year 11 vce subject selection

Year 11 – 2021

VCE Subject Selection MEL

1

JOURNEY TO THE FUTURE

YEAR 11

VCE SUBJECT SELECTION

HANDBOOK

2021

Year 11 – 2021


At the end of Term 3 in year 10, students are expected to have made a preliminary choice on the VCE

subjects they wish to study in Year 11 and 12. The final course and subject selection decision is made by

the College depending on subject availability and ability of student in that subject.

Students will not be permitted to change subject selections after the first 2 weeks of Year 11. Even then, both

the Head of Secondary and the VCE Cordinator must approve changes.

Students should first find out the pre- ‐requisite requirements of the University courses of study for

which they intend to seek admission before making subject selections for Year 11. After satisfying

prerequisite requirements, students should base their subject selection on two factors – ability and

interest.

VCE VET programs are VET qualifications approved by the VCAA following consultation with schools,

industry and training providers.

VCE VET programs lead to nationally recognised qualifications, thereby offering students the

opportunity to gain both the VCE and a VET qualification. All VCE VET programs provide credit towards

the VCE.

School-‐assessed coursework (SACs) are appropriate learning activities, which enable students to

develop the knowledge and skills described in the set of outcomes for each unit.

The activities are tasks that a student would be expected to be doing in relation to what they are

studying. These activities may include: practical work, written reports, essays, oral presentations, poster

and multimedia presentations, assignments, folio of exercises, modelling activities, use of computer

software and/or applications, tests, etc.

At year 11 all students, carry out School Assessed Coursework. At Al Siraat semester examinations are

also considered to be SACs.

All SACs are graded and a piece of work that fails to meet the minimum acceptable standard will be

reported as `N’ (Not satisfactory). If the work is not completed or submitted `NA’ (Not Assessed) will

appear on the report.

Students will be provided with a list of all SACs for each study and the due dates at the start of each

semester.

SUBJECT SELECTION

VOCATIONAL EDUCATION AND TRAINING (VET) SUBJECTS

SCHOOL-ASSESSED COURSEWORK

Year 11 – 2021


VTAC www.vtac.edu.au

The Victorian Tertiary Admissions Centre provides information related to university entrance such as ATAR scores, subject scaling report, subject

prerequisites for university courses, electronic version of VTAC guide, and

VICTER for Year 10 students.

VCAA www.vcaa.vic.edu.au

The Victorian Curriculum Assessment Authority provides information related to

the Study Designs and Assessment, along with electronic version of past VCE

examinations and answers (excellent for revision).

Students will also find the ‘Where to now?’ booklet to

download.

Where to Now? Is a guide for students about the options available for the last

two years of secondary school, with information about the VCE and VCE VET

studies, the VCAL and school-‐‐based apprenticeships and traineeships.

Course Camel www.coursecamel.com

This website allows you to search and find information about TAFE and

University courses and careers. The search gives you information on what

courses need to be studied for a desired career and the ATAR and pre-‐‐requisite

subjects that the Tertiary Institution requires you to study to be admitted into

the course. Students should create a free login which allows them to save their

search and access a wide range of information to suit their needs.

My Future www.myfuture.edu.au

Through this website find out how interests can lead to a job, discover what

you're really good at, get help finding work experience and search careers and

information about TAFE, Apprenticeships and University courses.

Elevate Education www.elevateeducation.com

Useful website for students to download a range of study resources, practice

papers and study tips providing additional support and information on Study

Skills.

USEFUL WEBSITES FOR STUDENTS

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

http://www.vcaa.vic.edu.au/

http://www.coursecamel.com/

http://www.myfuture.edu.au/

http://www.elevateeducation.com/

Year 11 – 2021


You are required to select a study program from the studies offered by the College.

Before making your selection, make sure that you have carried out the necessary research. Refer to the

VICTER for the entrance requirements for university and TAFE courses. The Guide to the VCE and the

VTAC guide will provide you with information to help you plan your program. Feel free to ask subject

teachers questions about specific studies.

The careers teacher and VCE Co-‐ordinator, and Head of Senior School will be available to help you

make your selection. Make use of all the available resources to ensure that you make the right decisions

for your future aspirations.

To help you with the decision-‐making process, ask yourself the following key questions:

• What are my aspirations after leaving school?

• What type of job am I interested in?

• What level of education do I need for that job?

• What courses am I interested in?

• Where are these courses offered?

• What are the prerequisites for these courses?

• Are there any special entry schemes for these courses?

• What was the ATAR score for last year?

• Are my career aspirations realistic in relation to my academic abilities?

When making your selection, you should remember to choose studies:

• Which you enjoy or have an interest in.

• In which you have achieved well.

• That you may need for future study or work.

The following examples provide an indication of subjects offered at Al Siraat that should be considered

in relation to some course areas.

COURSE AREAS

RELATED SUBJECTS TO CONSIDER

Arts, Humanities, Social Sciences

LOTE, History, Economics

Administration, Business, Economics

Accounting, Business Management, Economics,

Legal Studies, Computing

Engineering

Mathematics, Physics, Chemistry, Computing

Building, Planning

Visual Communication & Design, Physics,

Mathematics, Computing

Science

Biology, Physics, Chemistry, Psychology,

Mathematics

PLANNING A STUDY PROGRAM

Year 11 – 2021


It is recommended that when choosing a program of study you consider the different combinations

and the pathways leading to them.

In Year 11 students select to study 6 subjects, in Year 12 they study 5.

Here are some examples to help you complete your selection.

A. Maths/Science

Year 11

English 1

Maths method

1

Chem 1

Physics 1

Genera Maths

1

Biology 3

ISLAMIC STUDIES

English 2

Maths Method

2

Chem 2

Physics 2

General Maths

2

Biology 4

Year 12

English 3

Maths Method

3

Chem 3

Physics 3

Further Maths

3

ISLAMIC STUDIES English

4 Maths Method

4

Chem 4

Physics 4

Further Maths

4

Course and Career outcomes are extremely wide and varied and would include health sciences,

engineering, building professions, defence forces, manufacturing.

B. Humanities / Arts

Year 11

English 1

Maths 1

History 1

Business Man.

1

Legal Studies

1

VET Business

3


2 Maths

2 History

2 Business Man.

2

Legal Studies

2

VET Business

4

Year 12

English 3

Maths 3

History 3

Business Man.

3

Legal Studies

3

ISLAMIC STUDIES

English 4

Maths 4

History 4

Business Man.

4

Legal Studies

4

Course and Career outcomes: business (excluding some Commerce areas), legal, teaching, media and

many more.

C. Creative arts

Year 11

English 1

Maths 1

VCD 1

Bus.Man1 HHD 2

VET Sport&Rec 3


2 Maths

2 VCD

2 Bus.Man

2 HHD

2 VET Sport&Rec

4

Year 12

English 3

Maths 3

VCD 3

Bus.Man 3

HHD 3


4 Maths

4 VCD

4 Bus.Man

4 HHD

4

Course and Career outcomes: visual arts, graphic design, architecture, media and journalism, multi-‐‐

media.

EXAMPLES OF STUDY PROGRAMS

Year 11 – 2021


Consult the Careers Advisor about information on Pathways

PATHWAYS AND THE VCE

Y

E A R

11

TAFE

COURSES

CERTIFICATES PREPARATORY

COURSES

WORK

APPRENTICESHIP

TRAINEESHIP

Y E A R

12

VCE

PART

TIME

STUDY AT A TAFE

UNIVERSITY OR

PRIVATE

COLLEGE

DIPLOMA OR DEGREE

COURSES

TAFE

ASSOCIATE DIPLOMAS

ADVANCED CERTIFICATES

Year 11 – 2021


**Subject availability is subject to student numbers

COMPULSORY SUBJECTS • Islamic Studies

• VCE English 1 & 2 or VCE Literature Unit 1 & 2

VCE SUBJECTS

• Accounting 1 & 2

• Biology 1 & 2

• Biology 3&4 ( only for students who have completed Biology Unit 1&2 in Year 10)

• Business Management 1 & 2

• Chemistry 1 & 2

• Environmental Science 1 & 2

• History 1 & 2

• Legal Studies 1 & 2

• Australian and Global Politics 1 & 2

• Health & Human Development 1&2

• Health & Human Development 3&4 ( only for students who have completed Health and Human Development Unit 1&2 in Year 10)

• Mathematics: Foundation Mathematics 1 & 2

• Mathematics: General Mathematics 1 & 2

• Mathematics: Mathematical Methods (CAS) 1 & 2

• Mathematics: Mathematical Methods (CAS) 3 & 4 (only for students who have completed Mathematics: Mathematical Methods (CAS) 1 & 2 in Year 10)

• Mathematics: Specialist Maths 1&2

• Mathematics: Further Mathematics 3 & 4 (only for students who have completed General Maths Unit 1&2 in Year 10)

• Psychology 1 & 2

• Psychology 3 & 4 (only for students who have completed Psychology 1&2 in Year 10)

• Physics 1 & 2

• Visual Communication and Design 1 & 2

• Visual Communication and Design 3 & 4 (only for students who have completed Visual Communication and Design 1 & 2 in Year 10)

VET SUBJECTS

• Sports and Recreation 1&2

• VET Business 1 & 2

SUBJECTS THAT MAY BE OFFERED IN YEAR 11 2021

Year 11 – 2021


A CHART FOR YOUR STUDY PROGRAM Use the chart below to plan your study program of VCE subjects for year 11

Year 11

English

1

ISLAMIC

STUDIES

English

2

• At year 11, VCE students must select 6 subjects offered as Unit 1 & 2 (or five subjects at Unit 1&2

and one subject at Unit 3&4 if a VCE subject was commenced in Year 10)

• At year 12, VCE students may choose to drop one subject or they have completed one subject

• By the end of year 12, VCE students should have completed a total of 5 or 6 VCE subjects.

Year 11 – 2021


English Unit 1 & 2 ENGLISH (EAL) Unit 1 & 2

The study of English contributes to the development of literate individuals capable of critical and creative thinking,

aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving

from interpretation to reflection and critical analysis.

Through engagement with texts from the contemporary world and from the past, and using texts from Australia and

from other cultures, students studying English become confident, articulate and critically aware communicators and

further develop a sense of themselves, their world and their place within it. English helps equip students for

participation in a democratic society and the global community.

This study will build on the learning established through AusVELS English in the key discipline concepts of language,

literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.

VCE UNIT 1& 2 SUBJECT DESCRIPTIONS

UNIT 1

Reading and creating texts

Analysing and presenting argument

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE English Unit 3 & 4, VCE EAL Unit 3 & 4

UNIT 2

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments

presented 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.

Areas of study:

3. Reading and comparing texts

4. Analysing and presenting argument

School Assessed Coursework:

Outcome 1: On completion of this unit the student should be able to compare the presentation of ideas, issues and themes

in two texts.

Outcome 2: On completion of this unit the student should be able to identify and analyse how argument and persuasive

language are used in text/s that attempt to influence an audience, and create a text which presents a point of

view.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Literature Unit 1 & 2 VCE Literature focuses on the meaning derived from texts, the relationship between texts, the contexts in which texts are produced and read, and the experiences the reader brings to the texts.In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text’s complexity and meaning, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts. VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to contemplate how we read as well as what we read. It considers how literary criticism informs the readings of texts and the ways texts relate to their contexts and to each other. Accordingly, the texts selected for study are drawn from the past through to the present, and vary in form and social and cultural contexts.

UNIT 1 APPROACHES TO LITERATURE

In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text. Areas of study: 1. Reading practices 2. Ideas and concerns in texts


Outcome 1: On completion of this unit the student should be able to respond to a range of texts and reflect on influences shaping these responses.

Outcome 2: On completion of this unit the student should be able to analyse the ways in which a selected text reflects or commentson the ideas and concerns of individuals and particular groups in society. Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Literature 3 & 4

UNIT 2 CONTEXT AND CONNECTIONS

In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis. Areas of study:

1. The text, the reader and their contexts 2. Exploring connections between texts


Outcome 1: On completion of this unit the student should be able to analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context.

Outcome 2: On completion of this unit the student should be able to compare texts considering the dialogic nature of texts and how they influence each other. Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Accounting Unit 1 & 2

Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses. VCE Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/investigative accounting, taxation, environmental accounting, management and corporate or personal financial planning.

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 financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial 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 financial indicators to measure business performance, and take into account the range of ethical considerations faced by business owners when making decisions, including financial, social and environmental.

Areas of study

1. The role of accounting 2. Recording financial data and reporting accounting information for a service business

School Assessed Coursework Outcome 1

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.

Outcome 2

Identify and record financial data, report and explain accounting information for a service business, and suggest and apply appropriate financial and non-financial indicators to measure business performance.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Accounting Unit 3 & 4

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 financial 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. Areas of study

1. Accounting for inventory

2. Accounting for and managing accounts receivable and accounts payable

3. Accounting for and managing non-current assets

School Assessed Coursework

Outcome 1

1. Record and report for inventory and discuss the effect of relevant financial and non-financial factors, and ethical considerations, on the outcome of business decisions.

Outcome 2 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 influence of ethical considerations.

Outcome 3

Record and report for non-current assets and depreciation

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


10

Biology Unit 1 & 2

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and

ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in

the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species

or the collective biodiversity of Earth.

In VCE Biology students develop their inquiry, analytical and communication skills. They apply critical and creative thinking

to analyse contemporary biology-‐related issues, and communicate their views from an informed position.

UNIT 1 How do living things stay alive?

In this unit students explain what is needed by an organism to stay alive. They are introduced to

some of the challenges for organisms in sustaining life.

Students examine the cell as the structural and functional unit of life and the requirements for

sustaining cellular processes in terms of inputs and outputs. Types of adaptations that enhance the

organism’s survival in a particular environment are analysed, and the role that homeostatic

mechanisms play in maintaining the internal environment is studied. Students consider how the

planet’s biodiversity is classified and investigate the factors that affect population growth. A student

investigation related to the survival of an organism or species is undertaken in Area of Study 3. The

investigation draws on content from Area of Study 1 and/or Area of Study 2.

Areas of Study:

1. How do organisms function?

2. How do living systems sustain life? 3. Practical Investigation


Outcome 1:

Investigate and explain how cellular structures and systems function to sustain life. Outcome 2: Explain how various adaptations enhance the survival of an individual organism, investigate the

relationships between organisms that form a living community and their habitat, and analyse the

impacts of factors that affect population growth.

Outcome 3:

Design and undertake an investigation related to the survival of an organism or species, and draw

conclusions based on evidence from collected data.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Biology Unit 3 & 4

UNIT 2 How is continuity of life maintained? In this unit students focus on asexual and sexual cell reproduction and the transmission of biological information from generation to generation. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They consider the role of genetic knowledge in decision-‐‐ making about the inheritance of various genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined. A student investigation into, and communication of, an issue related to genetics and/or reproductive science is undertaken in Area of Study 3. The investigation draws on content from Area of Study 1 and/or Area of Study 2. Areas of Study: How does reproduction maintain the continuity of life? How is inheritance explained? School Assessed Coursework: Outcome 1: Compare the advantages and disadvantages of asexual and sexual reproduction, explain how changes within the cell cycle may have an impact on cellular or tissue system function and identify the role of stem cells in cell growth and cell differentiation and in medical therapies. Outcome 2: Apply an understanding of genetics to describe patterns of inheritance, analyse pedigree charts, predict outcomes of genetic crosses and identify the implications of the uses of genetic screening and decision making related to inheritance.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Business Management Unit 1 & 2

VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design follows the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure continued success of a business. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources. A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies to contemporary challenges in establishing and maintaining a business.

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

Areas of study: 1. The business idea

2. External environment 3. Internal environment School Assessed Coursework Outcome 1: 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. Outcome 2: Describe the external environment of a business and explain how the macro and operating factors within it may affect business planning.

Outcome 3: Describe the internal business environment and analyse how factors from within it may affect business planning.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Business Management Unit 3 & 4

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 financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied 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 staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

Areas of study:

1. Legal requirements and financial considerations 2. Marketing a business 3. Staffing a business

School Assessed Coursework Outcome 1: Explain the importance when establishing a business of complying with legal requirements and financial record keeping, and establishing effective policies and procedures. Outcome 2: 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.

Outcome 3: Discuss the staffing needs for a business and evaluate the benefits and limitations of management strategies in this area from both an employer and an employee perspective.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Chemistry Unit 1 & 2

VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the

exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical

principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the

analysis and synthesis of a variety of materials.

In VCE Chemistry students develop a range of inquiry skills involving practical experimentation and research specific

to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills.

Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-‐related issues, and

communicate their views from an informed position

UNIT 1 How can the diversity of materials be explained?

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 modification 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

specific applications.

Areas of Study:

1. How can knowledge of elements explain the properties of matter?

2. How can the versatility of non-‐metals be explained?

3. Research Investigation


Outcome 1: 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.

Outcome 2: 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.

Outcome 3: Investigate a question related to the development, use and/or modification of a selected material or chemical and communicate a substantiated response to the question. Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Chemistry Unit 3 & 4

UNIT 2 What makes water such a unique chemical?

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.

Areas of Study:

1. How do substances interact with water?

2. How are substances in water measured and analysed?

3. Practical Investigation


Outcome 1: Relate the properties of water to its structure and bonding, and explain the

importance of the properties and reactions of water in selected contexts.

Outcome 2: Measure amounts of dissolved substances in water and analyse water samples

for salts, organic compounds and acids and bases.

Outcome 3: Design and undertake a quantitative laboratory investigation related to water

quality, and draw conclusions based on evidence from collected data.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Australian and Global Politics Unit 1 & 2

VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and its influence. It allows students to become informed observers of, and active participants in, their political system. As students begin to think critically, they recognise that democratic ideals are often difficult to achieve in practice. Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and of contemporary global issues. In doing so, students are provided with the opportunity to develop the awareness and the critical thinking skills that underpin active citizenship and an ability to more deeply appreciate and contextualise the global environment in which they live.

UNIT 1 IDEAS, ACTORS AND POWER In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda. Areas of Study:

1. Power and ideas

2. Political actors and power


Outcome 1 Identify and explain key ideas relating to the exercise of political power, and analyse and evaluate different approaches to governmental power by comparing Australian democracy with a non-democratic political system.

Outcome 2 Explain and analyse the roles and functions of political parties, interest groups and the media and their influence on participation in Australian politics.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Australian and Global Politics Unit 3 & 4

UNIT 2 GLOBAL CONNECTIONS This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability. Areas of Study:

1. Global links

2. Global cooperation and conflict


Outcome 1 Identify and analyse the social, political and economic interconnections created by globalisation and evaluate Australia’s participation in the global community.

Outcome 2 Describe and analyse the extent to which global actors can effectively manage cooperation, conflict and instability in relation to selected case studies.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Environmental Science Unit 1 & 2

In VCE Environmental Science, Earth is understood as a set of four interdependent systems: the atmosphere, biosphere, hydrosphere and lithosphere. The study explores how the relationships between these systems produce environmental change over a variety of time scales. Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on pollution, biodiversity, energy use and climate change; they explore the conceptual, behavioural, ethical and technological responses to these changes. Students examine data related to environmental monitoring over various time scales, case studies, research, models, frameworks and theories to understand how knowledge in environmental science has evolved and continues to evolve in response to new evidence and discoveries. 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.

Areas of study:

1. How is life sustained on Earth?

2. How is Earth a dynamic system?

3. Practical investigation


Outcome 1

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. Outcome 2

Describe the flow of matter and energy, nutrient exchange and environmental changes in ecosystems across Earth’s four systems over different time scales.

Outcome 3

Design and undertake an investigation related to ecosystem monitoring and/or change, and draw a conclusion based on evidence from collected data.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Environmental Science Unit 3 & 4

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 significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making.

Areas of study:

1. When does pollution become a hazard?

2. What makes pollution management so complex?

3. Case Study

Outcome 1

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.

Outcome 2

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

Outcome 3

Investigate and communicate a substantiated response to an issue involving the management of a selected pollutant of local interest

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Health and Human Development Unit 1 & 2 VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice. VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges.

UNIT 1 UNDERSTANDING HEALTH & WELLBEING This area of study takes a broad, multidimensional approach to health and wellbeing. Such an approach acknowledges that defining and measuring these concepts is complicated by a diversity of social and cultural contexts. Students consider the influence of age, culture, religion, gender and socioeconomic status on perceptions of and priorities relating to health and wellbeing. They look at measurable indicators of population health, and at data reflecting the health status of Australians. With a focus on youth, students enquire into reasons for variations and inequalities in health status, including sociocultural factors that contribute to variations in health behaviours

Areas of Study:

1. Health perspectives and influences 2. Health and nutrition 3. Youth health and wellbeing


Outcome 1 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. Outcome 2 Apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information. Outcome 3 Interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Health and Human Development Unit 3 & 4

UNIT 2 MANAGING HEALTH & 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.

Areas of Study: 1. Developmental transitions 2. Health care in Australia


Outcome 1 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. Outcome 2

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

Examination 60%

Coursework 40%

Year 11 – 2021


Foundation Mathematics Unit 1 & 2

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’ 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, equations and graphs 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 teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year.

UNIT 1 AND 2

AREAS OF STUDY 1. Space, shape and design 2. Patterns and number 3. Data 4. Measurement

School assessed coursework Outcome 1 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. Outcome 2 apply mathematical procedures to solve practical problems in both familiar and new contexts, and communicate their results. Outcome 3 Select and use technology to solve problems in practical contexts. Assessment:

• 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.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


General Mathematics Unit 1 & 2

General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 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’. Provide for a range of courses of study involving non-‐‐calculus based topics for a broad range of students and may be implemented in various ways to reflect student interests in, and applications of, mathematics. They incorporate topics that provide preparation for various combinations of studies at Units 3 and 4 and cover assumed knowledge and skills for those units. General Mathematics provides students with the foundations necessary to undertake Further Maths Unit 3 & 4 Entry into General Maths is dependent on the students achievement in Year 10 Maths

FUTURE PATHWAYS VCE Further Mathematics Unit 3 & 4

UNIT 1 & 2

Areas of Study:

1. Algebra and structure

2. Arithmetic and number

3. Discrete mathematics

4. Geometry, measurement and trigonometry

5. Graphs of linear and non-‐linear relations

6. Statistics


Outcome 1: Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2: 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.

Outcome 3: 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: • Tasks for this unit are selected from the following:

• Assignments;

• Tests;

• Summary or review notes.

• Projects;

• Short written responses;

• Problem-‐solving tasks;

• Modelling tasks.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Mathematical Mathematics Unit 1 & 2

Mathematical Methods Units 1 and 2 are completely prescribed and provide an introductory study of simple elementary functions, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and cover assumed knowledge and skills for those units. Entry into Mathematical Maths is dependent on the students achievement in Year 10 Maths

FUTURE PATHWAYS VCE Maths Methods Unit 3 & 4

UNIT 1 & 2

Areas of study

1. Functions and Graphs 2. Algebra 3. Calculus 4. Probability and Statistics


Outcome 1: Define and explain key concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2: 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.

Outcome 3: 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: Tasks for this unit are selected from the following: Assignments; Tests; Summary or review notes. Projects Short written responses Problem-‐‐solving tasks Modelling tasks.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Specialist Mathematics Unit 1 & 2 Specialist Mathematics Units 1&2 provide a course of in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications. Specialist Mathematics must be taken together with Mathematical Methods and is a prerequisite for Specialist Mathematics Units 3 & 4. Specialist Mathematics leads to careers in STEM (Engineering, Computer Science, Mathematics etc) as well as Economics/Actuarial studies. Due to its high scaling factor it is also used by students who are good at mathematics seeking entry into Medicine Degrees. Entry into Specialist Maths is dependent on the students achievement in Year 10 Mathematics

FUTURE PATHWAYS VCE Specialist Maths Unit 3 & 4

UNIT 1 & 2

Areas of study

1. Algebra and structure 2. Geometry, measurement and trigonometry 3. Graphs of linear and non-linear relations 4. Statistics


Outcome 1 to be able to define 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.

Outcome 2 to 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.

Outcome 3 On completion of this unit the student 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: Tasks for this unit are selected from the following: Assignments; Tests; Problem-‐‐solving tasks Modelling tasks.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Physics Unit 1 & 2 Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the Universe. While much scientific understanding in physics has stood the test of time, many other areas continue to evolve. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena.

UNIT 1 WHAT IDEAS EXPLAIN THE PHYSICAL WORLD?

Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter.

Areas of Study 1. How can thermal effects be explained?

2. How do electric circuits work?

3. What is matter and how is it formed?


Outcome 1

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.

Outcome 2:

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. Outcome 3: Explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms. Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Physics Unit 3 & 4

UNIT 2 WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?

In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

Areas of Study

1. How can motion be described and explained?

2. Options

3. Practical investigation


Outcome 1:

investigate, analyse and mathematically model the motion of particles and bodies.

Outcome 2:

Apply concepts and investigate in relation to one of the twelve options available in this area of study

Outcome 3

Design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Psychology Unit 1 & 2

VCE Psychology provides students with a framework for exploring the complex interactions between biological,

psychological and social factors that influence human thought, emotions and behavior. In undertaking this

study, students apply their learning to everyday situations including workplace and social relations. They gain

insights into a range of psychological health issues in society.

UNIT 1 HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

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 influence

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.

Areas of study:

1. How does the brain function?

2. What influences psychological development?

3. Student-‐‐directed research investigation.

School assessed coursework

Outcome 1: 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.

Outcome 2: Identify the varying influences of nature and nurture on a person’s psychological

development, and explain different factors that may lead to typical or atypical psychological

development.

Outcome 3: 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.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Psychology Unit 3 & 4

UNIT 2 HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?

A person’s thoughts, feelings and behaviors are influenced 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 influence the

behavior of an individual and groups.

Areas of study:

1. What influences a person’s perception of the world?

2. How are people influenced to behave in particular ways? 3. Student-‐‐directed practical investigation

School assessed coursework

Outcome 1: Compare the sensations and perceptions of vision and taste, and analyse factors

that may lead to the occurrence of perceptual distortions.

Outcome 2: identify factors that influence individuals to behave in specific ways, and analyse

ways in which others can influence individuals to behave differently.

Outcome 3: Design and undertake a practical investigation related to external influences on

behaviour, and draw conclusions based on evidence from collected data. Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Visual Communication and Design Unit 1 & 2

Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices about what they think, what they need or want. The study provides students with the opportunity to develop informed, critical and discriminating approaches to understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, supports skill development in areas beyond design, including science, business, marketing and management.

.

UNIT 1 INTRODUCTION TO VISUAL COMMUNICATION This 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 create messages, ideas and concepts, both visible and tangible. Students practise 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 final visual communications.

Areas of Study:

1. Drawing as a means of communication

2. Design Elements and Design Principles

3. Visual communication design in context


Outcome 1: Create drawings for different purposes using a range of drawing methods, media

and materials.

Outcome 2: Select and apply design elements and design principles to create visual

communications that satisfy stated purposes.

Outcome 3: Describe how visual communication has been influenced by past and contemporary

practices, and by social and cultural factors.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Visual Communication and Design Unit 3 & 4

UNIT 2 APPLICATIONS OF VISUAL COMMUNICATION DESIGN This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields.

Areas of Study: 1. Technical drawing in context

2. Type and imagery

3. Applying the design process


Outcome 1: Create presentation drawings that incorporate relevant technical drawing

conventions and effectively communicate information and ideas for a selected design field.

Outcome 2: Manipulate type and images to create visual communications suitable for print

and screen-‐‐based presentations, taking into account copyright.

Outcome 3: Engage in stages of the design process to create visual communications

appropriate to a given brief.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


Twentieth Century History Unit 1 & 2

The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. UNIT 1 TWENTIETH CENTURY HISTORY 1918-1939

In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939. Areas of study:

1. Ideology and conflict 2. Social and cultural change

School assessed coursework Outcome 1: 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. Outcome 2: Explain patterns of social life and cultural change in one or more contexts, and analyse the factors which influenced changes to social life and culture, in the inter-war years.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE History: Revolutions Unit 3 & 4

UNIT 2 TWENTIETH CENTURY HISTORY 1945-2000 In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights. Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. Areas of study:

1. Competing ideologies 2. Challenge and change

School assessed coursework Outcome 1: Explain the ideological 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 conflicts in the period. Outcome 2: 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

Examination 60%

Coursework 40%

Year 11 – 2021


Legal Studies Unit 1 & 2 In contemporary Australian society there is a range of complex laws that exist to protect the rights of individuals and to achieve social cohesion. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of society interact with the laws and the legal system in many aspects of their lives and can influence law makers. The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system. They develop knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills, and fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as lawyer, paralegal, legal secretary and careers in the courtroom.

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. Areas of study:

1. Legal foundations 2. The presumption of innocence 3. Civil liability

School assessed coursework Outcome 1: Describe the main sources and types of law, and assess the effectiveness of laws. Outcome 2: 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. Outcome 3: 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.

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


FUTURE PATHWAYS VCE Legal Studies Unit 3 & 4

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. Areas of study:

1. Sanctions 2. Remedies 3. Rights

School assessed coursework Outcome 1: 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. Outcome 2: 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. Outcome 3: 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

Assessment

Examination 60%

Coursework 40%

Year 11 – 2021


VCE VET Sports and Recreation Unit 1 & 2 SIS30510 Certificate III in Sport and Recreation

The VCE VET Sport and Recreation program aims to:

• Provide participants with the knowledge and skills to achieve competencies that will enhance

their employment prospects in the sport and recreation or related industries

• Enable participants to gain a recognised credential and to make a more informed choice of

vocation or career path.

• Certificate III in Sport and Recreation provides students with the skills and knowledge to work

in the Sport and Recreation industry in areas such as maintaining grounds and playing

surfaces, providing customer service, housekeeping or administrative service. Possible job

outcomes for a student with this qualification may include the provision of sport and

recreation programs, grounds and facilities maintenance and working in the service industry

in locations such as a fitness centre, outdoor sporting ground or aquatic centres. Program 3

consists of a minimum of 15 units of competency:

• Units 1 and 2: six compulsory units plus a minimum of 30 hours of elective units

FUTURE PATHWAYS VCE VET Sports and Recreation Unit 3 & 4

Year 11 – 2021


VCE VET Business Unit 1 & 2 BSB30115 Certificate III in Business The VCE VET Business program is an entry level qualification which provides students with the knowledge and skills to enhance their employment prospects in a business or office environment. The certificate provides an understanding of business fundamentals within the Australian context and will assist students to gain employment opportunities in an entry level administrative or customer service role.

BSB30115 Certificate III in Business: provides students with the opportunity to develop a broad range of skills and knowledge to work in a variety of work contexts using discretion, judgement and relevant theoretical knowledge.

FUTURE PATHWAYS

VCE VET Business 3 & 4

Code Unit Title Nominal Hours

Units 1 and 2

Compulsory units:

BSBWHS201 Contribute to health and safety of self and others 20

Subtotal: 20

Elective units: Select eleven electives from Elective Bank 1 and 2. Electives may be chosen entirely from Elective Bank 1 or a combination of both Elective banks. A maximum of two units may be chosen from Elective Bank 2.

Elective Bank 1:

BSBCUS201 Deliver a service to customers 40

BSBCMM201 Communicate in the workplace 40

BSBIND201* Work effectively in a business environment 30

BSBINN201 Contribute to workplace innovation 35

BSBITU212 Create and use spreadsheets 30

BSBITU211 Produce digital text documents 60

BSBITU213 Use digital technologies to communicate remotely 20

BSBSMB201* Identify suitability for micro business 20

BSBWOR202 Organise and complete daily work activities 20

BSBWOR203 Work effectively with others 15

Subtotal: 220-390

Total: 240-410

Year 11 – 2021


Year 11 – 2019


year 11 vce subject selection

Documents