There's a new way to get your VCE at Kardinia
The VCE Vocational Major (VCE VM) is a two-year applied learning program that’s part of the VCE.
You will get skills for work and life and hands-on experience in one or more industries, finishing school with an employability edge.
Your teachers will assess your progress through a range of activities. Your only exam is the General Achievement Test (GAT) (Part A only).
The four VCE VM study areas use a different form of assessment to other VCE studies. The assessment is completed by your teacher in class, who’ll support you to achieve the requirements.
VCE VM subjects don’t receive a study score, so they won’t count towards an ATAR.
The VCE VM is a great choice if you prefer to learn in a real-world environment and don’t need an ATAR.
The purpose of the VCE VM is to provide you with the best opportunity to achieve your personal goals and aspirations in a rapidly changing world by equipping you with the skills, knowledge, values, and capabilities to be active and informed citizens, lifelong learners, and confident and creative individuals. You will be empowered to make informed decisions about the next stages of your life through real life workplace experiences.
The VCE VM gives students in-demand and transferable skills needed for the future world of work
Where the VCE VM can take you
The VCE VM will help you prepare for:
- an apprenticeship or traineeship
- further education and training
- university, through alternative entry programs
- going straight into the workforce.
To complete the VCE VM, you need to successfully complete at least 20 units of study. This needs to include:
- 3 VCE VM Literacy or VCE English units (including a Unit 3 and 4 sequence)
- 2 VCE VM Numeracy or VCE Mathematics units
- 2 VCE VM Work Related Skills units
- 2 VCE VM Personal Development Skills units
- 2 VET Credits at a Certificate II level or above (180 nominal hours)
- up to 3 other VCE Unit 1&2 or 2&4 sequences of your choice (Note that this will be dependent on timetable availability)
You could also spend time learning in a workplace as part of your VET. This is known as Structured Workplace Learning Recognition.
You can add other VCE studies to your VCE VM program.
You can also undertake an SBAT (School Based Apprenticeship & Traineeship) as part of your VCE VM Program.
Select the Tabs below to find out more about each of the Units.
VM Literacy
VM Numeracy
Personal Development Skills
Work Related Skills
SBAT - School Based Apprenticeships and Training
VM Literacy
In this subject, you will improve your reading, writing, speaking and listening skills in a broad variety of situations, so that you can collect and share information effectively.
You will analyse and interpret print, visual, spoken, digital and multimedia information, improving your ability to understand and create effective communications.
This subject will help you develop confidence in your written and spoken communication skills. This will prepare you to succeed in a variety of settings, including at work.
If you are feeling confident with your English Skills, you may choose to undertake a VCE English, VCE English Language or VCE Literature instead of VM Literacy
You must successfully complete at least 3 units of Literacy or VCE English, Units 3&4 must be completed as a sequence
VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. It aims to develop their everyday literacy skills through 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.
Students 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. Students discuss and debate the ways in which values of workplace, community and person are represented in different texts.
YEAR 11
UNIT 1
Literacy for personal use focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Understanding and creating digital texts - Students build on their digital literacy skills to critically assess digital texts, including webpages for vocational and workplace settings, podcasts, and social media. Students create a range of digital content, suitable for a community, workplace, or vocational context.
UNIT 2
Understanding issues and voices - Students engage in issues that are characterised by disagreement or discussion. They consider the values and beliefs that underpin different perspectives and how these values create different biases and opinions, including thinking about how these issues might arise in vocational or workplace settings. Responding to opinions - Students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. They consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.
YEAR 12
UNIT 3
Accessing and understanding informational, organisational, and procedural texts - Students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational, or procedural nature. These texts reflect real-life situations encountered by students and are representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community. Creating and responding to organisational, informational, or procedural texts. This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces, and vocational groups. Students read and respond to a variety of technical content from a vocational, workplace or organisational setting of their choice, demonstrating understanding of how these texts inform and shape the organisations they interact with.
UNIT 4
Understanding and engaging with literacy for advocacy. In this area of study students investigate, analyse, and create content for the advocacy of self, a product, or a community group of the student’s choice, in a vocational or recreational setting. Speaking to advise or to advocate In this area of study students use their knowledge and understanding of language, context, and audience to complete an oral presentation that showcases their learning.
VM Numeracy
In this subject, you will develop logical thinking and reasoning, and the ability to solve everyday problems. You will explore math theories, covering numbers, measurement, shapes, and data.
You will strengthen your numeracy skills and apply this to real-world scenarios. You will learn to apply this knowledge in daily tasks, work, and the community.
Numeracy will prepare you for many important parts of life, such as personal budgeting, comparing purchase options, meeting tax requirements and planning.
If you are feeling confident with your Numeracy Skills, you may choose to undertake VCE General Mathematics, or VCE Mathematical Methods instead of VM Numeracy, this will be via application.
You must successfully complete at least 2 units of Numeracy or VCE Mathematics, Units 3&4 must be completed as a sequence
This study enables students to develop and enhance their numeracy practices to help them make sense of their personal, public, and vocational lives. They develop mathematical skills with consideration of their local, national, and global environments and contexts, and an awareness and use of appropriate technologies. A range of different mathematical knowledge and skills are expected to be used and applied across three outcomes.
Outcome 1 is framed around working mathematically across six different numeracy contexts:
• Personal numeracy • Civic numeracy
• Financial numeracy • Health numeracy
• Vocational numeracy • Recreational numeracy
Outcome 2 elaborates and describes a four-stage problem-solving cycle that underpins the capabilities required to solve a mathematical problem embedded in the real world.
Outcome 3 requires students to develop and confidently use a technical mathematical toolkit as they undertake their numeracy activities and tasks.
YEAR 11
Unit 1 & 2 provide students with the fundamental mathematical knowledge, skills, understandings, and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society.
UNIT 1
Areas of study:
• Number
• Shape
• Quantity and measures
• Relationships.
The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.
UNIT 2
Areas of study:
• Dimension and direction
• Data
• Uncertainty
• Systematics
The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.
YEAR 12
In Units 3 and 4 the students progressively development more complex numeracy and mathematical skills and knowledge, drawing on the knowledge gained from Units 1 and 2.
UNIT 3
Areas of study:
• Number
• Shape
• Quantity and measures
• Relationships.
The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.
UNIT 4
Areas of study:
• Dimension and direction
• Data
• Uncertainty
• Systematics
The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes
Personal Development Skills
In this subject, you will learn how to play an active role in your community. You will also create a deeper understanding and sense of your identity and your place in the world.
You will explore how communities work together on a local, national, and global scale. You will apply this by planning a project to help your own community, in a group with other students.
This subject will also help you learn about and build your emotional intelligence, social awareness, and leadership qualities. These relationship skills will help you succeed in the workplace, in further learning like university or TAFE, and in your personal life.
You must successfully complete at least 2 units of PDS, Units 3&4 must be completed as a sequence.
VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation, and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.
The VCE VM PDS can be selected by a student who is completing a VCE course without VM. The subject will not receive a study score so will not contribute to an ATAR.
YEAR 11
UNIT 1 - Healthy individuals
This unit focuses on the development of personal identity and individual pathways to optimal health and wellbeing. Students use findings to enhance an understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts. Students investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals. They investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing.
UNIT 2 - Connecting with community
This unit focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal. Students will look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing. Students reflect on relationships between community issues, social cohesion, and health and wellbeing, and the importance of clear information and communication. Students investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change. There will be opportunities for students to have input into community projects
YEAR 12
UNIT 3 - Leadership and teamwork
This unit considers the role of interpersonal skills and social awareness in different settings and contexts. Students examine leadership qualities and how they can be applied to the achievement of goals within personal and community contexts. They explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity.
UNIT 4 - Community project
This unit focuses on student participation in an extended project relating to a community issue. Students will identify environmental, cultural, economic, and social issues affecting the community and select one for an extended community project. Students engage in planning, implementing, and evaluating a response to a selected community issue. They conduct research, analyse findings, and make decisions on how to present work. Students will present the project to an appropriate audience of peers or community members. There will be opportunities for students to have input into community projects.
Work Related Skills
This subject helps you succeed in the rapidly changing world of work and study. You will explore different career options, develop a career action plan, and build job-seeking skills.
You will learn about healthy and safe workplaces, your rights at work, and how to support the people you work with. You will build communication and teamwork skills and learn how to negotiate important workplace relationships.
You will also identify your personal strengths and learn how to promote these in applications and interviews. You will create a professional portfolio for further education and job applications.
You must successfully complete at least 2 units of WRS, Units 3&4 must be completed as a sequence.
VCE Vocational Major Work-Related Skills (WRS) examines a range of skills, knowledge, and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.
The study considers four key areas:
The future of work. Workplace skills and capabilities.
Industrial relations and the workplace environment and practice. The development of a personal portfolio.
Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL).
The VCE VM WRS can be selected by a student who is completing a VCE course without VM. The subject will not receive a study score so will not contribute to an ATAR.
YEAR 11
UNIT 1 - Careers and learning for the future
This unit recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making. Students will investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries. Students will reflect on this research in the context of their individual skills, capabilities, and education and/or employment goals.
UNIT 2 - Workplace skills and capabilities
As the nature of work changes over time, so do the skills and capabilities needed for success. Fundamental to achieving personal goals relating to future education and employment is the ability to recognise and develop individual skills and capabilities that are valued in a chosen pathway. Students will consider the distinction between essential employability skills, specialist and technical work skills and personal capabilities, and understand the importance of training and development to support the attainment and transferability of skills. They collect evidence and artifacts relating to their personal skills and capabilities and promote them through resumes, cover letters and interview preparation
YEAR 12
UNIT 3 - Industrial relations, workplace environment and practice
This unit focuses on the core elements of a healthy, collaborative, inclusive and harmonious workplace and is separated into three main areas:
• Wellbeing, culture, and the employee-employer relationship
• Workplace relations, and
• Communication and collaboration.
Students learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success. They investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution.
UNIT 4 - Portfolio preparation and presentation
Portfolios are a practical and tangible way for a person to communicate relevant skills, experiences and capabilities to education providers and future employers. Students will develop and apply their knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio. The unit culminates in the formal presentation of a completed portfolio in a panel style interview and an evaluation of the end product.
SBAT - School Based Apprenticeships and Training
SBAT
School-based apprenticeship or traineeship (SBAT) gives a student paid on-the-job training while they complete secondary school.
SBATs combine part-time employment with training toward a nationally recognised vocational education and training (VET) qualification. Students can receive credit for their SBAT towards the VCE, VCE Vocational Major or Victorian Pathways Certificate.
The minimum student age is 15 years.
The SBAT student, their parent and employer sign a training contract, and the student completes a training plan with a registered training organisation.
The student’s school must approve the SBAT, so the student can attend work and training during the school week, attending an SBAT may have implications for your other timetabled classes. Regular school attendance is combined with a minimum of one timetabled day a week of employment and /or structured training.
SBAT jobs and benefits
SBATs are available in a wide range of jobs and industry areas including emerging technologies, health, hospitality, business, construction, engineering and community care.
SBAT are a unique way for students to:
- make a start on their career before finishing school
- get paid for time spent working and learning
- get hands-on training that leads to a VET qualification and provides credit towards school
- finish school with a competitive edge in the employment market.
Find out more
You can learn more and find local SBAT opportunities by talking to your school’s Future Pathways Advisors.
Head Start is a program that helps students in government schools find and make the most of suitable SBAT opportunities.
Find out more about Head Start.
Students can study for their VCE or VCE VM with employment as an apprentice or trainee, by participating in an SBAT. An SBAT offers students the option of combining part-time employment, school and training. The program runs under a contract with an employer, has a registered training plan, and leads to a nationally recognised qualification.
Further information on all of these options, including possible credit towards VCE, VCE VM and VPC studies, can be found at Workplace Learning for Secondary Students
