Year 10, 11, 12 Program

Year 10,11,12 Program


The Foster Secondary College VCE Program aims to provide all our students with an opportunity to pursue their pathway of choice.

We pride ourselves on being approachable, consistent and honest with all our students and staff.

We have an excellent track record of preparing our students for success, whether it be immediate employment in the local or greater community or the attainment of an ATAR score enabling our students to enter Tertiary Education.

We have a full time dedicated Careers Practitioner in Roxanne Hurst who meets weekly with our VCE students assisting them in their approach to life outside FSC.

Our VCE teachers are dedicated to their subjects and craft participating in extra curricular activities aimed at improving learning and collegiality amongst staff and students.

We are proud of all of our students and staff members at FSC and eagerly anticipate their successes every year and look forward to celebrating them together.

Year 10, 11, 12 Hand Book

Year 10 Program

Year 10 Focus on Career Pathways & preparation for Senior Years. Year 10 students participate in a variety of career support programs and undergo subject counselling sessions throughout the school year. Career Counselling can be accessed at any time through our Careers Advisor.

Term 1:

  • Students have the opportunity to participate in the College’s Peer Support program.

Term 2:

  • Students complete a comprehensive investigation of two career pathways
  • End of Semester 1 Exams

Term 3:

  • Students participate in an excursion to Federation University.
  • Students participate in a work placement of their choice during a work experience week.
  • Course counselling sessions for Senior Years Study
  • Information evening for VCE/VCAL pathways.

Term 4:

  • Students participate in a Mock Interview program.
  • End of Semester Two exams
  • Headstart Program

Year 11 Program

The aims of the Year 11 program are to build student self-confidence and resilience through activities that require persistence, determination and a shared social responsibility to each other and their community. Students are given autonomy to choose their own pathways and taught the skills to be successful in their VCE and VCAL studies. The shared values of integrity, tolerance and respect underpin everything we hope to achieve at FSC.

Year 12 Program

The delivery of Victorian Certificate of Education courses occurs within a legal framework quite different to courses delivered at other levels. Schools have a legal obligation to deliver their VCE courses as stipulated in Victorian Curriculum Assessment Authority study designs in order for their students to have maximum opportunities to achieve their best. Some VCAA policies are left to the discretion of schools. When disputes occur, the VCAA will support schools that have defined policies that align with best practice. This document defines those practices and all staff delivering VCE courses are expected to adhere to them as part of their performance review.

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Teachers are to ensure accurate rolls are kept and advise the relevant year level leader if a student falls below 80% attendance over the course of any month (monitored and documented at the Senior School meetings)

Approved absences

Agreed assessment processes

SAC moderation (to be read in conjunction with the agreed assessment processes)

Year 12 Partnerships

Make-up SACs

In danger of N process

Gippy Maroons

Number of electives in Year 10/11/12 including acceleration policy

Distance education policy

Minimum requirements to fulfil the outcomes in VCE

Authentication of student work



Disrupting teaching and learning, not prepared for class, not completing homework


Ongoing repeat of grey behaviours, passive resistance, lack of respect for the learning environment, low-level persistent disruptive behaviours


Falling significantly behind in work requirements, lack of productivity, refusal to follow teacher instruction, if a student is sent to time-out or asked to leave the classroom, abuse, bullying, harassment, threats, endangering the safety of the learning environment.


Teachers are encouraged to document examples of positive learning behaviours.