YEAR 12 SUBJECT SELECTION INFORMATION 2022

www.thomascarr.vic.edu.au

YEAR 12 SUBJECT SELECTION INFORMATION

2022

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

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Contents Introduction ..................................................................................................................................................................... 3

Important Contacts .......................................................................................................................................................... 3

Curriculum Pathways ...................................................................................................................................................... 4

English 4

Mathematics 5

Science 6

Curriculum Subject Information ....................................................................................................................................... 7

Accounting Units 3 and 4 ............................................................................................................................................ 7

Applied Computing: Data Analytics Units 3 and 4 ...................................................................................................... 8

Biology Units 3 and 4 .................................................................................................................................................. 9

Business Management Units 3 and 4 ....................................................................................................................... 10

Chemistry Units 3 and 4 ............................................................................................................................................ 11

English Units 3 and 4 ................................................................................................................................................ 12

English Language: Units 3 and 4 .............................................................................................................................. 13

Environmental Studies Units 3 and 4 ........................................................................................................................ 14

Food Technology Units 3 and 4 ................................................................................................................................ 15

Further Mathematics Units 3 and 4 ........................................................................................................................... 16

Geography Units 3 and 4 .......................................................................................................................................... 17

Health and Human Development Units 3 and 4 ....................................................................................................... 18

History- Ancient History Units 3 and 4 ...................................................................................................................... 19

History of Revolutions Units 3 and 4 ......................................................................................................................... 20

Language – Indonesian Second Language Units 3 and 4 ........................................................................................ 21

Language – Italian Second Language Units 3 and 4 ................................................................................................ 22

Literature Units 3 and 4 ............................................................................................................................................. 23

Legal Studies Units 3 and 4 ...................................................................................................................................... 24

Mathematical Methods Units 3 and 4........................................................................................................................ 25

Physical Education Units 3 and 4 ............................................................................................................................. 26

Physics Units 3 and 4................................................................................................................................................ 27

Product Design and Technology: Textiles Units 3 and 4 .......................................................................................... 28

Psychology Units 3 and 4 ......................................................................................................................................... 29

Religious Education – Thomas Carr College ............................................................................................................ 30

Religious and Society Units 3 and 4 ......................................................................................................................... 31

Specialist Mathematics Units 3 and 4 ....................................................................................................................... 32

Systems Engineering Units 3 and 4 .......................................................................................................................... 33

Studio Arts Units 3 and 4 .......................................................................................................................................... 34

Visual Communication Design Units 3 and 4 ............................................................................................................ 35

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Introduction At Thomas Carr College we are committed to achieving improved learning outcomes for all students and establishing a learning and teaching program that incorporates breadth, balance, and depth across all various VCE, VCAL and VET pathways areas including Religious Education. Students can select from ONE of the following pathway options (Study Streams) for Year 12: • VCE. • VCE continuing with a VET course. • VCAL. At Year 12 students selecting the VCE pathway will study FIVE subjects (9 periods per cycle) and 4 periods per cycle of Religious Education. This includes: • ONE Unit 3 and 4 VCE English subject (English, English Language and/or Literature). • Unit 3 and 4 Religion and Society (9 periods per cycle) OR Thomas Carr Religious Education (4 periods per cycle). • Any combination of the listed VCE or VET subjects. Further information about the VCE, VET and VCAL pathways including access to the Study Designs of all the VCE subjects offered at Thomas Carr College please visit the VCAA website.

Important Contacts To learn more about the Year 12 VCE curriculum and learning pathways offered at Thomas Carr College, please refer to the below contacts. For all subject-specific questions please contact your subject teacher or the relevant Head of Learning. For all the other questions related to the subject selection process and to learn more about the subjects offered at Years 12 including VCE options please contact Ms. Geraldine McIntyre (Director of Learning and Teaching – Senior School). For questions related to the College’s VCAL or VET programs please contact Mr. Casey Backhouse (VCAL/VET Co-ordinator). For information about Careers and other pathway options please contact Ms. Naomi Nolan (Careers Team Leader).

Role Name Email Deputy Principal - Learning and Teaching Mr Andrew Bryson [email protected]

Director of Faith and Mission Mrs Geralyn McCarthy [email protected]

Director of Learning & Teaching: Senior School

Ms Geraldine McIntyre [email protected]

Director of Learning & Teaching: Middle School

Mr Nick Ambrozy [email protected]

Careers/Pathways Mrs Naomi Nolan [email protected]

Head of Learning: Religious Education Mrs Elizabeth Holligan [email protected]

Head of Learning: English/Languages Ms Jessica Atwood [email protected]

Head of Learning: Humanities Ms Renata Machado [email protected]

Head of Learning: Mathematics Mr George Toth [email protected]

Head of Learning: Science/HPE Mr Stephen Manitta [email protected]

Head of Learning: Arts/Technology Mr Jacob Levy [email protected]

VCAL/VET Co-ordinator Mr Casey Backhouse [email protected]

https://vcaa.vic.edu.au/Pages/HomePage.aspx

mailto:[email protected]












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Curriculum Pathways

English

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Curriculum Map: English

Literature

English

EnglishLanguage

Literature

English

EnglishLanguage

From Page toScreen

English

Creative Writing

It's Lit - Magis

Communication

English(Magis Elective)

English

English(Magis Elective)

English

The Evolution ofEnglish

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Mathematics

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Science

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Curriculum Subject Information Accounting Units 3 and 4

Rationale: VCE Accounting focuses on the financial recording, reporting and decision-making processes of a

sole proprietor trading business. Students study both theoretical, practical and ethical aspects of accounting. Financial data will be collected, recorded and analysed. Students interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business and use both manual and information and communications technology (ICT) methods.

Learning Focus: The Units focus on financial accounting for a trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) and Identified Cost (ICM) methods are used. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and from graphical representations. They analyse the results to suggest strategies to the owner on how to improve the performance of the business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting assumptions and the qualitative characteristics of accounting information.

Outcomes/ Assessment:

Students studying Accounting Units 3 and 4 will be expected to:

• Record financial data for a single activity sole trader using a double entry system, to record data and discuss the function of various aspects of this accounting system.

• Record balance day adjustments, prepare, and interpret accounting reports.

• Prepare budgets and variance reports, evaluate the performance of a business using financial and non-financial information and discuss strategies to improve the profitability and liquidity of the business.

• Record financial data using double entry accounting, report accounting information using an accrual-based system for a single activity sole trader and discuss the function of various aspects of this accounting system.

• Use and understand the application of financial indicators to measure business performance.

• Understand ethical considerations of business owners when making decisions, including financial, social and environmental.

Pathways: Pathways that may be of interest to students of Accounting Unit 3 and 4 include the pursuit of studies at tertiary level including the roles of Accountant, Banking and Finance, Economist, Marketing Manager, Operations Management, Industrial Relations Officer, Public Relations, International Trade, Hospitality and Tourism, Teacher, Administration.

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Applied Computing: Data Analytics Units 3 and 4

Rationale: Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create new technologies and innovative uses for existing technologies. This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level. VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings.

Learning Focus: Unit 3: Data analytics In this unit students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Unit 4: Data Analytics In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security, strategies used by an organisation to protect data and information from threats.

Outcomes/ Assessments

• Unit 3 School Assessed Coursework (SAC) 10% • Unit 4 School Assessed Coursework (SAC) 10% • Unit 3 and 4 School Assessed Task (SAT)30% • End of year external Examination 50%

Pathways: VCE Applied Computing provides a pathway to further studies in areas such as business analysis,

computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

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Biology Units 3 and 4

Rationale: VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpins much of contemporary biology, and the applications used by society to resolve problems and make advancements.

Learning Focus: In Unit 3, students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signaling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules. Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signaling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level, students study the human immune system and the interactions between its components to provide immunity to a specific antigen. In Unit 4, students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from paleontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.


School-assessed coursework and an end of year examination will determine the student’s level of achievement in Units 3 and 4. School assessed coursework may include: a report of a practical activity, annotations of activities or investigations from a practical logbook, a bioinformatics exercise, an evaluation of research, media response, data analysis, a response to a set of structured questions, problem solving involving biological concepts, skills and/or issues, a structured scientific poster according to the VCAA template.

Pathways: The study of biology prepares students for continuing studies in bioscience and entry into the workforce in a wide range of careers, including those not normally thought of as depending on bioscience. Much of our economic activity is generated through advances in bioscience research, in environmental, medical and associated biotechnologies, and in parallel sciences such as bioinformatics.

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Business Management Units 3 and 4

Rationale: VCE Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various way’s resources can be managed in small, medium and large businesses.

Learning Focus: Students identify the important roles managers play in planning, organising, leading and controlling the various areas of the business, and in the operations function. Various management theories are considered, and these are applied to real life business case studies. Students investigate how organisations are structured, the development of positive corporate culture, the application of management styles to various contexts, and skills necessary to be an effective manager in the 21st century. Effective strategies are investigated to effectively manage an organisation most important resources, its employees. Two key aspects of this function are investigated; employee motivation and workplace relations, students also study the concept of business change and the key approaches to managing change effectively within a business.


Students studying Business Management Units 3 and 4 will be expected to:

• Describe and analyse: different types of businesses and foundations; the context in which businesses of different sizes operate.

• Identify and evaluate practices and processes related to operations management, practices and processes related to human resource management.

• Analyse and evaluate the management of change in large-scale organisations

Pathways: Pathways that may be of interest to students of Business Management Unit 3 and 4 include the pursuit of studies at tertiary level such as Marketing Manager, Operations Management, Industrial Relations Officer, Human Resource Management, Public Relations, International Trade, Banking and Finance, Hospitality and Tourism, Teacher, Administration.

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Chemistry Units 3 and 4

Rationale: The study of Chemistry looks at the ever-increasing global demand for the supply of energy and materials used to generate this energy. Students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students evaluate different chemical resources, including fossil fuels, biofuels, galvanic cells and fuel cells and look at chemical processes designed to optimise efficiency. Students also investigate unique characteristics of carbon that explain the diversity and number of organic compounds that not only constitute living tissue but are also found in fuels, foods, medicines and many of the materials we use in everyday life.

Learning Focus: Unit 3: How can chemical processes be designed to optimise efficiency? Students compare fuels quantitatively with reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic cells and evaluate energy resources based on efficiency, renewability and environmental impact. Students will apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised and explain how electrolysis is involved in the production of chemicals and in the recharging of batteries. Unit 4: How can organic compounds be categorised, analysed and used? Students compare the general structures and reactions of the major organic families of compounds; deduce structures or organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules. Students will also distinguish between the chemical structures of the key food molecules, analyse the chemical reaction involved in the metabolism of the major components of food including the role of enzymes and calculate the energy content of food using calorimetry.


Satisfactory completion of Unit 3 and 4 Chemistry is demonstrated based on the completion of school-assessed coursework, which address all areas of study. • SAC 1 A report on a Laboratory Investigation: Energy Transformations in Chemical Reactions • SAC 2 A report of at least two practical activities from a practical logbook: Equilibrium • SAC 3 A set of structured questions and a practical activity on Organic Chemistry • SAC 4 A report of laboratory investigation: Calorimetry and Energy in Food • SAC 5 A structured scientific poster according to the VCAA standard template. (Page 4) Students will design and undertake a practical investigation relating to energy and/or food, and present methodologies, findings and conclusions in a scientific poster

Pathways: Students can continue to study Chemistry in a variety of University degrees including Science and Engineering: Engineering, Biological Science, Medicine, Health Science, Applied Science, Environmental Science and Allied fields.

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English Units 3 and 4

Rationale: The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community. This study will build on the learning established through Victorian Curriculum English in the key discipline concepts of language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.

Learning Focus: In Unit 3, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. In Unit 4, students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.


Students studying Units 3 and 4 English will be need to satisfactorily complete: • text response essays • creative response essays • argument analysis essays • oral presentations • comparative responses • end of year examinations

Pathways: Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard

equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.

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English Language: Units 3 and 4

Rationale: English Language builds on students’ previous learning about the conventions and codes used by speakers and writers of English. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change. Students studying English Language examine how uses and interpretations of language are nuanced and complex rather than a series of fixed conventions. Students explore how people use spoken and written English to communicate, to think and innovate, to construct identities, to build and interrogate attitudes and assumptions and to create and disrupt social cohesion.

Learning Focus: In Unit 3, students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. They consider language as a means of social interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. In Unit 4, students focus on the role of language in establishing and challenging different identities. There are many varieties of English used in contemporary Australian society, including national, regional, cultural and social variations. Standard Australian English is the variety that is granted prestige in contemporary Australian society and it has a role in establishing national identity. However, non-Standard English varieties also play a role in constructing users’ social and cultural identities. Students examine a range of texts to explore the ways different identities are constructed. These texts include extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents.


Students studying English Language complete the following outcomes: Unit 3 • Outcome 1: Identify and analyse distinctive features of informal language in written and spoken

texts. • Outcome 2: Identify and analyse distinctive features of formal language in written and spoken

texts Unit 4 • Outcome 1: Investigate and analyse varieties of Australian English and attitudes towards them. • Outcome 2: Analyse how people’s choice of language reflects and constructs their identities

. Pathways: It is strongly recommended that students have completed VCE English Language Units 1 and 2

before undertaking Units 3 and 4. The study of subject English is regarded as a priority throughout secondary schooling and is compulsory at every level. Students need to complete at least three units of English from any of the three VCE English options; English, Literature, or English Language. Students may choose to study more than one English in VCE. Students who study English Language may wish to study linguistics at University or a degree in teaching English as an Additional Language.

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Environmental Studies Units 3 and 4

Rationale: Environmental Science enables students to explore the challenges that human interactions with the environment presents for the future. Throughout this subject, students examine how environmental actions affect, and are affected by, ethical, social and political influences. Students explore elements that sustain Earth systems for future generations. An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of inquiry tasks that may be self-designed, develop key science skills and interrogate the links between theory, knowledge and practice. This type of critical thinking is essential in working towards the conservation of our natural resources for future generations.

Learning Focus:

In Environmental Science students, develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. This is achieved through exploring the Earth and its major systems, processes for sustaining life on Earth, the inputs and out puts of life, environmental factors that affect Earth over time and the types, measurement and effect pollution has on planetary systems. Students investigate three pollutants of national or global concern. They will take their knowledge and apply this through designing and conducting their own scientific study to collect data, review secondary data and draw conclusions, centred on a key question of the student’s design.


The assessment for this subject will consist of one SAC per Outcome. Each SAC will include one of the following: • a fieldwork reports • a case studies • a report of a practical activity involving the collection of primary data • Scientific poster • Community engagement/awareness campaign. • Practical report using primary and/or secondary data

Pathways Diverse areas of employment range from design, including landscape or building architecture,

engineering and urban planning, environmental consultancy, advocacy and conservation research.

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Food Technology Units 3 and 4

Rationale: Australia has a varied and abundant food supply, and food and cooking have become prominent in digital media and publishing. Globally, many people do not have access to a secure and varied food supply and many Australians, amid a variety of influences, consume food and beverage products that may harm their health. This study examines the background to this abundance and explores reasons for our food choices. VCE Food Technology is designed to build the capacities of students to make informed food choices. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality.

Learning Focus: Unit 3 investigates the many roles and everyday influences of food. Students explore the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. Focus influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. Unit 4 debates global and Australian food systems focuses on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Students research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures.


• Area of Study 1 The science of food • Area of Study 2 Food choice, health and wellbeing • Area of Study 1 Environment and ethics • Area of Study 2 Navigating food information • Examination

Pathways: Food Technology study provides students with the opportunity to engage in a range of learning

activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities. The nationally agreed employability skills are Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and Enterprise; Technology; and Learning.

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Further Mathematics Units 3 and 4

Rationale: The study of Further Mathematics Units 3 and 4 is intended for those students who wish to study a mathematics subject at Year 12 with a strong focus on statistical analysis and applications. It is suitable for those students who aspire to do further study where a mathematics subject is required.

Learning Focus: Further Mathematics Units 3 and 4 are designed to be taken as a sequence spanning Semester 1 and Semester 2. In the core, students investigate data distributions, the association between variables, modelling using linear regression and time series. In financial mathematics, they examine aspects compound interest and its uses in annuities and perpetuities. They apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, and inference with and without the use of technology. Areas of Study

• Core: Data Analysis • Core: Recursion and financial modelling • Module: Matrices • Module: Networks and decision mathematics


Outcomes 1. Able to define and explain key concepts, and apply a range of related mathematical routines

and procedures.

2. Able to apply mathematical processes to non-routine contexts.

3. Able to use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results, and carry out analysis.

Assessment To successfully complete Further Mathematics Units 3 and 4, students will need to demonstrate all outcomes in the School Assessed Coursework (SAC) listed below: SAC1: Application Task (Data Analysis) SAC2: Modelling / Problem Solving Task (Recursion and financial modelling) SAC3: Modelling / Problem Solving Task (Matrices) SAC4: Modelling / Problem Solving Task (Networks and decision mathematics)

Pathways The prior learning required for this subject is General Mathematics Unit1&2. Students who have successfully completed Mathematical Methods Unit 1&2 may also choose Further Mathematics as a subject in Year 12. Students who have successfully completed Further Mathematics 3&4 can undertake appropriate tertiary studies where mathematics is a prerequisite.

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Geography Units 3 and 4

Rationale: VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these. Interpretative and analytical skills enable students to interpret information presented in a variety of formats including maps, graphs, diagrams and images.

Learning Focus: Unit 3: Changing the land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world. Students investigate the distribution and causes of these three processes. At a local scale, students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change. Students undertake fieldwork and produce a fieldwork report using the structure provided. Unit 4: Human population – trends and issues. In this, unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Population movements such as voluntary and forced movements over long or short terms add further complexity to population structures and to economic, social, political and environmental conditions.


• School-assessed Coursework Unit 3: 25 per cent (Field Report, Structured Questions and Data Analysis)

• School-assessed Coursework Unit 4: 25 per cent (Structured Questions and Data Analysis) • End-of-year examination: 50 per cent

Pathways: Pathways that may be of interest to students of Geography Units 3 and 4 include the pursuit of

studies at tertiary level such as Geographer, Urban Planning, Climatologist, Environmental Sciences, Geology, Anthropology, Education, Marketing, Surveying, Policy Making, Cartographer, International Aid Organisations.

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Health and Human Development Units 3 and 4

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

Learning Focus: Students look at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context. Students examine health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Students look at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.


Students are assessed by a variety of methods including:

• a short written report, such as a media analysis, a research inquiry, a blog or a case study analysis

• oral presentation, such as a debate or a podcast • a visual presentation such as a graphic organiser, a concept/mind map, an annotated

poster, a digital presentation • structured questions, including data analysis.

Pathways Students can elect to continue further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

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History- Ancient History Units 3 and 4

Rationale: The Ancient Civilisations have left a powerful legacy on our modern world. In studying ancient societies students explore the structures and a period of crisis in their history. Life in ancient societies was shaped by complex social, political and economic factors. In studying how these civilisations existed, students are able to understand the complexities of human societies and how societies responded to dramatic crises and the disruption and upheaval this caused. Studying Ancient History also highlights the importance of primary sources in being able to inquire about ancient civilisations.

Learning Focus: In VCE Ancient History Units 3 and 4, students will study Ancient Greece in Unit 3 and Ancient Rome in Unit 4. In each unit they will investigate the daily life of peoples and how the existence of social hierarchies meant different individual experiences of history. Economic features of trade, agriculture and industry are explored. Major crises of war and significant leaders are studied in depth to understand how the demise of Ancient Empires occurred. In Ancient Greece, students focus on Athens, Sparta, Persian invaders, the Peloponnesian War and loss of power Athens experienced. In Ancient Rome students focus on the development of hierarchical families, features of the Roman Republic, the Punic Wars, the dictatorship of Julius Caesar, Cleopatra’s relationships and rule of Egypt and contributions of Augustus.


Students studying Ancient History will be expected to evaluate the contribution of key individuals, analyse causes of a crisis and the consequences on a society, analyse the beliefs and values of people from the period, evaluate perspectives of people from the ancient past and evaluate historian interpretations. The above outcomes will be assessed through SAC’s in the form of:

• An historical inquiry • An analysis of primary sources • An Analysis of historian interpretations • An essay

Pathways Pathways that may be of interest to students of Ancient History Unit 3 and 4 include the pursuit of

studies at tertiary level including the roles of teaching, anthropology, work in archives, libraries, and museums; professional consultants in public history; archaeology, journalism, publishing, public relations, advertising, civil service, planning and policy administration; finance and service industry.

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History of Revolutions Units 3 and 4

Rationale: Revolutions are the great disjuncture of modern times and mark deliberate attempts at new directions. They share the common aim of breaking with the past by destroying the regimes and societies that engender them and embarking on a program of political and social transformation. In Unit 3 and 4, our students are introduced to the events, people, movements and ideas that drive political, economic and social change in our modern world, within the context of the French and Russian Revolutions.

Learning Focus: Students investigate the causes for the French and Russian Revolutions, with a focus on the revolutionary ideas, leaders, movements and events that occurred. They investigate the weakness in the existing regimes and the extent to which these regimes were unable to respond to the changing political, economic and/or social scene. Students examine the development of the new political order and the emerging society, and the challenges faced by the revolutionary governments, for example: political dissent, civil war, economic breakdown, wars of foreign intervention and resistance to revolutionary forces. Students delve into the debates that exist between historians, analysing historical commentaries, evaluating differing viewpoints and establishing through critical analysis, judgements regarding how successful revolutions and revolutionaries have been in bringing about change.


Students studying Units 3 and 4 History Revolutions will be expected to:

• Describe and analyse events, people, ideas and movements that caused the French and Russian Revolutions.

• Identify and evaluate the challenges faced by emerging regimes and the ways in which attempts were made to create new societies, and the nature of these new societies.

• Gather, analyse and evaluate evidence, and synthesise ideas in order to develop coherent arguments on the material covered.

Pathways Pathways that may be of interest to students of History Revolutions Unit 3 and 4 include the pursuit of studies at tertiary level including the roles of teaching, work in archives, libraries, and museums; professional consultants in public history; journalism, publishing, public relations, advertising, civil service, planning and policy administration; finance and service industry.

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Language – Indonesian Second Language Units 3 and 4

Rationale: The study of Languages contributes to the overall education of students, most particularly in communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities, which use the language, and promotes understanding of different attitudes and values within the wider Australian community and beyond.

Learning Focus: The detailed study should enable the student to explore and compare aspects of the language and culture of the Indonesian-speaking community through a range of oral and written texts in Indonesian related to the selected sub-topic. This will enable the student to develop knowledge and understanding of, for example, historical issues, aspects of contemporary society or the literary or artistic heritage of the community. The texts, which form the basis of this study, might include feature films, short films, short stories, songs, newspaper articles, electronic texts, documentaries, music, painting and oral histories. The length of texts selected will vary depending on the type of text, its density and level of complexity. In order for the student to be able to explore their sub-topic in sufficient depth to meet the relevant outcomes, it is suggested that a range of at least three different kinds of text are selected. These might include aura l and visual, as well as written texts.


Unit 3 Outcome 1: On completion of this unit, the student should be able to express ideas through the production of original texts. Outcome 2: On completion of this unit, the student should be able to analyse and use information from spoken texts. Outcome 3: On completion of this unit, the student should be able to exchange information, opinions and experiences. Unit 4 Outcome 1: On completion of this unit, the student should be able to analyse and use information from written texts. Outcome 2: On completion of this unit, the student should be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Indonesian-speaking communities.

Pathways Students need to have completed Units 1 and 2 Indonesian Second Language in order to choose to complete Units 3 and 4 Indonesian Second Language, due to the high demands of the subject. Students who complete Units 3 and 4 Indonesian Second Language may choose to further their language studies at university or may wish to travel abroad to Indonesian for either work, travel, or study.

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Language – Italian Second Language Units 3 and 4

Rationale: The study of Languages contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities that use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

Learning Focus: The areas of study for Italian comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas.


Students are graded on their production of Student Assessed Coursework across the following skills: Interpersonal Communication, Interpretive Communication and Presentational Communication. Student Assessed Coursework will include: Unit 3 Outcome 1 (: On completion of this unit the student should be able to participate in a spoken exchange in Italian to resolve a personal issue. Outcome 2: On completion of this unit the student should be able to interpret information from texts and write responses in Italian. Outcome 3: On completion of this unit the student should be able to express ideas in a personal, informative or imaginative piece of writing in Italian. Unit 4 Outcome 1: On completion of this unit the student should be able to share information, ideas and opinions in a spoken exchange in Italian. Outcome 2: On completion of this unit the student should be able to analyse information from written, spoken and viewed texts for use in a written response in Italian. Outcome 3: On completion of this unit the student should be able to present information, concepts and ideas in evaluative or persuasive writing on an issue in Italian.

Pathways: Students must undertake Unit 3 prior to undertaking Unit 4. Italian is designed for students who will, typically, have studied the language for at least 200 hours prior to the commencement of Unit 1. It is possible, however, that some students with less formal experience will also be able to meet the requirements successfully. Units 1 to 4 are designed to be of an appropriate standard for the final years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.

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Literature Units 3 and 4

Rationale: VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. Students examine the evolving and dialogic nature of texts, the changing contexts in which they were produced and notions of value. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts. The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure. They develop their capacity to read and interpret texts and reflect on their interpretations and those of others, and in turn reflect on their personal experience and the experiences of others, cultivating an awareness that there are multiple readings of texts and that the nature of language and text is dynamic. Students are encouraged to be independent, innovative and creative, developing the ability to read deeply and widely and to establish and articulate their views through creative and analytical responses.

Learning Focus: In Unit 3, students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected, as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. In Unit 4, students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. For the purposes of this unit, literary criticism is characterised by extended, informed and substantiated views on texts and may include reviews, peer-reviewed articles and transcripts of speeches. Specifically, for Unit 4 Outcome 1, the literary criticism selected must reflect different perspectives, assumptions and ideas about the views and values of the text/s studied.


Students studying Units 3 and 4 Literature will need to satisfactorily complete: • Analyse the extent to which meaning changes when a text is adapted to a different form

• Short Story

• Respond creatively to a text and comment on the connections between the text and the

response

• Produce an interpretation of a text using different literary perspectives to inform their view

• Analyse features of a text and develop and justify interpretations of texts

Pathways There are no prerequisites for this subject; however, it is recommended that students have a strong passion for reading literature. The study of subject English is regarded as a priority throughout secondary schooling and is compulsory at every level. Students who satisfactorily complete Units 3 and 4 of Literature have the option of completing further literary studies at university and beyond. As active, critically aware citizens, students can go on to interpret and make effective use of the specialist language of diverse texts, including texts relevant to academic disciplines and to workplace situations .

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Legal Studies Units 3 and 4

Rationale: VCE Legal Studies examines the processes of law-making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens.

Learning Focus: Students develop an appreciation of the complex nature of law making by investigating the key features and operation of parliament, and influences on law making. Students develop an understanding of the importance of the Constitution in their lives and on society as a whole and undertake a comparative analysis with another country. They learn of the importance of the role played by the High Court of Australia in interpreting and enforcing the Constitution and ensuring that parliaments do not act outside their areas of power nor infringe protected rights. Students examine the institutions that adjudicate criminal cases and civil disputes. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system. Using the elements of an effective legal system, students consider the extent to which court processes and procedures contribute to the effective operation of the legal system. They also consider reforms that could further improve its effective operation.


Students studying Legal Studies Units 3 and 4 will be expected to:

• Describe the role and effectiveness of Parliament as a law-making body as well as evaluate the need for change in the law.

• Students need to analyse ways changes in the law might be influenced, explain the role of the Commonwealth Constitution in defining the law -making powers of the state and Commonwealth parliaments and evaluate the effectiveness of the Constitution in protecting human and democratic rights.

• Students describe the role of the courts and their relationship with Parliament.

• Explain the elements of an effective legal system and evaluate the processes and procedures for the resolution of criminal and civil disputes.

Pathways: Pathways that may be of interest to students of Legal Studies Unit 3 and 4 include the pursuit of studies at tertiary level including the roles of Solicitor, Barrister, Paralegal, Police officer, Prison staff.

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Mathematical Methods Units 3 and 4

Rationale: The study of Mathematical Methods (CAS) Units 3 and 4, taken alone or in conjunction with either Specialist Mathematics Units 3 and 4 or Further Mathematics Units 3 and 4, provides an appropriate background for further study in Science, Humanities, Economics or Medicine.

Learning Focus: Units 3 and 4 are designed to be taken as a sequence spanning Semester 1 and Semester 2. There is a clear progression of skills and knowledge from Unit 3 to Unit 4 in each area of study. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference across a range of different functions, with and without the use of technology. Areas of Study

• Functions and graphs • Algebra • Calculus • Probability and Statistics

Outcomes / Assessment:

Outcomes 1. Able to define and explain key concepts, and apply a range of related mathematical routines and

procedures.



Assessment To successfully complete Mathematical Methods Units 3 and 4, students will need to demonstrate all Outcomes in the School Assessed Coursework (SAC) listed below: • SAC 1: Application Task (Functions and graphs, Algebra) • SAC 2: Modelling / Problem Solving Task (Calculus) • SAC 3: Modelling / Problem Solving Task (Probability and Statistics)

Pathways The prior learning required for this subject is Mathematical Methods Unit 1&2. On successful completion, students can undertake further study in Science, Humanities, Economics or Medicine at university level.

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Physical Education Units 3 and 4

Rationale: The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers. Learning Focus: Students are introduced to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. They investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students analyse the effectiveness of the implementation of training principles and methods to meet the needs of the individual and evaluate the chronic adaptations to training from a theoretical perspective.


Students are assessed by a variety of methods including:

• a short written report, such as a media analysis, a research inquiry, a blog or a case study analysis

• oral presentation, such as a debate or a podcast • a visual presentation such as a graphic organiser, a concept/mind map, an annotated poster,

a digital presentation • structured questions, including data analysis.

Pathways: Students can elect to continue further formal study in in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

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Physics Units 3 and 4

Rationale: Physics uses both scientific and mathematical knowledge to further investigate the physical environment that will allow students to develop a further curiosity at a later stage in life. Through student interest and use of technology, physics allows the next generation to think beyond the class- room to permit a desire to make sense of our world and future endeavors of human interest through science.

Learning Focus: Unit 3: In this unit, students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions and are introduced to Einstein’s theories to explain the motion of very fast objects. Students design and undertake investigations involving at least two continuous independent variables.

Unit 4: In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A student-designed practical investigation related to waves, fields or motion is undertaken.


Unit 3 consists of the following prescribed areas of study: • How do things move without contact? • How are fields used to move electrical energy? • How fast can things go?

Unit 4 consists of the following prescribed areas of study: • How can waves explain the behaviour of light? • How are light and matter similar? • Practical Investigation

Pathways: Students can continue to study Physics by electing to undertake further studies at the tertiary level. For further and up to date advice, visit the careers counsellor to determine what level of understanding of Physics may lead to a career path of interest.

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Product Design and Technology: Textiles Units 3 and 4 Product Design and Technology: Wood Units 3 and 4

Rationale: Designers play an important part in our daily lives. They determine the form and function of the products we use and transform ideas into drawings and plans for the creation of products that fulfil human needs and wants. Students also consider sustainability issues. Students consider the consequences of product design choices and develop skills to critically analyse existing products and develop their own creative solutions. Moreover, VCE Product Design and Technology informs sustainable behaviours and develops technical skills enabling students to present multiple solutions to everyday life situations.

Learning Focus: This study enables students to: • use design thinking and develop their understanding of product development.

• explore and determine characteristics and properties of materials that make them suitable for

use and to examine methods of sourcing, processing, producing and assembling materials and social, economic, ethical, legal and environmental implications.

• use risk assessment to apply appropriate, efficient and safe methods of working with materials, tools, equipment and machines.

• apply project management techniques of time and sequence, and choose appropriate processes, analyse and evaluate the appropriateness of production activities and product design.

• understand sustainability and the responsibility the designer must address social, environmental and economic considerations when designing and creating for the needs of the broader community.

Please note there is a materials levy for this subject.


• SACS 20% Unit 3 Outcome 1, 2, Unit 4 Outcome 1 • SAT 50% Unit 3 outcome 3, Unit 4 outcome 2 & 3 • Examination – 30%

Pathways: Career pathways in design such as industrial, transport, service, interior and exhibition, engineering, fashion, furniture, jewellery, textile and ceramics, at both professional and vocational levels.

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Psychology Units 3 and 4

Rationale: Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behavior. Students will apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society. Students develop a range of scientific inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills.

Learning Focus: Unit 3 explains how the human nervous system enables a person to interact with the world around them. Students explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. The Unit examines how mechanisms of memory and learning lead to the acquisition of knowledge. It also considers the limitations and fallibility of memory and how memory can be improved.

Unit 4 explores the nature of consciousness and how changes in levels of consciousness can affect mental processes and behavior. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students learn to apply a biopsychosocial approach, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can occur.


Students in Units 3 and 4 Psychology will be expected to satisfactorily fulfil 5 Learning Outcomes. They will achieve this through the completion of the following task: • Tests • Annotated portfolio of practical activities • Scientific poster • Set of structured questions

They will also sit an examination at the end of Unit 4. Pathways The study of Psychology leads to opportunities in a range of careers involving, working with children, adults, families and communities in a variety of settings such as academic and research institutions, management and human resources. Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology.

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Religious Education – Thomas Carr College

Rationale: The world is the primary context and place of God’s self -disclosure to all of humanity. It is in the lived reality of our daily lives that we are called to experience God as Creator, Jesus as Savior and the Holy Spirit as Guide. The Catholic school is part of the world and part of the community of the Church, inviting all the members of the school community to search for God in the world and to live a life framed by the words and actions of Jesus.

Learning Focus: The Year 12 School-Based Religious Education program sits alongside the VCE subject, “Religion and Society.” This school based RE subject provides an alternative to students who do not wish to pursue higher studies in Religious Education. A study score is therefore not provided for students who wish to study School Based Religious Education and will not contribute to an overall ATAR. In this subject, students will consider how art, music and film can provide powerful and provocative opportunities to express spirituality, faith and religion as people seek meaning in their lives. This subject covers three distinct units studied over consecutive terms:

• “Religion in Art,” • “Religion in Music” and • “Religion in Film.”

Students will analyse, explore and reinterpret art, music and film through the lens of their faith. They will consider how even the most unlikely movies/art works/ and music can provide profound yet accessible commentaries on faith and values and can help them draw close to the divine.


The primary purpose of assessment is to assist in improved teaching and learning. Students will undertake Formative Assessment Tasks:

• Assessment Task 1 is a Visual Artwork • Assessment Task 2 is a Creative Musical Response • Assessment Task 3 is a Film Comparison Analysis and • Assessment Task 4 is a Meditation Session.

Pathways Students develop the critical thinking skills essential for understanding religious and ethical issues. Further study in Theology or Religious Education can be completed.

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Religious and Society Units 3 and 4

Rationale: The beliefs, practices, principles and codes of religions provide ways in which individuals can answer questions about the meaning and purpose of life. In Religion and Society, religion is defined as a community organised around beliefs, which relate to the ultimate reality and the consequent beliefs, practices, principles and codes for behavior. Adherence to beliefs, practices, principles and codes can form an important part of individual identity. Students can determine membership of said religion and the transmission of meaning, both individual and collective, from generation to generation. Within each religious tradition, groups and individuals exhibit diversity of commitment and belief; some people do not identify with the generalised portrayal of their religious tradition, whereas others become strict adherents.

Learning Focus: During Unit 3, students study the purposes of religion generally and consider the religious beliefs developed by one or more than one religious tradition or denomination in response to the big questions of life. Students study how particular beliefs within the Catholic tradition may be expressed through the other aspects of religion, exploring how this is intended to foster meaning for adherents. Students consider the interaction between significant life experience and religion. In Unit 4, students explore challenges against religious traditions generally over time, then study challenge, and change for the Catholic tradition. Religious traditions are in a constant state of development as members apply their talents and faith to extend the intellectual and aesthetic nature of the beliefs, of the expression of those beliefs and of the application to their lives. In the interaction of religious traditions and society there are also opportunities for development from significant challenges including the needs and insights of their membership, and of people and groups within wider society. These challenges and the religious tradition are influenced by broader contexts such as changing economic, political and social conditions.


Students complete a total of five School Assessed Coursework tasks throughout the year. During Semester 1 students focus on SAC’s that, correspond to Unit 3 and during Semester 2, students focus on SAC’s that correspond to Unit 4. • Unit 3 Outcome 1: Discuss and analyse the nature and purpose of religion and religious

beliefs (30 marks) • Unit 3 Outcome 2: Examine how beliefs and their expression in other aspects of religion are

intended to respond to the search for meaning (40 marks) • Unit 3 Outcome 3: Discuss and analyse the interplay between religious beliefs and their

expression through related aspects and significant life experience (30 marks) • Unit 4 Outcome 1: Discuss, analyse and compare stances and supporting responses taken by

religions as they are challenged (50 marks) • Unit 4 Outcome 2: Discuss the interactions within the Catholic tradition and between the

Catholic tradition and wider society in relation to a significant challenge and examine the effects of these interactions.

• End of year examination

Pathways Students could study the following: Sociology Social Work Counselling Psychology Theology Education

A high study score in this subject will contribute to an ATAR score which could award entry into a wide variety of Humanities and Social Sciences subjects A high study score in this subject will contribute to an ATAR score, which could award entry into a wide variety of Humanities and Social Sciences subjects.

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Specialist Mathematics Units 3 and 4

Rationale: The study of Specialist Mathematics Units 3 and 4 is intended for those with strong interests in mathematics and those who wish to undertake further study in mathematics and related disciplines. Specialist Mathematics Units 3 and 4 are normally taken in conjunction with Mathematical Methods and is intended to extend and further develop concepts from Mathematical Methods.

Learning Focus: Units 3 and 4 are designed to be taken as a sequence spanning Semester 1 and Semester 2. There is a clear progression of skills and knowledge from Unit 3 to Unit 4 in each area of study. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference across a range of different functions, with and without the use of technology.

Areas of Study • Functions and graphs • Algebra • Calculus • Vectors • Mechanics • Probability and Statistics


Outcomes 1. Able to define and explain key concepts, and apply a range of related mathematical routines and

procedures.



Pathways The prior learning required for this subject is Specialist Mathematics Units 1 & 2. On successful completion, students can continue to study Mathematics and related disciplines at university level.

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Systems Engineering Units 3 and 4

Rationale: VCE Systems Engineering integrates aspects of designing, planning, producing, testing and evaluating in a project management process. It prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. This study provides a rigorous academic foundation and a practical working knowledge of design strategies, production processes and evaluation practices. People with these skills, and the ability to apply systems engineering processes, are in increasing demand as participants in teams that are engaged with complex and multidisciplinary projects.

Learning Focus: Unit 3&4 focuses on enabling students to: • develop an understanding of how technologies have transformed people’s lives and can be used to solve challenges associated with climate change, efficient energy generation and use, security, health, education and transport • deepen their knowledge of new developments and innovations in technological systems • develop skills in the safe, efficient and effective use of tools, equipment, materials, machines and processes, including digital technologies. • critically engage in risk management processes • extend knowledge of project management and develop problem-solving and analytical skills • use virtual and physical modelling to develop designs


The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SAC), a School-assessed Task (SAT) and external assessment as specified in the VCE study design. • Units 3 and 4 School-assessed Coursework: 20 per cent • Units 3 and 4 School-assessed Task: 50 per cent • End-of-year examination: 30 per cent.

Pathways: VCE Systems Engineering integrates aspects of designing, planning, producing, testing and

evaluating in a project management process. It prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. This study provides a rigorous academic foundation and a practical working knowledge of design strategies, production processes and evaluation practices. People with these skills, and the ability to apply systems engineering processes, are in increasing demand as participants in teams that are engaged with complex and multidisciplinary projects.

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Studio Arts Units 3 and 4

Rationale: VCE Studio Arts encourages and supports students to recognise their individual potential as art makers and presents a guided process to assist their understanding and development of art making. The study establishes effective art practices through the application of an individual design process to assist the student’s production of a folio of artworks. The theoretical components of this study are an important basis for studio practice as it offers students a model for inquiry that can support their art making practices.

Learning Focus: In Unit 3, the student uses an exploration proposal to define an area for the development of a visual design process that is based on their individual concepts. The exploration proposal underpins the student’s working process and is used as a reference for the development and reflection of the design process. This enables the student to establish an understanding about how to generate a range of potential directions to produce possible future artworks. In Unit 4, students develop their finished artworks based on selected directions. Students evaluate the use of materials, techniques and aesthetics. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the preparation, presentation and conservation of artworks. Students examine a range of environments for the presentation of artworks exhibited in contemporary settings. Students are expected to visit at least two different exhibition spaces in their current year of study.


• A folio including design exploration, focus statements and finished artworks. • Written Outcome theory tasks. • End of Year Examination.

Pathways Employability skills gained from this study include communication, planning, organising and teamwork skills. As well as problem solving, self-management and initiative skills. This study can also lead to a range of tertiary and vocational studies, such as those associated with multimedia, fine art, graphic and fashion design, the music industry, film and television, theatre and advertising.

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Visual Communication Design Units 3 and 4

Rationale: The Visual Communication Design study examines t h e way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications. Students can investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts.

Learning Focus: Students create formal design briefs that allow them to explore the materials, methods, media and direction they are most interested in pursuing. In Unit 3, students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. Having completed their brief and generated ideas in Unit 3, students continue the design process in Unit 4 by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience.


• Analysis in practice - SAC • Professional Practice – SAC • SAT – Folio • The Pitch - SAC • Written Examination.

Pathways At the conclusion of this course, the students can pursue a career in Design by applying to study at a tertiary institute or university. There are many different fields of design and many courses available.

YEAR 12 SUBJECT SELECTION INFORMATION 2022

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