIME ON:________________AM TIME OFF:____________PM 

UPDATE BUS LIST:_______________(Date) ______________(Initials) 

Return completed form to Bus Coordinator, Marian College, P O Box 314, Ararat Vic 3377 

If approved, approval will remain in force until the student changes address or the bus route is altered due to changed circumstances. Students 

travelling on school buses must abide by the rules published at the beginning of each year. 

For enquiries contact Mr Gerard Kelly, Bus Coordinator, Marian College on 5352 3861 

Years 11 & 12 2011 104. 105. Years 11 & 12 2011

School Bus Code of Conduct 

Country Bus Application Form 

SCHOOL BUS TRAVEL CODE OF CONDUCT 

To ensure that school bus travel is safe for all students, the following behaviour is required: 

• Student must wait quietly at their bus stop, standing in a position well away from the side 

of the road. 

• Students must not approach their bus until it has stopped. 

• No student is to board or leave a bus while it is in motion and they must enter or leave 

quietly and carefully. 

• On leaving a bus, students must wait on the same side of the road until the bus has 

driven away. They must then look right, then left then right again before crossing the 

road. 

• If a student misses his/her bus it will be necessary for parents to arrange transport. 

• Where a student rides a bicycle or drives a vehicle to a bus top, it must be left in a safe 

place where it will not cause inconvenience. The College or the Public Transport 

Corporation will not accept responsibility for loss or damage. 

• While travelling students must remain in their seats for the whole of the journey. 

• No student should have any part of his or her body protruding from the bus. 

• Rubbish or any items must not be thrown from any bus. 

• Boisterous conduct or ‘horseplay’ is not allowed, nor is any action which may distract the 

driver’s attention. 

• Students are expected to speak quietly while the bus is in motion. The driver may request 

absolute silence on occasions in the interest of safety. 

• Students must not attract the attention of passing traffic. 

• Smoking and use of any illegal substances are not permitted on the buses. Such items 

must not be present on persons or in bags. 

• Students must not talk to the driver while the bus is moving. 

• Students may only board or leave a bus at their designated ‘stop’. 

NON-COMPLIANCE WITH ANY OF THE ABOVE RULES WILL RESULT IN THE FOLLOWING; 

• The driver will stop the bus, record the name of the student and the nature of the offence. 

In certain circumstances the driver may contact the school immediately by phone. 

• The offender will be taken to the College or to his/her bus stop. 

• The incident will be reported to the Bus Coordinator and the Principal. Disciplinary action 

will be taken. 

This action may include suspension from travelling for a specified period. In the event of 

suspension, students will need to make their own transport arrangements. For persistent 

offences, indefinite suspension will be imposed. In extreme cases permission to travel will be 

withdrawn fully. 

In case of vandalism, those responsible will be required to pay for the damage. 

Changes in Bus Travel Students must bring a bus note for any changes in bus travel – eg: 

not returning home by bus, wishing to travel on a different bus or desiring to get off at a different 

bus stop. Printed bus notes are available at the College. 

Bus Captains:- have been appointed to assist the drivers with supervision. They have full 

authority under the drivers’ direction and have been instructed to report all misbehaviour and 

vandalism on the buses. 

Authorised Travellers Only: Only students listed on the official bus roll are entitled to travel. 

Exceptions can only take place with the approval of the school via a bus note. Applications via 

parent note must be submitted prior to the commencement of the relevant school day. 

No authorisation possible for social or sporting purposes: School buses are not to be used 

for travel to or from temporary employment or for social or sporting purposes. 

Student Declaration 

I have read the School Bus Code of Conduct and agree to abide by its terms. 

Signature of Student______________________________________________ 

Application to Travel on a School Bus – Ararat Country Area 

Please return to the Bus Coordinator 

STUDENT DETAILS 

FAMILY Given Name School Enrolled at Medical issues – Yes or no 

(Please list below) 

Medical issues – (Name)_______________________________________________________________ 

Information___________________________________________________________________________ 

_____________________________________________________________________________________ 

Bus Pick up Point:_____________________________________________________________________ 

Distance from home to bus stop __________ kilometers (by the shortest practicable route) 

IN CASE OF EMERGENCY 

Name:_____________________________ Phone:____________________________________________ 

Name:_____________________________ Phone:____________________________________________ 

APPROVALS 

• Approvals will normally only to be granted for travel to the nearest school. 

• The Bus Coordinator will confirm approval and bus pick‐up details in a follow‐up telephone 

contact. 

• For enquiries regarding expectations, exemptions and other matters contact the bus 

coordinator. 

I have read the School Bus Travel Code of Conduct (overleaf), discussed it with my child/children and 

agree to abide by its terms. 

Signature of Parent/Guardian:______________________________________________________ 

Date:______________________________________ 

Date_______________________________________________________ 

Years 11 & 12 2011 106. 107. Years 11 & 12 2011

School Bus Code of Conduct 

SCHOOL BUS TRAVEL CODE OF CONDUCT 

To ensure that school bus travel is safe for all students, the following behaviour is required: 

• Student must wait quietly at their bus stop, standing in a position well away from the side 

of the road. 

• Students must not approach their bus until it has stopped. 

• No student is to board or leave a bus while it is in motion and they must enter or leave 

quietly and carefully. 

• On leaving a bus, students must wait on the same side of the road until the bus has 

driven away. They must then look right, then left then right again before crossing the 

road. 

• If a student misses his/her bus it will be necessary for parents to arrange transport. 

• Where a student rides a bicycle or drives a vehicle to a bus top, it must be left in a safe 

place where it will not cause inconvenience. The College or the Public Transport 

Corporation will not accept responsibility for loss or damage. 

• While travelling students must remain in their seats for the whole of the journey. 

• No student should have any part of his or her body protruding from the bus. 

• Rubbish or any items must not be thrown from any bus. 

• Boisterous conduct or ‘horseplay’ is not allowed, nor is any action which may distract the 

driver’s attention. 

• Students are expected to speak quietly while the bus is in motion. The driver may request 

absolute silence on occasions in the interest of safety. 

• Students must not attract the attention of passing traffic. 

• Smoking and use of any illegal substances are not permitted on the buses. Such items 

must not be present on persons or in bags. 

• Students must not talk to the driver while the bus is moving. 

• Students may only board or leave a bus at their designated ‘stop’. 

NON-COMPLIANCE WITH ANY OF THE ABOVE RULES WILL RESULT IN THE FOLLOWING; 

• The driver will stop the bus, record the name of the student and the nature of the offence. 

In certain circumstances the driver may contact the school immediately by phone. 

• The offender will be taken to the College or to his/her bus stop. 

• The incident will be reported to the Bus Coordinator and the Principal. Disciplinary action 

will be taken. 

This action may include suspension from travelling for a specified period. In the event of 

suspension, students will need to make their own transport arrangements. For persistent 

offences, indefinite suspension will be imposed. In extreme cases permission to travel will be 

withdrawn fully. 

In case of vandalism, those responsible will be required to pay for the damage. 

Changes in Bus Travel Students must bring a bus note for any changes in bus travel – eg: 

not returning home by bus, wishing to travel on a different bus or desiring to get off at a different 

bus stop. Printed bus notes are available at the College. 

Bus Captains:- have been appointed to assist the drivers with supervision. They have full 

authority under the drivers’ direction and have been instructed to report all misbehaviour and 

vandalism on the buses. 

Authorised Travellers Only: Only students listed on the official bus roll are entitled to travel. 

Exceptions can only take place with the approval of the school via a bus note. Applications via 

parent note must be submitted prior to the commencement of the relevant school day. 

No authorisation possible for social or sporting purposes: School buses are not to be used 

for travel to or from temporary employment or for social or sporting purposes. 

Student Declaration 

I have read the School Bus Code of Conduct and agree to abide by its terms. 

Instrumental Music Lessons 

My child ________________________________________________ in Year____________________ 

would like to learn a musical instrument in 2011 

Signed:___________________________________________________ Date:______________________ 

Contact number:___________________________________________ 

Please indicate your instrumental preference 1 and 2 

_________ Piano/Keyboard Ms Kris Cheesman 

_________ Piano Mrs Virginnia Orton 

_________ Trumpet Mr Marc Law 

_________ French Horn Mr Marc Law 

_________ Trombone Mr Marc Law 

_________ Flute Mr Marc Law 

_________ Clarinet Mr Marc Law 

_________ Saxophone Mr Marc Law 

_________ 

Guitar 

_________ Drums Mr David Thompson 

_________ Voice Mrs Jenny Grover 

Instrumental Music 

As some of our instrumental teachers take private lessons, please indicate if your child is currently 

learning an instrument and would like to continue lessons with this teacher during school hours. 

________________________________________________________________________________ 

________________________________________________________________________________ 

When preferences are received, students will be placed on a waiting list and notified when a place 

becomes available for them. At this stage our Business Manager, Mrs. Sandra Faneco, will contact 

parents to arrange payment plans. 

Signature of Student______________________________________________ 

Date_______________________________________________________ 

Years 11 & 12 2011 108. 109. Years 11 & 12 2011

Government Assistance 

EMA (Education Maintenance Allowance) 

To be eligible for the EMA: 

1. Your child must be under the age of sixteen; and 

2. Your child must be enrolled at a primary or secondary Government or registered school in 

Victoria on, 25th February 2011 for the first instalment and 5th August 2011 for the second 

instalment; and 

3. You must on 26th January 2011 for the first instalment and 11th July 2011, for the second 

instalment: 

o be a parent or legal guardian of the student; and 

o be an eligible beneficiary within the meaning of the State Concessions Act 2004, that 

is, a holder of Veterans Affairs Gold Card or be an eligible Health care card (HCC) or 

Pensioner Concession Card (PCC) holder or 

o be a foster parent. 

4. Submit your application to the school by the due date: 

25th February 2011 for the first instalment* 

5th August 2011 for the second instalment. 

* Please note: you only need to make a second application in August if your child changes schools 

between March and August. 

The Pension Concession Card (PCC) or Health Care Card (HCC) is subject to electronic confirmation 

with Centrelink to verify that the cardholder is receiving a benefit. 

Foster parents can apply for the foster child only. Temporary caregivers through the Department of Human 

Services are considered to be foster parents*. * Please note: foster parents must provide their 

school a copy of the letter stating temporary care arrangements from the Department of Human Services 

or the courts for the school’s records. 

Eligible Pension Concession Cards: 

• Age pension (AGE/AGE BLIND) 

• Bereavement Allowance (BVA) 

Government Assistance 

EMA (Education Maintenance Allowance) 

Eligible Health Care Cards: 

• Exceptional circumstances relief payment (DR) 

• Family tax benefit – part A (FA) 

• Farm help income support (FFR) 

• Low income card (LI) 

• Newstart allowance (NS) 

• Newstart mature age allowance (NMA) 

• Parenting payment – partnered (PP) 

• Partner allowance (PA) 

• Sickness allowance (SA) 

• Special benefit (SL) 

• Widow allowance (WA) 

• Youth Allowance (YA) 

Parents not eligible for EMA 

If you receive a Carer Allowance (formerly Child Disability Allowance), Mobility Allowance, Remote 

Area Allowance or any other benefit not income tested by Centrelink you are not eligible for the 

EMA unless you are also a holder of one of the eligible concession cards listed above. 

Application Forms 

The EMA forms are available on line at www.education.vic.gov.au or from the Marian College Office. 

• Carer payment (CAR) 

• Disability support pension (DSP) 

• Disability support pension – blind (DSP BLIND) 

• Mature age allowance (MAA) 

• Mature age partner allowance (MPA) 

• Newstart allowance – over 60 (NSA) 

• Newstart mature age allowance (NMA) 

• Parenting payment – partnered over 60 (PP) 

• Parenting payment – single (PPS) 

• Partner allowance – over 60 (PA) 

• Sickness allowance – over 60 (SA) 

• Special benefit – over 60 (SL) 

• Widow allowance – over 60 (WA) 

• Wife pension (WFA, WFD, WFW) 

• Widow B pension (WID) 

Years 11 & 12 2011 110. 111. Years 11 & 12 2011

Uniform Price List 

2011 Canteen Price List 

Fosters Mensland 

166 Barkly Street 138 Main Street, 

ARARAT VIC 3377 STAWELL VIC 3380 

Phone 5352 1162 Phone 5358 1137 

Email fosters@vic.chariot.net.au 

GIRLS 

MARIAN COLLEGE UNIFORM PRICE LIST 

Effective as at July 2010 

BOYS 

Dresses – Sizes 8-14 $69.95 Grey shorts Sizes 4-16 S-3XL $24.95 

Sizes 16-24 $72.95 (Assorted styles) & $27.50 

Navy shorts All sizes $43.95 Grey elastic waist trousers $27.50 - 

(Assorted styles) Sizes 4-16 S-3XL $37.95 

Navy hipster trousers All sizes $35.00 

Kilt All sizes $120.00 

UNISEX GARMENTS 

Blue polo tops with Marian College logo 

Sizes 4-16 $24.05 

Sizes S-3X $29.95 

Polar Fleece with Marian College logo 

All sizes $69.95 

Sports Rugby top with Marian College logo 

Navy Trackpants – no stripe 

All sizes $84.95 Sizes 4-14 $25.00 

Sizes S-3XL $29.95 

Navy basketball shorts 

Blue business shirts 

8-14 $15.00 Short sleeve $19.95 

S-2X $15.00 Long Sleeve $19.95 

Blazer from $175.00 - $190.00 

Long tie $29.95 

Woollen v neck jumper with Marian College logo 

From $85.00- $95.00 

MARIAN COLLEGE CANTEEN PRICE LIST 2011 

Sandwiches & Rolls Sandwichs & Rolls Wraps 50 cents extra 

Cheese/Chicken/Tuna/Ham with Salad 4.00 Salad= lettuce, tomato, carrot, beetroot, zucchini, mayo 

Salad 3.50 Toasted= 50 cents extra 

Chicken & Cheese 3.50 Extra Fillings= 50c extra warm ups 50 cents 

Chicken, Lettuce, Mayo 3.50 

Chicken 3.50 Health Roll 5.00 Megsies Mega Munch 4.50 

Tuna 3.50 Zucchini, carrot, alfalfa, lettuce, tomato, Ham, cheese, lettuce, tomato, , 

Ham 3.50 mayo, beetroot, pineapple, cucumber, beetroot, carrot, mayo 

Egg & Lettuce 2.50 cheese on a multigrain or wholemeal roll. on a wholemeal roll 

Egg 2.50 

Cheese 2.50 Rob's Hunger Breaker 5.00 Sumsie Roll 4.50 

Tomato 2.50 Cheese, onion, alfalfa, carrot, zucchini, Chicken, cheese, zucchini, 

Sultana, Vegemite 2.00 chicken, mayo, black pepper on a tomato, lettuce, alfalfa on a 

multigrain or wholemeal roll. white roll 

Hot Food 

Toasted Foccacia & chicken 5.50 Drinks Vegetarian 

Schnitzel Supremo 5.00 Large flavoured 500ml 3.00 Toasted Foccacia 5.00 

Chicken Schnitzel Burger 4.00 milk low fat Spinach & Ricotta Burger 4.00 

Potato Pie 4.00 Nippys iced milk 375 ml low fat 2.50 Vegie lasagne 3.50 

Spaghetti Bolognaise 3.50 Water 750ml Pump 2.50 Spinach & Fetta Parcels 3.50 

Lasagne 3.50 Water 600ml 2.00 Cauliflower & Broccoli Parcels 3.50 

Fried Rice (Bacon) 3.50 L.O.L 2.00 Vegie Burger 4.00 

Pasties 3.50 Pure O/J 1.80 Corn Cob 1.00 

Pies (Heart Tick) 3.50 Flavoured milk 1.80 Potato Cake 1.00 

Chicken Burger 4.00 Fruit Box 1.50 Hash Browns 0.80 

Hot Chicken Roll 4.00 Play Water 2.00 

Hot Dog with cheese & mustard sauce 3.00 Extras 

Hot Dog 2.50 Home Made Apple Cakes 1.50 Fruit of the Day 1.00 

Crumbed Chicken Drumstick 2.50 Choc Chip muffins 1.50 Cruncha 0.80 

Pizza 2.00 Slices home-made 1.00 Frozen F/J tubes 0.40 

Spring Roll 2.00 Ginger bread 1.50 Bag of Mixed Fruit 2.00 

Sausage Roll 2.20 Choc chip cookies 1.00 Fruit Salad 3.00 

Party Pies 1.00 Anzac bisciuts 1.00 Greek low fat Yoghurt 1.50 

Dim Sim 0.80 Fruit Salad 3.00 (Mango, passionfruit or blueberry) 

Fruit Salad with yoghurt 3.50 

All Burgers with Tomato 

Schnitzel Supremo - Lettuce, grated lite cheese, avocado, sweet chilli lite sour cream & Schnitzel strips on a long Multi Roll. 

Years 11 & 12 2011 112. 113. Years 11 & 12 2011

Marian Community Support Group 

Marian Community Support Group 

Name: 

«mail_to» 

Phone: Home___________Work 

__________Mobile___________ 

Please indicate one or more from each section. 

(for example) 

Casserole/Pies 1._Curried Chicken______2._Pasta Bake___________ 

Food 

Casserole/Pies 1.________________2._____________________ 

Slice/Cakes 

1.________________2._____________________ 

Soup 1.________________2._____________________ 

Meat 1.________________2._____________________ 

Fruit 

Vegetables 

1.________________2._____________________ 

1.________________2._____________________ 

Lunches 1.________________2._____________________ 

Other 

1.________________2._____________________ 

Services 

Assisting at Functions 

Lawn Mowing or general gardening 

Ironing or general housework 

Child minding 

Pet Care 

Wood cutting 

Stawell Gift Gates 

Waiting Tables 

Kitchen Hand 

Bar Work 

Canteen at School 

Farm work eg feeding stock 

Transport to appointments 

Transporting Children 

Other___________________________________ 

Years 11 & 12 2011 114. 115. Years 11 & 12 2011

Medication Authority 

Medication Permission 

Marian College is following new guidelines for dispensing medication to students. 

The following form is written permission for staff to administer paracetamol or 

analgesics following a phone call to the student’s parents/guardian. 

Without this written permission staff are not allowed to administer paracetamol or 

analgesics even with your verbal permission. 

I ____________________________________________________________ 

being the parent/guardian of 

1. ___________________________________________________ 

2. ____________________________________________________ 

3. ____________________________________________________ 

4. ____________________________________________________ 

give my permission for staff at Marian College to dispense 

Paracetamol tablet 

Tablets (Number of tablets) 

Analgesic tablets 

Tablets (Number of tablets) 

to my above named child/ren only after verbal permission from me is obtained. 

This permission expires on 1 st March 2012 

Parent/Guardian signature 

Years 11 & 12 2011 116. 117. Years 11 & 12 2011

Enrolment In VET 

APPLICATION FOR ENROLMENT IN A VET PROGRAM 

Tick the box for the program you wish to apply for (separate forms are required for each program) 

Agriculture Community Services (Childcare) Information Technology 

Allied Health Assistance Engineering Interactive Digital Media 

Automotive Equine Industry Music 

Building & Construction Food Processing (Wine) Retail Operations 

Business 

Hair 

Community Recreation 

Hospitality 

My preferred vocation (job) for SWL is ............................................................................. 

I am applying for a continued (2 nd year unit 3/4) place NO YES 

I have previously been enrolled in a VET program other than the one applied for 

NO YES which program? ...................................................... …. 

Student Personal Details 

The Central Grampians VET Cluster complies with the Privacy Amendment (Private Sector) Act 2000. The information you 

provide on this form will be for the administration of this program and to support your application, and will not be provided 

to any other party without your permission. 

In 2011, you will be in year? 10 11 12 and Studying VCAL VCE 

First Name 

School 

Home Address 

Surname 

Postcode 

Date of Birth Gender Male Female 

Phone Number 

Parent / Guardian Information 

First Name 

Phone Number 

Mobile 

Surname 

Mobile 

Emergency Contact (if other than Parent / Guardian above) 

First Name 

Relationship to Student 

Phone Number 

Surname 

Mobile 

Student & Parent/Guardian Declaration 

We have discussed the commitment required to participate in the VET program and understand that it may 

involve a cost for materials/consumables as well as being absent from school to attend VET classes and 

Structured Workplace Learning (on the job training) as required. We understand that to complete the 

program and gain the VET certificate the student must meet the requirements of both the VET course and the 

VCE/VCAL. I also understand that enrolment numbers may determine the availability of the course. 

Student’s Signature………………………………………………………………………….Date………………………………… 

Parent/Guardian Signature…………………………………………………………………Date…………………………………… 

RECORDING AUTHORISATION (Optional) 

______________________________________I/we consent for the photographic, video, audio or any other 

form of electronic recording of the named student as part of this program. I authorise the use of this material 

by the Central Grampians VET Cluster as part of promotion in printed and online material. I understand that 

this publication may be without acknowledgement and will be without remuneration or compensation. I 

further understand that once published on the internet, the Central Grampians VET Cluster have no control 

over its subsequent use and disclosure. I understand and agree that if I wish to withdraw this authorisation 

it will be my responsibility to inform the Cluster Coordinator on (03) 5352 4177. 

Student’s Signature………………………………………………….………………………Date……………………………………… 

Parent/Guardian (required when student is under 18 years) 

Signature…………………………………………………………………….……………………..Date…………………………………… 

Please Return to Your School 

VET COORDINATOR or Subject Selection Counsellor 

25 

Years 11 & 12 2011 118. 119. Years 11 & 12 2011

Subject Selections Year 11 

Year 11 2011 Subject Selection 

This form must be returned to Marian College by Friday 10th September, 2010. 

Please tick one of the following 

In 2011, I will be 

Name:______________________________ Class___________ 

Returning to Marian College for Year 11 

Not returning to Marian College for Year 11 

Undecided 

CORE SUBJECTS 

All Year 11 students will study the 

following subjects: 

• Religion 

• English and/or Literature 

VCE 

Please ensure that indicate which units eg Units 1 & 2 

or 3 & 4 you are selecting. 

1. …………………………………………………. 

2. ………………………………………………….. 

3. ………………………………………………….. 

VCAL 

• Literacy 

• Numeracy 

• Personal Development 

Units 1 & 2 

• Work Related Skills 

Units 1 & 2 

Please ensure that you write the 

correct course name into your 

selections; eg VCE Information 

Technology or VET Cert III 


4. ………………………………………………….. 

5. ………………………………………………….. 

6. ………………………………………………….. 

VET 

VCAL students must select one VET subject 

1. ………………………………………….. 

_____________________________ 

If I did not get all six (6) choices then I would like this 

seventh (7) alternative. 

VCE 

The Marian College Careers 

Coordinator is able to assist you 

with your subject selections and pre 

requisites for tertiary courses. 

7. ………………………………………………….. 

VCAL students must select one VCE subject 

1. ……………………………………………. 

Parental Signature_______________ Student Signature_____________________ 

Years 11 & 12 2011 120. 121. Years 11 & 12 2011

Subject Selections Year 12 

Year 12 2011 Subject Selection 

This form must be returned to Marian College by Friday 10th September, 2010. 

Please tick one of the following 

In 2011, I will be 

Name:______________________________ Class___________ 

Returning to Marian College for Year 12 

Not returning to Marian College for Year 12 

Undecided 

CORE SUBJECTS 

All Year 12 students will study the 

following subjects: 

• Religion 

• English or Literature 

VCE 

1. …………………………………………………. 

2. ………………………………………………….. 

3. ………………………………………………….. 

VCAL 

• Literacy 

• Numeracy 

• Personal Development 

Units 1 & 2 

• Work Related Skills 

Units 1 & 2 

Please ensure that you write the 

correct course name into your 

selections; eg VCE Information 

Technology or VET Cert III 


4. ………………………………………………….. 

5. ………………………………………………….. 

_____________________________ 

VET 

VCAL students must select one VET subject 

1. ………………………………………….. 

If I did not get all five (5) choices then I would like this 

sixth (6) alternative. 

6. ………………………………………………….. 

VCE 

The Marian College Careers 

Coordinator is able to assist you 

with your subject selections and pre 

requisites for tertiary courses. 

VCAL students must select one VCE subject 

1. ……………………………………………. 

Parental Signature_______________ Student Signature_____________________ 

Years 11 & 12 2011 122. 123. Years 11 & 12 2011

Years 11 & 12 2011 124.

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