CONTENTS Page VCE at AIA · 2017-02-13 · VCE at AIA 5 - 9 Award of the VCE Outcome...
Transcript of CONTENTS Page VCE at AIA · 2017-02-13 · VCE at AIA 5 - 9 Award of the VCE Outcome...
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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CONTENTS
Page
AIA Senior School – introduction 3
Transition at the Senior School 4
VCE at AIA 5 - 9
Award of the VCE
Outcome
School-Assessed Coursework
School-Assessed Tasks
Assessment of Units 3 and 4
Statistical Moderation of School Assessed Coursework
Rules and Procedures for school assessment
Submission of School-Assessed Tasks
Non-Satisfactory Completion of a Unit
Study Scores
ATAR
GAT
Students Choosing VCE
IB at AIA 10 - 16
IB Learner Profile
IB Diploma Programme
IB subjects
TOK, Extended Essay, CAS
IB Assessment
Assessment grading
University recognition
GAT and ATAR
Who is IB for?
Academic honesty
IB costs
General Policies and Procedures 17 - 21
Authentication of student work
CAS
Computer work
Dates and Deadlines
Extension of time
Examinations
Induction programme
Overseas travel
Personal details form
School-Assessed Coursework
Senior School Manual
Student Absences
Student Contract
Student Profiles and Regular reviews
Study Habits
Leadership
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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Page
Glossary of key words/Useful websites 22 - 23
Planning a Study Program 24 - 27
Year 11 & 12 subjects offered 28 – 30
Contact Teachers 31
Subject Descriptions & Assessment
Year 11 – 12 Compulsory subject (IB/VCE) 33 - 38
VCE Subjects (Units 1 – 4) 39 - 73
IB Subjects 74 - 102
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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AUSTRALIAN INTERNATIONAL ACADEMY
MELBOURNE SENIOR CAMPUS
The primary focus of the Senior Secondary School at AIA is to prepare students for University
and further study while preserving an environment which allows for the expression of the
student’s Islamic character. Qualities prized by students at AIA include Islamic manners,
academic excellence, leadership, striving for achievement, internationalism, multiculturalism,
acceptance, respect and maturity.
Students are required to assume full responsibility for their own achievements, and the
Academy and its staff will provide full support for students to assist them in achieving their
aims. The Academy believes that by encouraging excellence in all fields, students also have the
opportunity to strive for Islamic excellence. It is expected that students work hard towards the
development of all the skills necessary for success in this world and in the next.
The Academy believes that all individuals must develop self-discipline and this is possible only
within an environment where discipline is valued. Students are therefore required to accept all
the policy requirements of the Academy as they are necessary to the achievement of the
aspirations of the student’s family and the community.
The Senior School at AIA sets high demands on students in the understanding that achievement
comes at a cost of time and effort. Students are required to make an honest attempt to work
towards achievement, and the Academy and its staff will work with the family to maximise the
student’s success in all areas.
The educational programs offered by the school cater for the diversity in student interest and
level of abilities to ensure that all students maximise their potential and aspirations in their adult
life. Students at the senior school can undertake the International Baccalaureate (IB) Diploma or
the Victorian Certificate of Education (VCE) to meet the necessary academic entry requirements
for tertiary education.
The structure of the educational programs at the senior school enables students to begin the
VCE at year 10. Students that select to undertake VCE complete two VCE subjects (Units 1/2) in
year 10. In year 11, VCE students complete five subjects (Units 1 & 2) and one sequence of
Units 3 & 4 (a year 12 subject). Students that select to undertake IB Diploma may commence
Arabic in year 10 to be completed by May of year 12, depending on approval from IBO. In
addition to the academic programs, all students at the senior school are required to participate in
extra curricula activities (CAS). In keeping with the Islamic ethos of the school all senior school
students continue to undertake Religious Studies.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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TRANSITION AT THE SENIOR SCHOOL
At AIA students begin their VCE study program at Year 10. It is envisaged that by the end of year 10,
students begin planning a study program that will enable them to meet the requirements of VCE or IB and
ultimately the requirements for University/TAFE entrance. For years 11 and 12 students, transition
provides an avenue for finalising the choice of VCE or IB, and to review your study program before
making the subject selection for your final two years at school.
This handbook is designed to enable you to make informed decisions about the studies that you will be
selecting to complete in your final years at school. All students will be required to select a study program
from the subjects offered by the school. Each of the subjects offered are outlined in detail with the
specific school assessed coursework, school assessed tasks, internal assessment (IB) and examinations.
Before making your final decision, you are strongly advised to read the structure of the VCE and IB
courses along with the subject descriptions outlined in the information booklet. Speak to subject teachers,
year level coordinator, VCE and IB coordinators, and the careers teacher if you require additional
information.
Make sure that you read the VTAC Guide to carry out research to ensure that your study program meets
the required prerequisites for future tertiary study or work. The VTAC Guide will also give you an
indication of the ATAR (previously ENTER) score requirements for entry into a tertiary course.
When deciding your subject choices, keep in mind the movement to year 12 and the prerequisites needed
for tertiary study, as it may be difficult to change subjects half way through the year.
The Academy reserves the right to make the final decision regarding each student’s subject and course
choice.
To be considered for promotion:
Year 11 students must meet the following year 12 entrance requirements:
A minimum 55% in all year 11 examinations in semester 2.
A minimum C grade for all school-assessed coursework.
Year 10 students must meet the following year 11 entrance requirements:
A minimum of 21 credit points for the full year.
Students are required to lodge an application for entry into year 11.
Entry into year 11 is subject to approval by the Academy.
Making the correct decisions about your studies, a willingness to put in the necessary effort, adopting a
positive and mature approach to study by responding to the greater responsibilities and workload required
of you will ensure that the senior school years can be a challenging and rewarding experience.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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VICTORIAN CERTIFICATE OF EDUCATION (VCE)
The Victorian Certificate of Education is a single certificate requiring students to satisfactorily complete
at least 16 units of study. The VCE is a two year course that is normally undertaken in years 11 and 12 of
secondary school. However, at AIA students begin VCE at year 10.
The VCE subjects are known as Studies. They can be selected from two broad areas, these being:
Arts/Humanities, and
Maths/Science/Technology.
Each VCE Study is divided into Units, each representing one semester’s work. For example, the Study of
Business Management is made up of four units:
Unit 1: Small business management
Unit 2: Communication and management
Unit 3: Corporate management
Unit 4: Managing people and change
Usually, units 1 and 2 are studied in year 11; however, at AIA year 10 students undertake unit 1 of two
VCE subjects offered by the Academy. This enables students to gain 2 units towards their VCE on
completion of year 10.
Units 3 and 4 Studies are generally undertaken in year 12 and must be taken as a sequence; that is, both
units 3 and 4 must be completed in the same year. AIA year 11 students will complete one sequence of
units 3 and 4, which are the continuation of VCE subjects commenced in year 10, along with five
additional VCE (units 1 and 2) subjects. Year 12 VCE students will undertake five sequences of units 3
and 4, which are the continuation of the five VCE (units 1 and 2) subjects commenced in year 11.
The structure of the VCE course at AIA enables students to gain six sequences (subjects) of units 3 and 4
by the end of year 12. The study score (mark) gained for the sixth subject is used in the calculation of the
students’ ATAR.
THE AWARD OF THE VICTORIAN CERTIFICATE OF EDUCATION
To be awarded the VCE, students must satisfactorily complete at least 16 units. The 16 units must
include:
at least three units of English
at least three sequences of Units 3 and 4 studies other than English
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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OUTCOMES
Each VCE unit includes a set of two to four specific outcomes set by the Victorian Curriculum and
Assessment Authority (VCAA). Each outcome is described in terms of key knowledge and skills
students are required to demonstrate. To satisfactorily complete a unit, a student has to demonstrate that
they have achieved the set outcomes that are specific for the unit. In other words, you must demonstrate
that you have an understanding of the knowledge and the skills that have been taught within a specific
unit. This will be determined by the student’s overall performance on School Assessed Coursework
specific for the unit. The outcomes and assessment specific to each study are stated in the unit
descriptions included in this handbook.
If a student fails to achieve the set outcomes for the unit, the student cannot be considered to have
satisfied the requirements of the unit; therefore, the student receives `N’ (not completed satisfactorily) for
the unit and this unit will not be counted towards the VCE. Only units for which an `S’ (completed
satisfactorily) has been awarded can count towards the 16 units required for the award of the certificate.
SCHOOL-ASSESSED COURSEWORK
School-Assessed Coursework (SAC’s) 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..
For Units 1 and 2 teachers may select the tasks which they consider to be most appropriate for the
School-Assessed Coursework. For Units 3 and 4 the assessment tasks for the School-Assessed
Coursework is prescribed by the Victorian Curriculum and Assessment Authority. The weighting of the
marks for each assessment task is also prescribed by the Victorian Curriculum and Assessment Authority.
The total School-Assessed Coursework marks will contribute to the students overall study score (mark)
for the specific study; and therefore contributes to the students ATAR score.
School-Assessed Coursework tasks will be mainly undertaken during class time and within a limited
time. This is necessary to enable teachers to authenticate the work undertaken by students. It is
imperative that students are at school when the School-Assessed Coursework tasks are to be completed.
Dates for the completion of School-Assessed Coursework will be distributed to students at the start of
each semester.
SCHOOL-ASSESSED TASKS
Studies with a production component, e.g. Studio Arts, Visual Communication and Design, will also
include an extended assessment component referred to as School-Assessed Tasks (SAT’s). These are a
range of assessment tasks set by the Victorian Curriculum and Assessment Authority and are designed to
assess specific knowledge and skills of the unit outcomes. School-assessed tasks are completed mainly in
class and within a limited timeframe.
The level of achievement (grades) for the SAT’s will be confirmed or reviewed by the Victorian
Curriculum and Assessment Authority.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ASSESSMENT OF UNITS 3 AND 4
Assessment of units 3 and 4 is based on school assessment (School-Assessed Coursework) and external
examination in all studies. All subjects (except Studio Arts, Visual Communication and Design) will have
an external examination component of at least 50%.
The combination of School-Assessed Coursework scores and external examination scores will determine
the students study score for a specific subject.
The student’s level of performance; that is, how well a task was done will be graded on a scale of A+ to
E, where E is the lowest acceptable level of achievement. A piece of work which fails to meet the
minimum acceptable level will be reported as UG (ungraded). If an assessment task is not completed or
submitted, NA (not assessed) will appear on the report.
The two forms of school assessment are:
School-assessed coursework (SAC’s)
School-assessed tasks (SAT’s)
STATISTICAL MODERATION OF
SCHOOL-ASSESSED COURSEWOK
School-Assessed Coursework for Units 3 and 4 contributes to between 33% and 50% of the study score
depending on the specific unit (subject). Since teachers have the flexibility in selecting the assessment
tasks for the completion of the School-Assessed Coursework, there may be variations between schools in
terms of the level of difficulty of the tasks and the marking of the tasks. Due to the possible variations
between schools the students’ total coursework scores may change following statistical moderation
against external examination scores. Statistical moderation is used to ensure that assessments are
comparable across all schools within Victoria.
The purpose of statistical moderation is to adjust the level and spread of the students’ School-Assessed
Coursework in a particular study to match the level and spread of the students’ scores on the external
examination.
During statistical moderation:
The highest coursework score is adjusted to be the same as the highest examination score. The
highest ranked student for the School-Assessed Coursework gets the highest examination score,
regardless of their performance on the external examination.
The lowest coursework score is adjusted to be the same as the lowest examination score. The
lowest ranked student for the School-Assessed Coursework gets the lowest examination score,
regardless of their performance on the external examination.
The average of the coursework score is adjusted to be the same as the average of the external
examination scores.
The rank order of students does not change as a result of statistical moderation.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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SCHOOL-ASSESSED COURSEWORK & TASKS
RULES AND PROCEDURES FOR STUDENTS
The Victorian Curriculum and Assessment Authority sets down rules which students must observe when
preparing work requirements and school- assessed coursework and tasks. Students should follow these
rules:
1. Students must ensure that all unacknowledged work submitted for school-assessed coursework
and school-assessed tasks is genuinely their own work.
2. Students must acknowledge all resources used. This includes text and source material and the
names and status of persons who provide assistance and the type of assistance provided.
3. Students must not accept undue assistance from any other person in the preparation and
submission of work. Undue assistance would include providing actual adjustments or
improvements for a student’s work, or dictating or directing a student to insert particular text.
4. Students must periodically produce appropriate documentation of the development of the school-
assessed coursework or school-assessed task, from planning and drafting, through to the final
piece of work.
5. With the final copy of each school-assessed task (SAT), students must submit evidence of the
development of the SAT, for example a draft of the SAT. Written comments must have been
provided by the teacher on the evidence. The evidence is to be dated and signed by the teacher
and student.
6. Students must sign the Declaration of Authenticity at the time of submitting the completed SAT.
This declaration states that all unacknowledged work is the student’s own.
7. Students who knowingly assist other students in a Breach of Rules may be penalised.
8. Students must not submit the same piece of work for assessment for more than one SAT.
SUBMISSION OF COURSEWORK AND
SCHOOL-ASSESSED TASKS (UNITS 3 & 4)
SACs and SATs may be subject to assessment review or audit by the Victorian Curriculum and
Assessment Authority. To facilitate this process, students should ensure that:
The original and one copy of the SAC or SAT are submitted to the teacher.
Drafts of the work are submitted to the teacher.
Their student number is clearly written on the cover sheet and each page of the SAC or SAT as well
as drafts submitted to the teacher. Names of students, teachers or the school should not appear on the
SACs or SATs.
The VASS identification sheet is attached to the original SAC or SAT before submission to the
teacher.
Work is submitted in thin flexible plastic envelopes.
NON-SATISFACTORY COMPLETION OF A UNIT
A student may receive an ‘N’ (Not Satisfactory) for a unit as a consequence of:
Failing to meet a school deadline for an assessment task.
Failing to meet a deadline where an extension of time has been granted.
A substantial breach of the school attendance policy.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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STUDY SCORES
The Study Score is an indicator of a student’s overall performance in relation to others who took the same
study. The Study Score is determined by a student’s moderated score in the school-assessed coursework
and tasks, along with the examination score. It is reported on a scale of 0 to 50. The Study Scores are then
used by VTAC to determine a student’s ATAR for tertiary selection.
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
The Australian Tertiary Admission Rank (ATAR) forms the basis of selection for university or TAFE
courses.
The grades achieved in the SACs, SATs, and exams are used to determine the Study Score (out of 50),
which is then used to determine the ATAR.
The ATAR is determined by the ATAR aggregate which is produced by adding:
the scaled score in English or ESL
the next best three scaled scores
10% of any fifth and sixth scaled score that is available
GENERAL ACHIEVEMENT TEST
Every student enrolled in one or more sequences of Units 3 and 4 must sit the General Achievement Test
(GAT). The GAT consists of a writing task and a set of multiple choice questions on general knowledge.
It is held in June at the end of the exam period.
The GAT does not contribute to your VCE results. It is used to check that schools are marking School-
assessed Tasks (SAT’s) to the same standard.
STUDENTS CHOOSING VCE
Students choosing VCE effectively begin VCE at year 10. The VCE provides flexibility and
allows students to choose a study program that best caters to their needs and interests. The most
important requirement when planning the study program is that it meets the requirements for
satisfactory completion of the VCE and importantly it meets the prerequisites for tertiary courses
that students are aspiring to enter.
Students undertaking the VCE will be required to complete externally set examinations as well
as being exposed to a wide ranging variety of assessment tasks which will need to be completed
within class time and therefore within a limited time frame. A VCE student must therefore be
able to cope with the pressure of completing good quality work within a limited time and
completing assessment tasks for more than one subject in any given week. Good organization,
time management skills and independent study habits are the key to success in VCE.
Students need to be aware that the VCE is a two year course and that Units 1 & 2 studied in
years 10 and 11 do contribute to the overall assessment and satisfactory completion of the
minimum requirements of 16 units to be awarded the VCE. School Assessed Coursework and
Examination grades for Units 3 & 4 are used to determine the ATAR at the end of year 12.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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THE INTERNATIONAL BACCALAUREATE (IB)
DIPLOMA PROGRAMME AT
AUSTRALIAN INTERNATIONAL ACADEMY
The International Baccalaureate Organization (IBO) Mission Statement:
The IBO aims to develop inquiring, knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural understanding and respect.
The IB Diploma programme encourages students across the world to become active,
compassionate and lifelong learners who understand that other people, with their differences, can
also be right.
IB LEARNER PROFILE
IB learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to
recognise and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and communities. They
are accustomed to seeking and evaluating a range of points of view, and are willing to grow from
the experience.
Caring: They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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IB DIPLOMA PROGRAMME
The IB Diploma is a two year course that is usually completed in years 11 and 12.
The IB Diploma course consists of two major components:
Students must study six subjects, and three must be at Higher Level (HL) and three at
Standard Level (SL). Students must study a first language, a second language, a Humanities
subject, a Science subject, Mathematics and a sixth subject from group 6 or a another one
from groups 1 to 5.
Students must study Theory of Knowledge and complete a 4000 word Research Essay, both
of which are assessed. They must also participate in ‘Creativity, Action and Service’ or CAS.
The Academy reserves the right to make the final decision regarding each student’s subject and course
choice.
The entire Diploma Programme is represented as a Hexagon
Extended Essay
Theory of
Knowledge
Creativity, Action
& Service
Group 1
First Language
Group 3
Individual &
Societies
Group 5
Mathematics
Group 6
Arts
Group 2
Second
Language
Group 4
Experimental
Sciences
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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IB DIPLOMA SUBJECTS
IB students study six subjects throughout the course, one from each of these Groups
Group 1 Language A (First Language) English A; Indonesian A; Arabic A.
Language study involves an exploration of language and/or literature and ideas based on a
range of texts chosen by the school from an extensive list authorised by IBO.
Group 2 Language B (Second Language) English B; Indonesian B; Arabic B; French B; Indonesian Ab Initio; French Ab Initio.
Second language learning emphasises the skills of speaking, reading, writing and listening
and is focused on communication using a wide variety of text and literature. Ab Initio
language offered only as SL is a course designed for students who have had little or no
previous exposure to the language.
Group 3 Individuals & Societies Psychology; Information Technology in a Global Society (ITGS); and History
Group 4 Experimental Sciences Biology; Chemistry; Physics
Group 5 Mathematics Mathematics HL; Mathematics SL; Mathematical Studies SL
Group 6 Options Art/Design, or a second selection from other groups
The requirement to choose from each subject group ensures students obtain a broadly based education
and enables them to explore possible talents. All students study English, and in addition students can still
study two Science or two Humanities subjects as well as a second language, and this range of studies
more than satisfies the requirements for entry into most universities in the world.
HIGHER LEVEL & STANDARD LEVEL SUBJECTS
Students must study three subjects at Higher Level (HL) and three at Standard Level (SL). Some
subjects are offered only as SL subjects but otherwise students may choose whichever HL and SL
subjects suit their requirements and talents. HL subjects require a minimum of 240 hours class time over
the two years, and HL coursework should be completed in Term 3 of year 12.
SL subjects require a minimum of 150 hours of class time and should be completed in term 2 of year 12.
The SL subjects satisfy the entry requirements for most University faculties, but in some particular cases
an HL subject is a required pre-requisite. Students should be familiar with the pre-requisites of any
University course of study of interest to them.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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THE CENTRE OF THE HEXAGON
Theory of Knowledge: Theory of Knowledge or TOK gives students the opportunity to explore what lies
at the heart of ‘knowledge’ and provides them with the tools necessary to evaluate it. It examines what
lies behind the subject groups they are studying and unifies their understandings. Classes involve mainly
discussion and require that students be active and involved.
The course looks at:
The role of language and thought in knowledge
The requirements of logical rigour for knowledge
Systems of knowledge – mathematics, natural sciences, human sciences, history
Value judgements and knowledge – moral, political and aesthetic judgements
Knowledge and truth
Students are required to submit a 1200 – 1600 word Essay on a topic chosen from a supplied list, and
make a 10 minute Oral Presentation to the class on another.
Extended Essay: Students must write a 4000 word Research Essay on a topic approved by the IB
Diploma coordinator from any one of the subjects they are studying. The Essay is completed through the
second Semester of year 11 and the first Term of year 12. Students must submit a proposal or plan for
their Essay Topic in Term 2 of year 11. The second draft should be completed by the end of year 11 and
the final finished essay submitted early in term 1 of year 12.
Each student is assigned to a Supervisor who will offer guidance in the subject matter of the Essay but not
in the detailed drafting. Supervisors are not expected to spend more than five hours in total on any
student’s Essay. Students are given an Extended Essay Handbook which explains all requirements.
Creativity, Action & Service CAS: During the course of the two year program, students must involve
themselves in a required amount of active participation in these three areas of extra-curricular activity and
they must document this involvement. An important part of the CAS program is self-evaluation with the
aim of broadening the student’s personal growth.
Students must participate in all three activity areas and participation must be outside of normal class
requirements and cannot include activity that is required of students at school or outside. Activity must be
of a voluntary nature. Students are expected to keep a CAS Journal documenting their CAS involvement
and achievement of the 8 learning outcomes.
IB ASSESSMENT
All IB courses are full two year courses of study and cannot be undertaken in a shorter period. Students
may begin studies in year 10 and sit for examinations in May of their year 12, or they may retake
examinations in the year after the completion of their year 12. Students can therefore complete the
Diploma course over three years. Examinations are conducted in May in the Northern Hemisphere, and in
November in Australia, but students from Australia may sit for May examinations.
IB subjects are assessed only in year 12. Approximately 75% of the assessment for each subject is
conducted through examinations set by the IBO, administered by the school, and corrected by Examiners
from outside the school especially trained for that purpose. All students sit for their exams at the same
time from the beginning of November, and all students sit the same papers. The other 25% of marks are
given for internally assessed work which is moderated externally by IB Examiners.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ASSESSMENT GRADING
IB assessment results in the awarding of points for achievement, with the maximum number of points
possible being 45. In normal circumstances, a minimum of 24 points is required for the awarding of a
Diploma.
Subject results are graded on a seven point scale which includes the examinations and the Internal
Assessments. Gradings are defined as follows:
1 : very poor 4 : satisfactory 5 : good
2 : poor 6 : very good
3 : mediocre 7 : excellent
In addition, students may gain up to a maximum of three points for their TOK and Extended Essay.
There are a number of ‘Failing Conditions’ which result in the awarding of a Certificate instead of a
Diploma. The most obvious one is gaining less than 24 points, but performing very poorly in a HL
subject or a number of subjects can also result in the awarding of a Certificate instead of a Diploma.
UNIVERSITY RECOGNITION
All IB students complete a Form late in year 12 authorising the IBO to automatically send
examination results to the Universities nominated by the student. Students can choose to have their
results sent to 6 University selection authorities in any other countries. Students wishing to study at
a Victorian University authorise the IBO to send their results to Victorian Tertiary Admissions
Centre VTAC.
Information about University admission for Universities all over the world can be found on the World
Wide Web. Specific information relating to IB recognition policies of more than 800 North American
Universities and Colleges can be found at the IBO Web site at www.ibo.org by going into ‘Diploma
Programme’ and University Recognition’.
GENERAL ACHIEVEMENT TEST (GAT)
Every student enrolled in the IB Program in year 12 must sit the General Achievement Test (GAT). The
GAT consists of a writing task and a set of multiple choice questions on general knowledge and general
reasoning skills. It is usually held in June of year 12.
The GAT does not contribute to the IB result but GAT scores are used to determine the ATAR
Equivalence Table that determines how IB scores are translated into ATAR scores.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
The Australian Tertiary Admission Rank (ATAR) previously known as ENTER forms the basis of the
selection for University or TAFE courses. It is essentially a ranking of all year 12 students according to
results achieved in the year 12 assessment, IB or VCE. University Faculties publicise cut off ATAR
scores that must be achieved by students wishing to be offered a place in courses within that faculty.
After students have been awarded their points out of 45 by the IB, VTAC automatically converts this
score to an ATAR score. This is done via a conversion table which is reset each year depending on the
results of the GAT tests.
IB scores are usually released in the first week of January, and ATAR scores are available to students a
few days afterwards. IB students usually have about five days within which to change their University
course preferences once they have received their IB scores.
Latest Conversion Table (based on 2012 Notional ATAR)
IB SCORE ATAR IB SCORE ATAR
45 99.95 34 92.00
44 99.85 33 90.55
43 99.65 32 88.70
42 99.35 31 86.40
41 98.80 30 83.70
40 98.20 29 81.10
39 97.50 28 79.10
38 96.80 27 76.75
37 95.90 26 74.35
36 94.85 25 71.65
35 93.35 24 68.25
Source: VTAC (April 2012)
At present, students who do not gain the Diploma are not given an ATAR score, so the lowest ATAR
possible to receive is 68.25. Students who do not receive an ATAR score are excluded from the automatic
University placement offers arranged by VTAC. Such students must make individual applications to the
Faculties of Universities for which they seek admission, but in any case their applications are considered
for second round offers only.
SUBJECT SELECTION
At the end of term 3 in year 10, students are expected to have made a preliminary choice. Final course
and subject selection decision is made by the Academy depending on subject availability and ability of
student in that subject.
In general, the year 11 at AIA is a common year. Some subjects will be combined with IB and VCE
students. Students will not be permitted to change subject selections after the first four weeks of year 11.
Even then, changes must be approved by both subject teachers and the IB and VCE Coordinators. Change
in year 12 is impossible
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
16
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.
WHO IS THE IB DIPLOMA PROGRAMME FOR?
The most important requirement for the successful completion of the IB Diploma Programme is the level
of self motivation of the student. Students should have a track record for being able to accept
responsibility for their own study. Students who experience difficulty in meeting deadlines and planning
their own study programs should not attempt the IB. In year 11 students must be able to successfully
assimilate the course material in all subject areas and to comply with all work requirements set by
teachers without any urging. In year 12, students must be able to cope with the pressure of a heavy
workload, insufficient time, and the need to be up with the requirements of all subjects.
Successful IB students:
Have a genuine enthusiasm for learning
Are interested in ideas
Seek the rewards which come from accepting personal intellectual challenges
Are capable of learning to accept responsibility for organising and directing their own study
Are reluctant to narrow their choices by specialising in just a few subject areas
Enjoy the stimulus of working with others who also enjoy and value learning
Are prepared to join in and ‘have a go’.
The IB Program is not more difficult than the VCE but the work load is heavier. For both courses,
students earn results commensurate with the effort they put into perfecting their skills and talents.
ACADEMIC HONESTY
The IB course trains students in the skills and attitudes necessary for success at University. It is
absolutely essential that students develop an attitude of academic honesty in all their studies. Within the
academic world, academic dishonesty is the most serious transgression possible and is always punished
harshly if caught. The IB will immediately fail any student caught in any act of dishonesty and there is no
appeal.
Dishonesty includes cheating, but more commonly it involves plagiarism, or the using of another person’s
work without citation. Students must be fastidious in citing references, and they must avoid using
material from texts or sources without proper referencing. The Style Manual distributed to students sets
out an accepted format for attributing references.
Students should be aware that Examiners correcting work have long experience and are highly likely to
be familiar with any material used by students. This includes the work of students of previous years and
material on the Internet, as well as reference material. If students are in doubt in any matter concerning
academic honesty they should consult their subject teacher.
IB COSTS
In year 11 and 12, there is a higher tuition fee associated with studying for the IB Diploma because some
classes are duplicated to be run separately from VCE classes. The Academy is also required to pay
affiliation fees, training costs, materials costs and a range of extra charges.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
17
GENERAL POLICIES AND PROCEDURES
At the senior school, there are additional policies and procedures that are implemented in addition to the
policies that are applied across the senior campus. Senior school students are strongly advised to
familiarise themselves with the procedures and policies governing conduct at the senior school.
AUTHENTICATION OF SCHOOL-ASSESSED COURSEWORK & TASKS
Students and teachers are required to attest that all unacknowledged work is genuinely the work of the
student. In light of this, the school has documented and publicised the procedures within the school and
parent community. The document `The Senior School Manual’ features, Rules and Procedures for
Students, Appropriate levels of Teacher Assistance, Monitoring and Authentication of Student Work,
Procedures for Breaches of Authentication. The document also features school policies for adherence to
timelines, due dates and attendance.
CREATIVITY, ACTION AND SERVICE (CAS)
Participation in the CAS program is compulsory for all year 11 IB students. Year 11 students will need to
complete 75 – 100 hours of CAS activities, with the remainder of activities to be completed in year 12.
The program should contain a balance of Creativity, Action and Service and it is expected that equal time
be spent on each of the three areas.
Creativity: art and other related activities
Action: sport, outdoor education
Service: community service inside and outside the school
Students will be required to record each activity in the form of a journal on the online program
‘Bacpoint’. An activity bank will also be available through ‘Bacpoint’.
COMPUTER WORK
It is strongly recommended that students use computers for all aspects of their work from the onset of
year 11. Students will save a great deal of time in the drafting process if they do so.
When using computers to produce school-assessed coursework and tasks, it is the responsibility of the
student to ensure that:
There is an alternative system available in case of computer or printer malfunction or unavailability.
Hard copies of the work in progress are produced regularly to meet drafting and authentication
requirements.
Each time changes are made the work is saved onto a back-up file. The back-up file should not be
stored with the computer.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
18
DATES AND DEADLINES
At the start of each semester all students are issued with Dates and Deadlines to assist them and their
teachers in organising their courses of study and the time available to them. Meeting deadlines must be
the most important priority for a successful student. Missing deadlines is the first and most obvious sign
of poor organisational skills and an inability to cope.
It is the responsibility of all students to observe and meet the deadlines published for all school-assessed
work/tasks. Students should submit their school-assessed work/tasks to the relevant subject teacher
before the expiry of the deadline (time & day). Subject teachers shall not accept any school-assessed
work/tasks submitted after the published deadline.
If students have a genuine and acceptable reason for a delay in meeting a deadline, students may apply for
an extension of time (maximum of 24 hours) through the VCE Coordinator, IB Coordinator or Year 10
Coordinator. Any further delays in the submission of school-assessed work/tasks shall be dealt with
through the Head of Senior School.
Where an extension of time has been granted, the school-assessed work/tasks is to be submitted to the
Coordinator.
If a student fails to submit their school-assessed work/tasks to the relevant subject teacher or Coordinator
(where an extension has been granted) by the specified deadline, the work will not be accepted and the
following alternatives may apply:
Student may be awarded an N (fail) in that unit of study
Student may be awarded NA (not assessed)
EXTENSION OF TIME
If a student has a genuine and acceptable reason for a delay in meeting a deadline, the student may lodge
an application for extension of time (maximum 24 hours) through the VCE, IB or Year 10 Coordinator.
Applications are to be lodged at least 48 hours prior to the published deadline. All applications for
extension of time should be accompanied by appropriate and current supporting documentation (medical
certificates, etc.).
Note: Computers or Printers malfunctions are not acceptable reasons for not meeting deadlines.
Following an interview and consideration of the supporting documentation, the student will be advised
whether an extension of time has been granted or not.
A student failing to meet a deadline where an extension has been granted may receive an ‘N’ (Not
Satisfactory) in that unit of study.
EXAMINATIONS
All students at the senior school will undertake examinations as part of their coursework assessment. All
examinations with the exception of VCE Units 3 and 4, and Year 12 IB are prepared and assessed by
subject teachers.
VCE Units 3 and 4 examinations are administered by the Victorian Curriculum and Assessment
Authority and are externally marked by VCE examiners. Year 12 IB examinations are administered by
the IBO and are also externally marked by IB examiners.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
19
INDUCTION PROGRAM
All year 10 and 11 students must participate in the compulsory induction program that begins
immediately after the semester 2 examinations. During the induction period:
Students begin their year 11 or 12 studies.
Students will be interviewed and counseled by a panel which may consist of Year Level, VCE, IB
Coordinators and/or Head of Senior School re: subject selections. After the interview the student’s
subject selection will be confirmed. Students who do not meet the requirements for entry into a
particular subject will be advised to choose an alternative subject.
Students can review their subject choices and apply to change subjects. Students will not be able to
change subjects after week 4 of year 11 or 12.
Coordinators finalise subject class lists for the following year.
Student absences during the induction program will be regarded as an absence from school may result in
the breach of the academy attendance policy. Students breaching the attendance policy during the
induction program may have their enrolment terminated.
OVERSEAS TRAVEL
The educational programs offered at the senior school prepare students for University entrance.
Prolonged absences from school as a result of overseas travel may affect the students overall performance
in their coursework and examinations, and ultimately their achievements at the end of year 12.
The senior school policy on attendance requires students not to exceed the limit of 5% absences (5
days/semester). Students intending to travel overseas during the academic year (includes term vacations)
must seek approval from the Head of Campus. Students travelling overseas without approval may have
their enrolment terminated. (Refer to Senior School Manual re: Attendance and Punctuality Policy)
PERSONAL DETAILS FORM
At the start of the academic year all students will be required to accurately complete a Personal Details
form which is used for the input of student data for the Victorian Curriculum and Assessment Authority.
Students will be required to provide their personal details (name, address, date of birth, subjects studied,
etc.), as well as signing the General Declaration indicating that the student will abide by the VCAA rules
and regulations.
Year 12 IB students will be required to complete the GAT/IB Personal Details form in order that they can
sit the GAT for the calculation of their notional ENTER. An administrative fee is charged by the VCAA
for each student.
Prior to the enrolments being finalised with the VCAA students receive a copy of their form to check that
all details are accurate. Changes to the details need to be made before finalisation of enrolments. The
VCAA imposes fees for any changes made to enrolments after the finalisation date. Students who have
not provided accurate details or did not indicate the changes to be made of the form will be required to
pay the fee imposed by the VCAA.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
20
SCHOOL-ASSESSED COURSEWORK
School-assessed coursework (SAC’s) 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, regardless of whether they choose IB or VCE carry out School Assessed
Coursework. At AIA semester examinations are also considered to be SAC’s.
All SAC’s 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 SAC’s for each study and the due dates at the start of each
semester.
SENIOR SCHOOL MANUAL
In addition to the Senior School Handbook, all students will receive a copy of the Senior School Manual
at the beginning of the year. This publication outlines the policies, rules and regulations pertaining to the
senior school. It is important that all students familiarise themselves with this publication to ensure that
they do not breach the expectations of the academy.
STUDENT ABSENCES
The senior school policy on attendance requires students not to exceed the limit of 5% absences (5
days/semester). This policy is designed to enable students to attend sufficient class time to complete the
study programs, complete the outcomes and School-Assessed Coursework or Tasks and therefore
maximize their academic achievements. Students who do not attend 95% of the scheduled classes are in
breach of the attendance policy and may receive an ‘N’ (Not satisfactory) for their unit result.
Students are strongly urged to arrange appointments for after school or during their early dismissal time.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
21
STUDENT PROFILES AND REGULAR REVIEWS
All senior school students are regularly reviewed every three - four weeks to monitor their academic
progress, effort and personal attitude. Student profile reports are completed by all teachers and then
discussed at a review conference involving the Head of Senior School and Coordinators. At the review
conference action recommendations are decided upon, and may include student interviews, parent
interviews, directing students transfer to other schools. Students in the IB program who regularly produce
poor results will be directed to transfer to the VCE.
STUDY HABITS
At the start of each semester all students are issued with Dates and Deadlines for the completion and
submission of School-Assessed Coursework. This is intended to assist students and their teachers in
organising their courses of study and the time available to them. Meeting deadlines must be the most
important priority for a successful student. Experience has shown that students who organize their study
program and develop good time management skills have no difficulty completing and meeting the
deadlines for School-Assessed Coursework. Missing deadlines is the first and most obvious sign of poor
organisational skills and an inability to cope with the demands placed on senior school students.
At the senior school, students are encouraged to take full responsibility for their learning and
achievements. This can be achieved by:
Ensuring that all classes are attended.
Developing a home study program that allocates time for the completion of homework, as well as
regular revision for each subject.
Using private study periods effectively for additional reading, completing work and revision
(rather than socialising). If your subject teacher is absent, seize the opportunity to catch up with
your work or do some revision.
Actively seeking the assistance of subject teachers when difficulty with aspects of the coursework
is encountered.
Striving to achieve academic excellence by working at your best potential. Don’t settle for a ‘D’
when you are capable of achieving a better result.
Seeking advice and assistance with the development of organisational and time management skills.
Seeking advice when you are feeling overwhelmed by the demands of study.
LEADERSHIP
Although the senior school years place academic demands on senior school students, it is expected that
all senior school students actively promote the qualities prized by students at AIA including, Islamic
manners, academic excellence, leadership, striving for achievement, internationalism, multiculturalism,
tolerance, respect and maturity.
The primary leadership expectation is the acceptance and adherence to all the policy requirements of the
college, and thereby setting the standards for students across the college. There are opportunities for
individuals and small groups of students to excel in leadership. These include:
School Captains
Form Captains
SRC representatives Extra curricular and community service activities (Sport, Debating, CAS, etc.)
Participation in the senior school forum
Organising committees for student and college activities (special year level lunches/morning teas,
articles for academy magazine, year 12 graduation, etc.)
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
22
GLOSSARY OF KEY WORDS
AUTHENTICATION Process of monitoring each student’s work so that the teacher can
attest/verify that the work submitted is that of the student. It is the student’s
responsibility to ensure that the teacher has no difficulty in authenticating the
work submitted.
ASSESSMENT TASKS Learning activities that students carry out to demonstrate the
achievement of outcomes. For Units 1 and 2 the assessment tasks are selected by
teachers. For Units 3 and 4 the assessment tasks are part of the School-Assessed
Coursework and are prescribed by the Victorian Curriculum and Assessment
Authority.
ATAR Australian Tertiary Admission Rank. It is determined by the grades achieved in
year 12 and is used for selection of university courses.
CAS Creativity, Action and Service
GAT General Achievement Test. This is a test undertaken by all students completing at
least one Unit 3 and 4 sequence, as well as year 12 IB students. It is a general
knowledge and skills test. The areas covered include: writing, mathematics,
science and technology, humanities, the arts and social sciences.
IB International Baccalaureate
IBCA IB Curriculum & Assessment Centre
IBO IB Organisation
Prerequisites Subjects which must be completed for admission to tertiary courses.
Scaling The process of adjusting study scores for tertiary selection purposes. It is carried
out by VTAC on behalf of the tertiary institutions.
School-assessed Assessment tasks designed to enable students to demonstrate their knowledge and
Coursework skills described in the set of outcomes for each unit. The tasks are assessed
(SAC) according to criteria set by the VCAA and the individual scores will be
aggregated into a single total score which is subject to statistical moderation.
for each unit. The moderated coursework score contributes to the final study
score.
School-assessed Assessment tasks set by the VCAA and designed to assess
tasks specific sets of knowledge and skills described in the set of outcomes
(SATs) for VCE studies such as Art and Visual Communication and Design. Assessment
is based according to criteria set by the VCAA.
Statistical Moderation The process of adjusting the School-Assessed Coursework scores to match the
level and spread of the external examinations. The highest and lowest Coursework
scores and the average score for a particular study are adjusted to match the
performance of the students in the external examinations. The ranking of students
is not altered.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
23
Study Subject
VCE Study Score An indicator of the students’ performance in relation to others who took the same
study. It is a score out of 50 and provides the student’s ranking in the group of all
students undertaking a particular study (subject) across the state.
Unit A self contained study of a semester’s length and represents about 100hours of
work of which approximately 50 hours are class time. Most VCE studies are made
up of 4 units and students attempt between 22-24 units. To graduate with the
VCE, students must satisfactorily complete at least 16 units and have the correct
combination of units.
Units 1 & 2 Level of difficulty usually associated with year 11
Units 3 & 4 Level of difficulty usually associated with year 12
VCAA The Victorian Curriculum and Assessment Authority which administers the VCE
VCE The Victorian Certificate of Education
VICTER Victorian Tertiary Entrance Requirements
VTAC The Victorian Tertiary Admissions Centre, which determines students ENTER,
and collates and distributes student information to the universities and TAFE for
admission into tertiary courses.
USEFUL WEBSITES FOR STUDENTS
VTAC www.vtac.edu.au
The Victorian Tertiary Admissions Centre provides information related to
university entrance such as ENTER scores, subject scaling report, subject
prerequisites for university courses, electronic version of VTAC guide, etc..
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).
IBO www.ibo.org
Useful website for IB students to access general information on the IB Diploma
Programme, subjects and core requirements of the programme.
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.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
24
PLANNING A STUDY PROGRAM
You are required to select a study program from the studies offered by the academy.
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, VCE and IB Coordinators, and Year Level Coordinators 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 ENTER 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 AIA that should be considered in
relation to some course areas.
COURSE AREAS
RELATED SUBJECTS TO CONSIDER
Visual Arts
Art, Visual Communication & Design, Information
Technology
Arts, Humanities, Social Sciences
LOTE, History, Economics
Administration, Business, Economics
Accounting, Business Management, Economics,
Legal Studies, Information Technology
Engineering
Mathematics, Physics, Chemistry, Information
Technology
Building, Planning
Visual Communication & Design, Physics,
Mathematics, Information Technology
Science
Biology, Physics, Chemistry, Mathematics
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
25
EXAMPLES OF STUDY PROGRAMS
It is recommended that when choosing a program of study you consider the different combinations and
the pathways leading to them.
Here are some examples to help you complete your selection.
A. Maths/Science
Year 10
Legal Studies
1
Business
Management 1
Year 11
English
1
LOTE
1
Maths
method
1
Chem
1
Physics
1
Psych 1
or
IB Psych
TOK
IB
Students
RELIGIOUS
STUDIES English
2
LOTE
2
Maths
Method 2
Chem
2
Physics
2
Psych 2
or IB Psych
Year 12
English
3 LOTE
3
Maths
Method 3
Chem
3
Physics
3
IB Psych
TOK
IB
Students
RELIGIOUS
STUDIES
English
4 LOTE
4
Maths
Method
4
Chem
4
Physics
4
IB Psych
At year 12, VCE students select 5 subjects, IB students continue with all year 11 subjects.
Course and Career outcomes are extremely wide and varied and would include health sciences,
engineering, building professions, defence forces, manufacturing.
B. Humanities / Arts
Year 10
Legal studies
1
Business Management 1
Year 11
English
1
LOTE
1
Maths
1
T & T
1
Acc
1
Legal studies
3
TOK IB
Students
RELIGIOUS STUDIES
English 2
LOTE 2
Maths 2
T & T 2
Acc 2
Legal studies 4
Year 12
English 3
LOTE 3
Maths 3
T & T 3
Acc 3
TOK
IB
Students
RELIGIOUS
STUDIES
English
4
LOTE
4
Maths
4
T & T
4
Acc
4
Course and Career outcomes: business (excluding some Commerce areas), legal, teaching, media and
many more
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
26
C. Creative arts
Year 10
Legal Studies 1
Business
Management 1
Year 11
English 1
LOTE 1
Maths 1
VCD 1
Studio Arts
1
Psych 1
TOK
IB Students
RELIGIOUS
STUDIES English
2
LOTE
2
Maths
2
VCD
2
Studio
Arts 2
Psych
2
Year 12
English
3
LOTE
3
Maths
3
VCD
3
Studio
Arts
3
TOK
IB Students
RELIGIOUS STUDIES
English 4
LOTE 4
Maths 4
VCD 4
StudioArts
4
Course and Career outcomes: visual arts, graphic design, architecture, media and journalism,
multi-media
A CHART FOR YOUR STUDY PROGRAM
Use the chart below to plan your study program of VCE/IB subjects for years 10 -12
Year 10
Year 11
TOK IB
Students
RELIGIOUS STUDIES
Year 12
TOK IB
Students
RELIGIOUS
STUDIES
At year 10 you must select one VCE (Unit 1 & 2) subjects
At year 11, VCE students must select 5 subjects offered as Unit 1 & 2 and 1 subject offered as Unit 3
& 4 (this subject is usually the continuation of a subject undertaken as Unit 1 / 2 in year 10)
By the end of year 12, VCE students should have completed a total of 6 VCE subjects
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
27
PATHWAYS AND THE VCE/IB
Y
E
A
R
11
TAFE COURSES CERTIFICATES
PREPARATORY
COURSES
WORK
APPRENTICESHIP
TRAINEESHIP
Y
E
A
R
12
VCE
or
IB
PART-TIME
STUDY AT A
TAFE
COLLEGE
UNIVERSITY OR
COLLEGE
DIPLOMA OR
DEGREE
COURSES
TAFE
ASSOCIATE
DIPLOMAS
ADVANCED
CERTIFICATES
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
28
SUBJECTS OFFERED IN YEAR 11
COMPULSORY SUBJECTS
Religious Studies (IB & VCE)
Theory of Knowledge (IB)
VCE SUBJECTS
English 1 & 2 (VCE)
Accounting 1 & 2
Biology 1 & 2
Business Management 3 & 4
Chemistry 1 & 2
Global Politics 3 & 4
History (20th Century) 1 & 2
Information Technology 1 & 2
Legal Studies 3 & 4
LOTE: Arabic 1 & 2
LOTE: French 1 & 2
LOTE: Indonesian 1 & 2
LOTE: Turkish 1 & 2
Mathematics: General Mathematics 1 & 2
Mathematics: Mathematical Methods (CAS) 1 & 2
Physics 1 & 2
Psychology 1 & 2
Studio Arts 1 & 2
Religion & Society 1 & 2
Visual Communication and Design 1 & 2
IB DIPLOMA SUBJECTS
Group 1: Language A (first language)
English A HL/SL
Indonesian A HL– For students who have Indonesian as their first language
Group 2: Language B (second language)
English B HL/SL - For students who have English as a second language
Indonesian B HL/SL
Indonesian Ab Initio SL
Arabic B SL/HL
French B SL
French Ab Initio SL
Group 3 – 6 Subjects (as per timetable blockings) Psychology HL/SL Physics HL/SL Mathematics HL/SL Chemistry HL/SL
History HL/SL Biology HL/SL Maths Studies SL ITGS HL
Visual Arts HL
Note: IB students must select 3 standard level (SL) and 3 high level (HL) subjects.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
29
VCE SUBJECTS OFFERED IN YEAR 12
COMPULSORY SUBJECT:
Religious Studies
VCE SUBJECTS
English 3 & 4
English (ESL) 3 & 4
Accounting 3 & 4
Biology 3 & 4
Chemistry 3 & 4
Global Politics 3 & 4
History – Revolutions 3 & 4
Information Technology Applications 3 & 4
LOTE: Arabic 3 & 4
LOTE: Turkish 3 & 4
Mathematics: Further Mathematics 3 & 4
Mathematics: Mathematical Methods (CAS) 3 & 4
Physics 3 & 4
Psychology 3 & 4
Religion & Society 3 & 4
Studio Arts 3 & 4
Text and Traditions 3 & 4
Visual Communication and Design 3 & 4
Note: Due to difficulty of some languages, students may not be able to attempt the subject at Unit 3 &
4 level.
Note: The availability of subjects/options offered at the senior school by the academy is
subject to change.
Subjects/options may be cancelled due to insufficient numbers of students.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
30
IB SUBJECTS OFFERED IN YEAR 12
COMPULSORY SUBJECTS: TOK
CAS
Religious Studies
Group 1: Language A (first language)
English A HL/SL Indonesian A HL– For students who have Indonesian as their first language
Group 2: Language B (second language)
English B HL/SL – For students who have English as a second language
Arabic B HL/SL
Indonesian Ab Initio SL
Indonesian B HL/SL
French Ab Initio SL
French B HL/SL
Group 3 – 6 Subjects (as per timetable blockings)
Psychology HL/SL Biology HL/SL Mathematics HL Chemistry HL/SL
History HL/SL Physics HL/SL Mathematics SL ITGS HL
Maths Studies* SL Visual Arts HL
Note: IB students must select 3 standard level (SL) and 3 high level (HL) subjects.
Note: The availability of subjects/options offered at the senior school by the academy is
subject to change.
Subjects/options may be cancelled due to insufficient numbers of students.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
31
CONTACT TEACHERS
The following teachers may be able to provide additional information about content and
assessment in a particular subject.
SUBJECT CONTACT TEACHERS
English/English ESL (VCE) Ms. N. Ozcelik, Ms. Im. Yeoh, Mr. A. Rolph,
Mr. I. Coulter
English A (IB) Ms. R. Sahid, Mr. I. Coulter, Mr. G. Walkey
English B (IB) Mr. I. Coulter
Theory of Knowledge Ms. M. Elsayegh, Mr. A. Gupta
Accounting (VCE) Mr. G. Marshall
Arabic (IB & VCE) Mr. Abdul Raheem (IB/VCE), Ms. S. Al-Ashi (VCE)
Art (IB) Ms. B. Cura, Ms. K. Smith
Biology (IB & VCE) Mrs. M. Preece, Ms. M. Elsayegh, Mr. M. Elakkoumi
Business Management (VCE) Mr. G. Marshall
Chemistry (IB & VCE) Ms. M. Elsayegh, Mrs. K. Khalil
French (IB & VCE) Ms. N. Keddar
Global Politics Mr. O. Ozdamar
History – Revolutions (VCE) Mr. O. Ozdamar
Information Technology (IB & VCE) Ms. Y. Sari, Mr. A. Harba
Indonesian (IB & VCE) Mrs. R. Henenberg
History (IB) Mr. Abdul Raheem, Ms. R. Sahid
Legal Studies (VCE) Ms. N. Ozcelik
Mathematics – General (VCE) Mr. M. Ovais
Mathematics – Further (VCE) Mr. E. Corhodzic
Mathematics – Methods (IB & VCE) Mr. E. Corhodzic (VCE/IB), Mr. A. Harba (VCE)
Maths Studies (IB) Mr. M. Ovais
Physics (IB & VCE) Mr. K. Erdal (IB), Mr. E. Corhodzic (VCE),
Ms S. Fatima (IB)
Psychology (IB & VCE) Mrs. S. Hill, Mr. M. Elakkoumi
Religion & Society (VCE) Ms. Im. Yeoh, Mr. Abdul Raheem
Studio Arts (VCE) Ms. V. Duvcevski
Texts & Traditions (VCE) Mr. Abdul Raheem
Turkish (VCE) Mr. A. Kirca
Visual Communication & Design (VCE) Mrs. B. Cura
The following teachers will also be able to assist you if you have any questions in relation to the
structure of IB, VCE and subject selection.
Head of School: Mr. K. Erdal
Assistant Head of School: Mrs. M. Preece
IB Coordinator: Mrs. M. El Sayegh
VCE Coordinator: Mrs. M. Preece
Extended Essay Coordinator: To be advised
CAS Coordinator: Ms. Im. Yeoh
Careers Counselor: Mr. R. Khan
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
32
YEAR 11 AND 12 SUBJECTS
COMPULSORY SUBJECTS pages 33 - 36
VCE SUBJECT (Units 1 – 4) pages 37 – 70
IB ELECTIVES pages 71 - 93
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ENGLISH : UNIT 1 & 2 ENGLISH (ESL) : UNIT 1 & 2
VCAA Code: EN011 & EN012
The English study aims to enable all students to develop their critical understanding and control
of the English language so that they can use it effectively in a wide range of situations and
develop sufficient competence in it for their future needs as tertiary students, employees, citizens
and human persons. The study promotes an integrated approach to the teaching and learning of
knowledge and of the skills of reading, writing, speaking, listening and thinking.
Students will study four prescribed texts over the year.
ESL students will read and study two prescribed texts in semester 1. In semester 2 ESL students
will be reading two prescribed texts, one of which will be a film.
UNIT 1
Areas of Study: 1. Reading and responding to text
2. Creating and presenting
3. Using language to persuade
School Assessed Coursework: Outcome 1: Identify and discuss key aspects of
a set text, and construct a response in oral or
written form.
An extended written interpretation of one
selected text in an analytical/expository
mode.
Outcome 2: Create and present texts taking
account of audience, purpose and context.
A piece of argumentative writing, a
personal writing task and a piece of
informative writing.
Outcome 3: Identify and discuss, either in
writing and/or orally, how language can be used
to persuade readers and/or viewers.
Participate in an oral presentation on an
issue currently or recently prominent in the
major mass media.
Written Examination
UNIT 2
Areas of Study:
1. Reading and responding to text
2. Creating and presenting
3. Using language to persuade
School Assessed Coursework: Outcome 1: Discuss and analyse how texts
convey ways of thinking about the characters,
ideas and themes, and constructing a response in
oral or written form.
A piece of writing or oral response in which
the student focuses on the themes and
characters of a text.
Outcome 2: Create and present texts taking
account of audience, purpose and context.
A brochure and essay.
Outcome 3: Identify and analyse how language
is used in persuasive text and to present a
reasoned point of view in an oral or written
form.
A written response which critically analyses
the use of language in the presentation of
ideas, arguments and evidence.
Construction of a point of view in written
and/or oral form on the selected issue.
Written Examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ENGLISH : UNIT 3 & 4 ENGLISH (ESL) : UNIT 3 & 4
VCAA Code: EN013 & EN014 VCAA Code: EN093 & EN094
The English study aims to enable all students to develop their critical understanding and control
of the English language so that they can use it effectively in a wide range of situations and
develop sufficient competence in it for their future needs as tertiary students, employees and
citizens. The study promotes an integrated approach to the teaching and learning of knowledge
and of the skills of reading, writing, speaking, listening and thinking.
Across the Units 3 and 4 sequence, English students must read and study four selected texts. ESL
students must read and study three selected texts.
End of year examination: Contributes 50% to the final assessment
UNIT 3
Areas of Study: 1. Reading and responding
2. Creating and presenting
3. Using language to persuade
School Assessed Coursework: Contributes 25% to the final assessment and
consists of the following assessment tasks: Outcome 1: Analyse how a selected text constructs
meaning, conveys ideas and values, and is open to a
range of interpretations.
A written or oral response that analyses how a text
constructs meaning, conveys ideas and values, and is
open to a range of different interpretations. (All
English students) Outcome 2: Draw on ideas and/or arguments suggested
by a chosen context to create written texts for a specified
audience and purpose; and discuss and analyse in writing
their decisions about form, purpose, language, audience
and context.
Complete at least one sustained written text or three
to five shorter texts created for a specific audience
and context. A written explanation of decisions about
form, purpose, language, audience and context must
accompany the finished piece(s) of work. (English
students only)
Complete at least one sustained written text or three
to five shorter texts created for a specific audience
and context.(ESL students only)
Outcome 3: Analyse the use of language in texts that
present a point of view on an issue currently debated in
the Australian media, and construct a sustained and
reasoned point of view (orally or written) on the selected
issue.
A written analysis of the use of language in 3 or more
persuasive texts that debate a current issue in the
Australian media. (English students only) and
A sustained and reasoned point of view on the
selected issue in written or oral form. ESL students:
A sustained and reasoned point of view in written or
oral form on the selected issue that demonstrates the
persuasive use of language
UNIT 4
Areas of Study: 1. Reading and responding
2. Creating and presenting
3. Using language to persuade
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Develop and justify a detailed
interpretation of selected texts.
An extended written interpretation of one
selected text. (All students)
Outcome 2: Draw on ideas and arguments
suggested by a chosen Context to create written
texts for a specified audience and purpose, and
to discuss and analyse in writing their decisions
about form, purpose, language, audience and
context.
Complete at least one sustained written text
or three to five shorter texts created for a
specific audience and context. A written
explanation of decisions about form,
purpose, language, audience and context
must accompany the finished piece(s) of
work. (English students only)
Complete at least one sustained written text
or three to five shorter texts created for a
specific audience and context.(ESL students
only)
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ENGLISH LANGUAGE A: Literature (IB – Year 11 & 12)
The Language A: Literature programme offered at both Higher and Standard Level is designed to meet
the needs of students for whom Language A is normally their best language. The subject is literature
based. Students engage in the study of various texts in which they develop powers of expression,
appreciation of literature, critical analysis and deeper understanding of issues.
ENGLISH LANGUAGE A: Language and Literature (IB – Year 11 & 12)
The Language A: Language and Literature programme offered at both Higher and Standard Level is
designed to meet the needs of students for whom Language A is normally their best language. The subject
is encourages students to question the meaning generated by language and texts, and aims to develop
skills of textual analysis and the understanding of texts, both literary and non-literary. While the course
engages students in the study of various texts, it also enables students to explore how language develops
in specific cultural contexts, its impact on the world, and how it shapes both individual and group
identity.
Note:
Language A subjects are new courses for implementation from 2012.
Students should refer to the IB subject descriptions for details of the Language A programmes.
Students will be provided with additional details of course requirements and assessment tasks at the
commencement of Year 11.
Areas of Study: 1. Works in translation
2. Detailed study of selected texts
3. Literary genres
4. Options
5.
School Assessed Coursework: 1. Text response
2. Essay
3. Written assignment
4. Oral commentary/presentation
5. Written examinations
Areas of Study: 1. Language in cultural context
2. Language and mass communication
3. Literature – texts and contexts
4. Literature – a critical study
School Assessed Coursework: 1. Unseen commentary
2. Text response
3. Writing tasks
4. Oral presentation
5. Written examinations
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ENGLISH LANGUAGE B (IB – Year 11 & 12)
This course is for students for whom English is not their first language. The main focus is on
language acquisition and development.
This course aims to develop the ability within students to communicate accurately and
effectively in speech and in writing, within a range of contexts. The course enables the students
to develop the ability to understand and respond to the demands of the English language in a
variety of settings, such as: social contact, further study and work.
Note:
Language B subjects is a new course for implementation from 2012.
Students should refer to the IB subject descriptions for details of the Language B programme.
Students will be provided with additional details of course requirements and assessment tasks at the
commencement of Year 11.
Areas of Study:
Communication and media
Global issues
Social relationships
Options:
2 options from the following 5
Cultural diversity
Customs and traditions
Health
Leisure
Science and technology
School set texts
Literature – HL students
School Assessed Coursework:
Text-handling
Text response
Writing tasks
Oral presentation – group discussions, points of view, debating and individual
Written examinations
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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THEORY OF KNOWLEDGE (IB)
The Theory of Knowledge course is central to the philosophy of the International Baccalaureate
Diploma Programme. The aim of the course is to develop student understanding of the ways in
which we acquire knowledge and ability to evaluate the relative strengths and inherent
limitations in various kinds of knowledge. Students will explore ideas, develop thinking skills
and become aware of what it is to know. In this course students are expected to question
knowledge itself – What do I know? How do I know it? Is it likely to be true or not?
Course Outline
1. What is knowledge?
2. Ways of Knowing
Perception
Emotion
Reason
Language
3. Tools of Knowing
Logic (induction & deduction)
Rationalism
Language & knowledge
4. Areas of Knowledge
Natural Science
Human Science
Mathematics
History
Arts
Ethics
5. Knowledge & Values
Ethics
Aesthetics
Politics
Religion
Faith
ASSESSMENT
Year 11 School Assessed Coursework:
Maintenance of a detailed journal.
Completion of set essay topics (500-1000 words).
Engagement in classroom discussion.
One 10 minute presentation to the class per semester.
Year 12 Internal Assessment (20points):
One 10 minute oral presentation to the class.
One written presentation planning document and presentation marking form.
Year 12 External Assessment
Essay on a Prescribed Title (1200-1600 words)
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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RELIGIOUS STUDIES
Having nurtured in students a level of commitment of spiritual and moral living in the senior
school religious studies course, students are introduced to the Islamic system of morality with
the emphasis on duties in every aspect and dimension of the Muslim’s life. The aim being that a
if a Muslim understands and discharges his/her duties, then he or she will achieve success in this
life and the life hereafter. The unit is designed to enable students to understand that if we take
our duties seriously, then everyone’s rights will be discharged.
Year 11
Areas of Study: Moral application and duties in Islam
The moral code
Duties to self
Duties to relatives
Marriage in Islam
Divorce and separation in Islam
Duties towards non-relatives in Islam
Living Islam – global issues
Year 12
Areas of Study: Societal and Community Development Role – Leadership Skills
Conceptualising society
Framework of an Islamic society
Duties of a Muslim towards and Islamic society
Nature of minority communities in a multicultural society
Limitations and challenges facing the Muslim community and Muslim individual
Strategies for dealing with limitations and challenges
Interfaces between Islamic community and the wider society at which these strategies may
be applied
Developing an individual plan for contributing at each of the levels – Muslim community,
interface and wider society
School Assessed Coursework:
Essays
Reflective writing
Tests
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ACCOUNTING (VCE) UNIT 1 – ESTABLISHING AND OPERATING A SERVICE BUSINESS (VCAA Code: AC011) UNIT 2 – ACCOUNTING FOR A TRADING BUSINESS (VCAA Code: AC022)
Unit 1 focuses on the accounting and financial management of a small business. Students will be
introduced to the processes of gathering, recording, reporting and analysis of financial data and
information used by internal and external users. Recording and reporting is restricted to the cash basis.
The role of accounting in the decision making process using single entry recording of financial data and
information for the owner of a service business will also be investigated by students.
Unit 2 focuses on the accounting and financial operations for a single activity sole trader. Students will be
introduced to a single entry recording system using the accrual approach for recording and reporting of
cash and credit transactions. Students will also look at tools of analysis and interpretation in order to
assist in the evaluation of business performance. Using these evaluations, students suggest strategies to
the owner on how to improve the performance of the business.
UNIT 1
Areas of study
1. Going into business
2. Recording and reporting accounting data
and information
School Assessed Coursework:
Outcome 1: Describe the resources and
explain and apply the knowledge and skills
necessary to set up a small business.
Outcome 2: Identify and record financial data,
and report and explain accounting information
for a sole proprietor of a service business.
Assessment:
Folio of exercises (manual and ICT-based)
Classroom presentations.
Case study analysis.
Assignments.
Tests.
Reports (written, oral and multimedia).
Students must use ICT in at least 2of the
selected assessment tasks.
Written examination
UNIT 2
Areas of study
1. Recording and reporting accounting data
and information
2. ICT in accounting
3. Evaluation of business performance
School Assessed Coursework:
Outcome 1: Record and report financial data
and information for a sole trader.
Outcome 2: Record and report financial data
and information using an accounting software
package for a single activity sole trader, and
explain and evaluate the role of ICT in the
accounting process.
Outcome 3: Select and use financial and non-
financial information to evaluate a business
and suggest strategies that will improve
business performance.
Assessment:
Use of computer applications and/or
software to record and analyse data.
Classroom presentations.
Folio of exercises (manual and ICT-based)
Case study analysis.
Assignments.
Tests.
Reports (written, oral and multimedia)
Students must use ICT in at least 2of the
selected assessment tasks.
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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ACCOUNTING (VCE) UNIT 3 – RECORDING AND REPORTING FOR A TRADING BUSINESS (VCAA Code: AC033)
UNIT 4 – CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE (VCAA Code: AC034)
Unit 3 focuses on financial accounting for a single activity trading business as operated by sole trader and
emphasizes the role of accounting as an information system. Students are introduced to the double entry system
using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO)
method is used.
Unit 4 provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-
financial information in assisting management in the decision-making process. The accrual recording and reporting
system for a single activity trading business using the perpetual inventory recording system will be covered, along
with the role and importance of budgeting for the business and undertake the practical completion of budgets for
cash, financial performance and financial position.
End of year examination: Contributes 50% to the final assessment
UNIT 3 Areas of study: 1. Recording financial data
2. Balance day adjustments and reporting and
interpreting accounting information
School Assessed Coursework:
Contributes 25% to the final assessment and consists
of the following assessment tasks.
Outcome 1: Record financial data for a single
activity sole trader using a double entry system and
discuss the function of various aspects of this
accounting system.
Outcome 2: Record balance day adjustments and
prepare and interpret accounting reports.
Assessment will be based using one or more of the
following:
Structured questions
A folio of exercises (manual and ICT)
A case study (manual and/or ICT)
A test (manual and/or ICT)
A report (written, oral or multimedia)
At least 30 marks must be allocated to ICT-based
assessment
UNIT 4 Areas of study: 1. Extension of recording and reporting
2. Financial planning and decision-making
School Assessed Coursework:
Contributes 25% to the final assessment and consists of
the following assessment tasks.
Outcome 1: Record and report financial data and
information using a double entry accrual-based system
for a single activity sole trader, and discuss the
function of various aspects of this accounting system.
Assessment will be based using one or more of the
following:
Structured questions
A folio of exercises (manual and/or ICT)
A case study (manual and/or ICT)
A test (manual and/or ICT)
A report (written, oral or multimedia)
Outcome 2: Prepare budgets and variance reports,
evaluate the performance of a business using financial
and non-financial information and discuss strategies to
improve the profitability and liquidity of the business.
Task A – Prepare budgets and variance reports using
spreadsheets. Evaluate the budgets and variance
reports and discuss strategies for improvement.
Task B – Evaluate performance of a business using
financial and no-financial information and discuss
strategies to improve profitability and liquidity. Task B
will assessed using one or more tasks as per Outcome
1.
At least 30 marks must be allocated to ICT-based
assessment
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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BIOLOGY
UNIT 1: UNITY AND DIVERSITY (VCAA Code: BI011)
UNIT 2: ORGANISMS AND THEIR ENVIRONMENT (VCAA Code: BI022) This is the study of organisms and the complex interactions that sustain life on Earth. Unit 1 focuses on
the cell as the structural and functional unit of the whole organism, it investigates the needs of individual
cells, how specialized structures carry out cellular activities, and how survival of cells depends on their
ability to maintain a dynamic balance between their internal and external environments. There is great
diversity among organisms as well as similarities and students will explore the diversity of organisms and
look for patterns of similarities and differences in biological processes. Unit 2 examines the relationship
between organisms and their environments along with the study of adaptations (structural, physiological
and behavioural) of organisms that enable them to exploit environmental resources. Areas covered are
cell theory, cell structure and function, biochemistry, digestion and nutrition, physiology and
reproduction, photosynthesis, respiration and energy relationships, communities and ecosystems,
relationships within ecosystems, populations, human impact, ecological techniques and option C – cells
and energy.
UNIT 1
Areas of Study:
1. Cells in action
2. Functioning organisms
School Assessed Coursework:
Outcome 1: Design, conduct and report on
a practical investigation related to cellular
structure, organization and processes.
Student designed practical investigation
practical activities
annotated posters of photosynthesis and
cellular respiration
problem-solving activities
tests
Outcome 2: Describe and explain the
relationship between features and
requirements of functioning organisms and
how these are used to construct taxonomic
systems.
practical activities
annotated poster
multimedia presentation/model/poster
related to taxonomy (classification)
problem-solving activity
data analysis
tests
Written examination
UNIT 2
Areas of Study:
1. Adaptations of organisms
2. Dynamic ecosystems
School Assessed Coursework:
Outcome 1: Explain and analyse the
relationship between environmental factors,
and adaptations and distribution of living
things.
Written report on fieldwork
investigation
Practical activities, questions and
problems
Presentations of structured written
reports in non-text formats such as
poster, multimedia
tests
Outcome 2: Design, conduct and report on
a field investigation related to the
interactions between living things and their
environment, and explain how ecosystems
change over time.
practical activities
reports in non-text format such as poster,
multimedia
Questions and problems
tests
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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BIOLOGY (VCE)
UNIT 3: SIGNATURES OF LIFE (VCAA Code: BI033)
UNIT 4: CONTINUITY AND CHANGE (VCAA Code: BI034)
End of year examination: Contributes 60% to the final assessment.
UNIT 3 This unit examines the synthesis of
biomacromolecules and biochemical processes that
are common to organisms. Students will gain an
understanding of DNA and proteins as key molecules
of life, and that DNA codes for the production of
proteins. The unit also focuses on how cells detect
biomolecules that elicit particular responses and how
signaling molecules assist in coordinating and
regulating cell activities. Mechanisms of organisms
that protect them from invasions and infection by
pathogenic organisms, and the immune response are
also considered.
Areas of Study: 1. Molecules of life
2. Detecting and responding
School Assessed Coursework: Contributes 20% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Analyse and evaluate evidence from
practical investigations related to biochemical
processes.
Reports of three practical activities:
An investigation of cellular respiration or
photosynthesis
An investigation of enzyme action
An investigation of the movement of substances
across membranes.
Outcome 2: Describe and explain the use of the
stimulus-response model in coordination and
regulation and how components of the human
immune system immune respond to antigens and
provide immunity.
A report of an investigation or simulation of a
selected organism’s response to a specific
chemical or physical signal.
And
A response to an issue or an aspect related to the
immune response using any one or a
combination of the following:
Evaluation of research, data analysis, essay,
annotated poster, media response, oral
presentation, multimedia presentation, test,
visual presentation
UNIT 4 This unit explores the mechanisms and patterns of
inheritance in sexually reproducing organisms,
molecular genetics – genes and genomes, cell
division (meiosis), and the causes of variation, both
genetic and environmental. The unit also focuses on
the processes of evolution, including natural
selection, and examines how evolutionary biology
has been based upon changes in evidence obtained by
accumulation of information over time. It considers
how the interaction between human, cultural and
technological evolution may have affected
evolutionary processes. Recent advances in
technology, including biotechnology are also
considered.
Areas of Study: 1. Heredity
2. Change over time
School Assessed Coursework: Contributes 20 % to the final assessment and consists
of the following tasks:
Outcome 1: Analyse evidence for the molecular
basis of heredity, and patterns of inheritance.
Reports of three practical activities:
An investigation related to a genetic cross
An investigation using a DNA tool or
manipulation technique
An investigation or simulation related to mitosis
and/or meiosis
Outcome 2: Analyse and evaluate evidence for
evolutionary change and evolutionary relationships,
and describe mechanisms for change including the
effect of human intervention on evolutionary
processes through selective breeding and applications
of biotechnology.
An oral or written report that demonstrates
evolutionary relationships using first- or second-
hand data.
And
A response to an issue related to human
intervention in evolutionary processes using any
one or a combination of the following:
Evaluation of research, data analysis, essay,
annotated poster, media response, oral
presentation, multimedia presentation, test,
visual presentation
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BUSINESS MANAGEMENT (VCE)
UNIT 3: CORPORATE MANAGEMENT (VCAA Code: BM033)
UNIT 4: MANAGING PEOPLE AND CHANGE (VCAA Code: BM034)
End of year examination: Contributes 50% to the final assessment
UNIT 3
In this unit, students investigate how large-scale
organisations operate. Students examine the
context in which they conduct their business,
focus on aspects of their internal environment
and then look at the operations management
function. Students develop an understanding of
the complexity and challenge of managing large
organisations and have the opportunity to
compare theoretical perspectives with practical
applications.
Areas of study: 1. Large-scale organisations in context.
2. Internal environment of large-scale
organisations.
3. The operations management function.
School Assessed Coursework: Contributes 25% to the final assessment and
consists of the following assessment.
Outcome 1: Discuss and analyse the context in
which large-scale organisations operate.
Outcome 2: Discuss and analyse major aspects
of the internal environment of large-scale
organizations.
Outcome 3: Discuss and analyse strategies
related to operations management.
Assessment Tasks:
Case study
Structured questions
Media analysis
Test
Essay
Report in written format, and
Report in multimedia format.
UNIT 4
This unit continues the examination of corporate
management. It commences with a focus on the
human resource management function. Students
learn about the key aspects of this function and
strategies used to most effectively manage
human resources. The unit concludes with
analysis of the management of change. Students
learn about key change management processes
and strategies and are provided with the
opportunity to apply these to a contemporary
issue of significance.
Areas of study: 1. The human resource management function.
2. The management of change.
School Assessed Coursework: Contributes 25% to the final assessment and
consists of the following assessment.
Outcome 1: Analyse and evaluate practices and
processes related to human resource
management.
Outcome 2: Analyse and evaluate the
management of change in large-scale
organisations, and evaluate the impact of change
of the internal environment of a large-scale
organisation.
Assessment Tasks:
Case study,
Structured questions,
Media analysis,
Test,
Essay,
Report in written format, and
Report in multimedia format.
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CHEMISTRY (VCE)
UNIT 1: THE BIG IDEAS OF CHEMISTRY (VCAA Code: CH011)
UNIT 2: ENVIRONMENTAL CHEMISTRY (VCAA Code: CH022)
This study examines a range of chemical processes and activities; the study of common materials
is explored through investigation of their properties and their modification. Wide ranges of
everyday chemical reactions are also introduced to enable the evaluation of the environmental
impact of human activity on the biosphere. Unit 1 focuses on Atomic theory, Bonding, Organic
Chemistry, Surface Chemistry, Stoichiometry and Periodicity. Unit 2 is the study of Acids and
Bases, States of matter, Oxidation and Reduction, Equilibrium and Kinetics.
UNIT 1
Areas of Study:
1. The periodic table
2. Materials
School Assessed Coursework:
Outcome 1: Explain how evidence is used
to develop or refine chemical ideas and
knowledge.
Outcome 2: Use models of structure and
bonding to explain the properties and
applications of materials.
Assessment:
One extended experimental
investigation OR one annotated
portfolio of at least four practical
activities.
AND at least one from the following:
Response to stimulus material
Presentation in multimedia format
Data analysis
Report in written, oral or visual format
Web page presentation
Written examination
UNIT 2
Areas of Study:
1. Water
2. The atmosphere
School Assessed Coursework:
Outcome 1: Write balanced equations and
apply these to qualitative and quantitative to
investigations of reactions involving acids
and bases, the formation of precipitates and
gases, and oxidants and reductants.
Outcome 2: Explain how chemical
reactions and processes occurring in the
atmosphere help to sustain life on earth.
Assessment:
One extended experimental
investigation OR one annotated
portfolio of at least four practical
activities.
AND at least one from the following:
Response to stimulus material
Presentation in multimedia format
Data analysis
Report in written, oral or visual format
Web page presentation
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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CHEMISTRY (VCE)
UNIT 3: CHEMICAL PATHWAYS (VCAA Code: CH033)
UNIT 4: CHEMISTRY AT WORK (VCAA Code: CH034)
End of year examination: Contributes 60% to the final assessment.
UNIT 3 This unit focuses on the scope of techniques
available to the analytical chemist, and that each
analytical technique depends on a particular property
or reaction of the chemical being investigated.
Students will also investigate organic chemical
reactions, the chemistry of particular organic
molecules and the role of organic molecules in the
generation of biochemical fuels and medicines.
Students will also investigate the application of
principles of green chemistry to chemical processes
and use the language and symbols of chemistry,
chemical formulas and equations to explain
observations and data collected from experiments.
Areas of study: 1. Chemical analysis
2. Organic chemical pathways
School Assessed Coursework: Contributes 20% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Evaluate the suitability of techniques
and instruments used in chemical analyses.
An extended experimental investigation that can
be drawn from either area of study 1 and 2.
Outcome 2: Identify and explain the role of
functional groups in organic reactions and construct
reaction pathways using organic molecules.
From the area of study NOT used for the extended
experimental investigation:-
A written report of one practical activity
AND
One task selected from the following:
A response to stimulus material in written, oral
of visual format
An analysis of first or second-hand data using
structured questions
A report in written, oral, multimedia or visual
format
UNIT 4 This unit focuses on the industrial production of chemicals
and the energy changes associated with chemical reactions.
Chemical reactions produce a large range of products used
by society. Continuous production of these useful
chemicals depends on large quantities of raw materials and
reliable energy supplies. Students explore how an
understanding of these features is used to obtain optimum
conditions in the industrial production of chemicals (one
chemical selected from ammonia, sulfuric acid or nitric
acid is studied in detail).
Students will also investigated a range of energy sources by
considering the production of the energy from available
resources, the efficiencies, advantages and disadvantages
of each energy resource. Students will also investigate the
application of principles of green chemistry to chemical
processes and use the language and symbols of chemistry,
chemical formulas and equations to explain observations
and data collected from experiments.
Areas of Study: 1. Industrial chemistry
2. Supplying and using energy
School Assessed Coursework: Contributes 20% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Analyse the factors that affect the extent
and rate of chemical reactions and apply this analysis
to evaluate the optimum conditions used in the
industrial production of the selected chemical.
The uses, equilibrium and rate considerations,
and safety issues involved in the industrial
production of a selected chemical and its
associated wastes, presented in one of the
following formats:
A response to stimulus material in written,
oral or visual format; an analysis of first or
second-hand data using structured questions; a
report in written, oral, multimedia or visual
format.
AND
A written report of one practical activity.
Outcome 2: Analyse chemical and energy
transformations occurring in chemical reactions.
A summary report including annotations of at
least three practical activities relating to energy
transformations occurring in chemical reactions.
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GLOBAL POLITICS (VCE)
UNIT 3: GLOBAL ACTORS (VCAA Code: )
UNIT 4: GLOBAL CHALLENGES (VCAA Code: )
Unit 3 investigates the key global actors and their aims, roles and power in the twenty first century global
politics. An understanding of the key actors is established through an in-depth examination of the
concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific
state uses power within the region to achieve its objectives. The term ‘non-state actors’ covers a range of
global actors: altruistic non-governments organisations (NGOs), for example Amnesty International and
Greenpeace; organised religions; terrorist movements and organised crime syndicates.
Unit 4 investigates key global challenges facing the international community in the
Twenty first century. They examine and analyse the debates surrounding two ethical issues, which are
underpinned by the contested notion of global citizenship. They 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.
End of year examination: Contributes 50% to the final assessment.
UNIT 3:
Areas of study:
1. Global Actors
2. Power in the Asia Pacific Region
School Assessed Coursework:
Contributes 25% to the final assessment
Outcome 1: Evaluate the power and influence of
key global actors in the twenty-first century and
assess the extent to which they achieve their aims.
Outcome 2: 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.
Assessment:
Any one or more of the following tasks:
Multimedia presentation
Case study
Essay
Report
Test
Structured questions (short and extended
responses)
UNIT 4:
Areas of study:
1. Ethical Issues and Debates
2. Crises and Responses
School Assessed Coursework:
Contributes 25% to the final assessment
Outcome 1: Analyse two global political issues
from a range of perspectives and evaluate the
effectiveness of global actors’ responses to these
issues.
Outcome 2: Explain the characteristics of two
contemporary global crises and evaluate the
effectiveness of responses to these.
Assessment:
Any one or more of the following tasks:
Multimedia presentation
Case study
Essay
Report
Test
Structured questions (short and extended
responses)
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HISTORY (VCE)
UNIT 1: TWENTIETH CENTURY 1900-1945 (VCAA Code: )
UNIT 2: TWENTIETH CENTURY 1945-2000 (VCAA Code: )
Unit 1 focuses on the circumstances surrounding the collapse of the traditional order, the post-war
structures, the different political ideas and movements that emerged, and the conflicts which resulted
from competing attempts to establish and legitimise them. This unit also examines the changes in social
life in the first half of the twentieth century, the reasons for such changes and the various outcomes for
different groups. The cultural expression and its relation to the social, political and economic changes
during this period are also explored.
Unit 2 considers some of the major themes and principal events of post-World War II history, and the
ways in which individuals and communities responded to the political, economic, social and
technological developments in domestic, regional and international settings.
UNIT 1:
Areas of study:
3. Crisis and conflict
4. Social life
5. Cultural expression
School Assessed Coursework:
Outcome 1: Analyse and explain the
development of a political crisis and conflict from
the period 1900 to 1945.
Outcome 2: Analyse and discuss patterns of
social life and the factors which influenced
changes to social life in the first half of the
twentieth century.
Outcome 3: Analyse the relationship between the
historical context and a cultural expression of the
period from 1900 to 1945.
Assessment:
Assessment tasks will include a combination of
any of the following:
analytical exercises
annotated maps
short reports
essays
oral presentations
multimedia presentations
film review
biographical studies
tests
responses to literature
At least one of the assessment tasks must be
presented in a written form and one must involve
an analysis of visual evidence, preferably a film.
Written Examination
UNIT 2:
Areas of study:
1. Ideas and political power
2. Movements of the people
3. Issues for the millennium
School Assessed Coursework:
Outcome 1: Analyse and discuss how post-war
societies used ideologies to legitimise their
worldview and portray competing systems.
Outcome 2: Evaluate the impact of a challenge/s
to established social, political and/or economic
power during the second half of the twentieth
century.
Outcome 3: Analyse issues faced by
communities arising from political, economic
and/or technological change.
Assessment:
Assessment tasks will include a combination of
any of the following:
analytical exercises
annotated maps
short reports
essays
oral presentations
multimedia presentations
film reviews
biographical studies
tests
responses to literature
At least one of the assessment tasks must be
presented in a written form and one must involve
an analysis of visual evidence, preferably a film.
Written Examination
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HISTORY – REVOLUTIONS (VCE)
UNIT 3: THE FRENCH REVOLUTION (1781-1795) (VCAA Code: HI133)
UNIT 4: THE RUSSIAN REVOLUTION (1905-1924) (VCAA Code: HI134)
Political revolutions have had a profound impact on the course of world history, and particularly
in the countries in which they have occurred. They have radically altered the nature of many
societies and have brought about new ways and ideas about how people should live their lives.
Political revolutions share a common aim of both destroying old political regimes and
institutions, and creating new ones based on fundamentally altered perceptions of what the future
should be like. Revolutions thus involve both social destruction and re-construction. Because of
their sometimes violent nature, political revolutions produce massive social turmoil and chaos,
which can often result in quite unpredictable consequences for all those involved. In Units 3 & 4,
the French and Russian Revolutions have been selected as the contexts for the study of political
revolutions.
End of year examination: Contributes 50% to the final assessment.
UNIT 3: The French Revolution (1781-1795)
Areas of study:
1. Revolutionary ideas, leaders,
movements and events
2. Creating a new society
School Assessed Coursework: Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Evaluate the role of ideas,
leaders, movements and events in the
development of the revolution.
Outcome 2: Analyse the challenges
facing the emerging new order, and the
way in which attempts were made to
create a new society, and evaluate the
nature of the society created by the
revolution
Assessment Tasks
research report
analysis of visual and/or written
documents
historiographical exercise
essay
UNIT 4: The Russian Revolution (1905-1924)
Areas of study:
1. Revolutionary ideas, leaders, movements
and events
2. Creating a new society
School Assessed Coursework: Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Evaluate the role of ideas,
leaders, movements and events in the
development of the revolution.
Outcome 2: Analyse the challenges facing
the emerging new order, and the way in
which attempts were made to create a new
society, and evaluate the nature of the society
created by the revolution
Assessment Tasks
research report
analysis of visual and/or written
documents
historiographical exercise
essay
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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INFORMATION TECHNOLOGY (VCE)
UNIT 1: IT IN ACTION (VCAA Code: IT011)
UNIT 2: IT PATHWAYS (VCAA Code: IT012)
This study focuses on the processing of data and the management of information and information systems to meet a
range of individual and societal purposes.
The rapid pace of development in information and communications technology (ICT) is having a major influence on
virtually all aspects of society. Not only does ICT provide the capacity to change how tasks and activities are
undertaken, but it also creates new opportunities in work, study, recreation, and in relationships. Social relations and
cultural values influence the way ICT is used.
With appropriate knowledge and skills, students will be equipped to make use of ICT and make informed personal
and workplace choices about future developments and directions in this exciting and challenging field. Innovative
approaches to the potential uses of ICT are developed, and students are encouraged to orient themselves towards the
future, with an awareness of the implications of these uses.
The study of Information Technology may provide pathways to further studies in IT and to careers in ICT-based
areas. It may also prepare students for programs that require either an IT-related subject or for a vast range of
careers that require efficient and effective use of ICT.
UNIT 2
IT Pathways
Areas of Study:
1. Data analysis and visualisation
2. Programming and pathways
3. Tools, techniques and procedures
School Assessed Coursework: Outcome 1: Apply the problem solving methodology
and use appropriate software tools to create data
visualisations that meet users’ needs
Outcome 2: Design, and develop using a
programming or scripting language, limited solutions,
record learning progress electronically, and explain
possible career pathways that require the use of
programming or scripting skills
Outcome 3: Work collaboratively and apply the
problem solving methodology to create an ICT
solution, taking into account client feedback
Assessment Tasks:
Using ICT tools and techniques, produce a
solution and an information product in response to
a client brief
Visual presentations such as multimedia
presentations
Oral presentations supported by a visual
presentation
A folio
An electronic learning journal
A written report using ICT
A test
Written examination
UNIT 1
IT in action
Areas of Study:
1. From data to information
2. Networks
3. ICT in a global society
School Assessed Coursework: Outcome 1: Select data from data sets, design
solutions and use a range of spreadsheet functions
to develop solutions that meet specific needs
Outcome 2: Recommend a networked information
system for a specific use and explain possible
security threats to this networked information
system
Outcome 3: Contribute collaboratively to the
design and development of a website that presents
an analysis of a contemporary ICT issue and
substantiates a point of view.
Assessment Tasks:
Using ICT tools and techniques, produce a
solution and an information product in response
to an identified need
Visual presentations such as multimedia
presentations
Oral presentations supported by a visual
presentation
A written report using ICT
A test
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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INFORMATION TECHNOLOGY (VCE)
UNIT 3: IT APPLICATIONS (VCAA Code: IT023)
UNIT 4: IT APPLICATIONS (VCAA Code: IT024)
End of year examinations: Contribute 50% to the final assessment.
UNIT 3
The focus of Unit 3 is the World Wide Web and how it
supports the information needs of individuals,
communities and organisations. In Area of Study 1,
students investigate the design and technical
underpinnings of different types of websites that
support the varying needs of online communities.
Students use web authoring software to create
prototype websites for particular online communities,
taking into account both technical and non-technical
constraints. Area of Study 2 focuses on the use of a
relational database management system (RDBMS).
Students examine techniques used by organisations to
acquire data via websites and consider the relationship
between how the data is acquired and the structure of
an RDBMS. At the practical level, students acquire and
apply knowledge and skills in the use of an RDBMS.
Areas of Study:
1. Online Communities
2. Organisations and data management
School Assessed Coursework:
Contributes 25% to the final assessment and consists of
the following tasks:
Outcome 1: Apply stages of the problem-solving
methodology to create a prototype website that meets
an online community’s needs, and explain the technical
requirements to support the hosting of this website.
Assessment Tasks
In response to a design brief and given data:
• create a prototype website capable of supporting
the information needs of an online community.
And
One of the following that justifies the selected
website and explains the technical requirements
of the host network:
• a written report
• a short-answer test.
Outcome 2: Design, and develop using a relational
database management system, a solution to an
information problem, and discuss why and how data is
acquired via websites.
Assessment Tasks
In response to a design brief that includes an analysis
of an information problem:
• the design and development of a solution.
And
One of the following that discusses why and how
data is acquired via websites:
• a written report
• a test.
UNIT 4
In this unit students focus on how ICT is used by
organisations to solve ongoing information problems
and on the strategies used to protect the integrity and
security of data and information. In Area of Study
1either a relational database management system
(RDBMS) or spreadsheet software is selected and
used to create solutions to information problems. In
addition, students use web authoring or multimedia
authoring software to produce onscreen user
documentation. When creating solutions to ongoing
information problems, students apply all stages of the
problem-solving methodology. In Area of Study 2,
students explore how organisations manage the
storage, communication and disposal of data and
information in order to minimise threats to the
integrity and security of data and information, and to
optimise efficient information handling.
Areas of Study:
1. Organisations and information needs
2. Information management
School Assessed Coursework:
Contributes 25% to the final assessment and consists
of the following tasks
Outcome 1: Use selected software to solve an
ongoing information problem, and evaluate the
efficiency and effectiveness of the solution in meeting
the information needs of an organisation.
Assessment Tasks
A solution in response to a design brief, including
user documentation.
And
A report that evaluates the extent to which the
solution meets the needs of the organisation, in one
of the following:
• a written report
• an annotated visual report.
Outcome 2: Evaluate the effectiveness of strategies
used by organisations to manage the storage,
communication and disposal of data and information,
and recommend improvements to current practices.
Assessment Tasks
One of the following:
• a written report
• a test
• an annotated visual report.
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51
LEGAL STUDIES (VCE)
UNIT 3: LAW-MAKING (VCAA Code: LS033)
UNIT 4: DISPUTE RESOLUTION (VCAA Code: LS034)
End of year examination: Contributes 50% to the final assessment.
UNIT 3
This unit enables students to develop an
understanding of the institutions that determine laws
and the processes by which laws are made.
It considers reasons why laws are necessary and the
impact of the Commonwealth Constitution and its
interpretation by the High Court on the operation of
the legal system and protection of citizens rights.
Students undertake an evaluation of the strengths and
weaknesses of the law-making bodies and the need
for the law to keep up to date with changes in
society.
Areas of Study: 1. Parliament and the citizen
2. Constitution and the protection of rights
3. Role of the courts in law-making
School Assessed Coursework: Contributes 25% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Describe the role and effectiveness of
Parliament as a law-making body, evaluate the need
for change in the law and analyse the ways in which
change can be influenced.
Outcome 2: Explain the role of the Commonwealth
Constitution in defining law-making powers within
federal structure, analyse the means by which law-
making powers may change, and evaluate the
effectiveness of the Commonwealth Constitution in
protecting democratic and human rights.
Outcome 3: Describe the role and evaluate the
effectiveness of the courts in law-making and their
relationship with parliament.
Assessment: One or more of the following tasks:
A case study
Structured questions
A test
An essay
A report in written format
A report in multimedia format
A folio of exercises
UNIT 4
This unit examines the institutions that adjudicate
criminal cases and civil disputes and alternative
avenues of dispute resolution with a view to
comparing and evaluating the operation of the
various dispute resolution methods. Students develop
and understanding of criminal and civil processes and
procedures which operate within the Victorian legal
system. The jury system in criminal and civil trials
will be examined and the operation of the adversary
system with a focus on strengths and weaknesses will
be reviewed. Students will compare features of the
adversary and inquisitorial systems of dispute
resolution, and evaluate the current Victorian legal
system and recommendations for reform.
Areas of Study: 1. Dispute resolution methods
2. Court processes and procedures, and engaging in
justice
School Assessed Coursework: Contributes 25% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Describe and evaluate the effectiveness
of institutions and methods for the determination of
criminal cases and the resolution of civil disputes.
Outcome 2: Explain the processes and procedures
for the resolution of criminal cases and civil disputes,
and evaluate their operation and application, and
evaluate the effectiveness of the legal system.
Assessment: One or more of the following tasks:
A case study
Structured questions
A test
An essay
A report in written format
A report in multimedia format
A folio of exercises
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LOTE : ARABIC (VCE)
UNIT 1: THE ARABIC SPEAKING COMMUNITIES (VCAA Code: LO021)
UNIT 2: THE CHANGING WORLD (VCAA Code: LO022)
This study is offered to students who are fluent in Arabic and is designed to extend students
knowledge and skills in understanding, speaking and writing in a range of contexts. Students
develop the ability to understand and respond to the language demands of transactional and
social contracts as well as providing an insight into the countries where Arabic is spoken.
In Units 1and 2 students study a variety of texts related to the individual, Arab speaking
communities and the changing world, grammar and kinds of writing.
UNIT 1
Areas of Study:
1. The individual (personal identity)
2. The individual (family and friends)
3. Arabic-speaking communities (culture
and traditions)
School Assessed Coursework:
Outcome 1: Establish and maintain a
spoken or written exchange related to
personal areas of experience.
Informal conversation or a reply to
personal letter/email/fax.
Outcome 2: Listen to, read and obtain
information from written and spoken texts.
Read written texts to obtain information
to complete notes, charts or tables in
Arabic or English.
Outcome 3: Produce a personal response to
a text focusing on real or imaginary
experience.
Oral presentation or review or article.
Written examination
UNIT 2
Areas of Study:
1. The individual (education and
aspiration
2. The changing world (the natural world)
3. Arabic-speaking communities
School Assessed Coursework:
Outcome 1: Participate in a spoken or
written exchange related to making
arrangements and completing transactions.
Writing : formal letter , fax or email.
Outcome 2: Listen to, read and extract and
use information and ideas from spoken and
written texts.
Listen to spoken texts and reorganize
information and ideas in a different text
type and;
Read written texts and reorganize
information and ideas in a different text
type.
Outcome 3: give expression to real or
imaginary experience in written or spoken
form.
Journal entry
Personal account or short story
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
53
LOTE : ARABIC (VCE)
UNIT 3:THE ARABIC SPEAKING COMMUNITIES (VCAA Code: LO023)
UNIT 4: THE CHANGING WORLD (VCAA Code: LO024)
End of year examinations (oral and written): Contribute 50% to the final assessment
UNIT 3
The focus of unit 3 is the study of the
Arabic society and Education in Arabic
countries
Areas of Study:
1. The individual
2. The Arabic speaking communities
School Assessed Coursework:
Contributes 25% to the final assessment
and consists of the following assessment
tasks:
Outcome 1: Express ideas through the
production of original texts.
A 250 word personal or imaginative
writing piece.
Outcome 2: Analyse and use information
from spoken texts.
A response to a specific topic.
Outcome 3: Exchange information,
opinions and experiences.
An evaluative oral presentation
focusing on points for and against an
aspect related to texts studied.
UNIT 4
The focus of unit 4 is the study of the
migration, along with customs and
traditions.
Areas of Study:
1. Arabic-speaking communities (culture
and traditions
2. Arabic-speaking communities
(lifestyles)
3. The changing world (the natural world)
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Analyse and use information
from written texts.
A response to specific questions or
instructions, analysing and using
information requested.
Outcome 2: Respond critically to
spoken and written texts which reflect
aspects of the language and culture.
A 250-300 word informative, persuasive
or evaluative written response, for
example, a report, comparison or
review.
AND
An interview on an issue related to
aspects of the language and culture.
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54
LOTE: FRENCH (VCE)
UNIT 1: THE FRENCH SPEAKING COMMUNITIES (VCAA Code: LO091)
UNIT 2: THE CHANGING WORLD (VCAA Code: LO092)
This study is offered to continuing students and is designed to survey the key themes and communicative
language and skills required for Units 3 and 4. It is designed to extend students knowledge and skills in
understanding, speaking and writing in a range of contexts. Students develop the ability to understand ,
respond and perform communicative tasks in a range of functional and social situations.
This study provides students with a direct means of access to the rich and varied culture of Francophone
communities around the world.
UNIT 1
Areas of Study:
1. The individual (Education, Future
aspirations)
2. The French-speaking world
3. The individual (Friends and
Relationships)
School Assessed Coursework:
Outcome 1: Establish and maintain a
spoken or written exchange related to
personal areas of experience.
Informal conversation
OR
Reply to a personal letter / e-mail / fax
Outcome 2: Listen to, read and obtain
information from written and spoken texts.
Reading written discourse and, listening
and responding to spoken discourse to
complete notes, charts or tables, etc. in
French or English
Outcome 3: Produce a personal response to
a text focusing on real or imaginary
experience.
Writing an article/review in response to
a type of text
OR
Oral presentation
Note: Responses may be specified in French
Or English. Written examination
UNIT 2
Areas of Study:
1. The individual (Personal World)
2. The French-speaking world
3. The changing world – Work (also
education)
School Assessed Coursework:
Outcome 1: Participate in a spoken or
written exchange related to making
arrangements and completing transactions.
Role-play or interview
OR
Write a formal letter / e-mail /fax
Outcome 2: Listen to, read and extract and
use information and ideas from spoken and
written texts.
Read written discourse (e.g. extracts,
advertisements, letters)
AND
Reorganise ideas and information in
French
Outcome 3: Give expression to real or
imaginary experience in written or spoken
form.
Produce a journal entry / personal
account / short story in French
Note: All responses must be in French.
Written examination
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55
LOTE : INDONESIAN Second Language (VCE)
UNIT 1: THE INDONESIAN SPEAKING COMMUNITIES (VCAA Code: LO401)
UNIT 2: THE INDIVIDUAL (VCAA Code: LO402)
This study is develops students’ ability to understand and use the language of a country which is one of
Australia’s closest neighbours. Links between Australia and Indonesia have been strengthened in recent
decades, in particular, in areas such as business, tourism and education. The study of Indonesian promotes
the strengthening of these links. This study is designed to enable students to use Indonesian to
communicate with others, and understand and appreciate the cultural context in which Indonesian is used
and to make connections between Indonesian and English.
UNIT 1
Areas of Study:
1. Customs and traditions
2. Arts and entertainment
3. The individual (Personal identity)
School Assessed Coursework:
Outcome 1: Establish and maintain a
spoken or written exchange related to
personal areas of experience.
Informal conversation or reply to a
personal letter/e-mail
Outcome 2: Listen to spoken texts and
obtain information to complete notes, charts
or tables in Indonesian.
Read written texts to obtain information
to complete notes, charts or tables in
Indonesian.
Outcome 3: Produce a personal response to
a text focusing on real or imaginary
experience.
Oral presentation or review or article
Written examination
UNIT 2
Areas of Study:
1. Personal world
2. Education and aspirations
3. The changing world (Social issues)
School Assessed Coursework:
Outcome 1: Participate in a spoken or
written exchange related to making
arrangements and completing transactions.
Formal letter or email
Outcome 2: Listen to, read and extract and
use information and ideas from spoken and
written texts.
Read written texts and reorganize
information and ideas in a different text
type.
Outcome 3: Give expression to real or
imaginary experience in written or spoken
form.
Journal entry or personal account or a
short story
Written examination
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LOTE : TURKISH (VCE)
UNIT 1: THE INDIVIDUAL (VCAA Code: LO291)
UNIT 2: THE CHANGING WORLD (VCAA Code: LO292)
This study is offered to students who are fluent in Turkish and is designed to extend students
knowledge and skills in understanding, speaking and writing in a range of contexts. Students
develop the ability to understand and respond to the language demands of transactional and
social contracts as well as providing an insight into the countries where Turkish is spoken.
In Units 1 and 2 students study a variety of texts related to the Individual, the Turkish speaking
community and the changing world.
UNIT 1
Areas of Study:
1. Personal identity
2. Leisure
3. Relationships with friends
4. Cultural diversity in Australia
School Assessed Coursework:
Outcome 1: Establish and maintain a
spoken or written exchange related to
personal areas of experience.
Informal conversation or reply to a
personal letter/e-mail
Outcome 2: Listen to spoken texts and
obtain information to complete notes, charts
or tables in Turkish.
Read written texts to obtain information
to complete notes, charts or tables in
Turkish.
Outcome 3: Produce a personal response to
a text focusing on real or imaginary
experience.
Oral presentation or review or article
Written examination
UNIT 2
Areas of Study:
1. Reasons for migration
2. Problems faced by Turkish migrants
3. Changing role of men and women in
society
School Assessed Coursework:
Outcome 1: Participate in a spoken or
written exchange related to making
arrangements and completing transactions.
Formal letter or email
Outcome 2: Listen to, read and extract and
use information and ideas from spoken and
written texts.
Read written texts and reorganize
information and ideas in a different text
type.
Outcome 3: Give expression to real or
imaginary experience in written or spoken
form.
Journal entry or personal account or a
short story
Written examination
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LOTE : TURKISH (VCE)
UNIT 3: THE INDIVIDUAL AND THE CHANGING WORLD(VCAA Code: LO293)
UNIT 4: THE TURKISH SPEAKING COMMUNITIES (VCAA Code: LO294)
End of year examinations (oral and written): Contribute 50% to the final assessment
UNIT 3
The focus of unit 3 is the study of the
Turkish speaking communities. The themes
and topics are the vehicle through which the
students will demonstrate achievement of
the outcomes, in the sense that they form the
subject of the activities and tasks the student
undertakes. The grammar, vocabulary text
types and kinds of writing are linked, both
to each other, and to the themes and topics
Areas of Study:
1. Personal identity
2. Future aspirations
3. The younger generation
4. Issues now, and in the future
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Express ideas through the
production of original texts.
A 250 word personal or imaginative
written piece
Outcome 2: Analyse and use information
from spoken texts.
A response to specific questions,
messages or instructions
Outcome 3: Exchange information,
opinions and experiences.
A three to four minute role-play
UNIT 4
The focus of unit 4 is the study of the
changing world. The themes and topics are
the vehicle through which the students will
demonstrate achievement of the outcomes,
in the sense that they form the subject of the
activities and tasks the student undertakes.
The grammar, vocabulary text types and
kinds of writing are linked, both to each
other, and to the themes and topics
Areas of Study:
1. Cultural diversity
2. Tourism
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Analyse and use information
from written texts.
A response to specific questions,
messages or instructions
Outcome 2: Respond critically to spoken
and written texts which reflect aspects of the
language and culture.
A 250-300 word informative, persuasive
or evaluative written response
A three to four minute interview on an
issue related to text studied
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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MATHEMATICS (VCE)
UNIT 1: GENERAL MATHEMATICS (VCAA Code: MA071)
UNIT 2: GENERAL MATHEMATICS (VCAA Code: MA072)
General Mathematics provides courses for diverse groups of students and may be implemented
in a number of ways.
UNIT 1
Areas of Study:
1. Univariate data
2. Bivariate data
3. Linear relations and equations
4. Linear graphs and modeling
School Assessed Coursework:
Outcome 1: Define key concepts, in
relation to the topics from the selected
areas of study, and apply a range of related
mathematical routines and procedures.
Completion of problem solving
activities and submission of one
report.
Completion of set exercises.
Outcome 2: Apply mathematical processes
in non-routine contexts and analyse and
discuss these applications of mathematics
in at least three of the areas of study.
Completion of set exercises
Completion of an assignment and
submission of a report.
Outcome 3: Use technology to produce
results and carry out analysis in situations
requiring problem solving, modeling or
investigative techniques and approaches in
at least three of the areas of study.
Demonstrate use of computer
technology.
Written Examination
UNIT 2
Areas of Study:
1. Financial arithmetic
2. Shape and measurement
3. Trigonometry
4. Coordinate geometry
School Assessed Coursework:
Outcome 1: Define key concepts, in
relation to the topics from the selected
areas of study, and apply a range of related
mathematical routines and procedures.
Completion of problem solving
activities and submission of one
report.
Completion of set exercises.
Outcome 2: Apply mathematical processes
in non-routine contexts and analyse and
discuss these applications of mathematics
in at least three of the areas of study.
Completion of set exercises
Completion of an assignment and
submission of a report.
Outcome 3: Use technology to produce
results and carry out analysis in situations
requiring problem solving, modeling or
investigative techniques and approaches in
at least three of the areas of study.
Demonstrate use of computer
technology.
Written Examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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MATHEMATICS (VCE)
UNIT 3: FURTHER MATHEMATICS (VCAA Code: MA073)
UNIT 4: FURTHER MATHEMATICS (VCAA Code: MA074)
End of year examinations: Examination 1 (multiple choice) contributes 33% to the final
assessment. Examination 2 (extended answer) contributes 33% to the final assessment.
UNIT 3
Unit 3 involves the study of the core material
in Data Analysis, and one of the optional
modules.
Areas of Study:
2. Data Analysis (Core material)
3. Applications (Module material), one of:
Number patterns
Geometry and Trigonometry
Graphs and relations
Business related mathematics
Networks and decision mathematics
Matrices
School Assessed Coursework:
Contributes 20% to the final assessment and
consists of the following tasks:
Outcome 1: Define and explain key terms
and concepts as specified in the content and
use this knowledge to apply related
mathematical procedures to solve routine
application problems.
Outcome 2: Use mathematical concepts and
skills developed in the Data Analysis to
analyse a practical and extended situation
and interpret the outcomes of this analysis in
relation to key features of that situation.
Outcome 3: select and appropriately use
technology to develop mathematical ideas,
produce results and carry out analysis in
situations requiring problem-solving,
modeling or investigative techniques and
approaches.
Assessment:
Data analysis application task
Analysis task
Incorporation of technology in the tasks
UNIT 4
In Unit 4, the other two selected modules
from the area of study ‘Applications’ will be
covered.
Areas of Study:
1. Applications (Module material), two of:
Number patterns
Geometry and Trigonometry
Graphs and relations
Business related mathematics
Networks and decision mathematics
Matrices
School Assessed Coursework:
Contributes 14% to the final assessment and
consists of the following tasks:
Outcome 1: Define and explain key terms
and concepts as specified in the content and
use this knowledge to apply related
mathematical procedures to solve routine
application problems.
Outcome 2: Apply mathematical processes
in contexts to the Applications area of study
and analyse and discuss the applications of
mathematics.
Outcome 3: select and appropriately use
technology to develop mathematical ideas,
produce results and carry out analysis in
situations requiring problem-solving,
modeling or investigative techniques and
approaches.
Assessment:
Analysis task 1
Analysis task 2
Incorporation of technology in the tasks
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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MATHEMATICS (VCE)
UNIT 1: MATHEMATICAL METHODS (CAS) (VCAA Code: MA111)
UNIT 2: MATHEMATICAL METHODS (CAS) (VCAA Code: MA112)
In year 11 Mathematics, students will develop skills necessary to do most of the year 12
Mathematical subjects. Students are expected to do skills work, problem solving and projects;
however, emphasis will be on the end of semester examination. The topics covered in year 11 are
Indices, Matrices, Quadratic and Cubic Functions, Calculus, Probability and Trigonometry. This
subject is a prerequisite for the following year 12 subjects - Mathematical Methods (CAS),
Specialist Mathematics (VCE)
UNIT 1
Areas of Study: 1. Functions and graphs
2. Algebra
3. Rates of change and calculus
4. Probability
School Assessed Coursework: Outcome 1: Define and explain key concepts as
specified in the content from the Functions and
Graphs, Algebra, Probability and Calculus areas
of study, and to apply a range of related
mathematical routines and procedures.
Completion of problem solving activities
Completion of set exercises
Outcome 2: Apply mathematical processes in
non-routine contexts and to analyse and discuss
these applications of mathematics.
Completion of set exercises
Completion of assignments and submission
of a report
Outcome 3: Select and use a computer algebra
system and other technology to develop
mathematical ideas, produce results and carry
out analysis in situations requiring problem
solving, modelling or investigative techniques or
approaches.
Completion of set exercises
Demonstrate use of graphics calculator and
computer technology
Written Examination
UNIT 2
Areas of Study: 1. Functions and graphs
2. Algebra
3. Rates of change and calculus
4. Probability
School Assessed Coursework: Outcome 1: Define and explain key concepts as
specified in the content from the Functions,
Graphs, Algebra, Probability and Calculus
areas of study, and to apply a range of related
mathematical routines and procedures.
Completion of problem solving activities
Completion of set exercises
Outcome 2: Apply mathematical processes in
non-routine contexts and to analyse and discuss
these applications of mathematics.
Completion of set exercises
Completion of assignments and submission
of a report
Outcome 3: Select and use a computer algebra
system and other technology to develop
mathematical ideas, produce results and carry
out analysis in situations requiring problem
solving, modelling or investigative techniques or
approaches.
Completion of set exercises
Demonstrate use of graphics calculator and
computer technology
Written Examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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MATHEMATICS (VCE)
UNIT 3: MATHEMATICAL METHODS (CAS) (VCAA Code: MA113)
UNIT 4: MATHEMATICAL METHODS (CAS) (VCAA Code: MA114)
End of year examinations: Examination 1: Students are required to respond to a collection of short-answer questions
covering all areas of the study in relation to outcome 1. To be completed in 1 hour and
contributes 22% to final assessment.
Examination 2: Students are required to respond to a collection of multiple-choice and
extended-answer questions covering all areas of the study in relation to all three outcomes, with
an emphasis on outcome 2. To be completed in 2 hours and contributes 44% to final assessment.
UNIT 3 This unit involves the study of functions and graphs;
differential calculus and algebra. Students will be
required to apply mathematical knowledge and skills
to solve problems in unfamiliar situations, including
real-life situations; learn and practise mathematical
algorithms, routines and techniques, and use them to
find solutions to problems. Students are required to
use appropriate technology including computer
algebra systems and/or computer software packages.
Areas of study:
1. Functions and graphs
2. Algebra
3. Calculus
School Assessed Coursework: Contributes 20% to the final assessment and consists
of the following assessment tasks:
Outcome 1:Define and explain key concepts, as
specified in the content and apply a range of related
mathematical routines and procedures.
Outcome 2:Apply mathematical processes in non-
routine contexts, analyse and discuss these
applications of mathematics.
Outcome 3:Select and appropriately use computer
algebra systems and other technology to develop
mathematical ideas, produce results and carry out
analysis in situations requiring problem-solving,
modelling or investigative techniques or approaches.
To demonstrate achievement of the above outcomes,
students will be required to complete the following
tasks:
A function and calculus application task.
Two tests.
UNIT 4 This unit involves the study of calculus; algebra
and probability. Students will be required to apply
mathematical knowledge and skills to solve
problems in unfamiliar situations, including real-
life situations; learn and practise mathematical
algorithms, routines and techniques, and use them
to find solutions to problems. Students are
required to use appropriate technology including
computer algebra systems and/or computer
software packages.
Areas of study:
1. Calculus
2. Algebra
3. Probability
School Assessed Coursework: Contributes 14% to the final assessment and
consists of the following assessment tasks:
Outcome 1:Define and explain key concepts, as
specified in the content and apply a range of
related mathematical routines and procedures.
Outcome 2:Apply mathematical processes in non-
routine contexts and to analyse and discuss these
applications of mathematics.
Outcome 3:Select and appropriately use computer
algebra systems and other technology to develop
mathematical ideas, produce results and carry out
analysis in situations requiring problem-solving,
modelling or investigative techniques or
approaches.
To demonstrate achievement of the above
outcomes, students will be required to complete
the following tasks:
Analysis task 1 related to calculus.
Analysis task 2 related to probability.
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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PHYSICS (VCE)
UNIT 1: (VCAA Code: PH011)
UNIT 2: (VCAA Code: PH022)
Physics is the most fundamental of the experimental sciences in that it seeks to explain the basic
features of the natural world primarily in terms of the interactions between matter and energy.
Students are required to develop a qualitative and quantitative understanding of Physics ideas.
UNIT 1
Unit 1 consists of three areas of study:
Nuclear and radioactivity physics;
Electricity; and Energy from the nucleus.
Areas of Study: 1. Nuclear and radioactivity physics
2. Electricity
3. Energy from the nucleus
1. Nuclear and radioactivity physics Outcome 1: Describe the sources and uses of
nuclear reactions and radioactivity and their
effects on living things, the environment and in
industry.
Practical reports
Skills and Analysis tests
2. Electricity Outcome 2: Apply a basic DC circuit model to
simple battery operated devices, car and
household (AC) electrical systems; and describe
the safe and effective use of electricity by
individuals and the community.
Practical reports
Skills and Analysis tests
3. Energy from the nucleus Outcome 3.3: Describe and explain typical
fission and fusion reactions, energy transfer and
transformation phenomena of importance in
stars and in the production of nuclear energy,
and the benefits and risks of the use of nuclear
energy as a power source for society.
Practical reports
Skills and Analysis tests
Written Examination
UNIT 2
Unit 2 consists of three areas of study:
Motion; Wave-like properties of light; and
Investigations of sustainable energy sources.
Areas of Study:
1. Motion
2. Wave-like properties of light
3. Investigations: Sustainable energy
sources
1. Motion Outcome 1: Investigate, analyse and
mathematically model motion of particles and
bodies in terms of Aristotelian, Galilean and
Newtonian theories.
Practical reports
Skills and Analysis tests
2. Wave-like properties of light Outcome 2: Describe and explain the wave
model of light, compare it with the particle
model of light and apply it to observed light
phenomena in practical investigations.
Practical reports
Skills and Analysis tests
3. Investigations: Sustainable energy
sources Outcome 3.5: Use concepts of energy transfer
and transformations to design, conduct and
report on an experimental investigation into an
aspect of a renewable energy supply sustem.
Practical reports
Skills and Analysis tests
Written Examination
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PHYSICS (VCE)
UNIT 3: (VCAA Code: PH033)
UNIT 4: (VCAA Code: PH034)
End of year examination: Contributes 60% to the final assessment.
UNIT 3 This unit focuses on ideas that underpin much of
technology found in areas such as communications,
commerce and industry. Unit 3 consists of two
prescribed areas of study. The third area of study is
chosen form one of six detailed studies to be
undertaken in either Unit 3 or Unit 4. The detailed
study will be assessed in Unit 4 coursework. The
detailed study will be selected by the teacher.
Areas of Study: 1. Motion in one and two dimensions
2. Electronics and photonics
3. Detailed Study
3.3 Further electronics or
3.6 Sound
School Assessed Coursework: Contributes 16% to the final assessment and consists of
the following assessment tasks:
Outcome 1: Investigate motion and related energy
transformations experimentally, and use the Newtonian
model in one and two dimensions to analyse motion in
the contexts of transport and related aspects of safety,
and motion in space.
Outcome 2: Investigate, describe, compare and explain
the operation of electronic and photonic devices and
analyse their use in domestic and industrial systems.
Outcome 3.3: Design and investigate an AC to DC
voltage regulated power supply system; and describe
and explain the operation of the system and its
components, and the effects of test equipment on the
system.
The above outcomes require the following to be
completed:
At least two different tasks from the following**:
A student-designed extended practical
investigation
Summary report of selected practical activities
from the student’s log book
A multimedia presentation
A data analysis
A report (written, oral, annotated visual)
A test (short answer and extended response)
A response to a media article
**Across the assessment tasks for Units 3 & 4, at least
one task must be an extended practical investigation
and at least one task must be a summary report of
selected practical activities
UNIT 4 The focus of Unit 4 is on the development of models to
explain the complex interactions of light and matter.
Unit 4 consists of two prescribed areas of study. Third
area of study is chosen from one of six detailed studies
to be undertaken in either Unit 3 or Unit 4. The detailed
study will be assessed in Unit 4 coursework. The
detailed study will be selected by the teacher.
Areas of Study: 1. Electric power
2. Interactions of light and matter
3. Detailed Study
3.3 Further electronics or
3.6 Sound
School Assessed Coursework: Contributes 24% to the final assessment and consists of
the following assessment tasks:
Outcome 1: Investigate and explain the operation of
electric motors, generators and alternators and the
generation, transmission, distribution and use of electric
power
Outcome 2: Use wave and photon models to analyse,
interpret and explain interactions of light and matter and
the quantised energy levels of atoms.
Outcome 3.6: Apply a wave model of sound and a field
model of electromagnetism to describe, analyse and
evaluate the recording and reproduction of sound.
The above outcomes require the following to be
completed:
At least two different tasks from the following**:
A student-designed extended practical investigation
Summary report of selected practical activities from
the student’s log book
A multimedia presentation
A data analysis
A report (written, oral, annotated visual)
A test (short answer and extended response)
A response to a media article
**Across the assessment tasks for Units 3 & 4, at least
one task must be an extended practical investigation
and at least one task must be a summary report of
selected practical activities
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PSYCHOLOGY
UNIT 1: INTRODUCTION TO PSYCHOLOGY (VCAA Code: PY031)
UNIT 2: SELF AND OTHERS (VCAA Code: PY032)
Psychology is the scientific the human mind and behaviour. Students explore the scope of
psychology, its specialist disciplines such as neuropsychology, cognitive, and social and human
developmental psychology, and its fields of application. Students consider influences on human
behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They study
the contribution of classical and contemporary studies, the development of theories used to
predict and explain the human mind, and behaviours associated with particular stages of
development over a lifespan.
UNIT 1
Areas of Study:
1. What is Psychology?
2. Lifespan Psychology
School Assessed Coursework:
Outcome 1: Describe how research has
informed different psychological perspectives
to explain human behaviour, and explain
visual perception through these perspectives.
Visual presentation, poster, involving a
concept map of visual perception and
different perspectives.
Outcome 2: Describe a range of
psychological development theories and
conduct an investigation into one stage of the
lifespan of an individual.
Research Activity: Piaget’s four stages of
congnitive development.
Written examination
UNIT 2
Areas of Study:
1. Interpersonal and group behaviour
2. Intelligence and personality
School Assessed Coursework:
Outcome 1: Explain how attitudes are
formed and changed, and discuss the factors
that affect the behaviour of individuals and
groups.
Test – short answer and extended
responses
Outcome 2: Compare different theories of
intelligence and personality, and compare
different methodologies used in the
measurement of these.
Essay
Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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PSYCHOLOGY (VCE)
UNIT 3: THE CONSCIOUS SELF (VCAA Code: PY033)
UNIT 4: BRAIN, BEHAVIOUR AND EXPERIENCE (VCAA Code: PY034)
End of year examination: Contribute 60% to the final assessment.
UNIT 3
This unit focuses on the study of the relationship
between the brain and the mind through
examining the basis of consciousness, behaviour,
cognition and memory. Students study the
structure and function of the human brain and
nervous system, and explore the nature of
consciousness and altered states of consciousness
including sleep. Students consider the function of
the nervous system in memory and investigate the
ways in which information is processed, stored
and utilised. Research methods are integrated
within the different approaches to psychology and
students learn to make evaluations of the
appropriateness of each model.
Areas of Study:
1. Mind, brain and body
2. Memory
School Assessed Coursework:
Contributes 20% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Explain the relationship between the
brain, states of consciousness including sleep, and
behaviour, and describe the contribution of
selected studies and brain research methods to the
investigation of brain function.
Essay
And
Test
Outcome 2: Compare theories that explain the
neural basis of memory and factors that affect its
retention, and evaluate the effectiveness of
techniques for improving and manipulating
memory.
Report of a research investigation related to
memory conducted by the student
UNIT 4
This unit focuses on the interrelationship
between learning, the brain and its responses to
experiences, and behaviour. Students study
cognitive psychological methods and mental
processing through the concepts of memory and
learning. Students use a biopsychosocial
framework to investigate how biological,
psychological and socio-cultural factors
contribute to the development of an individual’s
mental functioning and mental health. Research
methods continue to be integrated within
different methodological approaches to
psychology. Research studies are used to
illustrate the application of statistical procedures
and ethical principles are investigated.
Areas of Study:
1. Learning
2. Mental Health
School Assessed Coursework:
Contributes 20% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Explain the neural basis of
learning, and compare and contrast different
theories of learning and their applications.
Folio of practical activities – at least five
practicals and annotations of at least three of
these activities to illustrate selected aspects
of learning.
Outcome 2: Differentiate between mental
health and mental illness, and use a
biopsychosocial framework to explain the
causes and management of stress and a selected
mental disorder.
Report – using the biopsychosocial
framework to explain the causes and
management of a selected mental
disorder
And
Test
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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RELIGION AND SOCIETY (VCE)
UNIT 1: RELIGION IN SOCIETY (VCAA Code: RE011 )
UNIT 2: ETHICS AND MORALITY (VCAA Code: RE022)
Unit 1 focuses on the role of religious traditions in shaping personal and group identity by examining the
ways in which individuals and groups affect and change religious traditions, and are affected and changed
by them. Students are provided with the opportunity to understand the complex relationships that exist
between individuals, groups, religious traditions and the society in which they live. At least two or three
religious traditions should be studied within the unit.
Unit 2 focuses on ethics as a discipline that investigates morality; it involves reflection on what ‘right’
and ‘wrong’, and ‘good’ and ‘bad’ mean when applied to human decisions and actions. Ethics is
particularly concerned with the justification for moral choices and the cumulative effect of decisions
made by individuals and groups.
UNIT 1
Areas of Study:
1. The religious world
2. Religious traditions in Australia
3. Religious identity and life experience
School Assessed Coursework:
Outcome 1: Explain the role of religion in
society.
Outcome 2: Explain the expression of
collective identity of particular religious
traditions in Australia, and the interaction
of these traditions with other religious
traditions and wider society.
Outcome 3: Recognise and discuss the
interplay between the identity of members,
as individuals or as specific communities,
and their religious traditions.
Assessment:
Report in multimedia format
Oral presentations
Essay
Test
Written exercises
Annotated charts and flow charts
Interviews
Debates
Analytical exercises
Identification exercises
Written examination
UNIT 2
Areas of Study:
1. Ethical method in pluralist society
2. Religion and morality in pluralist society
3. Contemporary ethical issues in pluralist
society
School Assessed Coursework:
Outcome 1: Explain ethical decision-making
in pluralist society.
Outcome 2: Explain the ethical perspectives
and moral viewpoints upheld by at least two
religious traditions in pluralist society.
Outcome 3: Analyse and evaluate two or
more debates on contemporary ethical issues
in pluralist society.
Assessment:
Report in multimedia format
Oral presentations
Essay
Test
Written exercises
Annotated charts and flow charts
Interviews
Debates
Analytical exercises
Identification exercises
Written examination
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RELIGION AND SOCIETY (VCE)
UNIT 3: THE SEARCH FOR MEANING (VCAA Code:RE033 )
UNIT 4: CHALLENGE AND RESPONSE (VCAA Code:RE034 )
Religion society 3 & 4
End of year examination: Contributes 50% to the final assessment
UNIT 3 This unit focuses on core religious beliefs and
the ways in which they create meaning for
religious communities and individuals. These
beliefs refer to views about ultimate reality held
by individuals, groups, organizations and whole
societies. Religious beliefs may be
communicated and expressed through a variety
of aspects such as formal statements of belief,
sacred texts and other religious writings,
religious experience and spirituality, etc..
Areas of Study:
1. Meaning in religious traditions
2. Maintaining continuity of religious beliefs
3. Significant life experience and religious
belief
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Explain the nature, purpose and
expression of religious beliefs generally and for
one or more than one religious traditions.
Outcome 2: Analyse the maintenance of
religious beliefs for continuity in religious
traditions.
Outcome 3: Explain and draw conclusions
about the interplay between religious beliefs
and significant life experiences.
Assessment tasks:
At least three different tasks, one or more for
each outcome, selected from the following:
Written report
Report in multimedia format
Essay
Case study
Analytical exercises
Structured questions
Media analysis
Test
Extended responses
Oral presentation
UNIT 4 This unit focuses on internal and external
developments which challenge significant beliefs of
the selected tradition/s, and which may produce
enduring historical or social consequences for the
tradition/s or for their social milieu. Students
explore historical profiles of religious traditions, and
analyse decisive occasions of religious challenge
and response to both historical and contemporary
contexts. Students also consider the implications of
religious belief for action on behalf of social justice
and for assessment of new problems arising from
social and technological change.
Areas of Study:
1. Historical challenges to religious traditions
2. Contemporary challenges and their impact
School Assessed Coursework:
Contributes 25% to the final assessment and consists
of the following assessment tasks:
Outcome 1: Analyse how one or more than one
religious tradition/s responded to a significant
historical internal or external challenge, and evaluate
the outcome for the religious tradition/s.
Outcome 2: Analyse the interplay between religious
beliefs and their developed vision of religious
tradition/s for society in response to contemporary
challenge.
Assessment tasks:
At least two different tasks, one or more for each
outcome, selected from the following:
Written report
Report in multimedia format
Essay
Case study
Analytical exercises
Structured questions
Media analysis
Test
Extended responses
Oral presentation
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STUDIO ARTS
UNIT 1: ARTISTIC INSPIRATION & TECHNIQUES (VCAA Code: SA011)
UNIT 2: DESIGN EXPLORATION & CONCEPTS (VCAA Code: SA022)
This study focuses on using sources of inspiration and ideas as the basis for artworks and exploring a
wide range of materials and techniques as tools for translating ideas, observations and experiences into
visual form. Students also explore the ways in which artists from different times and locations have
interpreted ideas and sources of inspiration. Students also develop skills in the design process and in
visual analysis of artworks.
UNIT 1
Areas of Study:
1. Developing art ideas
2. Materials and Techniques
3. Interpretation of art ideas and use of
materials and techniques
School Assessed Coursework:
Outcome 1: Source inspiration, identify
individual ideas and use a variety of methods
to translate these into visual language.
Outcome 2: Explore and use a variety of
materials and techniques to support and record
the development of individual ideas to produce
artworks.
Assessment: Practical work consisting of
developmental folio and final pieces of art
works, and design brief for the folio which
shows the sources of inspiration. The folio
must demonstrate ideas translated into visual
form through the use of a variety of materials
and techniques.
Outcome 3: Discuss how artists from different
times and locations have interpreted sources of
inspiration and used different materials and
techniques in the production of artworks.
Assessment:
Essay (500-600 words)
Visual material in form of research
Folio development and final artworks
Written Examination
UNIT 2
Areas of Study:
1. Design Exploration
2. Ideas and Styles in artworks
School Assessed Coursework:
Outcome 1: Develop an individual design
process, including visual research and inquiry,
in order to produce a variety of design
explorations to create a number of artworks.
Assessment: Production of a variety of design
explorations and the production of a number of
related art works.
Outcome 2: Analyse and discuss the way in
which artists from different times and cultures
have created aesthetic qualities in artworks,
communicated ideas and developed styles.
Assessment:
Written or powerpoint presentation and
notes discussing artists’ works including
visual materials.
Folio/Developmental work.
Written Examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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STUDIO ARTS (VCE)
UNIT 3: STUDIO PRODUCTION AND PROFESSIONAL ART PRACTICES (VCAA Code:SA033)
UNIT 4: STUDIO PRODUCTION AND ART INDUSTRY CONTEXTS (VCAA Code:SA034)
End of year examination: Contributes 34% to the final assessment.
UNIT 3 This unit focuses on the implementation of the
design process leading to the production of a
range of potential solutions/directions. The unit
also explores professional art practices in
relation to particular art form(s) and the
development of distinctive styles in artworks.
Areas of Study: 1. Exploration proposal
2. Design process
3. Professional art practices and styles
School Assessed Coursework:
Contributes 33% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Prepare an exploration proposal
that formulates the content and parameters of an
individual design process and, and that includes
a plan of how the proposal will be undertaken.
Outcome 2: Present an individual design
process that produces a range of potential
directions, which reflects the concepts and ideas
documented in the exploration proposal.
Outcome 3: Discuss art practices in relation to
particular artworks of at least two artists and
analyse ways in which artists develop their
artistic styles.
OC 3 assessment – a combination of the
following:
Collection of annotated research materials
Responses to structured questions
Annotated visual report
Essay
Assessment:
SAT 1 – Exploration proposal and Folio
(including a visual diary) (33%)
Subject to external review
UNIT 4 This unit focuses on the production of a
cohesive folio of finished artworks. In
developing this folio, students present visual and
written documentation explaining how potential
solutions generated in Unit 3 will be used to
produce a cohesive folio of finished artworks.
Areas of Study: 1. Folio of artworks
2. Focus, reflection and evaluation
3. Art industry contexts
School Assessed Coursework:
Contributes 33% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Present a cohesive folio of finished
artworks, based on selected potential directions
developed through the design process, that
demonstrates skilful application of materials and
techniques and that realises and communicates
the student’s ideas.
Outcome 2: Provide visual and written
documentation that identifies the folio focus and
evaluates the extent to which the finished
artworks reflect the selected potential directions,
and effectively demonstrate a cohesive
relationship between the works.
Outcome 3: Examine and explain the
preparation and presentation of artworks in at
least two different exhibition spaces, and
discuss the various roles, processes and
methods involved in the exhibition of artworks.
OC 3 assessment – as per unit 3
Assessment: SAT 2 – A cohesive folio of finished artworks
and an evaluation of the finished cohesive folio
(33%)
Subject to external review
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TEXTS AND TRADITIONS (VCE)
UNIT 1: TEXTS IN TRADITIONS (VCAA Code: TT011)
UNIT 2: TEXTS IN SOCIETY (VCAA Code: TT022)
Many traditions have a special relationship with a set of writings. These writings have particular authority for the
tradition and may act as an important reference and foundation for its social organization, rituals, beliefs, values and
behaviour. The texts of a tradition usually include important stories which shape the tradition, in addition to other
types of literature.
Unit 1 examines the place of texts and their literary forms within a religious tradition. Story-telling is one of the
major literary forms in religious traditions; other forms include law, prophecy, sacred songs, reflection and
instruction. This unit explores the importance of texts at the source of a tradition and how we might find and
describe their meaning for the earlier and continuing tradition. This unit introduces students to basic methods of
exegesis to bring about a deeper awareness of the meaning of texts to the religious tradition. This unit explores how
texts have been used by people both within and beyond the religious tradition as a means of bringing meaning to the
text, or using the text to bring meaning to issues or ideas in a new cultural setting.
Unit 2 involves the study of texts as a means of investigating themes such as justice, racism and gender roles. It
includes consideration of the social context within which the texts were produced, the conditions under which they
are currently read, the reasons for reading them, the kinds of authority attributed to them by traditions, and the ways
in which the texts shape, and are shaped by, the content of the message contained in them. Students also compare
how texts from different religious traditions treat common social themes.
UNIT 1
Areas of Study: 1. Exploring literary forms
2. The formation and exegesis of text
3. Later uses and interpretations of sacred
texts
School Assessed Coursework: Outcome 1: Recognise and explain different
literary forms and analyse their role within a
tradition’s scripture.
Outcome 2: Apply basic exegetical methods
against cultural background in which the texts
are located.
Outcome 3: Discuss understandings and
interpretations of sacred text.
Assessment tasks for this unit include: Summaries
Textual commentaries
An essay
Oral presentation
Short reports
Exegetical exercises
Comparative tables
Short-answer questions
Written Examination
UNIT 2
Areas of Study: 1. Sacred texts in the past
2. Sacred texts today
3. Comparing religious traditions
School Assessed Coursework: Outcome 1: Understand the origin and
development of selected texts that express a
tradition’s relationship to society.
Outcome 2: Understand the type of authority
that a tradition attributes to its sacred texts and
how these texts affect the tradition’s
understanding of its relationship to society today.
Outcome 3: Discuss the similarities and
differences between the ways sacred texts of two
or more religious traditions view a particular
social theme.
Assessment tasks for this unit include: Summaries
Textual commentaries
An essay
Oral presentation
Short reports
Comparative tables
Short-answer questions Written Examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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TEXTS AND TRADITIONS (VCE)
UNIT 3: TEXTS AND THE EARLY TRADITION (VCAA Code: TT033)
UNIT 4: TEXTS AND THEIR TEACHINGS (VCAA Code: TT034)
Note: Students will be informed about the prescribed texts for study at the beginning of the
year.
End of year examination: Contributes 50% to the final assessment.
UNIT 3 This unit examines texts relating to the origin and
early development of the selected text tradition,
focusing on events, people and places important
to the development of the tradition. It also
examines issues which relate to the writing of
texts such as: authorship, purpose and intended
audience. Students will develop an understanding
of the text as a whole in terms of its literary
structure and major themes.
Areas of Study: 1. The background of the tradition
2. Historical and literary background to the set
text
3. Interpreting texts - Exegesis (Part 1)
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Identify and explain social and
cultural contexts that influence the early
development of the religious tradition.
A short answer test or short report
Outcome 2: Discuss major themes of the set
text, and analyse its literary structure and issues
related to the writing of the set text.
An essay or report
Outcome 3: Apply exegetical methods to
develop an interpretation of some of the passages
for special study, and discuss the nature of, and
challenges to, exegetical method.
An exegetical task
UNIT 4
This unit continues the exegetical study of
foundational texts begun in Unit 3. It
considers the continuation of a tradition
because texts function as a means of
communicating teachings or understandings
about the relationship between the human
and the transcendent. Students will examine
a significant idea, belief or social theme
arising out of a study of selected texts,
paying particular attention to the way in
which the text deals with the particular issue
or theme in its original historical, social and
religious contexts
Area of Study:
1. Interpreting texts – Exegesis (Part 2)
2. Religious ideas, beliefs and social themes
School Assessed Coursework:
Contributes 25% to the final assessment and
consists of the following assessment tasks:
Outcome 1: Apply exegetical methods to
develop an interpretation of all the passages for
special study.
An exegetical task and an essay on a theme
within the prescribed text.
Outcome 2: Discuss a significant religious idea,
belief or social theme in the set text, and analyse
and evaluate how related passages from the set
text have been interpreted within the tradition at
a later stage in light of the particular idea, belief
or theme.
An essay
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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VISUAL COMMUNICATION AND DESIGN
UNIT 1: INTRODUCTION TO VISUAL COMMUNICATION (VCAA Code: VC011)
UNIT 2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN (VCAA Code: VC022)
Unit 1 focuses on using visual language to communicate messages, ideas and concepts. Students practise
their ability to draw what they observe and use visualisation drawing methods to explore their own ideas
and concepts. They will be introduced to the design process and develop and understanding of the
diversity of visual communication. Unit 2 focuses on the application of visual communication design
knowledge, design thinking skills and drawing methods to create visual communications to meet specific
purposes in designated design fields. Students use presentation drawing methods that incorporate the use
of technical drawing conventions to communicate information and ideas associated with the
environmental or industrial fields of design.
UNIT 1
Areas of Study:
1. Drawing as a means of communication
2. Design Elements and Design Principles
3. Visual communication design in context
School Assessed Coursework: 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 tasks are selected from the
following:
Folio of observational, visualisation and
presentation drawings created using manual
and/or digital methods
Final presentations created using manual
and/or digital methods
Written report of a case study
Annotated visual report of a case study
Oral report of a case study supported by
written notes and/or visual materials
Visual and Written examination
UNIT 2
Areas of Study:
1. Technical drawing in context
2. Type and imagery
3. Applying the design process
School Assessed Coursework: 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 tasks are selected from the
following:
Folio of typography and image ideas and
concepts created using manual and digital
methods
Folio of technical drawings created using
manual and/or digital methods
Written and/or oral descriptions and analysis
of historical and contemporary design
examples
Folio demonstrating the design process
created using manual and/or digital methods
Final presentations visual communications
Visual and Written examination
Senior School Handbook For Year 11 (2013) and Year 12 (2014)
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VISUAL COMMUNICATION AND DESIGN (VCE)
UNIT 3: VISUAL COMMUNICATION PRACTICES (VCAA Code: VC033)
UNIT 4: DESIGNING TO A BRIEF (VCAA Code: VC034)
End of year examination: Contributes 35% to the final assessment.
UNIT 3
This unit enables students to gain an understanding of the
process designers employ to structure their thinking and
communicate ideas for specific purposes. Students will
investigate and experiment with the use of manual and
digital methods, media and materials to make decisions
when selecting suitable approaches for the development of
their design ideas and concepts. Students will establish a
brief and apply their skills through the design process.
Areas of Study: 1. Analysis and practice in context
2. Design industry practice
3. Developing a brief and generating ideas
School Assessed Coursework: Contributes 20% to the final assessment and consists of the
following assessment tasks:
Outcome 1: Create visual communications for specific
contexts, purposes and audiences that are informed by their
analysis of existing visual communications.
Create 3 visual communications designed for different
contexts, purposes and audiences including evidence
of:
- Two- or three- dimensional presentation drawing
- Use of digital methods
AND
An explanation of the connections between each of
these visual communications and existing visual
communications using one of the following forms:
- Annotated visual communications
- Written or oral report supported by visual
evidence
Outcome 2: Describe how visual communications are
designed and produced in the design industry and explain
factors that influence these practices.
Any one or a combination of the following:
A written report; short or extended responses;
structured questions; annotated visual report
Outcome 3: Apply design thinking skills in preparing a
brief, undertaking research and generating a range of ideas
relevant to the brief.
A brief identifying the contexts, constraints, client’s
needs and target audience, and a folio generating
ideas relevant to the brief
UNIT 4 The focus of this unit is the development of design
concepts and two final presentations of visual
communications to meet the requirements of the brief.
Students reflect on the design process and the decisions
they took in the realisation of their ideas. They evaluate
their visual communications and devise a pitch to
communicate their design thinking and decision making to
the client.
Areas of Study: 1. Development of design concepts
2. Final presentations
3. Evaluation and explanation
School Assessed Coursework: Contributes 5% to the final assessment and is attained
through completion of Outcome 3.
School Assessed Task (SAT): Contributes 40% to final assessment and is attained
through completion of Outcome 3 in Unit 3, and
Outcomes 1 and 2 in Unit 4. SAT consists of the brief,
development folio and two final presentations.
Outcome 1: Develop distinctly different design concepts
for each need, and select and refine for each need a
concept that satisfies each of the requirements of the brief.
Any one or a combination of the following:
A folio of conceptual developments for each need
Outcome 2: Produce final visual communication
presentations that satisfy the requirements of the brief
Two distinct final presentations in two separate
presentation formats that fulfil the communication
needs of the client as detailed in the brief development
in Unit 3.
SAC
Outcome 3: Device a pitch to present and explain their
visual communications to an audience and evaluate the
visual communications against the brief.
Any one or a combination of the following:
A written report; an annotated visual report; an oral
presentation (contributes 5% to final assessement)