Churchill Avenue News

Understanding VCE, VCE VM and VCE VET at Caroline Chisholm Catholic College

Caroline Chisholm Catholic College offers a senior secondary program that enables students to select a pathway aligned with their strengths, interests, and future aspirations. Each pathway supports students to develop confidence, capability, and clarity as they prepare for life beyond school. 

Victorian Certificate of Education (VCE)
The VCE is an academic pathway designed for students aiming to pursue university, while also keeping options open for TAFE, apprenticeships, traineeships, and employment. Students complete 16 units over two years, including English and a minimum number of Unit 3–4 sequences, leading to an ATAR for tertiary entry. The VCE fosters discipline, critical thinking, independence, and high‑level academic skills that prepare students for further study and future professional pathways.

VCE Vocational Major (VCE VM)
The VCE VM is an applied learning program suited to students who thrive through practical, hands‑on learning. It prepares students for TAFE, apprenticeships, traineeships, and direct entry to the workforce. The program includes Literacy, Numeracy, Work‑Related Skills, Personal Development Skills, 180 hours of VET, and structured workplace learning. It supports diverse learners and values real‑world application, enabling students to build confidence and workplace-ready skills. 

VCE VET (Vocational Education and Training)
Both VCE and VCE VM students may undertake VCE VET studies to gain nationally recognised vocational qualifications. VET programs develop industry‑specific skills and may be delivered onsite or through external providers. Some VET programs contribute a study score towards the ATAR, while others provide a 10% increment.
This pathway strengthens students’ employability, supports exploration of vocational interests, and offers practical preparation for further training or work.

When selecting between VCE, VCE VM and VCE VET, students are encouraged to consider:

1. Learning strengths and preferred learning style – academic, practical, hands‑on or a combination.
2. Career goals – university, TAFE, trades, employment, or specific industry interests.
3. Skills they wish to develop – critical thinking, technical skills, independence, or workplace readiness.
4. Alignment with personal values and long‑term aspirations.

Students are encouraged to seek guidance from the College Careers Counsellors, teachers, mentors, and families to make informed and confident decisions about their senior secondary program.

Rowena Bautista
Director of Learning - Programs