VCE VM PATHWAY
Important: New for 2023
Please Note: In 2023, the senior certificate options for Victoria have changed.
The VCE will now include the Vocational Major (VM), a 2-year program that sits within the VCE.
VCAL will be phased out in 2023. Current Year 11 students will graduate Year 12 with a VCE VM Certificate.
The Victorian Pathways Certificate (VPC) has been introduced for Year 11 and 12 students who would benefit from a more flexible, accessible and individualised program and will replace VCAL Foundation.
In order to make your online selection you will need to:
We strongly suggest talking to your teachers about your pathway, researching your selections and discussing your choices with your parents.
The webchoice portal will open on Tuesday 2nd August and close on Thursday 18th at 5pm.
You can change your selections right up until this time, the timetable program does not run on a first in first served basis, it calculates an overall student need.
Please contact the school if you have any issues in regards to this on 55 722 788.
Please Note: In 2023, the senior certificate options for Victoria have changed.
The VCE will now include the Vocational Major (VM), a 2-year program that sits within the VCE.
VCAL will be phased out in 2023. Current Year 11 students will graduate Year 12 with a VCE VM Certificate.
The Victorian Pathways Certificate (VPC) has been introduced for Year 11 and 12 students who would benefit from a more flexible, accessible and individualised program and will replace VCAL Foundation.
In order to make your online selection you will need to:
- Go to the Baimbridge College website – www.baimbridge.vic.edu.au and click on the Edval online subject selection link.
- You will be emailed an individual webcode for access to the portal.
- You will then choose a VCE VM pathway.
We strongly suggest talking to your teachers about your pathway, researching your selections and discussing your choices with your parents.
The webchoice portal will open on Tuesday 2nd August and close on Thursday 18th at 5pm.
You can change your selections right up until this time, the timetable program does not run on a first in first served basis, it calculates an overall student need.
Please contact the school if you have any issues in regards to this on 55 722 788.
VPC PATHWAY
A new certificate, the Victorian Pathways Certificate (VPC) will be introduced in 2023 to replace Foundation VCAL and is designed to support students to transition to entry level VET or employment. This personalised pathway is nominated in collaboration with the Pathways Coordinator, Careers Coordinator, Year Level Coordinator, student and their family. This option encourages students to continue their studies at school who might otherwise join the workforce.
If you believe the VPC Pathway is the right course for you please visit the Careers office in C Block.
If you believe the VPC Pathway is the right course for you please visit the Careers office in C Block.
The VCE VM & VPC Curriculum
VCE VM LiteracyVCE VM: Literacy (2023-2027)
VCE Vocational Major: Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. The key knowledge and key skills encompass a student’s ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency. Texts should be drawn from a wide range of contexts and be focused on participating in the workplace and community. Further to this, texts should be drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace texts from increasingly complex and unfamiliar settings. As students develop these skills, they engage with texts that encompass the everyday language of personal experience to the more abstract, specialised and technical language of different workplaces, including the language of further study. The applied learning approach of this study is intended to meet the needs of students with a wide range of abilities and aspirations. Aims This study enables students to: • develop their everyday literacy skills by thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations • participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples’ knowledge and voices, and different contexts and purposes • discuss and debate the ways in which values of workplace, community and person are represented in different texts • present ideas in a thoughtful and reasoned manner. Unit 1 Area of Study 1: Literacy for personal use Area of Study 2: Understanding and creating digital texts Unit 2 Area of Study 1: Understanding issues and voices Area of Study 2: Responding to opinions Unit 3 Area of Study 1: Accessing and understanding informational, organisational, and procedural texts Area of Study 2: Creating and responding to organisational, information, or procedural texts Unit 4 Area of Study 1: Understanding and engaging with literacy for advocacy Area of Study 2: Speaking to advise or to advocate |
Foundation MathsUnits 1 & 2: Foundation Mathematics (2023-2027)
Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. There is a strong emphasis on the use of mathematics in practical contexts. They are also designed as preparation for Foundation Mathematics Units 3 and 4 and contain assumed knowledge and skills for these units. The areas of study for Units 1 & 2 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, and ‘Space and measurement’. All four areas of study are completed over the two units. The content will be developed using contexts present in students other studies, work and personal or other familiar situations. Units 3 and 4: Foundation Mathematics (2023-2027) Foundation Mathematics Units 3 and 4 provide continuing mathematical development of students and focus on providing the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning, community and global settings relevant to contemporary society. The areas of study for Units 3 and 4 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’ and ‘Space and measurement’. All four areas of study are to be completed over the two units, and content equivalent to two areas of study covered in each unit. Assumed knowledge and skills for Foundation Mathematics Units 3 and 4 are contained in Foundation Mathematics 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 key skills for the outcomes. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, algebra, algorithms, measures, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. ALTERNATIVELY STUDENTS CAN CHOOSE TO STUDY VCE GENERAL MATHS
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ALTERNATIVELY STUDENTS CAN CHOOSE TO STUDY VCE ENGLISH
Work Related SkillsWork Related Skills focusses on the processes and policies related to identifying, responding to and communicating information related to workplace hazards and the risks they present
Areas of Study: • Workplace and industry information • Occupational Health and Safety issues • Employee Rights and Responsibilities • Communication in the workplace • Issue identification, resolution and dispute management • Safe work procedures • Project planning, management and teamwork • Technology in the workplace Foundation At Foundation level, students focus on identifying the processes and procedures relating to hazard identification, risk assessment and risk management, Students work in teams to plan and participate in basic activities that conform to OHS guidelines. Learning Outcomes: • Workplace role and activities • Occupational Health and Safety issues and their management • Adhering to safe work procedures • Use of technologies in the completion of communication of workplace activities Intermediate At Intermediate level, students are more actively involved in the process of identifying workplace hazards and risks. They develop and adhere to plans to minimise the likelihood and severity of injuries related to workplace activities. Learning Outcomes: • Workplace and industry information • Common OHS issues aligned with chosen industries • Risk assessment and management • Information and communications technology related to OHS Senior At Senior level, the focus for students is on the development of work related and vocational skills in a workplace context or appropriate simulation. The overall aim is to further develop employability skills and to apply increasingly complex transferable skills to work related contexts. Learning Outcomes: • Accessing and collating information • Communication in the workplace • Project planning, management and evaluation • Issue identification, resolution and communication • Teamwork in the workplace • Use of technologies in the completion and communication of workplace activities |
Personal Development SkillsUnits are based on the development of skills linked to community based projects or activities, as well as school, individual and team activities.
Units focus on activities in areas of student interest, starting at the school level and then extending to projects in the wider community. Areas of Study • Individual and group responsibility • Self-confidence and resilience • Values of integrity, enterprise and excellence • Empowerment for active citizenship Foundation At Foundation level, students are expected to plan and organise a simple activity. Students draw on specific knowledge and skills related to their chosen activity. Students develop and display problem solving and teamwork skills. Learning Outcomes: • Planning and organisational skills • Context driven knowledge and skill building • Problem Solving • Teamwork Intermediate At Intermediate level, students plan activities of greater complexity than those undertaken at Foundation level. Self-management, leadership and communication skills are focused on at this level. Learning Outcomes: • Complex planning and organisational skills • Context driven knowledge and skill building • Self-management for achieving goals • Leadership skills and responsibilities • Interpersonal skills for effective communication Senior At Senior level, students work almost completely autonomously. Projects are conceived of, planned and executed and evaluated with minimal teacher input. Students must account for social diversity within the projects undertaken and are expected to schedule, attend and run meetings with a variety of staff and community members. Learning Outcomes: • Independent planning and organisational skills related to complex projects • Planning to cater for social diversity • Communication strategies • Leadership skills in groups and teams • Decision making skills in collaborative situations |