M A C A L I S T E R C A M P U S C U R R I C U L U M H A N ...

MACALISTERCAMPUS

CURRICULUMHANDBOOK

TABLE OF CONTENTS

IntroductionCurriculum FlexiblityVETPathwaysYear 10VCALVCESubject OverviewYear 10 SubjectsVCE Subjects

022021 Macalister Campus Curriculum Handbook

Sale College aims to provide students with themaximum opportunity for personal and academicgrowth in a supportive environment. We arecommitted to helping students develop the knowledgeand skills to make informed decisions about theirfuture, linking them to the world of work and furtherstudy. Students at Sale College, are assisted to select aprogram of study which will meet individual needs.

At its Macalister Campus, Sale College provides apositive learning environment for all students andoffers them access to a broad range of educationaloptions. Year 10 students have the opportunity toselect VCE Units alongside their Year 10 course. Weoffer flexible programs, including Vocational Educationand Training (VET) Programs and School BasedApprenticeships (SBA). All students are provided withindividual counselling to ensure their programs meetcareer goals, tertiary aspirations and abilities. Support for students in these critical years of studycan be found in the Student Services area and theLibrary with staff experienced in providing academic,career and personal guidance.

For enrollment, contact the front office to arrange anappointment with our Campus Principal, relevantTeam Leader and Careers and Pathways Staff.

INTRODUCTION


A copy of this handbook is alsoavailable online at the Sale

College website:http://www.salecollege.vic.edu.

au

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

At Sale College our aim is to provide a wide range of options and to assist you to select aprogram which best meets your individual needs. You should carefully consider thefollowing options and challenges in selecting your individual program of study:


CURRICULUM FLEXIBILITY

Year 10 Students Studying VCE UnitsWhile the VCE is thought of as a two year program, it is quite common for students tocomplete it over three years. All Sale College Year 10 students have access to VCE units whichmay enhance their options and provide greater program flexibility. Including one or moreVCE units in a Year 10 program provides a challenge and the opportunity to broaden studies.If you have a good attitude, then consider doing one or more VCE units in Year 10.

Students entering Year 11 have the opportunity to include a Unit 3 & 4 subject. This shouldbe seriously considered by all students considering university or high level TAFE for thebenefit it provides to ATAR scores. *Note: Student performance in VCE Unit 1 and 2 subjectswill determine access to VCE Unit 3 and 4

This option provides greater flexibility within the VCE and has greater benefits for studentsby:providing extra challenges;providing experience in meeting the demands of Learning Outcomes;providing the opportunity to increase the ATAR score.

In the past, Sale College students have been very successful in completing Unit 3 and 4subjects in the first year of their VCE.

VET Programs allow students to simultaneously complete their school certificate and obtain aTAFE qualification. Many of the programs incorporate structured Work Placements involvingon the job instruction. Sale College offers a wide range of VET in the senior years programs.

Year 11 Students Studying Unit 3 and 4 Subjects

VCAL is an applied learning prgram for students who want to pursue a vocational pathway.This means students will most likely transition into the workforce after completing VCAL

VCAL Victorian Certificate of Applied Learning

Vocational Education and Training (VET)

Students can complete training in a variety of part-time apprenticeships and traineeshipsas part of either a VCE or VCAL program. The work component may be completed outsideschool hours or sometimes will take as much as two days a week. SBA's cannot beselected but need to be negotiated with employers.


School Based Apprenticeships (SBA)

CURRICULUM FLEXIBILITY

Students have the opportunity to extend their VCE program by studying a Universitysubject in Year 12. This is an exciting and challenging option for very capable andmotivated students. Further information is available from the Careers Advisors.

Work experience is available to all students in years 10, 11 and 12 depending on theirinterests and subject load. Work Experience Placements provide many students with alink between school and their future in the workplace.

University Enhancement Program

Work Experience/Work Placement

Boost your resume with nationally recognised qualifications and units of competencyTaste test potential careers while you are still in schoolGain industry experience and employability skillsGain credits towards further education via pathway opportunities post-secondaryschoolDevelop valuable hands on skills and experience for work, further training oruniversityStudy close to home and experience an adult learning environment

A VCE or VCAL Certificate issued by the Victorian Curriculum and Assessment Authority(VCAA) and a VET Certificate issued by a Registered Training Organisation (RTO).

The ability to use the VET modules completed to gain credit in future apprenticeshipsor traineeships.To have a better understanding of what a particular industry has to offer.Workplace experience in an area in which they may gain employment.

The Sale College VET prgram allows students to participate in a course at our local TAFE.Students attend TAFE all day on a Thursday instead of classes on Campus. VET programsare for two years and can be accessed in Year 10 or Year 11.

VET can be part of either VCE or VCAL. Most VET certificates contribute 4 units, two at Unit1/2 level and two at Unit 3/4 level. Selected VET Certificates can contribute directly to astudent’s ATAR.

Successful completion of a VCE/VET combined or a VCAL/VET combined program canprovide students with:

As well as:

VCAL students are required to undertake an Industry Specific component as part oftheir course. This means that a VET certificate, or equivalent, such as a School BasedApprenticeship will be necessary.

VET certificates are available to Year 10 students on a limited basis and to Year 11 and 12VCE students (subject to the course counselling process). Selection of a VET certificatemay restrict the choice of subjects that can be chosen in other areas due to timetablingconstraints.

Regular attendance at VET is essential as components of work missed due to absence canbe very difficult to catch up.


So why enrol in a VET Program

VOCATIONAL AND EDUCATIONAL TRAINING

VET

VET


Certificate II in Automotive Vocational Preparation Certificate II in Building and Construction Pre Apprenticeship (Carpentry) Certificate II in Animal Studies Certificate II in Conservation and Land Management Certificate II in Engineering, Fabrication and Fitting Certificate II in Kitchen Operations Certificate II in Electrotechnology (Career Start) Certificate III in Early Childhood Education and Care (partial completion) Hair and Beauty Skills Set Certificate II and III in Music Industry (Technical Production) Certificate II in Business Certificate II in Active Volunteering (more information athttps://projectready.vic.edu.au/)

Each module covers a set of knowledge or skills, (referred to as a competency), whichmust be successfully completed to achieve the certificate. Some of the theory work isexpected to be completed at home particularly if the student misses any classes.

The school organises and pays for bus travel to local venues. Parents/Guardians are askedto contribute to training costs.

Follow the link to the Tafe Gippsland Handbook: https://www.tafegippsland.edu.au/__data/assets/pdf_file/0014/61223/0366_0421_VET_DSS_booklet_fa_digital.pdf

VET Certificates are made up of Modules or Units of work

Costs Involved

VET Certificates on offer

https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fprojectready.vic.edu.au%2F&data=04%7C01%7CDione.Murphy%40education.vic.gov.au%7C4bbc3c1f9d68482cbe7908d92fb8fb36%7Cd96cb3371a8744cfb69b3cec334a4c1f%7C0%7C0%7C637593293835199330%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=hnwTdfajl%2Fxw%2BmNAPs2oWWNEoitMyy8wWi9xJftk6Ak%3D&reserved=0

https://www.tafegippsland.edu.au/__data/assets/pdf_file/0014/61223/0366_0421_VET_DSS_booklet_fa_digital.pdf

https://www.tafegippsland.edu.au/__data/assets/pdf_file/0014/61223/0366_0421_VET_DSS_booklet_fa_digital.pdf


VCE: Students who complete Certificate II in Music Industry receive two Units of creditat the Unit 1 & 2 levelVCAL: This program contributes to the Industry Specific Skills Strand and may alsocontribute to the Work Related Skills Strand of VCAL

Certificate II in Music IndustryCUA20615 Certificate II in Music Industry is offered to students under the auspices of theCollege of Sound and Music Production (RTO #41549). This qualification is for thosestudents who have an interest in music and are keen to develop skills as a musician orproducer with the aim to perform, use music technology and be involved with live musicevents. Core units of competency in the program include developing and updatingindustry knowledge, participating in work, health and safety processes and workingeffectively with others. The elective units in the program allow students to develop skillsin an area of their interest from preparing for performances, developing audio skills andknowledge or repairing and maintaining audio equipment. It is offered as a preparatoryprogram and pathway into the Certificate III in Music Industry course.

Contribution to VCE/VCAL

Music Industry (VET)

VCE: Students will be eligible for up to five Units of credit towards their VCE. Up tothree at the Unit 1 & 2 level and a Unit 3 & 4 sequence.VCAL: This program contributes to the Industry Specific Skills Strand and may alsocontribute to the Work Related Skills Strand of VCALATAR: Students wishing to receive an ATAR contribution for the Unit 3 & 4 sequencemust undertake scored assessment for the purposes of gaining a study score. Thisstudy score can contribute directly to the primary four or as a fifth or sixth study.

Certificate III in Music Industry (Sound Production)CUA30915 Certificate III in Music Industry (Sound Production) is offered to students underthe auspices of the College of Sound and Music Production (RTO #41549). SoundProduction Specialisation provides students with the practical skills and knowledge torecord, mix and edit sound sources, and operate sound reinforcement equipment for livemusic events. The program include score units such as implementing copyrightarrangements, performing basic sound editing and developing music industry knowledge.Elective units provide students with the opportunity to learn the essentials of audioengineering and electronic music production. Students will gain competencies that willenhance their employment opportunities within the music industry, and a recognisedqualification that will assist them in making a more informed choice when consideringvocational and career pathways.

Contribution to VCE/VCAL:

MUSIC INDUSTRY CERTIFICATE

VET

There are many options available to you as you move into the senior years of secondaryschool and beyond. Very often the options you select are influenced by what you wouldlike to do when you finish secondary school. This may mean going on to study atUniversity, TAFE or a Private Provider. It may be taking on a traineeship or apprenticeshipor moving into full-time work. The program of study you select in your senior years needsto be designed to allow you to achieve the goals you have set for yourself. If you are yet todecide which pathway is the right one for you, you will need to select a program of studythat keeps your options open and your pathways flexible.

PATHWAYS

Year 10

Year 11 VCE Year 11 VCALVET 1st Year *

Year 12 VCE VET 2nd Year Year 12 VCAL

EmploymentApprenticeship

Traineeship

TAFECert II, III, or IV

DiplomaAdvanced Diploma

University


*Complusory for VCAL, optional for VCE

(Post school)

In choosing your Year 10 program, you should be planning not just for one year, but alsofor following years. You should take into account your strengths and weaknesses and anyplans for a career or further education.

In selecting your year 10 Units, take note of the following:There are: English, Mathematics, Science, Arts, Health and Physical Education, Humanities, and Technology subjects available.Students select up to 16 units over the year.English, Mathematics and Science are compulsory for the whole year. You will beallocated to a class that suits your abilities and future career goals.The remaining 10 units (5 each semester) should be chosen according to yourinterests and abilities but you must select at least one unit from Arts, Health and PE,Humanities and Technology. This could be a VCE unit 1 and 2 or VET course.


Choices in Year 10

YEAR 10

Selection of VCE and VET Units at Year 10Including one or more VCE and/or VET units in your Year 10 program provides a challengeand the opportunity to broaden your studies. It is expected that students choosing VCEunits will select a Unit 1 and 2 sequence.

It is recommended that you include VCE units to widen your studies. However, studentsmust be aware that access to VCE units in Year 10 will depend on academic performancein Year 9. The selection process for VCE subjects will involve a review of GPA scores,Semester One reports and possible subject specific teacher recommendations.

For automatic progression from Year 10 to Year 11, students should satisfactorilycomplete the equivalent of 12 units which should include both English units for Semester1 and 2. In Year 10 students who do not satisfactorily complete 12 equivalent units willhave their program for the following reviewed by a selected panel. In this review theschool will take into account, effort, attendance, behaviour and extenuatingcircumstances. The panel will provide a recommendation to the student and families

All students will have the opportunity to design a program to meet their individual needs.Progression to Year 11 is based on students reaching the required level.

Satisfactory Completion of Year 10

Foundation level - will build your literacy and numeracy skills, improve your personaldevelopment, Work Related Skills and prepare you for further study. Intermediate level - You will continue to build on your literacy and numeracy skills,knowledge and employability skills which leads to the development of independentlearning, confidence and a high level of transferable skills to equip you for theworkplace. Senior level - You will continue to build on your literacy and numeracy skills at asenior level, knowledge and employability skills developed and lead to a high level ofinterpersonal skills, independent action and an ability to perform tasks that requiredecision-making and leadership.

The VCAL program is designed for students in Year 11 and 12. Like VCE, VCAL is arecognised qualification. Unlike VCE, VCAL focuses on a more applied approach tolearning. It equips you with employability skills for your post schooling pathway whichmay include traineeships, apprenticeships, further study or employment. Students inVCAL will also enrol in a Vocational Certificate in a career area of interest to you. This wayyou are gaining a VCAL Certificate and a recognised qualification at a TAFE level.

If you successfully complete your VCAL prgram, you will recieve a VCAL certificate at eitherthe Foundation, Intermediate or Senior level, depending on the VCAL level you complete.You will also get a Statement of Results listing all VCAL, VCE and VET units.

The VCAL Pathway has three certificate levels:

Intermediate and Senior level certificates require the completion of a VET qualification.

Please note: The certificate level that you study at will be based on recommendationsfrom your current teachers, course counsellors and the VCAL Team Leader.


What is VCAL

VICTORIAN CERTIFICATE OF APPLIED LEARNING

VCAL

Literacy and NumeracyThe Literacy Skills curriculum encourages the development of practical knowledge, skillsand attributes relevant to reading, writing and oral communication within contexts ofeveryday life, family, employment, further learning and the wider comminity.

The Numeracy curriculum develops skills to use mathematics within society related todesign, measuring, time, problem solving, planning and organising, data, representationand travel.

Industry Specific SkillsThe aim of VCAL is to provide students with a hands-on practical learning experiencewhich prepares students for work or further study industry training upon completion.Students are required to undertake a VET Certificate which will give them a nationallyrecognised qualification.

Work Related SkillsStudents who complete Work Related Skills develop employability skills, knowledge andattributes valued within community and work environments as a preparation foremployment. The development of employability skills within this strand provides learnerswith a capacity to consider and choose from a range of different future pathways.

Personal DevelopmentAs part of the VCAL program, students will participate in projects and activities in theircommunity or school that will help develop teamwork skills, self-confidence, socialresponsibility and other skills important for life and work.

What is a VCAL week like? VCAL students attend school a minimum of three days a week, attend TAFE on Thursdaysand have the opportunity to complete work placements on Fridays. A typical weeklytimetable example may be:


What subjects will I study?

VICTORIAN CERTIFICATE OF APPLIED LEARNING

VCAL

Monday Tuesday Wednesday Thursday Friday

VCAL classes VCAL classes VCAL classes TAFE Work placement

VCE


A VCE Program is a set of semester subjects/units taken over a minimum of twoyears.

A study is a subject, for example, English or Biology. It is made up of four units (Units 1, 2,3 and 4), each of which is a semester in length.

For most students, VCE is completed over two years.Students typically study Units 1 and 2 in their first year, Year 11 and Units 3 and 4 in theirsecond year, Year 12.

You can study Unit 1 or Unit 2 of a subject as stand-alone units. However, you must enrolin Units 3 and 4 of a study as a sequence. This sequence needs to be completed in thesame year if a study score is to be calculated.

Students usually study from 20 to 24 units (five or six studies) in Years 11 and 12.

program to best meet your needs.

The VCE course is made up of studies and units.

You should talk to your teachers or careers counsellor about how to structure your VCE

How is VCE structured?

What do I have to do to achieve my VCE?To achieve your VCE you must successfully complete 16 units including:

Three units from the English group, two of which must be a Unit 3 and 4 sequence.At least three additional Unit 3 and 4 sequences.

Your teacher can explain the differences between the English group studies, or you canfind out more about them on the VCAA website.

You can complete the remaining units, including the three sequences at Unit 3 and 4 level,in any study that interests you. This could even be an additional English group study ontop of the units you take to meet the minimum English requirement.

VCE VET Units can also contribute towards your VCE certificate.

Your teacher determines if you have satisfactorily completed a unit based on the workyou produce and submit and your adherence to VCAA and school rules.

What do I have to do to achieve my VCE?Units 1 and 2 are marked by your school; your teachers will set a range of assessments tosee how you are progressing. The assessments have deadlines and you will need to planand submit your work on time. Deadlines can only be extended in special circumstances.For Units 1 and 2 you will receive either S (Satisfactory), or N (Non-Satisfactory). Yourschool may give you a grade for each unit, but only the S counts towards your VCE.

External assessments are set and marked by the VCAA. They are the same for allstudents taking the same VCE study. Usually this will be an exam – whether written, oral,performance or in an electronic format.

Your external assessments are marked by assessors who are experts in their area ofstudy. All VCE studies are marked to the same standard and there are multiple checks tomake sure that marking is fair.

Exams are held each year in October and November. You will receive plenty of noticeabout the exact dates of your exams from your school.

For Units 3 and 4 you will have grades calculated from A+ to E, UG (Ungraded), or NA (NotAssessed) for your assessment tasks, as well as an S or N.There are three graded assessments for each VCE study at Unit 3 and 4 level. All VCE VETprograms with scored assessment have two graded assessments.

Depending on the study, these may be School-based Assessments and/or externalassessments.

School-based assessments are set by your teacher and include School-assessedCoursework (SAC) that is completed at school, and School-assessed Tasks (SAT) that arecompleted at school and home. These are marked at your school. The VCAA checks themarks to make sure that all schools in Victoria are marking to the same standard. You canread about the rules for marking/assessment on the VCAA website, or you can ask yourteachers.

ATAR stands for Australian Tertiary Admissions Rank. Tertiary institutions look at the ATARand the combinations of VCE studies students have completed before offering places.

The ATAR is calculated by the Victorian Tertiary Admissions Centre (VTAC) on the basis ofstudy scores and is presented as a ranking between 0.00 and 99.95.

If you want to obtain an ATAR, you need to have at least four study scores, one of whichmust be from the English group.

You can find out more information about the ATAR, subject combinations and coursechoices through VTAC.

VCE


If you obtain at least two graded assessments and achieve an S for both Units 3 and 4 in astudy in the same year, you will receive a study score. A study score is a number between0 and 50 that indicates your ranking in terms of all students doing that study in that year.

What is a study score?

What is an ATAR?

SUBJECT OVERVIEW


The study of English helps to create confident communicators, imaginative thinkersand informed citizens.It is through the study of English that individuals learn to analyse, understand,communicate and build relationships with others and with the world around them.The study of English helps to develop the knowledge and skills needed for education,training and the workplace.It helps individuals to become ethical, thoughtful, informed and active members ofsociety and plays an important part in developing the understanding, attitudes andcapabilities of those who will take responsibility for Australia’s future.

Year 10 students complete a common course that enables them to develop their writtenand verbal skills. The course is specifically designed to prepare students for Year 11 and12 English and life outside the classroom. Students must do English in both semesters.Advanced English is also offered for students who seek to be challenged further in Englishand advance the complexity of their skills.

English

Develop an enjoyment of language and literature through reading deeply, widely andcritically.Read closely, developing the ability to engage in detailed critical analysis of the keyliterary features of individual texts and to make relevant connections between them

The course is based on a range of texts: novels, plays short stories, film and poetry.This study enables students to:

Literature

English Language

Further develop and refine their skills in reading, writing, listening to and speakingEnglish.Undergo further study or employment in numerous fields such as arts, sciences, law,politics, trades and education. The study supports language-related fields such aspsychology, the study of other languages, speech and reading therapy, journalism andphilosophy. It also supports study and employment in other communication-relatedfields, including designing information and communications technology solutions orprograms.

In this study students read widely to develop their analytical skills and understanding oflinguistics. Students are expected to study a range of texts, including publications andpublic commentary about language in print and multimodal form.This study enables students to:

SUBJECT OVERVIEW


MathsMathematics underpins most industry, trade, commerce and communication systems.The physical sciences, engineering and computer science have traditionally been regardedas requiring a high level of mathematics. Fields such as geography, biology, art,economics, fashion design, and management increasingly use mathematical techniques.Carefully consider the possible combinations of VCE Mathematics units.

Science

Biology is about understanding the living world. It involves studying living organisms,life processes, and the interactions of organisms with each other and their naturalenvironments. You will acquire practical skills in field and laboratory Biology anddevelop an understanding of the social, economic, and technological contexts ofBiological science. The study of biology is the study of life.Chemistry is the study of substances, their composition, their effects on one anotherand our interaction with them. Chemistry is handled in the context of the applicationof chemical knowledge to technology and society. You will have opportunities toinvestigate, explore and solve problems, ask questions, and discuss chemical conceptsand issues, such as new drugs, synthetic materials, fuels, new forms of foodpreservatives, biotechnology, microelectronics, transportation and communicationsystems.Physics is the study of natural phenomena such as energy, light, electricity, movementand the basic structure of matter. In studying Physics, you will learn how to interpretthe world around you. It will enable you to choose a career in a wide range oftechnical, trade and professional areas.Psychology is an exciting, modern science that provides you with the opportunity toexplore human development and behaviour and to reflect upon your ownexperiences. Psychology is of value to students because of the skills it enhances, thecontent it covers and the applications to employment it offers.

Scientific discoveries continue to extend the boundaries of our physical world and providesolutions to many of our problems. Including science in your program provides manyoptions for further education and careers.

SUBJECT OVERVIEW


Outdoor and Environmental Studies involves students experiencing a range ofadventure activities, with particular interest in the safety and competency requiredand the human relationship with the natural environment.Physical Education examines the biological, social and cultural influences onperformance and participation in physical activity. It integrates theory and practice sothat participation in physical activity and development of skills provide opportunitiesfor students to reflect on factors that affect performance and participation.Health and Human Development focuses on promoting wellbeing, beginning withindividuals, specifically adolescents, then progressing through to the family and finallylooking at a community health perspective.

Studying a Health and Physical Education subject will provide you with an excellentbackground for a broad range of career options, particularly those in the area of health,sport and recreation, conservation and environment, social welfare and childcare. The different subjects on offer:

Health and Physical Education

The study of an Arts subject allows students to pursue their own interests, encouragesindependent thinking and allows for self expression. It complements study in other areasby providing the opportunity to balance the study program.Careers in the arts may be found in the following areas: Architecture, Graphic Design,Visual Merchandising, Primary and Secondary Art Teaching, Practising Artist, CommercialArtist, Gallery Curator, Film Maker, Actor, Producer, Television/Radio Programmes, SignWriting, Photography, Stage Design, Fashion Design, Music Teaching, ProfessionalMusician, Recording Technician, Music Therapist, Advertising and Public Relations.Most importantly the Arts subject area provides an outlet through which the student canexpress their view of the world at a time when being able to articulate their feelings andvalues is crucial to their development as a young adult in our society.

Art

SUBJECT OVERVIEW


TechnologyThere are four fields of study: Product Design and Technology, Food technology,Systems technology, and Information technology.

All units are designed to reinforce many aspects through ‘hands on’ practical application.Technology Studies will help you to cope with the rapid technological changes that youwill face as you enter society. Computer aided design (CAD) may be used for designingand drawing and computer simulation software may be used in systems engineering.Material Costs: You may be required to pay for high cost materials (consumables) that youuse in Technology Units.

Humanities as a discipline creates the framework for students to examine the complexworld around them and understand the different challenges people encounter acrosstheir lives. The four subject of humanities according to the Victorian Curriculum areHistory, Geography, Economics and Business and lastly Civics and Citizenship. Thesesubjects offer students the opportunity to expand their analytical and evaluation skills, aswell as have a clearer understanding of the world they live in.

Humanities


(Whole year core subject)Year 10 students complete a common course that enables them to develop their writtenand verbal skills. The course is specifically designed to prepare students for Year 11 and12 VCE English VCAL Literacy and life outside the classroom. Students must do English inboth semesters.

Advanced English is also offered for students who seek to be challenged further in Englishand advance the complexity of their skills.

English

(Whole year core subject) The level of difficulty of the mathematics unit that the student will be offered at Year 10will be determined by the entry test in Term 3 at Year 9. Where this does not satisfy theeducational aspirations of the student’s family an interviewing panel will make the finalrecommendation.Some students (particularly those who are from the SEAL program or Advanced Maths inyear 9) will be offered the Year 10 Advanced Mathematics or Year 11 MathematicalMethods.Advanced MathsIf you wish to go on with a career in maths such as engineering, electronics, science,architecture, IT, aviation or simply wish to keep all your maths options open, then this isthe course for you. You will be expected to have achieved a high level of maths skills inYear 9 and be motivated to face the challenge mastering the mathematics necessary to goon to Year 11 and 12 Mathematical Methods and/or Specialist Mathematics Unit 3 and 4.Standard MathsThis is a Year 10 course with sufficient depth to prepare you for Year 11 GeneralMathematics Unit 1 and 2 and Further Mathematics Unit 3 and 4 in Year 12 and thussatisfy the mathematical requirements of the majority of tertiary courses beyond this. Itwill also prepare you for both VCAL and TAFE courses and give you confidence in usingmathematics in future training.

Maths

ENGLISH AND MATHS

YEAR 10


Prepare students for study in VCE Chemistry, Physics, Biology or Psychology.Give students an appreciation of the role of scientific knowledge, skills and thinking inall aspects of their lives.Support students to develop the important scientific skills of questioning, predicting,planning, evaluating and analysing information, and communicating scientific ideasand information.

(Whole year core subject)At Year 10 the Science course aims to:

Semester 1In this semester you will complete two units linking different aspects of Science. First youwill look at how organisms have adapted to living in Australia. You will learn how plants,animals and people have adapted to surviving our tough climate, harsh landscape andregular bushfires. You will look at the Earth as a series of interconnected global systems,and how those systems support life on Earth. You will explore how Indigenous Australiansuse fire to protect the land and how they are connected to country.In the second unit you will examine disease and inheritance. You will learn the differencesbetween infectious and non-infectious diseases, and how our immune system works tostop us getting sick. Through the study of genetics, you will learn about patterns ofinheritance and the role of DNA. You will examine the role heredity has in making us whowe are, and study new technologies such as cloning and genetic engineering.

Semester 2In the first unit this semester you will investigate the nature of atoms, molecules and theirreactions, building on your experience from Year 9. You will explore the chemical makeupof different types of food, and learn what properties cause the foods to act the way theydo, whether that is sherbet fizzing, ice cream freezing or corn chips giving you lots ofenergy. In the final Science unit for Year 10, you will study what happens to you during a carcrash. You will explore the motion of objects and Newtons laws to explain the interactionof forces and exchanges of energy. You will also learn how the laws of Physics can beused to predict the motion of objects in different situations. You will learn how parts of avehicle, such as air bags, are designed to protect you, and what happens to your bodyduring a forceful impact event.

Science

SCIENCE

YEAR 10

(Semester Based Elective)Studio ArtStudents will explore various media and drawing techniques to show an understanding ofhow specific elements and principles are used to create artworks. Concentrating on line,texture, shape and form. Students learn about other artists and art movements and howthey have made artworks over time. They will also explore different sculptural media andbe able to use and recognise appropriation in the creation of their own sculptural piece.Combinations of media and inventive approaches to the use of materials will beencouraged.

ArtThe skills needed to produce artworks will be gained by getting to know how artists haveused a variety of materials and techniques. These artworks might take the form ofpaintings, prints, drawings or computer generated images. Combinations of media andinventive approaches to the use of materials will be encouraged. There will be a need tokeep a folio to compile research notes and artworks.

PhotographyThis unit will develop the students understanding of the manipulation of the codes andconventions of Photography. Students will be encouraged to unleash their creativity toproduce original photographs through a range of traditional and contemporarytechniques and processes. Each learning task will introduce a new photographictechnique. Students will record their progress with the use of a digital folio. Skills andknowledge gained throughout the term will be utilised in the completion of a CommonAssessment Task (CAT) at the end of each term.

Arts


ARTS

YEAR 10

Science continued...Psychology (Semester Based Elective)This unit will be a pathway for students intending to study VCE Psychology. It willintroduce you to the scientific study of Psychology as the investigation into humanbehaviour and mental processes. The application and understanding of ethical principlesin conducting psychological research and practice is analysed and evaluated. Studentslearn about different methods and models that describe and explain human behaviour.Topics covered include, Mental Health, States of Consciousness and Sleep, Personalityand Memory. We examine the brain and nervous system as a whole structure andinvestigate their role in affecting human behaviour.


Visual Communication and DesignStudents will develop an understanding of the design process and an ability to create,both conventional and creative drawings. They will undertake a range of tasks to exploredesign principles, elements and their expressive potential for visual communications.They will also develop their understanding of technical, perspective and visualisationdrawing. Students will analyse visual communication works by others to develop anappreciation of good design. The work carried out lays the foundation for the depth ofskills required for the study of this subject at the VCE level.

Media StudiesStudents will explore a range of contemporary media techniques within the format ofprint and film. Students will learn to use a range of equipment and technology andmaintain a record of how ideas develop in the creating, making and presenting of mediaproducts. Students will study the codes and conventions of the Thriller genre by analysingthe production and story elements of a number of films and use this knowledge to createtheir own media productions.

DramaThis unit begins with a broad introduction to the history of theatre. Students engage withthe 4 guiding principles of any dramatic performance; the use of voice, the use of body,stagecraft and audience. Advancing understanding of these 4 principles in preparation forVCE study is the focus of the semester.Students study several examples of both the Pre-Modern and Modern eras' of Theatre,exploring each eras defining features through a combination of practical and theory work.Time is dedicated in this class to devising, writing, rehearsing and refining a performance;using techniques to explore and experiment with the elements of design andperformance. Students also look at the meaning and use of: role and character, blocking,as well as the scriptwriting process – combining stagecraft with other dramatic elements.

Music PerformanceThroughout this subject students are expected to play, or be willing to learn, instrumentsto use in performance opportunities throughout each term. In this subject, students willexplore and apply key theory and aural concepts, instrumental techniques and digitaltechnologies to create, rehearse and perform short pieces to their selected audiences. Inaddition, students will listen to and analyse a variety of different musical styles to furtherdevelop their instrumental and performance techniques and musical appreciation. Finally,students will participate in planning an end of semester performance or have theopportunity to perform in the annual Music Gala event held in Term 4. It is recommendedthat any student who is wanting to do VCE Music Performance choose this subject.

Arts continued...

ARTS

YEAR 10

(Semester Based elective)HealthThis course will help to inform students what has a positive impact on their health and thecommunity. They will gain skills in managing situations where their own or others safetyand wellbeing may be at risk through first aid and mental health first aid training.Students will be provided with information on how to access reliable health information,support strategies and health services for young people and analyse the effectiveness ofthese. Students will also examine the impact of change and transitions on relationships.

Physical Education ACombination of classroom and activity-based learning activities with a focus on propernutrition and the mastery of skills and concepts necessary for students to becomeaccomplished monitors of their personal lifetime fitness. Through participation, studentslearn to compare the fitness benefits in a variety of individual and team activities.Students will gain skills and knowledge required to form the foundation of an effectivetraining program. They use data collected from participating in a series of fitness tests toinform the design of the training program.

Physical Education BThis unit is designed to introduce students to both theoretical and practical componentsof sports coaching. Students will analyse varying coaching methods and styles and learnhow to use this information in a practical setting. They will have the opportunity toinvestigate research and implement their coaching ideas in a range of different sportssettings.

Health and Physical Education


HEALTH AND PHYSICAL EDUCATION

YEAR 10


(Semester Based Elective)Business StudiesHow does GDP affect our living standards? Which stakeholders determine the success orfailure of businesses? What are the risks and returns associated with stocks and Bitcoin?What are your rights and minimum wage as employees? What does the future of worklook like? These and other important questions will be considered as we look at the ever-changing world in which we live.This subject encourages enterprising behaviour and is ideal for students wanting to enterthe business world. It also allows students the opportunity to examine the way in whichlimited resources are shared in our society and ultimately ensures that students areprepared for the future workforce.

Legal Studies Why do we need laws? Where do our laws come from? What powers do the Victorianpolice have? How do judges determine sentences? What exactly are my rights andresponsibilities? Learn about the origins of our Australian legal system and what rightsand responsibilities you have as an Australian citizen.This subject encourages students to become informed citizens, understanding thesystems which govern the society they are a part of. It allows students the opportunityexamine the legal system and their obligations as part of living in Australia.

History (Whole year elective)Semester one:The end of World War One brought about significant changes across Europe. In Germanyfrom the ashes of defeat and the Great Depression, spread growing resentment and adesire for new leadership. Students will investigate the German people’s fatal attractionfor Hitler and the rise of the Nazi Party. In Asia the growing power of Japan and Australia’srole in defeating the Japanese at Kokoda is explored in detail.

Semester two:Human rights and freedoms; what they are and how they have developed across theworld and in Australia. Students explore the ongoing fight of civil rights at home andabroad, studying the battle for African-American and Aboriginal communities to obtain,the rights of women including suffrage and equality, and the LGBT community. Studentsthen study the post-war migration boom and its impact on society, the media, and thepolitics of the past.

Humanities

HUMANITIES

YEAR 10


Geography Now more than ever, we are all global citizens and need to think about what we do andhow it impacts our local region, state, and country but also the global impacts. The studyof Geography will provide you with a sense of wonder, curiosity and respect for places,people, cultures and environments throughout the world. It can lead to very excitingcareer opportunities or could assist you in a gap year working as a volunteer abroad. Youwill definitely leave Geography with an altered way of thinking that is much broader thanyou had prior to coming!

Humanities continued...

Product Design and Technology (Semester Based Elective)Ceramics/Textiles/PlasticsThis Unit focuses on developing student understanding of the role of a designer-maker.They develop and apply knowledge of factors that influence design and address thedesign factors relevant to a design situation. Students gain practical skills and knowledgein the resources necessary for the creation of product design. These resources includelearning about a range of materials including ceramics, textiles and plastics, and the tools,equipment and machines needed to safely transform these materials into products. Theimportance of learning and applying safe working practices will be expected.

Wood/MetalThis unit focuses on developing students practical skills alongside the theoretical skillsinvolved in the design process. Students will complete a small hand tools projectexploring various fixing methods and production processes. While completing this build,students will be required to develop a design brief and have the opportunity to build theirproduct using various electrical and hand tools. Throughout the semester students will beexpected to learn and apply safe working practices.

Technology

HUMANITIES AND TECHNOLOGY

YEAR 10

Food Technology - Semester 1This unit involves both practical and theory components. Students will learn thefunctional ingredients in food by conducting food experiments and will compare a rangeof cooking methods and methods of heat transfer. They will also study safety and hygienepractices, and complete an investigation into a food poisoning bacteria. Students willcompare Home Meal Replacements with meals made fresh, using sensory analysis andother social factors that contribute to food choice, including diet choice.

Food Technology - Semester 2This unit involves both practical and theory components. Students will study nutrition andanalyse the Australian Guide to Healthy Eating. They will consider their own eatingpatterns and make suggestions as to what drives food choice. They will explore foodallergies and intolerances, and how to substitute foods to cater for people with foodrestrictions. Students will learn how to read food labels, understand food information andhow to plan food on a budget.

Computing - Semester 1 and 2Digital Technologies comprises of three related strands: Digital Systems, Data andInformation, and Creating Digital Solutions.

Digital SystemsThe focus is on the hardware, software and network components of digital systems.Students initially learn about a range of hardware and software, and progress to anunderstanding of how data are transmitted between components within a system, andhow the hardware and software interact to form networks.

Data and InformationStudents design and build databases. We focus on the properties of data, how they arecollected and represented, and how they are interpreted in context to produceinformation. Students learn how data are represented and structured symbolically for useby digital systems, as well as techniques for collecting, managing and organising data thatis used to solve problems and create and communicate ideas and information.

Digital Solutions – Web Design and Online SecurityExplores the interrelated processes and associated skills by which students create digitalsolutions. Students engage in the four processes of analysing, designing, developing andevaluating. Creating Digital Solutions requires skills in using digital systems andcomputational, design and systems thinking, and interacting safely by using appropriatetechnical and social protocols.


Technology continued...

TECHNOLOGY

YEAR 10


Reading and Creating Texts: for comprehension, enjoyment and discriminationstudents develop analytical and creative responses Reading and Comparing texts: writing about ideas drawn from two texts, comparinghow they present ideas and themes Analysing and Presenting arguments: analysing the use of language and thepresentation of a point of view orally and in writing

Reading and creating texts: (book, film, media) for comprehension, enjoyment anddiscrimination. Students will develop analytical and creative written responses to texts Analysing argument: analysing and comparing the use of language in texts thatdebate a current issue Reading and comparing texts: students produce a detailed comparison analysing howtwo texts present ideas, issues and themes Presenting argument: students will present a sustained and reasoned oral point ofview on an issue

*Subject to changes in the Study Design

Units 1 & 2Year 11 English aims to develop critical understanding and control of language and theability to apply this in a range of contexts.There are three main areas of study:

1.

2.

3.

Units 3 & 4In Year 12 English there are four main areas of study:

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2.

3.

4.

The study focuses on students taking increasing responsibility for their languagedevelopment, with the intention of developing a level of competence adequatefor thedemands of post school employment and further education.

English

ENGLISH

VCE


Develop an enjoyment of language and literature through reading deeply, widely andcritically.Read closely, developing the ability to engage in detailed critical analysis of the keyliterary features of individual texts and to make relevant connections between them

Reading practices: students will respond to a range of texts and reflect on influencesshaping these responses Exploring ideas and concerns in texts: students will analyse the ways in which a textreflects or comments on the ideas and concerns or individuals and particular groupsin society The text, the reader and their context: analyse and respond critically and creatively tothe ways a text from a past era and/or a different culture reflect or comment on theideas and concerns of the time/culture Marking connections between texts: focus on the ways that texts relate to andinfluence each other

Adaptations and transformations: students analyse the extent to which meaningchanges when a text is adaptions to a different form Creative responses to texts: students respond creatively to a text and comment onthe connection between the text and the response Literary perspectives: students produce an interpretation of a text using differentliterary perspectives to inform their viewClose analysis: students analyse features of texts and develop and justifyinterpretations of text

The course is based on a range of texts: novels, plays short stories, film and poetry.This study enables students to:

Units 1 & 2Areas of study

1.

2.

3.

4.


1.

2.

3.

4.

Literature

ENGLISH

VCE


Further develop and refine their skills in reading, writing, listening to and speakingEnglish.Undergo further study or employment in numerous fields such as arts, sciences, law,politics, trades and education. The study supports language-related fields such aspsychology, the study of other languages, speech and reading therapy, journalism andphilosophy. It also supports study and employment in other communication-relatedfields, including designing information and communications technology solutions orprograms.

The nature and functions of language: students explore the nature of language andthe various functions language performs in a range of contexts. Language acquisition: Students explore how in addition to words and their meanings,children learn to use the phonological and grammatical conventions of the language,as well as the appropriate use of these conventions in different social situations.English across time: Students investigate the factors that bring about languagechange, including those that come from withinthe language itself, from socialtransformation, and from contact with other languages. Englishes in contact: Students explore the ways English is used as an expression ofculture in a range of literary, transactional and popular-culture texts.

Informal language: Students examine the features that distinguish informal languagefrom more formal language. Formal language: Students examine the features and functions of formal language,particularly in literature and the public domain. Language variation in Australian society: Students explore how the Broad, Generaland Cultivated Australian accents reflect the society from which they emerged and theforms that achieved social prestige over time Individual and group identities: Students examine overt and covert norms in speechcommunities. They consider how knowing and being able to exploitovert norms –which are typically associated with Standard English – allows users to construct aprestigious identity associated with their class, education, occupation, social statusand aspirations

In this study students read widely to develop their analytical skills and understanding oflinguistics. Students are expected to study a range of texts, including publications andpublic commentary about language in print and multimodal form.

This study enables students to:


1.

2.

3.

4.


1.

2.

3.

4.

English Language

ENGLISH

VCE


Units 1 and 2This is suitable for students who in the future, wish to complete apprenticeships, TAFEcourses or university courses which do not have a high level maths prerequisite. Thiscourse is an excellent preparation for Further Mathematics 3-4 or VCAL maths but it doesnot provide the background for Mathematical Methods or Specialist Mathematics.

General Maths

MATHS

VCE

Further MathematicsUnits 3 and 4Further Mathematics is suitable for students wishing to complete apprenticeships, TAFEcourses and many university courses. It includes the two core topics of Statistics andFinance, then two modules selected from Matrices, Networks, Geometry and measurement,or Graphs and relations. Students are required to do two SACs in both semesters thatcontribute 34% to their final mark. Two end of year exams contribute the other 66%.


Units 1 and 2 Mathematical Methods is recommended for students wishing to consider a tertiary coursein the future and are competent in algebra. It is a prerequisite for a significant number oftertiary courses, being designed to provide a suitable foundation for further studies inscience, business, computing and engineering courses. Unit 1 involves the study ofalgebra (formulae and equations), functions and graphs (straight lines, parabolas andcubics) and introductory calculus (gradient and rates of change).Unit 2 builds on each area of study covered in Unit 1. It includes probability, algebra,graphs of circular and exponential functions and calculus (differentiation and anti-differentiation).NB. Students will be assessed via topic tests, projects, problem solving and an exam at theend of each semester.Units 3 and 4Get a smooth ride on the Mad Mouse by joining up the right set of curves. Get the rightshape into your coffee percolator so your flow rates don’t amount to overflow; vary thesweeping bends of your cycle track by the Yarra; plot the success of your AFL team invarious finals Series Systems - these and many other challenges are ones you mayencounter in ventures in this Mathematical Study. Incorporated are the topics andtechniques of Co-ordinate Geometry, Algebra, Calculus, Trigonometric Functions andStatistics and Probability.Mathematical Methods 3 & 4 builds and extends heavily on material developed inMathematical Methods 1 & 2 and therefore a strong grounding and success in theseprevious units is highly desirable if not a must. Overall the study of MathematicalMethods is a key requirement of many tertiary courses, particularly those involvingscience, engineering and computing.Internal assessment 34%. Two exams in November contributing 66% to overall grade.

Mathematical Methods

MATHS

VCE

Specialist MathematicsUnits 3 and 4Specialist Mathematics is the mathematics subject for those students who require a verythorough mathematics background. It is the subject for those who are highly capablemathematics students.Specialist Maths must be studied concurrently with Maths Methods 3 & 4 and you willfind that it helps you understand your “Methods” work. It also has a strong connection toPhysics and the two subjects complement each other.Specialist Maths is a prerequisite for a numberof tertiary courses. Topics studied areTrigonometry, Algebra, Complex Numbers, Vectors, Coordinate Geometry Calculus andKinematics and Mechanics.Assessment - comprising 34% internal via projects and test and 66% via two externalexams held in November.


Unit 1: How do organisms regulate their function?In this unit students examine the cell as the structural and functional unit of life, from thesingle celled to the multicellular organism, including the requirements for sustainingcellular processes. Students focus on cell growth, replacement and death and the role ofstem cells in differentiation, specialisation and renewal of cells. They explore how systemsfunction through cell specialisation in vascular plants and animals, and consider the rolehomeostatic mechanisms play in maintaining an animal’s internal environment. Studentswill also conduct an independent experimental project.

Unit 2: How does inheritance impact on diversity?In this unit students explore reproduction and the transmission of biological informationfrom generation to generation and the impact this has on species diversity. They applytheir understanding of chromosomes to explain the process of meiosis. Students explainthe inheritance of characteristics and analyse patterns of inheritance. They will analysethe advantages and disadvantages of asexual and sexual reproductive strategies,including the use of reproductive cloning technologies. Students will also study structural,physiological and behavioural adaptations that enhance an organism’s survival. They alsoconsider the contributions of Aboriginal and Torres Strait Islander knowledge andperspectives in understanding the survival of organisms in Australian ecosystems. Astudent-directed research investigation into issues associated with genetics and genetechnologies is undertaken.

Unit 3: How do cells maintain life? In this unit students investigate the workings of the cell from several perspectives. Theyexplore the relationship between nucleic acids and proteins as key molecules in cellularprocesses. Students examine the biological consequences of manipulating the DNAmolecule and applying biotechnologies. They explore the molecular processes involved inphotosynthesis and cellular respiration. Students apply their knowledge of cellularprocesses through investigation of case studies, data analyses and bioethical issues.

Unit 4: How does life change and respond to challenges? In this unit students consider the continual change and challenges to which life on Earthhas been, and continues to be, subjected to. They study the human immune system andthe interactions between its components to provide immunity to a specific pathogen.Students consider how evolutionary biology is based on the accumulation of evidenceover time. They investigate the impact of various change events on a population’s genepool and the biological consequences of changes in allele frequencies. Students examinethe evidence for relatedness between species and change in life forms over time usingevidence from palaeontology, structural morphology, molecular homology andcomparative genomics. Students will also design and undertake an investigation relatedto their studies and present methodologies, findings and conclusion in a scientific poster

Biology

SCIENCE

VCE

Unit 1: How can the diversity of materials be explained?In this unit students investigate the chemical properties of a range of materials frommetals and salts to polymers and nanomaterials. Using their knowledge of elements andatomic structure students explore and explain the relationships between properties,structure and bonding forces within and between particles that vary in size from thevisible, through nanoparticles, to molecules and atoms. A research investigation isundertaken related to one of ten options that draw upon and extend the content fromUnit 1.

Unit 2: What makes water such a unique chemical Water is the most widely used solvent on Earth. In this unit students explore the physicaland chemical properties of water, the reactions that occur in water and various methodsof water analysis. In this context students investigate solubility, concentration, pH andreactions in water including precipitation, acid-base and redox. Students are introducedto stoichiometry and to analytical techniques and instrumental procedures, and applythese to determine concentrations of different species in water samples, includingchemical contaminants. A practical investigation into an aspect of water quality isundertaken with reference to the techniques covered in Unit 2.

Unit 3: How can chemical processes be designed to optimise efficiency?In this unit students explore energy options and renewability. Students compare andevaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cellsand fuel cells. They investigate the combustion of fuels, the design and operatingprinciples of galvanic cells, fuel cells and electrolytic cells. They investigate equilibriumsystems and the rate of reaction to explain the conditions that will improve the efficiencyand percentage yield of chemical processes.

Unit 4: How are organic compounds categorised, analysed and used?The carbon atom has unique characteristics that explain the diversity and number oforganic compounds that not only constitute living tissues but are also found in the fuels,foods, medicines and many of the materialswe use in everyday life. In this unit studentsinvestigate the structural features, bonding, typical reactions and uses of the majorfamilies of organic compounds including those found in food. They process data frominstrumental analyses of organic compounds to confirm or deduce organic structures,and perform volumetric analyses to determine the concentrations of organic chemicals inmixtures. Students investigate key food molecules throughan exploration of theirchemicalstructures, the hydrolytic reactions in which they are broken down and thecondensation reactions in which they are rebuilt to form new molecules.


Chemistry

SCIENCE

VCE

Unit 1: WHat ideas explain the physical world?The students start their studies in Physics looking at heat and thermodynamics. Theylearn about the particle model of matter and how it relates to thermal energy, conduction,convection, radiation and equilibrium. This develops to an understanding of humanenhanced greenhouse effect, the implications of electricity production using fossil fuels,and conserving energy through clever design. Students then progress to electric circuitsbasics; voltage, current and resistance as well as diodes and thermistors. The coursewraps up with a look at the genesis of the Universe and the elementary particles thatcomprise all matter.

Unit 2: What do experiments reveal about the physical world?This unit starts with nuclear physics; radioactive isotopes and their decay, types ofradiation, nuclear fusion and fission. Students then have a thorough introduction tomotion covering; the use of vectors and graphs to represent motion, equations of motion,motion due to gravity, momentum and Newton’s three laws of motion, torque, work andthe relationship between energy and motion.Students engage in autonomous research, design and conduct an experiment thatattempts to answer the question.

Unit 3: How do fields explain motion and electricity?Students will examine how things move without physical contact, exploring gravitational,electric and magnetic forces. They look into the production of electricity and theprocesses involved with transferring electricity into homes. They study motion in one andtwo dimension through the Newtonian model. Explore Einstein’s theory of specialrelativity and how if effects time and length. They also investigate theoretically andpractically the relationships between force, energy and mass.

Unit 4: How can two contradictory models explain both light and matter?In this unit students study the behaviour of light, how it moves and reacts withmatter.They start off by looking at mechanical waves including sound and resonantfrequencies of objects to get a good understanding of how waves travel and react. Theythen investigate the behaviour and production of light including synchrotron light. Thisthen moves into comparing the behaviour and similarities of light and matter.Finally, the students will design and undertake their own practical experiment where theycan put all their scientific knowledge to practice to answer their own question.


Physics

SCIENCE

VCE


Unit 1: How are behaviour and mental processes shaped?In this unit students investigate the structure and functioning of the human brain and therole it plays in the overall functioning of the human nervous system. Students explorebrain plasticity and the influence that brain damage may have on a person’s psychologicalfunctioning. They consider the complex nature of psychological development, includingsituations where psychological development may not occur as expected. A student-directed research investigation related to brain function and/or development isundertaken in this unit.

Unit 2: How do external factors influence behaviour and mental processes?In this unit students investigate how perception of stimuli enables a person to interactwith the world around them and how their perception of stimuli can be distorted. Theyevaluate the role social cognition plays in a person’s attitudes, perception of themselvesand relationships with others. Students explore a variety of factors and contexts that caninfluence the behaviour of an individual and groups. A student practical investigation related to internal and external influences on behaviouris undertaken in this unit.

Unit 3: How does experience affect behaviour and mental processes?In this unit students examine the functioning of the nervous system to explain how thehuman nervous system enables a person to interact with the world around them. Theyexplore how stress may affect a person’s psychological functioning and consider thecauses and management of stress. Students investigate how mechanisms of memory andlearning lead to the acquisition of knowledge, the development of new capacities andchanged behaviours. They consider the limitations and fallibility of memory and howmemory can be improved.

Unit 4: How is wellbeing developed and maintained?In this unit students examine the nature of consciousness and how changes in levels ofconsciousness can affect mental processes and behaviour. They consider the role of sleepand the impact that sleep disturbances may have on a person’s functioning. Studentsexplore the concept of a mental health continuum and apply a biopsychosocial approach,as a scientific model, to analyse mental health and disorder.

A student practical investigation related to mental processes and psychologicalfunctioning is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and isassessed in Unit 4, Outcome 3. The findings of the investigation are presented in ascientific poster format.

Psychology

SCIENCE

VCE


Art is an integral part of people’s lives. It is a potent and dynamic means through which tocommunicate personal experiences, ideas, cultural values, beliefs, ideas and viewpointson experiences and issues in contemporary society. VCE Art encourages students toanalyse and interpret a diverse range of art forms and artists, while taking part in aprocess of personal art making.

Unit 1: Artworks, experience and meaningThis unit focuses on artworks as objects and examines how art elements, art principles,materials and techniques and artistic processes communicate meaning. Students examineartists in different societies, cultures and historical periods, and develop their own pointsof view about the meanings and messages of artworks. In their practical work, studentsexplore the characteristics and qualities of materials and areas of personal interest togenerate their own artworks.

Unit 2: Artworks and contemporary cultureThrough art practice students examine the different ways that artist’s interpret andpresent social and personal issues. They continue to use art process and visual languageto explore and experiment with materials and techniques and to develop personal andcreative responses. A study of how individual artists have played an important role in themake up of different societies, portrait of artists in art and artistic individuality andinnovation will be carried out and written about.

Units 3: Artworks, ideas and valuesIn this unit students study selected artists who have produced works before 1990 andselected artists who have produced works since 1990. They explore ways in which ideasand issues can influence the making and interpretation of art. Students build confidenceto develop their own style and produce at least one finished artwork. Students mustdocument and analyse their thinking and working practices throughout this process.

Unit 4: Artworks, ideas and viewpointsThe purpose of this unit is to allow students to continue to develop personal points ofview and informed opinions about art ideas or issues and support them with evidence.They focus on the development of a body of work that demonstrates creativity andimagination. Students present a body of work and at least one finished artworkaccompanied by documentation of their thinking and working practices.

Art

ARTS

VCE


Unit 1: Introducation to Visual CommunicationThis unit focuses on using visual language to communicate messages, ideas and concepts.Students create observation, visualisation and presentation drawings for differentpurposes using a range of drawing methods, media and materials. Students follow adesign process to experiment, apply and explore the design elements and principles,developing an understanding of how these elements affect visual messages. Students areintroduced to the importance of copyright and intellectual property and how toacknowledge sources of inspiration. Design styles are also investigated to introducestudents to the contextual background and purpose of design.

Unit 2: Applications of Visual Communication within Design FieldsThis unit focuses on the application of visual communication design knowledge, designthinking and drawing methods to create visual communications to meet specific purposesin designated fields. Students use presentation drawing methods that incorporaterelevant drawing conventions to communicate information in either the industrial orenvironmental design fields. They also investigate and explore how typography andimagery can be manipulated to communicate ideas and concepts in different ways. Todevelop an understanding of the design process students respond to a design brief tocreate visual communications for a specific purpose.

Unit 3: Visual Communication Design PracticesIn this unit students gain an understanding of the process designers employ to structuretheir thinking and communicate ideas with others. Students create visual communicationsfor specific purposes, contexts and audiences that are informed by practical investigationand analysis of existing visual communications in the three design fields. Students alsodiscuss the practices and influences relating to contemporary designers. They also applydesign thinking in preparing a brief with two communication needs for a client,undertaking research and generating a range of ideas relevant to the brief.

Unit 4: Visual Communication Design, Development, Evaluation and PresentationThe focus of this unit is on the development of design concepts and two finalpresentations of visual communications to meet the requirement of the brief. Thisinvolves applying the design process twice to meet the stated communication needs.Having completed their brief in Unit 3, students continue the design process utilising arange of digital and manual two- and three- dimensional methods, media and materials.They investigate how the application of design elements and principles creates differentmessages and conveys ideas to the target audience. Students are required to devise apitch to present their concepts to an audience and submit two distinct final presentations.

Visual and Communication and Design

ARTS

VCE


Unit 1: Media Forms, Representations and Australian StoriesIn this unit students develop an understanding of audiences and the core conceptsunderpinning the construction of representations and meaning in different media forms.They develop an understanding of the features of Australian fictional and non-fictionalnarratives in different media forms. Students develop and produce representations todemonstrate an understanding of the characteristics of each media form.

Unit 2: Narrative across Media FormsStudents study narratives in both traditional and newer forms including film, television,sound, news, print, photography, games, and interactive digital forms. They analyse theinfluence of developments in media technologies on individuals and society, examiningthe effects of media convergence and hybridisation on the design, production anddistribution of narratives in the media and audience engagement, consumption andreception.

Unit 3: Media Narratives and Pre-productionStudents explore stories that circulate in society through media narratives. They considerthe use of media codes and conventions to structure meaning, and how this constructionis influenced by the contexts of production, distribution, consumption and reception.Students use the pre-production stage to design a media product for a specifiedaudience. They investigate a media form that aligns with their interests and intent,developing an understanding of media codes and conventions.

Unit 4: Media Production and Issues in the MediaIn this unit students bring the media production design created in Unit 3 to its realisation.They refine their media production in response to feedback and through personalreflection. Students explore the relationship between the media and audiences, focusingon the opportunities and challenges afforded by current developments in the mediaindustry.

Media

ARTS

VCE


Unit 1This unit focuses on developing skills in practical music through solo and ensembleperformance. Students will learn performance techniques and interpretation of music anddiscover more about the structure of music to develop their listening skills.

Unit 2This unit further develops the skills from unit one, and includes further analysis of themusic being performed. Students will learn about the composers and the social andcultural background to the music they study. They will continue to develop their theoryand aural skills.

Unit 3 - (Solo OR Group Performance)Students will choose to major in either Solo or Group Performance. This unit focuses ondeveloping techniques for the rehearsal and performance of ensemble works as well assolo work. Students will study the interpretation of a range of styles and develop theiraural and theory skills.

Unit 4 - (Solo OR Group Performance)This Unit further develops skills in ensemble performance, solo performance and theoryand aural work.

Music Performance

ARTS

VCE


Unit 1: Pre-modern TheatreThis unit focuses on the application of acting and other stagecraft in relation to theatricalstyles of the pre-modern era. Students work with playscripts from the pre-modern era oftheatre, focusing on works created up to 1920 in both their written form and inperformance. They also study theatrical and performance analysis and apply these skillsto the analysis of a play in performance.

Unit 2: Modern TheatreIn this unit students study theatrical styles and stagecraft through working withplayscripts in both their written form and in performance with an emphasis on theapplication of stagecraft. Students work with playscripts from the modern era, focusingon works from the 1920s to the present. They study theatrical analysis and productionevaluation and apply these skills to the analysis of a play in performance.

Unit 3: Producing TheatreIn this unit students develop an interpretation of a playscript through the stages of thetheatrical production process: planning, development and presentation. Studentsspecialise in two production roles, working collaboratively in order to realise theproduction of a playscript. They use knowledge they develop from this experience toanalyse the ways work in production roles can be used to interpret previously unseenplayscript excerpts. Students develop knowledge and apply elements of theatrecomposition, and safe and ethical working practices in the theatre. Students also attend aperformance selected from the VCE Theatre Studies Unit 3 Playlist and analyse andevaluate the interpretation of the script in the performance.

Unit 4: Presenting an InterpretationIn this unit students study a scene and an associated monologue. They initially develop aninterpretation of the prescribed scene. This work includes exploring theatrical possibilitiesand using dramaturgy across the three stages of the production process. Students thendevelop a creative and imaginative interpretation of the monologue that is embedded inthe specified scene. To realise their interpretation, they work in production roles as anactor and director, or as a designer. Students also attend a performance selected fromthe VCE Theatre Studies Unit 4 Playlist published annually.

Theatre Studies

ARTS

VCE


Unit 1: Studio Inspiration and TechniquesIn this unit students focus on developing an individual understanding of stages of studiopractice and learn how to explore, develop, refine, resolve and present artworks. Studentsexplore sources of inspiration, research artistic influences, develop individual ideas andexplore a range of materials and techniques related to specific art forms. Usingdocumented evidence in a visual diary, students progressively refine and resolve theirskills to communicate ideas in artworks.

Unit 2: Studio Exploration and ConceptsThe focus of this unit is on establishing and using a studio practice to produce artworks.The studio practice includes the formulation and use of an individual approach todocumenting sources of inspiration, and experimentation with selected materials andtechniques relevant to specific art forms. Students explore and develop ideas and subjectmatter, create aesthetic qualities and record the development of the work in a visual diaryas part of the studio process. Students also develop skills in the visual analysis ofartworks.

Unit 3: Studio Practices and ProcessesStudents will develop and use an exploration proposal to define an area of creativeexploration. They plan and apply a studio process to explore and develop their ideas.As well, students will examine traditional and contemporary working practices and theways which artists interpret artistic influences, cultural contexts and ideas to developdistinctive styles.The exhibition of artworks is integral to unit 3 and students are expected to visit a varietyof exhibitions throughout the unit, reflect on the different environments where artworksare exhibited and examine how artworks are presented to an audience.

Unit 4: Studio Practice and Art Industry ContextsThe focus of this unit is to produce a cohesive folio of at least two finished art works andto gain an understanding of artists’ involvement in the art industry. Students will alsoexamine a range of environments for the presentation of artworks including publicgalleries and museums, commercial and private gallerie setc. Students also investigate theroles and considerations involved in the presentation and conservation of displayedartworks. The students level of achievement for this Unit will be determined by thesuccessful completion and submission of a folio two artworks, school assessedcoursework and an end of year exam.

Studio Art

ARTS

VCE


Unit 1: Understanding Health and WellbeingThis unit looks at health and wellbeing as a concept with varied and evolving perspectivesand definitions. As a foundation to the understanding of health, students investigate theWorld Health Organization’s (WHO) definition and also explore other interpretations. Inthis unit students identify personal perspectives and priorities relating to health andwellbeing, and enquire into factors that influence health attitudes, beliefs and practices,including among Aboriginal and Torres Strait Islanders. With a focus on youth, studentsconsider their own health as individuals and as a cohort.

Unit 2: Managing Health and Development This unit investigates transitions in health and wellbeing, and development, from lifespanand societal perspectives. Students look at changes and expectations that are part of theprogression from youth to adulthood. This unit promotes the application of health literacyskills through an examination of adulthood as a time of increasing independence andresponsibility, involving the establishment of long-term relationships, possibleconsiderations of parenthood and management of health-related milestones andchanges. Students enquire into the Australian healthcare system and extend theircapacity to access and analyse health information.

Unit 3: Australia's Health in a Globalised WorldThis unit explores health, wellbeing and illness as complex, dynamic and subjectiveconcepts. Students begin to explore health and wellbeing as a global concept and to takea broader approach to inquiry. Students look at the fundamental conditions required forhealth improvement, by inquiring into the WHO’s prerequisites for health and wellbeing.Area of Study 2 focuses on health promotion and improvements in population health overtime. Students look at various public health approaches and the interdependence ofdifferent models as they research health improvements and evaluate successfulprograms. While the emphasis is on the Australian health system, the progression ofchange in public health approaches should be seen within a global context

Health and Human Development


VCE


Unit 4: Health and Humen Development in a Human ContextThis unit examines health and wellbeing, and human development in a global context.Students use data to investigate health status and burden of disease in differentcountries, exploring factors that contribute to health inequalities between and withincountries. Students build their understanding of health in a global context throughexamining changes in burden of disease over time and studying the key concepts ofsustainability and human development. They consider the health implications ofincreased globalisation and worldwide trends relating to climate change, digitaltechnologies, world trade and the mass movement of people. Area of Study2 looks at global action to improve health and wellbeing and human development,focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and thework of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate theeffectiveness of health initiatives and programs in a global context and reflect on theircapacity to take action.

Health and Human Development


VCE

Outdoor and Environmental StudiesUnit 1: Exploring Outdoor ExperiencesThis unit examines some of the ways in which humans understand and relate to naturethrough experiences of outdoor environments. The focus is on individuals and theirpersonal responses to and experiences of outdoor environments. Students are providedwith the opportunity to explore the many ways in which nature is understood andperceived. Students develop a clear understanding of the range of motivations forinteracting with outdoor environments and the factors that affect an individual’s accessto outdoor experiences and relationships with outdoor environments. Through outdoorexperiences, students develop practical skills and knowledge to help them livesustainably in outdoor environments.

Unit 2: Discovering Outdoor EnvironmentsThis unit focuses on the characteristics of outdoor environments and different ways ofunderstanding them, as well as the human impacts on outdoor environments. In thisunit, students study nature’s impact on humans, as well as the ecological, social andeconomic implications of human impact on outdoor environments. Students develop aclear understanding of the impact of technologies and changing human lifestyles onoutdoor environments. Students examine a number of case studies of specific outdoorenvironments, including areas where there is evidence of human intervention. Theydevelop the practical skills required to minimise human impact on outdoorenvironments. Students are provided with practical experiences as the basis forcomparison between outdoor environments and reflection to develop theoreticalknowledge about natural environments.

Unit 3: Relationships with Outdoor EnvironmentsThe focus of this unit is the ecological, historical and social contexts of relationshipsbetween humans and outdoor environments in Australia. Case studies of a range ofimpacts on outdoor environments are examined in the context of the changing nature ofhuman relationships with outdoor environments in Australia. Students are involved in oneor more experiences in outdoor environments, including in areas where there is evidenceof human interaction. Through these practical experiences students are able to makecomparisons between and to reflect upon outdoor environments, as well as to developtheoretical knowledge and skills about specific natural environments.

Unit 4: Sustainable Outdoor RelationshipsIn this unit students explore the sustainable use and management of outdoorenvironments. They examine the contemporary state of environments in Australia,consider the importance of healthy outdoor environments, and examine the issuesrelating to the capacity of outdoor environments to support the future needs of theAustralian population. They investigate current acts and conventions as well asmanagement strategies for achieving and maintaining healthy and sustainableenvironments in contemporary Australian society. Students engage in one or morerelated experiences in outdoor environments. They learn and apply the practical skills andknowledge required to sustain healthy outdoor environments, and evaluate the strategiesand actions they employ. Through these practical experiences, students are able to makecomparisons between and to reflect upon outdoor environments, as well as to developand apply theoretical knowledge about outdoor environments.

As part of their studies in Outdoor and Environmental Studies students are requiredto attend practical trips which form part of their assessment. Practical trips usuallyconsist of three day/two nights and occasional day trips. Practical trips can include:bushwalking, sea kayaking, stand-up paddle boarding, surfing and canoeing.


Outdoor and Environmental Studies


VCE

Unit 1: Human Body in MotionIn this unit students explore how the musculoskeletal and cardiorespiratory systems worktogether to produce movement. Through practical activities students explore therelationships between the body systems and physical activity, sport and exercise, and howthe systems adapt and adjust to the demands of the activity. Students investigate the roleand function of the main structures in each system and how they respond to physicalactivity, sport and exercise. They explore how the capacity and functioning of each systemacts as an enabler or barrier to movement and participation in physical activity. Theyconsider the implications of the use of legal and illegal practices to improve theperformance of the musculoskeletal and cardiorespiratory systems, evaluating perceivedbenefits and describing potential harms. They also recommend and implement strategiesto minimise the risk of illness or injury to each system

Unit 2: Physical Activity, Sport and SocietyThis unit develops students’ understanding of physical activity, sport and society from aparticipatory perspective. Students are introduced to types of physical activity and therole participation in physical activity and sedentary behaviour plays in their own healthand wellbeing as well as in other people’s lives in different population groups. Through aseries of practical activities, students experience and explore different types of physicalactivity promoted in their own and different population groups. They then create andparticipate in an activity plan that meets the physical activity and sedentary behaviourguidelines relevant to the particular population group being studied. Students study andapply the social-ecological model and/or the Youth Physical Activity Promotion Model tocritique a range of individual- and settings-based strategies that are effective inpromoting participation in some form of regular physical activity.

Unit 3: Movement Skills and Energy for Physical ActivityThis unit introduces students to the biomechanical and skill acquisition principles used toanalyse human movement skills and energy production from a physiological perspective.Students use a variety of tools and techniques to analyse movement skills and applybiomechanical and skill acquisition principles to improve and refine movement in physicalactivity, sport and exercise. They use practical activities to demonstrate how correctapplication of these principles can lead to improved performance in physical activity andsport. Students investigate the relative contribution and interplay of the three energysystems to performance in physical activity, sport and exercise. Students explore thecauses of fatigue and consider different strategies used to postpone fatigue and promoterecovery.


Physical Education


VCE

Unit 4: Training to Improve PerformanceIn this unit students analyse movement skills from a physiological, psychological andsociocultural perspective, and apply relevant training principles and methods to improveperformance within physical activity at an individual, club and elite level. Improvements inperformance, in particular fitness, depend on the ability of the individual and/or coach togain, apply and evaluate knowledge and understanding of training. Students analyse skillfrequencies, movement patterns, heart rates and work to rest ratios to determine therequirements of an activity. Students participate in a variety of training sessions designedto improve or maintain fitness and evaluate the effectiveness of different trainingmethods.


Physical Education


VCE


Unit 1: Planning a BusinessBusinesses of all sizes are major contributors to the economic and social wellbeing of anation. Therefore how businesses are formed and the fostering of conditions under whichnew business ideas can emerge are vital for a nation’s wellbeing. Taking a business ideaand planning how to make it a reality are the cornerstones of economic and socialdevelopment. In this unit students explore the factors affecting business ideas and theinternal and external environments within which businesses operate, and the effect ofthese on planning a business.

Unit 2: Establishing a BusinessThis unit focuses on the establishment phase of a business’s life. Establishing a businessinvolves complying with legal requirements as well as making decisions about how best toestablish a system of financial record keeping, staff the business and establish a customerbase. Students analyse various management practices in this area by applying thisknowledge to contemporary business case studies from the past four years.

Unit 3: Managing a BusinessIn this unit students explore the key processes and issues concerned with managing abusiness efficiently and effectively to achieve the business objectives. Students examinethe different types of businesses and their respective objectives. They consider corporateculture, management styles, management skills and the relationship between each ofthese. Students investigate strategies to manage both staff and business operations tomeet objectives. Students develop an understanding of the complexity and challenge ofmanaging businesses and through the use of contemporary business case studies fromthe past four years have the opportunity to compare theoretical perspectives with currentpractice.

Unit 4: Transforming a BusinessBusinesses are under constant pressure to adapt and change to meet their objectives. Inthis unit students consider the importance of reviewing key performance indicators todetermine current performance and the strategic management necessary to position abusiness for the future. Students study a theoretical model to undertake change, andconsider a variety of strategies to manage change in the most efficient and effective wayto improve business performance. They investigate the importance of leadership inchange management. Using a contemporary business case study from the past four years,students evaluate business practice against theory.

Business Management

HUMANITIES

VCE


Unit 1: Hazards and DisastersIn this unit students explore different hazards through a wide range of situationsincluding those within local areas, such as fast moving traffic or the likelihood of coastalerosion, to regional and global hazards such as drought and infectious disease. Studentsexamine the processes involved with hazards and hazard events, including their causesand impacts, human responses to hazard events and interconnections between humanactivities and natural phenomena. This unit will help you understand about the manydifferent types of hazards and disasters, famous hazard events (such as the 2004 BoxingDay Tsunami), and how people are using advanced technologies to help avoidcatastrophic situations from occurring in the future.

Unit 2: TourismIn this unit students investigate the characteristics of tourism, with particular emphasis onwhere it has developed, its various forms, how it has changed and continues to changeover time. Students also investigate the impact of tourism on people, places andenvironments. Students will select contrasting examples of tourism from within Australiaand elsewhere in the world to support a number of detailed investigations. This unit willhelp you understand the enormous impact tourism is currently having on our world,along with the positive and negative changes that stem from this phenomena.

Unit 3: Changing the LandIn this unit students explore two types of geographical change: change to land cover andchange to land use. Land cover is the natural state of the biophysical environmentdeveloped over time as a result of the interconnection between climate, soils, landformsand flora and fauna and, increasingly, interconnections with human activity. People havemodified land cover to produce a range of land uses to satisfy needs such as housing,farming, communication, recreation and so on. This unit will help you understand theintricate relationship between people and planet Earth, with a particular focus on theways we are damaging and mending different environments and ecosystems around theglobe.

Geography

HUMANITIES

VCE


Unit 4: Human Population – Trend and IssuesThe rate of growth of the world’s population, from 2.5 billion in 1950 to over 7 billionsince 2010, has never been seen before in human history. Much of the current growth isoccurring within developing countries while the populations in many developed countriesare either growing slowly or are declining. In this unit students investigate the geographyof human populations. They explore the patterns of population change, movement anddistribution, and how governments, organisations and individuals have responded tothose changes in different parts of the world. Students will study population dynamicsbefore undertaking an investigation into two significant population trends arising indifferent parts of the world. They examine the dynamics of populations and theireconomic, social, political and environmental impacts on people and places. This unit willhelp students understand many issues relating to sustainability and how these issues areclosely tied to the incredible growth of human population since the industrial revolution.

Geography

HUMANITIES

VCE

History

Spanish Empire (1492–1713)Dutch Empire (1543–1795)British Empire (1583–1788)French Empire (1605–1774)

Unit 1 and 2: Empires The race for world dominance begins. As the world enters the 1400s, the Republic ofVenice, the Byzantine Empire and the Ming Dynasty (China) control the known world’sflow of goods across the globe. This all changes, marked initially by the capture ofConstantinople by the Ottoman Empire and quickly followed by a flurry of activity as the‘wannabe’ empires of the time: Portugal, Spain, France, Britain and the Netherlands allmake a dash to find and control new ways of getting to the other side of the world and itspromise of riches. New technologies and a bucket-load of courage are needed to launchthese ventures! Who will win and who will fall?

Investigate what happens when these emerging European powers meet and challengeempires in the Americas, the Asia-Pacific and Africa. Explore how new ideas develop andthen change whole societies through the Renaissance, Protestant Reformation, ScientificRevolution and Enlightenment periods. Witness the birth of capitalism! Discover shifts inpower structures and how they affect the now wider world. What connection do sugarand the American Civil war share? Examine the impact of these new empires onindigenous peoples and the newly developed colonial societies. Find out how the realfirst World War came about, how it unfolded and which revolutions it kicked off.

You will, as a class, decide on two of the following empires to focus on, one eachsemester:


Unit 3: The American Revolution (1754-1789)This unit examines America’s move from a series of separate colonies workingindependently under the reign of a far off King in England, to a united front against atyrannical enemy from across the sea. They explore the impacts of taxation and decreeson all members of American society and the push-back the British received. From theFrench-Indian War to the Boston Tea Party, from the battles of Lexington-Concord to theDeclaration of Independence, students will understand how significant events, conditions,movements, and people profoundly influenced and contributed to the outbreak ofrevolution. They then move to examining the overall impacts of the American War ofIndependence; how a move to a republican government was much more difficult andfraught with conflict than anyone may have predicted, and how the new social andeconomic upheavals impacted everyone from the slave-owning Protestant in the South, tothe Native Americans forced westward. They end finally with the development of theConstitution and construction of the Bill of Rights, a task difficult in its own right.

Unit 4: The French Revolution (1774-1795)This unit investigates the French Revolution from the coronation of Louis XVI and hiseventual execution, through to the Reign of Terror and the dissolution of the NationalConvention in 1795. It assesses the causes, development and significance of the FrenchRevolution and considers why it is still regarded as a defining moment in world historytoday. The new political theories and scientific discoveries of the Enlightenment areexplored in detail while the extent and influence of these new ideas on the society of thetime is examined. Finally, the questionis posed whether the new state establishedthrough considerable political, social and violent upheavals was successful in meeting theexpectations of the revolutionaries.

History

HUMANITIES

VCE

Unit 1: Guilt and LiabilityCriminal law and civil law aim to achieve social cohesion and protect the rights ofindividuals. Criminal law is aimed at maintaining social order and infringing criminal lawcan result in charges. Civil law deals with the infringement of a person’s or group’s rightsand breaching civil law can result in litigation.In this unit students develop an understanding of legal foundations, such as the differenttypes and sources of law and the existence of a court hierarchy in Victoria. Studentsinvestigate key concepts of criminal law and civil law and apply these to actual and/orhypothetical scenarios to determine whether an accused may be found guilty of a crime,or liable in a civil dispute.

Legal Studies


Unit 2: Sanctions, Remedies and RightsCriminal law and civil law aim to protect the rights of individuals. When rights areinfringed, a case or dispute may arise which needs to be determined or resolved, andsanctions or remedies may be imposed. This unit focuses on the enforcement of criminallaw and civil law, the methods and institutions that may be used to determine a criminalcase or resolve a civil dispute, and the purposes and types of sanctions and remedies andtheir effectiveness. Students undertake a detailed investigation of two criminal cases andtwo civil cases from the past four years to form a judgment about the ability of sanctionsand remedies to achieve the principles of justice. Students develop their understanding ofthe way rights are protected in Australia and in another country, and possible reforms tothe protection of rights. They examine a significant case in relation to the protection ofrights in Australia.

Unit 3: Rights and JusticeThe Victorian justice system, which includes the criminal and civil justice systems, aims toprotect the rights of individuals and uphold the principles of justice: fairness, equality andaccess. In this unit students examine the methods and institutions in the justice systemand consider their appropriateness in determining criminal cases and resolving civildisputes. Students consider the Magistrates’ Court, County Court and Supreme Courtwithin the Victorian court hierarchy, as well as other Victorian legal institutions and bodiesavailable to assist with cases. They discuss recent reforms from the past four years andrecommended reforms to enhance the ability of the justice system to achieve theprinciples of justice. Throughout this unit, students apply legal reasoning and informationto actual and/or hypothetical scenarios.

Unit 4: The People and the LawThe study of Australia’s laws and legal system involves an understanding of institutionsthat make and reform our laws, and the relationship between the Australian people, theAustralian Constitution and law-making bodies. In this unit, students explore how theAustralian Constitution establishes the law-making powers of the Commonwealth andstate parliaments, and protects the Australian people through structures that act as acheck on parliament in law-making. Students develop an understanding of thesignificance of the High Court in protecting and interpreting the Australian Constitution.They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies ininfluencing law reform. Throughout this unit, students apply legal reasoning andinformation to actual scenarios.

Legal Studies

HUMANITIES

VCE

Unit 1: Ideas, Actors and PowerIn this unit students are introduced to the key ideas relating to the exercise of politicalpower. They explore how these ideas shape political systems and in particular thecharacteristics of liberalism. They consider the nature of power in Australian democracyand in a non-democratic political system. They also explore the nature and influence ofkey political actors in Australia: political parties, interest groups and the media. All theseforms of participation in Australian democracy influence the political agenda.This unit is contemporary in focus and students must use examples and case studies fromwithin the last 10 years.

Unit 2: Global ConnectionsThis unit introduces students to the global community and the global actors that are partof this community. In Area of Study 1 students explore the myriad ways lives have beenaffectedby the increased interconnectedness, the global links, of the world through theprocess of globalisation. In Area of Study 2, students consider the extent to which globalactors cooperate and share visions and goals as part of the global community. Theyinvestigate the ability of the global community to manage areas of global cooperation andto respond to issues of global conflict and instability.

Unit 3: Gloabal ActorsIn this unit students investigate the key global actors of contemporary global politics.They use evidence to analyse the key global actors and their aims, roles and power. Theydevelop an understanding of the key actors through an in-depth examination of theconcepts of national interests and power as they relate to the state, and the way in whichthe United States of America uses power to achieve its objectives.

Unit 4: Global Challenges In this unit students investigate key global challenges facing the international communityin the 21st century. They examine and analyse the debates surrounding TWO ethicalissues that are underpinned by international law. They then evaluate the effectiveness ofresponses to these issues. Students also explore the context and causes of global crisesand consider the varying effectiveness of responses and challenges to resolving them.


Australian and Global Politics

HUMANITIES

VCE

Create a multimedia productDesign, develop and create infographicsCollaboratively create an on screen product about a contemporary ICT issue

Learn and implement scripting and basic programming conceptsCreate a database solution to solve an information problemInvestigate data privacy and security threats

Consider data and how it is acquired,managed, manipulated and interpreted to meet arange of needsInvestigate the ways in which organisations acquire data using interactive onlinesolutions, such as websites and applications (apps), and consider user interactions.Examine how relational database management systems (RDBMS) store andmanipulate data typically acquired.

In Area of Study 1 students draw on the analysis and conclusion of their hypothesisdetermined in Unit 3, Outcome 2, and then design, develop and evaluate amultimodal, online solution (website) that effectively communicates the conclusionand findings.Students use their project plan to monitor their progress and assess the effectivenessof their plan and adjustments in managing the project.

Unit 1 Applied ComputingIn this course, you learn how the technologies work; and how to use them efficiently tocreate dynamic electronic products. You explore some issues surrounding the use of ICT.You will:

Unit 2: Applied Computing You will learn about programming software authoring tools and pathways in ICT industry.Networked systems are introduced and you learn about collaborative problem solvingmethods and reflective learning. The outcomes you will achieve are:

Unit 3: Data Analytics In Informatics Unit 3 students focus on data management, information and informationsystems. In Unit 3 students:

Pose a hypothetical question then design a comprehensive survey to investigate theirhypothesis. The focus is on primary and secondary data collection, manipulation andanalysis.

Unit 4: Data AnalyticsIn this unit students focus on strategies and techniques for manipulating, managing andsecuring data and information.

In Area of Study 2, students explore how different organisations manage the storage anddisposal of data and information.

Information and Communications Technology


TECHNOLOGY

VCE

Unit 1: Sustainable Product RedevelopmentThis unit focuses on the analysis, modification and improvement of a product design withconsideration of sustainability. In Area of Study 1 students consider the sustainability ofan existing product and acknowledge the intellectual property (IP) rights of the originaldesigner. Working drawings (also known as flats, trade sketches, assembly or technicaldrawings) are used to present the preferred design option. In Area of Study 2, studentsproduce a redeveloped product using tools, equipment, machines and materials, takinginto account safety considerations. They compare their product with the original designand evaluate it against the needs and requirements outlined in their design brief.

Unit 2: Collaborative DesignIn this unit students work in teams to design and develop an item in a product range orcontribute to the design, planning and production of a group product. They focus onfactors including end-user/s’ needs and wants; function, purpose and context for productdesign; aesthetics; materials and sustainability; and the impact of these factors on adesign solution.In Area of Study 1, students work both individually and as members of a small designteam to address a problem, need or opportunity and consider user-centred designfactors. They design a product within a range, based on a theme, or a component of agroup product. They research and refer to a chosen design style or movement. In Area ofStudy 2 the finished product is evaluated.

Unit 3: Applying the Product Design ProcessThe design and development of a product for the mass market is subject to a range ofcomplex forces. These include client requirements, social and economic trends,availability of resources and technological developments in industry. Design andproduction in an industrial setting provides a marked contrast to that in a “one-off”situation in a school workshop.

Unit 4: Product Development and EvaluationThis unit focuses on how judgements of the success of products can be informed by acomparison of products in terms of their quality, usefulness and appeal. The role andinfluence of product promotion and marketing are also considered when analysing thefinished production and processes.


Product Design and Technology

TECHNOLOGY

VCE

Unit 1: Food OriginsStudents investigate the origins and roles of food through time and across the world.Students explore how humanity has historically sourced its food, examining the generalprogression from hunter-gatherer to rural- based agriculture, to today’s urban living andglobal trade in food. Students consider the origins and significance of food throughinquiry into particular food-producing regions of the world. They look at Australianindigenous food prior to European settlement and how food patterns have changed since,particularly through the influence of food production, processing and manufacturingindustries and immigration. Students investigate cuisines that are part of Australia’sculinary identity today and reflect on the concept of an Australian cuisine.

Unit 2: Food MakersStudents investigate food systems in contemporary Australia. Area of Study 1 focuses oncommercial food production industries, while Area of Study 2 looks at food production insmall-scale domestic settings, as both a comparison and complement to commercialproduction. Students gain insight into the significance of food industries to the Australianeconomy and investigate the capacity of industry to provide safe, high-quality food thatmeets the needs of consumers. Students use practical skills and knowledge to producefoods and consider a range of evaluation measures to compare their foods to commercialproducts. In demonstrating their practical skills, students design new food products andadapt recipes to suit particular needs and circumstances. They consider the possibleextension of their role as small-scale food producers by exploring potentialentrepreneurial opportunities.

Unit 3: Food in Daily LifeStudents explore the science of food: our physical need for it and how it nourishes andsometimes harms our bodies. They investigate the physiology of eating and appreciatingfood, and the microbiology of digestion. They also investigate the chemical changes offood during food preparation and cooking. Students look at how communities, familiesand individuals change their eating patterns over time and how our food values andbehaviours develop within social environments.


Food Studies

TECHNOLOGY

VCE

Unit 4: Food Issues, Challenges and FuturesStudents focus on issues about the environment, ecology, ethics, farming practices, thedevelopment and application of technologies, and the challenges of food security, foodsafety, food wastage, and the use and management of water and land. Students conductresearch on a current issue to find solutions and analyse work undertaken to solveproblems and support sustainable futures.Student also focus on food information and misinformation and the development of foodknowledge, skills and habits to empower consumers to make discerning food choices anddevelop skills by interpreting food labels and analysing the marketing terms used on foodpackaging. Students research contemporary food fads, trends and diets and drawevidence based conclusions.


Food Studies

TECHNOLOGY

VCE

Unit 1 and 2: Mechanical and Electro FundamentalsThese two units focus on mechanical and electronic engineering fundamentals. Theunderlying principals and building blocks that operate in the simplest to more complexsystems are examined. Mechanical and electronic theoretical concepts are explored indetail as well as the technology production process. Students apply their knowledge todesign, construct, test and evaluate operational systems of their choice. Past productshave included games, robotic vehicles and modular alarm systems.

Unit 3 and 4: Energy, Integration and ControlThese units focus on mechanical and electronic systems which combine to form anintegrated technological system. Engineering principals are applied and underpin theconstruction of a substantial controlled, integrated system of the student’s choosing. Theuse of energy and issues in relation to powering systems is explored. Research intorenewable and non-renewable energies is the focus of assessed coursework in unit 3whilst new and evolving technologies is the basis of assessed coursework in unit 4.

System Engineering

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