In this study, students view artworks and investigate the working practices of artists from different cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewers or audiences who experience them.

Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.

Unit 1: Interpreting artworks and exploring the creative practice
Unit 2: Interpreting artworks and exploring the creative practice
Unit 3: Investigation, ideas, artworks and the creative practice
Unit 4: Interpreting, resolving and presenting artworks and the creative practice

Unit 1
In the Unit 1 students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives.

Unit 2
In Unit 2 students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks.

Unit 3:
In this unit students use inquiry and project based learning as starting points to develop of Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation.
Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist.

Unit 3 commences with students researching the practice of the artist.
Unit 3 commences with the students researching the practice of a selected artist as the starting point to develop a finished artwork.
The finished artwork will contribute to the Body of Work developed over Units 3 and 4

Unit 4:
Unit 4 students continue to develop their art practice through Project based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice.

They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study.
Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work.

In this subject, students study media narratives, they analyse the use of media codes and conventions to structure meaning, and how narratives are influenced by the social, cultural, ideological and institutional contexts of production the production period.

Students use the pre-production stage of the media production process to design a media product for a specified audience.

They investigate, explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress.

Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product.

Unit 1: Media forms, representations and Australian stories

Students study how the relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products.

Unit 2: Narrative across media forms

In this unit, students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Unit 3

In this unit students study media narratives, they analyse the use of media codes and conventions to structure meaning, and how narratives are influenced by the social, cultural, ideological and institutional contexts of production the production period. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design a media product for a specified audience. They investigate, explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product.

Unit 4

In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

In this year-long subject students learn how designers visually communicate concepts when designing messages, objects, environments and interactive experiences, and address design problems for services, systems, spaces, and places. They use research, drawings, mock-ups, models, and prototypes to develop design ideas and solutions.
Visual Communication Design is more than just appearance and function, but considers sustainable and strategic solutions for larger systems and services.

Unit 1: Finding, reframing and resolving design problems
This unit teaches students about human-centered design, research, and effective communication of design ideas. It emphasises the role of design in promoting sustainability and circular practices, and how design decisions are influenced by various factors.
Students will engage with research tasks to design problems and create a plan to solve them, while also participating in critiques to receive feedback. The unit aims to help students integrate divergent and convergent thinking in their design projects and develop their understanding of good design across specialist fields.
Students complete research tasks as well as engage with practical design problems to solve for a ‘client’. They complete designs in the field of messages and objects.

Unit 2: Design contexts and connections
Unit 2 builds on prior knowledge of visual communication and human-centered research methods.
Students apply the VCD design process to design environments and interactive experiences, using materials from architecture, landscape architecture, interior design, and UX design.
They learn about historical and cultural influences on design, emotive potential of interactive design, and culturally appropriate design practices, including Indigenous knowledge and intellectual property.
Students are expected to engage with design critiques to assist them to refine their feedback and design solutions.

Unit 3: Visual communication in design practice
Unit 3 introduces the work and processes of designers across various fields of design practice. Students analyse contemporary designers to gain insights into how they create messages, objects, environments, and interactive experiences. They learn about the contexts, relationships, and responsibilities of designers and how they respond to design problems and good design.
Students then apply this knowledge to explore the Discover, Define, and Develop phases of the VCD process to address a design problem, using research methods to prepare a brief and generate, test, and evaluate design ideas that are refined in Unit 4.

Unit 4: Delivering design solutions
In this unit, students focus on resolving design concepts for two communication needs and presenting their solutions. They evaluate, select, and refine their ideas, exploring both manual and digital methods, media, and materials. Students also test their concepts using models, mock-ups, or low-fidelity prototypes. They create a pitch to justify their design decisions and respond to feedback through final refinements.
Finally, they choose the appropriate materials, methods, and media to present their final design solutions in a distinct format that addresses the design criteria specified in the brief.

If you are interested in health promotion, community health, local and global heath issues or environmental health or even if you are not sure which health science area is for you, this subject can help you find your area of interest.

VCE Health and Human Development takes a broad and multidimensional approach to defining and understanding health and wellbeing. Students investigate the World Health Organisation’s definition and other interpretations of health and wellbeing.

Students consider Australian and global contexts as they investigate variations in health status between populations and nations.

VCE Health and Human Development is designed to foster health literacy. Students develop their ability to navigate information, to recognise and enact supportive behaviours and to evaluate healthcare initiatives and interventions. VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education and the health profession.

Unit 1: Understanding health and wellbeing
In this unit, students are introduced to the key concepts of health, including the factors that influence health and wellbeing, with a focus on the lifespan stage of youth. Students explore how nutrition plays a key role in the health status of individuals and conduct an extended inquiry about a major health and wellbeing issue associated with youth in today’s society.

Unit 2: Managing health and development
In this unit students focus on the developmental transition from youth to adulthood, by exploring physical and social changes and the factors that influence the health status of adults. Students are also introduced to the Australian healthcare system, by researching healthcare services in the community and analysing a range of issues associated with new and emerging healthcare technologies.

Unit 3: Australia’s Health in a Globalised World
In Unit 3, students learn about health and wellbeing as dynamic and multidimensional concepts influenced by biological, sociocultural and environmental factors. They develop skills in interpreting health data and exploring variations in health status between population groups in Australia. Students analyse the evolution of public health approaches, including the shift from a biomedical focus to the social model of health and the Ottawa Charter for Health Promotion. They investigate the role of Australia’s health system and initiatives aimed at improving health outcomes, including those addressing Aboriginal and Torres Strait Islander health and promoting healthy eating.

Unit 4: Health and Human Development in a Global Context
Unit 4 extends the focus to global health and human development. Students compare the health status of low-, middle- and high-income countries, analyse contributing factors to global health inequalities, and explore the Human Development Index. They investigate global issues and trends, such as climate change and digital technologies, and their impact on health. Students also examine global initiatives, including the UN’s Sustainable Development Goals and the World Health Organization’s work, and evaluate the effectiveness of Australia’s aid program and the efforts of non-government organisations in promoting sustainable improvements to health and human development.

Outdoor and Environmental Studies examines some of the ways in which Indigenous peoples and non Indigenous peoples understand and relate to nature through experiencing outdoor environments.

The focus is on individuals and their personal responses to experiencing outdoor environments. Students study the effects of natural changes and impacts of land management practices on the sustainability of outdoor environments by examining a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention.

Unit 1
Connections with outdoor environments.

This unit examines how humans connect with outdoor environments and why these connections are important. They consider a range of contemporary uses and meanings of the term ‘nature’ and examine a variety of outdoor environments. Students are introduced to Indigenous people’s perspectives on the ways humans connect with outdoor environments.

Students also have the opportunity to participate in an expedition along the Glenelg River.

Approximate cost for Glenelg River expedition: $420

Unit 2:
Discovering outdoor environments

This unit focuses on human activities undertaken in outdoor environments and their impacrs on those environments. Although environmental impacts include both natural and human induced changes on components of the environment, the focus in this area of study i son the observation of impacts of humans, both positive and negative.

Students have the opportunity to participate in a two day cross country ski trip to Mt Baw Baw, together with a coastal bushwalk through the Great Otway National Park.

Approximate cost of camps in Unit 2:
Mt Baw Baw trip $250
Coastal bushwalk $180

Unit 3: Relationships with outdoor environments
The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia over 60,000 years.

Students have the opportunity to participate in snorkelling camp within the local environment on the Mornington Peninsula at Flinders

Approximate cost of Snorkelling camp: $120

Unit 4: Sustainable outdoor environments
In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relations to the capacity of outdoor environments to support the future needs of the Australian population.

Students have the opportunity to participate in a 4 day Mt Buller skiing/snowboarding expedition

Approximate cost of Mt Buller expedition: $750

VCE Physical Education follows theory based work examining the biological, social and cultural influences on performance and participation in physical activity. Students research biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students investigate interplay of the three energy systems to performance in physical activity, sport and exercise. Students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level.

Unit 1: The human body in motion

How does the musculoskeletal system work to produce movement?
How does the cardiorespiratory system function at rest and during physical activity?

Unit 2: Physical activity, sport and society

What are the relationships between physical activity, sport, health and society?
What are the contemporary issues associated with physical activity and sport?

Unit 3: Movement skills and energy for physical activity, sport and exercise
This unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity, sport and exercise.

Unit 4: Training to improve performance
In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).

Unit 1: Planning a business
Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development.
In this unit, students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

Area of Study 1: The business idea
Area of study 2: Internal business environment and planning
Area of Study 3: External business environment and planning

Unit 2: Establishing a business
This unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit, students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse management practices by applying key knowledge to contemporary business case studies.

Area of Study 1: Legal Requirements and financial considerations
Area of Study 2: Marketing a business
Area of Study 3: Staffing a business

Unit 3: Managing a business
In this unit students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

Area of Study 1: Business Foundations
Area of Study 2: Human Resource Management
Area of Study 3: Operations Management

Unit 4: Transforming a business
Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

Area of Study 1: Reviewing performance - the need for change
Area of Study 2: Implementing change

History is a dynamic discipline that involves an inquiry into the social, political, economic, cultural, environmental and technological that have shaped the past and present. To make meaning of the past, students use historical sources, which include primary sources and historical interpretations. Students analyse and evaluate evidence and use this when constructing historical arguments.

The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. This study enables students to:
- Ask and use questions about the past, evaluate historical sources and construct historical arguments based on their use of sources as historical evidence.
- Develop an understanding of cause and consequence, continuity and change and significance
- Explore a range of eras and periods, events, people, places, ideas and historical perspectives to develop a broad understanding of the past
-Engage with historical interpretations and the contested debates between historians
- Recognise how our understanding of the past informs decision making in the present
-Appreciate that the world in which we live has not always been as it is now, and that it will continue to change in the future

MODERN HISTORY
History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and evetns that have created present societies and cultures.

Unit 1: Change and Conflict
In this unit, students investigate the nature of social, political, economical and cultural change in the later part of the 19th century and the first half of the 20th century.
Modern History provides students with an opportunity to explore the significant events, idea individuals and movements that shaped the social political, economic and technological conditions and developments that have defined the modern world.

Unit 2: The changing world order
In this unit, students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty first century.

Unit 3 and 4: Revolutions
In VCE History, students explore different revolutionary periods across history, with an in-depth study of the American and Russian revolution.
Students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society.
Revolutions are caused by the interplay of events, ideas, individuals and popular movements, and the interplay between the political, social, cultural, economic and environmental conditions. Their consequences have a profound effect on the political and social structures of the post revolutionary society.
Revolution is a dramatically accelerated process whereby the new regime attempts to create political, social, cultural and economic change and transformation based on the regime’s ideology. Change in post revolutionary society is not guaranteed or inevitable and continuities can remain from the pre-revolutionary society. The implementation of revolutionary ideology was often challenged internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measure of violence, oppression and terror.
Causes of revolution
- What were the significant causes of revolution?
- How did the actions of popular movements and particular individuals contribute to triggering a revolution?
- To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution?
- Consequences of revolution