In this subject students will explore the production and analysis of media products and concepts through critical and creative inquiry. Students consider media texts, technologies and processes from various perspectives, creating representations that communicate, challenge and express ideas. They examine industry production and distribution conventions, audience reception and the media’s contribution to and impact on society. This aspect of the study is integrated with the individual and collaborative design and production of media representations and products. Students develop language and knowledge within the discourse of media, fostering respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of the media profession. Students are encouraged to develop skills and knowledge to support their engagement with the media industry and a potential pathway as a media practitioner.  

This course focuses on students finding the most effective way to implement ideas, design, create and make photographic works devised from a range of stimuli, demonstrating development of a personal style.

It enables students to undertake a subjective and postmodern exploration of the conventions of manipulating, transforming and re-conceptualising images using digital photographic media to make works that explore the world of fantasy, imagination, parody, humour, the unexpected and the unconventional.

The course provides students with skills to develop range and autonomy in selecting and applying photographic and digital conventions and procedures and the ability to respond to various investigations through photographic and digital works.

This course focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration.

It enables students to plan and apply a design process to explore and develop their individual ideas drawing on research and experimentation. This unit is useful preparation for VCE Studio Arts.

The course provides students with skills that demonstrate conceptual possibilities and exploration, the ability to build a cohesive folio of finished artworks and the ability to analytically discuss various art practices and styles.

In this course of students develop conceptual and aesthetic understandings about architectural design solutions in the world around them. The ideas and concepts in observational drawings, digital software model construction are the practical components of this course. Design thinking, which involves the application of creative, critical and reflective techniques, is fundamental to learning in architecture. Students learn about and the role of the architect and their contribution to society.  The Architecture course allows students to investigate the world through the practices of Architects. Students explore the significance of architecture in different times, places and cultures. They build an understanding of the important role of architects in contemporary society and apply this knowledge in their own designs.

The Architecture course of study aims to develop students:
1. Confidence, curiosity, imagination enjoyment through an engagement with architectural design practices, creative and innovative ways to communicate ideas and information
2. Aesthetic knowledge, including the application of design elements and principles
3. Explore architectural design practices, processes and technologies, creative, critical and reflective thinking, and using visual design thinking skills
4. Respect for and of the diverse roles and practices of architects, and the cultural context of architecture.

This unit is useful preparation for VCE Visual Communication Design.

This course focuses on the investigation, design, production and evaluation of a human-powered functional product that has moving parts. An extension challenge to propel the product by some form of alternate energy is offered for advanced students.

It enables students to explore and gain further understanding of design and technology through the investigation of ergonomics, construction methods and functionality of a product to meet a design brief.

The course provides students with skills in design methods, CAD software and workshop production using safe and effective materials processing with tools and equipment.

This course focuses on mirroring the VCE assessment requirements for the school assessed coursework and school assessed tasks resulting in the development of a design folio centered around a given design brief, the production evaluation of a functional product.

It enables students to explore and gain further understanding of the demands of the VCE study design for Product Design and Technology, through the investigation and adoption of the design process as a methodology.

The course provides students with the pre-requisite skills and understanding required to potentially achieve a high score in this study prior to its commencement.

This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work.

They study safe and ethical working practices in theatre production and develop skills of performance analysis, which they apply to the analysis of a play in performance. Theatre styles from the modern era of theatre include Epic theatre, Theatre of the Absurd, Expressionism, Musical theatre and Physical theatre. Students must also work in at least two production roles. These production roles are actor, director, or designer (any one or more of costume, make-up, props, set, lighting, sound).

This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. They study innovations in theatre production in the pre-modern era and apply this knowledge to their own works.

Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. Theatre styles from the pre-modern era of theatre include Ancient Greek, Commedia dell’Arte, Elizabethan, Naturalism/Realism, Noh, and Kabuki. Students begin to develop skills of performance analysis and apply these to the analysis of a play in performance. Students must also work in at least two production roles. These production roles are actor, director, or designer (any one or more of costume, make-up, props, set, lighting, sound).

In this students will study the weather, climates around the world, climate change and climate phenomena.

In the study of they will look at how to collect weather data and will carry out weather experiments, as well as learning how to accurately forecast the weather and how to read a synoptic chart. They will also study the human impact of accurate weather prediction on occupations such as farmers in Australia, fishermen, pilots, etc.

For the climate component of the unit, students will have to map and graph climate data, analyse, and interpret it. They will study what causes different climates and how have they changed over time. This includes a study of the Enhanced Greenhouse Effect and Global Warming - causes, consequences and possible solutions. Other climate phenomena studied will include the El Nino weather phenomenon – possible causes and effects in Australia and around the globe. Also, the links between climates, vegetation and soils through world and Australian case studies.

This course focuses on the growth of cities around the World both in LEDCs and MEDCs. Students study the reasons behind this exponential growth through various cases studies, with a focus on Asia and South America in the Developing World and Australia in the Developed world. Students also study the theories behind Urbanisation including modelling such as Burgess (Concentric Zones), Hoyt (Sector) and Harris & Ullmann (Multiple Nuclei); Hierarchies and Central Place Theory (Christaller). Particular emphasis is put on problems facing cities and future possibilities and solutions.

The following is a list of the key issues within urbanisation that students will study:
• Understand of the origins of the city
• An understanding of Urban/Rural shift
• What is the desirability of cities?
• A case study focus on world cities such as London, New York, Paris, Mumbai, Shanghai and Rio de Janeiro
• Conduct research on their own ‘World city’
• An understanding of Australian Cities
• A focus on ‘Marvellous Melbourne’ and the Melbourne 30 year plan
• The future sustainable city
• The theories behind Urbanisation. Urban modelling: Burgess, Hoyt and Harris & Ullmann
• Hierarchies and Central Place Theory

Environments and Human Well Being follows the requirements of the Australian National Curriculum for Geography. The course is divided into two units. In Term One students study Environmental change and management. In Term two they look at the Geographies of well-being.

In the first unit of work students study the following:
• Environmental changes that challenge sustainability.
• The environmental worldviews of people and their implications for environmental management.
• The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia.
• The application of systems thinking to understand the causes and likely consequences of the environmental change being investigated.
• The application of geographical concepts and methods to the management of the environmental change being investigated.
• The application of environmental economic and social criteria in evaluating management responses to the change.
Finally, students must then select one of the following types of environment as the context for an study: land, inland water, coast, marine or urban. A comparative study of examples selected from Australia and at least one other country should be included.

For the study of the Geographies of Well-being students study the following:
* The different ways of measuring and mapping human well-being and development and how these can be applied to measure differences between places.The different ways of measuring and mapping human well-being and development and how these can be applied to measure differences between places.
• The different ways of measuring and mapping human well-being and development and how these can be applied to measure differences between places.
• The reasons for spatial variations between countries in selected indicators of human.
• The issues affecting the development of places and their impact on human drawing on a study from a developing country or a region in Africa, South America or the Pacific Islands.
• The reasons for and consequences of spatial variations in human well-being on a regional scale within India or another country the Asia region.
• The reasons for and the consequences of spatial variations in human in Australia at the local scale.
• The role of international and national government and non-government initiatives in improving human well-being in Australia and other countries.

This unit of work has been designed to study key geographical phenomena around the planet. This includes: Tropical Storms such as Hurricanes and Tropical Cyclones and how and where they are formed and occur; their damage, impact and how to predict them. Some meteorology is included in the unit as well. For example a study of Flooding, both local (Australia) and global (Bangladesh & the Mississippi). Students will also look at the causes and consequences and prevention of hazards. For example, Tornadoes – their causes and consequences. Students will look at how to predict hazards and the Human impact of their aftermath. In Drought students will focus on Australia and Africa. They will study both the natural and man-made causes of drought and consequences such as desertification as well as the human suffering and possible solutions. Finally there will be a study of other hazards such as dramatic weather events like avalanches, land-slides, blizzards, etc.

The key concepts in this unit include how a ‘hazard’ can be defined – natural or human-caused. The understanding of hazards and disasters in an Australian and global context. Management and mitigation during such events (Organisational responses). Understanding the forces/processes that generate climatic hazards (El Nino, tornadoes, tsunamis, etc.) and the theory of Plate Tectonics.

This course continues to give the boys the opportunity to learn about cooking both in theory and . The focus is on preparing and presenting dishes using a range of methods and current trends to ensure optimum nutrient content. New foods are introduced, whilst continuing to cook healthy dishes. During the course, topics such as food costings, calculations sustainability are included.

The boys will investigate the causes of food spoilage when preparing, cooking, and storing food. The first project involves the students cooking at home for their family, and the second project requires the boys to design and produce a healthy snack. This will be presented to the class at school.

In the kitchen, images of their dishes and a reflection journal built-up over the semester. Table settings and dining etiquette delivered, and an excursion to the local restaurant will give the boys an invaluable experience hospitality.

This course focuses on developing and extending skills in the use of digital video (DV) equipment and the stages of film production. Students will learn about, and use to a high standard, industry standard software (Adobe Premiere Pro) and hardware, focussing on both sound and video recording equipment and their uses. 

The theoretical component to the course observes the basic fundamental knowledge and rule book for beginner film makers. As the course progresses, students will delve deeper into the progressive and innovative story telling techniques that famous directors and actors have utilised in their film-making tool box. 

Throughout the course, students will gain a practical learning experience through the exploration of editing techniques, effective and creative use of cameras for storytelling, lighting, audio and green screen technology. The final project will enable students to explore their own interests in aspects of film making of their choosing. 

During the course, students will participate in either “Making a live TV show” or “Machinima” workshops held at ACMI, as well as having one or more visits from Melbourne based professional film makers who will talk about their experiences in the film making industry and outlining potential career pathways for future film makers. 

This course focuses on key aspects of installation, configuration and troubleshooting of common operating systems including Windows and Ubuntu Linux. Server-based operating systems including Windows Server are also investigated in relation to networking. As well as using operating systems, students will learn to setup and configure peer-to-peer and client-server networks.

It enables students to explore and gain further understanding of how common operating systems control the functions of a computer and how they can be installed and configured to suit the needs of various users.

There is no assumed knowledge for this course, but it is useful to have completed the Computer Building and Maintenance unit.

The course provides students with skills in installing and configuring operating systems and networks. Under the Microsoft Dreamspark program, every student will receive their own free registration key for Windows Server.

This course focuses on introducing or extending students who are interested in learning how to program both applications and games. Students who are new to programming learn programming basics through a series of tasks in the Microsoft Small Basic programming language before moving on to extended projects. More experienced programmers may elect to study a new language of their own choosing or extend their knowledge and skills in an existing language through a project negotiated with their teacher. There may also be the opportunity to explore Augmented Reality via Unity or for HoloLens.

Students will also have the option of preparing for and competing in the highly competitive UNSW Programming Competition.

It enables students to explore and gain further understanding of problem analysis and analytical thinking through the investigation of common programming structures and methods of solving problems as well as how to design usable interfaces.

The course provides students with an understanding of the use of variables, loops, conditional statements and arrays. Students will also be taught how to document and test their programs. It provides a good basis for students interested in studying VCE Software Development.

This unit is the same as the Programming course run at Year 9.

This course is intended for those students who are thinking of studying VCE IT at Years 11 and 12. It makes use of the content of the core units of the Vocational Education and Training (VET) ICT20115 Certificate II in Information, Digital Media and Technology course. These units provide an excellent foundation for the skills and knowledge required to complete the various assessment tasks in any of the VCE Applied Computing subjects. By completing the seven units listed below, students will gain a full Units 1 & 2 sequence.

The units covered are:

• BSBWHS201 Contribute to health and safety of self and others
• BSBSUS201 Participate in environmentally sustainable work practices
• ICTICT201 Use computer operating systems and hardware
• ICTICT202 Work and communicate effectively in an ICT environment
• ICTICT203 Operate application software packages
• ICTICT204 Operate a digital media technology package
• ICTWEB201 Use social media tools for collaboration and engagement

It enables students to explore and gain further understanding of various aspects of digital technologies and working in an IT environment.

The course provides students with employability skills related to IT, including the operation and use of a variety of software packages and being able to work in a collaborative environment.

Students’ research of music characteristics and performance practices underpins the Investigation. Students use a work they have selected as a starting point, and design an investigation into a specific area of music which becomes their focus area. This focus area is the basis for the study of repertoire, performance, technique, analysis and general musicianship. Students will complete a Focus Statement outlining their Focus Area and the relationship of the selected performance program to this area.

Students will study a range of units including, but not limited to, performance techniques, composition, arranging and improvisation as well as aural and theory studies.

Through the use of industry standard hardware and software, students will study the roles of the producer, engineer and performer in the recording process.

Students will understand the correct use and role of microphones, investigate the physics of sound and digital audio, understand the music production process and audio engineering basics as well as how to effectively manage a recording session.

The Course focuses on the function and complexities of the human body and how this relates to exercise and sport performance.

It enables students to prepare for VCE Unit 1 and 2 Physical Education by studying various body systems and how to enhance the performance of these systems. Students will learn to analyse fitness components of various sports, explore exercise fuels and recovery, and prescribe training programs accordingly.

The course provides students with laboratory experiences that transfers understanding from the classroom to direct practical activities. Students explore different components of health related and skill related fitness to plan and undertake a personalised program for improving or maintaining physical activity and fitness levels for a sport of their choice. Research tasks on physiological concepts will contribute to the development of the students’ abilities to think clearly and to express ideas, orally and in writing, with clarity and logic.

This course focuses on the physiological, biomechanical and psychological factors that affect sport performance and help students determine the required steps to reach their individual sporting potential.

It enables students to be self-directed learners, forming and justifying opinions on how to improve personal sporting performance and communicating findings in both written and spoken forms. Students will become familiar with the rigours of Unit 3 and 4 Physical Education examinations and assessment and develop skills that will be used in higher education.

The course provides practical testing and knowledge of the acute responses and chronic adaptations to exercise as well as biomechanical and psychological influences on sports performance. Using this knowledge, students will generate their own key questions through a hypothesis and literature review and by collecting and analysing data to prescribe a training program that will begin to strengthen personal performance limitations.