Hope Belonging Nurturing Success
Two Successful Outcomes.
Different starting points. Different journeys. Meaningful success for both.
VPC → VCE Vocational Major
Building the foundations for a future in Community Services
Casey hesitated at the campus entrance, heart pounding as unfamiliar voices echoed down the hallway. New environments had never felt simple. Each sound seemed heightened, each look full of worry about being noticed for the wrong reasons.
Although capable and thoughtful, Casey shouldered the weight of missed classes and disrupted learning. Confidence had been shaken. School had started to feel like something to survive rather than something to belong to.
What Casey needed was not pressure. It was safety. A slower pace. A chance to rebuild.
Starting with the Victorian Pathways Certificate gave Casey time to get back into learning at a pace that was comfortable. By the end of the first term, Casey was attending more than 90 per cent of classes.
The focus was on:
During the VCE Vocational Major, Casey enrolled in:
For a student who had previously struggled to feel understood, learning about how to support others felt deeply meaningful.
The VPC rebuilt the foundations.
The VCE Vocational Major provided a senior secondary certificate.
The Certificates in Community Services created direction.
Casey completed:
Casey is now studying for a Certificate IV in Mental Health and getting ready to apply to university to study Psychology.
Safety rebuilt
Direction discovered
VCE Vocational Major
Learning by doing
The hiss of the milk steamer, the weight of the coffee cup in their hands, and the friendly chatter behind the counter made Alex’s first morning making coffee at CafEducation feel nothing like a typical school lesson. Instead of written tests, Alex learned about measurements by weighing coffee and counting up change for real customers.
That morning, Alex realised that hands-on learning was where they truly belonged.
Alex always liked learning by doing things and found regular classrooms hard. By getting involved in practical tasks, working with others, and seeking out real work experience, Alex was able to shine.
Alex used the VCE Vocational Major to get the right mix of hands-on learning and support from the start.
Reading, writing, and maths were mastered through real projects. At CafEducation, Alex took the initiative to learn job skills like making coffee, food safety, helping customers, managing stock, and using sales systems.
Real work experience happened while still at school because Alex wanted to connect learning directly to the workplace. Last year, Alex started a School-Based Apprenticeship, combining school with a part-time paid job to build further skills.
By making the most of these opportunities, Alex finished school with:
Alex went straight into a full-time job and, two years later, decided to study for a Diploma of Business. A university option is available if needed.
Alex left school feeling confident, qualified, and working, with clear choices for further study.
What does Alex’s path mean for other students? Alex’s journey highlights that there are flexible options to suit different learning styles, strengths, and goals.
Confident, qualified, and working
with clear options for further study
VPC → VCE Vocational Major
Building the foundations for a future in Community Services
Kim hesitated at the campus entrance, heart pounding as unfamiliar voices echoed down the hallway. New environments had never felt simple. Each sound seemed heightened, each look full of worry about being noticed for the wrong reasons.
Although capable and thoughtful, Kim shouldered the weight of missed classes and disrupted learning. Confidence had been shaken. School had started to feel like something to survive rather than something to belong to.
What Kim needed was not pressure.
It was safety.
A slower pace.
A chance to rebuild.
At Berengarra School, the focus was on connection first. Small classes and predictable routines helped students feel settled and ready to learn. Staff understood that learning can only happen when a young person feels secure.
For the first time in a long while, Kim could breathe.
Starting with the Victorian Pathways Certificate gave Kim time to get back into learning at a pace that was comfortable. By the end of the first term, Kim was attending more than 90 per cent of classes, a clear sign that small, consistent steps were rebuilding engagement.
The focus was on:
With support for wellbeing included in daily learning, Kim began having small successes again. Completing tasks. Joining in discussions. Asking questions.
Every success helped rebuild trust, both in school and in themselves.
As confidence returned, something else emerged. A growing interest in supporting others.
During the VCE Vocational Major, Kim enrolled in the on-site:
These courses let Kim learn practical skills in areas such as:
For a student who had previously struggled to feel understood, learning about how to support others felt deeply meaningful.
Classroom learning connected directly to future pathways in:
For the first time, further study seemed possible.
The VPC rebuilt the foundations.
The VCE Vocational Major provided a senior secondary certificate.
The Certificates in Community Services created direction.
A teacher noticed Kim’s thoughtful ideas during class discussions about mental health. Instead of focusing on past gaps, staff highlighted strengths such as empathy, reflection, lived understanding, and care for others.
Kim began to see their experiences not as barriers but as foundations for helping others.
University, once unimaginable, became a realistic goal.
Kim completed:
More importantly, Kim graduated with:
“You don’t have to have it all figured out at the start. Take it little by little. It’s okay to rebuild. Ask for support. There is a path that fits you.”
Kim is now studying for a Certificate IV in Mental Health and getting ready to apply to university to study Psychology.
With a strong foundation in Community Services, Kim now has multiple options: entering the workforce in entry-level support roles or continuing into diploma and university pathways in psychology, social work, allied health, or related fields.
What began as a search for safety became a pathway into helping others.
Safety found
Direction discovered
Designed for students who need to:
Students can remain in the VPC for their full senior program or transition into the VCE Vocational Major when they are ready.
Designed for students who are ready to complete a full VCE pathway through practical, applied learning with strong VET and workplace components.
At Chadstone, senior secondary programs are typically completed across three years, allowing students to progress at a pace that supports wellbeing, engagement and long-term success.
Different starting points. Different journeys. Meaningful success for all.
From lived experience to a career in mental health
On the first day at Chadstone, Kim paused outside the classroom, breathing in quietly as the low hum of student chatter drifted from inside. The halls felt unfamiliar, and every footstep reminded them of past environments that never felt quite safe. As Kim stepped through the door, a teacher greeted them by name, smiling and asking which pronouns Kim preferred. For the first time in a long while, Kim felt seen.
Thoughtful, capable and deeply interested in people, Kim had long been searching for a space where identity was respected and learning had meaning. Here, it seemed possible.
The VCE Vocational Major provided that balance from the beginning.
Through the VCE Vocational Major, Kim saw their skills come to life in real ways.
Pathway Forward:
Certificate IV in Mental Health → Diploma → Bachelor of Psychology through alternative university entry
Building the foundations for success
Casey hesitated at the entrance to the Chadstone Campus, heart pounding and eyes darting around the unfamiliar hallway as the noise of students carried in the air. Each unfamiliar face felt overwhelming, and the chatter seemed to echo Casey’s worries about fitting in and being noticed for all the wrong reasons. The search for a safe, quiet corner was all Casey could focus on, needing space to breathe before taking another step.
Although bright and capable, Casey struggled with memories of missed classes and the heavy feeling of falling behind. A mix of self-doubt and hope swirled inside, making it hard to believe that learning could feel good again. With their confidence shaken, Casey craved a calm place, a slower pace, and even the smallest chance to win. All they wanted was a chance to feel safe, to rebuild trust in themselves, and to start over in an understanding environment.
When Casey started the Victorian Pathways Certificate, they focused on getting back into learning, improving basic reading, writing, and math, and building personal and work skills.
Future Path:
Now studying for a Community Services diploma at TAFE and getting ready to apply to university to become a social worker.
Learning by doing
The hiss of the milk steamer, the weight of the coffee cup in their hands, and the friendly chatter behind the counter made Alex’s first morning making coffee at CafEducation feel nothing like a typical school lesson. Instead of written tests, Alex learned about measurements by weighing coffee and counting up change for real customers. That morning, Alex realised that hands-on learning was where they truly belonged.
Alex always liked learning by doing things and found regular classrooms hard.
Outcome:
Confident, qualified, and working with clear options for further study when needed
Designed for students who need to:
Students can remain in the VPC for their full senior program or transition into the VCE Vocational Major when ready.
Designed for students who are ready to:
One flexible senior pathway — typically completed across three years to support wellbeing, engagement and long-term success.
Find answers to common questions about the VCE VM and the VPC
At Berengarra School, there are two senior pathways: VCE Vocational Major (VCE VM) and the Victorian Pathways Certificate (VPC). Both are practical, applied learning programs designed to develop real-world skills, confidence, and clear next steps after school. Across Victoria, students can also complete the traditional VCE, but Berengarra Schools’ senior programs focus on VCE VM and VPC because they best suit hands-on, flexible learning.
The VCE VM is a practical version of the VCE for students who prefer hands-on learning and do not need an ATAR.
Students graduate with the Victorian Certificate of Education, with the additional words “Vocational Major” on their certificate. The focus is on employability skills, independence and preparation for life beyond school.
The VPC is a flexible senior secondary certificate designed for students who need a more supported or foundation-level pathway.
It allows students to build literacy, numeracy, personal development, and work-related skills through a structured yet highly personalised program. For some students, the VPC is the right endpoint. For others, it can be a stepping stone into the VCE VM.
The difference is about readiness and level of study.
VCE VM is a full VCE qualification delivered in a practical, work-focused format. It suits students who are ready for VCE-level study but prefer applied learning rather than academic exams.
VPC is a more flexible, foundation-level certificate. It suits students who need additional support to build confidence, skills and consistency in their learning.
Both pathways focus on real-world skills and do not provide an ATAR.
No. Neither the VCE VM nor the VPC leads to an ATAR.
Instead, both pathways prepare students for apprenticeships, traineeships, TAFE, further training and meaningful employment. University can still be an option later through alternative entry pathways.
Yes. University can still be an option, but entry works differently.
VCE VM and VPC do not produce an ATAR because they are assessed through applied learning rather than study scores. That is a structural difference, not a measure of ability.
Students can access university through alternative entry pathways, including:
Many students build industry skills and confidence first, then move into higher education when they are ready to specialise further.
VCE VM students complete:
VET is not an add-on. It is a central part of the program.
The VPC focuses on:
Students also develop Industry Specific Skills through VET and applied learning experiences. The program is tailored to each student’s needs, strengths and future goals.
VET stands for Vocational Education and Training. It provides nationally recognised qualifications and practical industry skills. Students complete nationally recognised qualifications while still at school.
At Berengarra, students complete VET certificates onsite in:
Students also gain hands-on experience through our community market program and our school-run café, CafEducation. In the café, students develop barista skills, complete food safety training and apply their retail training in a real working environment.
Our VET Teachers and Café Manager provide a safe and supportive environment where students can build skills and confidence.
Assessment in both pathways is primarily classroom-based and practical.
Students complete projects, portfolios, applied tasks and workplace learning activities. For VCE VM students, the only external exam requirement is the General Achievement Test (GAT) Part A.
There are no traditional end-of-year subject exams and no study scores.
The VCE VM is designed as a two-year senior program.
At Berengarra, both VCE VM and VPC can be delivered over three years, with a two-year option where appropriate. This flexible structure allows students to complete Year 12 at a pace that supports their academic and emotional readiness.
Class sizes are small, with up to 12 students working with a Teacher and an Education Support staff member. A dedicated Wellbeing Team supports students’ academic, social and emotional development.
Personalised learning plans ensure each student has clear goals and the support needed to achieve them.
Graduates from Chadstone Campus move into:
The focus of both certificates is to ensure students leave with practical skills, recognised qualifications and the confidence to take their next step successfully.
The right pathway depends on:
We work closely with students and families to recommend the pathway that best supports wellbeing, growth and future success.