2020 vce course information handbook · 2020. 7. 15. · vce economics units 1 and 2 vce economics...

2020

VCE & YEAR 10 COURSE INFORMATION

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2020 COURSE INFORMATION

SENIOR SCHOOLYEAR 10 & VCE

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Contents

Learning in the Senior School ........................................................................................................................................... 12

Study Expectations in Senior School ................................................................................................................................ 13

Learning Beyond the Classroom in a Senior School Setting ............................................................................................ 14

Information and Communication Technology in the Senior School ................................................................................. 15

The Year 10 Program ........................................................................................................................................................ 16

Victorian Certifi cate of Education .................................................................................................................................... 17

VCE Acceleration ............................................................................................................................................................. 20

Course Planner .................................................................................................................................................................. 25

VCE Assessment ............................................................................................................................................................... 26

The Tertiary Selection Process .......................................................................................................................................... 27

POSSIBLE PATHWAYS .................................................................................................................................................. 28English ................................................................................................................................................................... 28Humanities ............................................................................................................................................................. 29Languages .............................................................................................................................................................. 31Mathematics ........................................................................................................................................................... 32Performing Arts ..................................................................................................................................................... 34Physical Education ................................................................................................................................................ 35Religious Studies ................................................................................................................................................... 36Science ................................................................................................................................................................... 37Technologies .......................................................................................................................................................... 38Visual Arts ............................................................................................................................................................. 39

YEAR 10 SUBJECTS....................................................................................................................................................... 41Ignite ...................................................................................................................................................................... 41Active For Life ...................................................................................................................................................... 42Architecture ........................................................................................................................................................... 43Art – 2D ................................................................................................................................................................. 44Art – 3D ................................................................................................................................................................. 45Biology .................................................................................................................................................................. 46Business Technologies ........................................................................................................................................... 47Chemistry............................................................................................................................................................... 48D.I.Y.I.T. – Do It Yourself Information Technologies ........................................................................................... 49Dance – Dancing Through Life ............................................................................................................................. 50Dance – Step in Time............................................................................................................................................. 51Digital Photography ............................................................................................................................................... 52Drama 1 – Unmasking Your Dramatic Potential ................................................................................................... 53Drama 2 – Processing Your Dramatic Potential .................................................................................................... 54Earth and Space Science ........................................................................................................................................ 55Elite Performance in Physical Education .............................................................................................................. 56English ................................................................................................................................................................... 57Forensic Science .................................................................................................................................................... 58

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Contents

Furniture Construction ........................................................................................................................................... 59Game Development ............................................................................................................................................... 60General Science ..................................................................................................................................................... 61Geography – Coast, Forests and Climate Challenges ............................................................................................ 62Geography – People, Place and Equality ............................................................................................................... 63Graphic Design ...................................................................................................................................................... 64Health for All ......................................................................................................................................................... 65History – Confl ict and the Modern World ............................................................................................................. 66Industrial Design.................................................................................................................................................... 67International Affairs ............................................................................................................................................... 68Languages – German Semester 1 and Semester 2 ................................................................................................. 69Languages – Indonesian Semester 1 and Semester 2 ............................................................................................ 70Literature ............................................................................................................................................................... 71Mathematics – 10 Mathematics 1 and 2 ................................................................................................................ 72Mathematics – Advanced Mathematics 1 .............................................................................................................. 73Mathematics – Advanced Mathematics 2 .............................................................................................................. 73Mathematics – VCE Foundation Mathematics Units 1 and 2 ............................................................................... 74Media Narratives ................................................................................................................................................... 75Media Production .................................................................................................................................................. 76Money Management .............................................................................................................................................. 77Music – Music for Performance 1 ......................................................................................................................... 78Music – Music for Performance 2 ......................................................................................................................... 79Music Technology ................................................................................................................................................. 80Outdoor Construction ............................................................................................................................................ 81Outdoor Education ................................................................................................................................................. 82Physics ................................................................................................................................................................... 83Psychology............................................................................................................................................................. 84Religion: The Journey............................................................................................................................................ 85Small Business Practice ......................................................................................................................................... 86Sociology – Youth, Crime, Culture and Communities .......................................................................................... 87Sports Coaching ..................................................................................................................................................... 88Sports Medicine ..................................................................................................................................................... 89Textiles ................................................................................................................................................................... 90Texts and Traditions (Foundation Studies) ............................................................................................................ 91The Law and You ................................................................................................................................................... 92

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Contents

VCE UNITS INFORMATION ......................................................................................................................................... 93VCE Accounting Units 1 and 2 ............................................................................................................................. 93VCE Accounting Units 3 and 4 ............................................................................................................................. 95VCE Art Units 1 and 2 ........................................................................................................................................... 97VCE Art Units 3 and 4 ........................................................................................................................................... 98VCE Biology Units 1 and 2 ................................................................................................................................... 99VCE Biology Units 3 and 4 ................................................................................................................................. 101VCE Business Management Units 1 and 2 .......................................................................................................... 103VCE Business Management Units 3 and 4 .......................................................................................................... 104VCE Chemistry Units 1 and 2 ............................................................................................................................. 105VCE Chemistry Units 3 and 4 ............................................................................................................................. 107VCE Applied Computing Units 1 and 2 .............................................................................................................. 109VCE Computing: Data Analytics Units 3 and 4 .................................................................................................. 110VCE Computing: Software Development Units 3 and 4 ..................................................................................... 111VCE Dance Units 1 and 2 .................................................................................................................................... 112VCE Dance Units 3 and 4 .................................................................................................................................... 114VCE Drama Units 1 and 2 ................................................................................................................................... 116VCE Drama Units 3 and 4 ................................................................................................................................... 118VCE Economics Units 1 and 2 ............................................................................................................................ 120VCE Economics Units 3 and 4 ............................................................................................................................ 122VCE English Language Units 1 and 2 ................................................................................................................. 124VCE English Language Units 3 and 4 ................................................................................................................. 125VCE English Units 1 and 2.................................................................................................................................. 126VCE English Units 3 and 4.................................................................................................................................. 127VCE Environmental Science Units 1 and 2 ......................................................................................................... 128VCE Extended Investigation Units 3 and 4 ......................................................................................................... 130VCE Geography Units 1 and 2 ............................................................................................................................ 131VCE Geography Units 3 and 4 ............................................................................................................................ 132VCE Health and Human Development Units 1 and 2 ......................................................................................... 133VCE Health and Human Development Units 3 and 4 ......................................................................................... 135VCE Australian and Global Politics Units 1 and 2 .............................................................................................. 137VCE Global Politics Units 3 and 4 ...................................................................................................................... 138VCE History: Twentieth Century History Units 1 and 2 ..................................................................................... 139VCE History: Australian History Units 3 and 4 .................................................................................................. 140VCE History: Revolutions Units 3 and 4 ............................................................................................................ 142VCE Languages – German Units 1 and 2 ............................................................................................................ 143VCE Languages – German Units 3 and 4 ............................................................................................................ 144VCE Languages – Indonesian Units 1 and 2 ....................................................................................................... 145VCE Languages – Indonesian Units 3 and 4 ....................................................................................................... 146VCE Legal Studies Units 1 and 2 ........................................................................................................................ 147VCE Legal Studies Units 3 and 4 ........................................................................................................................ 149VCE Literature Units 1 and 2 .............................................................................................................................. 151VCE Literature Units 3 and 4 .............................................................................................................................. 152Mathematics – VCE Foundation Mathematics Units 1 and 2 ............................................................................. 153VCE Mathematics – General Mathematics Units 1 and 2 ................................................................................... 154VCE Mathematics – Further Mathematics Units 3 and 4 .................................................................................... 155

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Contents

VCE Mathematics – Mathematical Methods Units 1 and 2 ................................................................................ 156VCE Mathematics – Mathematical Methods Units 3 and 4 ................................................................................ 158VCE Mathematics – Specialist Mathematics Units 1 and 2 ................................................................................ 160VCE Mathematics – Specialist Mathematics Units 3 and 4 ................................................................................ 161VCE Media Units 1 and 2.................................................................................................................................... 163VCE Media Units 3 and 4.................................................................................................................................... 165VCE Music Performance Units 1 and 2 .............................................................................................................. 166VCE Music Performance Units 3 and 4 .............................................................................................................. 168VCE Music Style and Composition Units 1 and 2 .............................................................................................. 170VCE Music Style and Composition Units 3 and 4 .............................................................................................. 171VCE Outdoor and Environmental Studies Units 1 and 2 .................................................................................... 172VCE Outdoor and Environmental Studies Units 3 and 4 .................................................................................... 174VCE Philosophy Units 1 and 2 ............................................................................................................................ 177VCE Philosophy Units 3 and 4 ............................................................................................................................ 178VCE Physical Education Units 1 and 2 ............................................................................................................... 179VCE Physical Education Units 3 and 4 ............................................................................................................... 181VCE Physics Units 1 and 2.................................................................................................................................. 184VCE Physics Units 3 and 4.................................................................................................................................. 185VCE Product Design and Technology Units 1 and 2 .......................................................................................... 187VCE Product Design and Technology Units 3 and 4 .......................................................................................... 189VCE Psychology Units 1 and 2 ........................................................................................................................... 191VCE Psychology Units 3 and 4 ........................................................................................................................... 193VCE Religion and Society Unit 1: Religion in Society ....................................................................................... 195VCE Religion and Society Unit 2: Religion and Ethics ...................................................................................... 196VCE Religion and Society Units 3 and 4 ............................................................................................................ 197VCE Sociology Units 1 and 2.............................................................................................................................. 198VCE Sociology Units 3 and 4.............................................................................................................................. 200VCE Texts and Traditions Unit 2: Texts in Society ............................................................................................. 202VCE Texts and Traditions Units 3 and 4 ............................................................................................................. 203VCE Visual Communication Design Units 1 and 2............................................................................................. 204VCE Visual Communication Design Units 3 and 4............................................................................................. 206

Subject Codes .................................................................................................................................................................. 208

Glossary .......................................................................................................................................................................... 212

Subject Cost Schedule – YEAR 10 ................................................................................................................................. 213

Subject Cost Schedule – VCE ......................................................................................................................................... 215

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Year 10 Subjects

ENGLISHEnglishLiterature

HUMANITIESGeography – Coast, Forests and Climate ChallengesGeography – People, Place and EqualityHistory – Confl ict and the Modern WorldInternational AffairsMoney ManagementSmall Business PracticeSociologyThe Law and You

LANGUAGESLanguages – German Semester 1 and Semester 2Languages – Indonesian Semester 1 and Semester 2

MATHEMATICSMathematics – 10 Mathematics 1 and 2Mathematics – Advanced Mathematics 1Mathematics – Advanced Mathematics 2 Mathematics – VCE Foundation Mathematics Units 1 and 2

PERFORMING ARTS Dance – Dancing Through LifeDance – Step in TimeDrama 1 – Unmasking Your Dramatic PotentialDrama 2 – Processing Your Dramatic PotentialMusic for Performance 1Music for Performance 2Music Technology

PHYSICAL EDUCATIONActive For LifeElite Performance in Physical Education Health for AllOutdoor EducationSports CoachingSports Medicine

RELIGIOUS STUDIESReligion: The JourneyTexts and Traditions (Foundation Studies)

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SCIENCEBiologyChemistryEarth and Space ScienceForensic ScienceGeneral SciencePhysicsPsychology

TECHNOLOGIESBusiness TechnologiesD.I.Y.I.T. – Do It Yourself Information TechnologiesFurniture ConstructionGame DevelopmentOutdoor Construction

VISUAL ARTSArchitectureArt – 2DArt – 3DDigital PhotographyGraphic DesignIndustrial DesignMedia NarrativesMedia ProductionTextiles

OTHERIgnite

Year 10 Subjects

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VCE Subjects

ENGLISHVCE English Units 1 and 2VCE English Units 3 and 4VCE English Language Units 1 and 2VCE English Language Units 3 and 4VCE Literature Units 1 and 2VCE Literature Units 3 and 4

HUMANITIESVCE Accounting Units 1 and 2VCE Accounting Units 3 and 4VCE Business Management Units 1 and 2VCE Business Management Units 3 and 4VCE Economics Units 1 and 2VCE Economics Units 3 and 4 VCE Geography Units 1 and 2VCE Geography Units 3 and 4VCE Australian and Global Politics Units 1 and 2 VCE Global Politics Units 3 and 4VCE History: Twentieth Century History Units 1 and 2VCE History: Australian History Units 3 and 4 VCE History: Revolutions Units 3 and 4VCE Legal Studies Units 1 and 2VCE Legal Studies Units 3 and 4VCE Sociology Units 1 and 2VCE Sociology Units 3 and 4

LANGUAGESVCE Languages – German Units 1 and 2VCE Languages – German Units 3 and 4VCE Languages – Indonesian Units 1 and 2VCE Languages – Indonesian Units 3 and 4

MATHEMATICSMathematics – VCE Foundation Mathematics Units 1 and 2VCE Mathematics – General Mathematics Units 1 and 2VCE Mathematics – Further Mathematics Units 3 and 4VCE Mathematics – Mathematical Methods Units 1 and 2VCE Mathematics – Mathematical Methods Units 3 and 4VCE Mathematics – Specialist Mathematics Units 1 and 2VCE Mathematics – Specialist Mathematics Units 3 and 4

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PERFORMING ARTS VCE Dance Units 1 and 2VCE Dance Units 3 and 4VCE Drama Units 1 and 2VCE Drama Units 3 and 4VCE Music Performance Units 1 and 2VCE Music Performance Units 3 and 4VCE Music Style and Composition Units 1 and 2VCE Music Style and Composition Units 3 and 4

PHYSICAL EDUCATIONVCE Health and Human Development Units 1 and 2VCE Health and Human Development Units 3 and 4VCE Outdoor and Environmental Studies Units 1 and 2VCE Outdoor and Environmental Studies Units 3 and 4VCE Physical Education Units 1 and 2VCE Physical Education Units 3 and 4

RELIGIOUS STUDIESVCE Philosophy Unit 1 and 2VCE Philosophy Unit 3 and 4VCE Religion and Society Unit 1: Religion in SocietyVCE Religion and Society Unit 2: Religion and EthicsVCE Religion and Society Units 3 and 4VCE Texts and Traditions Unit 2: Texts in SocietyVCE Texts and Tradition Unit 3 and 4

SCIENCEVCE Biology Units 1 and 2VCE Biology Units 3 and 4 VCE Chemistry Units 1 and 2VCE Chemistry Units 3 and 4VCE Environmental Science Units 1 and 2VCE Physics Units 1 and 2VCE Physics Units 3 and 4 VCE Psychology Units 1 and 2VCE Psychology Units 3 and 4

TECHNOLOGIESVCE Applied Computing Units 1 and 2VCE Computing: Data Analytics Units 3 and 4VCE Computing: Software Development Units 3 and 4VCE Product Design and Technology Units 1 and 2VCE Product Design and Technology Units 3 and 4

VCE Subjects

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VISUAL ARTSVCE Art Units 1 and 2VCE Art Units 3 and 4VCE Media Units 1 and 2VCE Media Units 3 and 4VCE Visual Communication Design Units 1 and 2VCE Visual Communication Design Units 3 and 4

OTHERVCE Extended Investigation Units 3 and 4

VCE Subjects

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Our Overnewton College Senior School is proud to pursue academic excellence within a well-rounded educational experience. In doing so, our students are best prepared for lifelong learning beyond the College and to contribute successfully to their future local, regional and global communities.

We believe that an excellent Senior School education combines rigorous academic learning with broader co-curricular learning including: sport, performance, service, spiritual and leadership experiences. We expect, value and celebrate excellence in academic progress, effort and achievement. We encourage our Years 10-12 students to share greater responsibility for their own learning and their futures. To that end, underpinning our Senior School is the principle that families, the College and each student together, share responsibility for optimum educational success.

All our graduates continue learning beyond Year 12. This may be at universities or other tertiary institutions. Our Senior School educators are constantly developing and maintaining their professional learning and qualifi cations. This supports students to achieve their best results and optimise tertiary learning choices. We aim for students and staff to work together in a supportive learning environment, to achieve each student’s most successful outcome.

Course planning, subject selection and post-Year 12 guidance is provided through Careers Development programmes. Our Year Level structure and Mentor groups encourage strong student teacher family communication which in turn maximises opportunities for learning success. Examination skill development forms part of the pedagogy and assessment for subjects that feature examinations at Year 12. These are ways the Senior School supports an environment of student learning success.

This Course Information publication provides an overview of the academic subjects and programmes available in the Senior School of Overnewton Anglican Community College. We hope you fi nd this valuable.

Learning in the Senior School

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STUDY EXPECTATIONS

There is a clear expectation upon undertaking a full Senior School academic program that the following undertakings will be met: 1. As older adolescents, students accept responsibility for their own learning.2. Due dates are met.3. Class time and study periods are used effectively.4. Students actively participate in all study skills development sessions.5. Students actively participate in any mandated revision program in the lead up to examinations.6. Students undertaking a Unit 3 and 4 study will attend the second week of the September holidays to undertake

practice examinations.7. Students and parents accept responsibility for notifying staff of absences via a signed note or email from parents/

guardians.8. Year 10 students complete work experience during the year.9. Year 12 students complete a minimum of six past examination papers in preparation for end of year examinations

and read relevant examiners’ reports.10. Mid year and end of year examinations are completed within specifi ed guidelines.

Study Expectations in Senior School

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Learning Beyond the Classroom in a Senior School Setting

We are now in an age of knowledge era schooling. The critical skills required for the knowledge era include self directed learning, adaptability, collaboration, risk taking, negotiation, formal and informal communication, as well as self refl ection, management and discipline. These skills will be attained by a paradigm shift in thinking and practice that changes the notion of schools as “purveyors of information” to a curriculum that has meaning and purpose for young people. Students explore and experiment within a supportive environment that empowers students to make decisions and take risks which could, at times see them fail. This preparedness to take risks as part of life long learning is critical to success in the knowledge era.

The Victorian Curriculum acknowledges the importance of these skills: “students need to develop a set of knowledge, skills and behaviours which will prepare them for success in a world which is complex, rapidly changing, rich in information and communications technology, demanding higher-order knowledge and understanding and increasingly global in its outlook and infl uences. To succeed, all students need to develop capacities to:● Manage themselves as individuals in relation to others.● Understand the world in which they live.● Act effectively in that world.”

Senior Schooling is a key phase of education where students take greater responsibility for their own learning. How then do traditional notions of ‘homework’ fi t into a knowledge era school? Self directed learners must develop critical skills to manage their time, and classrooms and all learning activities should focus on teaching for self directedness. It should be seen as a critical part of the learning process that is being managed by each young person.

Therefore, home study should:1. Be relevant, meaningful and purposeful.2. Be skills focused.3. Enable students to develop emotional intelligences, risk taking, collaboration, problem solving, self refl ection, team

work and a commitment to life-long learning.4. Involve self refl ection.

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Information and Communication Technology in the Senior School

WHAT IS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)?

ICT encompasses all the technologies that facilitate the processing and transfer of information and communication services. In principle, ICT has always been available. The only difference is that in the “Knowledge Era”, rapid advances in technology have changed the traditional ways in which information is processed, communications conducted, and services that are available. (Dr. Benjamin Adu, (P.Eng), CEO ESS Limited)

Overnewton College is a learning community that endeavours to prepare students for their role in the Knowledge Society of the 21st Century. An integrated approach to Information and Communication Technologies across the College incorporating personal computing devices, ensures students have access to the necessary technologies to undertake learning anywhere and at anytime. Through collaborative, team based projects of increasing complexity suitable for a P-12 College, students are encouraged to develop the skills required to select and use the most appropriate technology to complete any task. This will enhance teaching and learning as well as facilitating communication, internal and external to the College in an online community. The ICT classroom is a fl exible, interactive, student-centred learning environment. The ability to question, research and evaluate will create a population of information literate students. The development of skills that empower students and teachers to be creative and innovative thinkers, effective life long learners and global citizens is encouraged through access to the worldwide community.

In the Senior School, students will be equipped with a notebook computer. All classrooms have wireless network access and access to power. Students can safely store notebooks in their lockers, all of which are located in internal spaces. A technician is available in the Senior School to deal with any notebook related problems. A daily collection service and a 24-hour turnaround is provided for any notebook purchased under the College Program if the problem is beyond the expertise of the College resources. Students’ computers are confi gured to run on the College Network at the beginning of Year 10 and should continue to work effectively if students do not alter settings when using their notebooks at home.

ICT EXPECTATIONS

All students are expected to read, sign and abide by the conditions outlined in the College’s Responsible Use Policy.

The curriculum in all subjects in Senior School has been developed with the use of technology incorporated into the presentation and assessment of student learning outcomes. Therefore, students are expected to have their notebooks in class whenever required and teachers will always give adequate notice. The use of notebook computers will vary between subjects and is one of the many teaching tools that will be employed to achieve outcomes and to encourage students to become “Lifelong Engaged Learners”.

Engaged learners are responsible for their own learning, energised by learning, strategic and collaborative. All of this is consistent with the philosophy of Senior School and the learning environment we have created.

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The Year 10 Program

The Year 10 Program is developed around allowing student choice in the subjects they wish to study and pursue. It allows each individual to cater for their needs, evaluate their options and make decisions based on their future pathways. This program provides fl exibility and engagement for students, as well as providing them with the necessary skills to move into a VCE program and life beyond the College.

At Year 10, subjects are a semester in length. Students undertake a total of six subjects in Semester One and six subjects in Semester Two. As well as the six subjects students choose in each semester, all Year 10 students undertake the additional subjects Ignite and Religion: The Journey for the year.

Year 10 students must:● Satisfactorily complete English in both semesters● Satisfactorily complete at least 4 of the 6 other subjects taken (including the Ignite program) each semester● A record of acceptable conduct, in relation to the expectations outlined in the ‘Senior School 7’ and the ‘Taking

Responsibility Policy’● Satisfi ed requirements for attendance as specifi ed by the College, including subject classes, pastoral care,

assemblies and other relevant events, and as specifi ed by VCAA

GUIDELINES FOR SUBJECT SELECTION

Students will complete:1. One unit of Ignite (year-long)2. One unit of Religion (year-long)3. Two units of English4. Two units of Mathematics5. One unit of General Science (Semester 1)6. At least one Humanities subject from the core program (Coast, Forests and Climate Challenges; People, Place and

Equality; or Confl ict and the Modern World)7. At least one Physical Education subject8. Five other subjects (where approved, this may include two units of VCE studies)

Please Note: It may not be possible for the College to run a class that is listed as offered if student numbers are too low.

THE AUSTRALIAN CURRICULUM

The Australian Curriculum describes a learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community. It acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

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Victorian Certificate of Education

The Victorian Certifi cate of Education (VCE) was designed as a two -year program of study to be undertaken by students in Years 11 and 12. In many schools in Victoria, Year 10 students have the option of completing some VCE studies.

Each school year is divided into two semesters and students are required to study semester based units of work. Therefore, two units are equivalent to one year long subject.

VCE units have been designed by the Victorian Curriculum and Assessment Authority (VCAA). All VCE units taken at Years 10, 11 and 12 are recorded on the VCE Certifi cate. The units offered at the Year 10 and Year 11 levels will generally be Units 1 and 2 in each subject. In Year 12 students will study Units 3 and 4 of their chosen subjects. Only Units 3 and 4 are used in the calculation of the Australian Tertiary Admissions Rank or ATAR.

Students should refer to the Course Code section of this book for a complete list of the College’s VCE program offerings, and note the following: ● It may not be possible for the College to run a class that is listed as offered if student numbers are too low. ● Courses are reviewed regularly by the Victorian Curriculum and Assessment Authority, and details may change

from time to time. Information contained in this booklet is correct at the time of publication.

YEAR 11

In Year 11 all students are expected to undertake six studies (12 units) and a Religious study.

Students must choose a minimum of one from the following three English courses:● English Language Units 1 and 2● Literature Units 1 and 2● English Units 1 and 2

Students who have undertaken English Language or Literature at either Units 1 or 2 level whilst in Year 10 may wish to pursue these studies at Units 3 and 4 level whilst in Year 11 (if they meet the requirements for this).

Religion and Society Unit 1 or Unit 2 or Texts and Traditions Unit 1 will be undertaken by all Year 11 students as part of the College’s Religious Studies requirement.

YEAR 12

In Year 12, students are expected to undertake fi ve studies (10 units). Some students may choose to do six Units 3 and 4 studies. Five studies would be undertaken in Year 12, and one in Year 11. Thus, it is important to plan at least a two year program. Students who select a Unit 3 and 4 study at Year 11 will also be required to complete fi ve studies in Year 12. It is expected that a similar range of subjects will be offered each year, although the College is unable to guarantee that a subject will continue if student numbers drop to an unviable level.

SATISFACTORY COMPLETION OF THE VCE

In order to satisfactorily complete the VCE a student must satisfactorily complete the equivalent of sixteen units. These sixteen units must include: ● At least three in English, and ● Three sequences of Units 3 and 4 studies other than English

The three units of English may be selected from VCE English/English as an Additional Language Units 1 to 4; English Language Units 3 and 4; or Literature Units 3 and 4.

The sixteen units may include an unlimited number of units of Vocational Education and Training (VET).

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HIGHER EDUCATION STUDIES IN THE VCE

The Higher Education Studies Program allows independent, high achieving Year 12 students the opportunity to include tertiary level studies as part of their VCE. The Higher Education Studies in the VCE Program offers both Extension and Advanced Standing studies.

Why pursue a Higher Education study?

Completing the Higher Education Program offers students access to a range of potential benefi ts, including:● Academic challenge in a broader range of studies● Credit towards an undergraduate qualifi cation at the institution where the study was satisfactorily completed● Contribution towards satisfactory completion of the VCE as a Unit 3 and 4 sequence without a study score● Contribution to the calculation of the ATAR via an increment for a fi fth or sixth study.

Note: Only one Higher Education Study may contribute towards satisfactory completion for the award of the VCE.

ATAR INCREMENT

Where a student successfully completes a Higher Education study, and meets other Victorian Tertiary Admission Centre (VTAC) requirements, the study can contribute to the student’s ATAR as a fi fth or sixth study.

Further information on Higher Education Studies in the VCE is available from the Student Career Development Leader orhttp://www.vcaa.vic.edu.au/vce/studies/studiesextension.html.

VCE BACCALAUREATE

The VCE (Baccalaureate) provides an additional form of recognition for those students who choose to undertake the demands of studying both a higher level mathematics and a language in their VCE program of study.

The VCE (Baccalaureate) is contained within the VCE and is not another senior secondary credential. The two senior secondary certifi cates in Victoria are the VCE and VCAL.

To be eligible to receive the VCE (Baccalaureate), the student must satisfactorily complete the VCE and receive a study score for each prescribed study component.

The VCE program of study must include:● A Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Units

3 and 4 sequence in English as an Additional Language (EAL) with a study score of 33 or above● A Units 3 and 4 sequence in either Mathematics Methods or Specialist Mathematics● A Units 3 and 4 sequence in a VCE language● At least two other Units 3 and 4 sequences

http://www.vcaa.vic.edu.au/vce/studies/studiesextension.html.

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VOCATIONAL EDUCATION TRAINING

Vocational Education Training in the VCE combines general VCE studies with vocational training and work placement. It provides students with greater choice and scope to determine a pathway best suited to individual needs. Successful completion of a VET in the VCE program provides students with: ● Dual accreditation. That is, students will be given credit towards their VCE and simultaneously attain a nationally

recognised vocational certifi cate. ● A contribution towards their fi nal Australian Tertiary Admissions Rank (ATAR). ● The ability to articulate into further vocational and training courses. ● Workplace experience including structured workplace training.

Employers across Australia value the VET in the VCE program because it: ● Contributes to the development of entry skills for their industry. ● Provides students with a practical and focused introduction to workplace requirements. ● Enables employers to use the program for selection purposes. ● Enables industry to participate in local community networks.

VET CLUSTER

The local Brimbank VET cluster offers a range of VET courses. A separate course booklet can be obtained from the VCE Coordinator. VET subjects will incur additional costs for parents.

DISTANCE EDUCATION

Students may undertake selected subjects that the College does not offer via correspondence through the Distance Education Centre of Victoria (DECV). Details of subjects and the application process can be obtained from the VCE Coordinator. DECV subjects will incur additional costs for parents.

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VCE Acceleration

Acceleration process is detailed on page 25

Subjects Approved Acceleration Recommendations

English FacultyEnglish Units 1 and 2 No NoneEnglish Units 3 and 4 No Completed Units 1 and 2 of English, Literature and/or English

LanguageEnglish Language Units 1 and 2 Yes High level literacy and analytical skills

English Language Units 3 and 4 Yes Unit 1 recommended, Unit 2 is not so integralLiterature Units 1 and 2 Yes High level literacy and analytical skills and ‘love’ of literature.

High level achievement in EnglishLiterature Units 3 and 4 Yes Recommended Units 1 and 2 for Year 11’s. High level

literacy and analytical skills; ‘love’ of literature; high level of achievement in English

Humanities FacultyAccounting Units 1 and 2 Yes High level numeracy and analytical skills

Accounting Units 3 and 4 Yes Units 1 and 2. High level numeracy and analytical skills

Business Management Units 1 and 2 Yes None

Business Management Units 3 and 4 Yes High level literacy and analytical skills

Economics Units 1 and 2 Yes High level literacy and analytical skillsEconomics Units 3 and 4 Yes Units 1 and 2 strongly recommended. High level literacy and

analytical skillsGeography Units 1 and 2 Yes It is required that Year 10s have high level literacy and

analytical skills for Units 1 and 2Geography Units 3 and 4 Yes Units 1 and 2 recommended. High level literacy and analytical

skillsAustralian and Global Politics Units 1 and 2 Yes It is required that Year 10s have high level literacy and

analytical skills for Units 1 and 2Global Politics Units 3 and 4 Yes It is required that Year 11s have high level literacy and

analytical skillsHistory: Twentieth Century History Units 1 and 2 Yes It is required that Year 10s have high level literacy and

analytical skills for Units 1 and 2

History: Australian History Units 3 and 4 Yes Units 1 and 2 strongly recommended. High level literacy and analytical skills

History: Revolutions Units 3 and 4 Yes Units 1 and 2 strongly recommended. High level literacy and analytical skills

Legal Studies Units 1 and 2 Yes It is required that Year 10s have high level literacy and analytical skills for Units 1 and 2

Legal Studies Units 3 and 4 Yes High level literacy and analytical skills

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VCE Acceleration


Languages FacultyGerman Units 1 and 2 Yes Must have completed Year 10 German. If students are

accelerating, they will need to demonstrate equivalent knowledge and skills in an interview and Written Test in German for the Senior Language Teacher. This will take place in August

German Units 3 and 4 No Must have completed German Units 1 and 2 or minimum of 200 hours of language recommended prior to commencing Year 12

Indonesian Units 1 and 2 Yes Must have completed Year 10 Indonesian. If students are accelerating, they will need to demonstrate equivalent knowledge and skills in an interview and Written Test in Indonesian for the Senior Language Teacher. This will take place in August

Indonesian Units 3 and 4 No Must have completed Indonesian Units 1 and 2 or minimum of 200 hours of language recommended prior to commencing Year 12

Mathematics FacultyFurther Mathematics Units 3 and 4 Yes Completed Units 1 and 2 of either General Mathematics with

a B+ average or Mathematical Methods with a B averageGeneral Mathematics Units 1 and 2 Yes Successfully completed 2 semesters of any Year 10

Mathematics

Mathematical Methods Units 1 and 2 Yes Completed Advanced Mathematics 1 and 2 with a B+ average

Mathematical Methods Units 3 and 4 Yes Completed Mathematical Methods Units 1 and 2 with a B+average

Specialist Mathematics Units 1 and 2 No Completed Advanced Mathematics 2 with a B+ average

Specialist Mathematics Units 3 and 4 No Completed Mathematical Methods Units 1 and 2 with a B+average. Completed Specialist Mathematics Units 1 and 2 with a B+ average

22

VCE Acceleration


Performing Arts FacultyDance Units 1 and 2 Yes Should have undertaken at least one unit of Year 9 Dance.

Students not completing this need to arrange an interview with the Head of Performing Arts and VCE Dance teacher. Students wishing to accelerate must audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty.

Dance Units 3 and 4 Yes Should have undertaken at least one unit of Year 10 Dance. Students not completing this need to arrange an interview with the Head of Performing Arts and VCE Dance teacher. Students wishing to accelerate must audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty.

Drama Units 1 and 2 Yes Should have undertaken at least one unit of Year 9 Drama. Students not completing this need to arrange an interview with the Head of Performing Arts and VCE Drama teacher. Students wishing to accelerate must audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty

Drama Units 3 and 4 Yes Should have undertaken at least one unit of Year 10 Drama. Students not completing this need to arrange an interview with the Head of Performing Arts and VCE Drama teacher. Students wishing to accelerate must audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty.

Music Performance Units 1 and 2 Yes Preferred minimum 4th grade AMEB. If students are accelerating they will need to audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty. Audition will take place in August

Music Performance Units 3 and 4 Yes Units 1 and 2, minimum 5th grade AMEB or equivalent standard required for solo performance. If students are accelerating they will need to audition for the Head of Faculty and Senior Music Teacher. Information is available from the Head of Faculty. Audition will take place in August

Music Style and Composition Units 1 and 2 Yes An understanding of reading and writing of music and at least two years of private instrumental tuition would be preferred. Students wishing to undertake Unit 2 will need to have completed Unit 1

Music Style and Composition Units 3 and 4 Yes Music Style and Composition Units 1 and 2 preferred

23

VCE Acceleration


Physical Education FacultyHealth and Human Development Units 1 and 2 Yes None

Health and Human Development Units 3 and 4 Yes Recommended to have completed Units 1 and 2

Outdoor and Environmental Studies Units 1 and 2 Yes Ability to actively participate in the required practical activities

Outdoor and Environmental Studies Units 3 and 4 Yes Recommended to have completed Units 1 and 2

Physical Education Units 1 and 2 Yes None

Physical Education Units 3 and 4 Yes Recommended to have completed Units 1 and 2

Religious Studies FacultyPhilosophy Units 1 and 2 Yes Should have attained a B+ average across all subjects

Philosophy Units 3 and 4 Yes Must have completed Units 1 and 2

Religion and Society Units 3 and 4 Yes For acceleration, must have completed Year 10 Religion: The Journey with a minimum B+ average and at least a B+average in both Year 10 English units

Texts and Traditions Units 3 and 4 Yes For acceleration, must have completed Year 10 Religion: The Journey with a minimum B+ average and at least a B+average in both Year 10 English units

Science FacultyBiology Units 1 and 2 Yes Should have attained a B+ average across all subjects. May be

required to undertake additional reading prior to commencing the course

Biology Units 3 and 4 Yes Must have undertaken Units 1 and 2 Biology and/or Units 1 and 2 Chemistry. Year 11 students wishing to study Units 3 and 4 must have attained a B+ average in either Chemistry and/or Biology

Chemistry Units 1 and 2 Yes Should have attained a B+ average across all subjects. May be required to undertake additional reading prior to commencing the course

Chemistry Units 3 and 4 Yes Must have completed Units 1 and 2 Chemistry

Environmental Science Units 1 and 2 Yes Should have attained a B+ average across all subjects

Physics Units 1 and 2 Yes Should have attained a B+ average across all subjects and must demonstrate strong mathematical ability

Physics Units 3 and 4 Yes Must have undertaken Units 1 and 2 Physics and should have achieved a ‘B’ as a minimum grade in all assessments. Must have undertaken one of Mathematical Methods or Specialist Mathematics and should have achieved a ‘B’ as a minimum grade in all assessments

Psychology Units 1 and 2 Yes Should have attained a B+ average across all subjects and also recommended to have completed a module on research methods

Psychology Units 3 and 4 Yes Recommended to have completed Unit 1 Psychology. Highly recommended to complete Unit 2 Psychology. High level literacy skills (reading and comprehension) for Year 11 students

24

VCE Acceleration


Technologies FacultyApplied Computing Units 1 and 2 Yes High level of digital literacy

Computing: Data Analytics Units 3 and 4 Yes High level of digital literacy. Computing Units 1 and 2 recommended.

Computing: Software Development Units 3 and 4 Yes High level of digital literacy. Computing Units 1 and 2 recommended.

Product Design and Technology Units 1 and 2 Yes High level of folio development and project management skills recommended. Interview and skills test to ascertain ability and suitability

Product Design and Technology Units 3 and 4 Yes High level of folio development and project management skills recommended. Must have completed Product Design and Technology Units 1 and/or 2

Visual Arts FacultyArt Units 1 and 2 Yes Must have completed 1 or more units of Art History prior to

acceptance. Must have solid English and History skills to help complement the theory component of the course

Arts Units 3 and 4 Yes Must have completed Art Units 1 and 2

Media Units 1 and 2Yes

Must demonstrate their ability in the area of Media by submitting samples of their work and have an interview with Media staff

Media Units 3 and 4 Yes Must have completed Media Units 1 and 2

Visual Communication Design Units 1 and 2 Yes Must demonstrate their ability in the area of VCD by submitting samples of their work and have an interview with VCD staff and Head of Faculty

Visual Communication Design Units 3 and 4 Yes Must have completed Visual Communication Design Units 1 and 2

25

Course Planner

CHOOSING YOUR SUBJECTS

Students are advised to choose studies:● that are prerequisites for further study● that they enjoy● in which they show an aptitude● that refl ect future career interests● that contribute to a balanced program

YEAR 10Semester 1

Semester 2

YEAR 11Semester 1

Semester 2

YEAR 12Semester 1 *optional sixth study

Semester 2

ACCELERATION PROCESS

Students will ordinarily be able to take one VCE subject in Year 10 and one sequence of Units 3 and 4 in Year 11.

If this is requested, teachers and parents should be able to see evidence of readily demonstrable qualities that would equip the student with the degree of scholarship required for that VCE subject. Such qualities would include:● Commitment and perseverance in all academic and co-curricular endeavours● Academic achievement of at least a B+ average in each subject undertaken (at time of application)● Ability to be organised and plan assessment and study requirements● Demonstrated maturity and resilience

If students meet the above requirements, we would highly recommend that they submit an application to undertake an accelerated subject.

Approval to undertake a VCE subject whilst in Year 10 requires students to:● Discuss the implications of this choice with the Student Career Development Leader, and● Submit the necessary application form

The Senior Academic Team will make a decision on the merit of each application.

26

VCE Assessment

Each student undertaking VCE Units 3 and 4 study will receive from the VCAA:

a) A criterion based letter grade for School Assessed Coursework (SAC) in that study.

Example of assessment requirements for School Assessed Coursework (SAC) for Legal Studies Unit 3

OUTCOMES MARKS ALLOCATED ASSESSMENT TASKS

OUTCOME 1Explain the structure and role of parliament, including its processes and effectiveness as a law making body, describe why legal change is needed, and the means by which such change can be infl uenced.

25 The student’s performance on each outcome will be assessed using one or more of the following:● A case study● Structured questions● A test● An essay● A report in written format● A report in multimedia format● A folio of exercises

OUTCOME 2Explain the role of the Commonwealth Constitution in defi ning law-making powers within a federal structure, analyse the means by which law making powers may change, and evaluate the effectiveness of the Commonwealth Constitution in protecting human rights.

50

OUTCOME 2Describe the role and operation of courts in law making, evaluate their effectiveness as law making bodies and their relationship with parliament.

25

TOTAL MARKS 100

This coursework forms 25% of the study score for Legal Studies Units 3 and 4.

b) A criterion based letter grade for School Assessed Tasks (SAT), if applicable.

c) A normalised score for that study, determined by detailed examination and school assessed results, and indicating the student’s rank in comparison with others in the study. This will be a numerical mark out of 50 with the distribution of marks refl ecting a mean of 30 and a standard deviation of seven.

For each applicant, Victorian Tertiary Admission Centre (VTAC) will scale the normalised study score. An aggregate will then be calculated taking the score for English, the scores for the best three other studies, and 10% of scores for fi fth and sixth studies. This aggregate will be ranked on a ‘percentile’ basis for all VCE students in the State.

The ATAR serves as a basis for selection into Australian universities and TAFE colleges.

The ATAR will place students on a percentile ranking with 99.95 being the highest rank. The rank will be used by all courses for which applicants are selected on the basis of VCE results.

27

The Tertiary Selection Process

The Victorian Tertiary Admissions Centre (VTAC) administers the tertiary application process on behalf of universities, TAFE institutions and some private providers within Victoria and border regions.

Approximately 50% of courses use the Australian Tertiary Admissions Rank (ATAR) as the criterion for selection into courses. The remaining courses use a range of criteria that include ATAR, folio presentation, interviews, pre-selection tests, auditions and/or additional forms in the selection process.

The ATAR is calculated using the results of Units 3 and 4 studies and information on and examples of the calculation are available at http://www.vtac.edu.au/applying/results.html.

Information about the selection process and the pre-requisite VCE studies for each tertiary course is available on the VTAC website www.vtac.edu.au.

VTAC CourseLink is a program on the VTAC website that allows students to plan their VCE program and identify the courses for which they meet the specifi ed prerequisites. VCE students are required to use CourseLink as part of the subject selection process to ensure their VCE program satisfi es the entrance requirements for a range of potential tertiary courses.

http://www.vtac.edu.au/applying/results.html.

http://www.vtac.edu.au/

28

POSSIBLE PATHWAYS

English

Year 10 Year 11 Year 12 Post Year 12

Core English

Literature(Elective)

VCE EnglishUnits 1 and 2

and/or

VCE LiteratureUnits 1 and 2

and/or

VCEEnglish Language

Units 1 and 2

VCE EnglishUnits 3 and 4

and/or

VCE LiteratureUnits 3 and 4

and/or

VCEEnglish Language

Units 3 and 4

• Advertising• Creative Writing• Diplomatic Services• Journalism• Law• Linguistics• Public Relations• Publishing and

Editing• Speech Pathology

Note: Students are advised to check prerequisites for tertiary courses with the Student Career Development Leader. The above is a list of examples, not an exhaustive list.

29

POSSIBLE PATHWAYS

Humanities

Geography – People, Place and Equality

(Core)

History – Confl ict and the Modern

World(Core)

VCE GeographyUnits 1 and 2

VCE GeographyUnits 3 and 4

• Academic Research• Applied Science• Behavioural Studies• Community

Development• Conservation Ecology• Counselling• Earth Science• Ecotourism• Education• Environmental Science• Fisheries • Forest Science• History/Humanities• Human Services

Administration• International

Development• Journalism• Justice System• Law Enforcement• Natural Resource

Management• Policy Development• Politics• Social and Community

Services• Town Planning• Urban Design• Youth Work


Geography – Coast, Forests and Climate

Challenges(Core)

VCE History: Australian History

Units 3 and 4

VCE History: Revolutions

Units 3 and 4


International Affairs(Elective)

VCE History:Twentieth Century

HistoryUnits 1 and 2

VCE Australian and Global Politics Units 1 and 2

VCE Australian and Global Politics Units 3 and 4

Sociology(Elective)

VCE SociologyUnits 1 and 2

VCE SociologyUnits 3 and 4

30

POSSIBLE PATHWAYS

Humanities

VCE AccountingUnits 1 and 2

VCE Business MgmtUnits 1 and 2

VCE EconomicsUnits 1 and 2

VCE Legal StudiesUnits 1 and 2

VCE AccountingUnits 3 and 4

VCE Business Mgmt Units 3 and 4

VCE EconomicsUnits 3 and 4

VCE Legal StudiesUnits 3 and 4

• Accountancy• Business

Administration• Business Management• Business Systems

Analysis• Criminal Justice• Event Management• Financial Planning• Human Resource

Management• Insurance• International Business• Law• Marketing• Personal/Industrial

Relations• Project Management• Property Development• Public Relations



The Law and You

Money Management

Small Business Practice

Commerce Subjects

31

POSSIBLE PATHWAYS

Languages

• Business/Commerce• Defence Forces• Diplomatic Field• Education• Hospitality• Interpreting• Journalism • Law• Linguistics• Tourism• Translating• Travel

LanguagesGerman Elective

LanguagesIndonesian

Elective

VCE Languages –Indonesian

(second language)Units 1 and 2

VCE Languages –German

Units 1 and 2

VCE Languages –Indonesian

(second language)Units 3 and 4

VCE Languages –German

Units 3 and 4



32

POSSIBLE PATHWAYS

Mathematics

Year 10Semester 1 Year 11 Year 12Year 10

Semester 2

• Aviation• Commerce• Dentistry• Education• Engineering• Information

Technology• Mathematics• Medicine• Physiotherapy• Science

Post Year 12

Advanced Mathematics 1

Advanced Mathematics 2

VCE Mathematical

MethodsUnits 1 and 2

VCE Mathematical


Specialist MathematicsUnits 1 and 2


Further Mathematics Units 3 and 4

General Mathematics Units 1 and 2

10 Mathematics 210 Mathematics 1

Standard Mathematics Program

VCE Foundation Mathematics

Unit 1

VCE Foundation Mathematics

Unit 2


VCE Foundation Mathematics Units 1 and 2

33

POSSIBLE PATHWAYS

Mathematics

Year 9-12 Accelerated Mathematics Pathways

VCE Mathematical


Further MathematicsUnits 3 and 4




VCE Mathematical





VCE Mathematical



General MathematicsUnits 1 and 2


AND

VCE Mathematical



10 AdvancedMathematics


OR

OR

10 AdvancedMathematics

10 Mathematics 1 and 2

Year 9 Year 11 Year 12Year 10

• Aviation• Commerce• Dentistry• Education• Engineering• Information

Technology• Mathematics• Medicine• Physiotherapy• Science

Post Year 12

34

POSSIBLE PATHWAYS

Performing Arts

Year 10Drama Electives

Year 10Music Electives

VCE DanceUnits 1 and 2Dance Elective

VCE DramaUnits 1 and 2

VCE Music PerformanceUnits 1 and 2

VCE Music Style and Composition

Units 1 and 2

VCE DanceUnits 3 and 4

VCE DramaUnits 3 and 4

VCE Music Performance Units 3 and 4

VCE Music Style and Composition

Units 3 and 4

• Acting• Communication • Drama Criticism• Education • Film and Television• HR• Journalism• Law • Media• PR• Script Writing• Stage Technician• Theatre Production

• Education• Music Arrangement• Music Composition• Music Direction• Music Performance• Music Therapy• Recording Industry• Sound Technology

• Artistic Direction• Choreography• Dance Performance• Education• Entertainment• Theatre Production



35

POSSIBLE PATHWAYS

Physical Education

Active For Life

Sports Medicine

Health for All

Elite Performance in Physical Education

Outdoor Education

VCE Physical Education

Units 1 and 2

and/or

VCE Health and Human

DevelopmentUnits 1 and 2

and/or

VCE Outdoor and Environmental

StudiesUnits 1 and 2

VCE Physical Education

Units 3 and 4

VCE Health and Human

DevelopmentUnits 3 and 4

VCE Outdoor and Environmental

StudiesUnits 3 and 4

• Applied Science• Exercise Physiology• Human Movement• Nursing• Physiotherapy• Sports Administration

and Marketing• Sports Science

• Dietitian• Health Promotions• Health Science• Midwifery• Nursing• Physiotherapy• Social Work

• Conservation• Forest Management• Outdoor Recreation

Management/Instruction

• Parks and Wildlife Management

• Recreation• Resort Management


Sports Coaching


36

Religious Studies

POSSIBLE PATHWAYS


Religion: The Journey

VCE Texts and Traditions Unit 2Texts in Society

VCE Religion and Society Unit 1

Religion in Society

VCE Religion and Society Unit 2

Religion and Ethics

VCE Religion and Society

Units 3 and 4

• Community Justice Studies

• Education• International

Development• International Studies• Medicine• Ministry• Politics• Psychology• Social and Community

Services• Social Studies• Social Work and

Counselling• Theology• Youth Studies


VCE Philosophy Units 1 and 2

VCE Text and Traditions

Units 3 and 4

VCE Philosophy Units 3 and 4

Texts and Traditions (Foundation

Studies)

37

POSSIBLE PATHWAYS

Science


Physics

General Science Semester 1

Compulsory

Chemistry VCE ChemistryUnits 3 and 4

VCE ChemistryUnits 1 and 2

VCE PhysicsUnits 3 and 4

VCE PhysicsUnits 1 and 2

• Analytical Science• Applied Physical

Science• Behavioural Studies • Biomedical Science• Biotechnology• Conservation Ecology • Dentistry• Earth Science • Ecotourism • Engineering• Environment Resource

Management• Environmental

Science • Fisheries • Forensic Science• Forest Science • Information

Technology• Marine Engineering• Medicine• Optometry• Pharmaceutics• Psychology• Radiation Science• Social Work and

Counselling• Veterinary Science


VCE PsychologyUnits 1 and 2

VCE PsychologyUnits 3 and 4

VCE Environmental Science

Units 1 and 2

VCE Environmental Science

Units 3 and 4

BiologyVCE BiologyUnits 1 and 2

VCE BiologyUnits 3 and 4

Psychology

Forensic Science

Earth and Space Science

38

POSSIBLE PATHWAYS

Technologies

Business Technologies

Game Development

Do It YourselfInformation

Technologies

VCE Applied Computing

Units 1 and/or 2

• Computer Operation• Computer

Programming• Computer Technician• Graphic Design/

Animation• Multimedia

Development• PC User Support• Project Management• Software Engineering• System

Administration• System Analyst• Website Design

VCE Computing: Data AnalyticsUnits 3 and 4

and/or

VCE Computing: Software

Development Units 3 and 4



Furniture Construction

Outdoor Construction

VCE Product Design and Technology

Units 1 and 2

VCE Product Design and Technology

Units 3 and 4

• Apprenticeships• Building and

Construction• Carpentry• Furniture Design• Landscape

Construction• Product and Industrial

Design

39

POSSIBLE PATHWAYS

Visual Arts

Industrial Design

Textiles

Art – 2D

Art – 3D

Graphic Design

Digital Photography

Media Narratives

Media Production

Architecture

VCE Visual Communication

DesignUnits 3 and 4

VCE ArtUnits 3 and 4

VCE MediaUnits 3 and 4

• Advertising• Architectural Drafting• Architecture• Editing• Engineering• Environmental Design• Fashion Design• Film Making and

Production• Graphic, Product or

Industrial Design• Illustration• Interior Design• Landscape Design• Product Design• Publishing• Stage and Set Design

VCE Visual Communication

DesignUnits 1 and 2

VCE MediaUnits 1 and 2

VCE ArtUnits 1 and 2



40

Notes

41

IgniteThis is a compulsory year-long course for all Year 10 students.

Senior School is the beginning of a student’s journey into adult life where decision making skills need to be tuned towards the understanding and knowledge of what it takes to live and be a citizen of the 21st Century. Our learning program recognizes that both the academic and personal development of students is paramount to the way students think, feel and act.

The subject Ignite specifi cally supports students in their entry to VCE studies and beyond, by exploring questions such as: How do we know ourselves? What do I want to achieve? How do I imagine my world to be in the future?How do I plan, discover, research, present and refl ect on my personal learning?What people and resources are available to extend me as a person/learner? What skills do I need and how can I transfer these skills across disciplines and the real world?

Students will undertake investigations into careers, personal development, learning strategies and study habits as well as research and present their own investigation project.

WORK EXPERIENCE

There is a compulsory one week work experience component to this course, and completion of an approved short course or industry tour.

YEAR 10 SUBJECTS

42

YEAR 10 SUBJECTS

Active For LifeActive for Life examines the exercise options that are available to meet the varying fi tness needs of individuals. In this subject, you will investigate what exercise means to different people and the factors that infl uence exercise choices. Not into competitive sport? You’re not the only one – but it doesn’t mean you can’t be active. Rest, relaxation and re-vitalisation through recreation activity are essential to managing stress in today’s busy and demanding world. You also explore the following questions: What does exercise mean to different people; what are the ways people choose to exercise for fi tness; what infl uences people’s choice of fi tness activities; and how do people balance work and recreation? You will experience a range of recreational activities available within and around our community – sailing, bocce, ten pin bowling and much more in being active for life.

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Move with competence and confi dence in a range of physical environments● Communicate effectively using a variety of styles● Research, select and organise information utilising a range of sources● Interact positively within groups and teams● Make informed decisions towards enhancing health and wellbeing● Demonstrate the application of a range of information and communication technologies

Subject specifi c skills are:● You will investigate community facilities available for health and physical fi tness activities● You will be able to discuss factors that infl uence participation in physical activity● You will select suitable resources to effectively communicate● You will develop an understanding of the Social Ecological Model (SEM)

Please Note: Refer to the Subject Cost Schedule for details of costs relevant to this program.

43

YEAR 10 SUBJECTS

ArchitectureThe Architecture subject will suit you if you are interested in developing skills in drawing and designing architectural structures, particularly housing. You will be involved in the development of architectural drawings to communicate designs and detailed information.

Subject specifi c skills are:● You will be able to understand and use architectural drawing standards● You will create architectural plans and elevations● You will develop 3D exterior and interior drawings by using both freehand and technical drawing techniques● You will develop skills in 3D modelling

You will develop a folio of work through:● Architectural rendering techniques● Application of rendering techniques to represent architectural structures● Use of the Design Process to design an architectural structure● Use of Adobe Illustrator for the creation of 2D architectural drawings● Use of SketchUp for the creation of 3D architectural drawings

Please Note: A subject levy applies to this subject (see Subject Cost Schedule for details).

“Year 10 Architecture was very interesting and fun to partake in. The class was very enjoyable and educational. I learnt how to design a building according to a design brief and to the client’s needs and wants. The tools you learn in Architecture will help you with VCE Visual Communication Design. You will learn how to set out a folio and how to build a 3D model out of cardboard. Throughout the semester, you are taught how to use Adobe Illustrator and Sketch Up, computer programs that will also help you in VCD.”

Catherine Honeyborne

44

YEAR 10 SUBJECTS

Art – 2DThe two dimensional areas of drawing, collage, printmaking, painting and observational drawing will form the focus for this subject. You will use a range of materials in order to experiment with and explore concepts, creating artworks from each of the specifi c areas of study.

You will learn about Australian and international artists from the past and present, taking into account social, cultural and historical issues and traditions.

Subject specifi c skills are:● You will be able to analyse artists’ styles and artworks● You will be able to experiment with and explore a range of media and techniques● You will develop skills in a range of drawing, collage, printmaking, painting and observational drawing techniques


45

YEAR 10 SUBJECTS

Art – 3DArt – 3D involves a specialised study in the areas of jewellery, ceramics and construction, and you will create artworks from these areas.

A range of 3D materials will be used as you experiment with and explore concepts. Through the application of your knowledge of art practice, you will respond to ideas and demonstrate an aesthetic understanding, combining your knowledge of arts elements, skills and processes with imagination, perception and personal style. Your folio of work will represent your thinking and working practices.

You will learn about local and international artists from the past and present, taking into account social, cultural and historical issues and traditions.

Subject specifi c skills are:● You will be able to analyse the techniques and creativity of known sculptors and/or jewellers● You will experiment with and explore a range of media and techniques, including model making● You will develop skills in a range of 3D construction techniques


46

YEAR 10 SUBJECTS

BiologyBiology is the study of life. Living organisms are maintained by the activity of cells and their activity is directed by the DNA blueprint. In this subject, students will investigate the structure and function of the DNA molecule. They also consider the transmission of heritable characteristics from one generation to the next by DNA in genes. They also investigate the diversity of living organisms and scientifi c evidence that supports the theory of evolution by natural selection. Practical exercises, modelling and computer simulations are used as part of the investigations and students are able to use a range of technologies to complete assignments and develop notes. Assessments are structured to develop higher order thinking skills and suitable scientifi c writing styles.

Generic skills that are considered across all the subjects in the Science faculty include:● Application and analysis of theory to practical situations● Evaluation of ethical implications of scientifi c research and theory● Use equipment, materials and instruments responsibly and safely● Present experimental results appropriately; correct use of the selected report writing format● Apply techniques to locate more precise information from websites, including searching general and specialised

directories; use of selected software and hardware to enhance and support the application of content

Subject specifi c skills are:● You will use scientifi c writing to explain biological process and aspects of genetics and evolutionary theory by

using specifi c terminology accurately and appropriately● You will develop an understanding of the role of DNA and genes in forming the characteristics of living organisms

and how those characteristics can be passed from generation to generation● You will develop an understanding of patterns of inheritance● You will analyse pedigrees and assess the likelihood of various conditions being inherited by individuals● You will understand and analyse evidence that supports evolutionary theory● You will design and undertake practical exercises to test hypotheses that then require analysis of results and suitable

presentation of data

47

YEAR 10 SUBJECTS

Business TechnologiesThe effective use of Digital Technologies is vital to the success of any business. This subject will strengthen your knowledge of how computer technologies are used in the business world. It will give you skills in the use of a range of software tools that can be used in a real-life business context. You will then apply that knowledge to a range of business scenarios and situations to develop your problem solving and project management skills. You will develop a solid foundation in the skills and knowledge you need to successfully undertake VCE studies in Applied Computing, such as data collection, spread sheeting and infographics, digital products for marketing, and website design.

Generic skills that are considered across all the subjects in the Digital Technology area include:● Understand and apply the problem solving methodology● Project Management – plan and monitor the progress of extended tasks● File management and backup procedures● Apply appropriate formats and conventions● Understand social and ethical responsibilities as users of ICT

Subject specifi c skills are:● You will develop an understanding of the use of technologies in the business industry, and the functional role

technologies play● You will learn skills in software relevant to developing business solutions, including spread-sheeting, data analytics,

marketing and website development● You will develop a practical knowledge of computer networking, data and information, and project management● You will use problem-solving skills to develop appropriate digital business solutions

48

YEAR 10 SUBJECTS

ChemistryThis course is intended for students who have an interest in the chemistry of the elements. You will analyse how the Periodic Table organises elements and use it to make predictions about the physical and atomic properties of the elements. You will learn to write balanced chemical equations and apply these to qualitative and quantitative investigations of chemical reactions. The study of models for metallic, ionic and covalent bonding are used to explain the properties and applications of materials. You will develop your understanding of the language of chemistry to explain observations and data collected from experiments.

Generic skills that are considered across all the subjects in the Science faculty include:● Application and analysis of theory to practical situations● Use equipment, materials and instruments responsibly and safely● Present experimental results appropriately; correct use of the selected report writing format● Apply techniques to locate more precise information from websites, including searching general and specialised


Subject specifi c skills are:● You will understand behaviour and properties of materials in terms of constituent particles● You will use the Periodic Table to write electronic confi gurations, major groups and periods, simple chemical

equations● You will be able to describe the properties of ionic, metallic and covalent bonding and how the position of elements

in the Periodic Table relate to their bonding characteristics● You will be able to describe how atomic structure and properties of elements relate to their positions in the periodic

table● You will be able to describe the properties and products of various types of simple chemical reactions● You will explain how different factors infl uence the rate of reactions● You will design and undertake practicals that then require analysis and appropriate presentation

“Chemistry is an interactive and enjoyable subject that keeps students intrigued, as there is always something new to learn. So far throughout this subject, we have studied the Periodic Table and the elements found on it. Currently, we are learning how to balance chemical bonds and the names of these newly formed substances. A defi nite highlight, so far, in Chemistry, was working with dry ice, Being our fi rst time working with such a fascinating substance, everyone loved investigating what dry ice is capable of doing. Placing a strawberry in dry ice then smashing it with a hammer, who doesn’t fi nd that fun? I would recommend Chemistry to all Year 10 students, who enjoy hands on activities and not your typical ‘reading from the textbook’ lesson.”

Brianna Castaldo & Sajal Dhavala

49

YEAR 10 SUBJECTS

D.I.Y.I.T. – Do It Yourself Information TechnologiesFor the person who wants to tinker with technology, have we got a course for you!!! Imagine being able to take a technical issue from home, put it through an academically rigorous process and then implement the solution at home. This is what this course is offering you. Through direct instruction and research, you will learn the features and applications of a range of software tools. You will then be responsible for putting together your own projects and complete a working prototype at school that will be marked and assessed. This could be anything from working out how to set up a wireless network through to using the computer as a multimedia centre to DJ and entertain at your next birthday party. You will be required to put a portfolio together that describes the project, the learning that has happened, the hardware components, the software required and evaluate the effi ciency and effectiveness of the solution.

Generic skills that are considered across all the subjects in the Digital Technology area include:● Understand and apply the problem solving methodology● Project Management – plan and monitor the progress of extended tasks● File management and backup procedures● Apply appropriate formats and conventions● Understand social and ethical responsibilities as users of ICT

Subject specifi c skills are:● You will learn a range of software functions and features● You will investigate an IT issue and use creative thinking to generate possibilities● You will explore and take risks in how to set up IT and make a new system that meets the project requirements● You will analyse and present information and learning in a coherent and appropriate manner

50

YEAR 10 SUBJECTS

Dance – Dancing Through LifeStudying Dance allows students to use their body both physically and expressively to portray a theme, issue, emotion or story. Dance allows students to explore, create, present and analyse their own work and that of other professional artists.

Skills that are considered in this subject are:● Development of personal style● Compositional work – storytelling and performance● Leadership – group work● Research● Presentation● Self Evaluation

This subject explores both the practical and theoretical side of dance. By means of creating and making, students begin to develop a personal movement vocabulary through the use of body actions, physical skills and expressive movement. They then develop these skills in making decisions about creative ways of implementing and portraying these ideas through a group devised routine. Students will also create their own composition solo in which they must portray an emotion or story to a given audience.

As the unit progresses students will individually develop their own dance sequences and teach it to others, then, working collaboratively they combine the sequences and present as one work. In a written form, students will study the elements of dance and choreography and the history of various dance styles.

Skills include the ability to:● Watch, critique, analyse, discuss and respond to various contemporary and traditional dance works● Create, rehearse, perform and analyse dance sequences● Present ideas and concepts creatively● Self evaluation● Interact positively within a group

This subject has a large emphasis on practical work and requires students to perform in front of an audience.

PREREQUISITES

There are no prerequisites for this subject, however, it is strongly recommended that students have undertaken Dance electives in Year 9.


51

YEAR 10 SUBJECTS

Dance – Step in TimeStudying Dance allows students to use their body both physically and expressively to portray a theme, issue, emotion or story. Dance allows students to explore, create, present and analyse their own work and that of other professional artists.

Skills that are considered in this subject are:● Development of personal style● Compositional work – storytelling and performance● Leadership – group work● Research● Presentation● Self Evaluation

This subject explores both the practical and theoretical side of dance. By means of creating and making, students begin to develop a personal movement vocabulary through the use of body actions, physical skills and expressive movement. They then develop these skills in making decisions about creative ways of implementing and portraying these ideas through a group devised routine. Students will also be taught choreography and assessed on their ability to perform the given works and analyse the processes used to create a dance piece.

In this subject, students will look at the dancers body and the function and care needed to execute safe dance practice. Students will study both the skeletal and muscular systems and appropriate warm up and cool down techniques. They will also develop aesthetic and critical awareness through observation, research, discussion and analysis of dance works from different genres and contrasting social and cultural contexts.

Skills include the ability to:● Watch, critique, analyse, discuss and respond to various contemporary and traditional dance works● Create, rehearse, perform and analyse dance sequences● Present ideas and concepts creatively ● Self evaluation● Interact positively within a group

This subject has a large emphasis on practical work and requires students to perform in front of an audience.

PREREQUISITES

There are no prerequisites for this subject, however, it is strongly recommended that students have undertaken Dance electives in Year 9.


52

YEAR 10 SUBJECTS

Digital PhotographyDigital Photography focuses on developing skills in planning, shooting and manipulating photographs through a digital medium. You will use a folio, digital camera, and the Adobe Creative Suite to follow a design process in order to brainstorm, plan, execute and enhance your photos before printing them for fi nal presentation. All photos are shot using a digital camera, with many shoots happening outside of class time. The key program used for the manipulation of images is Adobe Photoshop. Production planning/elements and theory are an important part of the curriculum, as well as design elements and principles.

Subject specifi c skills are:● You will use freehand drawing in the creation of thumbnail sketches and shoot plans● You will understand layout and composition using rules and conventions● You will use the digital camera to capture your images● You will use the computer as a tool for manipulation of your images● You will develop a folio of work through:

– Use of the Design Process to develop the plans and ideas used for the shoot– Use of technology to capture and manipulate the images and document the process through print screens and

annotation– Use of the Design Process to consider fi nal presentation and exhibition of work

Please Note: Students will need their own digital camera. A subject levy applies to this subject (see Subject Cost Schedule for details).

“I learned a lot of new things when I decided to study Digital Photography like settings on the camera, how to best use different angles, types of photography and of course how to use Photoshop like a pro. I had fun using my imagination to recreate a fairy tale, experimenting with different props and angles to create a magical image. If you are a creative person who enjoys exploring new opportunities, then Digital Photography is defi nitely for you!”

Jordan Osbon

53

YEAR 10 SUBJECTS

Drama 1 – Unmasking Your Dramatic Potential* Prior learning in Year 9 Drama is advantageous but not essential.

The Year 10 Drama Semester 1 course focuses on the mask techniques of Neutral Mask, Basel Mask, Commedia dell’arte and renowned mask practitioner, Jacques Lecoq. Students explore and strengthen their ability to build self-awareness, confi dence, and develop characters through the various masks; as well as dramatic terminology, performance evaluation and critical analysis.

Students will learn about performance development processes; and devise, develop and present an ensemble performance for a public audience. They will make, discuss and support judgments about the value, intentions and qualities of Drama produced by themselves and others.

Students will also undertake challenging and stimulating learning activities supported by access to a range of ICT technologies that will assist achieving desired dramatic learning outcomes. These include collaborative and interactive research activities, information processing and communication.

Upon completion of this subject, students:● will be able to explore the dramatic potential of a range of mask techniques, using specifi c dramatic conventions,

language and performance techniques and skills● will be able to understand how Drama is used to communicate specifi c cultural and historical contexts● will be able to use observation, experience and research (ICT) effectively to create drama performances● will be able to create and sustain characters in a realistic style using status, subtext, motivation, objective and

intention● will be able to shape and give dramatic form to stories that objectively convey personal experiences, aspirations and

social beliefs● will be able to evaluate and refi ne their own work, the work of others and professional work/s

Assessment is based on:● mask techniques and performance styles● devised and scripted Drama exploration and character development process● development, rehearsal and presentation of an Ensemble Performance ● an examination

The Year 10 Drama 1 – Unmasking Your Dramatic Potential course seeks to provide students with a broad foundation on which to continue elective in Year 10, Semester 2 and the study of VCE Drama Units 1&2 at Year 11 and Units 3&4 in Year 12 successfully.

The study Drama provides a positive arena that fosters values of tolerance and mutual respect and invites the students to challenge themselves individually, academically, culturally and socially. It also provides an objective forum which offers students the chance to explore different types of human interaction; encouraging them to expand their knowledge and communication skills for a society in which they want to be informed and participating citizens. This is an engaging medium for personal exploration, social criticism, celebration and entertainment. It includes:● an excursion / incursion to a live professional performance● a potential opportunity to be partake in the highly successful Drama Victoria & Monash University Theatre Festival


54

YEAR 10 SUBJECTS

Drama 2 – Processing Your Dramatic Potential* Prior learning in Year 9 Drama and/or Year 10 Drama 1 is advantageous but not essential.

The Year 10 Drama Semester 2 course focuses on the traditions of Storytelling – Verbatim & Process Drama, Realistic Theatre and renowned method acting techniques of Konstantin Stanislavski. Students explore character development, script interpretation as well as dramatic terminology, performance evaluation and critical analysis.

Students will learn about performance development processes; and devise, develop and present an ensemble performance for a public audience. They will make, discuss and support judgments about the value, intentions and qualities of Drama produced by themselves and others.

Students will also undertake challenging and stimulating learning activities supported by access to a range of ICT technologies that will assist achieving desired dramatic learning outcomes. These include collaborative and interactive research activities, information processing and communication.

Upon completion of this subject, students:● will able to explore the dramatic potential of a range of stimuli, using specifi c dramatic language and performance

techniques and skills● will be able to understand how Drama is used to communicate specifi c cultural and historical contexts● will be able to use observation, experience and research (ICT) effectively to create drama performances● will be able to create and sustain characters in a naturalistic style using status, subtext, motivation, objective and

intention● will be able to shape and give dramatic form to stories that objectively convey personal experiences and social

beliefs● will be able to evaluate and refi ne their own work, the work of others and professional work/s

Assessment is based on:● dramatic techniques and performance styles● devised and scripted drama exploration and development process● development, rehearsal and presentation of an ensemble performance● an examination

The Year 10 Drama 2 – Processing Your Dramatic Performance course seeks to provide students with a broad foundation on which to continue elective study of VCE Drama Units 1&2 at Year 11 and Units 3&4 in Year 12 successfully.

The study Drama provides a positive arena that fosters values of tolerance and mutual respect and invites the students to challenge themselves individually, academically, culturally and socially. It also provides an objective forum which offers students the chance to explore different types of human interaction; encouraging them to expand their knowledge and communication skills for a society in which they want to be informed and participating citizens. This is an engaging medium for personal exploration, social criticism, celebration and entertainment. It includes:● An excursion / incursion to a live professional performance


55

YEAR 10 SUBJECTS

Earth and Space ScienceThis course is intended for those students who are interested in studying the Earth, the Solar System and beyond. Students will examine how man-made change has impacted global systems such as local and global climate change, the Greenhouse effect, ozone depletion, permafrost and sea level; and biogeochemical cycles such as the carbon, nitrogen and water cycles which in turn affects biodiversity of life on Earth. Students will investigate the formation of our Solar System, Stars, Galaxies and the Universe.



Subject specifi c skills are:● You will be able to explain theories on the formation of the Solar System● You will examine the structure and evolution of Stars● You will be able to explain the theory on the origin of Galaxies and the Universe● You will examine the impact of man-made change on global systems and cycles which then affect life on Earth

56

YEAR 10 SUBJECTS

Elite Performance in Physical EducationHow do sports people get better at their particular sport? What impact does training have on the sports person? How else can a sports person improve? What role does sports science play in determining the performance of a sports person? How does someone actually learn a physical skill? This subject aims to increase knowledge in these key areas of Physical Education that are followed on in VCE studies at Years 11 and 12. This subject incorporates the practical classes with the associated theory work. The practical activities are designed to increase your understanding of the theory work covered. Practical activities undertaken will be approximately 50% of all class time.

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Move with competence and confi dence in a range of physical environments● Communicate effectively using a variety of styles● Research, select and organise information utilising a range of sources● Interact positively within groups and teams● Make informed decisions towards enhancing health and wellbeing● Demonstrate the application of a range of information and communication technologies

Subject specifi c skills are :● You will examine the role that energy systems play in sporting activities● You will analyse training methods and principles● You will gain an understanding of the body systems● You will examine how people learn physical skills● You will examine how athlete’s can improve their performance● You will explore different measurements to improve performance● You will gain an understanding of biomechanics

“Elite Performance was one of the most enjoyable subjects which was composed of theory and practical work that could be applied to the real world. The knowledge learnt throughout the semester gave me a suffi cient understanding of the body, sports technology and even the planning and processing of effi cient training methods.”

Lachlan Baker

57

YEAR 10 SUBJECTS

EnglishThe study of English is central to the development and learning of all Senior School students. In Year 10 English, you will engage imaginatively and critically with literature to expand the scope of your experience. The curriculum aims to create confi dent communicators, imaginative thinkers and further develop your literacy skills. You will be expected to create written texts as well as make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing expanding arguments.

Over the course of the year: ● You will analyse and interpret a number of literary texts that explore themes of human experience and cultural

signifi cance● You will create your own written and oral texts for different audiences and purposes● You will study persuasive language and the construction of argument; learn to recognise the language of persuasion

and the structure and presentation of argument; and evaluate how text structures, language and visual features can be used to infl uence audience response

● You will further understand the English language and how it has evolved, with an explicit focus on vocabulary, spelling and punctuation including clauses and syntax

● You will be actively involved in a wide-reading programme utilising the Library resources

“Year 10 English is a challenging yet enjoyable subject. We explore the use of persuasive language and the effect it has on readers, then applying it to our own work and opinions. We also read and study novels and analyse some interesting themes.”

Kate Loncar

58

YEAR 10 SUBJECTS

Forensic ScienceThis course is intended for those students who have an interest in solving scientifi c problems requiring deduction, or ‘detective work’. Topics include: psychological processing of evidence in the topics of eyewitness testimony and criminal profi ling, forensic analytical techniques such as microscopy, blood splatter analysis, DNA analysis, fi ngerprinting, handwriting analysis, hair and fi bre analysis; how to conduct autopsies and their importance in Forensic Science; collecting, sorting and analysing criminal evidence. You will be able to work both collaboratively as a team and independently as required. It is highly recommended that students undertaking this course have access to a notebook computer.



Subject specifi c skills are:● You will be exposed to a variety of forensic analytical techniques such as fi ngerprinting, fi bre analysis, blood

analysis, chemical analysis, and criminal profi ling physical analysis● You will research the science relevant to the forensic analytical techniques investigated● You will use learning technologies to assist with analysis● You will use computer mediated communication as a research tool● You will develop research and communication skills via independent and collaborative activity● You will develop problem solving strategies to assist in solving case studies

59

YEAR 10 SUBJECTS

Furniture ConstructionFurniture Construction allows you to focus on the design and production of a piece of furniture that incorporates a range of construction and fi nishing methods. Projects could include tables and framed constructions. You will be encouraged to design a product that suits your individual needs and that incorporates a range of skills, processes and materials, including materials other than wood. You will research a range of construction methods so that informed decisions can be made in the production of your work. This work will be presented in a design folio.

Subject specifi c skills are:● You will develop an understanding of the stages involved in designing and making a product, researching, design

and production planning, documentation and evaluation, including the production of detailed working drawings and project costing

● You will develop your skills in freehand sketching and techniques to visually communicate design ideas to others● You will develop skills in a range of furniture construction techniques● You will develop competency in the safe use of a range of machines and tools, and how to select the appropriate

tool/machine and process for specifi c tasks


“The Year 10 Furniture Construction course is a great opportunity to learn the basics of design and construction in a workshop environment. Furniture Construction is a good subject to have completed before VCE Product Design & Technology. The subject will teach you how to make a folio and bring your designs to the fl esh in the hands-on component of the course. Furniture Construction will teach you important skills, and you will also have a piece of furniture to take home to show off your hard work.”

Sam Dimopoulos

60

YEAR 10 SUBJECTS

Game DevelopmentOver the past decade, programming has changed from creating software that is undertaken by large software companies to the development of games that change swiftly and adapt to the demands of any user. In this course, you will explore the world of games through analysis, design, development and evaluation. You will complete activities that help you become familiar with the Swift and Unity programming environments that are used by game developers worldwide. Once you complete your activities, you will decide on your area of development and evaluate the current market of games to create your own game.

Having defi ned your niche market, you will create your game using the processes of the problem solving methodology. Through direct instructions, internet research and a “hands on approach”, you will create your own software and programming rigour. The project that you work on is something that you defi ne as a result of your investigation into the pool of games that exist. This is a subject that you control from start to fi nish.

Generic skills that are considered across all the subjects in the Digital Technology area include::● Understand and apply the problem solving methodology● Project Management – plan and monitor the progress of extended tasks● File management and backup procedures● Apply appropriate formats and conventions● Understand social and ethical responsibilities as users of ICT

Subject specifi c skills are:● You will learn and apply the digital tools needed to design and develop a game● You will develop general programming skills● You will develop analytical and debugging techniques● You will use specifi c terms to discuss thinking processes, use tools appropriate to particular tasks, and evaluate their

effectiveness

61

YEAR 10 SUBJECTS

General ScienceGeneral Science is a compulsory unit in Semester One that integrates the science subjects (living, chemical and physical world). The overarching themes are biomedical (Biology and Chemistry) and physical chemistry (Physic and Chemistry) showcasing the integration of Science, Technology, Engineering and Mathematics (STEM) in the real world. This gives the subject an authentic feel and highlights issues of local and global signifi cance.

This subject provides students with the opportunity to model scientifi c investigation and focus on scientifi c skills and collaborative problem solving.

Students will practice and refi ne the skills required for all VCE science subjects through inquiry and evaluate and communicate their fi ndings via a variety of means.



Subject specifi c skills are:● You will analyse the data (both self-generated as well as second hand data) and synthesise new ideas of how this

data can be applicable to a number of scenarios● You will design and undertake practical experiments and projects using the scientifi c method to test hypotheses that

you have made based on prior learning; and explain your fi ndings● You will be able to model and explain theories related to the biomedical or physical chemistry fi elds of science● You will examine current issues relating to the biomedical or physical chemistry fi elds of science

62

YEAR 10 SUBJECTS

Geography – Coast, Forests and Climate ChallengesThis unit of physical geography gives students the opportunity to use their geographical thinking, skills and technological tools to examine some environmental challenges and to fi nd out how geography contributes to the understanding and management of these challenges. Students will undertake two detailed studies from the following list:● Climate change● Coastal processes● Marine resources and the oceans● River basins● Forests● Land degradation

This subject will generally be offered during Semester One and includes a range of internal and external fi eld work components, including an overnight camp within Victoria.

Generic skills that are considered in the National Curriculum for Geography include:● Observing and questioning● Planning, collecting, communicating and evaluating through the use of research and fi eldwork● Processing, analysing, interpreting and concluding using a range of sources including maps, statistics, observation

and ICT● Refl ecting, responding and evaluating possible courses of action in relation to geographical challenges

Subject specifi c skills for this area are:● You will understand environmental challenges and their environmental, economic and social consequences● You will identify biophysical processes that result in environmental challenges● You will evaluate the underlying demographic, economic, technological, social and political causes of the selected

environmental challenges● You will use spatial technologies to visualise, map and analyse the distribution, causes and possible solutions to the

environmental challenges● You will investigate the use of geographical thinking and skills that can contribute to the effective management of

environmental challenges


“Year 10 Geography (Mountain, Forests and Climate Challenges) is a hands-on, interactive learning humanities subject. Students get to experience viewing the scenery that surrounds them. During the semester, students get to visit one of the Seven Wonders of the World, The Twelve Apostles. During the overnight stay, students get to visit Port Fairy, Warrnambool (Lady Bay), Port Campbell National Park, The Twelve Apostles, Loch Ard Gorge and Peterborough. During the stay, students work through a booklet and complete fi eldwork which involves discussing and assessing the changes that have occurred to environments over time. Geography creates an awareness of our spatial and environmental concerns.”

Emily Kanzamar

63

YEAR 10 SUBJECTS

Geography – People, Place and EqualityThis unit of human geography focuses on the way human opportunity and experiences are affected by issues relating to geographical indicators including:● Access to health● Access to education● Use of resources● Changes and challenges of population growth and decline

This includes the study of global and local inequalities including topics such as income distribution, access to food and water, and child labour.

This subject will generally be offered during Semester Two and includes a range of internal and external fi eld work components.

Generic skills that are considered in the National Curriculum for Geography include:● Observing and questioning● Planning, collecting, communicating and evaluating through the use of research and fi eldwork● Processing, analysing, interpreting and concluding using a range of sources including maps, statistics, observation

and ICT● Refl ecting, responding and evaluating possible courses of action in relation to human wellbeing

Subject specifi c skills for this area are:● You will investigate how human wellbeing can be defi ned and measured in various ways● You will identify major variations to human wellbeing at the global scale, as demonstrated through the indicators of

wellbeing● You will examine issues around population changes and how to manage this world wide● You will explore the signifi cant spatial variations in human wellbeing within nations, at both regional and local

scales● You will analyse government and non-government programs which attempt to improve human wellbeing● You will evaluate possible, probable and preferable sustainable futures and places


64

YEAR 10 SUBJECTS

Graphic DesignGraphic designers work with 2D and 3D images and type. They design mostly for the printed media in areas such as magazines, posters, packaging and signage. You will be involved in the creation of a range of unique designs in these areas.

Subject specifi c skills are:● You will analyse examples of graphic design and research graphic designers ● You will use freehand drawing in the creation of thumbnail sketches● You will understand layout using design elements and principles● You will use pencils, fi neliners, markers and the computer as drawing media● You will use the Design Process and document your process through the use of a folio

You will develop a folio of work through:● Use of the Design Process to develop illustrative type that’s produced as fi nals in Adobe Illustrator● Illustrative rendering techniques and their application in the production of illustration● Use of the Design Process to develop and produce promotional graphics which could include: T-shirts, shopping

bags, surface graphics and packaging


“In Year 10, I took Graphic Design and it was one of my favourite classes that year. We did a range of different tasks to build up our skills for the fi nal outcome. This included a rendered collage, typographic cube and postcards representing a festival of our choosing. It built up my confi dence in designing as well as accompanying that with the use of computers. Our last outcome was assisted by an Artist in Residence who helped enhance my ability to create an image I had drawn by hand on the computer. It has inspired me to further develop my digital art in my own time.”

Rachel Grimaud

65

YEAR 10 SUBJECTS

Health for AllThis subject gives students insight into Health and Human Development Unit 1. It aims to improve student’s knowledge of health related issues for people throughout Australia.

The theory component covers:● Measuring health status using health indicators● Examining factors (determinants) which infl uence health status ● Identifying health differences between Australians particularly the health of Indigenous Australians ● Looking at various health concerns for population groups within Australia including adolescents and the National

Health Priority Areas● Health promotions role in trying to prevent health concerns for various population groups

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Move with competence and confi dence in a range of physical environments ● Communicate effectively using a variety of styles ● Research, select and organise information utilising a range of sources ● Interact positively within groups and teams ● Make informed decisions towards health and wellbeing ● Demonstrate the application of a range of information and communication technologies

Subject specifi c skills are:● You will analyse data ● You will research, analyse and present information ● Your will work cooperatively in groups

Given health covers physical, mental and social components. Practical activities will be based on a variety of life long leisure activities which may include lawn bowls, community walks, yoga and meditation.

This subject does not include a regular (weekly) practical lesson. All practical requirements will be completed through full and part day incursions and excursions.


“Health for All was an enjoyable class, with practical classes with a wide variety of sports and plenty of chances to contribute, and lessons with a range of issues and subjects that were discussed, ranging from personal health to safe driving.”

Natalie Fewster

66

YEAR 10 SUBJECTS

History – Conflict and the Modern WorldThis subject examines how World War Two infl uenced the social, political and economic structures of the world for men and women. It also explores how wartime allies became ‘enemies’, and divided the world. Case studies may include the Holocaust, the Korean War, the Vietnam War and the War on Terror – Afghanistan.

Generic skills that are considered in the National Curriculum for History include:● Sequence events chronologically to demonstrate the relationship between events in different periods and places● Use historical terms and concepts● Identify and select different kinds of questions from the past to inform historical inquiry ● Evaluate and enhance questions● Identify and locate relevant sources, using ICT and other research methods● Identify the origin, purpose and content of primary and secondary sources● Process and synthesise information from a range of sources for use as evidence in an historical argument● Evaluate the reliability and usefulness of primary and secondary sources● Identify and analyse perspectives of people from the past● Identify and analyse different historical interpretations (including your own)● Develop an understanding of historical arguments● Select and use a range of communication forms (oral, graphic, written) and digital technologies

Subject specifi c skills for this area are:● You will understand and apply chronology, terms & concepts● You will conduct research, develop and apply historical questions ● You will analyse and interpret sources● You will understand different perspectives and interpretations of historical events

67

YEAR 10 SUBJECTS

Industrial DesignIndustrial Design is about designing products. Industrial designers generally design three-dimensional objects such as household appliances, cars, furniture, electrical and electronic devices. In this elective, you will be involved in developing visual communication skills that are used by industrial designers in the process of design. This includes the redesign of existing products and a research assignment.

Subject specifi c skills are:● You will develop 2D and 3D drawing techniques● You will develop rendering skills● You will develop layout and presentation skills● You will develop skills in computer design

You will develop a folio of work through:● Freehand and instrumental drawing to represent objects in 3D● Rendering using colour pencil and marker pens ● Use of the Design Process to design a product


“Our challenge in this subject was learning to solve design problems for a product we didn’t even know existed. We had to come up with alternative designs for a ‘Media Pod’, an innovative media product created by one of the Overnewton families. As designers of the future we have to be prepared to design products that we can’t even imagine, made out of materials that may not even exist yet.”

Eamon Riley

68

YEAR 10 SUBJECTS

International AffairsAs a young person you are a part of a global village and this subject aims to empower you to understand how the world responds to wide ranging issues from human rights –in the case of the use of child soldiers to fi ght in confl icts, to terrorism and the struggle for peace in countries like Syria. You will learn how organisations such as the United Nations play both a successful and unsuccessful role in its attempt to bring stability to a complicated world.

If you are interested in the acceleration program and have a genuine interest in current affairs please refer to Australian and Global Politics Units 1 and 2.

Generic skills included across all subjects in the Humanities Domain:● Understand societies and environments, people and their culture in the past and present● Develop a framework of the key ideas and concepts that enable you to understand the way in which people and

societies work● Use a range of skills such as analysis, evaluation, discussion and investigation of data, including artefacts, maps,

special events, site visits, photographs, ledgers, law and belief systems● Use a range ICT applications for independent research and to demonstrate understanding

Subject specifi c skills are:● You will develop a framework of key ideas and knowledge that enable you to understand the way in which people

and societies work ● You will understand the events and forces that shape national and international policy● You will interpret and evaluate concepts using a range of primary and secondary sources● You will develop organisational and research skills ● You will construct and verbalise arguments with supporting information

69

YEAR 10 SUBJECTS

Year 10 German is for students who wish to continue and extend their ability to communicate effectively in German in speech and writing, as well as acquire awareness of cultural perspectives of the German speaking communities. Topics include: personal identity; music, TV and fi lm; work and careers; getting around in Berlin; and family and friends.

Subject specifi c skills are:● You will be able to identify, extract and use main ideas and detailed information from a range of spoken texts such

as personal profi le and description, dialogue, fi lm, curriculum vitae, and travel advice● You will participate in interactions such as a prepared talk providing a personal profi le of yourself, a conversation

about work experience and future plans, and a role play giving advice● You will be able to identify, extract and use main ideas and detailed information from a range of written texts such

as personal profi le, TV guide, fi lm review, aptitude quiz, curriculum vitae, map, travel itinerary, and magazine problem page letter

● You will produce a range of extended written texts such as fi lm review, work experience diary, and magazine problem page letter

● You will be able to identify ways in which intentions and ideas are expressed in different languages and demonstrate sensitivity to cultural aspects

● You will create, maintain and use a personalised vocabulary database● You will develop your proof reading and editing skills using the functions of the Track Changes tool

“The German subject offers many skills that will benefi t people’s personal, social, educational and future career opportunities. It is quite easy to pick up this language as it is similar to English through pronunciation, spelling and sentence structure. Students will be taught by teachers that provide excellent coaching, clear instructions and encouragement. They will also be taught basic German, which overall, will allow them to speak and write confi dently. This subject sparks a lot of interest especially when it comes to some activities that will be done, thus improving the students German language abilities. These activities include: creating a class or individual German fi lm, poetry, watching a German movie and an opportunity to go to Germany. This subject really gives students a good perspective on the foreign culture and language but also benefi ting them educationally.”

Warren Nason

70

YEAR 10 SUBJECTS

Year 10 Indonesian is for students who wish to continue and extend their ability to communicate effectively in Indonesian in speech and writing, as well as acquire awareness of cultural perspectives of the Indonesian speaking communities.

Topics include: personal identity, family and friends, student exchange, getting around in Indonesia; the health system in Indonesia; comparing urban and rural life; and ceremonies and festivals.

Subject specifi c skills are:● You will be able to comprehend and recall the main ideas and detailed information from a range of spoken texts

such as personal profi le and description, dialogue, fi lm, curriculum vitae, and travel advice, using aural and visual cues to identify the intention of the speaker

● You will participate in oral interactions, such as a prepared talk providing a personal profi le of yourself, a role play giving advice, and extended short dialogues with opinions and ideas

● You will be able to read modifi ed texts on selected topics to identify, extract and use main ideas and detailed information from written texts such as personal profi le, map, travel itinerary, and magazine problem page letter

● You will produce a range of extended written texts such as diary entry, travel itinerary and magazine problem page letter, using accurate grammar and language to express new ideas in writing for a specifi c purpose

● You will be able to identify ways in which intentions and ideas are expressed in different languages and demonstrate sensitivity to cultural aspects

● You will use and explore a range of ICT to access, process and present information

“Indonesian is a great subject to undertake in Year 10. It gives you something to look forward to when you’re in other subjects. It’s a subject to have fun in and unwind while learning. I personally cannot stress how important it is to learn a second language, being someone that has studied Indonesian since Junior School, it has broadened my mind so much in terms of culture, religion, sport and foods. Best part of the class I would have to say is actually coming into class and turning on Indonesian mode and from then on you speak primarily Indonesian. No more speaking English in an Indonesian class, you speak what you learn.”

Emily Kanzamar

71

YEAR 10 SUBJECTS

Literature‘No two persons ever read the same book.’ Edmund Wilson

This subject focusses on how meaning is created in literary texts and how this meaning can be affected by the type of perspective of ‘lens’ one adopts. You will be given an introduction to literary theory via a selection of short texts, including poetry and pop videos, enabling you to appreciate reading practices and the possibility of multiple readings. Inviting a discussion regarding interpretation and the way literary criticism can enhance and add depth to our enjoyment and understanding of texts.

You will also study a fi lm, novel and a play to further develop your understanding of literary theory and engage in the critical and close analysis of texts. Learning to read texts in terms of their cultural, social and historical contexts; their values and attitudes; and their generic conventions and literary techniques.

If you enjoy reading and discussing a variety of texts, this is the subject for you. You will be given a ‘taste’ of a number of different literary texts both contemporary and from past eras.

A range of approaches will be utilised to develop:● The ability to apply a theoretical perspective to appreciate, analyse and evaluate literary texts ● Justifi cation of an independent interpretation of texts ● An appreciation of how the choice of language features and literary devices can be manipulated to achieve

particular effects

“With discussions on themes and plot devices and in depth reading of carefully chosen works, Literature is enjoyable for readers and non-readers alike!”

Uliana Deshin

72

YEAR 10 SUBJECTS

Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics classroom.

The Mathematics curriculum at the College provides students with carefully paced, in-depth study of critical skills and concepts. It encourages students to become self-motivated, confi dent learners through inquiry and active participation in challenging and engaging experiences.

Mathematics – 10 Mathematics 1 and 2The study of Mathematics 1 and 2 will assist you to think critically and act logically to evaluate situations, solve problems and make decisions, identify patterns and form generalisations, use technology and effectively communicate ideas and information.

In this study, you will practice mathematical algorithms, routines and techniques and use them to solve standard problems and apply mathematical knowledge and skills in unfamiliar situations which require investigative, modelling or problem-solving approaches. This will be complemented with skill development in the use of CAS calculators. You will develop knowledge in the areas of algebra and equations, linear functions and graphing, number and fi nancial arithmetic, statistics, networks and matrices. Technology to support the learning of mathematics will be incorporated throughout the course in the use of CAS calculators. Topics covered include Algebra and Equations, Linear Functions, Networks, Matrices and Data Analysis.

This study is suitable for students who wish to continue into Year 11 General Mathematics with the possibility of continuing to Year 12 Further Mathematics.

Outcomes

For each semester, the student is required to demonstrate achievement of three outcomes. For each semester, the outcomes apply to the content from the areas of study selected for that semester. On completion of this semester:● Students should be able to defi ne and explain key concepts as specifi ed in the selected content from the topics

studied, and apply a range of related mathematical routines and procedures.● Students should be able to select and apply mathematical facts, concepts, models and techniques from the topics

covered in the semester to investigate and analyse extended application problems in a range of contexts.● Students should be able to select and use numerical, graphical, symbolic and statistical functionalities of technology

to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.

Assessment

All assessments are school-based.

Demonstration of achievement of Outcomes 1, 2 and 3 will be based on the student’s performance on a selection of the following assessment tasks:● Tests ● Application/Problem Solving Tasks● End of semester Examinations

73

YEAR 10 SUBJECTS

Mathematics – Advanced Mathematics 1The study of Advanced Mathematics 1 will assist you to think critically and act logically to evaluate situations, solve problems and make decisions, identify patterns and form generalisations, use technology and communicate ideas and information.

In this study, you will practice mathematical algorithms, routines and techniques and use them to solve complex problems and apply mathematical knowledge and skills in unfamiliar situations which require investigative, modelling or problem-solving approaches. You will complete a course that provides a sound background in number, algebra, function, measurement, geometry and probability. The appropriate use of technology to support the learning of mathematics will be incorporated throughout the course in the use of CAS calculators. Topics studied include Algebra and Equations, Linear Functions, Surds, Indices, Exponential Functions, Logarithms, Trigonometry and Circular Functions.

This study provides extended mathematical training for those students who wish to continue their studies in functions, algebra and calculus. Students choosing this subject generally intend to continue to a tertiary level of study which may require mathematics as a prerequisite for entry.

Mathematics – Advanced Mathematics 2Advanced Mathematics 2 contains additional content suitable for development of a student’s Mathematical background in preparation for further study of functions, algebra, calculus, statistics and trigonometry. Topics studied include Quadratic Functions and other Curves, Geometry and Probability.

Students satisfactorily completing Advanced Mathematics 2 may continue into VCE studying any combination of Units 1 and 2 Mathematics. You must have completed Advanced Mathematics 1 prior to attempting this unit.

Outcomes

For each semester, the student is required to demonstrate achievement of three outcomes. For each semester, the outcomes apply to the content from the areas of study selected for that semester. On completion of this semester:● Students should be able to defi ne and explain key concepts as specifi ed in the selected content from the topics

studied, and apply a range of related mathematical routines and procedures. ● Students should be able to select and apply mathematical facts, concepts, models and techniques from the topics

covered in the semester to investigate and analyse extended application problems in a range of contexts. ● Students should be able to select and use numerical, graphical, symbolic and statistical functionalities of technology

to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.

Assessment

All assessments are school-based.

Demonstration of achievement of Outcomes 1, 2 and 3 will be based on the student’s performance on a selection of the following assessment tasks:● Tests ● Application/Problem Solving Tasks● End of semester Examinations

74

YEAR 10 SUBJECTS

Mathematics – VCE Foundation Mathematics Units 1 and 2CONTENT

Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Units 3 and 4 studies in VCE Mathematics in the following year. Students completing this course would need to undertake General Mathematics Units 1 and 2 in order to attempt Further Mathematics Units 3 and 4.

In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, Shape and Design’, ‘Patterns and Number’, ‘Data’ and ‘Measurement’.

OUTCOMES

For each unit, the student is required to demonstrate achievement of three outcomes. For each of Unit 1 and Unit 2, the outcomes apply to the content from the areas of study selected for that unit.● Students should be able to use and apply a range of mathematical concepts, skills and procedures from selected

areas of study to solve problems based on a range of everyday and real-life contexts● Students should be able to apply mathematical procedures to solve practical problems in both familiar and new

contexts, and communicate their results● Students should be able to select and use technology to solve problems in practical contexts

ASSESSMENT

All assessments at Units 1 and 2 are school-based.

Demonstration of achievement of Outcomes 1 and 2 will be based on the student’s performance on a selection of the following assessment tasks: ● Investigations and projects; for example, a report on an application of mathematics such as costing of a birthday

party, budgeting for a holiday, a survey of types of television programs or design of a car park ● Assignments, summary or review notes of mathematics that students have encountered in their work or study; for

example, a written or a multimedia or an oral presentation of wages calculations, materials estimation for a task, personal budgeting

● Tests of mathematical skills developed across application contexts

Demonstration of achievement of Outcome 3 will be based on the student’s performance on aspects of tasks completed in demonstrating achievement of Outcomes 1 and 2 that incorporate opportunity for the effective and appropriate use of technology.

75

YEAR 10 SUBJECTS

Media NarrativesNarratives can be communicated in a variety of forms: through art, literature, music and fi lm. Each form has its own set of techniques for telling a story.

The techniques used by media narratives are unique and specifi c. This Media elective will explore the techniques used by fi lm and television products to tell stories and explore ideas. You will study the nature and structure of screenplays, exploring how they tell stories unlike other literary forms. You will develop skills in writing for media products for a variety of audiences, both individually and collaboratively.

OUTCOMES1. Students will construct a planning document for a proposed screenplay, including: intention, genre and audience

statements, synopsis, character outlines and script sample; and ‘pitch’ their plan to an audience2. Students will work collaboratively in a ‘writers room’ environment to develop a short web series, and work

individually to script a nominated episode3. Students will realise a section of their screenplay from Outcome 2 through the phases of production and

post-production

Subject-specifi c skills are:● You will develop critical thinking skills● You will develop research skills● You will develop oral presentation skills● You will develop collaborative skills● You will use ICT, camera, editing software, and production & post-production techniques

Transferrable skills include the ability to:● Read, critique, analyse, discuss and respond to contemporary narrative texts● Present complex ideas and information imaginatively to an audience● Use the mechanics of language accurately and effectively in written and oral responses● Utilise ICT in the research, creating and presenting of assessment tasks


76

YEAR 10 SUBJECTS

Media ProductionMore and more people are creating their own media products using common devices like smartphones, and publishing them online for a global audience.

While many of these are innovative and interesting, few demonstrate the skills and techniques that go into making quality media products. This Media elective will teach you those skills, which you will apply in your own group and individual productions. You will explore ideas in the form of scripts, storyboard designs and a research folio before fi lming and editing two complete productions. You will also analyse the fi lmmaking techniques of popular and classic fi lms and apply these to your own work.

OUTCOMES1. Students will demonstrate specialist production skills within collaborative media productions, and explain and

refl ect on the media production process2. Students will analyse the intentions of media creators and producers and the infl uences of narratives on an audience

in fi lm and television products3. Students will apply the media production process to create, develop and construct a narrative in a convergent media

product

Subject-specifi c skills are:● You will develop critical thinking skills● You will develop visual design skills● You will develop oral presentation skills● You will develop collaborative skills● You will create a coherent media production design including research and planning documentation● You will use ICT, camera, editing software, and production & post-production techniques

Transferrable skills include the ability to:● Read, critique, analyse, discuss and respond to contemporary narrative texts● Present complex ideas and information imaginatively to an audience● Use the mechanics of language accurately and effectively in written and oral responses● Utilise ICT in the research, creating and presenting of assessment tasks

Please Note: A subject levy applies to this subject (see Subject Cost Schedule for details). Students wishing to undertake this subject must have access to a video camera, and be able to bring it to school on occasions as required.

“In Year 10, I undertook Media DVP and I can gladly say it was my favourite class. I learned a lot of new techniques and information and this made me want to continue Media at VCE level. It inspired me to make movies no matter how crazy the idea was.”

Oliver Charles

77

YEAR 10 SUBJECTS

Money ManagementThis is a fi nancial literacy course designed to introduce students to the fundamentals of ‘money’ in their every day lives. It will give students an understanding of, and practical experience in a number of life situations. It involves the study of topics such as Earning, Spending, Saving and Investing. Students will take part in the ASX online sharemarket game where they will gain a real life insight into the world of fi nance. Students will become well equipped to make informed consumer decisions and gain skills that they will use beyond their years at school. They will also gain practical skills in all aspects of purchasing property and personal budgeting.

Subject specifi c skills are:● You will demonstrate skills required to successfully plan and manage personal fi nances● You will use the inquiry process to investigate, analyse and interpret information● You will make informed economic and consumer decisions, demonstrating the development of personal fi nancial

literacy

78

YEAR 10 SUBJECTS

Music – Music for Performance 1Learning music allows students to develop their individual skills. There is an expectation that students have previous instrumental knowledge prior to selecting this class. There is no pre-requisite for standard.

Music in education enriches students’ lives by providing:● An opportunity to develop potential● An avenue for creativity and self expression● A means for self-realisation and self fulfi lment

If you have musical ability and love for music, this elective will help you develop your music performance skills in both solo and ensemble performance. The subject is based on emphasising performance skills, ensemble playing and singing, with a direction towards VCE Music Performance. You will develop skills in practical music making and performance, aural perception and comprehension, and in the organisation of sound. You will be required to perform a program of selected works. Students’ understanding of aspects relevant to music performance and the performer will be enhanced, along with their understanding of interpretation in music performance. The program will also enable you to recognise, sing and write scales, intervals and chords, transcribe rhythms and melodies, and use conventions in music notation.

Subject specifi c skills are:● You will analyse composers and compositions● You will perform skills in both solo and ensemble situations● You will develop aural and theoretical skills – listening to a variety of musical examples

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students selecting this subject are currently undertaking instrumental lessons on their chosen instrument.


79

YEAR 10 SUBJECTS

Music – Music for Performance 2Learning music allows students to develop their individual skills. There is an expectation that students have previous instrumental knowledge prior to selecting this class. There is no pre-requisite for standard.

Music in education enriches students’ lives by providing:● An opportunity to develop potential● An avenue for creativity and self expression● A means for self-realisation and self-fulfi lment

Your performance skills will continue to develop as this second semester subject extends the musical knowledge developed in the fi rst semester. You will learn how to analyse music from the Classical period to the 20th Century. You will be able to evaluate infl uences on works being prepared for performance and to identify approaches that can be used to optimise performance of those works. Ensemble playing and singing will develop and assist in theoretical aspects of the subject. The program will build on your ability to recognise, sing and write scales, intervals and chords, transcribe rhythms and melodies, use conventions in music notation, as well as express how instruments are used in combination, and develop composition and arranging skills.

Subject specifi c skills are:● You will analyse composers and compositions● You will develop performance skills in both solo and ensemble situations● You will develop aural skills – listening to a variety of musical examples● You will explore a variety of compositional devices for performance

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students selecting this subject are currently undertaking instrumental lessons on their chosen instrument.


“Year 10 Music is sure to be your favourite class! Even if you are a beginner, an advanced Beethoven, a pop or a classical person, you will defi nitely enjoy learning more about the music you listen to. For vocalists, vocal scale warm-ups will be clearer as we all learn how to write major and minor scales and chords, not to mention the augmented and diminished chords and scales, which will seem hard at fi rst but in the end will be easy peasy! As well as theory, each Year 10 will perform to the class on their main instrument and this will usually be done in solos. In Year 10 Music, we encourage each other to try everything and to always give 100%. We all help each other learn from each other to develop our musical reading (theory) skills and performance skills. Year 10 Music is a class that will surely be worth the hard work!”

Madison Krstevski

80

YEAR 10 SUBJECTS

Music TechnologyThis is a project-oriented course designed to familiarise students with the use of computers in music production, enhancing compositional and arranging skills. Logic Pro X will be used to develop students’ theoretical understanding of music, with a focus on mixing and remixing. This recording studio software boasts strong recording and production capabilities and is an industry standard.

Skills include the ability to:● Implement a variety of techniques used in digital composition● Explore and manipulate a range of sounds in the given sound palette● Arrange, mix and remix music stimuli evidenced in folio tasks and timed assessments

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students have undertaken Music Technology in Year 9.

81

YEAR 10 SUBJECTS

Outdoor ConstructionOutdoor Construction will allow you to focus on how to design and construct for outdoor environments. Whilst the subject will have a focus on useable furniture, there will also be the opportunity to explore how we relate to the external built environment. A folio of work will be developed, either individually or as a team, and a range of construction methods and materials will be investigated that are suited to products that will be exposed to the weather. You will learn about hard and soft landscaping, and there will be scope to work in teams to design for an end-user group.

Subject specifi c skills are:● You will develop a folio of work that covers the stages of the product design process. This will be done either

individually or as a team● You will design, construct and evaluate one or more products using the product design process and with reference

to a range of factors that impact on design● You will learn about materials and construction techniques suitable for use in the outdoors● You will develop competency in the safe use of a range of machines and tools, and how to select the appropriate

tool/machine and process for specifi c tasks● You will have the opportunity to work with landscapers and/or other practitioners in this unit to enhance your

understanding of landscape design and designing for a specifi c purpose


“In my semester in Outdoor Construction, I learnt how to work safely with tools and machines, and some useful things such as how to plan and construct a base frame for an outdoor sofa. What I enjoyed most was actually building my project - tasks such as screwing the armrests to the frame. I also liked looking at my fi nal fi nished product and seeing what I had created.”

Oliver Cox

82

YEAR 10 SUBJECTS

Outdoor EducationYou will participate in a range of Outdoor Education practical activities to improve your practical skills and to develop an appreciation and awareness of the environment and the role that we (as humans) play in maintaining and preserving the environment for the future. Through outdoor activities you will have the opportunity to; develop an appreciation and understanding of outdoor environments; develop skills and knowledge related to practical experiences of outdoor environments; develop an understanding of the role of the outdoor environment and the need for its conservation; develop an understanding of strategies used to protect, conserve and manage the outdoor environment and acquire practical skills for safe outdoor participation. Practical activities may include surfi ng, snorkelling, mountain bike riding, cross country skiing, bushwalking and rock climbing/abseiling.

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Display safe behaviour● Demonstrate minimal impact● Assess and plan for risk● Ability to work in teams● Work to acquire practical skills

Subject specifi c skills are:● You will interact with the outdoor environment in a positive manner● You will be able to develop behaviours for enhancing safe participation in outdoor activities● You will be able to develop an understanding of risk and risk management for outdoor activities● You will be working in teams● You will gain knowledge about yourself


“Outdoor Education in 2016 was very fun and enjoyable experience, loved the camps and excursions that we went on. It created unforgettable memories and taught me lots of things about the environment.”

Nicholas Hadathy

83

YEAR 10 SUBJECTS

PhysicsThis course is intended for students who have an interest in understanding the fundamentals of motion and energy principles and how applications of these impact on every day life. You will study the following topics: designing and undertaking practicals for analysis and presentation of fi ndings; describing motion (distance, speed, and acceleration); the combination of forces that result in motion; analysis of physical interactions by the consideration of the energy of a system and its energy conservation. ICT is extensively used in practicals and for learning purposes.

Generic skills that are considered across all the subjects in the Science faculty include:● Application and analysis of theory to practical situations as part of the scientifi c model specifi c to the practical● Use equipment, materials and instruments responsibly and safely● Present experimental results appropriately; correct use of the selected report writing format● Apply techniques to locate more precise information from websites, including searching general and specialised


Subject specifi c skills are:● You will explain the change in the motion of an object in terms of its position, speed and acceleration● You will account for the motion of an object in terms of the forces acting on the object and the energy

transformations it undertakes● You will develop an understanding of kinetic, gravitational potential and elastic potential energies; and their

relationship as the total energy of a system, including energy transfer to heat and sound in non-isolated systems● You will design and undertake practicals, analyse data and present practical reports

“There are many things that I enjoy about Physics. Firstly, I love how Physics dives into the fundamentals of nature and how things work. Everything that I have learnt in class could be applied in my everyday life. I would think to myself I wonder how that happens, or how could I calculate that? And because of Physics, I am able to understand simple and challenging things in my daily life. Secondly, I love how Physics always has one answer. With English you have to be creative and go in-depth about a book, it doesn’t matter how you think it is always the right answer, but with Physics there is only one answer, and that is how my brain works.”

Joshua Attard

84

YEAR 10 SUBJECTS

PsychologyThis subject is intended for students who have an interest in how people are shaped by internal and external infl uences. Internal infl uences on who we are include the biological basis of behaviour, sleep and fear. External infl uences such as learning and identity impact on the sense of self. Topics covered include the Research Methods, Ethics, Biological Basis of Behaviour and Mental Illness. This subject gives students an insight into how psychological research is constructed, conducted and analysed.



Subject specifi c skills are:● You will understand the biological basis of behaviour; the role of the central and peripheral nervous system, the

structure and function of the brain, neurons and neural impulses● You will examine the development, causes and treatment of mental illness with reference to the biopsychosocial

model● You will investigate research methodologies in the analysis and application of research as a tool for the evaluation

of theories; analysis of study designs and the design of experiments● You will use learning technologies to assist with research, analysis and application tasks

“Psychology is the most interesting yet depressing subject I’ve ever taken.”Deniz Kaya

“Year 10 Psychology has opened my eyes to the wider community and the situations we all might have to face in our lifetime.”

Rachel Wilson

85

YEAR 10 SUBJECTS

Religion: The JourneyTake a pilgrimage to explore how religion has been interpreted and refl ected within various cultures throughout history. This includes art, literature, media, fi lm, music and television, as well as the infl uence of inspirational people. Students will study individual and community religious expression within the 5 major religious traditions. The concept of spirituality will be illustrated, through representative examples and some hands-on sessions, demonstrating how many people are leaning more towards the mystical and spiritual aspects of life and religion.

Generic skills that are considered across all the subjects in the Religious Studies faculty include:● Recognising and understanding the place of the spiritual in community, in personal relationships, and in making

ethical and moral decisions● Valuing difference and diversity in self and others● Analysing and interpreting Biblical and sacred texts● The ethical use of ICT

Subject specifi c skills for this area:● You will read, refl ect on, and study various texts, to understand sources of inspiration and interpretation● You will analyse the common threads, and differences in religious and spiritual expression● You will appreciate and illustrate an awareness of other religions, cultures and spiritualities● You will explore personal understandings of how faith affects life choices

ASSESSMENT

There will be four outcomes to meet throughout the year and one end of year examination.

86

YEAR 10 SUBJECTS

Small Business PracticeThis is an introductory course aimed at providing students with an overview of small business practices which equip students with the necessary skills to study VCE Business Management and participate effectively in the business community. Topics covered include: entrepreneurship, innovation, types of business ownership, e-commerce (online business practice), marketing, planning, accounting and record keeping. Students apply theoretical business knowledge to practical business situations. Students will work within a team to run their own school based small business.

Subject specifi c skills for this area are:● You will demonstrate skills required to successfully plan and manage a small business● You will use the inquiry process to investigate, analyse and interpret information● You will make informed economic and consumer decisions, demonstrating the development of personal fi nancial

literacy

87

YEAR 10 SUBJECTS

Sociology – Youth, Crime, Culture and CommunitiesSociology focuses on the study of human behaviour and social interaction to understand how societies are organised, develop and change. Sociologists use a range of theories to examine social issues, explain concepts and understand human society.

The study of Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further, it directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social change. Sociology provides valuable knowledge and skills for participation in everyday life. It develops a capacity for detailed observation of social patterns and group behaviour, and encourages students to become aware of and to think about daily life and activities, as well as wider social issues, from a sociological perspective.

In this unit, students will explore the following key sociological topics:

Youth and family – including individual behaviour in group settings, labelling and stereotyping of groups, experiences of youth in different times, spaces & places, and differences in family types and experiences.

Social norms – including deviance (rule breaking behaviour), traditional views of deviance, why people behave in a way that deviates from social norms, and moral panic. This topic also includes criminality, why people engage in criminal behaviour, the justice system, punishment and connections between crime and other aspects of society.

Culture and ethnicity – including indigenous culture, indigenous experiences and indigenous & non-indigenous perspectives of this culture. This topic also includes ethnicity and how people see and defi ne themselves as a result of their identifi ed ethnic group, infl uences and changes relating to these identities.

Community, social movements and social change – including changing defi nitions and experiences of community as infl uenced by political, social, economic and technological change, and the role, purpose and power of social movements in calling for and achieving social change.

In doing so, students will gain an introduction to each of VCE Sociology Units 1 to 4.

88

YEAR 10 SUBJECTS

Sports CoachingSports Coaching examines the role and importance of a coach in achieving sporting success. You will be actively involved in coaching in practical sessions. Practical activities will primarily revolve around coaching, and how to be an effective coach. This subject introduces you to different styles of coaching, the different roles coaches have, how to set goals and motivate the team you manage. You will be introduced to coaching accreditations by completing an online Community Coaching Course. As part of this subject, you will also develop your own coaching philosophy.

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Communicate effectively using a variety of styles ● Research, select and organise information utilising a range of sources ● Interact positively within groups and teams ● Demonstrate the application of a range of information and communication technologies

Subject specifi c skills:● You will develop an understanding of the impact of changes of technology on sports coaching today ● You will develop awareness regarding what motivates athletes at different performance levels● You will plan, execute and evaluate coaching sessions involving senior and junior school students

“Sports Coaching is a class where, regardless of if you play sport or otherwise, you can learn so much about leadership skills, what it takes to be a good coach and how to help others achieve in sport.”

Bronte Smith – 2016 Dux of Sports Coaching

89

YEAR 10 SUBJECTS

Sports MedicineThis subject is concerned with the specifi c issues of prevention, assessment, management of and recovery from sports injuries. This subject introduces you to the musculoskeletal system with a focus on major bones and muscles, joints and connective tissue. You will examine how the extent and intensity of sports participation relates to the incidence of sports injuries. You will also explore the range of technical and scientifi c approaches for maintaining the wellbeing of athletes. Sports Medicine also offers you the opportunity to investigate the following critical questions: how are sports injuries classifi ed and managed; how does sports medicine address the demands of specifi c athletes; what role do preventive actions play in enhancing the wellbeing of the athlete; how is recovery from injury managed; and what ethical questions are raised by the increased use of sports medicine? When studying this subject you will complete a Level 1 Sports Trainer Certifi cate and a Level 2 Provide First Aid Certifi cate along with having the opportunity to participate in a range of practical activities.

Generic skills that are considered across all the subjects in the Physical Education faculty include:● Communicate effectively using a variety of styles● Research, select and organise information utilising a range of sources● Interact positively within groups and teams● Make informed decisions towards enhancing health and wellbeing● Demonstrate the application of a range of information and communication technologies

Subject specifi c skills are:● You will develop methods to improve your fi tness level, and participate in sport, recreational and leisure activities

that maintain regular participation in physical activity● You will develop strategies and techniques to respond to a range of scenarios that may occur in a sporting

environment● You will listen, view and respond with the use of verbal and non verbal cues in a range of settings● You will be able to develop an understanding of risk and risk management processes for various sporting activities.● You will be able to link knowledge of human physiology to the assessment and treatment of various sporting

injuries


“Loved the program; learnt so much useful information such as the First Aid course whilst still having fun!”

Aleisha Samuel and Dana Curcic

90

YEAR 10 SUBJECTS

TextilesTextiles explores the areas of decorative design and garment construction. You will create a range of textile pieces, including at least one decorative piece and a garment. You will be encouraged to design your own pattern templates and will explore, research and experiment with a range of fabrics, presenting your fi ndings in a folio. You will compare a range of fabrics for your investigation work.

Subject specifi c skills are:● You will be able to understand the use of the Design Process to produce a detailed folio of work● You will experiment with and explore a range of hand and machine sewing● You will develop skills in pattern making and fabric exploration


91

YEAR 10 SUBJECTS

Texts and Traditions (Foundation Studies)In faithfulness to Overnewton’s Christian (Anglican) identity and commitment to provide a well rounded education, all students participate in the College’s Religious Studies program – except at Year 12 where it is an elective.

In Year 11, students may choose Unit 2: Texts in Society or accelerate into Texts and Traditions Units 3 and 4.

DURATION OF SUBJECT

This single unit will be taught over the full year.

CONTENT

Unit 1

This unit explores the place of texts and their literary forms within a religious tradition, exploring the importance of texts as a source of a religious tradition. This unit will concentrate on studying texts from a variety of Biblical literary forms but may also include examination of texts from other religious traditions. Later use of scriptural forms as developed by the tradition or represented within art, literature, fi lm and architecture will also be examined.

OUTCOMES

Unit 1 ● Students should be able to recognise and explain different literary forms and analyse their role within a tradition’s

scriptures● Students should be able to apply basic exegetical methods (of analysis and criticism) against the cultural

background in which the texts were created● Students should be able to discuss understandings and interpretations of sacred text as evident throughout history or

various art forms

ASSESSMENT

Assessment tasks may include a variety of the following: an essay, a report, an oral presentation, class tests and/or short written exercises. An examination will occur at the end of the year.

92

YEAR 10 SUBJECTS

The Law and YouHave you ever wondered about a career in Law or are you just curious about how the Australian legal system functions?

If so, The Law and You is a great introduction to our legal system. In this subject, you will explore the need for laws in society, how laws are made and why they are changed. You will gain a working understanding of the criminal and civil law, the role of the Police, the function of our Courts and your rights in relation to many practical situations. Through case studies and interactive activities, you will gain an understanding of the law that will benefi t you for life.

Subject specifi c skills for this area are:● You will have an understanding of specifi c areas of law● You will identify and resolve legal issues encountered in society● You will evaluate different points of view● You will apply legal concepts to real or hypothetical situations

“The Law and You is a really interesting subject that teaches you about real life civil and criminal cases. We have lots of discussions about murder, burglary, rape and compensation cases. There is never a dull moment in this class. You will learn what makes society safe, keeps morals and values and the cause to order and control. The Law and You is defi nitely a subject that you need to experience.”

Bonnie Holman & Emilia Werner

93

VCE Accounting Units 1 and 2CONTENT

Unit 1: Role of Accounting in Business

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using fi nancial and non-fi nancial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment.

Students record fi nancial data and prepare reports for service businesses owned by sole proprietors.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework and fi nancial indicators to measure business performance, and take into account the range of ethical considerations faced by business owners when making decisions, including fi nancial, social and environmental.

Unit 2: Accounting and Decision-making for a Trading Business

In this unit, students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.

Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant fi nancial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework, fi nancial indicators and ethical considerations for business owners when making business decisions, including fi nancial, social and environmental.

OUTCOMES

Unit 1● Students should be able to describe the resources required to establish and operate a business, and select and use

accounting reports and other information to discuss the success or otherwise of the business● Students should be able to identify and record fi nancial data, report and explain accounting information for a

service business, and suggest and apply appropriate fi nancial and non-fi nancial indicators to measure business performance

Unit 2 ● Students should be able to record and report for inventory and discuss the effect of relevant fi nancial and

non-fi nancial factors, and ethical considerations, on the outcome of business decisions● Students should be able to record and report for accounts receivable and accounts payable, and analyse and discuss

the effect of relevant decisions on the performance of the business including the infl uence of ethical considerations● Students should be able to record and report for non-current assets and depreciation

VCE UNITS INFORMATION

94


VCE ACCOUNTING UNITS 1 AND 2 CONTINUED

ASSESSMENT

All assessments at Units 1 and 2 are school-based. Suitable tasks for assessment in these units may be selected from the following:● A folio of exercises (manual methods and ICT)● Structured questions (manual methods and ICT)● An assignment including use of ICT● A case study including use of ICT● A classroom presentation including use of ICT● A feasibility investigation of a business venture including use of ICT● A role-play or debate● A report utilising ICT

95


VCE Accounting Units 3 and 4CONTENT

Unit 3: Financial Accounting for a Trading Business

This unit focuses on fi nancial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording fi nancial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.

Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, fi nancial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including fi nancial, social and environmental.

Unit 4: Recording, Reporting, Budgeting and Decision-making

In this unit, students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording fi nancial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.

Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework and fi nancial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including fi nancial, social and environmental.

OUTCOMES

Unit 3● Students should be able to record fi nancial data using a double entry system; explain the role of the General Journal,

General Ledger and inventory cards in the recording process; and describe, discuss and analyse various aspects of the accounting system, including ethical considerations

● Students should be able to record transactions and prepare, interpret and analyse accounting reports for a trading business

96


VCE ACCOUNTING UNITS 3 AND 4 CONTINUED

Unit 4● Students should be able to record fi nancial data and balance day adjustments using a double entry system, report

accounting information using an accrual-based system and evaluate the effect of balance day adjustments and alternative methods of depreciation on accounting reports

● Students should be able to prepare budgeted accounting reports and variance reports for a trading business using fi nancial and other relevant information, and model, analyse and discuss the effect of alternative strategies on the performance of a business

ASSESSMENT

The School Assessed Coursework for Units 3 and 4 contributes 50% to the study score. The end of year examination contributes 50% towards the study score.

97


VCE Art Units 1 and 2CONTENT

Unit 1

This unit focuses on artworks as objects and examine how art elements, art principles, materials and techniques and artistic processes communicate meaning. Students examine artists in different societies and cultures, and historical periods, and develop their own viewpoints about the meanings and messages of artworks. Students develop an understanding of the use of visual language to document their exploration and development of ideas, techniques and processes in a visual diary.

Unit 2

This unit focuses on the ways in which art refl ects and communicates the values, beliefs and traditions of the societies for and in which it was created. Particular emphasis is placed on the infl uence of contemporary materials, techniques, ideas and approaches to making and presenting artworks. Students explore and investigate the ways in which the world has changed and continues to change over time.

OUTCOMES

Unit 1 ● Students should be able to identify and then discuss relationships between art and the society in which it was made,

with reference to selected artworks ● Students should be able to present visual solutions with a range of materials, cross media techniques and processes

when studying an art form, through practical exploration and experimentation

Unit 2 ● Students should be able to identify and discuss different expressions of artistic identity and innovation, with

reference to selected artworks ● Students should be able to develop technical skill using a variety of media, through visual communication and

personal exploration of ideas and issues

ASSESSMENT

Unit 1

Students complete a series of written reports, oral reports and short answer responses on visual analysis. They are also assessed on their ability to explore a variety of ideas, media, techniques and working methods.

Unit 2

Students complete a series of written reports, oral reports and short answer responses on artistic identity and artistic innovation. They are also assessed on their ability to develop visual solutions that communicate areas of personal interest through a range of materials, techniques and working methods.


98


VCE Art Units 3 and 4CONTENT

Unit 3

This unit focuses on selected artists who have produced works before 1990 and since 1990. Students link their growing theoretical understanding of art to their own practice in their practical work. Their art making is supported through investigation, exploration and application of a variety of materials, techniques and processes. Students develop confi dence in using the language and content of the Analytical Frameworks.

Unit 4

This unit focuses on artworks to develop and expand upon students’ personal points of view. Students build on their learning and conceptual understanding around the discussion of broad themes, ideas and issues related to the role of art in society and consider how ideas and issues are communicated through artworks. Students continue to build upon the ideas and concepts begun in Unit 3 and further develop their artistic practice.

OUTCOMES

Unit 3 ● Students should be able to interpret the formal qualities of art works together with their content and the messages

that they convey ● Students should be able to undertake a broad and innovative investigation trialling materials and techniques through

inter/cross media explorations to communicate ideas, directions and individual concepts

Unit 4 ● Students should be able to identify ideas, issues and arguments expressed in commentaries on art works and apply

analytical frameworks in the analysis of selected art works so as to develop personal points of view about the meaning of art works

● Students should be able to realise and resolve a sustained and articulate inter/cross media body of work that communicates concepts, observations/ideas with technical skill and an awareness of aesthetic qualities

ASSESSMENT

School assessed course work and tasks, which are subject to external review in Unit 4, are applied to each of these units. The results obtained for the course work and tasks, together with the end of year exam, contribute to the study score.


99


VCE Biology Units 1 and 2CONTENT

Unit 1

In this area of study, students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell.

Aspects of this unit include: investigating cell size, structure and function, how substances enter and leave cells, developing an understanding of energy transformations in cells and understanding that all individual organisms are faced with the challenge of obtaining nutrients and water, exchanging gases, sourcing energy and having a means of removal of waste products. Being able to explain that organisms develop adaptations which facilitate these processes and aid survival.

Unit 2

In this area of study, students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement.

Aspects of this unit include: an examination of the main events of the cell cycle in prokaryotic and eukaryotic cells, developing a familiarity with the key events in the phases of the cell cycle, and understanding the importance of the processes involved in a cell’s preparation for cell division. Students describe the production of gametes in sexual reproduction through the key events in meiosis and explain the differences between asexual and sexual reproduction in terms of the genetic makeup of daughter cells. Students also consider the role and nature of stem cells, their differentiation and the consequences for human prenatal development and their potential use to treat injury and disease.

OUTCOMES

Unit 1 ● Students should be able to investigate and explain how cellular structures and systems function to sustain life● Students should be able to explain how various adaptations enhance the survival of an individual organism● Students should be able to investigate the relationships between organisms that form a living community and their

habitat, and analyse the impacts of factors that affect population growth● Students should be able to design and undertake an investigation related to the survival of an organism or species,

and draw conclusions based on evidence from collected data

100


VCE BIOLOGY UNITS 1 AND 2 CONTINUED

Unit 2 ● Students should be able to compare the advantages and disadvantages of asexual and sexual reproduction● Students should be able to explain how changes within the cell cycle may have an impact on cellular or tissue

system function● Students should be able to identify the role of stem cells in cell growth and cell differentiation and in medical

therapies● Students should be able to apply an understanding of genetics to describe patterns of inheritance, analyse pedigree

charts and predict outcomes of genetic crosses● Students should be able to identify the implications of the uses of genetic screening and decision making related to

inheritance● Students should be able to investigate and communicate a substantiated response to a question related to an issue in

genetics and/or reproductive science

ASSESSMENT

Across both units, assessment includes the undertaking of: practical activities, questions and problems, tests, the design and implementation of fi eld based investigations, short reports on ecological investigations, and presentations of structured written reports of fi eld studies, presentations of practical reports in non text formats such as poster and multimedia, and oral presentations.

“Biology is rad. The theory is challenging and the practicals are fun. You’ll learn all the things you’ve always had questions about.”

Mary Vlachos

101


VCE Biology Units 3 and 4CONTENT

Unit 3

In this unit, students investigate the molecules and biochemical processes that sustain life.

They explore the importance the plasma membrane and its differential permeability to specifi c solutes in defi ning the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specifi city, the binding of enzymes and substrates, the response of receptors to signaling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions. They study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes and explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Students consider the types of signals, the transduction of information within the cell and cellular responses.

Unit 4

In this unit, students consider the continual change and challenges to which life on Earth has been subjected.

They investigate the relatedness between species and the impact of various change events on a population’s gene pool and how the accumulation of changes over time is considered as a mechanism for biological evolution by natural selection. Evidence from paleontology, biogeography, developmental biology and structural morphology is used to support this theory. They explore how technological developments in the fi elds of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

OUTCOMES

Unit 3 ● Students should be able to explain the dynamic nature of the cell in terms of key cellular processes including

regulation, photosynthesis and cellular respiration, and analyse factors that affect the rate of biochemical reactions● Students should be able to apply a stimulus-response model to explain how cells communicate with each other,

outline human responses to invading pathogens, distinguish between the different ways that immunity may be acquired, and explain how malfunctions of the immune system cause disease

Unit 4 ● Students should be able to analyse evidence for evolutionary change, explain how relatedness between species is

determined, and elaborate on the consequences of biological change in human evolution● Students should be able to examine the impact of human culture and technological applications on biological

processes. They should be able to apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose

● Students should be able to describe the gene technologies used to address human issues and consider their social and ethical implications

102


VCE BIOLOGY UNITS 3 AND 4 CONTINUED

ASSESSMENT

Percentage contributions to the study score are as follows:● Unit 3 School Assessed Coursework comprises 16% of the study score● Unit 4 School Assessed Coursework comprises 24% of the study score● End of year examination comprises 60% of the study score

“VCE Biology is not the rote learning subject that many believe it to be. It is about understanding complex biological concepts, which are not only the most important, but the most enjoyable aspects of the course.”

Frank Cimone

103


VCE Business Management Units 1 and 2CONTENT

Unit 1: Planning a Business

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit, students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a Business

This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of fi nancial record keeping, staff the business and establish a customer base. In this unit, students examine the legal requirements that must be satisfi ed to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffi ng and fi nancial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

OUTCOMES

Unit 1 ● Students should be able to describe how and why business ideas are created and developed, and explain the

methods by which a culture of business innovation and entrepreneurship may be fostered in a nation● Students should be able to describe the external environment of a business and explain how the macro and

operating factors within it may affect business planning● Students should be able to describe the internal business environment and analyse how factors from within it may

affect business planning

Unit 2 ● Students should be able to explain the importance when establishing a business of complying with legal

requirements and fi nancial record keeping, and establishing effective policies and procedures● Students should be able to explain the importance of establishing a customer base and a marketing presence to

achieve the objectives of the business, analyse effective marketing and public relations strategies and apply these strategies to business-related case studies

● Students should be able to discuss the staffi ng needs for a business and evaluate the benefi ts and limitations of management strategies in this area from both an employer and an employee perspective

ASSESSMENT

Assessment tasks for this unit are chosen from the following: a case study analysis, business research report, development of a business plan and/or feasibility study, an interview and a report on contact with a business, school-based, short-term business activity, business simulation exercise, essay, business survey and analysis and a media analysis.

104


VCE Business Management Units 3 and 4CONTENT

Unit 3: Managing a Business

In this unit, students explore the key processes and issues concerned with managing a business effi ciently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these and investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies.

Unit 4: Transforming a Business

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit, students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most effi cient and effective way to improve business performance. They investigate the importance of leadership in change management and evaluate business practice against theory.

OUTCOMES

Unit 3 ● Students should be able to discuss the key characteristics of businesses and stakeholders, and analyse the

relationship between corporate culture, management styles and management skills● Students should be able to explain theories of motivation and apply them to a range of contexts, and analyse and

evaluate strategies related to the management of employees● Students should be able to analyse the relationship between business objectives and operations management, and

propose and evaluate strategies to improve the effi ciency and effectiveness of business operations

Unit 4 ● Students should be able to explain the way business change may come about, use key performance indicators

to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future

● Students should be able to evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business

ASSESSMENT

School Assessed Coursework in Units 3 and 4 contributes to 50%. The level of achievement for Units 3 and 4 is also assessed by an end of year examination, which will contribute 50%.

105


VCE Chemistry Units 1 and 2CONTENT

Unit 1

The development and use of materials for specifi c purposes is an important human endeavour. In this unit, students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure, students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms.

Students examine the modifi cation of metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances from molecules to polymers and giant lattices and relate their structures to specifi c applications.

Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances. Throughout the unit, students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena.

Unit 2

Water is the most widely used solvent on Earth. In this unit, students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis.

Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context, students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.

OUTCOMES

Unit 1● Students should be able to relate the position of elements in the Periodic Table to their properties, investigate the

structures and properties of metals and ionic compounds, and calculate mole quantities● Students should be able to investigate and explain the properties of carbon lattices and molecular substances with

reference to their structures and bonding, use systematic nomenclature to name organic compounds, and explain how polymers can be designed for a purpose

● Students should be able to investigate a question related to the development, use and/or modifi cation of a selected material or chemical and communicate a substantiated response to the question

106


VCE CHEMISTRY UNITS 1 AND 2 CONTINUED

Unit 2● Students should be able to relate the properties of water to its structure and bonding, and explain the importance of

the properties and reactions of water in selected contexts● Students should be able to measure amounts of dissolved substances in water and analyse water sample for salts,

organic compounds, and acids and bases● Students should be able to design and undertake a quantitative laboratory investigation related to water quality, and

draw conclusions based on evidence from collected data

ASSESSMENT

Suitable tasks for assessment may be selected from the following:

For Outcomes 1 and 2● Annotations of a practical work folio of activities or investigations● A report of a practical activity or investigation● A modelling activity● Media response● Problem solving involving chemical concepts, skills and/or issues● A refl ective learning journal/blog related to selected activities or in response to an issue● Data analysis● A test comprising multiple choice and/or short answer and/or extended response

For Outcome 3● A report of a student-designed quantitative laboratory investigation using an appropriate format, for example digital

presentation, oral communication, scientifi c poster or written report

107


VCE Chemistry Units 3 and 4CONTENT

Unit 3

The global demand for energy and materials is increasing with world population growth. In this unit, students explore energy options and the chemical production of materials with reference to effi ciencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context,they use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that infl uence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems, including to predict and explain the conditions that will improve the effi ciency and percentage yield of chemical processes. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena.

Unit 4

The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit, students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confi rm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context, the role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.

108


VCE CHEMISTRY UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 3● Students should be able to compare fuels quantitatively with reference to combustion products and energy outputs,

apply knowledge of the electrochemical series to design, construct and test galvanic cells, and evaluate energy resources based on energy effi ciency, renewability and environmental impact

● Students should be able to apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised, and explain how electrolysis is involved in the productions of chemicals and in the recharging of batteries

Unit 4● Students should be able to compare the general structures and reactions of the major organic families of

compounds, deduce structures of organic compounds using instrumental analysis data, and design reactions pathways for the synthesis of organic molecules

● Students should be able to distinguish between the chemical structures of key food molecules, analyse the chemical reactions involved in the metabolism of the major components of food including the role of enzymes, and calculate the energy content of food using calorimetry

● Students should be able to design and undertake a practical investigation related to energy and/or food, and present methodologies, fi ndings and conclusions in a scientifi c poster

ASSESSMENT

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specifi ed for the unit. A variety of assessment tasks are used to provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes.

Practical work is a central component of learning and assessment. As a guide, between 3½ and 5 hours of class time is devoted to student practical work and investigations for each Area of Study in Units 3 and 4.● Unit 3 School Assessed Coursework comprises 16% of the study score● Unit 4 School Assessed Coursework comprises 24% of the study score● End of year examination comprises 60% of the study score

Please Note: Refer to the Subject Costs Schedule for details of costs relevant to this program.

109


VCE Applied Computing Units 1 and 2CONTENT

Unit 1

In Unit 1, you will be introduced to the stages of the problem-solving methodology. You will focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. You will respond to a teacher-provided analysis of requirements and designs to identify and collect data in order to present your fi ndings as data visualisations. You will present work that includes database, spreadsheet and data visualisations solutions. You will select and use a programming language to create a working software solution. You will prepare, document and monitor project plans.

Unit 2

In Unit 2, you will focus on developing innovative solutions to needs or opportunities that you have identifi ed, and propose strategies for reducing security risks to data and information in a networked environment. You will work collaboratively and select a topic for further study to create an innovative solution in an area of interest. The innovative solution can be presented as a proof of concept, a prototype or a product. You will investigate networks and the threats, vulnerabilities and risks to data and information. You will propose strategies to protect the data accessed using a network.

OUTCOMES

Unit 1 ● You will interpret teacher-provided solution requirements and designs, collect and manipulate data, analyse patterns

and relationships, and develop data visualisations to present fi ndings● You will interpret teacher-provided solution requirements to design, develop and evaluate a software solution using

a programming language

Unit 2 ● In collaboration with other students, you will analyse, design, develop and evaluate an innovative solution to an

identifi ed need or opportunity involving a digital system● You will respond to a teacher-provided case study to examine the capabilities and vulnerabilities of a network,

design a network solution, discuss the threats to data and information, and propose strategies to protect the security of data and information

ASSESSMENT

Assessment for these units will be based on the student’s performance on a selection of assessment tasks. These could include: folio of exercises, presentation (oral, multimedia, visual), written report, annotated visual report, or case study with structured questions.

110


VCE Computing: Data Analytics Units 3 and 4CONTENT

Unit 3

In Unit 3, you will apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. You will respond to teacher-provided solution requirements and designs, and develop data visualisations and use appropriate software tools to present fi ndings. You will propose a research question, prepare a project plan, collect and analyse data, and design infographics or dynamic data visualisations.

Unit 4

In Unit 4, you will focus on determining the fi ndings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats. You will develop your preferred design into infographics or dynamic data visualisations, and evaluate the solutions and project plan. You will investigate security practices of an organisation including examining the threats to data and information, evaluating security strategies and recommending improved strategies for protecting data and information.

OUTCOMES

Unit 3 ● You will respond to teacher-provided solution requirements and designs to extract data from large repositories,

manipulate and cleanse data and apply a range of functions to develop software solutions to present fi ndings● You will propose a research question, formulate a project plan, collect and analyse data, generate alternative design

ideas and represent the preferred design for creating infographics or dynamic data visualisations

Unit 4 ● You will develop and evaluate infographics or dynamic data visualisations that present fi ndings in response to a

research question, and assess the effectiveness of the project plan in monitoring progress● You will respond to a teacher-provided case study to investigate the current data and information security strategies

of an organisation, examine the threats to the security of data and information, and recommend strategies to improve current practices

ASSESSMENT

Students will complete a range of tasks during the course, including a written report, design folio, software solution, and case study with structured questions.

Unit 3 Unit 4School Assessed Coursework 10% School Assessed Coursework 10%School Assessed Task for Unit 3 Outcome 2 and Unit 4 Outcome 1 will contribute 30% to the study scoreUnits 3 and 4 VCE Computing: Data Analytics examination will contribute 50% to the study score

111


VCE Computing: Software Development Units 3 and 4CONTENT

Unit 3

In Unit 3, you will apply the problem-solving methodology to develop working software modules using a programming language. You will respond to teacher-provided solution requirements and designs and develop a set of working modules through the use of a programming language. You will examine a simple software requirements specifi cation and a range of software design tools in order to apply specifi c processing features of a programming language to create working modules. You will analyse a need or opportunity, select an appropriate development model, prepare a project plan, develop a software requirements specifi cation and design a software solution.

Unit 4

In Unit 4, you will focus on how the information needs of individuals and organisations are met through the creation of software solutions. You will consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation. You will develop your preferred design into a software solution and evaluate the solution, chosen development model and project plan. You will examine the security practices of an organisation and the risks to software and data during the development and use of the software solutions. You will evaluate the current security practices and develop a risk management plan.

OUTCOMES

Unit 3 ● You will interpret teacher-provided solution requirements and designs, and apply a range of functions and

techniques using a programming language to develop and test working software modules● You will analyse and document a need or opportunity, justify the use of an appropriate development model,

formulate a project plan, generate alternative design ideas and represent the preferred solution design for creating a software solution

Unit 4 ● You will develop and evaluate a software solution that meets requirements, evaluate the effectiveness of the

development model and assess the effectiveness of the project plan● You will respond to a teacher-provided case study to examine the current software development security strategies

of an organisation, identify the risks and the consequences of ineffective strategies and recommend a risk management plan to improve current security practices

ASSESSMENT

Students will complete a range of tasks during the course, including a written report, design folio, software solution, and case study with structured questions.

Unit 3 Unit 4School Assessed Coursework 10% School Assessed Coursework 10%School Assessed Task for Unit 3 Outcome 2 and Unit 4 Outcome 1 will contribute 30% to the study scoreUnits 3 and 4 VCE Computing: Software Development examination will contribute 50% to the study score

112


VCE Dance Units 1 and 2CONTENT

Unit 1

In this unit, students explore the potential of the body as an instrument of expression. They learn about and develop technical and physical skills. Students discover the diverse range of expressive movement by exploring body actions, and commence the process of developing a personal movement vocabulary.

Knowledge of physiology, including care and maintenance of the body, is applied to the execution of body actions through the safe use of technical and physical skills. Students develop and perform movement studies and dances with a focus on technical skills and abilities. They discuss cultural infl uences on their own dance backgrounds, and on the expressive intentions and movement vocabulary in their own dances.

Unit 2

This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement; time, space (including shape) and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance making and performing processes involved in choreographing and performing their own dance works and dance works created by others.

Students describe the movement vocabulary in their own and others’ dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and other choreographers’ intentions, through the structuring of form, and the choreographic and expressive use of the elements of movement.

OUTCOMES

Unit 1● Students should be able to describe and document the expressive intention, body actions and technical and physical

skills used in their own and other choreographers’ dance works; and discuss cultural infl uences that impact on their own dance making

● Students should be able to choreograph and perform a solo or group dance work with a unifi ed composition that communicates an expressive intention and complete structured improvisations

● Students should be able to execute the body actions of a learnt solo or group dance work to communicate the intention of the choreographer, through the safe use of technical and physical skills

● Students should be able to describe the safe use, maintenance and physiology of the dancer’s body, and methods and alignment principles which facilitate development of technical and physical skills

113


VCE DANCE UNITS 1 AND 2 CONTINUED

Unit 2● Students should be able to analyse and discuss ways elements of movement are manipulated to communicate an

expressive intention, and cultural infl uences on selected dance works● Student should be able to choreograph and perform a solo or group dance work, complete structured improvisations,

and describe the dance making and performance processes used in their own works● Student should be able to execute manipulations of the elements of movement in a learnt solo or group dance work

to communicate the choreographer’s expressive intention, through the safe use of technical and physical skills, and analyse the processes used to learn, rehearse and perform the work

ASSESSMENT

Unit 1

Demonstration of achievement of Outcome 1 is based on a character based group performance to an audience. Outcomes 2 and 3 are based on the student’s performance in a variety of tasks.

Unit 2

Demonstration of achievement of Outcome 1 is based on the student’s solo performance. Outcomes 2 and 3 are based on the student’s performance in a variety of tasks.

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that:● Students have undertaken Dance Electives in Year 9 and/or Year 10● Students have had Dance school experience prior to undertaking this sequence of units


114


VCE Dance Units 3 and 4CONTENT

Unit 3

This unit focuses on choreography, rehearsal and performance of a unifi ed solo dance work. When rehearsing and performing this work, students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the solo dance work.

Students also develop an understanding of choreographic skills through an analysis of ways the expressive intention chosen by the choreographer of twentieth and/or twenty-fi rst century solo dance works selected from the prescribed list of dance works is developed through the use of choreographic devices and arrangement of phrases and sections. Students analyse expressive use of movement vocabulary in the selected dance works, and cultural infl uences on the choreographers’ choice of expressive intention, and technical and production aspects of the dance works.

Unit 4

This unit focuses on choreography, rehearsal and performance of a unifi ed solo dance work which has a beginning, development/s and resolution. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of performance skills. Students also document and analyse the dance making and performance processes involved in the choreography, rehearsal and performance of the unifi ed solo dance work.

Students’ understanding of choreographic skills is also developed and refi ned through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of group structures and the elements of spatial organisation, including direction, level, eye/body focus and dimension, in group dance works by twentieth and/or twenty-fi rst century choreographers. Cultural infl uences on choices made by choreographers in these works are also studied.

OUTCOMES

Unit 3● Students should be able to analyse cultural infl uences on, and the movement vocabulary and use of, related phrases,

movement sections, formal structures and dance design to communicate the expressive intention in prescribed solo dance works

● Students should be able to choreograph, rehearse and perform a solo dance work using a personal movement vocabulary and technical, physical and performance skills to communicate their expressive intention, and analyse the processes used to choreograph, rehearse and perform the dance work

● Students should be able to learn, rehearse and perform a group dance work created by another choreographer, and analyse the processes involved in learning, rehearsing and performing the work

115


VCE DANCE UNITS 3 AND 4 CONTINUED

Unit 4● Students should be able to analyse cultural infl uences on, and the use of, group structures and the elements of

spatial organisation to communicate the expressive intention in prescribed group dance works● Students should be able to choreograph, rehearse and perform a solo dance work which has a unifi ed composition

and communicates an expressive intention through manipulation of the elements of spatial organisation, and analyse the processes used to choreograph, rehearse and perform the dance work

ASSESSMENT

Unit 3

The student’s level of achievement in Unit 3 will be determined by School Assessed Coursework and an end of year examination. School Assessed Coursework for Unit 3 will comprise 15% of the fi nal assessment.

Unit 4

The level of achievement for Units 3 and 4 is also assessed by an end of year performance examination, which will contribute 50% to the study score, and an end of year written examination, which will contribute 25% to the study score.

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students have undertaken Units 1 and 2 in this subject.


116


VCE Drama Units 1 and 2CONTENT

Unit 1 – Introducing Performance Styles

In this unit, students study performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived.

This unit focuses on creating, presenting and analysing a devised ensemble performance that includes real or imagined characters and is based on stimulus material that refl ects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers.

Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. They document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.

Unit 2 – Australian Identity

In this unit, students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.

In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application of symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic elements and production areas.

OUTCOMES

Unit 1 ● Students should be able to devise and document an ensemble drama work/s based on experiences and/or stories● Students should be able to perform a devised drama work/s to an audience● Students should be able to analyse the development and performance to an audience of their non-naturalistic

devised work● Students should be able to analyse the portrayal of stories and characters in a drama performance by professional or

other drama practitioners

Unit 2 ● Students should be able to devise and document the processes used to create a solo non-naturalistic performance

work● Students should be able to present a performance of a devised non-naturalistic work to an audience● Students should be able to analyse the creation, development and performance to an audience of their ● non-naturalistic devised work● Students should be able to analyse a performance of an Australian drama work

117


VCE DRAMA UNITS 1 AND 2 CONTINUED

ASSESSMENT

Unit 1 ● Outcomes 1, 2 and 3 are all based on the student’s devised ensemble performance. Students are assessed on creating

their piece, performing their piece and analysing the fi nishing product. Outcome 4 is based on the analysis of a professional production which requires students to attend the theatre

Unit 2 ● Outcomes 1, 2 and 3 are all based on the student’s devised solo performance. Students are assessed on creating

their piece, performing their piece and analysing the fi nished product. Outcome 4 is based on the analysis of a professional production which requires students to attend the theatre

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students have undertaken Drama as a subject in Year 9 and/or Year 10.


118


VCE Drama Units 3 and 4CONTENT

Unit 3 – Devised Ensemble Performance

In this unit, students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Students create work that refl ects a specifi c performance style or one that draws on multiple performance styles and is therefore eclectic in nature. They use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas.

Throughout development of the work, they experiment with transformation of character, time and place, and application of symbol. Students devise and shape their work to communicate meaning or to have a specifi c impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually by VCAA.

Unit 4 – Devised Solo Performance

This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work.

Students further develop and refi ne these skills as they create a performance in response to a prescribed structure. They consider the use of production areas to enhance their performance and the application of symbol and transformations. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.

OUTCOMES

Unit 3 ● Students should be able to devise and document the processes used to develop and present character/s within a

devised ensemble performance● Students should be able to analyse the use of processes, techniques and skills to create and present a devised

ensemble performance● Students should be able to analyse and evaluate a professional performance

Unit 4 ● Students should be able to demonstrate, in response to given stimulus material, application of symbol and

transformation of character, time and place, and describe the techniques used● Students should be able to create, develop and perform a solo performance in response to a prescribed structure● Students should be able to analyse and evaluate the creation, development and presentation of a solo performance

devised in response to a prescribed structure

119


VCE DRAMA UNITS 3 AND 4 CONTINUED

ASSESSMENT

Unit 3

The student’s level of achievement will be determined by School Assessed Coursework and two end of year examinations, one written and one performance.

Unit 4

School Assessed Coursework for Unit 4 will comprise part of the fi nal assessment. The level of achievement for Units 3 and 4 is also assessed by two end of year examinations.

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that students have undertaken Units 1 and 2 in this subject.


120


VCE Economics Units 1 and 2CONTENT

Unit 1

Economics is a dynamic and constantly evolving fi eld. As a social science, Economics is interested in the way humans behave and the decisions made to meet the needs and wants of society. In this unit, students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action.

Students examine basic economic models where consumers and businesses engage in mutually benefi cial transactions and investigate the motivations and consequences of both consumer and business behaviour. They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts.

Students examine a simple microeconomic model to explain changes in prices and quantities traded. Through close examination of one or more key markets, they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect effi ciency and living standards.

Unit 2

As a social science, economics often looks at contemporary issues where there are wide differences of opinion and constant debate. In most instances the decisions made by the consumers, businesses and governments may benefi t some stakeholders but not others. Trade-offs, where the achievement of one economic or public policy goal may come at the expense of another, are the subject of much debate in economic circles.

In this unit, the focus is on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. Students investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environmental sustainability can be compatible and discuss the effect of different policies on the achievement of these important goals.

Students explore how the benefi ts of economic growth are shared in an economy and begin to appreciate that efforts to increase economic effi ciency might lead to a more inequitable distribution of income. They evaluate the role of government intervention in markets and discuss whether achieving greater equality causes a decline in economic growth and average living standards. Through the analysis of specifi c policy measures, students analyse and question the nature of this key trade-off and evaluate whether there is a degree of compatibility between equity and effi ciency.

Students consider the infl uence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. Through an examination of the issue, students gain a greater appreciation of additional factors that can affect living standards in both Australia and other nations. They consider the perspectives of relevant stakeholders and evaluate the validity of individual and collective responses to global issues.

121


VCE ECONOMICS UNITS 1 AND 2 CONTINUED

OUTCOMES

Unit 1 ● Students should be able to describe the basic economic problem, discuss the role of consumers and businesses in

the economy and analyse the factors that infl uence decision making● Students should be able to explain the role of relative prices and other non-price factors in the allocation of

resources in a market-based economy

Unit 2 ● Students should be able to explain the factors and policies that may infl uence economic growth and environmental

sustainability, and analyse the potential trade-off ● Students should be able to explain the factors and policies that may infl uence equity in the distribution of income

and effi ciency of resource allocation, and analyse the potential trade-off ● Students should be able to explain the factors that may infl uence a global economic issue/s and evaluate potential

consequences associated with actions to address the issue/s

ASSESSMENT

Assessment tasks for these units include: analysis of written, visual and statistical evidence, a folio of applied economic exercises, problem solving tasks, a blog of annotated media commentaries using print or electronic materials, a report of an investigation, case studies, a debate, a presentation (oral, multimedia, visual), a web page, economic simulation activities, an essay/a structured report, structured questions.

122


VCE Economics Units 3 and 4CONTENT

Unit 3

In this unit, students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of goods and services. They develop an understanding of the key measures of effi ciency and how market systems can result in effi cient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. Students also develop an understanding of the macroeconomy. They investigate the factors that infl uence the level of aggregate demand and aggregate supply in the economy and use models and theories to explain how changes in these variables might infl uence the achievement of the Australian Government’s domestic macroeconomic goals and affect living standards. Students investigate the importance of international economic relationships in terms of their infl uence on Australia’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market. They analyse how international transactions are recorded, predict how economic events might affect the value of the exchange rate and evaluate the effect of trade liberalisation.

Unit 4

Students develop an understanding of how the Australian Government can alter the composition and level of government outlays and receipts to directly and indirectly infl uence the level of aggregate demand and the achievement of domestic macroeconomic goals. Students examine the role of the Reserve Bank of Australia (RBA) with a focus on its responsibility to alter the cost and availability of credit in the economy. Students consider each of the transmission mechanisms through which changes to interest rates can affect the level of aggregate demand in the economy and how these changes might affect the achievement of the Australian Government’s domestic macroeconomic goals. Students examine and analyse the effects of the last two Australian Government budgets, and how particular initiatives have helped to stabilise the level of aggregate demand and infl uenced the achievement of domestic macroeconomic goals.

Students consider how the Australian Government utilises aggregate supply policies to manage the Australian economy. Students investigate the role of both market-based and interventionist approaches to managing the supply side of the economy. They evaluate these policy responses in terms of their effect on incentives and consider how they increase competition and effi ciency in the economy. Students assess the role of microeconomic reform in terms of its effect on economic prosperity and the achievement of the Australian Government’s domestic macroeconomic goals.

OUTCOMES

Unit 3 ● Students should be able to explain how markets operate to allocate resources, and discuss the effect of government

intervention on market outcomes ● Students should be able to analyse key contemporary factors that may have infl uenced the Australian Government’s

domestic macroeconomic goals over the past two years and discuss how achievement of these goals may affect living standard

● Students should be able to explain the factors that may infl uence Australia’s international transactions and evaluate how international transactions and trade liberalisation may infl uence the current account balance, the Australian Government’s domestic macroeconomic goals and living standards in Australia

123


VCE ECONOMICS UNITS 3 AND 4 CONTINUED

Unit 4 ● Students should be able to discuss the nature and operation of aggregate demand policies and analyse how the

policies may infl uence the Australian Government’s domestic macroeconomic goals and living standards● Students should be able to discuss the nature and operation of aggregate supply policies and analyse how the

policies may infl uence the Australian Government’s domestic macroeconomic goals and living standards

ASSESSMENT

School Assessed Coursework for Units 3 and 4 will contribute 50%. The level of achievement for Units 3 and 4 is also assessed by an end of year examination, which will contribute 50%.

124


VCE English Language Units 1 and 2CONTENT

In Units 1 and 2, students explore the ways in which language is used by individuals and groups and refl ects our thinking and values.

Unit 1

In this unit, students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others and explore the various functions of language and the nature of language as an elaborate system of signs. They study the relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered. Students also investigate children’s ability to acquire language and the stages of language acquisition across a range of subsystems.

Unit 2

In this unit, students focus on language change. They consider factors contributing to change over time in the English language and factors contributing to the spread of English. Exploring texts from the past and from the present, students consider how all subsystems of the language system are affected – phonetics and phonology, morphology and lexicology, syntax, discourse and semantics. In addition to developing an understanding of how English has been transformed over the centuries, they explore the various possibilities for the future of English. Students consider how the global spread of English has led to a diversifi cation of the language and to English now being used by more people as an additional or a foreign language than as a fi rst language. They also consider the cultural repercussions of the spread of English.

OUTCOMES

Unit 1● Students should be able to identify and describe primary aspects of the nature and functions of human language● Students should be able to describe what children learn when they acquire language and discuss a range of

perspectives on how language is acquired

Unit 2● Students should be able to describe language change as represented in a range of texts and analyse a range of

attitudes to language change● Students should be able to describe and explain the effects of the global spread of English in terms of both

conformity and diversity, through a range of spoken and written texts

ASSESSMENT

Students will be required to achieve the above outcomes through a selection of tasks. These task may include some of the following: a folio, a written or oral report, at test, a selection of short answer questions, a written analytical response, a poster, a visual performance, a case study, and/or data show.

125


VCE English Language Units 3 and 4CONTENT

Unit 3

The focus of this unit is texts in their contexts. Language is always encountered as text and it is in the large range of texts that much of the meaning of a culture, its values, its knowledge and its ideologies, is constructed. This unit provides a framework for the study of texts by looking at texts from the perspective of their style, bringing together several dimensions: the grammatical and discourse structure of language; the choice and meaning of words within texts; how words are combined to convey a message; the purpose in conveying a message; and the particular context in which a message is conveyed. The aim is to describe the interrelationship between words, sentences and text to discover how they construct their message.

Unit 4

The focus of this unit is language in its social setting, as it refl ects society. Through language we communicate information, ideas, attitudes, prejudices and ideological stances. Language varies according to both the user and its occasion of use. There is a range of attitudes within society to the different varieties of language we use. Language is a means of societal interaction. It is indicative of power structures both through the choice of a particular variety of language, and through the way in which that language variety is used in processes of inclusion and exclusion. Language is a means of identifying and defi ning individual and group membership. Through it we indicate where we have been and how we want others to perceive us. Language marks group boundaries, as it is used to distinguish between ‘us’ and ‘them’.

OUTCOMES

Unit 3 ● Students should be able to identify and analyse distinctive features of informal language in written and spoken texts● Students should be able to identify and analyse distinctive features of formal language in written and spoken texts

Unit 4 ● Students should be able to investigate and analyse varieties of Australian English and attitudes towards them● Students should be able to analyse how people’s choice of language refl ects and constructs their identities

ASSESSMENT

School Assessed Coursework and an end of year examination, which will contribute 50% to the fi nal assessment, will determine the student's level of achievement for Units 3 and 4.

126


VCE English Units 1 and 2CONTENT

Units 1 and 2

In Units 1 and 2, students read and respond to texts analytically and creatively and compare the presentation of ideas, issues and themes in texts. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. The term ‘set text’ refers to texts chosen by the college for the achievement of set outcomes.

OUTCOMES

Unit 1 ● Students should be able to produce both analytical and creative responses to texts● Students should be able to analyse how argument and persuasive language can be used to position audiences, and

create their own texts intended to position audiences

Unit 2 ● Students should be able to compare the presentation of ideas, issues and themes in two texts● Students should be able to identify and analyse how argument and persuasive language are used in text/s that

attempt to infl uence an audience, and create a text which presents a point of view

ASSESSMENT

Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through participation in discussion groups and the assessment of a range of learning activities and tasks in written, oral and multi-modal form.

127


VCE English Units 3 and 4CONTENT

Unit 3

In this unit, students identify, discuss and analyse how the features of selected texts create meaning and how they infl uence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts. Students also analyse and compare the use of argument and language in texts that debate a topical issue. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader.

Unit 4

In this unit, students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that refl ect the world and human experiences. Students also build their understanding of both the analysis and construction of texts that attempt to infl uence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue.

OUTCOMES

Unit 3 ● Students should be able to produce an analytical interpretation of a selected text, and a creative response to a

different selected text● Students should be able to analyse and compare the use of argument and persuasive language in texts that present a

point of view on an issue currently debated in the media

Unit 4 ● Students should be able to produce a detailed comparison which analyses how two selected texts present ideas,

issues and themes● Students should be able to construct a sustained and reasoned point of view on an issue currently debated in the

media

ASSESSMENT

In English the student’s level of achievement will be determined by School Assessed Coursework and end of year examination. Percentage contributions to the study score in English are as follows: ● Unit 3 School Assessed Coursework: 25% ● Unit 4 School Assessed Coursework: 25% ● End of year examination: 50%

128


VCE Environmental Science Units 1 and 2CONTENT

Unit 1: How Are Earth’s Systems Connected?

In this unit, students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured.

A student practical investigation related to ecosystem monitoring and/or change is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

Unit 2: How Can Pollution Be Managed?

In this unit, students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the signifi cance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making.

Pollutants can be produced through natural and human activities and can generate adverse effects for living and non-living things when released into ecosystems. Students examine how pollutant effects produced in one of Earth’s four systems may have an impact on the other systems. They explore the factors that affect the nature and impact of pollution including pollutant sources, transport mechanisms and potential build-up due to long-term or repeated exposure. Students compare three pollutants of national and/or global signifi cance with reference to their effects in the atmosphere, biosphere, hydrosphere and lithosphere, and discuss management options.

Students undertake an in-depth case study of the management strategies that apply to a pollutant of local concern related to ecosystem monitoring and/or change. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

129


VCE ENVIRONMENTAL SCIENCE UNITS 1 AND 2 CONTINUED

OUTCOMES

Unit 1● Students should be able to compare the processes and timeframes for obtaining the key inputs required for life on

Earth, describe strategies for the minimisation of waste product outputs, and explain how Earth’s four systems interact to sustain life

● Students should be able to describe the fl ow of matter and energy, nutrient exchange and environmental changes in ecosystems across Earth’s four systems over different time scales

● Students should be able to design and undertake an investigation

Unit 2● Students should be able to compare a selected pollutant that results in bioaccumulation with an air- or water-borne

pollutant, with reference to their sources, characteristics and dispersal, explain how they can be measured and monitored, and describe treatment options

● Students should be able to compare the sources, nature, transport mechanism, effects and treatment of three selected pollutants, with reference to their actions in the atmosphere, biosphere, hydrosphere and lithosphere.

● Students should be able to investigate and communicate a substantiated response to an issue involving the management of a selected pollutant of local interest

130


CONTENT

The VCE Extended Investigation enables students to develop, refi ne and extend their knowledge and skills through an independent research. Students are required to carry out an investigation that focuses on a rigorous research question.

The investigation may be an extension of a subject area already undertaken by the student or it may be completely independent of any other study in the student’s VCE program. Through this study, students develop their capacity to explore, justify and defend their research fi ndings to a general audience in both oral and written forms.

Critical thinking is a foundation of the study. The study requires students to engage with a range of texts that require the application of critical thinking skills, in particular the skills associated with questioning and evidence. Students learn about types of evidence, strong and weak argument and reasoning, the differences between fact and belief, and the kinds of questions that elicit higher order thinking. This provides the student with the framework for understanding how to undertake an individual investigation.

Students are introduced to a broad range of research methods and explore their comparative suitability for the investigation of particular questions. The skills that students develop in this study are transferable to any higher education course or vocational education and training program.

Unit 3: Designing an Extended Investigation

Students design a research question of signifi cance and requiring detailed inquiry. They set parameters and consider their research methodology and develop a research plan. Students practise critical thinking and develop their capacity to evaluate information effectively.

Unit 4: Presenting an Extended Investigation

Students complete their Extended Investigation and write the fi nal report that provides their response to the research question. They maintain journal as a record of their research and refl ect on and evaluate their research. Students present their investigation before a non-specialist panel and respond to questions and challenges.

OUTCOMES ● Students should be able to develop and construct a rigorous research question● Students should be able to design and undertake an independent investigation● Students should be able to understand and apply research methods● Students should be able to explore a chosen area of investigation in depth● Students should be able to develop as independent, critical and refl ective learners● Students should be able to develop research project management knowledge and skills● Students should be able to analyse and evaluate fi ndings and results● Students should be able to develop skills in written and oral presentation of research fi ndings

ASSESSMENT ● Unit 3 School Assessed Coursework: Research Rationale, Research Plan Oral: 30%● Unit 3 Externally-assessed Critical Thinking Test: 10%● Unit 4 Externally-assessed Task: 4000 word Research Paper, 20 minute Oral: 60%

131


VCE Geography Units 1 and 2CONTENT

Unit 1: Hazards and Disasters

In this unit, students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people.

Hazards represent the potential to cause harm to people and or the environment whereas disasters are judgments about the impacts of hazard events. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specifi c types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.

Students undertake fi eldwork (overnight camp) in this unit and report on their fi eldwork.

Unit 2: Tourism

In this unit, students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. Tourism involves the movement of people travelling away from and staying outside of their usual environment for more than 24 hours but not more than one consecutive year. Over one billion tourists a year cross international boundaries with greater numbers involved as domestic tourists within their own countries. The study of tourism at local, regional and global scales emphasises the interconnection within and between places. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism.

Students undertake fi eldwork in this unit (overnight camp) and report on fi eldwork.

OUTCOMES

Unit 1 ● Students should be able to analyse, describe and explain the nature of hazards and impacts of hazard events at a

range of scales ● Students should be able to analyse and explain the nature, purpose and effectiveness of a range of responses to

selected hazards and disasters

Unit 2 ● Students should be able to analyse, describe and explain the nature of tourism at a range of scales● Students should be able to analyse and explain the impacts of tourism on people, places and environments and

evaluate the effectiveness of strategies for managing tourism

ASSESSMENT

Assessment tasks for these units include: recording and reporting on data collected in the fi eld; data processing and presentations – maps, graphs, annotated visual display; research reports; written responses; short tests and examination. An overnight camp for the purposes of fi eldwork is also included in the assessment program.


132


VCE Geography Units 3 and 4CONTENT

Unit 3: Changing the Land

This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and fl ora and fauna and, increasingly, interconnections with human activity.

Students investigate three major processes that are changing land cover in many regions of the world: deforestation, desertifi cation, and melting glaciers and ice sheets.

At a local scale students investigate land use change using appropriate fi eldwork (overnight camp) techniques and secondary sources.

Unit 4: Human Population – Trends and Issues

In this unit, students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. In this unit, students study population dynamics before undertaking an investigation into two signifi cant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. Many factors infl uence population change, including the impact of government policies, economic conditions, wars and revolution, political boundary changes and hazard events.

OUTCOMES

Unit 3 ● Students should be able to analyse, describe and explain land use change and assess its impacts● Students should be able to analyse, describe and explain processes that result in changes to land cover and discuss

the impacts and responses resulting from these changes

Unit 4 ● Students should be able to analyse, describe and explain population dynamics on a global scale● Students should be able to analyse, describe and explain the nature of signifi cant population issues and challenges

in selected locations and evaluate responses

ASSESSMENT

School Assessed Coursework for each of Units 3 and 4 will contribute 25% of the study score. The level of achievement for Units 3 and 4 will also be assessed by an end of year examination, which will contribute 50% to the study score.


133


VCE Health and Human Development Units 1 and 2CONTENT

Unit 1: Understanding Health and Wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and defi nitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organisation’s (WHO) defi nition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health.

In this unit, students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that infl uence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of infl uences 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.

Unit 2: Managing Health and Development

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

134


VCE HEALTH AND HUMAN DEVELOPMENT UNITS 1 AND 2 CONTINUED

OUTCOMES

Unit 1 ● Students should be able to explain multiple dimensions of health and wellbeing, explain indicators used to measure

health status and analyse factors that contribute to variations in health status of youth● Students should be able to apply nutrition knowledge and tools to the selection of food and the evaluation of

nutrition information● Students should be able to interpret data to identify key areas for improving youth health and wellbeing, and plan

for action by analysing one particular area in detail

Unit 2 ● Students should be able to explain developmental changes in the transition from youth to adulthood, analyse factors

that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept

● Students should be able to describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies

ASSESSMENT

Assessment tasks for this unit are selected from the following:● A short written report, such as a media analysis, a research inquiry, a blog or a case study analysis ● An oral presentation, such as a debate or a podcast ● A visual presentation such as a graphic organiser, a concept/mind map, an annotated poster or a digital presentation ● Structured questions, including data analysis

“The best part of HHD was learning about the different determinants of health as well as risk and protective nutrients.” Madison Metaxas – 2016 Dux of HHD Units 1&2

135


VCE Health and Human Development Units 3 and 4CONTENT

Unit 3: Australia’s Health in a Globalised World

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students explore health and wellbeing as a global concept and take a broader approach to inquiry. As they consider the benefi ts of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right.

Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians.

Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Unit 4: Health and Human Development in a Global Context

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.

Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people.

Area of Study 2 looks at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and refl ect on their capacity to take action.

136


VCE HEALTH AND HUMAN DEVELOPMENT UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 3 ● Students should be able to explain the complex, dynamic and global nature of health and wellbeing, interpret and

apply Australia’s health status data and analyse variations in health status ● Students should be able to explain changes to public health approaches, analyse improvements in population health

over time and evaluate health promotion strategies

Unit 4 ● Student should be able to analyse similarities and differences in health status and burden of disease globally and the

factors that contribute to differences in health and wellbeing● Students should be able to analyse relationships between the SDGs and their role in the promotion of health and

human development, and evaluate the effectiveness of global aid programs

ASSESSMENT

School assessed coursework for each of Units 3 and 4 will contribute 25% to the study score. The level of achievement for Units 3 and 4 is also assessed by the end of year examination, which will contribute the remaining 50% of the study score.

137


VCE Australian and Global Politics Units 1 and 2CONTENT

Unit 1: The National Citizen

As an Australian, you play an important role in the way our nation responds to various events that impact on our citizens. Examining a series of events from 2000 to the present day, you will learn how and why past and present governments have responded to crises over time and how this has impacted on our relationships with foreign governments and institutions/groups such as the United Nations and Amnesty International. These issues range from the human rights of asylum seekers, concerns for the environment and the threat of terrorism.

Unit 2: The Global Citizen

In this unit, students investigate key global challenges facing the international community in the twenty-fi rst century. They examine and analyse the debates surrounding two ethical issues such as the rights of the child and freedom from torture, then students evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to solving them through examination of particular examples and case studies, which may include the War on Terror fought in Afghanistan and Iraq.

OUTCOMES

Unit 1 ● Students should be able to evaluate the power and infl uence of key global actors in the twenty-fi rst century and

assess the extent to which they achieve their aims● Students should be able to analyse and evaluate types and forms of power as used by a specifi c Asia-Pacifi c state in

the region in pursuit of its national interest

Unit 2● Students should be able to analyse two global political issues from a range of perspectives and evaluate the

effectiveness of global actors’ responses to these issues● Students should be able to explain the characteristics of two contemporary global crises and evaluate the

effectiveness of responses to these

ASSESSMENT

Assessment tasks for this unit are selected from the following: ● An analysis of visual materials, for example cartoons, websites, posters, fi lms, plays, artwork● An audiovisual presentation● An oral presentation● A written research report● A web-based presentation● A case study or a debate

138


VCE Global Politics Units 3 and 4CONTENT

Unit 3: Global Actors

In this unit, students will learn more about international affairs in the twenty-fi rst century that people and governments have to manage and attempt to resolve to help make the international community a stable place for everyone. Students will use current real world events to analyse key global actors (such as the United Nations, the International Criminal Court to Amnesty International) and their aims, roles, power and infl uence.

Unit 4: Global Challenges

In this unit, students investigate contemporary key challenges facing the international community in the twenty-fi rst century. These include terrorism, child slavery, women’s rights or climate change. Students then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises, and consider the varying effectiveness of responses and challenges to solving them.

OUTCOMES

Unit 3 ● Students should be able to evaluate the power and influence of key global actors in the twenty-first century and

assess the extent to which they achieve their aims● Student should be able to analyse and evaluate types and forms of power as used by a specific Asia-Pacific state in

the region in pursuit of its national interest

Unit 4 ● Students should be able to analyse two global political issues from a range of perspectives and evaluate the

effectiveness of global actors’ responses to these issues● Student should be able to explain the characteristics of two contemporary global crises and evaluate the

effectiveness of responses to these

ASSESSMENT

The following four assessment tasks must be taken over Units 3 and 4: ● A multimedia presentation, a case study, an essay, a report, a test, structured questions, short-answer questions and/

or an extended response. ● School Assessed Coursework for Unit 3 contributes 25% towards the overall study score● School Assessed Coursework for Unit 4 contributes 25% towards the overall study score● The level of achievement for Units 3 & 4 is also assessed by an end of year examination which will contribute the

remaining 50% towards the study score

139


VCE History: Twentieth Century History Units 1 and 2CONTENT

Unit 1: 1918 – 1939

The Twentieth Century was a period of dynamic political, economic and social changes. This unit examines different events that shaped the world from 1918 – 1939. These events include the way the 1920s changed cultural life in America and laid the foundations for the Great Depression. The unit also explores how the development of various ideologies contributed to the outbreak of the Second World War.

Unit 2: 1945 – 2000

This unit looks at the world in the post Second World War period, with the establishment of the United Nations and how this organisation aimed to restore peace to an ideologically divided world, which was undermined by the Cold War. Crisis such as the 1962 Cuban Missile Crisis took the world to the brink of nuclear war, tensions only exacerbated by the 1963 assassination of American President Kennedy. Students also learn about events of the new millennium such as partition and initiatives for independence in India and Palestine.

OUTCOMES

Unit 1● Students should be able to explain the consequences of the peace treaties, which ended World War One, the impact

of ideologies on nations and the events that led to World War Two● Students should be able to explain patterns of social life and cultural change in one or more contexts, and analyse

the factors, which infl uenced changes to social life and culture, in the inter-war years. To achieve this outcome, the student will draw on key knowledge and key skills outlined in Area of Study 2, focusing on one or more of the following contexts: Italy, Germany, Japan, USSR and/or USA

Unit 2● Student should be able to explain the idealogical divisions in the post-war period and analyse the nature,

development and impact of the Cold War on nations and people, in relation to one or more particular confl icts of the period

● Students should be able to explain the causes and nature of challenge and change in relation to two selected contexts in the second half of the twentieth century and analyse the consequences for nations and people

ASSESSMENT

Assessment tasks over Units 1 and 2 should include the following: ● A historical inquiry● An analysis of primary sources● An analysis of historical interpretations● An essay

140


VCE History: Australian History Units 3 and 4CONTENT

Australian History has been a part of your learning journey throughout primary and secondary school; however, in this subject you will learn aspects about your nation’s history that you did not know existed. In VCE Australian History, students explore four periods of time from 1830 to 2000, which span some of the major events that developed and changed the nature of Australia society and created modern Australia.

Unit 3: Transformations – Colonial Society to Nation

Students explore the changes of the Port Phillip District (later Victoria) from the 1830s through to the end of the gold rush decade in 1860. They consider the dramatic changes introduced as the British colonisers swiftly established themselves, taking possession of the land and then its newly discovered mineral riches.

Students examine transformations in the way of life of the Aboriginal peoples and to the environment, as the European society became a permanent settlement. They also consider how new visions for the future created by the gold rush and the Eureka rebellion further transformed the new colony.

Students explore the type of society Australians attempted to create in the early years of the newly federated nation. Much of the legislation debated and passed by the Commonwealth Parliament was relatively advanced and Australia was seen as a social laboratory exploring new forms of rights and benefi ts for its citizens. Students evaluate the effect that Australian involvement in World War One had on the country’s egalitarian and socially progressive aspirations.

Unit 4: Transformations – Old Certainties and New Visions

In Area of Study 1, students focus on how World War brought both internal and external crises to the nation.

In Area of Study 2, students explore social, economic and political changes in the latter part of the twentieth century that collectively challenged and/or overturned much of Australia’s earlier carefully constructed social and economic fabric. Students examine changes brought about by Australia’s involvement in the Vietnam War and Indigenous Land Rights.

141


VCE HISTORY: AUSTRALIAN HISTORY UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 3● Students should be able to analyse the nature of change in the Port Phillip District/Victoria in the period 1834–1860 ● Students should be able to analyse the visions and actions that shaped the new nation from 1890 to 1920, and the

changes and continuities to these visions that resulted from participation in World War One

Unit 4● Students should be able to analyse the social, economic and political consequences of World War Two on the nation ● Students should be able to analyse and evaluate two key social, economic and political changes in late twentieth

century Australia as a result of Australia’s involvement in the Vietnam War

ASSESSMENT

The following four assessment tasks must be taken over Units 3 and 4: ● Research paper, analysis of visual and/or written documents, historiographical exercise, and an essay● School Assessed Coursework for Unit 3 contributes 25% towards the overall study score● School Assessed Coursework for Unit 4 contributes 25% towards the overall study score● The level of achievement for Units 3 and 4 is also assessed by an end of year examination which will contribute the


142


VCE History: Revolutions Units 3 and 4CONTENT

In Units 3 and 4 Revolutions, students investigate the signifi cant historical causes and consequences of political revolution. The course is divided according to two revolutions, Unit 3 – the French Revolution (1774 – 1795) and Unit 4 – the Russian Revolution (1896 – 1927). Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats.

For the two selected revolutions, both areas of study must be undertaken.

OUTCOMES

Units 3 and 4● Students should be able to analyse the causes of revolution, and evaluate the contribution of signifi cant ideas,

events, individuals and popular movements● Student should be able to analyse the consequences of revolution and evaluate the extent of change brought to

society

ASSESSMENT

The following four assessment tasks must be taken over Units 3 and 4: ● Research paper, analysis of visual and/or written documents, historiographical exercise, and an essay● School Assessed Coursework for Unit 3 contributes 25% towards the overall study score● School Assessed Coursework for Unit 4 contributes 25% towards the overall study score ● The level of achievement for Units 3 and 4 is also assessed by an end of year examination which will contribute the


143


VCE Languages – German Units 1 and 2CONTENT

Units 1 and 2

The areas of study for German comprise themes and topics, grammar, text types, vocabulary and different types of writing. The three prescribed themes are: the individual, German speaking communities and the world around us. Texts include: articles, short stories, web pages, radio and TV segments, fi lms, songs, interviews, letters, diary entries and advertisements.

OUTCOMES

Unit 1 ● Students should be able to exchange meaning in a spoken interaction in German ● Students should be able to interpret information from two texts on the same subtopic presented in German and

respond in writing in German and in English● Students should be able to present information, concepts and ideas in writing in German on the selected subtopic

and for a specifi c audience and purpose

Unit 2 ● Students should be able to respond in writing in German to spoken, written or visual texts presented in German● Students should be able to analyse and use information from written, spoken or visual texts to produce an extended

written response in German● Students should be able to explain information, ideas and concepts orally in German to a specifi c audience about an

aspect of culture within communities where German is spoken

ASSESSMENT

Across both units, students are assessed on tasks that may include: informal and formal conversations, replies to personal letters/email/faxes, role plays, interviews, listening to conversations, broadcasts, obtaining information to complete notes, charts or tables, reorganising information into different text types, reading texts such as extracts, advertisements, letters, recording journal entries, and delivering oral presentations. In both units students do an oral and a written examination.

144


VCE Languages – German Units 3 and 4CONTENT

Units 3 and 4

The areas of study for German for Units 3 and 4 enable the student to explore and compare aspects of the language and culture of the German speaking countries through a range of oral and written texts. This will enable the student to develop knowledge and understanding of some historical issues, aspects of contemporary society, and the literary or artistic heritage of the German speaking countries. Texts may include feature fi lms, short stories, songs, newspaper articles, music, documentaries, and oral history. Themes are the individual, the German speaking communities, and the changing world.

OUTCOMES

Unit 3 ● Students should be able to participate in a spoken exchange in German to resolve a personal issue● Students should be able to interpret information from texts and write responses in German● Students should be able to express ideas in a personal, informative or imaginative piece of writing in German

Unit 4 ● Students should be able to share information, ideas and opinions in a spoken exchange in German● Students should be able to analyse information from written, spoken and viewed texts for use in a written response

in German● Students should be able to present information, concepts and ideas in evaluative or persuasive writing on an issue in

German

ASSESSMENT

School Assessed Coursework includes: writing a personal or imaginative text; a role play focusing on the resolution of an issue; responding to specifi c questions, messages or instructions in spoken and written texts; writing an informative, persuasive or evaluative response, and an interview on an issue related to texts studied.

The level of achievement will be determined by School Assessed Coursework and two end of year examinations (an oral examination and a written examination). School Assessed Coursework for Units 3 and 4 will each contribute 25% to the study score. The two end of year examinations will contribute a total of 50% to the study score.

145


VCE Languages – Indonesian Units 1 and 2CONTENT

Units 1 and 2

The areas of study for Indonesian (Second Language) comprise themes and topics, grammar, text types and different types of writing. The themes and topics enable the student to demonstrate achievement of the outcomes through activities and tasks undertaken. The grammar, vocabulary and kinds of writing are linked to each other through the three prescribed themes which are: the individual, the Indonesian speaking communities, and the world around us. Texts include: articles, short stories, web pages, radio and TV segments, fi lms, songs, interviews, letters, diary entries and advertisements. One of the main attractions of the program for students of this age is that the topics are relevant to their own interests as well as their own perceptions of themselves and the world around them. Language is a powerful means by which these ideas can be explored and developed.

OUTCOMES

Unit 1 ● Students should be able to exchange meaning in a spoken interaction in Indonesian● Students should be able to interpret information from two texts on the same subtopic presented in Indonesian and

respond in writing in Indonesian and in English● Students should be able to present information, concepts and ideas in writing in Indonesian on the selected subtopic

and for a specifi c audience and purpose

Unit 2 ● Students should be able to respond in writing in Indonesian to spoken, written or visual texts presented in

Indonesian● Students should be able to analyse and use information from written, spoken or visual texts to produce an extended

written response in Indonesian● Students should be able to explain information, ideas and concepts orally in Indonesian to a specifi c audience about

an aspect of culture within communities where Indonesian is spoken

ASSESSMENT

Across both units, students are assessed on tasks that may include: informal and formal conversations, replies to personal letters/email/faxes, role plays, interviews, listening to conversations, broadcasts, obtaining information to complete notes, charts or tables, reorganising information into different text types, reading texts such as extracts, advertisements and letters, recording journal entries, and delivering oral presentations. In both units students do an oral and a written examination.

146


VCE Languages – Indonesian Units 3 and 4CONTENT

Units 3 and 4

The areas of study for Indonesian for Units 3 and 4 enable the student to explore and compare aspects of the language and culture of the Indonesian speaking communities through a range of oral and written texts. This will enable the student to develop knowledge and understanding of some historical issues, aspects of contemporary society, and the literary or artistic heritage of the Indonesian speaking communities. Texts may which include feature fi lms, short stories, songs, newspaper articles, music, documentaries, painting, and oral history. Themes are the individual, the Indonesian speaking communities, and the changing world.

OUTCOMES

Unit 3 ● Students should be able to participate in a spoken exchange in Indonesian to resolve a personal issue● Students should be able to interpret information from texts and write responses in Indonesian● Students should be able to express ideas in a personal, informative or imaginative piece of writing in Indonesian

Unit 4 ● Students should be able to share information, ideas and opinions in a spoken exchange in Indonesian● Students should be able to analyse information from written, spoken and viewed texts for use in a written response

in Indonesian● Students should be able to present information, concepts and ideas in evaluative or persuasive writing on an issue in

Indonesian

ASSESSMENT

School Assessed Coursework includes: writing a personal or imaginative text; a role play focusing on the resolution of an issue; responding to specifi c questions, messages or instructions in spoken and written texts; writing an informative, persuasive or evaluative response, and an interview on an issue related to texts studied.

The level of achievement will be determined by School Assessed Coursework and two end of year examinations (an oral examination and a written examination). School Assessed Coursework for Units 3 and 4 will each contribute 25% to the study score. The two end of year examinations will contribute a total of 50% to the study score.

147


VCE Legal Studies Units 1 and 2CONTENT

Unit 1: Guilt and Liability

Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation.

In this unit, students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, Remedies and Rights

Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness.

Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a signifi cant case in relation to the protection of rights in Australia.

OUTCOMES

Unit 1● Students should be able to describe the main sources and types of law, and assess the effectiveness of laws● Students should be able to explain the purposes and key concepts of criminal law, and use legal reasoning to argue

the criminal culpability of an accused based on actual and/or hypothetical scenarios● Students should be able to explain the purposes and key concepts of civil law, and apply legal reasoning to argue

the liability of a party in civil law based on actual and/or hypothetical scenarios

Unit 2 ● Students should be able to explain key concepts in the determination of a criminal case, and discuss the principles

of justice in relation to the determination of criminal cases, sanctions and sentencing approaches● Students should be able to explain key concepts in the resolution of a civil dispute, and discuss the principles of

justice in relation to the resolution of civil disputes and remedies● Students should be able to evaluate the ways in which rights are protected in Australia, compare this approach with

that adopted by another country and discuss the impact of an Australian case on the rights of individuals and the legal system

148


VCE LEGAL STUDIES UNITS 1 AND 2 CONTINUED

ASSESSMENT

Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through participation in discussion groups and a variety of assessment tasks throughout the program. These include reading journals, oral and written reviews, close analysis of selected passages in a text, a creation of an original text in response to a text studied and an extended comparative response.

149


VCE Legal Studies Units 3 and 4CONTENT

Unit 3: Rights and Justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access.

In this unit, students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual scenarios.

Unit 4: The People and The Law

The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies.

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the signifi cance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in infl uencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.

OUTCOMES

Unit 3● Students should be able to explain the rights of the accused and of victims in the criminal justice system, discuss

the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice

● Students should be able to analyse the factors to consider when initiating a civil claim, discuss the institutions and methods used to resolve civil disputes and evaluate the ability of the civil justice system to achieve the principles of justice

Unit 4● Students should be able to discuss the signifi cance of High Court cases involving the interpretation of the

Australian Constitution and evaluate the ways in which the Australian Constitution acts as a check on parliament in law-making

● Students should be able to discuss the factors that affect the ability of parliament and courts to make law, evaluate the ability of these law-makers to respond to the need for law reform, and analyse how individuals, the media and law reform bodies can infl uence a change in the law

150


VCE LEGAL STUDIES UNITS 3 AND 4 CONTINUED

OUTCOMES

ASSESSMENT

There is one examination at the end of the year in November. It contributes 50% to the study score for this subject. The School Assessed Coursework in each of the two semesters contributes 25% to the study score.

151


VCE Literature Units 1 and 2CONTENT

Units 1 and 2

In Units 1 and 2, students focus on the ways in which the interaction between text and reader creates meaning and explore the ways literary texts connect with each other and with the world. They analyse the features and conventions of texts to help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and refl ectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They engage in close reading of texts and create analytical responses that are evidence-based and creatively experiment with textual structures and language features to understand how imaginative texts are informed by close analysis. Students develop familiarity with key terms, concepts and practices that equip them for further studies in literature.

OUTCOMES

Unit 1 ● Students should be able to respond to a range of texts and refl ect on infl uences shaping these responses● Students should be able to analyse the ways in which texts refl ect or comment on the ideas and concerns of

individuals and particular groups in society

Unit 2 ● Students should be able to analyse and respond critically and creatively to the ways a text from a past era and/or a

different culture refl ect or comment on the ideas and concerns of individuals and groups in that context● Students should be able to compare texts considering the dialogic nature of texts and how they infl uence each other

ASSESSMENT

Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through participation in discussion groups and a variety of assessment tasks throughout the program. These include reading journals, oral and written reviews, close analysis of selected passages in a text, a creation of an original text in response to a text studied and an extended comparative response.

152


VCE Literature Units 3 and 4CONTENT

Unit 3

This unit focuses on how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how perspectives of those adapting texts may inform or infl uence adaptations.

Unit 4

In this unit, students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.

OUTCOMES

Unit 3 ● Students should be able to analyse the extent to which meaning changes when a text is adapted to a different form● Students should be able to respond creatively to a text and comment on the connections between the text and the

response

Unit 4 ● Students should be able to produce an interpretation of a text using different literary perspectives to inform their

view● Students should be able to analyse features of texts, and develop and justify interpretation of texts

ASSESSMENT

In Literature, the student’s level of achievement will be determined by School Assessed Coursework and an end of year examination. Percentage contributions to the study score in Literature are as follows: ● Unit 3 School Assessed Coursework: 25% ● Unit 4 School Assessed Coursework: 25% ● End of year examination: 50%

153


Mathematics – VCE Foundation Mathematics Units 1 and 2CONTENT

Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Units 3 and 4 studies in VCE Mathematics in the following year. Students completing this course would need to undertake General Mathematics Units 1 and 2 in order to attempt Further Mathematics Units 3 and 4.

In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, Shape and Design’, ‘Patterns and Number’, ‘Data’ and ‘Measurement’.

OUTCOMES

For each unit, the student is required to demonstrate achievement of three outcomes. For each of Unit 1 and Unit 2, the outcomes apply to the content from the areas of study selected for that unit.● Students should be able to use and apply a range of mathematical concepts, skills and procedures from selected

areas of study to solve problems based on a range of everyday and real-life contexts● Students should be able to apply mathematical procedures to solve practical problems in both familiar and new

contexts, and communicate their results● Students should be able to select and use technology to solve problems in practical contexts

ASSESSMENT


Demonstration of achievement of Outcomes 1 and 2 will be based on the student’s performance on a selection of the following assessment tasks: ● Investigations and projects; for example, a report on an application of mathematics such as costing of a birthday

party, budgeting for a holiday, a survey of types of television programs or design of a car park ● Assignments, summary or review notes of mathematics that students have encountered in their work or study; for

example, a written or a multimedia or an oral presentation of wages calculations, materials estimation for a task, personal budgeting

● Tests of mathematical skills developed across application contexts


154


VCE Mathematics – General Mathematics Units 1 and 2CONTENT

General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Units 3 and 4 level. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra and Structure’, ‘Arithmetic and Number’, ‘Discrete Mathematics’, ‘Geometry, Measurement and Trigonometry’, ‘Graphs of Linear and Non-linear Relations’ and ‘Statistics’.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs with and without the use of technology. They will have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, fi nancial and statistical functionality of technology is incorporated throughout each unit.

OUTCOMES

For each unit, the student is required to demonstrate achievement of three outcomes. As a set these outcomes encompass all of the selected areas of study for each unit. For each of Unit 1 and Unit 2, the outcomes apply to the content from the areas of study selected for that unit. ● Students should be able to defi ne and explain key concepts as specifi ed in the selected content from the areas of

study, and apply a range of related mathematical routines and procedures● Students should be able to select and apply mathematical facts, concepts, models and techniques from the topics

covered in the unit to investigate and analyse extended application problems in a range of contexts● Students should be able to select and use numerical, graphical, symbolic and statistical functionalities of technology

to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

ASSESSMENT


Demonstration of achievement of Outcome 1 will be based on the student’s performance on a selection of the following assessment tasks: ● Assignments ● Tests ● Summary or review notes

Demonstration of achievement of Outcome 2 will be based on the student’s performance on a selection of the following assessment tasks: ● Modelling tasks ● Problem-solving tasks ● Mathematical investigations


155


VCE Mathematics – Further Mathematics Units 3 and 4CONTENT

Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data Analysis’ and ‘Recursion and Financial Modelling’. The Applications comprises two modules to be completed in their entirety, from a selection of four possible modules: ‘Matrices’, ‘Networks and Decision Mathematics’, ‘Geometry and Measurement’ and ‘Graphs and Relations’. Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics. For each module there are related topics in General Mathematics Units 1 and 2.

In undertaking this study, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, and graphs. They should have a facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, fi nancial and statistical functionality of technology is incorporated throughout each unit.

OUTCOMES

The student is required to demonstrate achievement of three outcomes. As a set these outcomes encompass Area of Study 1 and the two selected modules from Area of Study 2, Applications. ● Students should be able to defi ne and explain key concepts and apply related mathematical techniques and models

as specifi ed in Area of Study 1 and the two selected modules from Area of Study 2, in routine contexts● Students should be able to select and apply the mathematical concepts, models and techniques as specifi ed in Area

of Study 1 and the two selected modules from Area of Study 2 in a range of contexts of increasing complexity● Students should be able to select and appropriately use numerical, graphical, symbolic and statistical functionalities

of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

ASSESSMENT

School Assessed Coursework for Unit 3 and Unit 4 will contribute 20% and 14% respectively to the study score.

The level of achievement for Units 3 and 4 will also be assessed by two end-of-year examinations. The examinations will each contribute 33%.

Examination 1

This examination comprises multiple-choice questions covering both Areas of Study 1 and 2. The examination is designed to assess students’ knowledge of mathematical concepts, models and techniques and their ability to reason, interpret, and apply this knowledge in a range of contexts.

Examination 2

This examination comprises written response questions covering both Areas of Study 1 and 2. The examination will be designed to assess students’ ability to select and apply mathematical facts, concepts, models and techniques to solve extended application problems in a range of contexts.

156


VCE Mathematics – Mathematical Methods Units 1 and 2CONTENT

Mathematical Methods Unit 1 provides an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. In Unit 2, students focus on the study of simple transcendental functions and the calculus of simple algebraic functions. The two units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs and differentiation with and without the use of technology. They will have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is incorporated throughout the study.

OUTCOMES

For each unit, the student is required to demonstrate achievement of three outcomes. As a set these outcomes encompass all of the selected areas of study for each unit. For each of Unit 1 and Unit 2 the outcomes as a set apply to the content from the areas of study and topics selected for that unit. ● Students should be able to defi ne and explain key concepts in relation to the topics from the selected areas of study,

and apply a range of related mathematical routines and procedures● Students should be able to apply mathematical processes in non-routine contexts, including situations requiring

problem-solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of mathematics

● Students should be able to select and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

157


VCE MATHEMATICAL METHODS UNITS 1 AND 2 CONTINUED

ASSESSMENT





158


VCE Mathematics – Mathematical Methods Units 3 and 4CONTENT

Mathematical Methods Units 3 and 4 extends the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Functions and Graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and Statistics’. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2.

Students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for working mathematically is incorporated throughout each unit.

OUTCOMES

For each unit, the student is required to demonstrate achievement of three outcomes. As a set these outcomes encompass all of the selected areas of study for each unit. For each of Unit 3 and Unit 4 the outcomes as a set apply to the content from the areas of study covered in that unit. ● Students should be able to defi ne and explain key concepts as specifi ed in the content from the areas of study, and

apply a range of related mathematical routines and procedures● Students should be able to apply mathematical processes in non-routine contexts, including situations requiring

problem-solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of mathematics

● Students should be able to select and appropriately use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

159


VCE MATHEMATICAL METHODS UNITS 3 AND 4 CONTINUED

ASSESSMENT

School Assessed Coursework will contribute 17% to the study score for each of Units 3 and 4. This comprises an Application Task in Unit 3 and 2 modelling or problem solving tasks in Unit 4.

The level of achievement for Units 3 and 4 will also be assessed by two end-of-year examinations. The examinations will contribute 22% and 44% respectively.

Examination 1

This examination comprises short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. It is designed to assess students’ knowledge of mathematical concepts, their skills in carrying out mathematical algorithms without the use of technology and their ability to apply concepts and skills. The examination will be of one hour duration and no technology (calculators or software) or notes of any kind are permitted. A sheet of formulas will be provided with the examination.

Examination 2

This examination comprises multiple-choice questions and extended-answer questions covering all areas of the study in relation to all three outcomes, with an emphasis on Outcome 2. The examination is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems. The examination will be of two hours duration and student access to an approved technology with numerical, graphical, symbolic and statistical functionality will be assumed.

160


VCE Mathematics – Specialist Mathematics Units 1 and 2CONTENT

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning.

Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. The areas of study for Units 1 and 2 of Specialist Mathematics are ‘Algebra and Structure’, ‘Arithmetic and Number’, ‘Discrete Mathematics’, ‘Geometry, Measurement and Trigonometry’, ‘Graphs of Linear and Non-linear Relations’ and ‘Statistics’.

OUTCOMES


and apply a range of related mathematical routines and procedures● Students should be able to apply mathematical processes in non-routine contexts, and analyse and discuss these

applications of mathematics in at least three areas of study● Students should be able to use technology to produce results and carry out analysis in situations requiring

problem-solving, modelling or investigative techniques or approaches in at least three areas of study

ASSESSMENT





161


VCE Mathematics – Specialist Mathematics Units 3 and 4CONTENT

Units 3 and 4

Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and Graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’, ‘Mechanics’ and ‘Probability and Statistics’. The course content highlights mathematical structure, reasoning and applications across a range of modelling contexts.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 topics ‘Number Systems and Recursion’ and ‘Geometry in the Plane and Proof’, and concurrent or previous study of Mathematical Methods Units 3 and 4.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference with and without the use of technology.

OUTCOMES


and apply a range of related mathematical routines and procedures● Students should be able to apply mathematical processes in non-routine contexts, and analyse and discuss these

applications of mathematics● Students should be able to select and appropriately use numerical, graphical, symbolic and statistical functionalities

of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

162


VCE MATHEMATICS – SPECIALIST MATHEMATICS UNITS 3 AND 4 CONTINUED

ASSESSMENT

School Assessed Coursework will contribute 17% to the study score for each of Units 3 and 4. This comprises an Application Task in Unit 3 and 2 modelling or problem solving tasks in Unit 4.

The level of achievement for Units 3 and 4 will also be assessed by two end-of-year examinations. The examinations will contribute 22% and 44% respectively.

Examination 1

This examination comprises short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. It is designed to assess students’ knowledge of mathematical concepts, their skills in carrying out mathematical algorithms without the use of technology and their ability to apply concepts and skills. The examination will be of one hour duration and no technology (calculators or software) or notes of any kind are permitted. A sheet of formulas will be provided with the examination.

Examination 2

This examination comprises multiple-choice questions and extended-answer questions covering all areas of the study in relation to all three outcomes, with an emphasis on Outcome 2. The examination is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems.

The examination will be of two hours duration and student access to an approved technology with numerical, graphical, symbolic and statistical functionality will be assumed.

163


VCE Media Units 1 and 2CONTENT

Year 11 Media is a subject that allows everyone to not only explore the creative and expressive side of media production and industry, but also the ins and outs of fi lm making as a whole. Whilst learning about the theoretical/statistical side of media, the class is still given the chance to enjoy and convey their want to create fi lms, movie posters and scripts, making the subject entertaining and fun!

Unit 1

The focus of this unit is for students to gain an understanding of the relationship between the media, technology and the representations present in media forms. Students study the relationship between media technologies, audiences and society. Students develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the creation of meaning in media products, the role and signifi cance of selection processes in their constructions, and the role audiences play in constructing meaning from media representations. Students also develop an understanding of the features of Australian fi ctional and non-fi ctional narratives in different media forms.

Unit 2

In this unit, students further develop an understanding of the concept of narrative in media products and forms in different contexts. Students analyse the infl uence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media, and audience engagement, consumption and reception.

OUTCOMES

Unit 1 ● Students should be able to describe the construction of specifi c media representations and explain how the process

of representation reproduces the world differently from direct experience of it ● Students should be able to construct media representations in two or more media forms and compare the

representations produced by the application of different media technologies ● Students should be able to describe characteristics of Australian media organisations and discuss the social, cultural

and industrial framework within which such organisations operate

Unit 2 ● Students should be able to analyse the intentions of media creators and producers and the infl uences of narratives on

the audience in different media forms● Students should be able to apply the media production process to create, develop and construct narratives ● Students should be able to discuss the infl uence of new media technologies on society, audiences, the individual,

media industries and institutions

164


VCE MEDIA UNITS 1 AND 2 CONTINUED

ASSESSMENT

Students will be assessed on a variety of tasks throughout the course. These will include: the production of video sequences, print layouts, multimedia tasks, oral presentations, short written responses, and tests.


“Year 11 Media provides the opportunity to view fi lms in a fresh light. You engage with fi lms and news media on a technical and creative basis, analysing the manipulation technique in both mediums to eventually create your own movie project. Films are analysed beyond their surface level, looking at their specifi c creation and construction. For one unit, our cohort looked at John Carpenter movies (The Thing and Escape from New York) and how they were constructed in a way that was similar to western fi lms. Another involved the planning and creation of our own movie. The content is easily accessible to anyone (taught by an especially enthusiastic teacher) and the movies are watched in class. There’s a lot on offer for followers, fans and casual goers of general media (social media, movies and fi lms, news,etc).”

Max Karanfi lovski

165


VCE Media Units 3 and 4CONTENT

Unit 3

This unit provides students with opportunities to develop their understanding of fi lm, television or radio drama production and story elements and to recognise the role and signifi cance of narrative organisation and ideology in fi ctional fi lm, radio or television programs. In this context, students also consider how production and story elements structure narratives to engage an audience and structure meaning. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They design a media production design plan for a specifi c media form with the relevant specifi cations presented as a written planning document with visual representations.

Unit 4

This unit allows students to develop further practical skills in the production of media products and to realise a production design. Organisational and creative skills are refi ned and applied throughout this process. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. The role of the Australian government in regulating the media is also critically analysed in this unit.

OUTCOMES

Unit 3 ● Students should be able to analyse how narratives are constructed and distributed, and how they engage, are

consumed and are read by the intended audience and present day audiences ● Students should be able to research aspects of a media form and experiment with media technologies and media

production processes to inform and document the design of a media production ● Students should be able to develop and document a media production design in a selected media form for a

specifi ed audience

Unit 4 ● Students should be able to produce, refi ne and resolve a media product designed in Unit 3 ● Students should be able to discuss issues of agency and control in the relationship between the media and its

audience

ASSESSMENT

School assessed course work, a school assessed task and an end of year examination contributing 40% to the fi nal assessment will determine the student’s level of achievement in Units 3 and 4 Media.


166


VCE Music Performance Units 1 and 2CONTENT

Unit 1

This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges.

Unit 2

In this unit, students build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis and use specifi c strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise related technical work. They develop skills in performing previously unseen music and study specifi c concepts to build their musicianship knowledge and skills. Students also devise an original composition or improvisation.

OUTCOMES

Unit 1 ● Students should be able to prepare and perform a practised program of group and solo works● Students should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate

unprepared performance skills and describe infl uences on their approach to performance● Students should be able to identify, re-create, notate and transcribe elements of music, and describe ways in which

expressive elements of music may be interpreted

Unit 2 ● Students should be able to prepare and perform a musically engaging program of group and solo work● Students should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate

unprepared performance skills and describe infl uences on their approach to performance● Students should be able to identify, re-create, notate and transcribe elements of music, and describe how selected

elements of music have been interpreted in performance● Students should be able to devise a composition or an improvisation that uses music language evident in work/s

being prepared for performance

167


VCE MUSIC PERFORMANCE UNITS 1 AND 2 CONTINUED

ASSESSMENT

Students are required to complete tasks that include: a solo performance recital, a group performance, technical work and unprepared performance tests, and a test that includes written, aural and practical components. Students will also need to complete a written report, or an oral presentation, or a multimedia presentation.

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that:● Students have undertaken Music for Performance 1 and 2 in Year 10● Students are currently undertaking instrumental lessons on their chosen instrument


168


VCE Music Performance Units 3 and 4CONTENT

Unit 3

This unit prepares students to present convincing performances of group or solo works. In this unit students select a program of group or solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performance. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis.

Unit 4

In this unit, students refi ne their ability to present convincing performances of group or solo works. Students select group or solo works that complement works selected in Unit 3. They further develop and refi ne instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Students continue to study ways in which Australian performers interpret works that have been created since 1910 by Australian composers/songwriters.

OUTCOMES

Unit 3 ● Students should be able to present an informed, accurate and expressive performance of a program of group or solo

works● Students should be able to demonstrate performance techniques, technical work and exercises, and describe their

relevance to the performance of selected group and/or solo works, and present an unprepared performance● Students should be able to identify, re-create, notate and transcribe short excerpts of music, and discuss the

interpretation of expressive elements of music in pre-recorded works

Unit 4 ● Students should be able to prepare and present accurate and expressive performances of informed interpretations of

a program of group or solo works● Students should be able to demonstrate performance techniques, and technical work and exercises, and discuss their

relevance to the performance of selected group or solo works, and present an unprepared performance● Students should be able to identify, re-create, notate and transcribe short excerpts of music, and analyse the

interpretation of expressive elements of music in pre-recorded works

169


VCE MUSIC PERFORMANCE UNITS 3 AND 4 CONTINUED

ASSESSMENT

The student’s level of achievement for Units 3 and 4 will be determined by School Assessed Coursework and two end of year examinations.

Contributions to fi nal assessment: ● Unit 3 School Assessed Coursework: 20% of the fi nal assessment● Unit 4 School Assessed Coursework: 10% of the fi nal assessment● End of year performance examination: 50% of the fi nal assessment● End of year aural and written examination: 20% of the fi nal assessment

The student will give a live performance in only one of the following contexts:● As a member of a group or● As a soloist

Duration of examination:● One assessed performer – 25 minutes● Two or three assessed performers – 30 minutes● Four assessed performers – 35 minutes● Five or six assessed performers – 40 minutes

PREREQUISITES

There are no prerequisites for this subject, however, it is highly recommended that:● Students have undertaken Units 1 and 2 in this subject● Students on violin or piano forte have a minimum 7th grade AMEB or equivalent standard for solo performance● Students on all other instruments, including voice, have a minimum 5th grade AMEB or equivalent standard for

solo performance● Students are currently undertaking instrumental lessons on their chosen instrument


170


VCE Music Style and Composition Units 1 and 2CONTENT

Unit 1

Music Style and Composition involves an exploration of a wide range of music styles. Students listen to music excerpts from different styles, traditions, times and places. They analyse specifi c works from three distinct music styles including music from a non western style or tradition. They become familiar with the elements of music and consider the various ways composers/music creators treat these elements and use compositional devices to create music works. Students compose and/or arrange brief creative exercises in response to the practices of other composers/creators.

Unit 2

This unit explores how composers and/or creators use music to create effects and elicit responses in multi disciplinary forms.

Students listen to music excerpts from diverse styles and respond to the ways elements of music and compositional devices are used to create specifi c effects. Students study multi disciplinary works that combine music and non musical elements, and investigate how music is used in combination with these other elements. Students also consider the role and function of music in the complete work. Students create music for a multi disciplinary work in a form of their choice.

OUTCOMES

Unit 1 ● Students should be able to aurally analyse characteristics of music and describe their responses to music● Students should be able to identify and describe the music characteristics and the contexts of selected works● Students should be able to compose and/or arrange music exercises and describe creative process/es used

Unit 2 ● Students should be able to analyse ways in which elements of music and compositional devices are used to create

effects and elicit responses● Students should be able to describe characteristics of music in two works that combine music and non musical

features, and discuss the context and processes used to create the music● Students should be able to create music for a work that combines music and non musical features and describe the

creative process/es used.

ASSESSMENT

Assessment tasks for these units are:● A folio of responses based on aural analysis of excerpts of music● Various reports, presentations and tests● Creative composition responses which may include recordings of works

171


VCE Music Style and Composition Units 3 and 4CONTENT

Unit 3

In this unit, students develop an understanding of the diverse practice of music creators working in different times, places and stylistic traditions.

Students develop skills in making critical responses to music excerpts. They analyse ways the compositional devices of contrast, repetition and variation are used in the excerpts.

Students develop knowledge about the music characteristics and style of two selected works or collections of minor works, one of which must be by an Australian composer/creator. They develop an understanding of the way contextual issues can infl uence works. Contextual issues may include cultural infl uences, social issues, practical issues, musical infl uences, commercial considerations and issues relating to the performer/s of the work.

Students create music in response to the music characteristics and creative approaches evident in the music studies.

Unit 4

In this unit, students create an original music work inspired by the study of music from different styles and traditions. They document their creative process/es from initial intention. Students develop skills in forming and presenting critical responses to music excerpts. They also analyse use of the compositional devices of contrast, repetition and variation.

Students investigate the music characteristics and style of two selected works or collections of minor works, one of which was created after 1910. They develop an understanding of the process/es used to create the works and how contextual issues may have infl uenced the creative process.

OUTCOMES

Unit 3 ● Students should be able to aurally analyse music and make critical responses to music● Students should be able to analyse and describe the use of the elements of music and compositional devices in

music works, and discuss the style and the context from which the works emerged● Students should be able to create original music exercises and discuss infl uences on their creative processes and

responses

Unit 4 ● Students should be able to aurally analyse music excerpts, and form and present critical responses to the music● Students should be able to analyse and discuss the use of the elements of music and compositional devices in the

selected works, and discuss the style of the works and relevant contextual issues● Students should be able to create an original work and evaluate the creative processes used to develop the work

ASSESSMENT

The student’s level of achievement for Unit 3 will be determined by School Assessed Coursework, an externally assessed task and an end of year exam. School Assessed Coursework for Units 3 and 4 comprises 15% of the study score. An external assessed task comprises 30% of the study score for Units 3 and 4. End of Year written and aural examination will contribute 40%.

172


VCE Outdoor and Environmental Studies Units 1 and 2CONTENT

Unit 1

This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments.

Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments.

Unit 2

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments.

In this unit, students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments.

OUTCOMES

Unit 1 ● Outcome 1: Students should be able to analyse motivations for participation in and responses to outdoor

environments and be able to participate safely in specifi c outdoor experiences ● Outcome 2: Students should be able to explain factors that infl uence outdoor experiences and plan for sustainable

interactions with outdoor environments while participating in practical experiences

Unit 2 ● Outcome 1: Students should be able to describe the characteristics of different outdoor environments and analyse a

range of understandings of these environments, with reference to specifi c outdoor experiences ● Outcome 2: Students should be able to evaluate the impacts of humans on outdoor environments and analyse

practices for promoting positive impacts, with reference to specifi c outdoor experiences

173


VCE OUTDOOR AND ENVIRONMENTAL STUDIES UNITS 1 AND 2 CONTINUED

ASSESSMENT

Students are required to demonstrate two outcomes per unit. As a set, these outcomes encompass the areas of study in the unit. Students will be assessed on a variety of tasks which may include: journal entries, reports of outdoor experiences, practical reports, structured questions, written responses and semester examinations.


“Year 11 Outdoor and Environmental Studies is a wonderful subject to study. We visited many places during our practical trips such as Torquay, Mount Cole, Brisbane Ranges, Lake Mountain and Queenscliff. I have learnt so much about the different types of environments within Victoria. The camps tested my complete physical, emotional and mental capability but they were worthwhile. I learnt to test myself to all extents and discovered that the mind can overcome the body. For me, Outdoor and Environmental Studies wasn’t just a class that you treat as a muck around. I really wanted to engage in the topics that learnt. This subject also allowed me to socialise and connect with people that outside the classroom I would never have spoken to.”

Faebian Pace

174


VCE Outdoor and Environmental Studies Units 3 and 4CONTENT

Unit 3: Relationships with Outdoor Environments

The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia.

Students consider a number of factors that infl uence relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environment. Through these practical experiences, students are able to make comparisons between and to refl ect upon outdoor environments, as well as to develop theoretical knowledge and skills about specifi c natural environments.

Unit 4: Sustainable Outdoor Relationships

In this unit, students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues relating to the capacity of outdoor environments to support the future needs of the Australian population.

Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ. Through these practical experiences, students are able to make comparisons between and to refl ect upon outdoor environments, as well as to develop and apply theoretical knowledge about outdoor environments.

OUTCOMES

Unit 3 ● Outcome 1: Students should be able to explain and evaluate how relationships with Australian outdoor

environments have changed over time, with reference to specifi c outdoor experiences● Outcome 2: Students should be able to analyse and evaluate the factors infl uencing societal relationships with

outdoor environments since 1990, with reference to specifi c outdoor experiences

Unit 4 ● Outcome 1: Students should be able to evaluate the contemporary state of Australian outdoor environments and

analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specifi c outdoor experiences

● Outcome 2: Students should be able to analyse confl icts over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specifi c outdoor experiences

175



ASSESSMENT

Unit 3Outcomes Marks allocated Assessment tasksOutcome 1

Explain and evaluate how relationships with Australian outdoor environments have changed over time, with reference to specifi c outdoor experiences.

10A journal or report demonstrating links between theoretical content studied and practical experiences undertaken

AND

40

at least one task from the following:● a case study● a multimedia presentation or podcast● a written report.

Outcome 2

Analyse and evaluate the factors infl uencing societal relationships with outdoor environments since 1990, with reference to specifi c outdoor experiences.

10A journal or report demonstrating links between theoretical content studied and practical experiences undertaken.

AND

40at least one task from the following:● data analysis● structured questions.

100

176



ASSESSMENT


Evaluate the contemporary state of Australian outdoor environments and analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specifi c outdoor experiences.

10A journal or report demonstrating links between theoretical content studied and practical experiences undertaken

AND

40

at least one task from the following:● data analysis● structured questions● a written report.

Outcome 2

Analyse confl icts over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specifi c outdoor experiences..

10A journal or report demonstrating links between theoretical content studied and practical experiences undertaken.

AND

40at least one task from the following:● a case study● structured questions.

100


“In the Outdoor and Environmental Studies course, we looked at both the historical and contemporary relationships with the outdoor environment. It was great fun learning about how different interactions and perceptions have changed over time and therefore resulting in different impacts. We attended several camps that were fun and very useful in creating a better understanding of the topics we were learning. It was helpful in seeing evidence of the past interactions and impacts and taking part in current recreational activities like bushwalking and skiing. It was also great learning about the future for the environment that include methods of sustainability and decisions that need to be made.”

Julia Goetz

177


VCE Philosophy Units 1 and 2The focus of this unit is to explore the nature of reality, how we acquire knowledge and the foundations of our judgements about value. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems.

Philosophy explores some of the most enduring and infl uential ideas that underpin some of society’s greatest achievements in ethics, science and the arts. This, together with learning to think critically and with an open mind, fosters the refl ection necessary for deep insights and ethical decision-making at all levels of society.

CONTENT

Unit 1: Existence, Knowledge and Reasoning

● Students investigate relevant debates in applied epistemology and metaphysics, considering whether the philosophical base of these debates continue to have relevance in a contemporary society and our everyday lives

● Students are engaged with fundamental philosophical questions through active, guided investigation and critical discussion

● The emphasis is on philosophical inquiry – ‘doing philosophy’ – and hence the study and practice of techniques of logic are central to this unit

Unit 2: Questions of Value

● Students explore the foundations of our judgments about value and the relationship between different types of value● Students learn to apply, defend and criticise value judgments● These questions are explored in relation to different categories of value judgments within the realms of morality,

political and social philosophy, and aesthetics ● Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by

contemporary debates

ASSESSMENT● Essays● Written refl ections and analysis● Dialogue and group work (oral/written)● Multi-modal presentations● Short answer responses● Mid year and end of year examination

178


VCE Philosophy Units 3 and 4Philosophy explores some of the most enduring and infl uential ideas that underpin many of society’s greatest achievements in ethics, science and the arts. Philosophy is a challenging and stimulating study, which nurtures curiosity, problem-solving skills, open-mindedness and intellectual rigour. It involves explicitly developing the habits of clarifying concepts, analysing problems, and constructing reasoned and coherent arguments. It encourages students to refl ect critically on their own thinking and helps them to develop a sophisticated and coherent worldview. Prescribed primary texts by signifi cant philosophers are used to develop a critical appreciation of key questions and contemporary debates. The ability to think philosophically is highly regarded in careers where conceptual analysis, strategic thinking, insightful questioning and carefully reasoned arguments are needed.

CONTENT

Unit 3: Minds, Bodies and Persons

Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to contemporary debates. This encompasses philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.

Unit 4: The Good Life

This unit considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well-lived life? Is morality central to a good life? How does our social context impact on our conception of a good life? In this unit, students explore texts by both ancient and modern philosophers that have had a signifi cant impact on contemporary western ideas about the good life.

OUTCOMES

Unit 3● Students should be able to discuss concepts relating to the mind, psyche and body, and analyse and evaluate

viewpoints and arguments concerning the relationship between the mind and body, and psyche and body, found within and across the set texts and in contemporary debates

● Students should be able to analyse, compare and evaluate theories of personal identity in the set texts and discuss related contemporary debates

Unit 4● Students should be able to analyse, compare and evaluate the philosophical viewpoints and arguments in the set

texts in relation to the good life● Students should be able to discuss contemporary debates related to the good life and interplay between social and

technological developments and conceptions of the good life

ASSESSMENT

Satisfactory completion for a unit is based on the decision that the student has demonstrated achievement of the set of outcomes specifi ed for the unit. An end of year examination will test from all the key knowledge and key skills that underpin the outcomes in Units 3 and 4. The examination will contribute 50%.

179


VCE Physical Education Units 1 and 2CONTENT

Unit 1

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental infl uences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefi ts and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

Unit 2

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefi ts. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that infl uence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental 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-based and settings-based strategies that are effective in promoting participation in some form of regular physical activity.

180


VCE PHYSICAL EDUCATION UNITS 1 AND 2 CONTINUED

OUTCOMES

Unit 1 ● Students should be able to collect and analyse information from, and participate in, a variety of practical activities

to explain how the musculoskeletal system functions and its limiting conditions, and evaluate the ethical and performance implications of the use of practices and substances that enhance human movement

● Students should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the cardiovascular and respiratory systems function and the limiting conditions of each system, and discuss the ethical and performance implications of the use of practices and substances to enhance the performance of these two systems

Unit 2 ● Students should be able to collect and analyse data related to individual and population levels of participation in

physical activity and sedentary behaviour to create, undertake and evaluate an activity plan that meets the physical activity and sedentary behaviour guidelines for an individual or a specifi c group. To achieve this outcome, students will draw on key knowledge and key skills outlined in Area of Study 1

● Students should be able to apply a social-ecological framework to research, analyse and evaluate a contemporary issue associated with participation in physical activity and/or sport in a local, national or global setting. To achieve this outcome, students will draw on key knowledge and key skills outlined in Area of Study 2

ASSESSMENT

Students will be assessed on a range of tasks including: a practical report, a case study analysis, a data analysis, a critically refl ective diary/folio, a visual presentation, a multi media presentation, an oral presentation, a written report, and a test.

“Physical Education enables us to build knowledge and awareness of the benefi ts that physical activity has, not only on our physical wellbeing but also on our mental and social wellbeing. It is a subject that incorporates both practical and theoretical knowledge. The active side of the subject replicates what is learnt in the classroom, here theory is implemented through practical activity in order to gain a better knowledge on the topic.”

Eden Cassar

181


VCE Physical Education Units 3 and 4CONTENT

Unit 3: Movement Skills and Energy for Physical Activity

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4: Training to Improve Performance

In this unit, students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in fi tness performance depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fi tness and evaluate the effectiveness of different training methods. Students critique the effectiveness of 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.

OUTCOMES

Unit 3 ● Outcome 1: Students should be able to collect and analyse information from and participate in, a variety of

physical activities to develop and refi ne movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles

● Outcome 2: Students should be able to use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies

Unit 4 ● Outcome 1: Students should be able to analyse data from an activity analysis and fi tness tests to determine and

assess the fi tness components and energy system requirements of the activity● Outcome 2: Students should be able to participate in a variety of training methods, and design and evaluate training

programs to enhance specifi c fi tness components

182



ASSESSMENT


Collect and analyse information from, and participate in, a variety of practical activities to develop and refi ne movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles.

50Structured questions that draw on primary data which analyse a movement skill using biomechanical and skill acquisition principles.

Outcome 2

Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies.

25

A laboratory report based on primary data collected during participation in a practical activity, which analyses the relative contribution of energy systems and acute responses to exercise.

25

A response in one or more of the following forms, which focus on energy system interplay, fatigue and/or recovery:● a practical laboratory report● a case study analysis● a data analysis● a critically refl ective folio/diary of

participation in practical activities● a visual presentation● a multimedia presentation● structured questions.

100

183



ASSESSMENT


Analyse data from an activity analysis and fi tness tests to determine and assess the fi tness components and energy system requirements of the activity.

30

A written report analysing data from an activity to determine the relevant fi tness components and energy system requirements in a selected activity, and including justifi cation of the selection of appropriate tests to assess fi tness.

Outcome 2

Participate in a variety of training methods, and design and evaluate training programs to enhance specifi c fi tness components.

25

A refl ective folio of participation in a minimum of fi ve different training sessions focusing on the components of the sessions, the training method completed and the implementation of training principles to the fi tness components being trained.

25A written report that will draw on the personal experiences recorded in the folio to design a six-week training program for a given case study.

20

A response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance:● a case study analysis● a data analysis● structured questions.

100

“Studying Physical Education Units 3&4 was interesting to me mainly because the course went through many topics which I really enjoyed enhancing my knowledge about. Especially having a sporty background, I found that a lot of the learning really came in handy with things I do outside of school.”

Michael Di Natale

184


VCE Physics Units 1 and 2CONTENT

Unit 1

In this unit, students study thermodynamic principles, electricity and electric circuits and the origin of matter and how energy can be obtained from atoms. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter. Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifi cally accepted theories that explain how matter and energy have changed since the origins of the Universe.

Unit 2

In this unit, students study the principles of motion, the uses of electromagnetic and particle radiation in human health, and undertake a student-designed investigation of their choice. They investigate the ways in which forces are involved in moving objects and in keeping objects stationary. They study the application of wave and particle radiation to observe and monitor the functioning of the human body. A student designed practical investigation relates to content drawn from area of Study 1 and/or area of Study 2 and is undertaken in Area of Study 3. Students study the relationship between dependent and independent variables in a topic of choice and produce a practical report that presents aims, procedures, results, analysis, discussion and conclusions.

OUTCOMES

Unit 1● Students should be able to apply thermodynamic principles to analyse, interpret and explain changes in thermal

energy in selected contexts, and describe the environmental impact of human activities with reference to thermal effects and climate science concepts

● Students should be able to investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community

● Students should be able to explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms

Unit 2● Students should be able to investigate, analyse and mathematically model the motion of particles and bodies● Students should be able to use nuclear physics concepts to describe and analyse applications of electromagnetic

radiation and particle radiation in medical diagnosis and treatment● Students should be able to design and undertake an investigation of a physics question related to the scientifi c

inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data

ASSESSMENT

In both units, practical work and the analysis of data plays a central role in assessment in each area of study. Homework and research assignments, tests and examinations also form part of the total assessment.

185


VCE Physics Units 3 and 4CONTENT

Unit 3

In this unit, students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the fi eld model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fi elds include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fi elds. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories.

Unit 4

In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables.

OUTCOMES

Unit 3 ● Students should be able to analyse gravitational, electric and magnetic fi elds, and use these to explain the operation

of motors and particle accelerators and the orbits of satellites● Students should be able to analyse and evaluate an electricity generation and distribution system● Students should be able to investigate motion and related energy transformations experimentally, analyse motion

using Newton’s laws of motion in one or two dimensions, and explain the motion of objects moving at very large speeds using Einstein’s theory of special relativity

Unit 4● Students should be able to apply wave concepts to analyse, interpret and explain the behaviour of light● Students should be able to provide evidence for the nature of light and matter, and analyse the data from

experiments that support this evidence● Students should be able to design and undertake a practical investigation related to waves or fi elds or motion, and

present methodologies, fi ndings and conclusions in a scientifi c poster

186


VCE PHYSICS UNITS 3 AND 4 CONTINUED

ASSESSMENT

In both units, practical work and the analysis of data play a central role in assessment in each area of study.

Internal course assessment tasks take the following format:● Tests● Annotations of at least two practical activities from a practical logbook● A report of a student investigation● A report of a physics phenomenon● Data analysis● An explanation of the operation of a device or physical model● A response to structured questions● A test (short answer and extended response) – approximately 50 minutes or not exceeding 1000 words for each task

The weighting of assessments is as follows:

Outcome Weighting Relative to Final Subject ScoreUnit 3 Outcome 1 7%Unit 3 Outcome 2 7%Unit 3 Outcome 3 7%Unit 4 Outcome 1 6%Unit 4 Outcome 2 6%Unit 4 Outcome 3 7%Examination 60%

187


VCE Product Design and Technology Units 1 and 2CONTENT

Unit 1

In this unit, you will use the product design process (with reference to product design factors) to investigate, design, produce and evaluate a re-developed product. You will develop a folio that focuses on the analysis, modifi cation and improvement of an existing product design with consideration of the materials used and issues of sustainability. Knowledge of material use and suitability for particular products is essential in product design. Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. You will consider the use of materials from a sustainable viewpoint.

Unit 2

In this unit, you will work in teams to design and develop an item or items in a product range or contribute to the design, planning and production of a group product. You will develop a folio that focuses on factors including: user-centred needs and wants; function, purpose and context for product design; aesthetics, materials and sustainability; and the impact of these factors on a design solution. In this unit, you are able to gain inspiration from an historical and/or a cultural design movement or style and its defi ning features.

OUTCOMES

Unit 1

Area of Study 1 provides an introduction and structured approach towards the product design process and product design factors. You will perform a sustainability analysis on the work of a designer and on an existing product and acknowledge the intellectual property (IP) rights of the designer. This work is presented in a design folio.

In Area of Study 2, you will produce a redesigned product using tools, equipment, machines and materials safely, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief.

Unit 2

In Area of Study 1, you will work both individually and as members of a small design team, to address a problem, need or opportunity and consider user-centred design factors. You should be able to design a product within a range, based on a theme, or a component of a group product. You should be able to research and refer to a chosen design style or movement. This work is presented in a design folio.

In Area of Study 2, you will justify, manage and use appropriate production processes to safely make the product, which is then evaluated.

188


VCE PRODUCT DESIGN AND TECHNOLOGY UNITS 1 AND 2 CONTINUED

ASSESSMENT Students undertake a variety of assessment tasks throughout the course including the production of a design folio, research tasks and one or more production activities. Training in the safe and competent use of appropriate machines and tools is included.


“Year 11 Product Design and Technology was an enjoyable class that broadened my understanding about the design processes and production. It provides an insight to the way the construction industry works and offers the initial necessities to that industry. Throughout the year, both group projects and individual projects were constructed. Overall, this enhanced both the individual woodwork and teamwork skills. One main unit of study throughout the year was sustainability. This unit focused on the product’s life and the 3 main areas of sustainability. Over the year, I created a cheese board, meat tray and iPad/recipe book holder which I took home throughout the year. It enhanced my skills and broadened my knowledge about the construction, designing and process taken when creating a project. All of these skills are then relevant for Year 12 Product Design and Technology, only to be further explored and more in depth throughout Year 12. If you have a vast imagination or like to create creations across a vast areas of design styles, Year 11 Product Design and Technology is the subject for you.”

Lachlan Webb

189


VCE Product Design and TechnologyUnits 3 and 4CONTENT

Unit 3

In this unit, you will engage in the design and development of a product that meets the needs and expectations of potential end-users, developed through a design process and infl uenced by a range of complex factors.

Design and product development and manufacture occur in a range of settings. An industrial setting provides a marked contrast to that of a ‘one-off situation’ in a small ‘niche’ industry or a school setting. Although a product design process may differ in complexity or order, it is central to all of these situations regardless of the scale or context. This unit examines different settings and takes you through the product design process as you design for others. In the initial stage of the product design process, a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations. You will engage in other steps of the product design process - writing evaluation criteria, developing design drawings and choosing a preferred option, planning for production and starting to make your designed product, and recording the initial stages of the production process.

Unit 4

In this unit, you will learn that evaluations are made at various points of product design, development and production. In the role of designer, you will judge the suitability and viability of design ideas and options by referring to the design brief and evaluation criteria in collaboration with an end-user/s. Comparisons between similar products will help to judge the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors. You will continue to produce your product, recording your experiences and any modifi cations you need to make. When the product is complete, it is evaluated and recommendations for improvements are made. You will create user instructions for the product to ensure it is cared for appropriately.

OUTCOMES

Unit 3

In Area of Study 1, you will examine how a design brief addresses particular product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. You will develop an understanding of techniques in using the design brief as a springboard to direct research and design activities.

In Area of Study 2, you will examine how a range of factors, including new and emerging digital technologies, infl uence the design and development of products within industrial manufacturing settings. You will consider issues associated with obsolescence and sustainability models.

In Area of Study 3, you will apply the initial stages of the product design process to create a product design for an end-user, including writing an individual design brief and criteria that will be used to evaluate the fi nished product in Unit 4.

190


VCE PRODUCT DESIGN AND TECHNOLOGY UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 4

In Area of Study 1, you will use comparative analysis and evaluation methods to make judgments about commercial product design and development.

In Area of Study 2, you will continue to develop and safely manufacture the product designed in Unit 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifi cations to the production plan and product.

In Area of Study 3, you will evaluate the quality of your product with reference to criteria and end-user feedback. You should be able to make judgments about possible improvements. You should be able to produce user instructions or care labels that highlight the product’s features for an end-user.

ASSESSMENT

School Assessed Coursework and tasks, which can be subject to an external audit, are applied to each of these units. The results obtained for the coursework and tasks, together with the end of year examination, contribute to the study score.


191


VCE Psychology Units 1 and 2CONTENT

Unit 1

Human development involves changes in thoughts, feelings and behaviours. In this unit, students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the infl uence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

Unit 2

A person’s thoughts, feelings and behaviours are infl uenced by a variety of biological, psychological and social factors. In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can infl uence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specifi c ways.

OUTCOMES

Unit 1 ● Students should be able to describe how understanding of brain structure and function has changed over time,

explain how different areas of the brain coordinate different functions, and explain how brain plasticity and brain damage can change psychological functioning

● Students should be able to identify the varying infl uences of nature and nurture on a person’s psychological development, and explain the different factors that may lead to typical or atypical psychological development

● Students should be able to investigate and communicate a substantiated response to a question related to brain function and/or development, including reference to at least two contemporary psychological studies and/or research techniques

Unit 2 ● Students should be able to compare the sensations and perceptions of vision and taste, and analyse factors that may

lead to the occurrence of perceptual distortions● Students should be able to identify factors that infl uence individuals to behave in specifi c ways, and analyse ways in

which others can infl uence individuals to behave differently● Students should be able to design and undertake a practical investigation related to external infl uences on behaviour,

and draw conclusions based on evidence from collected data

192


VCE PSYCHOLOGY UNITS 1 AND 2 CONTINUED

ASSESSMENT

Across both units, assessment includes: the undertaking of empirical research activities, practical work and investigations, summaries of fi ndings of related studies, tests and examinations, and presentation of research in non text formats such as posters, multimedia and oral presentations.

193


VCE Psychology Units 3 and 4CONTENT

Unit 3

The nervous system infl uences behaviour and the way people experience the world. In this unit, students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that infl uence learning and memory.

Unit 4

Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit, students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychological approach, as a scientifi c model, to analyse mental health and disorder. They use specifi c phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.

A student practical investigation related to mental processes and psychological functioning is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4. The fi ndings of the investigation are presented in a scientifi c poster format.

194


VCE PSYCHOLOGY UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 3 ● Students should be able to explain how the structure and function of the human nervous system enables a person

to interact with the external world and analyse the different ways in which stress can affect nervous system functioning

● Students should be able to apply biological and psychological explanations for how new information can be learnt and stored in memory, and provide biological, psychological and social explanations of a person’s inability to remember information

Unit 4 ● Students should be able to explain consciousness as a continuum, compare theories about the purpose and nature of

sleep, and elaborate on the effects of sleep disruption on a person’s functioning● Students should be able to explain the concepts of mental health and mental illness including infl uences of risk

and protective factors, apply a biopsychological approach to explain the development and management of specifi c phobia, and explain the psychological basis of strategies that contribute to mental wellbeing

● Students should be able to design and undertake a practical investigation related to mental processes and psychological functioning, and present methodologies, fi ndings and conclusions in a scientifi c poster

ASSESSMENT ● Unit 3 School Assessed Coursework comprises 16% of the study score● Unit 4 School Assessed Coursework comprises 24% of the study score● End of year examination comprises 60% of the study score

195


VCE Religion and Society Unit 1: Religion in SocietyIn faithfulness to Overnewton’s Christian (Anglican) identity and commitment to provide a well rounded education, all students participate in the College’s Religious Studies program – except at Year 12 where it is an elective.

All Year 11 students are required to select one of Religion and Society (Unit 1: Religions in Society or Unit 2: Religion and Ethics) or Texts and Traditions Unit 2 (Texts in Society) as a core subject, unless they choose, and are assessed as suitable to take, Religion and Society Units 3 and 4.

DURATION OF SUBJECT


CONTENT

Unit 1

This unit begins by identifying the nature and purpose of religion. It focuses on the identity of persons and groups, particularly in their relationships with religious traditions. It then examines ways in which individuals and groups affect and change religious traditions, and are affected and changed by them. Throughout the unit at least two religious traditions are studied, one of which is the Christian tradition.

OUTCOMES

Unit 1 ● Students should be able to explore the role of religion in society● Students should be able to explain the variety of ways in which particular religious communities in Australia

express their collective identity and interact with other traditions and the wider society● Students should be able to explore the interplay between a person’s individual identity and the religious community

to which they belong

ASSESSMENT

Assessment tasks may include a variety of the following: an essay, a report, an oral presentation, interviews, class tests and/or short written exercises. An examination will be undertaken at the end of the year.

196


VCE Religion and Society Unit 2: Religion and EthicsIn faithfulness to Overnewton’s Christian (Anglican) identity and commitment to provide a well rounded education, all students participate in the College’s Religious Studies program – except at Year 12 where it is an elective.

All Year 11 students are required to select one of Religion and Society (Unit 1: Religions in Society or Unit 2: Religion and Ethics) or Texts and Traditions Unit 1 (Texts in Traditions) as a core subject, unless they choose, and are assessed as suitable to take, Religion and Society Units 3 and 4.

DURATION OF SUBJECT


CONTENT

Unit 2

This unit focuses on the nature of ethics and morals, and the development of skills in moral and ethical decision making. It explores different religious traditions and community values in relation to ethics and morals, and engages with contemporary ethical issues in a pluralist society.

OUTCOMES

Unit 2 ● Students should be able to analyse the ideas and principles that are associated with ethical decision making in a

pluralist society ● Students should be able to examine and explain values that are upheld by two or more religious traditions, and

analyse the ways in which these values are applied to selected ethical issues ● Students should be able to evaluate two or more contemporary ethical debates

ASSESSMENT

Assessment tasks may include a variety of the following: an essay, a report, an oral presentation, class tests and/or short written exercises. An end of year examination is included in this subject.

197


VCE Religion and Society Units 3 and 4In faithfulness to Overnewton’s Christian (Anglican) identity and commitment to provide a well rounded education, all students participate in the College’s Religious Studies program. VCE Religion and Society Units 3 and 4 are available to both Year 11 and Year 12 students. Taking these units not only enables a student to use Religion and Society in achieving the number of units required to satisfy VCE, but also to have these units contribute to their ATAR score.

CONTENT

Unit 3

In this unit, students study the purposes of religion generally and then consider the religious beliefs developed by one or more than one religious tradition or denomination in response to the big questions of life. Students study how particular beliefs within one or more than one religious tradition or denomination may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents. Students then consider the interaction between signifi cant life experience and religion.

Unit 4

In this unit, students explore challenge for religious traditions generally over time and then undertake a study of challenge and change for one or more than one religious tradition or denomination. Religious tradition/s or denomination/s are to be selected from one or more than one of the following: Buddhism, Christianity, Hinduism, Islam, Judaism.

OUTCOMES

Unit 3● Students should be able to discuss and analyse the nature and purpose of religion and religious beliefs● Students should be able to examine how beliefs and their expression in other aspects of religion are intended to

respond to the search for meaning● Students should be able to discuss and analyse the interplay between religious beliefs and their expression through

related aspects and signifi cant life experience

Unit 4● Students should be able to discuss, analyse and compare stances and supporting responses taken by religions as they

are challenged● Students should be able to discuss the interactions within a religious tradition or denomination and between a

religious tradition or denomination and wider society in relation to a signifi cant challenge, and examine the effects of these interactions

ASSESSMENT

There is one examination at the end of the year in November. It contributes 50% to the study score for this subject. The School Assessed Coursework in each of the two semesters contributes 25% to the study score.

198


VCE Sociology Units 1 and 2CONTENT

Unit 1: Youth and Family

This unit uses sociological methodology to explore the social category of youth and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of society’s composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a refl ective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures work.

Area of Study 1 explores the way youth is constructed as a social category, in the light of differing experiences of young people. There is a range of potential negative impacts of categorisation, including stereotyping, prejudice and discrimination. Students explore how and why the experience of being young differs across time and space. They examine a range of factors that lead to different experiences of youth, as well as the potential negative impacts of homogenous categorisation, such as stereotypes of young people in a context characterised by a rich diversity in the ways young people live.

In Area of Study 2, students investigate the social institution of the family. In a multicultural society like Australia, different communities have different kinds of families and experiences of family life. Factors such as changing demographics, feminism, individualism, technology, changes in the labour market and government policies have been identifi ed as infl uencing the traditional view of the family. There is a range of theoretical approaches used by sociologists to explain the purpose and experiences of family life, including functionalist and feminist approaches. Comparative methodologies also enable a comparison of family types and family experiences across time and space. Students draw on quantitative and qualitative sources in their study. These sources may be drawn from secondary sources and from primary research undertaken by the student.

Unit 2: Social Norms: Breaking the Code

In this unit, students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as gender and ethnicity.

In Area of Study 1, students explore the concept of deviance. There are different explanations of what constitutes deviant behaviour. Generally, it is defi ned as involving actions that are considered to be outside the normal range of behaviour according to the majority of members of a society. Students investigate the functionalist, interactionist,social control and positive theories of deviance.

Students also explore the phenomenon known as moral panic. This refers to the belief that a subculture or group poses a threat to the social values and culture of broader society. The event is often presented in a stereotypical fashion by the mass media.

In Area of Study 2, students investigate crime and punishment. They explore patterns of crime and consider the signifi cance of a range of factors, such as class, gender, age, race and ethnicity. Students explore different methods of punishment and the extent to which each of these methods serves its aims.

199


VCE SOCIOLOGY UNITS 1 AND 2 CONTINUED

OUTCOMES

Unit 1● Students should be able to describe the nature of sociological inquiry and discuss, in an informed way, youth as a

social category● Students should be able to analyse the institution of family

Unit 2● Students should be able to analyse a range of sociological theories explaining deviant behaviour and the impact of

moral panic on those considered deviant● Students should be able to discuss crime in Australia and evaluate the effectiveness of methods of punishment in the

judicial system for shaping human behaviour

ASSESSMENT

Suitable tasks for assessment in this unit may be selected from the following:● An interview and written report● A review of youth or family specifi c journals or magazines● A representation analysis● An essay● A report● A media report● A research report● A multimedia presentation● An extended response● A fi lm analysis

200


VCE Sociology Units 3 and 4CONTENT

Unit 3: Culture and Ethnicity

This unit explores expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous culture, and ethnicity in relation to migrant groups.

Area of Study 1 involves a critical exploration of the historical suppression of, and increasing public awareness of, Australian Indigenous culture. This requires some knowledge of the past and its infl uence on subsequent generations, as well as knowledge of contemporary factors that may be supporting and/or limiting increasing awareness of Australian Indigenous culture. Indigenous and non-indigenous perspectives and responses areintegral to the area of study.

Ethnicity is investigated in Area of Study 2. Ethnicity is a key sociological category that plays an important role in social life. Individuals often defi ne themselves, or others, as members of at least one ethnic group based on a common heritage that gives them a unique social identity. Ethnicity is not fi xed and unchanging; instead, ethnic identities constantly evolve and are shaped through a variety of political, cultural and social forces. The concept is often used in contrast to the concept of race, which generally refers to groups based on visible physical characteristics such as skin colour and facial features. Most sociologists prefer to focus on the concept of ethnicity rather than race.

Students develop an understanding of a variety of barriers and enablers that need to be considered when investigating experiences of ethnicity. For example, the way that a group sees itself might not correspond with the way that outsiders see it. Sometimes observers place people into broad ethnic categories that do not correspond with the views of individual group members.

Unit 4: Community, Social Movements and Social Change

In this unit, students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change.

In Area of Study 1, students examine the changing defi nitions and experiences of community. This includes examination of the challenges and opportunities posed by political, social, economic and technological change. Students examine the concept of community with particular reference to the theory of Ferdinand Tonnies.

In Area of Study 2, students investigate the role of social movements. A social movement involves a group engaged in an organised effort to achieve social change. Students develop an understanding of the purpose, evolution, power and outcomes of social movements.

201


VCE SOCIOLOGY UNITS 3 AND 4 CONTINUED

OUTCOMES

Unit 3● Students should be able to analyse and evaluate changes in public awareness and views of Australian Indigenous

culture● Students should be able to identify and analyse experiences of ethnicity within Australian society

Unit 4● Students should be able to analyse the experience of community generally and analyse and evaluate a specifi c

community● Students should be able to analyse the nature and purpose of social movements and evaluate their infl uence on

social change

ASSESSMENT

For each outcome, one or more of the following:● An analysis of text-based or visual representation/s● A multimedia presentation● A report● Structured questions● An extended response● A fi lm analysis● A research report● An essay

202


VCE Texts and Traditions Unit 2: Texts in SocietyIn faithfulness to Overnewton’s Christian (Anglican) identity and commitment to provide a well rounded education, all students participate in the College’s Religious Studies program – except at Year 12 where it is an elective.

DURATION OF SUBJECT


CONTENT

Unit 2

In this unit, students study texts as a means of investigating social attitudes on issues such as justice, care for the environment, racism and gender roles. Therefore, the texts selected for study should be potential sources of ideas about these or other issues in society. Some of the texts may call for changes in attitudes and values; and others may call for changes in social, religious and political institutions. Some texts may justify or support existing social, cultural, religious and political institutions, works, attitudes and values

OUTCOMES

Unit 2● Students should be able to understand the origin and development of selected texts that express a tradition’s

relationship to its society● Students should be able to understand the type of authority that a tradition currently attributes to its sacred texts,

how these texts affect the current tradition’s understanding of its relationship to society, and the effects of the sacred text upon society today

● Students should be able to compare the similarities and differences between the ways sacred texts of two or more religious traditions present a particular social issue

ASSESSMENT

Assessment tasks may include summaries, textual commentaries, essays, comparative tables, short reports and short-answer questions. An examination will be undertaken at the end of the year.

203


VCE Texts and Traditions Units 3 and 4The study of VCE Texts and Traditions equips students to come to a deeper understanding of the relationship between religious traditions and the written texts, which grow from and shape the traditions. There is much to be learned about religious traditions if they are examined in relation to the texts upon which they are founded. These texts become a touchstone to the tradition as the tradition develops and responds to changing circumstances.

This subject is offered to students at Year 11 and 12. Year 11 students who undertake this study are not required to take the otherwise compulsory Year 11 Religious Studies units.

CONTENT

Unit 3: Texts and the Early Tradition

This unit begins a detailed study of Luke’s gospel. Students will explore when, why and for whom the gospel was written, with a major focus being the historical context of the Gospel. In addition, students explore Luke as a literary text, learning about the ideas and issues that it raises as well as the structures and form.

Unit 4: Texts and their Teachings

Students continue to study Luke’s gospel but the focus shifts to the way that the Gospel has been interpreted over time. Students choose a signifi cant issue or social theme in the Gospel and examine its original setting. They then examine how the Christian tradition has interpreted or reinterpreted the issue at a later date.

OUTCOMES

Unit 3 ● Students should be able to identify and explain social and cultural contexts that infl uenced the early development of

the Church and the writing of the Gospel● Students should be able to discuss the major themes of the Gospel of Luke, and analyse its literary structure● Students should be able to apply the exegetical methods of analysis and criticism to develop an interpretation of

the passages of special study, and discuss the nature of, and challenges to, exegetical method

Unit 4● Students should be able to apply exegetical methods to develop an interpretation of the Gospel of Luke● Students should be able to discuss a religious signifi cant idea, belief or theme, with emphasis on social themes,

and analyse and evaluate how related passages of the Gospel have been interpreted within the Christian tradition at later stages

ASSESSMENT ● Essay● Report● Oral Presentation● Short answer questions and extended questions● End of year examination

The School Assessed Coursework will contribute 50% of the study score and the fi nal examination the other 50%.

204


CONTENT

Unit 1

The unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their fi nal visual communications.

Unit 2

This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specifi c purposes in designated design fi elds. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fi elds of design.

OUTCOMES

Unit 1● Students should be able to apply a range of drawing methods that are suitable for the purposes of observation,

visualisation and presentation● Students should be able to apply design thinking techniques to generate alternative ideas and refl ect on their

suitability● Students should be able to select and apply different design elements and design principles when generating and

developing alternative design options● Students should be able to identify the connections between past and contemporary visual communications in terms

of visual communication practices and social and cultural factors

Unit 2 ● Students should be able to apply drawing methods including technical drawings and three-dimensional techniques

of visual communications that are suitable for the presentation● Students should be able to use manual and/or digital methods to create presentation drawings● Students should be able to select and creatively use appropriate media, materials, methods, presentation formats and

conventions to suit communication purposes● Students should be able to evaluate the suitability of design ideas and concepts in terms of the requirements of a

design brief● Students should be able to select and use a range of appropriate methods, media, materials, design elements and

design principles

205


VCE VISUAL COMMUNICATION DESIGN UNITS 1 AND 2 CONTINUED

ASSESSMENT

Unit 1

Assessment tasks for this unit are:● Folio of observational, visualisation and presentation drawings created using manual and/or digital methods● Final presentations created using manual and/or digital methods● Visual and oral presentation based on past and contemporary visual communications

Unit 2

Assessment tasks for this unit are:● Folio of typography and image ideas and concepts created using manual and/or digital methods● Folio of technical drawings created using manual and/or digital methods


“As a Year 11 student, Visual Communication Design was a way I could elaborate upon my creativity within a different environment. I was drawn to its level of freedom with regards to the three design fi elds, and while Environmental Design and Industrial Design have never been my forte, I enjoyed constructing my own potential products and architectural models and overall developing my personal creative style. The third design fi eld, Communication Design, has become something I may wish to pursue in further years, as its components of packaging and logo design encouraged my drawing and computing skills. There’s an element of professionalism that a student feels designing various products for fi gurative clients, and that’s something that I experienced in Year 11 VCD. I thoroughly recommend the subject to those who like to express their creative ideas and would like to develop their stylistic fl air.”

Greta Egan

206


CONTENT

Unit 3

In this unit, students explore a range of existing visual communications in the communication, environmental and industrial design fi elds. In response to given stimulus material, students redesign the visual communications for different purposes, audiences and contexts. Students use their research and analysis of visual communication designers to support the development of their own work. They establish a design brief and apply design thinking skills through the design process. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refi nement work undertaken in Unit 4.

Unit 4

The focus of this unit is the development of design concepts and two fi nal presentations of visual communications to meet the requirements of the design brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refi ning concepts for each need stated in the brief. They utilise a range of digital and manual two and three-dimensional methods, media and materials. They investigate how application of design elements and design principles creates different communication messages to their target audience.

OUTCOMES

Unit 3 ● Students should be able to analyse existing visual communications● Students should be able to select and apply a range of design elements, design principles, manual and digital

methods, materials, conventions and media appropriate to different purposes, audiences and contexts● Students should be able to use appropriate terminology● Students should be able to describe the roles and relationships between the clients, designers and specialists● Students should be able to apply design thinking skills to create, analyse, evaluate, refl ect on, and critique

information and ideas● Students should be able to access and reference research material from a range of sources● Students should be able to apply visualisation drawing methods to explore and generate ideas● Students should be able to annotate drawings to explain connections to the brief and research

207


VCE VISUAL COMMUNICATION DESIGN UNITS 3 AND 4 CONTINUED

Unit 4 ● Students should be able to apply design thinking skills to support the application of relevant stages of the design

process● Students should be able to select ideas for development that address the requirements of a design brief● Students should be able to select and apply a range of manual and digital methods, materials, media, design

elements, design principles, presentation formats and conventions to develop concept and present fi nal visual communications

● Students should be able to use appropriate terminology● Students should be able to present fi nal visual communications that satisfy the brief

ASSESSMENT

The student’s level of achievement in Units 3 and 4 will be determined by school assessed coursework, a school assessed task and an end of year examination.


208

Subject Codes

SUBJECT CODES VCE UNITS AC011 VCE Accounting Unit 1AC022 VCE Accounting Unit 2AC033 VCE Accounting Unit 3AC034 VCE Accounting Unit 4AR011 VCE Art Unit 1AR022 VCE Art Unit 2AR033 VCE Art Unit 3AR034 VCE Art Unit 4BI011 VCE Biology Unit 1BI022 VCE Biology Unit 2BI033 VCE Biology Unit 3BI034 VCE Biology Unit 4BM011 VCE Business Management Unit 1BM022 VCE Business Management Unit 2BM033 VCE Business Management Unit 3BM034 VCE Business Management Unit 4CH011 VCE Chemistry Unit 1CH022 VCE Chemistry Unit 2CH033 VCE Chemistry Unit 3CH034 VCE Chemistry Unit 4DA011 VCE Dance Unit 1DA022 VCE Dance Unit 2DA033 VCE Dance Unit 3DA034 VCE Dance Unit 4DR011 VCE Drama Unit 1DR022 VCE Drama Unit 2DR033 VCE Drama Unit 3DR034 VCE Drama Unit 4DT011 VCE Product Design and Technology Unit 1DT022 VCE Product Design and Technology Unit 2DT033 VCE Product Design and Technology Unit 3DT034 VCE Product Design and Technology Unit 4EC011 VCE Economics Unit 1EC022 VCE Economics Unit 2EC033 VCE Economics Unit 3EC034 VCE Economics Unit 4EL011 VCE English Language Unit 1EL012 VCE English Language Unit 2EL013 VCE English Language Unit 3EL014 VCE English Language Unit 4EN011 VCE English Unit 1EN012 VCE English Unit 2EN013 VCE English Unit 3EN014 VCE English Unit 4

209

SUBJECT CODES VCE UNITS EV011 VCE Environmental Science Unit 1EV022 VCE Environmental Science Unit 2GE011 VCE Geography Unit 1GE022 VCE Geography Unit 2GE033 VCE Geography Unit 3GE034 VCE Geography Unit 4HH011 VCE Health and Human Development Unit 1HH022 VCE Health and Human Development Unit 2HH033 VCE Health and Human Development Unit 3HH034 VCE Health and Human Development Unit 4HI031 VCE History: Twentieth Century History Unit 1HI042 VCE History: Twentieth Century History Unit 2HI083 VCE History: Australian History Unit 3HI084 VCE History: Australian History Unit 4HI133 VCE History: Revolutions Unit 3HI134 VCE History: Revolutions Unit 4IT011 VCE Applied Computing Unit 1IT012 VCE Applied Computing Unit 2IT023 VCE Computing: Data Analytics Unit 3IT024 VCE Computing: Data Analytics Unit 4IT033 VCE Computing: Software Development Unit 3IT034 VCE Computing: Software Development Unit 4LI011 VCE Literature Unit 1LI012 VCE Literature Unit 2LI013 VCE Literature Unit 3LI014 VCE Literature Unit 4LO101 VCE Languages – German Unit 1LO102 VCE Languages – German Unit 2LO103 VCE Languages – German Unit 3LO104 VCE Languages – German Unit 4LO401 VCE Languages – Indonesian Unit 1LO402 VCE Languages – Indonesian Unit 2LO403 VCE Languages – Indonesian Unit 3LO404 VCE Languages – Indonesian Unit 4LS011 VCE Legal Studies Unit 1LS022 VCE Legal Studies Unit 2LS033 VCE Legal Studies Unit 3LS034 VCE Legal Studies Unit 4MA071 VCE Mathematics: General Mathematics Unit 1MA072 VCE Mathematics: General Mathematics Unit 2MA073 VCE Mathematics: Further Mathematics Unit 3MA074 VCE Mathematics: Further Mathematics Unit 4 MA091 VCE Mathematics: Specialist Mathematics Unit 1MA092 VCE Mathematics: Specialist Mathematics Unit 2

Subject Codes

210

Subject Codes

SUBJECT CODES VCE UNITS MA093 VCE Mathematics: Specialist Mathematics Unit 3MA094 VCE Mathematics: Specialist Mathematics Unit 4MA101 VCE Foundation Mathematics Unit 1MA102 VCE Foundation Mathematics Unit 2MA111 VCE Mathematics: Mathematical Methods Unit 1MA112 VCE Mathematics: Mathematical Methods Unit 2MA113 VCE Mathematics: Mathematical Methods Unit 3MA114 VCE Mathematics: Mathematical Methods Unit 4MC011 VCE Music Performance Unit 1MC012 VCE Music Performance Unit 2MC043 VCE Music Performance Unit 3MC044 VCE Music Performance Unit 4ME011 VCE Media Unit 1ME022 VCE Media Unit 2ME033 VCE Media Unit 3ME034 VCE Media Unit 4MS011 VCE Music Style and Composition Unit 1MS022 VCE Music Style and Composition Unit 2MS033 VCE Music Style and Composition Unit 3MS034 VCE Music Style and Composition Unit 4OS011 VCE Outdoor and Environmental Studies Unit 1OS022 VCE Outdoor and Environmental Studies Unit 2OS033 VCE Outdoor and Environmental Studies Unit 3OS034 VCE Outdoor and Environmental Studies Unit 4PE011 VCE Physical Education Unit 1PE022 VCE Physical Education Unit 2PE033 VCE Physical Education Unit 3PE034 VCE Physical Education Unit 4PH011 VCE Physics Unit 1PH022 VCE Physics Unit 2PH033 VCE Physics Unit 3PH034 VCE Physics Unit 4PL011 VCE Philosophy Unit 1PL022 VCE Philosophy Unit 2PL033 VCE Philosophy Unit 3PL034 VCE Philosophy Unit 4PS041 VCE Australian and Global Politics Unit 1PS042 VCE Australian and Global Politics Unit 2PS053 VCE Global Politics Unit 3PS054 VCE Global Politics Unit 4PY011 VCE Psychology Unit 1PY022 VCE Psychology Unit 2PY033 VCE Psychology Unit 3PY034 VCE Psychology Unit 4

211

Subject Codes

SUBJECT CODES VCE UNITS RE011 VCE Religion and Society Unit 1RE022 VCE Religion and Society Unit 2 RE033 VCE Religion and Society Unit 3RE034 VCE Religion and Society Unit 4SO011 VCE Sociology Unit 1SO022 VCE Sociology Unit 2SO033 VCE Sociology Unit 3SO034 VCE Sociology Unit 4TT011 VCE Texts and Traditions Unit 1TT022 VCE Texts and Traditions Unit 2TT033 VCE Texts and Traditions Unit 3TT034 VCE Texts and Traditions Unit 4VC011 VCE Visual Communication Design Unit 1VC022 VCE Visual Communication Design Unit 2VC033 VCE Visual Communication Design Unit 3VC034 VCE Visual Communication Design Unit 4XI033 VCE Extended Investigation Unit 3XI034 VCE Extended Investigation Unit 4

212

Glossary

Assessment Tasks Specifi c activities such as practical exercises, tests, examinations, folio presentations, performance activities or essays which receive a grade according to criteria specifi ed within each study.

ATAR Australian Tertiary Admissions Rank. The Victorian Tertiary Admission Centre uses the study scores to determine a national percentile ranking of each student. The ATAR is used by universities and TAFE institutes to select students for courses.

GAT General Achievement Test. Each student undertaking a VCE Units 3 and 4 study is expected to complete the GAT.

Middle Band Additional factors considered in the selection of 20% of tertiary places.

Outcomes What you are expected to know and be able to do by the time you have completed the unit.

Prerequisites A study that you must successfully complete to be eligible for entry into a course.

SAC School Assessed Coursework. Work completed within class time which contributes to the internal assessment of VCE Units 3 and 4 studies.

Satisfactory Completion Students must satisfactorily complete each set of outcomes in the study according to the objectives in the study design to enable them to gain a “S” as the overall result for that unit.

Scaling A process used by VTAC to provide an overall measure of the performance of all students across all VCE studies. Scaling refl ects the strength of competition within each study.

Study Subjects completed by students. Each study consists of four units.

Study Design The description of the content of a study and how students’ work is to be assessed. This is published by VCAA.

Study Score The measure of the student’s relative position in the state wide cohort of students undertaking the study. This is reported as a score out of 50, calculated using the scores achieved in each of the three graded assessments for the study.

Units 1 and 2 Units of work usually undertaken in Year 11.

Units 3 and 4 Units of work with a greater degree of diffi culty which are usually undertaken in Year 12.

VCAA Victorian Curriculum and Assessment Authority. The body established by the Victorian Government which has responsibility for all aspects of the VCE and VCE VET.

VCE The Victorian Certifi cate of Education.

VCE Unit Each unit of work in each study is a semester in length.

VET Vocational Education and Training. VET programs are taken as part of VCE and students gain nationally recognised vocational certifi cates.

VTAC The Victorian Tertiary Admission Centre administers the selection system for Victoria’s tertiary institutions.

213

Subject Cost Schedule

YEAR 10Active For Life● $70 per semester

The activities involved could include: sailing, ten pin bowling, and surf lifesaving activities.

Dance – Dancing Through LifeDrama 1 – Unmasking Your Dramatic Potential● Approximate total cost $75 (for each of the above subjects)

Parents will be required to pay for the cost of the performances that the students attend to assist their learning. The cost will vary depending on the type of performance they are attending. Students usually attend three performances in this semester.

Dance – Step in TimeDrama 2 – Processing Your Dramatic Potential● Approximate total cost $25 (for each of the above subjects)

Parents will be required to pay for the cost of the performances that the students attend to assist their learning. The cost will vary depending on the type of performance they are attending. Students usually attend one performance in this semester.

● $60 per semester

Parents may be required to pay for the cost of materials associated with their child’s individual projects if they exceed a defi ned limit. The cost will vary depending on the size and complexity of the design and the materials used.

Health for All● $35 per semester

The activities could include gym visits, yoga and other recreational activities.

Geography – Coast, Forests and Climate Challenges● $50 per semester

Planned activities include an excursion that is used for fi eldwork.

Geography – People, Place and Equality● $50 per semester

Planned activities include an excursion that is used for fi eldwork.

214


YEAR 10 CONTINUED

Music For Performance 1● $50

Parents will be required to pay for the cost of attending a performance if a relevant opportunity arises.

Music For Performance 2● $50


Outdoor Construction● $60 per semester


Outdoor Education● $270 per semester

The activities involved could include: snorkelling, cross country skiing, surfi ng, rock climbing and mountain bike riding (some of these activities are seasonal e.g. the students cannot ski in summer).

Sports Medicine ● $320 per semester

Students undertaking this course are assessed by qualifi ed external assessors in their knowledge and understanding of the course content. It is an essential part of the course that qualifi ed trainers from Sports Medicine Australia teach the content of the course. Sport Medicine Australia is a nationally recognised training organisation (RTO). Successful candidates become nationally accredited Sports Trainers. This is a qualifi cation that is determined by the assessment of the recognised trainer from Sports Medicine Australia. This subject levy covers the cost of the trainer facilitating the course.

Art – 2D, Art – 3D, Architecture, Digital Photography,

● $60 per semester (for each of the above subjects except Media)● $30 per semester (Media)


215


VCEVCE Art Units 1 to 4● $120 levy ($60 per semester)

Parents may be required to pay for the cost of extra materials associated with their child’s individual projects if they exceed a defi ned limit. The cost will vary depending on the size and complexity of the design and the materials used.

VCE Chemistry Units 3 and 4● $30 levy per semester

School excursion to Strathmore Secondary College.

VCE Dance Units 1 and 3● Approximate total cost $75


VCE Dance Units 2 and 4● Approximate total cost $25


VCE Drama Units 1 and 3● Approximate total cost $75


VCE Drama Units 2 and 4● Approximate total cost $25


VCE Geography Units 1 to 4● $150 for Unit 1● $150 for Unit 2● $150 for Unit 3● $150 for Unit 4

Planned activities include a two day camp for students to conduct fi eld work.

216


VCE CONTINUED

VCE Media Units 1 to 4● $60 levy ($30 per semester)

VCE Music Performance Units 1 and 3● $50


VCE Music Performance Units 2 and 4● $50


VCE Outdoor and Environmental Studies Units 1 and 2● $290 for Unit 1*● $310 for Unit 2*Activities could include surfi ng, body boarding, bush walking, multi day bushwalks, cross country skiing and other relevant outdoor activities.

VCE Outdoor and Environmental Studies Units 3 and 4● $290 for Unit 3*● $390 for Unit 4*Planned activities include: two one day bush walks, a four day trip to the Grampians (which includes some rock climbing, abseiling and bush walking), and a three day trip to Mt Stirling and Mt Buller for cross country and downhill skiing.

VCE Product Design and Technology Units 1 to 4● $120 levy ($60 per semester)

Parents may be required to pay for the cost of extra materials associated with their child’s individual projects if they exceed a defi ned limit. The cost will vary depending on the size and complexity of the design and the materials used.

VCE Visual Communication Design Units 1 to 4● $120 levy ($60 per semester) Parents may be required to pay for the cost of extra materials associated with their child’s individual projects if they exceed a defi ned limit. The cost will vary depending on the size and complexity of the design and the materials used.

* Note: The nature of these programs necessitates that practical trips are undertaken in the outdoor environment. The number of students involved can affect the types of activities conducted and will infl uence the costs. Amounts listed above are estimates.

217

Notes

218

Notes

Keilor Campus

A I 2-50 Overnewton Road Keilor 3036P I 03 9334 0000 F I 03 9336 1835

overnewton.vic.edu.au

SENIOR SCHOOL

http://edu.au/

2020 vce course information handbook · 2020. 7. 15. · vce economics units 1 and 2 vce economics...

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