Introduction 01

VCEStudiesonOffer 02

TheStructureoftheVCECertificate 03

MathsPathways 06

SciencePathways 07

UnitDescriptions 08

Accounting 08

Art 10

Biology 12

BusinessManagement 14

Chemistry 15

Dance 17

Drama 19

Economics 21

English/EnglishAsAnAdditional

Language 22

EnvironmentalScience 24

FoodandTechnology 25

Geography 27

HealthandHumanDevelopment 28

History 30

IndustryandEnterprise 32

InformationTechnology 34

Languages–Italian 37

Languages–JapaneseSecondLanguage 37

LegalStudies 38

Literature 40

FoundationMathematics 42

FurtherMathematics 43

SpecialistMathematics(1&2) 43

SpecialistMathematics(3&4) 43

GeneralMathematics 44

MathematicalMethods(CAS1&2) 45

MathematicalMethods(CAS3&4) 45

UniversityMathematics 46

Media 47

MusicPerformance 48

MusicInvestigation 50

OutdoorandEnvironmentalStudies 51

PhysicalEducation 53

Physics 54

ProductDesignandTechnology 56

-Wood,Metal,Polymers(Plastics)

-Textiles

Psychology 58

StudioArts 60

SystemsEngineering 62

TheatreStudies 64

VisualCommunicationDesign 65

UnitCosts 67

Glossary 68

C O N T E N T S

AtRosehillSecondaryCollegeweaimtofosterthetalentsandnurturetheaspirationsofall

seniorstudents.

Choosingyourprogramofstudyisamajorandimportantdecisioninyourlife,andyouneedto

researchyouroptionscarefully.Startbyaskingyourselfquestionssuchas:

•WhatamIgoodat?

•WhatsubjectsdoIenjoymost?

•WhatcareergoalsdoIhave?

•WhatsubjectsandskillswillIneedtoachievethesecareergoals?

•WhatlevelofschooleducationwillIneed?

•WhatfurthereducationortrainingwillIneed?

OverthenextfewweeksyouwillbesupportedbyyourHomeGroupTeachers,theSenior

SchoolStaffandtheCareersAdvisorandyourparents,asyouaddressthesequestionswhilst

investigatingcareeroptionsandpre-requisitesubjectstoenableyoutoconstructacourseof

studywhichwillequipyouforyourfuturepathway.

StudentswhoarevocationallyorientedmayconsiderenrollingintheVCALprogram.More

informationonVCAListobefoundintheVCALHandbook.YoushouldalsotalktotheVCAL

Coordinator.Someparticularlywell-organisedstudentsmayopttoincludeaVETprogramin

theirsubjectchoices.Anapplicationprocessisrequiredforbothoftheseoptions.

ThecourseselectionprocessforYear11studentsisoftenquitesimple,asstudentswillusually

choosetosimplyomittheirleastimportantorleastfavouredYear11subjectfromtheirYear12

program.However,itcannotbestressedhighlyenoughtheneedforallstudentstocheckpre-

requisitesubjectsforfurtherstudyintheVICTERGuide(2018forcurrentYear10students,2017

forcurrentYear11students).

Studentsshouldtakethetimeandmaketheefforttofollowthesubjectselectionprocess

carefully.Remember,therearemanypeopleintheCollegewhocanhelpyouatthisimportant

time.

1

I N T R O D U C T I O N

V C E S T U D I E S O N O F F E R

2

•Accounting

•Art

•Biology

•BusinessManagement

•Chemistry

•Dance

•Drama

•Economics

•English

•EnglishasanAdditionalLanguage(EAL)

•FoodandTechnology

•Geography

•HealthandHumanDevelopment

•History

•IndustryandEnterprise

InformationTechnology

• InformationTechnology

• Computing

• Informatics

• SoftwareDevelopment

Languages

•Italian

•JapaneseSecondLanguage

•LegalStudies

•Literature

Mathematics

•FoundationMathematics

•FurtherMathematics

•GeneralMathematics

•MathematicalMethods(CAS)

•SpecialistMathematics

•UniversityMathematics

•Media

Music

• MusicPerformance

• MusicInvestigation

•OutdoorandEnvironmentalStudies

•PhysicalEducation

•Physics

•ProductDesignandTechnology

Wood,Metal,Polymers(Plastics)

Textiles

•Psychology

•StudioArts

•SystemsEngineering

•TheatreStudies

•VisualCommunicationDesign

3

TheaimofRosehillSecondaryCollegeistoprovideacomprehensiveVCEprogramforallstudents,whilstallowingforappropriatespecialisationforstudentstofindapathwayintofurtherstudyortheworkforce.

R O S E H I L L S E N I O R P A T H W A Y S

TheVictorianCertificateofEducation(VCE)isgenerallycompletedoveratwoyearperiod.However,theflexibilitywithintheVCEallowsstudentstocompleteitoveranextendedperiodifrequiredbypersonalcircumstancessuchasillness.

Therearethirty-sixstudiestoselectfromtomakeupyourprogram.Eachstudyismadeupofatleasttwosemester(orhalfyear)lengthunitsofstudy.

Units1and2areusuallytakeninYear11.Units3and4areusuallytakeninYear12.Units1and2maybetakenseparately.Units3and4mustbetakentogetherasasequencewithinoneyear,unlessspecialpermissionisgrantedbytheVictorianCurriculumandAssessmentAuthority(VCAA).

Itisnotalwaysadvisable,buttheoreticallyitispossible,toentermanystudiesatUnits2or3withouthavingstudiedthepreviousunit.

OverthetwoyearsoftheVCEmostfull-timestudentsatRosehillSecondaryCollegewillundertaketwenty-twototwenty-foursemesterlength(i.e.twentyweeklong)units.Generally,youwillattempt12unitsinYear11and10unitsinYear12.

VCERequirements

DuringyourVCEstudies,youmustundertake:• FourEnglishUnits*(twoinYear11andtwoinYear12)• FiveotherstudiesinYear11• FourotherstudiesinYear12(generallyyouwillcontinuewithfiveofthesixstudiesundertakeninYear11). Theideaistoselectaprogramthatmeetstheaboverequirements,whilstsuitingyourinterestsand aspirationsfortertiarystudy,trainingandemployment.Itisalsoimportanttoselectstudiesthatyouenjoy, oraregoodat.

SatisfactoryCompletionoftheVCE

SatisfactorycompletionofallOutcomesmustbeachievedinatleastsixteenunitsinordertobeawardedtheVCE.Thisincludesthefollowing:

i)ThreeunitsofEnglish,EnglishasanAdditionalLanguageorLiteraturewithatleastoneunitatUnit3or4level.

*Note• ThethreeunitsofEnglishmaybeselectedfromVCEEnglishUnits1–4,VCEEnglishasanAdditionalLanguageUnits3–4andVCELiteratureUnits1–4.• NomorethantwounitsatUnits1and2maycounttowardstheEnglishrequirement.• StudentsmaynotobtaincreditforbothEnglishUnits3&4andEnglishasanAdditionalLanguage(EAL)Units3and4.• AlthoughstudentsneedonlypassthreeunitsofEnglishoverthetwoyearsoftheirVCE,includingoneatYear12,theymustgainan‘S’inUnits3and4EnglishintheoneyeartogenerateanATARscore.

PLUS

ii)ThreesequencesofUnits3–4studiesotherthanEnglish.UptoeightoftheunitsofstudymaybeVCEVETunitsobtainedacrossuptotwoapprovedVETprograms.

T H E V C E

4

AssessmentandtheVCE

OutcomesEachunitwillhavesetworkandassignmentscalled‘Outcomes’.AnOutcomeistheknowledgeorskillsthatyoumustknoworbeabletodemonstratewhenyoufinishaunit.

EachVCEunitinvolvesbetweentwoandfourOutcomes.TheawardofsatisfactorycompletionofaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofallOutcomes.

ForUnits1–4,satisfactoryachievementofallOutcomesisthedecisionoftheschool.Outcomesareinternallyassessed.‘S’or‘N’resultsarerecordedontheVictorianAssessmentSoftwareSystem(VASS)forallunits.

SchoolAssessment–Units1&2InUnits1&2levelsofachievementwillbemeasuredaccordingtoperformanceinoneormoremethodsofassessment;i.e.‘AssessmentTasks’.ThesetasksaremodelledonYear12assessmenttasksandarepartiallydesignedtopreparestudentsfortherequirementsofYear12.GradesrangingfromA-UGwillbeawardedforAssessmentTasksatYear11;thesedonot,however,contributetotheATARscore.

SchoolAssessment–Units3&4Therewillbetwoformsofschoolassessmentforlevel3&4sequences:School-AssessedCourseworkandSchool-AssessedTasks(inArtsandTechnologystudies).Eachstudywillhavethreeassessmentcomponents:twoschoolassessmentsandoneexamination.

School-AssessedCoursework(SACs)Thisisbasedonassessmentofeachstudent’soveralllevelofachievementontheassessmenttasksdesignatedintheStudyDesign.School-assessedcourseworkmustbepartoftheregularteachingandlearningprogramandmustbecompletedmainlyinclasstime.

School-AssessedTasks(SATs)ThesearetaskscompletedatschoolinsomestudiestoassessperformanceinUnits3&4.TheyaresetandmarkedbyteachersaccordingtoVictorianCurriculumandAssessmentAuthority(VCAA)specifications.TheywilloccurinMedia,Art,StudioArts,SystemsEngineering,ProductDesignandTechnology,FoodandTechnologyandVisualCommunicationDesign.

VCEReportingForeachsequenceofUnits3&4,students’levelofachievementwillbeassessedusingbothschoolbasedassessmentandexternalexaminations.TheassessmentswillbereportedasgradesAtoE/UG.

VCAAwillissuestudentswitha‘StatementofResults’attheendofeachyear.

TheCollegewillprovidedescriptivereportsforUnits1,2and3.InadditionparentsandcarerswillreceiveresultsinInterimReportsissuedeachterm.

VCAAwillprovideadetaileddescriptionofyourachievementsatthecompletionofUnits2and4.EligiblestudentswillalsoreceiveaprintedstatementcontainingtheirATARscoreattheconclusionofYear12.

S T R U C T U R E O F T H E V C E

5

TheATARscoreWhenyoucompleteanapprovedsequenceofYear12studiesyouwillreceiveanAustralianTertiaryAdmissionRank(ATAR)score.Thisisacompetitive‘ranking’whichshowshowyouperformedinrelationtoeveryotherYear12studentinthestate.Initssimplestformitisapercentage;forexampleanATARscoreof70showsthatyouperformedaswellas,orbetterthan,70%ofVictorianYear12students.

TheATARisthemain(butnottheonly)entrancerequirementformosthighereducationcourses.ItisimportanttobeawareofthefactthatmanyTAFEcourses,generallyCertificateIVandabove,arerelyingincreasinglyontheATARscoretoselectstudents.

CalculationoftheATARscoreAstudentwillreceiveascaledStudyScoreoutof50foreachYear12studywhichissuccessfullycompleted.TheaggregatescoreiscalculatedbyaddingtheStudyScoresforEnglish(orapprovedYear12Englishsequence)tothenextbestthreestudyscores.Thesebecomethe‘primaryfour’studies.10%ofthescoresforany5thor6thstudiesarethenaddedtotheprimaryfourtogiveanaggregatescore,whichisthenrankedbytheVictorianTertiaryAdmissionsCentre(VTAC)tobecomeapercentageATARscore.

RepeatPenaltyThereisnopenaltyforrepeatingasubject,butitwillbecountedonlyonceincalculationoftheATARscore.

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Unit1-EstablishingandOperatinga ServiceBusiness

Thisunitfocusesontheestablishmentofasmallbusinessandtheaccountingandfinancialmanagementofthebusiness.Studentsareintroducedtotheprocessesofgatheringandrecordingfinancialdataandthereportingandanalysingofaccountinginformation.Thecashbasisofrecordingandreportingisusedthroughoutthisunit.Studentsexaminetheroleofaccountinginthedecision-makingprocessforasoleproprietorofaservicebusiness.

Outcomes1.Describetheresourcesrequired,andexplainanddiscusstheknowledgeandskillsnecessary,tosetupasmallbusiness.2.UsingmanualandICTmethods,identifyandrecordthefinancialdata,andreportandexplainaccountinginformation,forasoleproprietorofaservicebusiness.

Unit2-AccountingforaTrading Business

Thisunitfocusesonaccountingforasoleproprietorofasingleactivitytradingbusiness.Studentsuseasingleentryrecordingsystemforcashandcredittransactionsandtheaccrualmethodfordeterminingprofit.Theyanalyseandevaluatetheperformanceofthebusinessusingfinancialandnon-financialinformationandsuggeststrategiesonhowtoimprovetheperformanceofthebusiness.StudentsdeveloptheirunderstandingoftheimportanceofICTintheaccountingprocessbyusingacommercialaccountingsoftwarepackage.

Outcomes1.Recordfinancialdataandreportaccountinginformationforasoletrader.2.Recordfinancialdataandreportaccountinginformationusingacommercialaccountingpackage.3.Selectandusefinancialandnon-financialinformationtoevaluatetheperformanceofabusinessanddiscussstrategiesthatmayimprovebusinessperformance.

Assessment TheoutcomesforUnits1and2willbeassessedusingbothmanualandICTmethodsthroughtasksselectedfromthefollowing:•Tests•Assignments•CaseStudies•FolioofExercises

Unit3-RecordingandReportingfora TradingBusiness

Thisunitfocusesonfinancialaccountingforasingleactivitytradingbusinessasoperatedbyasoletraderandemphasisestheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdataandpreparereportsusingtheaccrualbasisofaccounting.Theperpetualmethodofstockrecordingisused.

Outcomes1.Recordfinancialdataforasingleactivitysoletraderusingadoubleentrysystem,anddiscussthefunctionofvariousaspectsofthisaccountingsystem.2.Recordbalancedayadjustmentsandprepareandinterpretaccountingreports.

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A C C O U N T I N G

Unit4-ControlandAnalysisof BusinessPerformance

ThisunitprovidesanextensionoftherecordingandreportingprocessesfromUnit3.Theunitisbasedonthedoubleentryaccountingsystemandtheaccrualmethodofreportingforasingleactivitytradingbusinessusingtheperpetualinventoryrecordingsystem.Studentsinvestigatetheroleandimportanceofbudgetingforthebusinessandundertakethepracticalcompletionofbudgetsforcash,profitandfinancialposition.Studentsinterpretaccountinginformationandanalysetheresultstosuggeststrategiestotheowneronhowtoimprovetheperformanceofthebusiness.

Outcomes1.Recordfinancialdatausingdoubleentryaccountingandreportaccountinginformationusinganaccrual-basedsystemforasingleactivitysoletrader,anddiscussthefunctionofvariousaspectsofthisaccountingsystem.2.Preparebudgetsandvariancereports,evaluatetheperformanceofabusinessusingfinancialandnon-financialinformationanddiscussstrategiestoimprovetheprofitabilityandliquidityofthebusiness.

AssessmentAtleast30marksmustbeallocatedtoassessmentthatusesICTapplication/s.School–assessedCourseworkforUnit3–25%School–assessedCourseworkforUnit4–25%End–of–yearExaminationcontributes–50%

Note:School–AssessedCourseworkwillbeconductedundertestconditionsusingbothmanualandICTmethods.

9

Units3and4mustbetakenasasequence.StudentsarestronglyadvisedtoundertakeatleastUnit2AccountingbeforeattemptingUnits3or4.

Artexploresthelinksbetweenartpracticeandartanalysis.Artallowsstudentstodeveloptheirartskillsthroughtheproductionofacomprehensivefolioandavarietyoffinishedartworks,usingboth2Dand3Dartforms.

Studentslearnhowtodevelopafolio,throughtheexplorationandexperimentationofmaterials,techniquesandconcepts.Theywillalsolearnhowtoincorporatetheinfluencesofotherartistsintotheirownwork,whilstsimultaneouslydevelopingandimplementingtheirownideas.InUnits3and4studentsexploreathemeoftheirchoiceandexplorearangeofconceptsandideas,resultingintheproductionofamajorfinalpiece.

Artisdesignedtosupportafineartordesignbasedpathway,byallowingstudentstocreateafoliothatisusefulfortertiaryfolioentrance,includingarchitecture,fineart,fashion,interiordesign,industrialdesignandgraphicdesign.

Unit1

AreaofStudyOne:ArtandMeaningThisareaintroducestheconceptofanalyticalframeworkstosupporttheinterpretationofthemeaningandmessagesinart.Studentslearnthevariouswaysofinterpretingavarietyofartforms,usingavarietyofmethods.

AreaofStudyTwo:ArtMakingandPersonalMeaningThisareainvolvesstudentscreatingacomprehensiveartfoliowheretheylearntouseandexperimentwithanumberofmaterials,techniquesandprocesses.Studentsalsolearnhowtoprofessionallypresentafolioandincorporatetheinfluenceofmajorartistsintotheirwork.

Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandpersonalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartwork.

Unit2

AreaofStudyOne:ArtandCultureThisareafocusesonthewaysinwhichartreflectsandcommunicatesthevalues,beliefsandtraditionsforwhichitwascreated.Studentswillbeexposedtoavarietyofdifferentculturesandrespondtothemusingavarietyofmathods.

AreaofStudyTwo:ArtMakingandCulturalExpressionThisareafocusesontheexplorationofareasofpersonalinterestrelatedtoculturalexpression.Studentsproduceafolioofpracticalworkbaseduponaculturalthemeoftheirchoice.

Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandculturalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartworkbasedonaculturalthemechosenbythestudent.

Assessment•InbothUnits1&2thefirstOutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•ThesecondOutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheOutcomes.

10

AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

A R T

Unit3

AreaofStudyOne:InterpretingArtThisinvolvesanindepthexplorationofartpreandpost1970,usingtheinterpretiveframeworks.Studentscompareandcontrasttheartworkstodeveloptheirowninterpretation.

AreaofStudyTwo:InvestigationandInterpretationthroughArtMakingStudentsdeveloptheirownartresponsesandpresentasustainedbodyofworkthatincludesconceptualandpracticalinvestigations.Studentsdevelopatleastfourconceptsrelatedtoatheme,andusethesemestertodevelopandexperimentwiththistheme,usingthematerialsandprocessesoftheirchoice.

Outcomes1.Analyseandinterpretavarietyofpre-andpost-1970artistsandtheirartworksthroughformal,personal,culturalandcontemporaryinfluences.2.Completeafolioofworkcontainingconceptualandpracticalideasandexperimentsandatleastonefinishedartwork.

Unit4

AreaofStudyOne:DiscussingandDebatingArtFocusesonthediscussinganddebatingofartissuesandtheroleofartinsociety.

AreaofStudyTwo:RealisationandResolutionFocusesonthepreparationandfinalpresentationofconcepts,ideasandobservationsdevelopedandrefinedinUnit3.Studentsselecttheconceptwiththemostpotentialanddevelopaninnovativeandexcitingfinalpieceusingthematerialsandprocessesoftheirchoice.

Outcomes1.Discussanddebateanartissueusingselectedartistsworksascontext.2.CompleteafolioofworkwhereaconceptfromUnit3isresolvedandrefined.Studentsalsopresentatleastonefinalartwork.

AssessmentOutcomes1:eachunithasaSACconsistingofanessay/shortanswersortest–20%(10%+10%)Outcomes2:(folio)inbothunits3and4willbemeasuredbyaSATconsistingofabodyofworkarisingfromtherequirementsofeachunit–50%End-of-yearExamination:shortandextendedresponsesbasedonmaterialfromOutcomes2ofeachunit–30%

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AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

Unit1:Howdolivingthingsstayalive?Thisunitexamineshowlivingthings(plantsandanimals)functiontheindividualcellleveltotheirinteractionswithintheecosystem.Studentswillstudyindetailspecificcellularprocessesandtheindividualsystemsinsidethewholeorganismthatmaintainlife.Studentswillalsoexplorethevariousfeaturesandbehavioursthatorganismspossessthatconferasurvivaladvantage.

Outcome 1: How do Organisms Function? Studentswillinvestigateandexplainhoworganismsonbothacellularandsystemlevelmaintaintheirrequirementsforlife.

Outcome 2: How do living things sustain life? Studentsexaminehowthevariousadaptations(structural,behaviouralandphysiological)andsymbioticrelationshipsthatorganismspossessenablethemtosurviveacrossvariousecosystems.

Outcome 3: Practical Investigation Studentsdesignandconductaninvestigationintothesurvivalofoneparticularspeciesinitsenvironment.

Unit2:Howiscontinuityoflifemaintained?

Thisunitexaminesboththedevelopmentofcellsandthetransmissionofgeneticinformationfromonegenerationtothenext.Studentswillstudyindetailcellgrowthlookingspecificallyatthecellcycleandcelldifferentiation.Theunitalsoexploresthegeneticstructureoforganismsandexplorestheprocessofinheritanceandthepatternsformedinfamilialtrees.

Outcome 1: How does reproduction maintain the continuity of life? Studentswillbeabletocompareandcontrasttheasexualandsexualreproductionanddescribethekeystagesofcellgrowthanddifferentiation.

Outcome 2: How is inheritance explained? Studentswillbeabletousetheirknowledgeofgeneticstodeterminetheoutcomeofvariousgeneticcrossesandtoanalysepatternsofinheritancewithinfamilypedigrees.

Outcome 3: Investigation of an issue.Studentswillresearchandcommunicatearesponsetoacontemporaryissueingeneticsorreproductivescience.

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B I O L O G Y

AssessmentAchievementofoutcomes1and2forbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Practicalactivities•Scientificreportsonfieldwork•Abioinformaticsexercise•Mediaresponse•Dataanalysis•Problemsolvingchallenges•Tests•OralPresentations

Achievementofoutcome3forbothUnits1and2willbemeasuredbythefollowingtask:•AReportonaninvestigationpresentedasoneofthefollowingformats:•Scientificposter•Practicalreport•Oralpresentation•Digitalpresentation

Unit3-SignaturesofLife

Studentsconsiderthemoleculesandbiochemicalprocessesthatareindicatorsoflife.Theyinvestigatehowcellscommunicatewitheachother,andhowtheyrecognisetheir‘self’from‘non-self’.Studentsstudyhowcellsdetectpossibleagentsofattackandhowphysicalbarriersandtheimmunesystemcanprotectthebodyagainstpathogens.

Outcomes1.MoleculesofLife:Studentsanalyseandevaluateevidencefrompracticalinvestigationsrelatedtobiochemicalprocesses.2.DetectingandResponding:Studentsstudycoordinationandregulationofanorganism’simmuneresponsestoantigens.

Unit4-ContinuityandChange

Thegeneticstructureofanorganismiswhatmakesitunique.Thisunitexploresinheritance,genesandtheprocessesofevolutionincludingnaturalselection.Theoriginsanddiversityoflivingorganismsandtheadvancesintechnology,includingbiotechnologyareconsidered.

Outcomes1.Heredity:Studentsanalyseevidenceforthemolecularbasisofheredityandpatternsofinheritance.2.ChangeOverTime:Studentsanalyseandevaluateevidenceforevolutionarychangeandevolutionaryrelationshipsanddescribemechanismsforchangeincludingtheeffectofhumaninterventiononevolutionaryprocesses.

AssessmentSchool-assessedCourseworkwillconsistof:Unit3–TwopracticalactivitiesforOutcome1,onepracticalactivityandashortpresentation.Unit4–TwopracticalactivitiesforOutcome1,andanoralorwrittenreportdemonstratingevolutionaryrelationshipsusingfirstorsecondhanddataandashortpresentationontheapplicationofgenetechnologies–40%ofthefinalassessment

TherewillbeanEnd-of-yearExaminationonalltheOutcomesofUnit4–60%ofthefinalassessment

ItisrecommendedthatstudentsattemptingUnit3shouldhavecompletedBiologyUnits1and2

Note:SomeCollegesreversetheorderinwhichtheseUnitsarestudies;i.e.Unit2inSemester1andUnit1inSemester2.

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Unit3-BusinessManagement– CorporateManagement

Inthisunitstudentsinvestigatehowlarge-scaleorganisationsoperate.Studentsexaminethecontextinwhichtheyconducttheirbusiness,focusonaspectsoftheirinternalenvironmentandthenlookattheoperationsmanagementfunction.Studentsdevelopanunderstandingofthecomplexityandchallengeofmanaginglargeorganisationsandhavetheopportunitytocomparetheoreticalperspectiveswithpracticalapplications.

Outcomes1.Studentsshouldbeabletodescribeandanalysethecontextinwhichlarge-scaleorganisationsoperate.2.Studentsshouldbeabletodescribeandanalysemajoraspectsoftheinternalenvironmentoflarge-scaleorganisations.3.Studentsshouldbeabletoidentifyandevaluatepracticesandprocessesrelatedtooperationsmanagement.

Unit4-BusinessManagement– ManagingPeopleandChange

Thisunitcontinuestheexaminationofcorporatemanagement.Itcommenceswithafocusonthehumanresourcemanagementfunction.Studentslearnaboutthekeyaspectsofthisfunctionandstrategiesusedtomosteffectivelymanagehumanresources.Theunitconcludeswithanalysisofthemanagementofchange.Studentslearnaboutkeychangemanagementprocessesandstrategiesandareprovidedwiththeopportunitytoapplythesetoacontemporaryissueofsignificance.

Outcomes1.Studentsshouldbeabletoidentifyandevaluatepracticesandprocessesrelatedtohumanresourcemanagement.2.Studentsshouldbeabletoanalyseandevaluatethemanagementofchangeoflarge-scaleorganisations.

AssessmentSchool-assessedCourseworkforUnit3(Studentsperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:casestudy,structuredquestionsmedialanalysis,test,essayreportinwrittenformorreportinmultimediaformat)–25%.School-assessedCourseworkforUnit4:Students’performanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:casestudy,structuredquestionsmediaanalysis,test,essay,reportinwrittenformorreportinmultimediaformat)–25%.End-of-yearexaminationrelatingtoalloutcomesinUnits3and4–50%.

Unit1-SmallBusinessManagement

ThisunitfocusesonhowsmallratherthanlargebusinessesmakeupthevastmajorityofallbusinessesintheAustralianeconomy.Itisthesmallbusinesssectorthatprovidesawidevarietyofgoodsandservicesforbothconsumersandindustries,suchasmanufacturing,constructionandretail.

Outcomes1.Studentsshouldbeabletoapplyasetofgenericbusinessconceptsandcharacteristicstoarangeofbusinesses.2.Studentsshouldbeabletoapplydecision-makingandplanningskillsandevaluatethesuccessfulmanagementofanethicalandsociallyresponsiblesmallbusiness.3.Studentsshouldbeabletoexplainandapplythedaytodayactivitiesassociatedwiththeethicalandsociallyresponsibleoperationofasmallbusiness.

Unit2-Communicationand Management

Thisunitfocusesontheimportanceofeffectivecommunicationinachievingbusinessobjectives.Itincludescommunicationbothinternallyandexternallytobusinesswithspecialattentiontothefunctionsofmarketingandpublicrelations.

Outcomes1.Studentsshouldbeabletoexplainandapplyarangeofeffectivecommunicationmethodsandformsinbusinessrelatedsituations.2.Studentsshouldbeabletoapplyandanalyseeffectivemarketingstrategiesandprocesses.3.Studentsshouldbeabletoapplyandanalyseeffectivepublicrelationsstrategiesandtacticsandanalysetheireffectiveness.

AssessmentAchievementofalltheoutcomesforbothUnits1and2isassessedthroughassessmenttasksthatareprogressiveanddonemostlyinclasstime.Theywillconsistofsomeorallofthefollowing:•CaseStudyAnalysis•Interviewandreportofcontactwithbusiness•Essay•BusinessResearch(printandonline)•Businesssimulationexercise •Test•Developmentofamarketingplan •ComputerModelling •Developmentofamarketingplan•School-basedshort-termbusinessactivity•BusinessSurveyandAnalysis•AnalyticalExercises

B U S I N E S S M A N A G E M E N T

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Unit1–ExplainingtheDiversityofMaterials

InUnit1,studentsinvestigatethechemicalpropertiesofarangeofmaterialsincludingmetals,salts,polymersandnanomaterials.Theyexploreandexplaintherelationshipsbetweenproperties,structureandbondingofparticles.Studentsexaminethemodificationofmetalsandinvestigatearangeofnon-metallicsubstancesfrommoleculestopolymersandgiantlattices,andrelatetheirstructurestospecificapplications.StudentsareintroducedtoquantitativeconceptsinChemistryincludingthemoleconcept.Theyapplytheirknowledgetodeterminetherelativemassesofelementsandthecompositionofsubstances.

Outcomes1.AbletorelatethepositionofelementsinthePeriodicTabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.2.Abletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.3.Abletoinvestigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemical,andcommunicateasubstantiatedresponsetothequestion.

Unit2–Water:AUniqueChemical

Studentsexaminethephysicalandchemicalpropertiesofawatermoleculeandtheforcesbetweenwatermolecules.Theyinvestigatesolubility,concentration,pHandreactionsinwaterincludingprecipitation,acid-baseandredox.Studentsareintroducedtostoichiometryandtoanalyticaltechniquesandinstrumentalprocedures.StudentsuseChemistryterminologyincludingsymbols,units,formulasandequationstorepresentandexplainobservationsanddatafromexperiments,andtodiscusschemicalphenomena.Theywillhavetheabilitytoexplorethesolventpropertiesofwaterinavarietyofcontextsandanalyseenvironmentalissuesassociatedwithsubstancesdissolvedinwater.

C H E M I S T R YOutcomes1.Abletorelatethepropertiesofwatertoitsstructureandbonding,andexplaintheimportanceofthepropertiesandreactionsofwaterinselectedcontexts.2.Abletomeasureamountsofdissolvedsubstancesinwaterandanalysewatersamplesforsalts,organiccompoundsandacidsandbases.3.Abletodesignandundertakeaquantitativelaboratoryinvestigationrelatedtowaterquality,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentsAchievementofallOutcomesinUnits1and2willbemeasuredprogressivelybyperformanceinaselectionofthefollowing:•PracticalWork•Modelling•Tests•ConceptMaps•ShortReports•Oral,PosterandMultimediaPresentation•Constructionandsimulationofmolecules.

Unit3-ChemicalProductionand Analysis

Thisunitexaminesthescopeoftechniquesavailabletotheanalyticalchemist.Studentswilluseavarietyofanalyticalandinstrumentaltechniquestoanalyseproductsinthelaboratory.Theywillalsoinvestigatesystematicorganicchemistry,includingproductionofstartingmaterialsforparticularreactionpathways.

Outcomes1.Evaluatethesuitabilityoftechniquesandinstrumentsusedinchemicalanalyses.2.Identifyandexplaintheroleoffunctionalgroupsinorganicreactionsandconstructreactionpathwaysusingorganicmolecules.

Unit4-ChemistryatWork

Thisunitexaminestheindustrialproductionofchemicalsandtheenergychangesassociatedwithchemicalreactions.Studentswillfocusonthefactorsthataffecttherateandextentofachemicalreaction.Theyexplorehowfactorsaffectingrateandequilibriumareappliedtoachievetheoptimumreactionconditionsintheindustrialproductionofchemicals.Thestudentsalsofocusontheuseofdifferentenergyresources,includingtheadvantagesanddisadvantagesoftheircontinueduse.

Outcomes1.Analysethefactorsthatdeterminetheoptimumconditionsusedintheindustrialproductionoftheselectedchemical.2.Analysechemicalandenergytransformationsoccurringinchemicalreactions.

AssessmentEachunitintheSchool-assessedCourseworkwillconsistofthreeassessmenttasks,selectedfromthefollowing:Anextendedexperimentalinvestigation,awrittenreportofapracticalactivity,aresponsetostimulusmaterialandanalysisofdatausingstructuredquestions,andareportrelatedtochemicalpathways.

School-assessedCourseworkforUnits3and4willcontribute40%ofthefinalassessmentEnd-of-yearExaminationswillcontribute60%ofthefinalassessment.

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Outcome3-Oncompletionofthisunitthestudentshouldbeabletoexpressivelyperformalearntsoloorgroupdanceworkandanalysetheprocessesused.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeoftasksselectedfromthefollowinglist:•WrittenReport•Soloorgroupdanceworkcomposedand performedbythestudent•OralPresentation•Performanceofagroupdanceworklearntfrom another•Multimediaproduction•Soloorgroupstructuredimprovisation

Unit3

Asinthecurrentstudy,thisunitfocusesonthechoreographyandperformanceofasolodanceworkthatcommunicatesanexpressiveintention.Theintentionselectedbystudentsforthisworkshouldfacilitatetheexpressiveexecutionofadiverserangeofbodyactionsandmanipulationsortheelementsofmovementthroughthesafeuseofawiderangeoftechnicalandphysicalskills.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseselectedsolodanceworks.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.

Outcome3-Oncompletionofthisunitthestudentshouldbeabletolearn,rehearseandperformagroupdanceworkcreatedbyanotherchoreographerandanalysetheprocessesandpracticesused.

Unit1

InUnit1,studentsexplorethebodyasaninstrumentofexpressionandlearnaboutanddeveloptechnicalandphysicalskillsastheybegintodevelopapersonalmovementvocabulary.Unit1nowincludesfourareasofstudyandfouroutcomes.Teachersmayteachtheoutcomesinanyordertheychooseincludinginanintegratedmanner.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletodescribeanddocumenttheexpressiveandtechnicalfeaturesoftheirownandotherchoreographers’danceworks,anddiscussinfluencesontheirowndance-making.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasoloorgroupdanceworkandcompletestructuredimprovisations.

Outcome3-Oncompletionofthisunitthestudentshouldbeabletosafelyandexpressivelyperformalearntsoloorgroupdancework.

Outcome4-Oncompletionofthisunitthestudentshouldbeabletodescribeaspectsofthephysiology,anddemonstratethesafeuseandmaintenance,ofthedancer’sbody.

Unit2

Asinthecurrentstudy,Unit2focusesonexpandingstudents’personalmovementvocabularythroughregularandsystematictraininganddevelopmentofchoreographicskillsthroughexplorationoftheelementsofmovement–time,space(includingshape)andenergy.Notethatthroughoutthestudy,theelementofspaceisdescribedas‘space-includingshape’.‘Space’canbedefinedastheareainwhichdanceoccursand‘shape’canbedefinedasthesculpturaldesignofoneormorebodiesinspace.Studentsalsostudydanceform.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseuseoftheelementsofmovement–time,spaceandenergy–inselecteddancetraditions,stylesanddanceworks.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasoloorgroupdancework,completestructuredimprovisations,anddescribethedance-makingprocessesandperformancepracticesusedintheirownworks.

D A N C E

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Unit4

ThefocusofthisunitissimilartoUnit4inthecurrentstudydesign.Studentschoreographadperformasolodanceworkthatisaunifiedcomposition,whichexploreswaysofmanipulatingelementsofspatialorganisationtocommunicateachoseexpressiveintention.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseaselectedgroupdancework.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.

AssessmentUnit3School-assessedCoursework–15%Unit4School-assessedCoursework–10%End-of-yearPerformanceExamination–50%End-of-yearWrittenExamination–25%

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Unit1-DramaticStorytelling

Thisunitfocusesoncreating,presentingandanalysingadevisedperformancethatincludesrealorimaginedcharacters,basedonpersonal,culturaland/orcommunityexperiencesandstories.Studentsexaminestorytellingthroughthecreationofsoloand/orensembledevisedperformance/s,andthemanipulationofexpressiveskillsinthecreationandpresentationofcharacters.Theunitalsoinvolvesanalysisofastudent’sownperformanceworkandanalysisofaperformancebyprofessionalandotherdramapractitioners.

Outcomes1.Usetheplaymakingtechniquestodeviseanddevelopsoloand/orensembleperformance/sbasedonexperiencesand/orstories,aswellasdescribethedramaprocessesusedtoshapeanddevelopthisperformancework.2.Useexpressiveskills,theatricalconventionsandstagecrafttoperformstoriesandcharacterstoanaudience.3.AnalysethedevelopmentandperformanceofworkcreatedandpresentedinOutcomes1and2.4.Identifyandevaluateuseofperformancestylesanddescribetheuseoftheatricalconventions,stagecraftanddramaticelements,aswellasanalysetheportrayalofstoriesandcharactersinadramaperformance.

Unit2-CreatingAustralianDrama

Thisunitfocusesontheuseanddocumentationoftheprocessesinvolvedinconstructingadevisedsoloorensembleperformance.Studentscreate,presentandanalyseaperformancebasedonaperson,anevent,anissue,anartwork,atextand/oraniconfromacontemporaryorhistoricalAustraliancontext.Thisunitalsoinvolvesanalysisofastudent’sownperformanceworkaswellastheperformanceofanAustralianwork.

Outcomes1.Usearangeofstimulusmaterialtocreateasoloorensembleperformanceworkaswellasdocumentandrecordtheplaymakingtechniquesusedtoshapeanddevelopthisperformancework.2.Demonstratetheeffectiveuseandmanipulationofdramaticelements,theatricalconventionsandstagecraftinthepresentationofaperformanceworktoanaudience.3.AnalysethedevelopmentandperformanceofworkcreatedandpresentedinOutcomes1and2.4.Identifytheuseoftheatricalconventions,describeperformancestyle/sandanalyseandevaluatehowdramaticelementshavebeenusedinadramaperformance.

Assessment•JournalandRehearsalDemonstration•Performance•Essays/Report/Structuredquestions•WrittenAnalysis•OralPresentations•MultimediaPresentations

D R A M A

Unit3-EnsemblePerformance

Thisunitfocusesonnon-naturalisticdramafromadiverserangeofcontemporaryand/orculturalperformancetraditions.Non-naturalisticperformancestylesandassociatedtheatricalconventionsareexploredinthecreation,developmentandpresentationofanensembleperformance.Theprocessesinvolvedinthedevelopmentandrealisationoftheensemblearedevelopedandevaluated.Anon-naturalisticworkselectedfromtheprescribedplaylistwillalsobeanalysed.

Outcomes1.Developandpresentcharacter/swithinanon-naturalisticensembleperformance.2.AnalyseplaymakingtechniquesusedtoconstructandpresentensembleworksincludingtheworkcreatedforOutcome1.3.Analyseandevaluateanon-naturalisticperformanceselectedfromtheprescribedplaylist.

Unit4-SoloPerformance

Thisunitfocusesontheuseofstimulusmaterialandresourcesfromavarietyofsourcestocreateanddevelopcharacter/swithinasoloperformance.Studentscompletetwosoloperformances.Theprocessesinvolvedinthedevelopmentofsoloworkarealsoanalysedandevaluated.

Outcomes1.Createandpresentashortsoloperformancebasedonstimulusmaterial,andevaluatetheprocessesused.2.Create,developandperformacharacterorcharacterswithinasoloperformanceinresponsetoaprescribedstructure.3.Describe,analyseandevaluatethecreation,developmentandpresentationofasoloperformance.

AssessmentSchool-assessedCourseworkforUnit3–30%School-assessedCourseworkforUnit4–10%FinalPerformance–SoloExamination–35%FinalWrittenExam–25%

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Economicsisabouthowasocietyorganisesitselftomeettheneedsandwantsofitscitizens.Social,politicalandeconomicdecisionsnotonlyinfluencelivingstandardsbuttheyarefundamentaltothewellbeingonnations.EconomicsisrelevanttotertiarystudiesinBusiness,Accounting,Arts,HumanitiesandSocialWork.

Unit1-Economics:choicesandconsequencesThisunitisthestudyofmarketsandtheeconomicdecisionmakingofhouseholds,businessesandgovernmentsandissuesofimportancetotheAustralianeconomyanditspeopleinthetwenty-firstcentury.

Outcomes1.ExplaintheroleofmarketsandhowtheyworkandhoweconomicdecisionsaremadeintheAustralianeconomy,andbeabletoapplyeconomicdecisionmakingtosolveeconomicproblems.2.AnalysecontemporaryAustralianeconomicissuessuchaseconomicgrowthandsustainabledevelopmentusingthetoolsandmethodsofeconomicsanddescribethechangingnatureofeconomicissuesinAustralia.

Unit2-Economicchange:issuesandchallenges

ThisunitisthestudyofAustralia’spopulationandemploymentandglobaleconomicissuesandhowtheyhavecausedchangeintheAustralianeconomy.

Outcomes1.ExplainthefactorsthatinfluenceAustralia’sPopulationandlabourmarketsandhowchangesintheseareasimpactlivingstandards2.ExplaintwocontemporaryglobaleconomicissuesandhowtheyimpactlivingstandardsinAustraliaandabroad.

AssessmentAchievementofalloutcomesinUnits1and2willbemeasuredprogressivelybyperformanceinaselectionofthefollowing:•Analysisofwritten,visualandstatisticalevidence•Essays•Debates•OralPresentations•Folioofappliedeconomicsexercises•Role-plays•MediaReviews•MultimediaProductions

•Collectionandanalysisofcurrentnewspaperarticles•Tests•CaseStudies•Reportofaninvestigation•Tests•CaseStudies•Reportofaninvestigation

Unit3-EconomicActivity

ThefocusofthisunitisthestudyofeconomicactivityinAustraliaandthefactorsthataffecttheachievementoftheAustralianGovernment’seconomicgoals.

Outcomes1.ExplaintheoperationofthemarketmechanismandhowitoperatestoallocateresourcesinAustralia.2.Examinethenatureandimportanceofkeyeconomicgoalsanddescribethefactorsthatinfluencetheachievementofthosegoalsandtheirimpactonlivingstandards.

Unit4-EconomicManagement

ThefocusofthisunitisthestudyofthemanagementoftheAustralianeconomy,whichconcentratesonbudgetary/fiscal,monetaryandmicroeconomicreformpolicies.

Outcomes1.ExplainthenatureandoperationofgovernmentmacroeconomicdemandmanagementpoliciesandevaluateitseffectivenessintermsofachievingtheAustralianGovernment’seconomicgoalsoverthepastfouryears.2.Explainthenatureandoperationofgovernmentaggregatesupplypolicies,evaluatetheeffectivenessofthesepoliciesinachievingeconomicobjectivesoverthepastfouryearsandanalysethecurrentgovernmentpolicymix.

AssessmentSchool-assessedCourseworkforUnit3(Foliooressayoratest*plusamultimediaorwrittenreportoratest*)–25%School-assessedCourseworkforUnit4(Essayplusproblemsolvingoratestordataanalysisormediareports)–25%End-of-yearExamination:InterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%*MultipleChoiceTest

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E C O N O M I C S

Unit1-English

Inthisunit,studentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1:Reading and creating textsInthisareaofstudystudentsexplorehowmeaningiscreatedinatext.Studentsidentify,discussandanalysedecisionsauthorshavemade.

Outcome 1 Oncompletionofthisunitthestudentshouldbeabletoproduceanalyticalandcreativeresponsestotexts.

Area Of Study 2: Analysing and presenting argumentInthisunitstudentsfocusontheanalysisandconstructionoftextsthatattempttoinfluenceanaudience.Studentsreadarangeoftextsthatattempttopositionaudiencesinavarietyofways.Theyexploretheuseoflanguageforpersuasiveeffectandthestructureandpresentationofargument.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntextsintendedtopositionaudiences.

AssessmentForthisunitstudentsarerequiredtodemonstratetwooutcomes.AssessmenttasksforOutcome1mustincludeatleastoneanalyticalandonecreativeresponsetosettexts.Oneassessmenttask,butnomorethanonetask,inUnit1mustbeinoralormultimodalform.

ForEALstudentsatleastonetextprovidedfortheassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

Unit2-English

Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1: Reading and comparing textsInthisareaofstudystudentsexplorehowcomparingtextscanprovideadeeperunderstandingofideas,issuesandthemes.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletocomparethepresentationofideas,issuesandthemesintwotexts.

Area Of Study 2: Analysing and presenting argumentInthisareaofstudystudentsbuildontheirunderstandingofargumentandtheuseofpersuasivelanguageintextsthatattempttoinfluenceanaudience.Studentsconsiderarangeoftextswheretheprimarypurposeistoconvinceanaudiencetoshareapointofview.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoidentifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluenceanaudience,andcreateatextwhichpresentsapointofview.

AssessmentForthisunitstudentsarerequiredtodemonstratetwooutcomes.AssessmenttasksforOutcome1and2mustbeinwrittenform.Assessmentsincludeacomparativeanalyticalresponse,apersuasivetextthatpresentsanargumentorviewpointandananalysisoftheuseofargumentandpersuasivelanguageintext/s.

ForEALstudentsatleastonetextprovidedforassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

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E N G L I S H / E N G L I S H A S A N A D D I T I O N A L L A N G U A G EItisessentialthatallstudentsbegineachsemesterhavingreadallthesettexts

Unit4-English

Thisunitfocusesonreadingandrespondingtoarangeoftextsinordertoanalysetheirconstructionandprovideaninterpretation.StudentscreatewrittenormultimodaltextssuggestedbytheirreadingwithinthechosenContextandexplaincreativechoicestheyhavemadeasauthorsinrelationtoform,purpose,language,audienceandcontent.

Outcomes1.Developandjustifyadetailedinterpretationofaselectedtext.2.DrawonideasandargumentssuggestedbyachosenContexttocreatewrittentextsforaspecifiedaudienceandpurpose;anddiscussandanalyseinwritingtheirdecisionsaboutform,purpose,language,audienceandcontext.

AssessmentSchool-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%ThreehourEnd-of-yearExaminationonalloutcomesinUnits3and4–50%AssessmentforStudentsundertakingEnglishasanAdditionalLanguage(EAL)ismodifiedassetoutbytheVCAA.

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Unit3-English

Thisunitfocusesonreadingandrespondingbothorallyandinwritingtoarangeoftexts.Studentsanalysehowtheauthorsoftextscreatemeaningandthedifferentwaysinwhichtextscanbeinterpreted.TheydevelopcompetenceincreatingwrittentextsbyexploringideassuggestedbytheirreadingwithinthechosenContext,andtheabilitytoexplainchoicestheyhavemadeasauthors.

Outcomes1.Analyse,eitherorallyorinwriting,howaselectedtextconstructsmeaning,conveysideasandvalues,andisopentoarangeofinterpretations.2.Drawonideasand/orargumentssuggestedbyachosenContexttocreatewrittentextsforaspecifiedaudienceandpurpose;anddiscussandanalyseinwritingtheirdecisionsaboutform,purpose,language,audienceandcontext.3.AnalysetheuseoflanguageintextsthatpresentapointofviewonanissuecurrentlydebatedintheAustralianmedia,andconstruct,orallyorinwriting,asustainedandreasonedpointofviewontheselectedissue.

Unit1:HowareEarth’ssystemsconnected?

InthisunitstudentsexamineEarthasasetofinteractingsystemsandexplorethephysicalrequirementsforlife.Theyinvestigatethephysicalenvironmentanditscomponents,theinteractionsthatoccurinecosystemsandtheeffectsofnaturalandhuman-inducedchangesinecosystems.Astudentpracticalinvestigationrelatedtoecosystemmonitoring(abioticandbioticfactors)and/orecosystemchangeisundertakeninthisunit.

OutcomesComparetheprocessesandtimeframesforobtaininglifeonEarthandexplainhowEarth’sfoursystemsinteracttosustainlife.Describetheflowofmatterandenergy,nutrientexchangeandenvironmentalchangesinecosystems.Designandundertakeaninvestigationrelatedtoecosystemmonitoringand/orchange,anddrawaconclusionbasedonevidencefromcollecteddata.

Unit2:Howcanpollutionbemanaged?

InthisunitstudentsexploretheconceptofpollutionandassociatedimpactsonEarth’sfoursystemsthroughglobal,nationalandlocalperspectives.Theyexplorethesignificanceoftechnology,governmentinitiatives,communitiesandindividualsinredressingtheeffectsofpollutants,andconsiderhowvalues,beliefsandevidenceaffectenvironmentaldecisionmaking.Studentsundertakeanin-depthcasestudyofthemanagementstrategiesthatapplytoapollutantoflocalconcernrelatedtoecosystemmonitoringand/orchange.

Outcomes1.Compareaselectedpollutantthatresultsinbioaccumulationwithanair-orwater-bornepollutant,explainhowtheycanbemeasuredandmonitored,anddescribetreatmentoptions.2.Comparethreeselectedpollutants,withreferencetotheiractionsintheatmosphere,biosphere,hydrosphereandlithosphere.3.Investigateandcommunicateasubstantiatedresponsetoanissueinvolvingthemanagementofaselectedpollutantoflocalinterest.

AssessmentAchievementofalloutcomesforbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Afieldworkreport•Areportofastudent-designedand/orextendedinvestigation•Areportofacasestudy•Acomparativestudyofthreeselectedpollutants•Areportofapracticalactivityinvolvingthecollectionofprimarydata•Aresearchinvestigationinvolvingthecollectionofsecondarydata•AmodelofanaspectofEarthsystems•Analysisofdata/resultsincludinggeneralisations/conclusions•Mediaanalysis/response•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue

Students are expected to attend all field trips, which will cost approximately $70 for the year.

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Unit1-FoodsafetyandProperties ofFood

Inthisunitstudentsstudysafeandhygienicfoodhandlingandstoragepracticestopreventfoodspoilageandfoodpoisoning,andapplythesepracticesinthepreparationoffood.Theyconsiderfoodpreparationpracticessuitableforuseinasmall-scalefoodoperation,suchasinthehome,aschoolsettingorinasmallfoodbusiness.Studentsconsidertheselectionanduseofarangeoftoolsandequipmentsuitableforuseinfoodpreparation.Studentsexaminethelinksbetweenclassificationoffoodsandtheirproperties,andexaminechangesinpropertiesoffoodwhendifferentpreparationandprocessingtechniquesareused.Studentsapplythisknowledgewhenpreparingfood.Theyinvestigatequalityandethicalconsiderationsinfoodselection.Studentsusethedesignprocesstomeettherequirementsofdesignbriefstomaximisethequalitiesofkeyfoods.

OutcomeOncompletionofthisunitthestudentshouldbeableto:1.Explainandapplysafeandhygienicworkpracticeswhenstoring,preparingandprocessingfood.2.Analysethephysical,sensory,chemicalandfunctionalpropertiesofkeyfoods,andselect,prepareandprocessfoodssafelyandhygienicallytooptimisethesepropertiesusingthedesignprocess.

F O O D A N D T E C H N O L O G YUnit2-PlanningandPreparation ofFood

Inthisunitstudentsinvestigatethemostappropriatetoolsandequipmenttoproduceoptimumresults,includingthelatestdevelopmentsinfoodtechnology.Studentsresearch,analyseandapplythemostsuitablefoodpreparation,processingandcookingtechniquestooptimisethephysical,sensoryandchemicalpropertiesoffood.

Studentsworkbothindependentlyandasmembersofateamtoresearchandimplementsolutionstoadesignbrief.Theyusethedesignprocesstorespondtochallengesofpreparingfoodsafelyandhygienicallyforarangeofcontextsandconsumers,takingintoaccountnutritionalconsiderations,socialandculturalinfluences,andresourceaccessandavailability.Studentsalsoexploreenvironmentalconsiderationswhenplanningandpreparingmeals.

OutcomeOncompletionofthisunitthestudentshouldbeableto:1.Usearangeoftoolsandequipmenttodemonstrateskillsandimplementprocessesinthepreparation,processing,cookingandpresentationofkeyfoodstomaximisetheirproperties.2.Individuallyandasamemberofateam,tousethedesignprocesstoplan,safelyandhygienicallyprepareandevaluatemealsforarangeofcontexts.

AssessmentAssessmenttasksforUnits1and2areselectedfromthefollowing:•Productionworkandrecordsofproduction•Designinganddevelopingasolutioninresponse toadesignbrief,includingproductionwork•Tests(shortand/orextendedanswer)•Practicaltests•Shortwrittenreports(forexample,mediaanalysis, reportorcomparativeanalysisonafoodtesting activity,industryvisits,orproductevaluation)•Oralreportssupportedbyvisualpresentations (forexample,multimedia)•Onlinepublication/communication(forexample, blog/wiki/website/podcast/vodcast).•DesignFolio

Unit4-FoodProductDevelopment andEmergingTrends

InthisunitstudentsdevelopindividualproductionplansfortheproposedfourtosixfooditemsandimplementthedesignplantheyestablishedinUnit3.Incompletingthistask,studentsapplysafeandhygienicworkpracticesusingarangeofpreparationandproductionprocesses,includingsomewhicharecomplex.Theyuseappropriatetoolsandequipmentandevaluatetheirplanning,processesandproduct.

Studentsexaminefoodproductdevelopment,andresearchandanalysedrivingforcesthathavecontributedtoproductdevelopment.Theyinvestigateissuesunderpinningtheemergingtrendsinproductdevelopment,includingsocialpressures,consumerdemand,technologicaldevelopments,andenvironmentalconsiderations.Studentsalsoinvestigatefoodpackaging,packagingsystemsandmarketing.

OutcomesOncompletionofthisunitthestudentshouldbeableto1.Safelyandhygienicallyimplementtheproductionplansforasetoffourtosixfooditemsthatcomprisetheproduct,evaluatethesensorypropertiesofthefooditems,evaluatetheproductusingtheevaluationcriteria,andevaluatetheefficiencyandeffectivenessofproductionactivities.2.Analysedrivingforcesrelatedtofoodproductdevelopment,analysenewandemergingfoodproducts,andexplainprocessesinvolvedinthedevelopmentandmarketingoffoodproducts.

AssessmentPercentagecontributionstothestudyscoreinVCEFoodandTechnologyareasfollows:Unit3School-assessedCoursework–18%Unit4School-assessedCoursework–12%Units3and4School-assessedTask–40%End-of-yearExamination–30%

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Unit3-FoodPreparation,Processing andFoodControls

InthisunitstudentsdevelopanunderstandingoffoodsafetyinAustraliaandtherelevantnational,stateandlocalauthoritiesandtheirregulations,includingtheHazardAnalysisandCriticalControlPoints(HACCP)system.Theyinvestigatethecausesoffoodspoilageandfoodpoisoningandapplysafeworkpracticeswhilepreparingfood.

Studentsdemonstrateunderstandingofkeyfoods,analysethefunctionsofthenaturalcomponentsofkeyfoodsandapplythisinformationinthepreparationoffoods.Theyinvestigatecookingtechniquesandjustifytheuseofthetechniquestheyselectwhenpreparingkeyfoods.Studentsdevelopanunderstandingoftheprimaryandsecondaryprocessesthatareappliedtokeyfoods,includingfoodprocessingtechniquestopreventspoilage.Theyalsopreservefoodusingthesetechniques.

Studentsdeviseadesignbrieffromwhichtheydevelopadetaileddesignplan.Evaluationcriteriaaredevelopedfromthedesignbriefspecifications.Inpreparingtheirdesignplan,studentsconductresearchandincorporatetheirknowledgeaboutkeyfoods,propertiesoffood,tools,equipment,safetyandhygiene,preparation,cookingandpreservationtechniques.Theymakedecisionsrelatedtothespecificationsofthebrief.Indevelopingthedesignplan,studentsestablishanoverallproductiontimelinetocompletethesetoffooditems(theproduct)tomeettherequirementsofthebriefforimplementationinUnit4.

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Explaintherolesandresponsibilitiesofandtherelationshipbetweennational,stateandlocalauthoritiesinensuringandmaintainingfoodsafetywithinAustralia.2.Analysepreparation,processingandpreservationtechniquesforkeyfoods,andpreparefoodssafelyandhygienicallyusingthesetechniques.3.Developadesignbrief,evaluationcriteriaandadesignplanforthedevelopmentofafoodproduct.

Unit1-HazardsandDisasters

Inthisunitstudentsundertakeanoverviewofhazardsbeforeinvestigatingtwocontrastingtypesofhazardsandtheresponsestothembypeople.Itinvestigateshowpeoplehaverespondedtospecifictypesofhazards,includingattemptstoreducevulnerabilityto,andtheimpactof,hazardevents.

Outcomes1.Analyse,describeandexplainthenatureofhazardsandimpactsofhazardeventsatarangeofscales.2.Analyseandexplainthenature,purposeandeffectivenessofarangeofresponsestoselectedhazardsanddisasters.

Unit2-Tourism

Inthisunitstudentsinvestigatethecharacteristicsoftourism,withparticularemphasisonwhereithasdeveloped,itsvariousforms,howithaschangedandcontinuestochangeanditsimpactsonpeople,placesandenvironments.StudentsselectcontrastingexamplesoftourismfromwithinAustraliaandelsewhereintheworldtosupporttheirinvestigations.

OutcomesAnalyse,describeandexplainthenatureoftourismatarangeofscales.Analyseandexplaintheimpactsoftourismonpeople,placesandenvironmentsandevaluatetheeffectivenessofstrategiesformanagingtourism.

AssessmentAlloftheoutcomesinbothunits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.•Casestudy•Areport•Structuredquestions•Afolioofexercises•Afieldworkreport

StudentsundertakecompulsoryfieldworkinUnits1and2.StudentsproduceafieldworkreportforassessmentinbothUnits1and2.

Unit3-ChangingtheLand

Thisunitfocusesontwoinvestigationofgeographicalchange:changetolandcoverandchangetolanduse.Landcoverincludesbiomessuchasforest,grassland,tundraandwetlands,aswellaslandcoveredbyiceandwater.Studentsinvestigatethreemajorprocessesthatarechanginglandcoverinmanyregionsoftheworld:deforestation,desertification,andmeltingglaciersandicesheets.

Outcomes1.Analyse,describeandexplainlandusechangeandassessitsimpacts.2.Analyse,describeandexplainprocessesthatresultinchangestolandcoveranddiscusstheimpactsandresponsesresultingfromthesechanges.

Unit4-Humanpopulation–TrendsandIssues

Inthisunitstudentsinvestigatethegeographyofhumanpopulations.Theyexplorethepatternsofpopulationchange,movementanddistribution,andhowgovernments,organisationsandindividualshaverespondedtothosechangesindifferentpartsoftheworld.Studentsstudypopulationdynamicsbeforeundertakinganinvestigationintotwosignificantpopulationtrendsarisingindifferentpartsoftheworld.Theyexaminethedynamicsofpopulationsandtheireconomic,social,politicalandenvironmentalimpactsonpeopleandplaces.

Outcomes1.Analyse,describeandexplainpopulationdynamicsonaglobalscale.2.Analyse,describeandexplainthenatureofsignificantpopulationissuesandchallengesinselectedlocationsandevaluateresponses.

AssessmentAllassessmentsatUnits3and4areschool-based.ProceduresforassessmentoflevelsofachievementinUnits3and4areamatterforschooldecision.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

StudentsundertakefieldworkinUnit3.StudentsproduceafieldworkreportforassessmentinUnit3.27

G E O G R A P H Y

ThestudyofHealthandHumanDevelopmentisbasedonthepremisethathealthandhumandevelopmentneedstobepromotedatanindividuallevel,andwithingroupandcommunitysettingsatnationalandinternationallevels,tomaximiseglobaldevelopmentpotential.Thestudyalsopromotestheunderstandingthatnutritionplaysamajorroleininfluencingbothhealthstatusandindividualhumandevelopment.

Unit1-TheHealthandDevelopmentofAustralia’sYouth

InthisunitstudentsareintroducedtotheconceptsofhealthandindividualhumandevelopmentofAustralia’syouth.Factorssuchastheimportanceofnutritionfortheprovisionofenergyandgrowthaswellasfoodbehavioursandtheirimpactonyouthhealthandindividualhumandevelopmentwillbestudied.Studentsinvestigateonehealthissueindetailandanalysepersonal,communityandgovernmentstrategiesorprogramsthataffectyouthhealthandindividualhumandevelopment.

Outcomes1.Studentsshouldbeabletodescribethedimensionsof,andtheinterrelationshipswithinandbetween,healthandindividualhumandevelopment.2.StudentsshouldbeabletodescribeandexplainthefactorsthatimpactonthehealthandindividualhumandevelopmentofAustralia’syouth.3.StudentsshouldbeabletooutlinethehealthissuesrelevanttoAustralia’syouthand,inrelationtoaspecifichealthissue,analysestrategiesorprogramsthathaveanimpactonyouthhealthanddevelopment.

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H E A L T H A N D H U M A N D E V E L O P M E N TUnit2-IndividualHumanDevelopment andHealthIssues

Thisunitfocusesonthelifespanstagesofchildhoodandadulthood.Studentslearnthatsocialenvironmentdeterminantssuchasthefamilyandcommunityarecrucial,aschildrendevelopthroughtheirrelationshipswithothers.Arangeofdeterminants,whichincludebiologicalandbehaviouralfactors,aswellasphysicalandsocialenvironments,influencesadulthood.Anumberissuesthatgovernmentsandcommunitiesneedtoconsiderinplanningforthefutureofthehealthsystemarealsoconsidered.

Outcomes1.StudentsshouldbeabletodescribeandexplainthefactorsthataffectthehealthandindividualhumandevelopmentofAustralia’schildren.2.StudentsshouldbeabletodescribeandexplainthefactorsthataffectthehealthandindividualhumandevelopmentofAustralia’sadults.3.StudentsshouldbeabletoanalyseaselectedhealthissuefacingAustralia’shealthsystem,andevaluatecommunityand/orgovernmentactionsthatmayaddresstheissue.

AssessmentSatisfactorycompletionforUnits1and2isbasedonadecisionthatthestudenthasdemonstratedachievementofthesetoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.Studentsarerequiredtodemonstrateachievementofthreeoutcomes.Asasettheseoutcomesencompassallareasofstudy.

Assessmenttasksfortheseunitscanbeselectedfromthefollowing:•Casestudyanalysis•Dataanalysis•Visualpresentation(concept/mindmap,posterorPresentationfile)•OralPresentation(debate,podcast)•Blog•Test•Writtenresponse(researchassignmentorbriefing paper)

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Unit3-Australia’sHealth

Australiansgenerallyenjoygoodhealthandareamongthehealthiestpeopleintheworldwhencomparedtootherdevelopedcountries.ThisunitfocusesonthehealthstatusofAustraliansgenerallyandspecificpopulationgroups.Italsocoverswhatgovernmentandnon-governmentorganisationsaredoingtopromotehealth,especiallyintheareaofhealthyeating.

Outcomes1.StudentsshouldbeabletocomparethehealthstatusofAustralia’spopulationwithotherdevelopedcountries,explainvariationsinhealthstatusofpopulationgroupsinAustraliaanddiscusstheroleoftheNationalHealthPriorityAreasinimprovingAustralia’shealthstatus.2.Studentsshouldbeabletodiscussandanalyseapproachestohealthandhealthpromotion,anddescribeAustralia’shealthsystemandthedifferentrolesofgovernmentandnon-governmentorganisationsinpromotinghealth.

Unit4-GlobalHealthandHumanDevelopment

Thisunitexplorestheconceptsofhealth,humandevelopmentandsustainabilityastheyrelatetodevelopedanddevelopingcountries.Reasonsfordifferencesarealsoexplored,aswellastheworkofgovernmentandnon-governmentagenciesinpromotinghealthandhumandevelopment.

Outcomes1.StudentsshouldbeabletoanalysefactorscontributingtovariationsinhealthstatusbetweenAustraliaanddevelopingcountries,evaluateprogresstowardstheUnitedNation’sMillenniumDevelopmentGoalsanddescribetheinterrelationshipsbetweenhealth,humandevelopmentandsustainability.2.StudentsshouldbeabletodescribeandevaluateprogramsbyinternationalandAustraliangovernmentandnon-governmentorganisationsinpromotinghealthdevelopmentandsustainability.

AssessmentThestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework(threeSACsperunit)andanEnd-of-yearExamination.

ContributiontofinalassessmentUnit3School-assessedCoursework–25%Unit4School-assessedCoursework–25%End-of-yearExamination–50%

Unit1-TwentiethCenturyHistory1918-1939

Inthisareaofstudystudentsexploretheevents,ideologiesandmovementsoftheperiodafterWorldWarOne;theemergenceofconflict;andthecausesofWorldWarTwo.TheyinvestigatetheimpactofthetreatieswhichendedtheGreatWarandwhichredrewthemapofEuropeandbrokeuptheformerempiresofthedefeatednations.Theyconsidertheaims,achievementsandlimitationsoftheLeagueofNations.

Studentsfocusonthesociallifeandculturalexpressioninthe1920sand1930sandtheirrelationtothetechnological,politicalandeconomicchangesoftheperiod.Studentsexploreparticularformsofculturalexpressionfromtheperiodinoneormoreofthefollowingcontexts:Italy,Germany,Japan,USSRand/orUSA.

Outcomes1.ExplaintheconsequencesofthepeacetreatieswhichendedWorldWarOnetheimpactofideologiesonnationsandtheeventsthatledtoWorldWarTwo.2.Explainpatternsofsociallifeandculturalchangeinoneormorecontexts,andanalysethefactorswhichinfluencedchangestosociallifeandculture,intheinter-waryears.

Unit2-TwentiethCenturyHistory1945–2000

InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.

Inthisareofstudystudentsfocusonthewaysinwhichtraditionalideas,valuesandpoliticalsystemswerechallengedandchangedbyindividualsandgroupsinarangeofcontextsduringtheperiod1945to2000.Studentsexplorethecausesofsignificantpoliticalandsocialeventsandmovements,andtheirconsequencesfornationsandpeople.

Outcomes1.Explaintheideologicaldivisionsinthepost-warperiodandanalysethenature,developmentandimpactoftheColdWaronnationsandpeople,inrelationtooneormoreparticularconflictsintheperiod.

2.Explainthecausesandnatureofchallengeandchangeinrelationtotwoselectedcontextsinthesecondhalfofthetwentiethcenturyandanalysetheconsequencesfornationsandpeople.

AssessmentAlloftheoutcomesinbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.AssessmenttasksoverUnits1and2shouldincludethefollowing:•Ahistoricalinquiry•Ananalysisofprimarysources•Ananalysisofhistoricalinterpretations•Anessay

Unit3-Australianhistory:Transformations:ColonialSocietytoNation

InthisunitstudentsexplorethetransformationofthePortPhillipDistrictfromthe1830sthroughtotheendofthegoldrushdecadein1860.StudentsexaminetransformationsinthewayoflifeoftheAboriginalpeoplesandtotheenvironmentastheEuropeansocietyconsolidateditself.StudentsalsoexplorethetypeofsocietyAustraliansattemptedtocreateintheearlyyearsofthenewlyfederatednations.

Outcomes1.AnalysethenatureofchangeinthePortPhillipDistrict/Victoriaintheperiod1834–18602.Analysethevisionsandactionsthatshapedthenewnationfrom1890to1920,andthechangesandcontinuitiestothesevisionsthatresultedfromparticipationinWorldWarOne.

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H I S T O R Y

Unit4-Australianhistory:Transformations:OldCertaintiesandNewVisions

Inthisunitstudentsinvestigatethecontinuingdevelopmentofthenationintheearlypartofthetwentiethcenturyandthedramaticchangesthatoccurredinthelatterpartofthecentury.Studentsalsoexploresocial,economicandpoliticalchangesinthelatterpartofthetwentiethcenturythatcollectivelychallengedand/oroverturnedmuchofAustralia’searliercarefullyconstructedsocialandeconomicfabric.Studentsexaminetwochangesdrawnfrom:Australia’sinvolvementintheVietnamWar,Aboriginallandrights,equalityforwomen,newpatternsofimmigrationand/orglobaleconomy.

OutcomesAnalysethesocial,economicandpoliticalconsequencesofacrisisonthenation.Analyseandevaluatetwokeysocial,economicandpoliticalchangesinlatetwentiethcenturyAustralia.

AssessmentAllassessmentsatUnits1and2areschool-based.ProceduresforassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Unit3and4-EachofthefollowingfourassessmenttasksmustbecompletedoverUnits3and4:ahistoricalreport,ananalysisofprimarysources,ananalysisofhistoricalinterpretationsandanessay.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

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VCEIndustryandEnterpriseinvestigatesworkanditsplaceinworksettings,industriesandsociety.Thestudyexploresthevocational,economic,socialandculturalaspectsofworkandencouragesstudentstoundertakeatheoreticalandpracticalinvestigationoftheseaspectsthroughoutthefourunits.StudentsinvestigatetrendsandpatternsinAustralianworkplacesandindustriesandsignificantissuesaffectingAustralianindustries,andanalysetheindustryresponsestotheseissues.AkeyfeatureofVCEIndustryandEnterpriseisthestructuredworkplacelearningthatstudentsarerequiredtoundertake.Integraltothisstudyarework-relatedskills,whichcoverarangeofskillsthatareseenasbeingimportantforentry-levelemployeestodevelopandforlifegenerally.Studentsdevelopwork-relatedskillsacrossarangeofpersonal,communityandworksettings.

Unit1-Workplaceparticipation

Thisunitpreparesstudentsforeffectiveworkplaceparticipation.Theirexplorationoftheimportanceofwork-relatedskillsisintegraltothisunit.Studentsdevelopwork-relatedskillsbyactivelyexploringtheirindividualcareergoalsandpathways.

Outcomes1.Investigatecareerpathwaysandanalysecurrentandfutureworkoptions.2.Explaintheentry-levelrequirementsforobtainingworkinaselectedindustry,anddiscusstheimportanceofdevelopingpersonalwork-relatedskills.3.Explainawork-relatedissueforaselectedoccupationinaspecificworkplace,anddiscusswaysthatwork-relatedskillsmaybeusedtodealwiththisissue.

Unit2-Beingenterprising

Inthisunitstudentsexplorethedevelopmentofenterprisingbehaviour,leadershipandinnovationindifferentsettingswithinindustryandinthecontextofsignificantissuesfacedbyindustry.

Outcomes1.Identifyanddiscussenterprisingbehaviourinindividualsandexplaintherelationshipbetweenenterprisingbehaviourandleadership.2.Describethecharacteristicsofaselectedindustry,evaluatetheextenttowhichenterprisingbehavioursareappliedinselectedworksettingswithinthisindustry,andexplaintheroleofwork-relatedskillsinsupportinginnovationintheindustry.3.Analysetheimpactofoneormoresignificantissue/sonanAustralianindustryanddiscusshowtheindustryhasrespondedtotheissue/sinanenterprisingway.

AssessmentDemonstrationofachievementofOutcomes1,2and3mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.

Assessmenttasksforthisunitareselectedfromthefollowing:•anindustryinvestigationandprofile•aninterviewandapersonalprofile•awork-relatedskillsportfolio•aself-assessment•aworkplaceinvestigation•aworkplacelearningreport•amultimediapresentation•anessay•atest•acasestudy

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Unit3-Enterpriseculture

Inthisunitstudentsfocusonthedevelopmentofenterprisecultureincommunityand/orworksettingsandwithinAustralianindustries.ThefutureofAustralianindustryreliesontheongoingdevelopmentofasuccessfulenterpriseculture.WorksettingswithinAustralianindustriesarecontinuallyaffectedbyongoingforcesforchangeandtosucceedtheyneedtorespondinenterprisingways.Integraltounderstandingenterprisecultureisthestudents’explorationoftheimportanceofwork-relatedskills.

Outcomes1.Describeanddiscussenterprisecultureinacommunityand/orworksetting,andexplainhowthedevelopmentofwork-relatedskillsbyindividualscontributestoanenterpriseculture.2.Abletodiscusstheroleofthemanagementofquality,workplaceflexibility,technology,andtrainingandworkplacelearningindevelopinganenterprisecultureinworksettingsinoneormoreindustries.

Unit4-Industrychangeandinnovation

Australianindustryisfacedwithongoingpressuresandopportunitiesforchange:theroleofgovernment;internationalcompetitiveness;changingsocietalvaluesandattitudes;andenvironmentalsustainability.InthisunitstudentsinvestigatetheenterprisingresponsesbyindustrytothesepressuresandopportunitiesandhowthesearetransformingtheAustralianworkplace.

Outcomes1.Describeandanalysepressuresandopportunitiesforchange,evaluateresponsestochangeinanAustralianindustry,anddiscusshowdevelopmentofwork-relatedskillsassiststheindustryinrespondingtochange.2.DiscusstheextenttowhichinnovationisoccurringinaselectedAustralianindustry,evaluatetheextenttowhichinnovationisoccurringinoneormoreworkplaceswithinthatindustry,anddiscusstherelationshipbetweeninnovationandanenterpriseculture.

AssessmentThestudent’slevelofachievementinUnit3&4willbedeterminedbySchool-assessedCoursework.School-assessedCourseworkforUnit3willcontribute25percent.School-assessedCourseworkforUnit4willcontribute25percent.

Thestudent’sperformanceoneachoutcomeisassessedusingoneormoreofthefollowing:•areport(writtenormultimedia)•acasestudy•anessay•atestThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.

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Unit1-Computing

Inthisunitstudentsfocusonhowdata,informationandnetworkeddigitalsystemscanbeusedtomeetarangeofusers’currentandfutureneeds.InAreaofStudy1studentscollectprimarydatawheninvestigatinganissue,practiceoreventandcreateadigitalsolutionthatgraphicallypresentsthefindingsoftheinvestigation.InAreaofStudy2studentsexaminethetechnicalunderpinningsofwirelessandmobilenetworks,andsecuritycontrolstoprotectstoredandtransmitteddata,todesignanetworksolutionthatmeetsanidentifiedneedoropportunity.Theypredicttheimpactonusersifthenetworksolutionwereimplemented.InAreaofStudy3studentsacquireandapplytheirknowledgeofinformationarchitectureanduserinterfaces,togetherwithwebauthoringskills,whencreatingawebsitetopresentdifferentviewpointsonacontemporaryissue.

Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.AnysoftwaretooltocreateagraphicsolutionWebauthoringsoftware,visualisingthinkingtool/s,toolforplanningaprojectAgraphictooltorepresentanetworksolution

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoacquire,secureandinterpretdata,anddesignanddevelopagraphicsolutionthatcommunicatesthefindingsofaninvestigation.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletodesignanetworkwithwirelesscapabilitythatmeetsanidentifiedneedoropportunity,explainitsconfigurationandpredictrisksandbenefitsforintendedusers.

Outcome 3Oncompletionofthisunitthestudentshouldbeabletodesignanddevelopawebsitecollaborativelywithothersthatpresentsananalysisofacontemporaryissueandtheteam’spointofviewontheissue.

Unit2-Computing

Inthisunitstudentsfocusondataandhowtheapplicationofcomputational,designandsystemsthinkingskillssupportthecreationofsolutionsthatautomatetheprocessingofdata.InAreaofStudy1studentsdeveloptheircomputationalthinkingskillswhenusingaprogrammingorscriptinglanguagetocreatesolutions.Theyengageinthedesignanddevelopmentstagesoftheproblem-solvingmethodology.InAreaofStudy2studentsdevelopasoundunderstandingofdataandhowarangeofsoftwaretoolscanbeusedtoextractdatafromlargerepositoriesandmanipulateittocreatevisualisationsthatareclear,usableandattractive,andreducethecomplexityofdata.InAreaofStudy3studentsapplyallstagesoftheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftwareandexplainhowtheyarepersonallyaffectedbytheirinteractionswithadatabasesystem.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.•Aprogrammingorscriptinglanguagethatcansupportobject-orientedprogramming•Onedatamanipulationtoolandonevisualisationtool,forexampleaprogramminglanguage,databasesoftware,spreadsheetsoftware,datavisualisationsoftware•Databasemanagementsoftware

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesignworkingmodulesinresponsetosolutionrequirements,anduseaprogrammingorscriptinglanguagetodevelopthemodules.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoapplytheproblem-solvingmethodologyanduseappropriatesoftwaretoolstoextractrelevantdataandcreateadatavisualisationthatmeetsaspecifieduser’sneeds.

Outcome 3Oncompletionofthisunitthestudentshouldbeabletoapplytheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftware,andexplainthepersonalbenefitsandrisksofinteractingwithadatabase.

AssessmentAchievementofOutcomes1-3willbemeasuredbyperfomanceinaselectionofthefollowingtasks:•UsingDigitalSystemsandTechniques •Createasolutioninresponsetoaneedoropportunity•VisualPresentations•OralPresentations•WrittenReports

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Unit3-Informatics

InInformaticsUnits3and4studentsfocusondata,informationandinformationsystems.InUnit3studentsconsiderdataandhowitisacquired,managed,manipulatedandinterpretedtomeetarangeofneeds.InAreaofStudy1studentsinvestigatethewayorganisationsacquiredatausinginteractiveonlinesolutions,suchaswebsitesandapplications(apps),andconsiderhowusersinteractwiththesesolutionswhenconductingonlinetransactions.Theyexaminehowrelationaldatabasemanagementsystems(RDBMS)storeandmanipulatedatatypicallyacquiredthisway.Studentsusesoftwaretocreateuserflowdiagramsthatdepicthowusersinteractwithonlinesolutions,andacquireandapplyknowledgeandskillsintheuseofanRDBMStocreateasolution.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.•Arelationaldatabasemanagementsystem(RDBMS)•Drawingorgraphicssoftware•AlistofminimumsoftwarecapabilitiesorequivalentssuitablefordrawingandgraphicssoftwareandarelationaldatabasemanagementsystemwillbepublishedannuallybytheVCAAintheVCAABulletin.•AppropriatetoolfordocumentingprojectplansSoftwaretoolstocapture,store,prepareandmanipulatedata(PhotoShop)

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesignasolution,developitusingarelationaldatabasemanagementsystem,anddiagrammaticallyrepresenthowusersinteractwithanonlinesolutionwhensupplyingdataforatransaction.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletousearangeofappropriatetechniquesandprocessestoacquire,prepare,manipulateandinterpretcomplexdatatoconfirmorrefuteahypothesis,andformulateaprojectplantomanageprogress.

Unit4-InformaticsInthisunitstudentsfocusonstrategiesandtechniquesformanipulating,managingandsecuringdataandinformationtomeetarangeofneedsfordifferentusers.InAreaofStudy1studentsdrawontheanalysisandconclusionoftheirhypothesisdeterminedinUnit3,Outcome2,andthendesign,developandevaluateamultimodal,onlinesolutionthateffectivelycommunicatestheconclusionandfindings.Theevaluationfocusesontheeffectivenessofthesolutionincommunicatingtheconclusionandthereasonablenessofthefindings.Studentsusetheirprojectplantomonitortheirprogressandassesstheeffectivenessoftheirplanandadjustmentsinmanagingtheproject.

Software Tools UsedThefollowingindicatesthesoftwaretoolthatstudentsarerequiredtobothstudyanduseinthisunit.•Softwaretoolstomanipulatedataforcreatingamultimodalonlinesolution•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesign,developandevaluateamultimodalonlinesolutionthatconfirmsorrefutesahypothesis,andassesstheeffectivenessoftheprojectplaninmanagingprogress.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletocompareandcontrasttheeffectivenessofinformationmanagementstrategiesusedbytwoorganisationstomanagethestorageanddisposalofdataandinformation,andrecommendimprovementstotheircurrentpractices.

Assessment SchoolAssessedTasks-30%SchoolAssessedCourseworkUnit3-10% SchoolAssessedCourseworkUnit4-10%EndofYearExamination-50% Unit3•ResponsetoaDesignBrief•Analysisofaneedoranopportuntyandadataset•AdescriptionoftheonlinetransationrequirementsofanorganisationanditsdataprotectiontechniquesUnit4-•Awrittenreportorannotatedvisualreport

Unit3-SoftwareDevelopment

InSoftwaredevelopmentUnits3and4studentsfocusontheapplicationofaproblem-solvingmethodologyandunderlyingskillstocreatepurpose-designedsolutionsusingaprogramminglanguage.InUnit3studentsdevelopadetailedunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodologyanduseaprogramminglanguagetocreateworkingsoftwaremodules.

Software Tools Used•Anappropriateprogramminglanguage•AUnifiedmodellinglanguagetocreateusecases•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretdesignsandapplyarangeoffunctionsandtechniquesusingaprogramminglanguagetodevelopworkingmodules.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseanddocumentaneedoropportunity,generatealternativedesignideas,representthepreferredsolutiondesignandformulateaprojectplanforcreatingthesolution.

Unit4-SoftwareDevelopment

Inthisunitstudentsfocusonhowtheinformationneedsofindividualsandorganisationsaremetthroughthecreationofsoftwaresolutionsusedinanetworkedenvironment.TheycontinuetostudytheprogramminglanguageusedinUnit3.

Software Tools Used•Anappropriateprogramminglanguage•AUnifiedmodellinglanguagetocreateusecases•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoapplystagesoftheproblem-solvingmethodologytocreateasolutionusingaprogramminglanguagethatfulfilsidentifiedrequirementsandassesstheeffectivenessoftheprojectplaninmonitoringprogress.

AssessmentSchoolAssessedTasks-30%SchoolAssessedCourseworkUnit3-10% SchoolAssessedCourseworkUnit4-10%EndofYearExamination-50%Unit3-•Responsetoteacherprovideddesigns,createworkingmodulestomeetspecificneedsUnit4-Aresponsetoacasestudy,oneofthefollowing:•Awrittenreport•Anannotatedvisualreport

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Unit1-Languages

Learningactivitiesinthesecoursesenhancethestudents’abilitytocommunicatemoreconfidentlyinavarietyofeverydaysituations.ThroughthestudyofprescribedthemesandtopicsstudentswilluseLanguagestomeetthreeoutcomes.

Outcomes1.Establishandmaintainaspokenorwrittenexchangerelatedtopersonalexperience.2.Obtaininformationfromwrittenandspokentexts.3.Produceapersonalresponsetoatextbasedonarealorimaginaryexperience.

Unit2-Languages

ThesecoursesbuildontheknowledgeandskillsdevelopedinUnit1,allowingstudentstogather,interpretandconveyinformation,ideasandopinions.

Outcomes1.Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.2.Listento,read,extractanduseinformationandideasfromspokenandwrittentexts.3.Expressrealorimaginaryexperiencesinwrittenorspokenform.

Methods of AssessmentTheCollegewillassesslevelsofperformancethroughfourtasksperunitselectedfrom:•Informalconversation •Biography •Journalentries•Replytoletter,emailorfax •Brochure •Message•Obtaininginformationthroughspokentexts•Essay•Personalaccount•Obtaininginformationthroughwrittentexts•Extendedcaption •Personalprofile•Oralpresentation •Report•Shortstory•Review•Roleplay•Speechscript•Article •Invitation •Summary

Unit3-Languages

Units3and4willcontinuetodeveloplistening,speaking,readingandwritingskillsthroughtheprescribedthemesandtopics.Inthisunittherearethreeoutcomes:

Outcomes1.Expressideasthroughthewritingoforiginaltexts.2.Analyseanduseinformationfromspokentextsinawrittenresponse.3.Exchangeinformation,opinionsandexperiencesorallyinathreetofourminuteroleplay.

Unit4-Languages

Inthisunitstudentscompleteaprescribed,detailedstudy.Therearetwooutcomes:

Outcomes1.Analyseanduseinformationfromwrittentextsinawrittenform.2.Respondcriticallytospokenandwrittentextswhichreflectaspectsofthelanguageandcultureofthelanguagespeakingcommunities.

AssessmentSchool-assessedCoursework(50%)andtwoEnd-of-yearExaminations:onewrittenandoneoral(50%)willdetermineeachstudent’slevelofachievement.

NOTES•UponentrytoaVCELanguage,studentsshouldhavesuccessfullycompletedatleastfiveunitsofthatLanguageuptoYear10.•ItisrecommendedthatstudentsenteringVCELanguagestudyhavepreviouslystudiedthelanguageinYear7to10orhavebeencommunicatinginthelanguageathome.However,therearenoprerequisitesforUnits1,2and3.•IfstudentswishtostudyalanguagenottaughtattheCollege,theyshouldtalktoMrSoumaliasaboutenrollingintheVictorianSchoolofLanguages(VSL)andattendingaVSLCentreonSaturdaysorcompletingthestudyonline.•BonuspointsfortheATARmaybeawardedforthecompletionofLanguagesUnits3and4.

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Unit1-Literature

Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.Studentsrespondtoarangeoftextspersonally,criticallyandcreatively.Thisvarietyofapproachestoreadinginvitesquestionsabouttheideasandconcernsofthetext.Whiletheemphasisisonstudents’closeengagementwithlanguagetoexploretexts,studentsalsoinformtheirunderstandingwithknowledgeoftheconventionsassociatedwithdifferentformsoftext,forexamplepoetry,prose,dramaand/ornon-printtext.

Outcomes1.Discusshowpersonalresponsestoliteraturearedevelopedandjustifytheirownresponsestooneormoretexts.2.Analyseandrespondbothcriticallyandcreativelytothewaysinwhichoneormoretextsreflectorcommentontheinterestsandideasofindividualsandparticulargroupsinsociety.3.Analysetheconstructionofafilm,television,multimediaorradiotextandcommentonthewaysinwhichitrepresentsaninterpretationofideasandexperiences.

Thecostforthisunitwillbe$10

Unit1-CriminallawinAction

Thisunitexaminestheneedforlawsinsociety.Thekeyfeaturesofcriminallawwillbefocusedon.Thiswillincludehowitisenforcedandadjudicatedandthepossibleoutcomesandimpactsofcrime.Astudyofcontemporarycasesandissueswillbemadethatexploredifferenttypesofcrimesandrightsandresponsibilitiesundercriminallaw.Theroleofparliamentandsubordinateauthoritiesinlaw-makingwillalsobeexamined,aswellastheimpactoftheVictorianCharterofRightsandResponsibilitiesonlawenforcementandadjudicationinVictoria.

Thisunitalsoinvestigatestheprocessesandproceduresfollowedbycourtsinhearingandresolvingcriminalcases.Themainfeaturesandoperationsofcriminalcourtswillbeexploredaswellastheeffectivenessofthecriminaljusticesysteminachievingjustice.

Outcomes1.Explaintheneedforeffectivelawsanddescribethemainsourcesandtypesoflawinsociety.2.Explainthekeyprinciplesandtypesofcriminallaw,applythekeyprinciplestorelevantcases,anddiscusstheimpactofcriminalactivityontheindividualandsociety.3.Describetheprocessesfortheresolutionofcriminalcases,anddiscussthecapacityoftheseprocessestoachievejustice.

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Unit2-IssuesinCivilLaw

Thisunitexaminestherightsthatareprotectedbycivillaw,aswellasobligationsthatlawsimpose.Italsofocusesontheresolutionofcivildisputesthroughjudicialdeterminationandalternativemethodsincourts,tribunalsandindependentbodies.

Afocuswillbemadeonsignificantcasesthathaveimpactedonthelegalsystemandontherightsofindividuals.

Outcomes1.Explaintheprinciplesofcivillaw,law-makingbycourts,andelementsoftorts,andapplythesetorelevantcases.2.Explainandevaluatetheprocessesfortheresolutionofcivildisputes.3.Explainoneormorearea/sofcivillaw,anddiscussthelegalsystem’scapacitytorespondtoissuesanddisputesrelatedtotheselectedarea/soflaw.4.DescribeanAustraliancaseillustratingrightsissues,anddiscusstheimpactofthecaseonthelegalsystemandtherightsofindividuals.

AssessmentDemonstrationofachievementofoutcomesinbothUnits1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.Assessmenttasksforbothunitsareselectedfromthefollowing:•Structuredassignment•Essay•Mockcourtorrole-play•Folioandreport•Casestudy•Test•Report(written,visual,oralormultimedia).

Unit3-LawMaking

Thepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheinstitutionsthatdeterminelaws,andtheprocessesbywhichlawsaremade.ItconsidersreasonswhylawsarenecessaryandtheimpactoftheCommonwealthConstitutionontheoperationofthelegalsystemandonsocietyasawhole.Studentsundertakeacomparativeanalysiswithanothercountry.TheimportanceoftheroleoftheHighCourtofAustraliaininterpretingandenforcingtheConstitution,andensuringthatparliamentsdonotactoutsidetheirareasofpowernorinfringeprotectedrightsisexamined.Afocusisalsomadeonthenatureandimportanceofcourtsaslaw-makersandontheireffectivenessaslaw-makingbodies.Studentsinvestigatetherelationshipsthatexistbetweenparliamentsandthecourts.Throughoutthisunit,studentsexaminerelevantcasestosupporttheirlearningandapplylegalprinciplestothesecases.

Outcomes1.Explainthestructureandroleofparliament,includingitsprocessesandeffectivenessasalaw-makingbody,describewhylegalchangeisneeded,andthemeansbywhichsuchchangecanbeinfluenced.2.ExplaintheroleoftheCommonwealthConstitutionindefininglaw-makingpowerswithinafederalstructure,analysethemeansbywhichlaw-makingpowersmaychange,andevaluatetheeffectivenessoftheCommonwealthConstitutioninprotectinghumanrights.3.Describetheroleandoperationofcourtsinlaw-making,evaluatetheireffectivenessaslaw-makingbodiesanddiscusstheirrelationshipwithparliament.

Unit4-ResolutionandJustice

Thepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheinstitutionsthatdeterminelaws,andtheprocessesbywhichlawsaremade.ItconsidersreasonswhylawsarenecessaryandtheimpactoftheCommonwealthConstitutionontheoperationofthelegalsystemandonsocietyasawhole.Studentsundertakeacomparativeanalysiswithanothercountry.TheimportanceoftheroleoftheHighCourtofAustraliaininterpretingandenforcingtheConstitution,andensuringthatparliamentsdonotactoutsidetheirareasofpowernorinfringeprotectedrightsisexamined.Afocusisalsomadeonthenatureandimportanceofcourtsaslaw-makersandontheireffectivenessaslaw-makingbodies.Studentsinvestigatetherelationshipsthatexistbetweenparliamentsandthecourts.Throughoutthisunit,studentsexaminerelevantcasestosupporttheirlearningandapplylegalprinciplestothesecases.

Outcomes1.Describeandevaluatetheeffectivenessofinstitutionsandmethodsforthedeterminationofcriminalcasesandtheresolutionofcivildisputes.2.Explaintheprocessesandproceduresfortheresolutionofcriminalcasesandcivildisputesandevaluatetheiroperationandapplication,andevaluatetheeffectivenessofthelegalsystem.

AssessmentSchoolassessedcourseworkwillcontribute50%oftheassessmentforthewholeoftheUnits3and4sequence(25%perunit).Thestudent’sperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:acasestudy,structuredquestions,atest,anessay,areportinwrittenformat,areportinmultimediaformatandafolioofexercises.TheEnd-of-yearExaminationwillfocusontheinterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4andwillcontributeto50%oftheoverallassessmentstudyscore.

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Unit2:ContextsAndConnections

Inthisunitstudentsexplorethewaysliterarytextsconnectwitheachotherandwiththeworld.Theydeepentheirexaminationofthewaystheirowncultureandtheculturesrepresentedintextscaninfluencetheirinterpretationsandshapedifferentmeanings.

Area Of Study 1: The text, the reader and their contextsInthisareaofstudystudentsfocusontheinterrelationshipsbetweenthetext,readersandtheirsocialandculturalcontexts.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoanalyseandrespondcriticallyandcreativelytothewaysatextfromapasteraand/oradifferentculturereflectorcommentontheideasandconcernsofindividualsandgroupsinthatcontext.

Area Of Study 2: Exploring connections between textsInthisareaofstudystudentsfocusonthewaysthattextsrelatetoandinfluenceeachother.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletocomparetextsconsideringthedialogicnatureoftextsandhowtheyinfluenceeachother.

AssessmentForthisunitstudentsarerequiredtodemonstrateachievementofeachoutcome.DemonstrationofachievementofUnit2Outcomes1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.

Studentstakingthisstudyatanylevelareexpectedtohaveaninterestinreadingandanabilitytoaccuratelyandfluentlyexpressideasinwriting.

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Unit1-ApproachesToLiterature

Area Of Study 1: Reading practicesInthisareaofstudystudentsconsiderhowlanguage,structureandstylisticchoicesareusedindifferentliteraryformsandtypesoftexts(bothprintandnon-print).

Outcome 1Oncompletionofthisunitthestudentsshouldbeabletorespondtoarangeoftextsandreflectoninfluencesshapingtheseresponses.

Area Of Study 2: Ideas and concerns in textsInthisareaofstudystudentsinvestigatetheideasandconcernsraisedintextsandthewayssocialandculturalcontextsarerepresented.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysethewaysinwhichaselectedtextreflectsorcommentsontheideasandconcernofindividualandparticulargroupsinsociety.

AssessmentDemonstrationofachievementofUnit1Outcomes1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.AtleastoneoftheassessmenttasksunUnit1mustbeinoralform.DemonstrationofachievementofUnit1Outcomes1and2mustbebasedonatleasttwocompletetextsandatleastoneadditionaltextorexcerpts.

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Unit3-Literature

Thisunitfocusesonthewayswritersconstructtheirworkandhowmeaningiscreatedforandbythereader.Studentsconsiderhowtheformoftext(suchaspoetry,prose,drama,non-printorcombinationsofthese)affectsmeaningandgeneratesdifferentexpectationsinreaders,thewaystextsrepresentviewsandvaluesandcommentonhumanexperience,andthesocial,historicalandculturalcontextsofliteraryworks.

Outcomes1.Analysehowmeaningchangeswhentheformofatextchanges.2.Analyse,interpretandevaluatetheviewsandvaluesofatextintermsoftheideas,socialconventionsandbeliefsthatthetextappearstoendorse,challengeorleaveunquestioned.3.Evaluatetheviewsofatextandmakecomparisonswiththeirowninterpretation.

Unit4-Literature

Thisunitfocusesonstudents’creativeandcriticalresponsestotexts.Studentsconsiderthecontextoftheirresponsestotextsaswellastheconcerns,thestyleofthelanguageandthepointofviewintheirre-createdoradaptedwork.Intheirresponses,studentsdevelopaninterpretationoftextsandlearntosynthesisetheinsightsgainedbytheirengagementwithvariousaspectsofatextintoacogent,substantiatedresponse.

Outcomes1.Respondimaginativelytoatext,andcommentontheconnectionsbetweenthetextandtheresponse.2.Analysecriticallythefeaturesofatext,relatingthemtoaninterpretationofthetextasawhole.

AssessmentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

School-assessedCoursework:worth50%offinalassessment(i.e.25%perunit),atleastonetaskperoutcomebeingselectedfrom:

•Originalpieceofwriting •WrittenAnalysis •WrittenReflections•Essays •Reviews•Discussionpapers•Selectionsanddiscussionoftext•Re-creationorreworkingofatext

Units1&2

FoundationMathematicsisdesignedforstudentswhoneedmathematicalskillstosupporttheirotherstudies.ItisforstudentswhodonotintendtoundertakeUnit3and4Mathematicsinthefollowingyear.

Thereisastrongemphasisonpracticalmathematicsrelatingtoeverydaylife,personalworkandstudy.TheseunitswillbeespeciallyusefultostudentsundertakingVETstudies.TheareasofstudyareSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.

Outcomes1.ConfidentlyandcompetentlyusemathematicalskillsandconceptsfromtheareasofstudyofSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.2.Applyanddiscussbasicmathematicalproceduresrelatingtofamiliarsituations,personalworkandstudy.3.Selectandusetechnologytoapplymathematicstoarangeofpracticalcontexts.

Assessment Tasks•Topictests•Assignmentsandreports•InvestigationsandProjects•.SummaryorReviewNotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

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Units3&4ThiscoursemayonlybechosenbystudentswhohaveobtainedasatisfactorypassinYear11GeneralMathematicsand/orcompletedYear11MathematicalMethods.ThecoursefollowstheareasofstudycompletedinYear11GeneralMathematics.

FurtherMathematicsconsistsoftwoareasofstudy:

AreaofStudy1(Core)–completedinUnit3•DataAnalysis•Recursionandfinancialmodelling

AreaofStudy2(Applications)–completedinUnit4Aselectionoftwofromthefollowingfourmodules:•GraphsandRelations•GeometryandMeasurement•Matrices•NetworksandDecisionMathematics

Note:themodulesstudiedatRosehillSecondaryCollegeareGraphsandRelationsandGeometryandMeasurement.

Outcomes1.Defineandexplainkeytermsandconceptsandusethisknowledgetoapplyrelatedmathematicaltechniquesandmodelsinaroutinemanner.2.Selectandapplythemathematicalconcepts,modelsandtechniquesasspecifiedintheCoreandModulesinarangeofcontextsofincreasingcomplexity.3.Selectandappropriatelyusenumerical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

Assessment Tasks•School-assessedCourseworkwillcontribute34%towardstheStudyScore.School-assessedCourseworkconsistsofOneApplicationTask(completedinUnit3)andthreeModellingorProblemSolvingTasks(completedinUnits3and4)

•Examination1(MultipleChoicequestions)willcontribute33%towardstheStudyScore.

•Examination2(WrittenResponsequestions)willcontribute33%towardstheStudyScore.

F U T H E R M A T H E M A T I C S

Units1&2

ThiscoursecanonlybechoseninconjunctionwithMathematicalMethods1&2.ThemajorpartofthecourseisdesignedtobestudiedinparallelwithMathematicalMethods1&2.InordertogivestudentsthebestopportunityforsuccessinMathematicalMethodsinYear12.ApartofthecourseisaimedatthosestudentswhohaveshowntheabilitytostudySpecialistMathematicsinYear12.TheseunitscoverLinearRelations,GraphsEquations,Univariate&BivariateData,NumberSystems,ShapeandMeasurement,Trigonometry,SequencesandSeries,CoordinateGeometryandVariation,PolynomialFunctionsandProbability.YourMathematicsTeacherwillhavemadearecommendationastothemostappropriateMathematicschoice/sforyou.CheckwithyourteacherifyouareunsureofwhichMathematicsunitstochoose.

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Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextsandanalyseanddiscusstheseapplicationsinatleastthreeoftheareasofstudy.3.Usetechnologytocarryoutanalysesofsituationsrequiringproblemsolving,modellingorinvestigationinatleastthreeoftheareasofstudy.

Assessment Tasks•Topictests•Assignments•Summaryorreviewnotes•Projects–Shortwrittenresponses,problemsolvingtasks,modellingtasks.•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

S P E C I A L I S T M A T H S

M A T H E M A T I C S G E N E R A LUnits1&2

ThiscourseisdesignedforstudentswhohaveperformedwellinYear10Mathematics(General)andwhowishtocontinuetheirstudyofMathematicsinyear12.ThesuccessfulcompletionofGeneralMathematicsUnits1&2allowsentryintothestudyofFurtherMathematicsUnits3&4atyear12.

ThiscoursecoversthefollowingsixAreasofStudy:

AlgebraandStructure-Linearrelationsandequations

ArithmeticandNumber-Financialarithmetic

DiscreteMathematics-Recursion

Geometry,MeasurementandTrigonometry-Shapeandmeasurement,Applicationsoftrigonometry

Graphsoflinearandnon-linearrelations-Lineargraphsandmodels,Inequalitiesandlinearprogramming

Statistics-Investigatingandcomparingdatadistributions,Investigatingtherelationshipbetweentwonumericalvariables

Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Selectandapplymathematicalfacts,concepts,modelsandtechniquestoinvestigateandanalyseextendedapplicationproblemsortasksinarangeofcontexts.3.Selectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytocarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment Tasks•Topictests•Assignments•Modellingorproblemsolvingtasksandmathematicalinvestigations•.Summaryorreviewnotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

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Outcomes1.DefineandexplainkeytermsandconceptsintheCoordinateGeometry,CircularFunctions,Algebra,Calculus,VectorsinTwoandThreeDimensionsandMechanicsareasofstudyandapplyrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocesseswithanemphasisongeneralcases,innon-routinecontextsandanalyseanddiscusstheseapplicationsofmathematics.3.Appropriatelyusetechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysesrequiringproblemsolving.Modellingorinvestigatetechniquesorapproaches.

Assessment Tasks•School-assessedCoursework–OneApplicationTask,TwoAnalysisTasks,TwoTests–34%TwoEnd-of-yearExaminations•Examination1–Facts,skillsandapplications–22%•Examination2–Analysistasks-44%

Units3&4

ThisisahighlyacademiccourseandcanonlybeattemptedbystudentswhoarealsostudyingMathematicalMethods3&4.Itisforstudentsrequiringahighlevelofmathematicsforcareersinareassuchasthephysicalsciencesandengineeringfields.Studentsundertakethefollowingareasofstudy:CoordinateGeometry,Circular(Trigonometric)Functions,Algebra,Calculus,VectorsintwoandthreeDimensions,MechanicsandProbability.

Units1&2

Studentswillneedtobemotivated,determinedandhardworkingtocompletetheseunits.ItisrecommendedthatstudentsalsostudySpecialistMathematicsinordertopreparethemforYear12Mathematics.InorderforstudentstobesuccessfullyenrolledinthiscoursetheyneedtobepartofthetopAdvancedMathematicsgroupandhavecompletedatleastoneoftheTrigonometry&CalculuselectivesduringYear10.

Theseunitsinvolvethefollowingareasofstudy

Function&Graphs-coversgraphicalrepresentationofalgebraicfunctionsandthekeyfeaturessuchasaxisintercepts,domain,range,stationarypoints,asymptoticbehaviourandsymmetry.

Algebra-coversthesolutionprocessesofpolynomialequationsandsimultaneouslinearequationsnumerically,graphicallyandalgebraically.

Calculus-coverstheconstantandaverageratesofchangeandanintroductiontoinstantaneousrateofchangeofafunction.

Probability&Statistics-coverstheconceptsofevent,frequency,probabilityandrepresentationoffinitesamplespacesandeventsusingvariousformssuchaslists,grids,venndiagrams,karnaughmaps,tablesandtreediagrams.Thisincludesconsiderationofimpossible,certain,complementary,mutuallyexclusive,conditionalandindependenteventsinvolvingone,twoorthreeevents,includingrulesforcomputationofprobabilitiesforcompoundevents.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment Tasks•TopicTests•ApplicationTask•Modelling&ProblemSolvingTasks•SummaryNotes•IncorporationofICTintheachievementofOutcomes1&2

Units3&4

ThiscoursecanonlybechosenifstudentshavepassedYear11MathematicalMethodswithanaboveaverageassessmentgrade.

AssumedknowledgeandskillsforMathematicalMethodsUnits3and4arecontainedinMathematicalMethodsUnits1and2,andwillbedrawnon.ForUnit3aselectionofcontentwouldtypicallyincludetheareasofstudy‘Functionsandgraphs’and‘Algebra’,andapplicationsofderivativesanddifferentiation,andfromthe‘Calculus’areaofstudy.ForUnit4,thecontentfromthe‘Calculus’areaofstudywouldincludethetreatmentofanti-differentiation,integration,therelationbetweenintegrationandtheareaofregionsspecifiedbylinesorcurvesdescribedbytherulesoffunctions,andthestudyofrandomvariables,discreteandcontinuousprobabilitydistributionsandthedistributionofsampleproportions.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment TasksSchoolAssessedCourseworkwillcontribute34%towardsthestudyscore.Itconsistsof(i)oneApplicationTask(Unit3)(ii)twomodellingorproblemsolvingtasks(Unit4)

TwoendofyearExaminations(i)Exam1Shortanswerstylequestions22%(ii)Exam2Multiplechoiceandapplicationquestions44%

M A T H E M A T I C A L M E T H O D S ( C A S )

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U N I V E R S I T Y O F M E L B O U R N E E X T E N S I O N P R O G R A M A T R O S E H I L L S E C O N D A R Y C O L L E G E

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TheUniversityofMelbourneExtensionProgramprovidesanopportunityforhighachievingstudentstoundertakefirstyearUniversitystudieswhilecompletingtheirVCE.SuccessfulcompletionoftheExtensionProgramcanaddanincrementof3.0,3.5,4.0,4.5or5.0pointstothestudents’ATARaggregate.SuccessfulstudentscanalsoreceivecreditforsubjectscompletedthroughtheExtensionProgramuponenrolmentinanundergraduatedegreeatTheUniversityofMelbourne.

In2016RosehillSecondaryCollegewillofferExtensionProgramMathematicsclassesasanExtensionProgramSchoolCentre.ExtensionProgramMathematicsisdesignedforstudentswhoenjoymathematicsandaremathematicallytalentedandassuchminimumentryrequirementsapply.TopicsbuildonthoseinSpecialistMathematicsandprovidestudentswiththeopportunitytoextendtheirknowledge,aswellastoexperienceandappreciatesomeofthedepthandcomplexbeautyofhigherlevelmathematics.

ExtensionProgramMathematicsclassesatRosehillSecondaryCollegewillbeheldafterregularschoolhourstoallowasmanyeligiblestudentsaspossibletoattend.ClasseswillrunduringtheschooltermandwillbedeliveredbyanexperiencedteacherfromRosehillwhohasreceivedtraininginthissubjectfromTheUniversityofMelbourneacademics.ApplicationsforExtensionProgramMathematicsaresubmitteddirectlytoTheUniversityofMelbournebetweenAugust–November.

FormoreinformationonExtensionProgramentryrequirementsandtheapplicationprocessvisittheExtensionProgramwebsite:www.futurestudents.unimelb.edu.au/umep

FormoreinformationonExtensionMathematicsatRosehillpleasecontactMrAbdullahFord.

VCEMediaprovidesstudentswiththeopportunitytodevelopandexploretheircreativeskillsandknowledgethroughresearch,planningandthenproductionofarangeofdifferentmediaproducts.Mediatexts,technologiesandprocessesareconsideredfromvariousperspectivesincluding;theirstructureandfeatures,theirindustryproductionanddistributioncontext,audiencereceptionandtheimpactofmediainsociety.

Thestudyofmediaincludes:•Mediaformsincluding:-Audiovisualmedia(film,television,radio,video,photography)-Printbasedmedia(newspapers,magazinesandrelatedpublications)-Digitalmediatechnologies(theInternet,computergamesandinteractivemultimedia)•Mediaandcrossmediaprocessesanddevelopmentssuchasadvertising,newsandcurrentaffairsproduction,popularmusic,popularculture,cybercultureandvirtualworlds,informationdisseminationandretrievaltechnologies.•Themediaanditsrelationshipwithsocietyandculture.

Mediastudiesisrelevanttostudentswhowishtopursuefurtherstudyinvocationaleducationandtrainingsettingsandatatertiarylevel,aswellasprovidingvaluableknowledgeandskillsforparticipationincontemporarysociety.

Unit1-RepresentationandTechnology

1.Developpractical,researchandanalyticalskillsthroughthecreationofmediaproducts.2.Analysetheimpactofnewtechnologiesonmediaproduction.3.Developanunderstandingoftherelationshipbetweenthemedia,technologyandtherepresentationspresentinmediaforms.

Unit2-MediaProductionandMedia Industries

1.Participateinalargescalefilmproduction.2.Developanunderstandingofthespecialistproductionstagesandroleswithinamediaproduction.3.Developanunderstandingofmediaindustryissuesanddevelopmentsrelatingtoproductionstages.

AssessmentWritten:Research,Test,Report–50%Practical:SmallandLargeScaleProductions–50%

Unit3-NarrativeandMedia ProductionDesign

Thefirsttopiccoveredinthisunitwillexaminetheroleofnarrativeelementsinfictionalmediatextsthroughthestudyoftwofictionalfilms.Theothertwooutcomesarefocusedonthemediaproductionprocess.Studentswillundertakepracticaltaskstodevelopskillsinaparticularmediaformandthenusetheseskillstodevelopaplanforalargescalemediaproduction(eg.film,photography,animation,magazine,audio),whichwillthenbecreatedinUnit4.

Outcomes1.Discussthenatureandfunctionofproductionandstoryelementsinfictionalmediatextsandexplainhowthecombinationoftheseelementsstructuresthenarrativetoengageanaudience.2.Demonstrateanunderstandingofmediaproductionandtechnicalskillsandexploretheaestheticqualitiesofmediaproductsthroughthecompletionofaseriesoftechnicalexercises.3.Prepareamediaproductionplanincorporatingspecificationsappropriateforthechosenmediaproduct.

Unit4-Mediaprocess,socialvalues andmediainfluence

Thisunitenablesstudentstofurtherdeveloppracticalskillsinthedesignandproductionofamediaproduct.Studentsexaminetheroleofsocialvaluesintheconstructionofmediatextsandanalyseissuesconcerningtheroleandinfluenceofthemedia.

Outcomes1.ProduceamediaproductforanidentifiedaudiencefromthemediaproductiondesignplanpreparedinUnit3.2.Discusshowsocialvaluesshapethecontentofamediatextandanalysehowsocialvaluesarereflectedinthattext.3.Discussthenotionsofmediainfluenceandanalyseissuesaboutthenatureandextentofmediainfluence.

AssessmentSchool-assessedCoursework:Tests–20%School-assessedProductionWork–35%End-of-yearExamination:Twohours–45%

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M E D I A

Studentsmusthavepreviouslyhadatleasttwoyearsofinstrumentaltuitionandexperienceontheirchoseninstrument.AnauditionmustbeundertakenifthestudenthasnotundertakenAM10.

Unit1–MusicPerformance

Thisunitfocusesonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Theyalsodevelopskillsinperformingpreviouslyunseenmusic.Studentsstudyaural,theoryandanalysisconceptstodeveloptheirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.

Outcomes1.PerformancePrepareandperformapractisedprogramofgroupandsoloworks.2.PerformancetechniqueDemonstrateinstrumentaltechniquesusedinperformanceofselectedworks,demonstrateunpreparedperformanceskillsanddescribeinfluencesontheirapproachtoperformance.3.MusicianshipIdentify,re-create,notateandtranscribeelementsofmusic,anddescribewaysinwhichexpressive

elementsofmusicmaybeinterpreted.

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Unit2–MusicPerformance

Studentsfurtherbuildontheirperformanceandmusicianshipskills.Theypresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Studentsstudytheworkoftheirperformersthroughlisteningandanalysisandusespecificstrategiestooptimisetheirownapproachtoperformance.Theyalsostudystrategiesfordevelopingtechnicalandexpressiveperformanceskills.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractiserelatedtechnicalwork.Theydevelopskillsinperformingpreviouslyunseenmusicandstudyspecificconceptstobuildtheirmusicianshipknowledgeandskills.Studentsalsodeviseanoriginalcompositionorimprovisation.

Outcomes1.PerformancePrepareandperformamusicallyengagingprogramofgroupandsoloworks.2.PerformancetechniqueDemonstrateinstrumentaltechniquesusedinperformanceofselectedworks,demonstrateunpreparedperformanceskillsanddescribeinfluencesontheirapproachtoperformance.3.MusicianshipIdentify,re-create,notateandtranscribeelementsofmusic,anddescribehowselectedelementsofmusichavebeeninterpretedinperformance.4.Organisationofsound.Deviseacompositionoranimprovisationthatusesmusiclanguageevidentinwork/sbeingpreparedforperformance.

AssessmentPerformancesofworksinbothgroupandsolo withaccompanimentasappropriateAdemonstrationofselectedtechnicalworkand exercisesPerformancejournalcontainingexplanationsof howselectedtechnicalworksandexercisessupporttheirchosenworksAperformanceofunpreparedmaterialAural,writtenandpracticaltasksCompositionand/orimprovisationexercises

M U S I C P E R F O R M A N C E

Unit3–MusicPerformance

Thisunitpreparesstudentstopresentconvincingperformancesofgroupandsoloworks.Inthisunitstudentsselectaprogramofgroupandsoloworksrepresentingarangeofstylesanddiversityofcharacterforperformance.Theydevelopinstrumentaltechniquesthatenablethemtointerprettheworksandexpressivelyshapetheirperformances.Theyalsodevelopanunderstandingofperformanceconventionstheycanusetoenhancetheirperformances.Studentsdevelopskillsinunpreparedperformance,auralperceptionandcomprehension,transcription,musictheoryandanalysis.ThefocusforanalysisisworksandperformancesbyAustralianmusicians.

Outcomes1.PerformanceTopresentaninformed,accurateandexpressiveperformanceofaprogramofgrouporsoloworks.2.PerformancetechniqueDemonstrateperformancetechniques,technicalworkandexercises,anddescribetheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicianshipIdentify,re-create,notateandtranscribeshortexcerptsofmusic,anddiscusstheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

Unit4–MusicPerformance

Studentsrefinetheirabilitytopresentconvincingperformancesofgroupandsolowork.StudentsselectgroupandsoloworksthatcomplementworksselectedinUnit3.Theyfurtherdevelopandrefineinstrumentalandperformancetechniquesthatenablethemtoexpressivelyshapetheirperformanceandcommunicatetheirunderstandingofthemusicstyleofeachwork.Studentscontinuetodevelopskillsinauralperceptionandcomprehension,transcription,theory,analysisandunpreparedperformance.StudentscontinuetostudywaysinwhichAustralianperformersinterpretworksthathavebeencreatedsince1910byAustraliancomposers/songwriters.

Outcomes1.PerformanceToprepareandpresentaccurateandexpressiveperformancesofinformedinterpretationsofaprogram/sofgroupandsoloworks.2.PerformancetechniqueTodemonstrateperformancetechniques,andtechnicalworkandexercises,anddiscusstheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicianshipIdentify,re-create,notateandtranscribeshortexcerptsofmusic,andanalysetheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%AuralandwrittenExamination–20%School-assessedCoursework–30%

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Unit3–MusicInvestigation

InthisunitstudentsselectaworkfromaprescribedlistasthebasisforaninvestigationofaFocusArea.TheyexploretheFocusAreathroughthreecomplementaryareasofstudy:Investigation,Composition/Arrangement/ImprovisationandPerformance.Together,theseareasofstudyrequirestudentstoapplyextensiveskillsinperformance,auralawareness,transcription,musictheoryandanalysis.

Outcomes1.InvestigationTodemonstrateunderstandingofperformancepractices,context/sandinfluencesonmusicworks.2.Composition/Improvisation/ArrangementTocompose,improviseand/orarrangeanddiscussmusiccharacteristicsandperformancepractices.3.PerformanceTopresentaperformanceofmusicworksthatcommunicatesunderstandingoftheFocusArea.

Unit4–MusicInvestigation

InthisunitstudentscontinuetheexplorationwithintheFocusAreatheybeganinUnit3.InUnit4theInvestigationinvolvesthepreparationofprogramnotestoaccompanytheirend-of-yearperformanceprogram.AreaofStudy2involvescreatingandperformingacomposition,improvisationorarrangementthatdrawsonmusicalcharacteristicsoftheFocusArea.StudentsrehearseandperformworksforinclusioninaperformanceprogramofworksthatrelatestotheFocusArea.Theycontinuetouseskillsinauralawareness,transcription,musictheoryandmusicanalysistosupporttheirwork.

Outcomes1.InvestigationToevaluateandpresentonesinterpretiveapproachtoaprogramofmusicworks.2.Composition/improvisation/arrangementTocompose/improvise/arrangeandperformamusicworkanddiscusstheuseofmusiccharacteristics,instrumentaltechniques,performancetechniquesandconventionsinthework.3.PerformanceDemonstrateartisticintentandunderstandingoftheFocusAreainacohesiveandengagingperformanceofmusicworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%School-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%

MusicInvestigationwillonlyruninconsultationwithMs.Bonett.

OutdoorandEnvironmentalStudiesisabouttherelationshipshumanshavewithoutdoorenvironments,bothpastandpresent,andthewaytheserelationshipsimpactbothpeopleandoutdoorenvironments.Studentslearnthroughacombinationoftheoryclassesandpracticaltrips.Practicaloutdoorexperiencesprovidestudentswiththeopportunitytoobserveandexperiencevariouswaysofencountering,understandingandmanagingoutdoorenvironments.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Unit1–ExploringOutdoorEnvironments

Studentsareintroducedtothecharacteristicsofavarietyofoutdoorenvironmentsandinvestigatedifferenttypesofoutdoorenvironmentsfromanumberofperspectives.Studentsundertakecasestudiessotheycanobserveandexperiencehowchangestonatureaffectpeople.Thefocusisthenbroadenedfrompersonalresponsestothewaysinwhichothersrespondto,understandandvalueoutdoorexperiencesandoutdoorenvironments.Throughinvestigationsofspecificoutdoorenvironments,studentsanalysedifferentwaysofexperiencingandknowingoutdoorenvironments.

Outcome 1 – Motivations for Outdoor ExperiencesStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Experiencing Outdoor EnvironmentsStudentsdescribewaysofknowingandexperiencingoutdoorenvironmentsandevaluatefactorsthatinfluenceoutdoorexperiences,withreferencetospecificoutdoorexperiences.

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Unit2–DiscoveringOutdoorEnvironments

Thisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellasthehumanimpactsonoutdoorenvironments.Studentsalsolookatnature’simpactonhumans,aswellastheecological,socialandeconomicimplicationsofhumanimpactonoutdoorenvironments.Studentsdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments,aswellasinvestigatingandmodellingindividualandgroupresponsibilitiesforactivitiesinoutdoorenvironments,includingenvironmentalactiontopromotepositiveimpactsonoutdoorenvironments.

Outcome 1 – Investigating outdoor environmentsStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Impacts on outdoor environmentsStudentsevaluatehumanimpactsonoutdoorenvironmentsandanalyseproceduresforpromotingpositiveimpacts,withreferencetospecificoutdoorexperiences.

AssessmentTheoutcomesforbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•Journal/reportofoutdoorexperiences•Casestudyanalysis•Oralpresentations•Multimedia,annotatedvisualdisplay•Dataanalysis•Tests•Writtenresponses

Unit3-RelationshipswithOutdoor Environments

ThisunitexploreshowAustralianshaveunderstoodandinteractedwithoutdoorenvironmentsovertime.StudentsexaminetheuniquenatureofAustralianoutdoorenvironmentsandinvestigatearangeofhumanrelationshipswithoutdoorenvironments,fromvariousIndigenousculturalexperiences,throughtotheinfluenceofanumberofmajoreventsandissuessubsequenttoEuropeansettlement.Casestudiesareusedtoanalysetheroleofenvironmentalmovementsinchanginghumanrelationshipswithoutdoorenvironments.Studentsalsoexaminecurrentrelationshipsbetweenhumansandoutdoorenvironmentsincludingthewaysoutdoorenvironmentsareportrayedindifferentmedia;thedynamicnatureofrelationshipsbetweenhumansandtheirenvironment;andthesocial,cultural,economicandpoliticalfactorsthatinfluencetheserelationships.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Outcome 1 – Historical relationships with outdoor environmentsStudentsexplainandevaluatehowrelationshipswithAustralianoutdoorenvironmentshavechangedovertime,withreferencetospecificoutdoorexperiences.

Outcome 2 - Contemporary relationships with outdoor environmentsStudentsanalyseandevaluatethefactorsinfluencingcontemporarysocietalrelationshipswithoutdoorenvironments,withreferencetospecificoutdoorexperiences.

Assessment of levels of achievementThestudent’slevelofachievementinUnit3willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.

Unit4-TheFutureofHuman-Nature Interactions

Inthisunitstudentsexplorethesustainableuseandmanagementofoutdoorenvironments.TheyexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesinrelationtothecapacityofoutdoorenvironmentstosupportthefutureneedsoftheAustralianpopulation.Studentsexaminetheimportanceofdevelopingabalancebetweenhumanneedsandtheconservationofoutdoorenvironmentsandconsidertheskillsneededtobeenvironmentallyresponsiblecitizens.Theyinvestigatecurrentagreementsandenvironmentallegislation,aswellasmanagementstrategiesandpoliciesforachievingandmaintaininghealthyandsustainableenvironmentsincontemporaryAustraliansociety.

Outcome 1 – Healthy outdoor environmentsStudentsevaluatethecontemporarystateofAustralianoutdoorenvironments,andanalysetheimportanceofhealthyoutdoorenvironmentsandsustainabilityforindividualsandsociety,withreferencetospecificoutdoorexperiences.

Outcome 2 - Sustainable outdoor environmentsStudentsanalyseconflictsofinterestovertheuseofoutdoorenvironments,andevaluatepracticesandstrategiesforsustainingoutdoorenvironments,withreferencetospecificoutdoorexperiences.

AssessmentSchool-assessedCourseworkforeachoutcomeofunit3and4willcontribute25%,itwillbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•acasestudy•amultimediapresentation•writtenanalysisandevaluation•anoralpresentation•atest•dataanalysis•writtenanalysisandevaluation

ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50%

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Unit1-BodiesinMotion

Thisunitexploreshowthebodysystemsworktogethertoproducemovementandanalysesthismotionusingbiomechanicalprinciples.

Outcomes1.Explainhowthemusculoskeletal,cardiovascularandrespiratorysystemsfunction,andhowtheaerobicpathwaysinteractwiththesystemstoenablehumanmovement.2.Explainhowtodevelopandrefinemovementinavarietyofsportingactionsthroughtheapplicationofbiomechanicalprinciples.3.Observe,demonstrateandexplainstrategiesusedtopreventsportsinjuries,andevaluatearangeoftechniquesusedintherehabilitationofsportsinjuries.

Unit2-SportsCoachingandPhysicallyActiveLifestyles

Thisunitexploresarangeofcoachingpracticesandtheircontributiontoeffectivecoachingandimprovedperformanceofanathlete.Studentsarealsointroducedtophysicalactivityandtheroleitplaysinthehealthandwellbeingofthepopulation.

Outcomes1.Demonstrateknowledgeof,andevaluate,theskillsandbehavioursofanexemplarycoach,andexplaintheapplicationofarangeofskilllearningprinciplesusedbyacoach.2.Collectandanalysedatarelatedtolevelsofparticipationinphysicalactivityandsedentarybehaviour,andcreateandimplementstrategiesthatpromoteadherencetotheNationalPhysicalActivityGuidelines.3.Abilitytouseasubjectivemethodtoassessphysicalactivitylevels,andimplementandpromoteasettings-basedprogramdesignedtoincreasephysicalactivitylevels.

AssessmentAlloftheoutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•WrittenReports•StructuredQuestions•LaboratoryReports•Tests•OralReports•CaseStudy:VideoandMediaAnalysis

Unit3-PhysicalActivityParticipation andPhysiologicalPerformance

Thisunitintroducesstudentstoanunderstandingofphysicalactivityandsedentarybehaviourfromaparticipatoryandphysiologicalperspective.Studentsalsoinvestigatethecontributionofenergysystemstoperformanceinphysicalactivity.

Outcomes1.Analyseindividualandpopulationlevelsofsedentarybehaviourandparticipationinphysicalactivity,andevaluateinitiativesandstrategiesthatpromoteadherencetotheNationalPhysicalActivityGuidelines.2.Analysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefatiguemechanismsandrecoverystrategies.

Unit4-EnhancingPerformance

Studentsundertakeanactivityanalysis.Usingtheresultsoftheanalysis,theyinvestigatetherequiredfitnesscomponentsandparticipateinatrainingprogramdesignedtoimproveormaintainselectedcomponents.Studentsalsolearntocriticallyevaluatedifferenttechniquesandpracticesthatcanbeusedtoenhanceperformance.

Outcomes1.Plan,implementandevaluatetrainingprogramstoenhancespecificfitnesscomponents.2.Analyseandevaluatestrategiesdesignedtoenhanceperformanceorpromoterecovery.

AssessmentSchool-assessedCourseworkforUnit3contributes25%tothestudyscore,asdoesthecourseworkfromUnit4.Thiswillconsistofanumberofresponsesinthefollowingformats:writtenreport,acasestudyanalysis,avisualormultimediapresentation,atest,laboratoryreport,structuredquestionsoramediaanalysis.

TherewillbeanEnd-of-yearExaminationrelatingtothecontentofUnits3and4–50%offinalassessment.

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P H Y S I C A L E D U C A T I O N

Unit1-Whatideasexplainthephysicalworld?

Consistsofthreeareasofstudy;Howcanthermaleffectsbeexplained?Howdoelectriccircuitswork?Whatismatterandhowisitformed?

Outcomes1.Studentswillapplythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergyinselectedcontexts,anddescribetheenvironmentalimpactofhumanactivitieswithreferencetothermaleffectsandclimatescienceconcepts.2.StudentswillinvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectricalsystems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.3.Studentsareableexplaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms. Assessment•annotatedfolioofpracticalactivities•dataanalysis•design,building,testingandevaluationofadevice•anexplanationoftheoperationofadevice•aproposedsolutiontoascientificortechnologicalproblem•areportofaselectedphysicsphenomenon•amodellingactivity•amediaresponse•asummaryreportofselectedpracticalinvestigations•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.

Unit2-Whatdoexperimentsrevealaboutthephysicalworld?

Consistsofthreeareasofstudy;onebeingHowcanmotionbedescribedandexplained?Thesecondareaistobechosenfromaselectionofdetailedstudiesincluding;•Whatarestars?•IstherelifebeyondEarth’sSolarSystem?•Howdoforcesactonthehumanbody?•HowcanACelectricitychargeaDCdevice?•Howdoheavythingsfly?•Howdofusionandfissioncompareasviablenuclearenergypowersources?•Howisradiationusedtomaintainhumanhealth?•Howdoparticleacceleratorswork?•Howcanhumanvisionbeenhanced?•Howdoinstrumentsmakemusic?•Howcanperformanceinballsportsbeimproved?•Howdoesthehumanbodyuseelectricity?Thethirdareaisapracticalinvestigation.

Outcomes1.Thestudentisabletoinvestigate,analyseandmathematicallymodelthemotionofparticlesandbodies.2.Relatestochosenareaofstudy.3.Thestudentisabletodesignandundertakeaninvestigationofaphysicsquestionrelatedtothescientificinquiryprocessesofdatacollectionandanalysis,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentForOutcomes1and2;•anannotatedfolioofpracticalactivities•dataanalysis•design,building,testingandevaluationofadevice•anexplanationoftheoperationofadevice•aproposedsolutiontoascientificortechnologicalproblem•areportofaselectedphysicsphenomenon•amodellingactivity•amediaresponse•asummaryreportofselectedpracticalinvestigations•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.

ForOutcome3areportofapracticalinvestigation(student-designedoradapted)usinganappropriateformat,forexampleascientificposter,practicalreport,oralcommunicationordigitalpresentation.

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Unit3-Physics

Unit3consistsoftwoprescribedareasofstudy:Motioninoneandtwodimensions,electronicsandphotonics,andathirdareaofstudytobechosenfromoneofthreedetailedstudies:Einstein’srelativity,investigatingstructuresandmaterials,orfurtherelectronics.

Outcomes1.OncompletionofthisunitthestudentshouldbeabletousetheNewtonianmodelinoneandtwodimensionstodescribeandexplaintransportmotionandrelatedaspectsofsafety,andmotioninspace.2.Oncompletionofthisunitthestudentshouldbeabletocompareandexplaintheoperationofelectronicandphotonicdevicesandanalysetheiruseindomesticandindustrialsystems.

Assessment16%ofFinalAssessmentAnyoneoracombinationofthefollowingwillbeusedtoassessthesethreeOutcomes:•AStudentdesignedextendedpracticalinvestigation•AMultimediaPresentation•Anannotatedfolioofpracticalactivities •ASummaryReportofselectedpracticalactivitiesfromthestudent’slogbook•ADataAnalysis •AReport–written,oral,annotatedvisual•ATest–shortanswerandextendedresponse•AresponsetoamediaarticleOutcome1–40marksOutcome2–30marksOutcome3–30marks

Unit4-Physics

Unit4consistsoftwoprescribedareasofstudy:Interactionsoflightandmatter,electricalpowerandathirdareaofstudytobechosenfromoneofthreedetailedstudies:synchrotronandapplications,photonics,orrecordingandreproducingsound.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletousewaveandphotonmodelstoexplaininteractionsoflightandmatterandthequantisedenergylevelsofatoms.2.Oncompletionofthisunitthestudentshouldbeabletocompareandexplaintheoperationofelectronicandphotonicdevicesandanalysetheiruseindomesticandindustrialsystems.

Assessment24%ofFinalAssessmentAnyoneoracombinationofthefollowingwillbeusedtoassessthesethreeOutcomes:•ASummaryReportofselectedpracticalactivitiesfromthestudent’sLogBook. •AMultimediaPresentation•Anannotatedfolioofpracticalactivities •Astudentdesignedextendedpracticalinvestigation.•ADataAnalysis •AReport–written,oral,annotatedvisual•ATest–shortanswerandextendedresponse•AresponsetoamediaarticleOutcome1–40marksOutcome2–30marksOutcome3–30marks

TherewillbeaFinalExaminationonalltheOutcomesofUnit4–60%ofFinalAssessment

Thisstudyisforstudentswishingtostudydesignandproductdevelopment,manufacturingmethodsandtheuseofprocessedandunprocessedmaterialsinthedesignandplanningprocess,usingavarietyofmaterials.Studentswillapplypracticalskillsrelatedtodesign,safeuseofequipmentandmachinery.

Studentscanchoosefrom:ProductDesignandTechnology-Wood,Metal,Polymers(Plastics)

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ProductDesignandTechnology-Textiles

Unit1-DesignModificationand Production

Thisunitfocusesonthetools,processes,techniques,knowledgeandskillsthedesignersusetodevelopasolutiontoaproblem.Studentsinvestigatemethodsandprocessesusedtoexaminetheneedanddefinetheproblembygeneratinganappropriatedesignbrief.Theyconsidermethodsandinformationthedesignerusestogenerateandcommunicateideasanddeterminethesuitabilityofappropriatematerialsandprocesses.Studentslearnabouttheproductiontechniquesusedtomaketheproductandhowitisevaluatedagainsttheneedsandrequirementsoutlinedinthedesignbrief.Usingthisprocessasamodel,thestudentmodifiesthedesignofasimilarproduct.Considerationisgiventoprotectionofintellectualpropertyimplicationsrelatedtodesign.

Outcomes1.Describethemethodsusedbyadesignertodesignaproduct,andapplysimilarprocessestodocumentthere-designingofanexistingproduct.2.Useandevaluatematerials,tools,equipmentandprocessestomaketheproductdesignedinOutcome1,andcomparethefinishedproductwiththeoriginaldesign.

Unit2-CollaborativeDesign

Inthisunit,thestudentworksbothindividuallyandasamemberofasmalldesignteamtoaddressaproblem,needoropportunitythatrequiresaproductwithinaproductrangeorbasedonatheme,orcomponentofagroupproduct.Thisprovidesthestudentwiththeopportunitytoworkwithotherswhiletakingresponsibilityforparticularaspectsofthedesignandproductionprocesses.

Outcomes1.Individuallyandasamemberofateam,identifyaneedandcollaborativelydevelopdesignoptionsandproductionplanninginaresponsetoadesignbriefforaproductrangebasedonacommonthemeoragroupproductwithcomponentparts.2.Justify,manageanduseappropriateproductionprocessestomakeaproductandevaluate,individuallyandasamemberofateam,theprocessesandmaterialsused,andthesuitabilityofaproductorcomponentsofagroupprojectagainstthedesignbrief.

AlloftheOutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•DesignFolios•Tests(shortandopenbook)•ProductionPlans•ShortWrittenReports(materialstesting,industryvisits,productevaluation)•ProductionTasks•OralReports•AnnotatedVisualDisplays•PracticalDemonstrations•WebsitePresentations•DataShowPresentations

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Unit3-Design,TechnologicalInnovationandManufacture

Inthisunit,studentsinvestigateaclientorend-user’sneeds,prepareadesignbrief,deviseevaluationcriteria,carryoutresearchandproposeaseriesofdesignoptions.Theyjustifythechoiceofapreferreddesignoptionanddevelopaworkplan,andcommenceproductionoftheproduct,whichwillbecompletedandevaluatedinUnit4.Thisunitalsoexamineshowarangeoffactorsinfluencethedesignanddevelopmentofproductswithinindustrial/commercialsettings.

Outcomes1.Explaintheroleofadesignerbywritingadesignbrief,evaluationcriteriaandidentifyingandexplainingareasforresearchandmethodsthatwouldbeusedtodevelopdesignideas.2.Explainthefactorsthatinfluencethedesign,developmentandmanufactureofproductswithinindustrial/commercialsettings.3.Presentafoliothatdocumentstheprocedureanddecisionmakingprocessesusedwhileworkingasadesignertomeettheneedsofaclientorenduserandcommenceproductionofthedesignedproduct.

Unit4-ProductDevelopment,EvaluationandPromotion

StudentscontinuetodevelopandmanufacturetheproductdesignedinUnit3–Outcome3andrecordtheproductionprocessesandmodificationstotheworkplanandproduct.Theyevaluatetheeffectivenessandefficiencyoftechniquestheyusedandthequalityoftheirproductwithreferencetoevaluationcriteria.Studentsmakejudgementsaboutpossibleimprovements.Theypromotetheirworkbyhighlightingtheproduct’sfeaturestotheclientand/orenduser.

Outcomes1.Analyseproducttypesthroughacomparisonofinnovativefeatures,function,aestheticandvisualappearance,andexamineeconomic,socialandenvironmentalbenefitsandcosts.2.Competentlyandsafelyapplyarangeofproductionskillsandprocessestoimplementtheproductionplan,maketheproductdesignedinOutcome3andmanagetimeandresourcesefficiently.3.Evaluatetheoutcomesofthedesignandpromotetheproduct’sdesignfeaturestotheclientorenduser.

AssessmentDesignandTechnologythestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework,aSchool-assessedTaskandanEnd-of-yearExamination.PercentagecontributionstothestudyscoreinDesignandTechnologyareasfollows:Unit3School-assessedCoursework–12%Unit4School-assessedCoursework–8%School-assessedTask–50%End-of-yearExamination–30%

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Psychologyisthesystematicstudyofthoughts,feelingsandbehaviour.Itisthestudyofthemindaimedatdescribing,explainingandpredictingbehaviourthroughexperimentaldata.

Unit1-Psychology

Inthisunitstudentsinvestigatethestructureandfunctioningofthehumanbrainandtheroleitplaysintheoverallfunctioningofthehumannervoussystem.Studentsexplorebrainplasticityandtheinfluencethatbraindamagemayhaveonaperson’spsychologicalfunctioning.Theyconsiderthecomplexnatureofpsychologicaldevelopment,includingsituationswherepsychologicaldevelopmentmaynotoccurasexpected.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletodescribehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.2.Oncompletionofthisunitthestudentshouldbeabletoidentifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.3.Oncompletionofthisunitthestudentshouldbeabletoinvestigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.

AssessmentForthisunitstudentsarerequiredtodemonstrateachievementofthreeoutcomes.Asasettheseoutcomesencompassallareasofstudyintheunit.Suitabletasksforassessmentmaybeselectedfromthefollowing:

ForOutcomes1and2•areportofapracticalactivityinvolvingthecollectionofprimarydata•aresearchinvestigationinvolvingthecollectionofsecondarydata•abrainstructuremodellingactivity•alogbookofpracticalactivities•analysisofdata/resultsincludinggeneralisations/conclusions•mediaanalysis/response•problemsolvinginvolvingpsychologicalconcepts,skillsand/orissues

•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissueForOutcome3•areportofaninvestigationintobrainfunctionand/ordevelopmentthatcanbepresentedinvariousformats,forexampledigitalpresentation,oralpresentation,orwrittenreport.

Unit2-Psychology

Inthisunitstudentsinvestigatehowperceptionofstimulienablesapersontointeractwiththeworldaroundthemandhowtheirperceptionofstimulicanbedistorted.Theyevaluatetherolesocialcognitionplaysinaperson’sattitudes,perceptionofthemselvesandrelationshipswithothers.Studentsexploreavarietyoffactorsandcontextsthatcaninfluencethebehaviourofanindividualandgroups.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocomparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.2.Oncompletionofthisunitthestudentshouldbeabletoidentifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.3.Oncompletionofthisunitthestudentshouldbeabletodesignandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehaviour,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentSuitabletasksforassessmentfortheseoutcomesmaybeselectedfromthefollowing:

ForOutcomes1and2•areportofapracticalactivityinvolvingthecollectionofprimarydata•aresearchinvestigationinvolvingthecollectionofsecondarydata•alogbookofpracticalactivities•analysisofdata/resultsincludinggeneralisations/conclusions•mediaanalysis/response•problemsolvinginvolvingpsychologicalconcepts,skillsand/orissues•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue

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Unit4-Psychology

Thisunitfocusesontheinterrelationshipbetweenlearning,thebrainanditsresponsetoexperiencesandbehaviour.Studentswillexplorethecharacteristicsoflearningasaprocessthatplaysapartindeterminingbehaviour.Theywillstudythedifferenttypesoflearninganditsneuralbase.Studentswillinvestigatehowbiological,psychologicalandsocio-culturalfactorscontributetothedevelopmentofanindividual’smentalfunctioningandmentalhealth.Theywilllearnhowtodistinguishbetweennormalexperiencesandconditionswhichfallunderthecategoryofmentalillness.

Outcomes1.Explaintheneuralbasisoflearning,andcompareandcontrastdifferenttheoriesoflearningandtheirapplications.2.Differentiatebetweenmentalhealthandmentalillness,anduseabiopsychosocialframeworktoexplainthecausesandmanagementofstress,simplephobiaandaselectedmentaldisorder.

AssessmentAnnotatedfolioANDthreeothertasksselectedfrom:•Dataanalysis•Mediaresponse•Test•Evaluationofresearch•Essay•Mediaresponse•Empiricalresearchreport•Oralpresentation•VisualpresentationAnEnd-of-yearExaminationassessingbothoutcomescontributes60%ofthefinalmarkforUnit4.

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ForOutcome3•areportofaninvestigationintobrainfunctionand/ordevelopmentthatcanbepresented invariousformats,forexampledigitalpresentation,oralpresentation,orwrittenreport.

Unit3-Psychology

Inthisunit,studentswillinvestigatetherelationshipbetweenthebrainandmindthroughexaminationofthebasisofconsciousness,behaviour,cognitionandmemory.Theywillstudythestructureandfunctionofthebrainandnervoussystem.Studentswillexploretherelationshipsbetweenconsciousnessandthoughts,feelingsandbehaviourbycomparingthecharacteristicsofnormalwakingconsciousnesswithalteredstatesofconsciousness.Theywillinvestigatetheretentionofexperiencesandlearningandthefactorsthataffectretentionandrecallofinformation.

Outcomes1.Explaintherelationshipbetweenthebrain,statesofconsciousnessincludingsleep,andbehaviour,anddescribethecontributionofselectedstudiesandbrainresearchmethodstotheinvestigationofbrainfunction.2.Comparetheoriesandexplaintheneuralbasisofmemoryandfactorsthataffectitsretention,andevaluatetheeffectivenessoftechniquesforimprovingandmanipulatingmemory.

AssessmentEmpiricalResearchAnalysisbasedonaninvestigationconductedbythestudentANDthreeothertaskselectedfrom:•Dataanalysis•Mediaresponse•Test•Evaluationofresearch•Essay•Mediaresponse•Annotatedfolio•Oralpresentation•Visualpresentation

StudioArtsaimstoencourageandsupportstudentstorecognisetheirindividualpotentialasartmakers.Intheirartpracticesstudentsapplyanindividualdesignprocesstoproduceafolioofartworks.Studentresearchandinquiryfocusesonthevisualanalysisofartworksandinvestigateshowartists’sourceideasanddevelopstyles.Italsocoverstheuseofmaterials,techniquesandprocessesaswellasmethodsofpresentationinthemakingofartworks.

Studentsselectfromoneormoreofthefollowingstudioforms:painting,drawing,mixedmedia,sculpture,digitalphotographyandprintmaking.StudioArtsisdesignedtosupportavisualartorindustry-basedpathwaybyallowingstudentstocreateafoliothatisusefultotertiaryfolioentry.ThissubjectsupportspathwaystodomainssuchasArchitecture,FineArts,Fashion,GraphicDesignandCuratorialStudies.

Unit1-ArtisticInspirationand Techniques

Thisunitfocusesonstudentsusingsourcesofinspirationsuchaspersonalexperiences,ideas,issuesandobservationstodevelopindividualartworks.Studentsalsoexploreandresearchthewaysinwhichartistsfromdifferenttimesandcultureshaveinterpretedideasandusedmaterialsandtechniquestoproduceartworks.

Outcomes1.Sourceinspiration,identifyindividualideasandusemethodstotranslatetheseintovisualforms.2.Explorearangeofmaterialsandtechniquestosupportandrecordthedevelopmentofindividualideas.3.Discusshowartistsfromdifferenttimesandcultureshavesourcedinspirationandappliedmaterialsandtechniques.

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Unit2-DesignExplorationand Concepts

Inthisunitstudentsestablishanduseadesignprocesstoproduceartworks.Theyundertakeanindividualapproachtoinvestigateideas,directionsandsolutionsandwithexperimentationofmaterialsandtechniques.Studentsalsoanalyseartworksfromdifferenttimesandculturestounderstandhowartistsusedesignelementsandprinciples,signs,symbolsandimagestocreateaestheticqualitiesanddevelopstyles.

Outcomes1.Developanindividualdesignprocess,includingvisualresearchtoproduceavarietyofexplorationsandartworks.2.Analyseanddiscusswaysthatartistsfromdifferenttimesandcultureshavecreatedinterestinartworks,communicatedideasanddevelopedstyles.

AssessmentAssessmenttasksforbothUnit1and2focusonthedevelopmentoffolios,researchworkandexams.

AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

S T U D I O A R T S

Unit3-StudioProductionand ProfessionalArtPractices

Thisunitfocusesontheuseofanindividualdesignprocesstoproducearangeofpotentialdirections,inpreparationforfinalartworksinunit4.Studentsdevelopanexplorationproposaltodefineanareaofcreativeinterest.Studentsalsostudyartists’workpracticesinrelationtodevelopmentofideasandstyles,useofmaterialsandtechniques,andissuesinvolvedintheuseofotherartists’work.Theyarealsoexpectedtovisitatleasttwoexhibitionspaces.

Outcomes1.Prepareanexplorationproposalandplanthatoutlinesthecontent/directionofanindividualdesignprocess.2.Presentanindividualdesignprocessandarangeofpotentialdirections,toreflecttheconceptsandideasdocumentedintheexplorationproposal.3.Discussartpracticesinrelationtoparticularartworksofartistsandanalysewaysinwhichtheseartistsdevelopstyles.

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Unit4-StudioProductionandArt IndustryContexts

Inthisunitstudentsproduceacohesivefoliooffinishedartworks,basedonselecteddesignprocesspotentialdirections.Theyundertakeareflectionandevaluationofthisfolioasrelatedtotheirintentions.Studentsalsostudyaspectsofartists’involvementintheartindustry,includingpreparation,presentationandconservationofartworksinvariouscontemporarysettingsandspaces.

Outcomes1.Presentacohesivefoliooffinishedartworksthatcommunicatesideasofselectedpotentialdirections.2.Providematerialthatidentifiesthefoliofocus,directionandcohesivenessbetweentheartworks.3.Examineandexplainthepreparationandpresentationofartworksinatleasttwodifferentexhibitionspacesanddiscussvariousrolesandproceduresinvolvedintheexhibitionofartworks.

AssessmentForUnit3–School-assessedTask1:Anexplorationproposalanddevelopmentalfolio(visualdiary/workbook)thatexplorespotentialdirections(inpreparationforfinalartworksinUnit4).Comprises33%offinalassessmentandissubjecttoexternalreview.ForUnit4–School-assessedTask2:Acohesivefoliooffinishedartworksandanevaluationofthisfinishedfolio.Comprises33%offinalassessmentandissubjecttoexternalreview.End-of-yearexaminationbasedonOutcome3inbothUnit3and4.Comprises34%offinalassessment.

AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

Thisstudyprovidesanopportunitytodevelopcapabilitiesinandknowledgeofdesign,operation,construction,assembly,maintenance,repairandevaluationofelectrical/electronicormechanicalsystems.Itprovidesasound,systemsorientatedbasisfortertiarytechnologycoursesandforemploymentintechnologicalenterprises.Itisdesignedforstudentsinterestedinelectronicsorautomotiveareasofstudy.

Unit1-MechanicalEngineering Fundamentals

Thisunitfocusesonmechanicalengineeringfundamentalsasthebasisofunderstandingtheunderlyingprinciplesandthebuildingblocksthatoperateinthesimplesttomorecomplexmechanicaldevices.Thisunitcontainsthefundamentalphysicsandtheoreticalunderstandingofmechanicalsystemsandhowtheywork,butthemainfocusisontheconstructionofasystemwhichdrawsheavilyupondesignandinnovationwithintheinterrelatedappliedlearningactivities.

Studentsstudyfundamentalmechanicalengineeringprinciples.Theunitallowsforahands-onapproach,asstudentsapplytheirknowledgeandconstructfunctionalsystemswhichcanbepurelymechanicalorhavesomelevelofintegrationwithelectro-technologysystems.Studentsexplorehowthesesystemsuseorconverttheenergysuppliedtothem,andrelatedwiderenvironmentalandsocialissues.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofmechanicalsystems.2.Useappropriateprocessesindesigning,planning,manufacturing,documenting,performancetesting,faultdiagnosisandevaluationofafunctionalsystem.3.Analysetheoperation,function,energyuseandsocialandenvironmentalimplicationsofatechnologicalsystem.

Unit2-Electrotechnology EngineeringFundamentals

Thisunitfocusesonbuildingunderstanding,ofthefundamentalprinciplesofelectricalandelectroniccircuits,collectivelyandcommonlyreferredtoaselectrotechnology.

Studentsstudyfundamentalengineeringprinciplesaimingtoproducebasicoperationalsystemsandtechnicalreportswhichemployalevelofintegrationbetweenmechanicalandelectroniccomponents.Themainfocusremainsontheconstructionofelectrotechnologysystems.Studentsstudyfundamentalelectrotechnologyprinciplesincludingappliedelectricaltheory,representationofelectroniccomponentsanddevices,elementaryappliedphysicsinelectricalcircuits,andmathematicalcalculationsthatcanbeappliedinordertodefineandexplainelectricalcharacteristicsofcircuits.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofelectro-technologysystems.2.Design,plan,produceandevaluateafunctionalintegratedsystemwithreferencetorelevantAustralianStandards,andapplydiagnosticfaultfinding,repairandmaintenancetechniquesinproductionactivities.3.Explainhownewandemergingtechnologiesinfluencetheselectionanddevelopmentofaprocess,materialorcomponent,andimpactonthedesignandultimatefunctionoftechnologicalsystems.

AssessmentAssessmentofalltheoutcomesofbothUnits1&2willbebasedonaselectionfromthefollowingtasks:•WebsitePresentations•AnnotatedVisualDisplays•DataShowPresentations•OralReports•ProductionWork•Planning/ProductionRecords•Tests•PracticalPresentation•ShortWrittenReports(materialstesting,industryvisits,productevaluation)

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S Y S T E M S E N G I N E E R I N G

Unit3-SystemsEngineeringand Energy

Inthisunit,studentsstudytheengineeringprinciplesthatareusedtoexplainthephysicalpropertiesofintegratedsystemsandhowtheywork.Thisisunderpinnedbythestudyofhumanendeavourinwhichobservationsandideasaboutthephysicalworldareorganisedandexplained.Throughtheapplicationoftheirknowledge,studentsproduceanintegratedoperationalsystem.Studentsalsoapplytheirknowledgeandskillstoresearch,produceandpresenttechnicalreports.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesofcontrolledintegratedtechnologicalsystems.2.Design,plan,constructanddocumentanintegratedsystemandeffectivelyusediagnosticproceduresforthesystem.3.Analyseandcomparetheenvironmentalbenefitsandimplicationsofusingdifferentenergysourcesandhowsuchenergysourcesaffectthedesign,performanceanduseoftechnologicalsystems.

Unit4-IntegratedandControlled SystemsEngineering

Thisunitcombinesthecontemporaryfocusofsystemscontrolandprovidesopportunitiesforstudentstobuildontheirunderstandingandapplyittopracticalsolutionsthroughtheconstructionofcontrolledintegratedsystems.Inrecenttimes,commercialintegratedsystemshaveincreasedfunction,controlandinternalmonitoringsubsystemswithinthem.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesandfunctioningofcontrolledintegratedtechnologicalsystems.2.Selectcomponentsfor,construct,diagnose,adjustandrepairthetechnologicalsystemanditscontroldevicescommencedinUnit3,andprovideanevaluationofthesystem,itsperformanceandthemanagementoftheproject.

AssessmentUnit3School-assessedCoursework–10%Unit4School-assessedCoursework–10%School-assessedTask–50%End-of-yearExamination–30%

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Unit1-TheatricalStylesofthe Pre-ModernEra

Thisunitfocusesontheapplicationofactingandotherstagecraftinrelationtotheatricalstylesofthepre-modernera.Studentsworkwiththeplay-scriptsfromthepre-moderneraoftheatre,focusingonworkspriortothe1880’sinboththeirwrittenformandinperformance.Theyalsostudytheatricalandperformanceanalysisandapplytheseskillstotheanalysisofaplayfromthepre-modernerainperformance.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthepre-modernera.2.Applyactingandotherstagecrafttointerpretplay-scriptsfromthepre-modernera.3.Analyseaperformanceofaplay-scriptfromthepre-modernerainperformance.

Unit2-TheatricalStylesofthe ModernEra

Thisunitfocusesonstudyingtheatricalstylesandstagecraftthroughworkingwithplay-scriptsinboththeirwrittenformandinperformancewithanemphasisontheapplicationofstagecraft.Studentsworkwithplay-scriptsfromthemodernerafocusingonworksfromthe1880’stothepresent.Studentsstudytheatricalanalysisandproductionevaluationandapplytheseskillstotheanalysisofaplayinperformancefromthemodernera.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthemoderneraoftheatre.2.Applystagecrafttointerpretplay-scriptsfromthemodernera.3.Analyseandevaluatestagecraftinaperformanceofaplay-scriptfromthemodernera.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeofselectedtasksfromthefollowinglist:•Essays •MultimediaProductions •TheatreHistoryReports•OralPresentations•Tests•AnalyticalExercises•AnnotatedVisualReports •InterpretationandPerformanceofPlay-scripts

Unit3-ProductionDevelopment

Thisunitfocusesonaninterpretationofaplay-scriptthroughthefourdesignatedstagesofproduction:planning,productiondevelopment,productionseason,andproductionevaluation.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluatetheinterpretationoftheplay-scriptintheperformance.

OutcomesStudentsshouldbeableto:1.Applystagecrafttointerpretaplay-scriptforperformanceanddemonstrateunderstandingoftheproductionprocess.2.Analyseuseofstagecraftinthedevelopmentofaplay-scriptforproduction,incorporatingthespecificationsappropriateforeachstageoftheproductionprocess.3.Analyseandevaluatewaysinwhichawrittenplay-scriptselectedfromtheprescribedplay-listisinterpretedinitsproductiontoanaudience.

Unit4-PerformanceInterpretation

InthisunitstudentsstudyasceneandassociatedmonologuefromtheTheatreStudiesPerformanceExamination(monologuelist)anddevelopatheatricalbriefthatincludesthecreationofacharacterbyanactor,stagecraftpossibilities,andappropriateresearch.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluateactingintheproduction.

Outcomes1.Abletoperformaninterpretationofamonologuefromaplay-script.2.Developatheatricalbriefthatpresentsaninterpretationofascene.3.Analyseandevaluateactinginaproductionfromtheprescribedplay-list.

AssessmentAllOutcomesinUnits3and4willbeassessedfromarangeofselectedtasksfromthefollowing:School-assessedCourseworkUnit3–30% FinalPerformance(Solo)Examination–25%School-assessedCourseworkUnit3–15% FinalWrittenExamination–30%

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T H E A T R E S T U D I E S

VisualCommunicationDesignisdesignedtosupportavisualartorindustry-basedpathwaybyrequiringstudentstocreateafoliothatisusefultotertiaryfolioentry.ThissubjectsupportspathwaysindomainsincludingFineArts,Architecture,Fashion,Communication,Multimedia,Web,IndustrialDesignandInteriorDesign.Unit1–IntroductiontoVisual CommunicationDesign

Themainpurposeofthisunitistofocusuponthedevelopmentofvisuallanguageanddesignthinkingskills.Studentsuseobservational,visualisationandpresentationdrawingasthemeansbywhichideasandconceptsarecommunicated.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocreatedrawingsfordifferentpurposesusingarangedrawing,methodsandmaterials.2.Onthecompletionofthisunitthestudentshouldbeabletoselectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystatedpurposes.3.Oncompletionofthisunitthestudentshouldbeabletodescribehowavisualcommunicationhasbeeninfluencedbypastandcontemporarypractices,andbysocialandculturalfactors.

Unit2–ApplicationsofVisual CommunicationDesign

Themainpurposeofthisunitistousepresentationdrawingmethodstoincorporatetheuseoftechnicaldrawingconventionstocommunicateinformationandideasassociatedwiththeenvironmentalorindustrialfieldsofdesign.Studentsinvestigatehowtypeandimageryareusedincommunicationdesign.Studentsdevelopanunderstandingofhowthedesignprocessisusedasameansoforganisingtheirthinkingaboutapproachestosolvingdesignproblemsandpresentingideas.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocreatepresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.

2.Oncompletionofthisunitshouldbeabletomanipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen–basedpresentations,takingintoaccountcopyright.3.Oncompletionofthisunitthestudentshouldbeabletoengageinstagesofthedesignprocesstocreateavisualcommunicationappropriatetoasetbrief.

AssessmentFoliooffinalpresentationdrawings,typography,technicaldrawings,writtenand/ororaldescriptionsofanalysisincludingannotations.

Unit3–DesignThinkingandPractice

ThemainpurposeofthisunitistoenablestudentstodevelopanunderstandingofVisualCommunicationproductionthroughtheapplicationofthedesignprocesstosatisfyspecificcommunicationneeds.StudentsconsiderexistingVisualCommunicationandanalyseandevaluateexamples.TheywillalsoinvestigatetheproductionofVisualCommunicationinaprofessionalsettingandexaminethenatureofprofessionalpracticeinthedesignandproductionofVisualCommunication.

Outcomes1.Studentsshouldbeabletocreatevisualcommunicationsforspecificcontexts,purposesandaudiencesthatareinformedbytheiranalysisofexistingvisualcommunications.2.Studentsshouldbeabletodescribehowvisualcommunicationsaredesignedandproducedinthedesignindustryandexplainfactorsthatinfluencethesepractices.3.Studentshouldbeabletoapplydesignthinkingskillsinpreparingabrief,undertakingresearchandgeneratingarangeofideasrelevanttothebrief.

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V I S U A L C O M M U N I C A T I O N D E S I G N

AspartoftheVCEVisualArtsprogram,allVisualVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

Unit4–DesignDevelopmentandPresentation

Thefocusofthisunitisinthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationsthatmeetthebrief.HavingcompletedtheirbriefandgeneratedideasinUnit3,studentscontinuethedesignprocessbydevelopingandrefiningconceptsforeachneedstatedinthebrief.Studentsrefineandpresenttwovisualcommunicationswithintheparametersofthebrief.Theyevaluatetheirvisualcommunicationsanddeviseapitchtocommunicatetheirdesignthinkinganddecisionmakingtotheclient.

Outcomes1.Studentsshouldbeabletodevelopdistinctlydifferentdesignconceptsforeachneed,andselectandrefineforeachneedaconceptthatsatisfieseachoftherequirementsofthebrief.2.Studentsshouldbeabletoproducefinalvisualcommunicationpresentationsthatsatisfytherequirementsofthebrief.3.Studentsshouldbeabletodeviseapitchtopresentandexplaintheirvisualcommunicationstotheclientandevaluatethevisualcommunicationsagainstthebrief.

AssessmentSchool-assessedCourseworkforUnit3–20%School-assessedCourseworkforUnit4–5%School-assessedTaskforUnits3&4–40%End-of-yearExamination–35%

AspartoftheVCEVisualArtsprogram,allVisualVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

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U N I T C O S T S

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PhysicalEducation $10 $10

Physics $25 $25

ProductDesignandTechnology/Textiles $60 $60

Psychology $10 $10

StudioArts $80 $80

StudioArts-ArtKit Approx$100 Approx$100

SystemsEngineering $50 $50

TheatreStudies $30 $30

VisualCommunicationDesign $80 $80

Subject Unit1&2Charges Unit3&4Charges

Accounting $10 $10

Art $80 $80

Art-ArtKit Approx$100 Approx$100

Biology $25 $25

BusinessManagement $10 $10

Chemistry $30 $30

Dance $30 $30

Drama $30 $30

Economics $10 $10

English $25 $30

-HolocaustExcursion $20 -

-NoSugarExcursion - $20

-AllAboutEveExcursion - $20

EnglishAsAnAdditionalLanguage $30 $30

EnvironmentalScience $30 -

FoodandTechnology $150 $175

Geography $20 $20

HealthandHumanDevelopment $10 $10

History $10 $10

IndustryandEnterprise $10 $10

InformationTechnology-Computing $10

SoftwareDevelopment/Informatics $10

Languages–Italian $20 $20

Languages–JapaneseSecondLanguage $20 $20

LegalStudies $10 $10

Literature $30 $30

FoundationMathematics $20

FurtherMathematics - $20

SpecialistMathematics(1&2) $20

SpecialistMathematics(3&4)

GeneralMathematics

-

$20

MathematicalMethods(CAS1&2) $20 -

MathematicalMethods(CAS3&4) - $20

UniversityMathematics - $20

Media $50 $50

MusicPerformance $30 $30

MusicInvestigation $30 $30

OutdoorandEnvironmentalStudies $5 $5

$20

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-

Australian Youth Allowance–FinancialsupportprovidedbytheFederalGovernmenttostudents16yearsandover,enrolledinfulltimestudy,toencourageandassistthemtocontinuetheirstudies.

Campus–Mosttertiaryinstitutionshavemorethanoneteachingsite.Eachsiteiscalleda‘campus’eg.VictoriaUniversityhascampusesatMelton,Footscray,WerribeeandStAlbans.

Credit Transfer–ThisisasystemwherepartsofyourVCEworkcanbecountedaspartofyourstudiestowardsaVETCertificateandviceversa.

Degree–ACourseofStudy,usuallyofthreeorfouryearsfulltimestudy,completedafterVCE,ataCollegeorUniversity.

ATAR–StandsforAustralianTertiaryAdmissionRank.Theoverallrankingonascaleofzeroto99.95thatastudentreceivesbasedonhis/herstudyscores.TheATARiscalculatedbyuniversitiesandTAFEinstitutestoselectstudentsforcourses.FormerlyknownasEquivalentNationalTertiaryEntranceRank(ENTER).

GAT–GeneralAchievementTest.AllstudentsundertakingoneormoreLevel3/4subjectsmustsitforthistestinJuneeveryyear.Itspurposeistoprovideameasureofhowwellyourteachersareassessingyourworkinschoolbasedassessment.ItmayalsobeusedtohelpinthestatisticalmoderationofcourseworkinLevel3/4units.Itisnotmeanttomeasureyourability,unlessyouneedtoapplyforaDerivedExaminationScore.

Commonwealth Supported Place (CSP)–referstothepaymenttertiarystudentsmaketowardsthecostofatertiarycourse.Paymentcanbedeferreduntilaftergraduation.

Open Days–MostColleges,UniversitiesandTAFEInstitutesareopentothepublicforinspectiononatleastonedayoftheyear.Manyconductguidedtours,havepubliclecturesanddisplays.

Outcome–ShortforLearningOutcome,thisiswhatyoumustknoworbeabletodowhenyoufinishaunit.Tosatisfactorilycompleteaunityoumustsatisfactorilyachieveallofitsoutcomes.

G L O S S A R YPrerequisite–Thisisaunitorunitsyoumustpassinordertobeeligibleforadmissiontoacourse.

School-assessed Coursework–ThisisworkthatisprescribedbyVCAAtobecompletedinUnit3/4LevelUnits.Itisassessedbyyourteachersbutis‘moderated’byastatisticalmethodthatcomparesthestudents’schoolresultswiththeirindividualassessment.School-assessedTasksarecompletedinTechnologyandStudioArtssubjects.

TAFE–StandsforTechnicalandFurtherEducationandtherearemanyTAFEInstitutesthroughoutVictoria.TAFEoffersshortcourses,apprenticeshiportraineeshiptraining,andarangeofcoursesrangingfromCertificate1toAdvancedDiplomacourses.

VCAA–VictorianCurriculumandAssessmentAuthority.TheorganisationresponsibleforthecurriculumandadministrationoftheVCE–http://www.vcaa.vic.eud.au/

VICTER–ThisisshortforVictorianTertiaryEntranceRequirements.TheVictorianTertiaryAdmissionsCentreprintsalistoftheseeachyear.Thelistsetsouttheentrancerequirementsforhighereducationtwoyearsinadvance.InJuly,2013theyprintthe2015VictorianTertiaryEntranceRequirements.

VTAC–StandsforVictorianTertiaryAdmissionsCentre,whichorganisestheprocessbywhichstudentsapplyandareselectedfortertiaryandTAFEdiplomacourses–http://www.vtac.edu.au/

VTAC Guide–ThisisabookletforYear12VCEstudentsandcontainsadescriptionofeachVictorianUniversityandTAFEInstitutesDiplomaCourse.ItispublishedinAugustofeachyear.

VET–VocationalEducationandTraining–AsetofcertificatecoursesthatcanbecompletedalongwiththeVCE.VETcoursesgenerallyinvolvespendingonedayeachweekataTAFEInstitute.

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Some Non-School Courses

Advanced Certificates–Thesepreparestudentsforsupervisorypositionsinlargerorganisations,runningsmallbusinesses,assistingprofessionalsoroperatinginahighleveltechnicalcapacity.TheyareusuallycompletedintwoyearspostYear11oroneyearpostYear12viafull-timeorequivalentpart-timestudy.

Apprenticeships–Theseareawaytolearnatradeorvocationandtobepaidwhilelearning.Theyareusuallyofthreetofouryear’sduration,combiningonthejobandTAFEtraining.

Certificate Courses–Theseareskillsbasedandqualifypeopletoundertakeworkthatoftenrequirescomplexskills.TheyareusuallycompletedinsixmonthstooneyearpostYear10study,orequivalentpart-timestudy.

Traineeships–TheGovernmentsubsidisesthetrainingofanumberofyoungpeopletoenablethemtobepart-timeemployedandtrainedonthejob;andpart-timetostudyinaTAFEInstitute.PreferenceisgiventopeoplewhohavenotsuccessfullycompletedYear12.ThetotalleadstotheawardofaCertificateofVocationalStudies.Theyareoftwelvemonthsduration.

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