VCE 2023 Subject Guide

VCE 2023 Subject Guide • 51

Art Making and Exhibiting

Visual Arts

VCE Art Making and Exhibiting introduces students to the methods used to make
artworks and how artworks are presented and exhibited.
Students use inquiry learning to explore, develop and refine the use of materials, techniques
and processes and to develop their knowledge and understanding of the ways artworks are
made. They learn how art elements and art principles are used to create aesthetic qualities
in artworks and how ideas are communicated through the use of visual language. Their
knowledge and skills evolve through the experience of making and presenting their own
artworks and through the viewing and analysis of artworks by other artists.
Visiting and viewing exhibitions and displays of artwork is a necessary part of this study.
It helps students understand how artworks are displayed and exhibitions are curated. It
also has an influence on the students’ own practice, and encourages them to broaden and
develop their own ideas and thinking around their own art making.
A strong focus on the way we respond to artworks in galleries, museums, other exhibition
spaces and site-specific spaces is integral to study and research in VCE Art Making and
Exhibiting. The way institutions design exhibitions and present artworks, and also how they
conserve and promote exhibitions, are key aspects of the study.

52 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Explore, Expand and Investigate UNIT 2: Understand, Develop and Resolve

In this unit students explore materials, techniques In Unit 2 students continue to research how
and processes in a range of art forms. They artworks are made by investigating how artists use
expand their knowledge and understanding of aesthetic qualities to represent ideas in artworks.
the characteristics, properties and application of They broaden their investigation to understand
materials used in art making. They explore selected how artworks are displayed to audiences, and how
materials to understand how they relate to specific ideas are represented to communicate meaning.
art forms and how they can be used in the making Students respond to a set theme and progressively
of artworks. Students also explore the historical develop their own ideas. Students learn how to
development of specific art forms and investigate develop their ideas using materials, techniques
how the characteristics, properties and use of and processes, and art elements and art principles.
materials and techniques have changed over time. They consolidate these ideas to plan and make
Throughout their investigation students become finished artworks, reflecting on their knowledge
aware of and understand the safe handling of and understanding of the aesthetic qualities of
materials they use. artworks. The planning and development of at
least one finished artwork are documented in their
Students explore the different ways artists use Visual Arts journal.
materials, techniques and processes. The students’ Students investigate how artists use art elements
exploration and experimentation with materials and and art principles to develop aesthetic qualities
techniques stimulates ideas, inspires different ways and style in an artwork. Working in their Visual
of working and enables a broad understanding
of the specific art forms. Their exploration and
experimentation is documented in both visual and
written form in a Visual Arts journal.

VCE 2023 Subject Guide • 53

UNIT 3: Collect, Extend and connect UNIT 3: Consolidate, present and converse

In this unit students are actively engaged in art In Unit 4 students make connections to the
making using materials, techniques and processes. artworks they have made in Unit 3, consolidating
They explore contexts, subject matter and ideas and extending their ideas and art making to further
to develop artworks in imaginative and creative refine and resolve artworks in specific art forms.
ways. They also investigate how artists use visual The progressive resolution of these artworks is
language to represent ideas and meaning in documented in the student’s Visual Arts journal,
artworks. The materials, techniques and processes demonstrating their developing technical skills in
of the art form the students work with are a specific art form as well as their refinement and
fundamental to the artworks they make. resolution of subject matter, ideas, visual language,
Students use their Visual Arts journal to record their aesthetic qualities and style. Students also reflect
art making. They record their research of artists, on their selected finished artworks and evaluate
artworks and collected ideas and also document the materials, techniques and processes used to
the iterative and interrelated aspects of art making make them.
to connect the inspirations and influences they have The progress of individual student artworks is
researched. The Visual Arts journal demonstrates an important element of Unit 4, and throughout
the students’ exploration of contexts, ideas and the unit students demonstrate their ability to
subject matter and their understanding of visual communicate to others about their artworks. They
language. They also document their exploration articulate the development of subject matter, ideas,
of and experimentation with materials, techniques visual language, their choice of materials, their
and processes. From the ideas documented in understanding of the inherent characteristics and
their Visual Arts journal, students plan and develop properties of the material, their use of techniques
artworks. These artworks may be made at any and processes, and aesthetic qualities. Acting on
stage during this unit, reflecting the students’ own their critique from Unit 3, students further develop
ideas and their developing style. their ideas and broaden their thinking to make new
In order to receive constructive feedback on the artworks.
progress of their art making, and to develop and Students organise the presentation of their finished
extend their ideas, students present a critique of artworks. They make decisions on how their
their artworks to their peer group. Students show a artworks will be displayed, the lighting they may
selection of their developmental work and artworks use, and any other considerations they may need
from their Visual Arts journal in their presentation. to present their artworks. Students also present a
After the critique students evaluate their work and critique of their artworks and receive and reflect on
revise, refine and resolve their artworks. feedback.

Students will visit an exhibition in either a gallery, Students continue to engage with galleries,
museum, other exhibition space or site-specific museums, other exhibition spaces and site-specific
space. They must visit or view a minimum of spaces and examine a variety of exhibitions. They
two exhibitions during the current year of study. review the methods used and considerations
Exhibitions studied must be from different art involved in the presentation, conservation and
spaces, to give students an understanding of the care of artworks, including the conservation and
breadth of artwork in current exhibitions and to care of their own artworks. Students must visit
provide a source of inspiration and influence for or view a minimum of two exhibitions during the
the artworks they make. current year of study.

54 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 55

Visual Communication & Design

Visual Arts

Visual communication design can inform people’s decisions about where and how
they live and what they buy and consume. The visual presentation of information in-
fluences people’s choices about what they think, what they need or want. The study
provides students with the opportunity to develop informed, critical and discriminat-
ing approaches to understanding and using visual communications, and nurtures their
ability to think creatively about design solutions. Design thinking, which involves the
application of creative, critical and reflective techniques, supports skill development
in areas beyond design, including science, business, marketing and management.

The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new
challenges to visual communication design practices. Through the consideration of ethical and environmen-
tal sustainability issues, students are able to make informed choices that affect current and future practices.
The study of Visual Communication Design can provide pathways to training and tertiary study in design
and design-related studies, including communication, industrial and fashion design, architecture and media.

56 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Introduction to Visual UNIT 2: Applications of Visual Communication
Communication Design within design fields

This unit focuses on using visual language to This unit focuses on the application of visual
communicate messages, ideas and concepts. communication design knowledge, design
This involves acquiring and applying design thinking and drawing methods to create visual
thinking skills as well as drawing skills to create communications to meet specific purposes in
messages, ideas and concepts, both visible and designated design fields.
tangible. Students practise their ability to draw
what they observe and they use visualisation Students use presentation drawing methods
drawing methods to explore their own ideas and that incorporate the use of technical drawing
concepts. Students develop an understanding of conventions to communicate information and
the importance of presentation drawings to clearly ideas associated with the environmental or
communicate their final visual communications. industrial fields of design. They also investigate
how typography and imagery are used in these
Through experimentation and exploration of the fields as well as the communication field of design.
relationship between design elements and design They apply design thinking skills when exploring
principles, students develop an understanding of ways in which images and type can be manipulated
how they affect the visual message and the way to communicate ideas and concepts in different
information and ideas are read and perceived. ways in the communication design field. Students
Students review the contextual background of develop an understanding of the design process
visual communication through an investigation of as a means of organising their thinking about
design styles. This research introduces students approaches to solving design problems and
to the broader context of the place and purpose presenting ideas. In response to a brief, students
of design. Students are introduced to the engage in the stages of research, generation
importance of copyright and intellectual property of ideas and development and refinement of
and the conventions for acknowledging sources of concepts to create visual communications.
inspiration.

In this unit students are introduced to four stages
of the design process: research, generation of
ideas, development of concepts and refinement of
visual communications.

VCE 2023 Subject Guide • 57

Unit 3: Applications of Visual UNIT 4: Visual communication design
communication within design fields development, evaluAtion and presentation

This unit focuses on the application of visual The focus of this unit is on the development of
communication design knowledge, design design concepts and two final presentations of
thinking and drawing methods to create visual visual communications to meet the requirements of
communications to meet specific purposes in the brief. This involves applying the design process
designated design fields. twice to meet each of the stated communication
needs.
Students use presentation drawing methods
that incorporate the use of technical drawing Having completed their brief and generated ideas
conventions to communicate information and in Unit 3, students continue the design process
ideas associated with the environmental or by developing and refining concepts for each
industrial fields of design. They also investigate communication need stated in the brief. They
how typography and imagery are used in these utilise a range of digital and manual two- and
fields as well as the communication field of design. three-dimensional methods, media and materials.
They apply design thinking skills when exploring They investigate how the application of design
ways in which images and type can be manipulated elements and design principles creates different
to communicate ideas and concepts in different communication messages and conveys ideas to
ways in the communication design field. Students the target audience.
develop an understanding of the design process
as a means of organising their thinking about As students revisit stages to undertake further
approaches to solving design problems and research or idea generation when developing and
presenting ideas. In response to a brief, students presenting their design solutions, they develop an
engage in the stages of research, generation understanding of the iterative nature of the design
of ideas and development and refinement of process. Ongoing reflection and evaluation of
concepts to create visual communications. design solutions against the brief assists students
with keeping their endeavours focused.

58 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 59

Theatre Studies

Performing Arts

In VCE Theatre Studies students interpret scripts from the pre-modern era to the present
day and produce theatre for audiences. Through practical and theoretical engagement with
scripts they gain an insight into the origins and development of theatre and the influences
of theatre on cultures and societies. Students apply dramaturgy and work in the production
roles of actor, director and designer, developing an understanding and appreciation of the
role and place of theatre practitioners.
Throughout the study, students work individually and collaboratively in various production roles
to creatively and imaginatively interpret scripts and to plan, develop and present productions.
Students study the contexts – the times, places and cultures – of these scripts, as well as their
language. They experiment with different possibilities for interpreting scripts and apply ideas and
concepts in performance to an audience. They examine ways that meaning can be constructed
and conveyed through theatre performance. Students consider their audiences and in their in-
terpretations incorporate knowledge and understanding of audience culture, demographic and
sensibilities.
Students learn about innovations in theatre production across different times and places and ap-
ply this knowledge to their work. Through the study of plays and theatre styles, and by working in
production roles to interpret scripts, students develop knowledge and understanding of theatre,
its conventions and the elements of theatre composition. Students analyse and evaluate the pro-
duction of professional theatre performances and consider the relationship to their own theatre
production work. Students learn about and demonstrate an understanding of safe, ethical, and
responsible personal and interpersonal practices in theatre production.
60 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Pre-modern THeatre Styles and UNIT 2: Modern theatre styles ad
Conventions conventions

This unit focuses on the application of acting, This unit focuses on the application of acting,
direction and design in relation to theatre styles direction and design in relation to theatre styles
from the pre-modern era, that is, works prior to from the modern era, that is, the 1920s to the
the 1920s. Students creatively and imaginatively present. Students creatively and imaginatively work
work in production roles with scripts from the in production roles with scripts from the modern
pre-modern era of theatre, focusing on at least era of theatre, focusing on at least three distinct
three distinct theatre styles and their conventions. theatre styles. They study innovations in theatre
They study innovations in theatre production in production in the modern era and apply this
the pre-modern era and apply this knowledge to knowledge to their own works. Students develop
their own works. Students develop knowledge knowledge and skills about theatre production
and skills about theatre production processes processes including dramaturgy, planning,
including dramaturgy, planning, development and development and performance to an audience
performance to an audience and apply this to their and apply this to their work. They study safe and
work. ethical working practices in theatre production and
develop skills of performance analysis, which they
Theatre styles from the pre-modern era of theatre apply to the analysis of a play in performance.
include Ancient Greek, Ancient Roman, Liturgical
drama such as morality/miracle/mystery plays, Theatre styles from the modern era of theatre
Commedia dell’Arte, Elizabethan, Restoration include Epic theatre, Constructivist theatre, Theatre
comedies and dramas, Neo-classical, Naturalism/ of the Absurd, Political theatre, Feminist theatre,
Realism, Beijing Opera, Noh, Bunraku and Kabuki Expressionism, Eclectic theatre, Experimental
and other traditional indigenous theatre forms. theatre, Musical theatre, Physical theatre, Verbatim
Students begin to develop skills of performance theatre, Theatre-in-education, and Immersive/
analysis and apply these to the analysis of a play Interactive theatre.
in performance.

VCE 2023 Subject Guide • 61

Unit 3: Producing theatre UNIT 4: Presenting an interpretation

In this unit students develop an interpretation of In this unit students study a scene and an
a script through the three stages of the theatre associated monologue. They initially develop
production process: planning, development and an interpretation of the prescribed scene. This
presentation. Students specialise in two production work includes exploring theatrical possibilities
roles, working collaboratively, creatively and and using dramaturgy across the three stages of
imaginatively to realise the production of a the production process. Students then develop
script. They use knowledge developed during a creative and imaginative interpretation of the
this process to analyse and evaluate the ways monologue that is embedded in the specified
work in production roles can be used to interpret scene. To realise their interpretation, they work in
script excerpts previously unstudied. Students production roles as an actor and director, or as a
develop knowledge and apply elements of designer.
theatre composition, and safe and ethical working Students’ work for Areas of Study 1 and 2 is
practices in the theatre. supported through analysis of a performance
Students attend a performance selected from the they attend. The performance must be selected
prescribed VCE Theatre Studies Unit 3 Playlist from the VCE Theatre Studies Unit 4 Playlist. The
and analyse and evaluate the interpretation of the Playlist is published annually on the VCAA website.
script in the performance. Students analyse acting, direction and design and
the use of theatre technologies, as appropriate to
the production.

In conducting their work in Areas of Study 1 and 2,
students develop knowledge in and apply safe and
ethical theatre practices.

62 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 63

Health & Human Development

Health & Physical Education

VCE Health and Human Development provides students with broad understandings
of health and wellbeing that reach far beyond the individual. Students learn how im-
portant health and wellbeing is to themselves and to families, communities, nations
and global society. Students explore the complex interplay of biological, sociocul-
tural and environmental factors that support and improve health and wellbeing and
those that put it at risk. The study provides opportunities for students to view health
and wellbeing, and development, holistically – across the lifespan and the globe, and
through a lens of social equity and justice.

VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens,
students develop their ability to navigate information, to recognise and enact supportive behaviours, and to
evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school
and apply their learning in positive and resilient ways through future changes and challenges.
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.

64 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Understanding Health & Wellbeing UNIT 2: Managing Health and Development

This unit looks at health and wellbeing as a This unit investigates transitions in health and
concept with varied and evolving perspectives wellbeing, and development, from lifespan and
and definitions. It takes the view that health societal perspectives. Students look at changes
and wellbeing are subject to a wide range of and expectations that are part of the progression
contexts and interpretations, with different from youth to adulthood. This unit promotes the
meanings for different people. As a foundation application of health literacy skills through an
to the understanding of health, students should examination of adulthood as a time of increasing
investigate the World Health Organization’s (WHO) independence and responsibility, involving the
definition and also explore other interpretations. establishment of long-term relationships, possible
Wellbeing is a complex combination of all considerations of parenthood and management of
dimensions of health, characterised by an health-related milestones and changes.
equilibrium in which the individualfeels happy,
healthy, capable and engaged. For the purposes Students enquire into the Australian healthcare
of this study, students should consider wellbeing system and extend their capacity to access and
to be an implicit element of health. analyse health information. They investigate the
challenges and opportunities presented by digital
In this unit students identify personal perspectives media and health technologies, and consider
and priorities relating to health and wellbeing, and issues surrounding the use of health data and
enquire into factors that influence health attitudes, access to quality health care.
beliefs and practices, including among Aboriginal
and Torres Strait Islanders. Students look at multiple
dimensions of health and wellbeing, the complex
interplay of influences on health and wellbeing and
the indicators used to measure and evaluate health
status. With a focus on youth, students consider
their own health as individuals and as a cohort.
They build health literacy through interpreting
and using data, through investigating the role of
food, and through extended inquiry into one youth
health focus area.

VCE 2023 Subject Guide • 65

Unit 3: Australia’s Health in a Globalised UNIT 4: Health and Human Development in a
world global context

This unit looks at health, wellbeing and illness as This unit examines health and wellbeing, and
multidimensional, dynamic and subject to different human development in a global context. Students
interpretations and contexts. Students begin to use data to investigate health status and burden
explore health and wellbeing as a global concept of disease in different countries, exploring factors
and to take a broader approach to inquiry. As that contribute to health inequalities between and
they consider the benefits of optimal health and within countries, including the physical, social and
wellbeing and its importance as an individual economic conditions in which people live. Students
and a collective resource, their thinking extends build their understanding of health in a global
to health as a universal right. Students look at context through examining changes in burden of
the fundamental conditions required for health disease over time and studying the key concepts
improvement, as stated by the World Health of sustainability and human development. They
Organization (WHO). They use this knowledge consider the health implications of increased
as background to their analysis and evaluation globalisation and worldwide trends relating to
of variations in the health status of Australians. climate change, digital technologies, world trade
Area of Study 2 focuses on health promotion and and the mass movement of people. Area of Study
improvements in population health over time. 2 looks at global action to improve health and
Students look at various public health approaches wellbeing and human development, focusing on the
and the interdependence of different models as United Nations’ (UN’s) Sustainable Development
they research health improvements and evaluate Goals (SDGs) and the work of the World Health
successful programs. While the emphasis is on Organization (WHO). Students also investigate
the Australian health system, the progression of the role of non-government organisations and
change in public health approaches should be Australia’s overseas aid program. Students evaluate
seen within a global context. the effectiveness of health initiatives and programs
in a global context and reflect on their capacity to
take action.

66 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 67

Physical Education

Health & Physical Education

The study of VCE Physical Education enables students to integrate a contemporary
understanding of the theoretical underpinnings of performance and participation in
physical activity with practical application. Through engagement in physical activi-
ties, VCE Physical Education enables students to develop the knowledge and skills
required to critically evaluate influences that affect their own and others’ perfor-
mance and participation in physical activity.

This study equips students with the appropriate knowledge and skills to plan, develop and maintain their in-
volvement in physical activity, sport and exercise across their lifespan and to understand the physical, social,
emotional and cognitive health benefits associated with being active. The study also prepares students for
employment and/or further study at the tertiary level or in vocational education and training settings in fields
such as exercise and sport science, health science, education, recreation, sport development and coaching,
health promotion and related careers.

68 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: The human body in motion UNIT 2: Physical activity, sport and society

In this unit students explore how the musculoskeletal This unit develops students’ understanding
and cardiorespiratory systems work together to of physical activity, sport and society from a
produce movement. Through practical activities participatory perspective. Students are introduced
students explore the relationships between the to types of physical activity and the role participation
body systems and physical activity, sport and in physical activity and sedentary behaviour plays
exercise, and how the systems adapt and adjust to in their own health and wellbeing as well as in
the demands of the activity. Students investigate other people’s lives in different population groups.
the role and function of the main structures in
each system and how they respond to physical Through a series of practical activities, students
activity, sport and exercise. They explore how the experience and explore different types of physical
capacity and functioning of each system acts as an activity promoted in their own and different
enabler or barrier to movement and participation population groups. They gain an appreciation of
in physical activity. the level of physical activity required for health
benefits. Students investigate how participation
Using a contemporary approach, students evaluate in physical activity varies across the lifespan.
the social, cultural and environmental influences on They explore a range of factors that influence
movement. They consider the implications of and facilitate participation in regular physical
the use of legal and illegal practices to improve activity. They collect data to determine perceived
the performance of the musculoskeletal and enablers of and barriers to physical activity and
cardiorespiratory systems, evaluating perceived the ways in which opportunities for participation
benefits and describing potential harms. They also in physical activity can be extended in various
recommend and implement strategies to minimise communities, social, cultural and environmental
the risk of illness or injury to each system. contexts. Students investigate individual and
population-based consequences of physical
inactivity and sedentary behaviour. They then
create and participate in an activity plan that meets
the physical activity and sedentary behaviour
guidelines relevant to the particular population
group being studied.

Students apply various methods to assess physical
activity and sedentary behaviour levels at the
individual and population level, and analyse the
data in relation to physical activity and sedentary
behaviour guidelines. Students study and apply the
social-ecological model and/or the Youth Physical
Activity Promotion Model to critique a range of
individual- and settings-based strategies that are
effective in promoting participation in some form
of regular physical activity

VCE 2023 Subject Guide • 69

Unit 3: Movement skills and energy for UNIT 4: Training to improue Performance
physical activity

This unit introduces students to the biomechanical In this unit students analyse movement skills from
and skill acquisition principles used to analyse a physiological, psychological and sociocultural
human movement skills and energy production perspective, and apply relevant training principles
from a physiological perspective. Students use and methods to improve performance within
a variety of tools and techniques to analyse physical activity at an individual, club and elite
movement skills and apply biomechanical and level. Improvements in performance, in particular
skill acquisition principles to improve and refine fitness, depend on the ability of the individual and/
movement in physical activity, sport and exercise. or coach to gain, apply and evaluate knowledge
They use practical activities to demonstrate how and understanding of training. Students analyse
correct application of these principles can lead skill frequencies, movement patterns, heart
to improved performance in physical activity and rates and work to rest ratios to determine the
sport. requirements of an activity. Students consider
Students investigate the relative contribution the physiological, psychological and sociological
and interplay of the three energy systems to requirements of training to design and evaluate an
performance in physical activity, sport and exercise. effective training program.
In particular, they investigate the characteristics Students participate in a variety of training
of each system and the interplay of the systems sessions designed to improve or maintain fitness
during physical activity. Students explore the and evaluate the effectiveness of different training
causes of fatigue and consider different strategies methods. Students critique the effectiveness of
used to postpone fatigue and promote recovery the implementation of training principles and
methods to meet the needs of the individual, and
evaluate the chronic adaptations to training from a
theoretical perspective.

70 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 71

Food Studies

TEchnologies

VCE Food Studies takes an interdisciplinary approach to the exploration of food,
with an emphasis on extending food knowledge and skills, and building individual
pathways to health and wellbeing through the application of practical food skills.
VCE Food Studies provides a framework for informed and confident food selection
and food preparation within today’s complex architecture of influences and choices.
Students explore food from a wide range of perspectives. They study past and present pat-
terns of eating, Australian and global food production systems, and the many physical and
social functions and roles of food. Students research sustainability and the legal, economic,
psychological, sociocultural, health, ethical and political dimensions of food, and critically
evaluate information, marketing messages and new trends.
Practical activities are integral to Food Studies and include comparative food testing, cook-
ing, creating and responding to design briefs, demonstrations, dietary analysis, nutritional
analysis, product analysis, scientific experiments and sensory analysis (including taste test-
ing and use of focus groups).

72 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Food origins UNIT 2: Food makers

In this unit students focus on food from historical In this unit students investigate food systems in
and cultural perspectives, and investigate the contemporary Australia. Area of Study 1 focuses on
origins and roles of food through time and across commercial food production industries, while Area
the world. In Area of Study 1 students explore of Study 2 looks at food production in domestic
how humans have historically sourced their food, and small-scale settings, as both a comparison and
examining the general progression from hunter- complement to commercial production. Students
gatherer to rural-based agriculture, to today’s gain insight into the significance of food industries
urban living and global trade in food. Students to the Australian economy and investigate the
consider the origins and significance of food capacity of industry to provide safe, high-quality
through inquiry into one particular food-producing food that meets the needs of consumers.
region of the world.
In Area of Study 2 students focus on Australia. Students use practical skills and knowledge to
They look at Australian indigenous food prior to produce foods and consider a range of evaluation
European settlement and how food patterns have measures to compare their foods to commercial
changed since, particularly through the influence products. They consider the effective provision and
of food production, processing and manufacturing preparation of food in the home, and analyse the
industries and immigration. Students investigate benefits and challenges of developing and using
cuisines that are part of Australia’s culinary identity practical food skills in daily life. In demonstrating
today and reflect on the concept of an Australian their practical skills, students design new food
cuisine. products and adapt recipes to suit particular
Students consider the influence of innovations, needs and circumstances. They consider the
technologies and globalisation on food patterns. possible extension of their role as small-scale food
Throughout this unit they complete topical and producers by exploring potential entrepreneurial
contemporary practical activities to enhance, opportunities.
demonstrate and share their learning with others.

VCE 2023 Subject Guide • 73

Unit 3: Food in daily life UNIT 4: Food issue, challenges and futures

In this unit students investigate the many roles In this unit students examine debates about
and everyday influences of food. Area of Study 1 Australia’s food systems as part of the global food
explores the science of food: our physical need systems and describe key issues relating to the
for it and how it nourishes and sometimes harms challenge of adequately feeding a rising world
our bodies. Students investigate the science of population.
food appreciation, the physiology of eating and In Area of Study 1 students focus on individual
digestion, and the role of diet on gut health. responses to food information and misinformation
They analyse the scientific evidence, including and the development of food knowledge, skills and
nutritional rationale, behind the healthy eating habits to empower consumers to make discerning
recommendations of the Australian Dietary food choices. They also consider the relationship
Guidelines and the Australian Guide to Healthy between food security, food sovereignty and
Eating (see www.eatforhealth.gov.au), and food citizenship. Students consider how to assess
develop their understanding of diverse nutrient information and draw evidence-based conclusions,
requirements. and apply this methodology to navigate
Area of Study 2 focuses on influences on food contemporary food fads, trends and diets. They
choices: how communities, families and individuals practise and improve their food selection skills
change their eating patterns over time and how by interpreting food labels and analysing the
our food values and behaviours develop within marketing terms used on food packaging.
social environments. Students inquire into the In Area of Study 2 students focus on issues about
role of food in shaping and expressing identity the environment, climate, ecology, ethics, farming
and connectedness, and the ways in which food practices, including the use and management of
information can be filtered and manipulated. They water and land, the development and application
investigate behavioural principles that assist in the of innovations and technologies, and the
establishment of lifelong, healthy dietary patterns. challenges of food security, food sovereignty, food
Practical activities enable students to understand safety and food wastage. They research a selected
how to plan and prepare food to cater for various topic, seeking clarity on current situations and
dietary needs through the production of everyday points of view, considering solutions and analysing
food that facilitates the establishment of nutritious work undertaken to solve problems and support
and sustainable meal patterns. sustainable futures. The focus of this unit is on food
issues, challenges and futures in Australia.

Practical activities provide students with
opportunities to apply their responses to
environmental and ethical food issues, reflect on
healthy eating recommendations of the Australian
Dietary Guidelines and the Australian Guide to
Healthy Eating, and consider how food selections
and food choices can optimise human and
planetary health.

74 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 75

Product Design & Technology

TEchnologies

Designers play an important part in our daily lives. They determine the form and function of the prod-
ucts we use and transform ideas into drawings and plans for the creation of products that fulfil human
needs and wants. Students also consider sustainability issues.
Students consider the consequences of product design choices, and develop skills to critically analyse exist-
ing products and develop their own creative solutions.
VCE Product Design and Technology offers students a range of career pathways in design in fields such as
industrial, transport, service, interior and exhibition, engineering, fashion, furniture, jewellery, textile and
ceramics, at both professional and vocational levels. Moreover, VCE Product Design and Technology in-
forms sustainable behaviours and develops technical skills enabling students to present multiple solutions
to everyday life situations. It contributes to developing creative problem solvers and project managers well-
equipped to deal with the multidisciplinary nature of modern workplaces.

Choosing a Specialisation

As part of selecting this subject, you must nominate one of the following materials specialisations on offer at
Edgars Creek Secondary College:
• Textiles
These choices will be reflected when you select your VCE subjects for 2023.

76 • embrace learning • aim to innovate • Respect all • Look to Inspire

UNIT 1: Sustainable product redevelopment UNIT 2: Collaborative Design

This unit focuses on the analysis, modification In this unit students work in teams to design and
and improvement of a product design with develop an item in a product range or contribute
consideration of sustainability. to the design, planning and production of a group
product. They focus on factors including end-
It is common for designers in Australia to use user/s’ needs and wants; function, purpose and
products from overseas as inspiration when context for product design; aesthetics; materials
redeveloping products for the domestic market. and sustainability; and the impact of these factors
Sustainable redevelopment refers to designers on a design solution.
and makers ensuring products serve social,
economic and environmental needs. Generating Teamwork encourages communication between
economic growth for design and manufacturing students and mirrors professional design practice
in Australia can begin with redeveloping existing where designers often work within a multi-
products so they have positive social and minimal disciplinary team to develop solutions to design
environmental impact. In this unit students examine problems. Students also use digital technologies
claims of sustainable practices by designers. to facilitate teams to work collaboratively online.

Students consider the sustainability of an existing In this unit students gain inspiration from an
product, such as the impact of sourcing materials, historical or a contemporary design movement or
manufacture, distribution, use and likely disposal. style and its defining factors such as ideological or
They consider how a redeveloped product technological change, philosophy or aesthetics.
should attempt to solve a problem related to the In Area of Study 1, students work both individually
original product. Where possible, materials and and as members of a small design team to address
manufacturing processes used should be carefully a problem, need or opportunity and consider user-
selected to improve the overall sustainability of the centred design factors. They design a product
redeveloped product. within a range, based on a theme, or a component
In Area of Study 1 students consider the sustainability of a group product. They research and refer to a
of an existing product and acknowledge the chosen design style or movement. In Area of Study
intellectual property (IP) rights of the original 2 the finished product is evaluated.
designer. Working drawings (also known as flats,
trade sketches, assembly or technical drawings)
are used to present the preferred design option.

In Area of Study 2, students produce a
redeveloped product using tools, equipment,
machines and materials, taking into account safety
considerations. They compare their product with
the original design and evaluate it against the
needs and requirements outlined in their design
brief.

VCE 2023 Subject Guide • 77

Unit 3: Applying the product design UNIT 4: Product development and evaluation
process

In this unit students are engaged in the design In this unit students engage with an end-user/s
and development of a product that addresses to gain feedback throughout the process of
a personal, local, or global problem (such as production. Students make comparisons between
humanitarian issues), or that meets the needs similar products to help evaluate the success of a
and wants of a potential end-user/s. The product product in relation to a range of product design
is developed through a design process and is factors. The environmental, economic and social
influenced by a range of factors including the impact of products throughout their life cycle can
purpose, function and context of the product; user- be analysed and evaluated with reference to the
centred design; innovation and creativity; design product design factors.
elements and principles; sustainability concerns; In Area of Study 1, students use comparative
economic limitations; legal responsibilities; material analysis and evaluation methods to make
characteristics and properties; and technology. judgments about commercial product design and
Design and product development and manufacture development.
occur in a range of settings. An industrial setting In Area of Study 2, students continue to develop
provides a marked contrast to that of a one-off and safely manufacture the product designed
situation in a small cottage industry or a school in Unit 3, Outcome 3, using materials, tools,
setting. Although a product design process may equipment and machines, and record and monitor
vary in complexity or order, it is central to all of the production processes and modifications to the
these situations regardless of the scale or context. production plan and product.
This unit examines different settings and takes In Area of Study 3, students evaluate the quality
students through the product design process as of their product with reference to criteria and end-
they design for an end-user/s. Students identify user/s’ feedback. Students make judgments about
methods which could be used in a low-volume possible improvements. They produce relevant
or mass/high-volume production setting to user instructions or care labels that highlight the
manufacture a similar product to their design. product’s features for an end-user/s.
In the initial stage of the product design process
a design brief is prepared, outlining the context
or situation around the design problem and
describing the needs and requirements in the form
of constraints or considerations.

In Area of Study 3, students commence the
application of the product design process for a
product design for anend-u ser/s, including writing
an individual design brief and criteria that will be
used to evaluate the product in Unit 4.

78 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 79

80 • embrace learning • aim to innovate • Respect all • Look to Inspire

Victorian
Certificate
of Education -
Vocational Major
(VCE VM)

VCE 2023 Subject Guide • 81

About VCE - Vocational Major
(VCE VM)

The VCE Vocational Major (VCE VM) is a vocational and applied learning program within the VCE designed to be
completed over a minimum of two years. The VCE VM will give students greater choice and flexibility to pursue their
strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.
It prepares students to move into apprenticeships, traineeships, further education and training, university (via non-
ATAR pathways) or directly into the workforce.
The purpose of the VCE VM is to provide students with the best opportunity to achieve their personal goals and
aspirations in a rapidly changing world by:
• equipping them with the skills, knowledge, values and capabilities to be active and informed citizens, lifelong

learners and confident and creative individuals; and
• empowering them to make informed decisions about the next stages of their lives through real life workplace

experiences.

Completing the VCE VM

To be eligible to receive the VCE VM, students must satisfactorily complete a minimum of 16 units, including:
• 3 VCE VM Literacy or VCE English units (including a Unit 3–4 sequence)
• 2 VCE VM Numeracy or VCE Mathematics units
• 2 VCE VM Work Related Skills units
• 2 VCE VM Personal Development Skills units, and
• 2 VET credits at Certificate II level or above (180 nominal hours)
Students must complete a minimum of three other Unit 3–4 sequences as part of their program. Units 3 and 4 of VM
studies may be undertaken together over the duration of the academic year to enable these to be integrated.
The VCE VM can be tailored to the needs and interests of the student, to keep them engaged while developing their
skills and knowledge. Students can also include other VCE studies and VET, and can receive structured workplace
learning recognition.
Most students will undertake between 16-20 units over the two years.

82 • embrace learning • aim to innovate • Respect all • Look to Inspire

VCE 2023 Subject Guide • 83

Vocational Education and Training (VET)

Students may include Vocational Education and Training (VET) in their VCE and VCE VM program
Students can do nationally recognised training through a VCAA-approved VCE VET program as an
apprenticeship or traineeship or any other VET qualification, and receive credit towards their VCE.

Should I consider taking on a VET?

Students value VET because it:
• allows them to combine general and vocational studies which for many, provides a practical focus in a

range of industry areas
• provides direct experience of business and industry
• enables them to explore training in areas that will enhance their pathway choices.
Employers value VET because it:
• contributes to the development of entry level skills for their industry
• provides students with a practical and focused introduction to workplace requirements
• enhances the employability of students
• enables industry to contribute to educational programs in schools
• enables industry to participate in local community networks.

Trade Training Centre Partnerships

Edgars Creek Secondary College has partnered with several external trade training centres to provide
students access to Vocational Education and Training (VET).
Curious about what VET courses are on offer? Head to subjects.edgarscreeksc.vic.edu.au and find the
NMVC 2023 VET Handbook to learn more.

84 • embrace learning • aim to innovate • Respect all • Look to Inspire

Outer Northern Trade Training Centre,
Peter Lalor Vocational College

VCE 2023 Subject Guide • 85

86 • embrace learning • aim to innovate • Respect all • Look to Inspire

Want more information? Ready to make your selections?

Visit subjects.edgarscreeksc.vic.edu.au to find out more about the subject selection
process, handy advice videos about pathways and to enter your choices once the subject

selection period opens.

VCE 2023 Subject Guide • 87

Embrace Learning
Aim to Innovate
Respect All
Look to Inspire