VCE Wednesday Block Electives

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Music Extension provides music students with the opportunity to learn extended musical concepts. Students perform regularly, including lunchtime performances and school concerts, which allow them to develop confidence in performances in a variety of settings.

Students are required to perform repertoire from the relevant themes or styles presented to them weekly. They use general listening and specific aural skills to enhance their performances and knowledge of the elements of music, style and notation to arrange, compose and share their music. Students are also required to analyse recordings and videos of their own performances, as a way to improve and self-evaluate their technical and performance skills.

In order to undertake this subject, it is compulsory for students to have prior/current experience playing an instrument (or voice) and ongoing music lessons.


Environmental Science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non living elements that sustain Earth systems.

Unit 1: How are Earth’s systems connected? (2020)

In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured.

Unit 2: How can pollution be managed? (2019)

Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on pollution, biodiversity, energy use and climate change; they explore the conceptual, behavioural, ethical and technological responses to these changes. VCE Environmental Science provides for continuing study pathways within the field and leads to a range of careers. Diverse areas of employment range from design, including landscape or building architecture, engineering and urban planning, environmental consultancy and advocacy, which may involve employment in air, water and/or soil quality monitoring and control, agriculture, construction, mining and property management and water quality engineering. Environmental scientists also work in cross disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography.

NOTE: Environmental Science Unit 3 /4 is not offered at Dromana College

Global Politics Unit 2

Unit 2: Global Connections
This unit introduces students to the global community and the global actors that are part of this community.

In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation.

Social and political impacts of globalisation Impacts on human rights, culture and environment Australia’s international cooperation on an issue such as the environment, terrorism, trade or international aid

In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community.
They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability.

At least one case study of international cooperation from the environment, animal welfare, health, international crime and human rights At least one case study of international conflict from war, separatism, terrorism and human rights


Unit 1: Media Forms, Representation and Australian Stories

Students will investigate the relationship between audiences and the media and how they are constantly changing and how audiences engage with the media. Students will develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style with a focus on Australian fictional and non fictional narratives. Students will develop an understanding of how media texts are constructed and put this onto practice with the development and production of media products in a variety of media forms.

Unit 2: Narrative Across Media Forms

In this unit, students further develop an understanding of the concept of narrative in media products in different contexts including film, television, sound news, print, photography, games, and interactive digital forms. Students analyse the influence of the development in media technologies on individuals and society examining the effects of media convergence and hybridisations on the design, production and distribution. Through the creation of media productions, students will develop their understanding of media codes and conventions, audience engagement, consumption and reception.

Career Options

Actor, Journalist, Arts Administrator, Make-up Artist, Audio Visual Technician, Multimedia Developer, Camera Operator, Projectionist, Copywriter, Scriptwriter, Desktop Publisher, Set Designer, Film and TV Editor, Sound Mixer, Film and TV Lighting Operator, Sound Technician, Film and TV Producer, Stage Manager, Film Critic, Web Designer/Developer, Graphic Designer, Media Teacher


Visual Communication Design assists students in the understanding, use and interpretation of a range of visual communications. It involves a study of the vocabulary and grammar of visual communication, which includes an understanding and application of, drawing and drawing conventions, design elements, principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life.

Unit 1: Introduction to Visual Communication Design

In this unit, students focus on using visual language to communicate messages, ideas and concepts. Students practice their ability to draw what they observe and will use visualisation drawing methods to explore their own ideas and concepts. Through experimentation and exploration of the design elements and principles, students develop an understanding of how they affect visual messages.

Unit 2: Applications of Visual Communication Within Design Fields

In this unit, students focus on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation-drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental and industrial fields of design. They also investigate how typography and imagery are used in these fields as well as communication design.


Accounting involves reporting and analysing financial information to track and improve business performance.
Accounting plays an integral role in the successful operation and management of every organisation, from a small business to a global corporation, across a variety of industries.

VCE Accounting prepares students for a university or vocational pathway in commerce, management and accounting. It can lead to careers in areas such as financial accounting, management accounting, management and personal financial planning.

In VCE Accounting students apply critical thinking skills to a range of business situations, using both manual bookkeeping and information and communications technology (ICT) to provide accounting advice to business owners.

Unit 2: Accounting and decision-making for a trading business

Unit 2 Accounting is taught in the Wednesday block throughout the year.
Whilst students work towards their accreditation for Unit 2, they also explore many

Unit 1 concepts including: the role of accounting; recording financial data; and reporting accounting information for a service business.

In Unit 2 Accounting, students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare and analyse historical and budgeted accounting reports.

NOTE: Unit 2 VCE Accounting runs in the Wednesday block and VCE Accounting Unit 3 and 4 runs in the normal blocks.


Geography is the study of the human and natural worlds, and the influence that these have on one another. Students learn about the most recent world issues, from climate change to the impacts of current wars. Geography is a positive, forward-looking subject that offers students a chance to apply cutting edge technologies and study the latest approaches to social and environmental issues, thus preparing students to make positive change from a local to an international scale. Students undertake fieldwork in each unit to investigate the concepts learnt in the classroom.

Geography graduates are some of the most sought after employees in the modern workforce and have a vast array of career paths available to them, including: International Aid work, Disaster Management, Tourism, Town and Social Planning, Wildlife Management, Oceanography, Climatography and plenty more.

Unit 1: Hazards and disasters

In this unit students undertake an overview of hazards and disasters before investigating two contrasting types of hazards and disasters in detail. Some examples that may be studied include bushfires, floods, infectious diseases, and epidemics. Students then proceed to explore the ways in which humans have responded to selected hazards, including through specific measures such as prediction and warning programs and community preparedness.

Unit 2: Tourism

As the travel and tourism industry is directly responsible for one in every twelve jobs globally, the growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism. In this unit students investigate the characteristics of tourism, with particular emphasis on tourist destinations, the various types of tourism, how tourism has changed and continues to change over time, and its impacts on people, places and environments. They select two contrasting examples of tourism from within Australia and elsewhere in the world to investigate in detail. Students undertake fieldwork in this unit to evaluate the measures taken to enhance the positive impacts and minimise the negative impacts of tourism at our selected location.

Unit 3: Changing the Land

In this unit students will investigate two aspects of geographical change- land cover change and land use change. Students will develop their understanding of how deforestation, desertification and melting glaciers change land cover in different regions of the world. The distribution and causes of these processes are investigated with their impacts and responses considered in relation to specific case study locations. Students will then investigate a local area to describe the processes and impacts of land use change. They will attend fieldwork and use these techniques along with secondary sources to analyse and explain the land use change.

Unit 4: Human Population

In this unit students will investigate the geography of human populations. They will explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Students will study global population dynamics and an overview of world population growth since the 1700s and projected changes into the 21st century. Population changes by growth, decline in fertility, mortality and migration will also be explored, with specific case studies used. Social, economic, political and environmental factors will be investigated to assist in describing the changes in population with population theories, models and data used to form this understanding.

NOTE: VCE Geography Unit 1 /2 can be undertaken in either the Wednesday block OR the normal blocks. VCE Geography 3 /4 runs in the normal blocks.


Unit 1 Sustainable Product Redevelopment
In this Unit 1 course students have undertaken a year of VCE Product Design and Technology Textiles. Students are asked to redevelop an existing commercial product to improve its purpose and function, and also to make it more sustainable. As part of their folio work students applied their knowledge to the product design process and the product design influences. This includes analysing the product chosen to redevelop it and to write a design brief.

Outcome 1
Sustainable redevelopment of a product.
On completion of this outcome the students are able to write a product analysis, design brief and evaluation criteria. They researched design ideas, created designs and developed a plan for production.

Outcome 2
Producing and evaluating a redeveloped product.
On completion of this outcome the students engaged in the production of the outfit, recording their progress and evaluating the product. Students are expected to enter their outfit into the annual Peninsula Teenage Fashion Expo held at Dromana College.

NOTE: VCE Product Design Unit 3 /4 is not offered at Dromana College


This qualification is designed to reflect the role of employees who perform a range of tasks in hospitality establishments. Based on learning basic cooking skills and methods used within the hospitality industry.

Students who complete the full program will receive a Statement of Atttainment of modules completed from Kitchen Operations and Hospitality.
This could provide credit towards other Hospitality courses/apprenticeships


Wednesday: 11:30am – 3.00pm

Career Options

Baker, Hospitality Advisor, Caterer, Hospital Catering, Chef, Health Inspector, Consumer Advisor, Health Educator, Cook, Home Economist, Dietician, Nutritionist, Food Producer, Pastry Chef, Food Technologist, Teacher, Food Writer NOTE: VET Hospitality 3 /4 is not offered at Dromana College.


Unit 1 and 2

These units enable students to explore the potential of the body as an instrument of expression. Concentrating on safe dance practices, students will develop the physical skills and body actions required in dance. Students will explore and perform dance works originating from different dance-making processes and discuss influences on the movements and ideas communicated in their own and other’s dance works. Students will also expand their dance vocabulary by exploring various genres of dance.

Unit 3 and 4

These units allow students to develop compositional skills by exploring ways in which the intention of the choreographer can be expressed through movement with the use of phrasing, spatial organisation, elements of movement and group structures. Solo and group dance works from 1900 to present day are analysed, concentrating on the influences and compositional techniques used. The students will also focus on the technical complexities, accuracy, performance skills and composition in the performance and interpretation of a learnt group dance and the composition and performance of their own solo dance works. Entry;

“It is recommended that students have three to four years dance and/or movement experience prior to the commencement of VCE Dance. This experience might focus on a specific dance style or could involve development of a personal movement vocabulary.”

Students are expected to purchase (is they don’t already have) a pair of foot undies, along with the expectation that students are to attend “Top Acts”, perform at the end of semester Performance Evening (practical exam) and one of the workshops offered throughout the year.

Career Options

Choreographer, Fitness Instructor, Dance Teacher, Musical Theatre, Events Co-ordinator, Professional Dancer Year 10 students who undertake VCE Dance on a Wednesday are strongly encouraged to also undertake the Year 10 Dance within their normal Year 10 program.


VCE Global Health examines the way humans interact with and relate to natural environments. The course explores a variety of environmental factors that contribute towards health inequalities on a global scale. Students investigate global action to improve worldwide health, with a focus on sustainability. The units enable students to make critically informed comments on questions of environmental sustainability and to understand the importance of environmental health to support the needs of all people.

At completion of this course, the objective is for students to receive a pass in both Unit 1 Outdoor and Environmental Studies and Unit 2 Health and Human Development.


Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE psychology allows students to explore how people think, feel and behave through a biopsychosocial approach. The four main broad questions asked in VCE psychology are, How are behaviour and mental processes shaped? How do external factors influence behaviour and mental processes? How does experience affect behaviour and mental processes? How is wellbeing developed and maintained?

Unit 1 Introduction to Psychology

In this unit, students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

Unit 2 Self and Others

In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

Unit 3 The Conscious Self

This unit will focus on how the nervous system enables psychological functioning by examining the different branches of the nervous system and how they enable a person to integrate, coordinate and respond to external and internal stimuli. Students will also examine how biological, psychological and social factors influence nervous system functioning. Unit 3 will also focus on how people learn and remember. Memory and learning are core components of human identity and students will look at the neural basis of memory and learning and examine the factors that influence learning new behaviours and the storage and retention of information in memory.

Unit 4 Brain, Behaviour and Experience

This unit will examine how levels of consciousness affect mental processes and behaviours by focusing on the relationship between consciousness and thoughts, feelings and behaviours. Students will consider the nature and importance of sleep and analyse the effects of sleep disturbances. Unit 4 will also focus on what influences mental wellbeing and analyse what it means to be mentally healthy. Students will apply a biopsychosocial framework to analyse mental health and mental disorder. Phobias will be used to examine how biological, psychological and social factors are involved in both the development and management of a mental disorder.

Career Options

Career Counselling, Neuropsychology, Child Psychology, Organisational Psychology, Clinical Psychology, Research, Counselling Psychology, Social Work, Educational Psychology, Sports Psychology, Family Therapy, Teacher, Forensic Psychology.

NOTE: VCE Psychology offered in the Wednesday block is a condensed version of the Unit 1 & 2 course. Students are encouraged to undertake Unit 1 & 2 VCE Psychology in the normal blocks and only elect the VCE (Wed) Psychology is they are unable to elect it within their normal blocks.

Year 11 VET Sport and Recreation 2

This course is focused on having students assist in the running of events and learn and practice officiating skills as well as devising and implementing training and fitness programs.
Students learn how to maintain and provide equipment and how to effectively provide quality service to a variety of clients they may meet within the Sport, Fitness and Recreation Industry.

NOTE: VET Sport and Recreation 3/4 is not offered at Dromana College