VCE, 2018 - St Pauls Anglican Grammar School · VCE, 2018 WARRAGUL CURRICULUM P a g e | 3 ... Science – Biology ... students who wish to undertake more than two of these folio subjects

VCE, 2018 WARRAGUL CURRICULUM

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Contents Welcome ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 6

Selecting Units 3 and 4 in Year 12 ------------------------------------------------------------------------------------------------------------------------------------------ 7

University Enhancement Studies -------------------------------------------------------------------------------------------------------------------------------------------- 8

Scaling ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 9

Year 12, 2018 Subject Selection Form ------------------------------------------------------------------------------------------------------------------------------------ 10

Unit 3 and 4 Studies Available to Year 12 -------------------------------------------------------------------------------------------------------------------------------- 11

Selecting Year 11 Units -------------------------------------------------------------------------------------------------------------------------------------------------------- 12

Year 11 Subject Selection----------------------------------------------------------------------------------------------------------------------------------------------------- 13

Studying Units 3 and 4 in Year 11 ------------------------------------------------------------------------------------------------------------------------------------------ 14

Year 11, 2018 Subject Selection Form ------------------------------------------------------------------------------------------------------------------------------------ 15

VCE Information ----------------------------------------------------------------------------------------------------------------------------------------------------------------- 16

Requirements for satisfactory completion of VCE ---------------------------------------------------------------------------------------------------------------------- 17

Prerequisite Subjects ----------------------------------------------------------------------------------------------------------------------------------------------------------- 18

Guide to Checking Prerequisite Subjects --------------------------------------------------------------------------------------------------------------------------------- 18

Vocational Education Training in Schools -------------------------------------------------------------------------------------------------------------------------------- 20

Accounting ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 22

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 23

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 23

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 24

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 24

Art ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 25

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 27

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 27

Business Management --------------------------------------------------------------------------------------------------------------------------------------------------------- 28

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 29

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 29

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 30

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 30

Cisco Certified Network Associate (Part 1) ------------------------------------------------------------------------------------------------------------------------------ 31

Cisco Certified Network Associate (Part 2) ------------------------------------------------------------------------------------------------------------------------------ 32

English/EAL (English as an Additional Language) --------------------------------------------------------------------------------------------------------------------- 33

Unit 1: English -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 34

Unit 2: English -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 34

Unit 3: English/ EAL ------------------------------------------------------------------------------------------------------------------------------------------------------------- 35

Unit 4: English/EAL ------------------------------------------------------------------------------------------------------------------------------------------------------------- 35

English Literature ---------------------------------------------------------------------------------------------------------------------------------------------------------------- 36

Unit 1: English Literature ------------------------------------------------------------------------------------------------------------------------------------------------------ 37

Unit 2: English Literature ------------------------------------------------------------------------------------------------------------------------------------------------------ 37

Unit 3: Literature ----------------------------------------------------------------------------------------------------------------------------------------------------------------- 38

Unit 4: Literature ----------------------------------------------------------------------------------------------------------------------------------------------------------------- 38

English Language --------------------------------------------------------------------------------------------------------------------------------------------------------------- 39

Unit 1: English Language ------------------------------------------------------------------------------------------------------------------------------------------------------ 40


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Food Studies ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 42

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 43

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 43

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 44

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 44

Geography ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 45

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 46

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 46

Health and Human Development ------------------------------------------------------------------------------------------------------------------------------------------- 47

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 48

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 48

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 49

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 49

History ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 50

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 51

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 51

Units 3 and 4 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 52

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 52

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 52

Computing ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 53

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 54

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 54

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 55

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 55

Legal Studies --------------------------------------------------------------------------------------------------------------------------------------------------------------------- 56

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 57

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 57

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 58

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 58

Languages: French ------------------------------------------------------------------------------------------------------------------------------------------------------------- 59

Units 1 and 2 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 60

Units 3 and 4 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 60

Languages: Japanese ---------------------------------------------------------------------------------------------------------------------------------------------------------- 61

Units 1 and 2 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 62

Units 3 and 4 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 63

Mathematics ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 64

Further Mathematics: Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------- 65

Further Mathematics: Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------- 65

Further Mathematics: Units 3 and 4 ---------------------------------------------------------------------------------------------------------------------------------------- 66

Mathematical Methods: Unit 1 ----------------------------------------------------------------------------------------------------------------------------------------------- 67

Mathematical Methods: Unit 2 ----------------------------------------------------------------------------------------------------------------------------------------------- 67

Mathematical Methods: Units 3 and 4 ------------------------------------------------------------------------------------------------------------------------------------- 68

Specialist Mathematics: Units 3 and 4 ------------------------------------------------------------------------------------------------------------------------------------- 69


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Specialist Mathematics: Unit 1 ---------------------------------------------------------------------------------------------------------------------------------------------- 70

Specialist Mathematics: Unit 2 ---------------------------------------------------------------------------------------------------------------------------------------------- 70

Music Performance ------------------------------------------------------------------------------------------------------------------------------------------------------------- 71

Units 1 and 2 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 72

Units 3 and 4 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- 73

Philosophy ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 74

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 75

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 75

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 76

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 76

Physical Education -------------------------------------------------------------------------------------------------------------------------------------------------------------- 77

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 78

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 78

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 79

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 79

Product Design and Technology - Textiles ------------------------------------------------------------------------------------------------------------------------------- 80

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 81

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 81

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 82

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 82

Product Design and Technology - Hard Materials --------------------------------------------------------------------------------------------------------------------- 83

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 84

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 84

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 85

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 85

Science – Biology --------------------------------------------------------------------------------------------------------------------------------------------------------------- 87

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 88

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 88

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 89

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 89

Science – Chemistry ------------------------------------------------------------------------------------------------------------------------------------------------------------ 90

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 91

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 91

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 92

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 92

Science – Physics --------------------------------------------------------------------------------------------------------------------------------------------------------------- 93

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 94

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 94

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 94

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 94

Science – Psychology ---------------------------------------------------------------------------------------------------------------------------------------------------------- 95

Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 96

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 96

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 96

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 96

Studio Arts: Photomedia ------------------------------------------------------------------------------------------------------------------------------------------------------- 97


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Unit 1 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 98

Unit 2 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 98

Unit 3 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 99

Unit 4 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 99

Texts and Traditions ---------------------------------------------------------------------------------------------------------------------------------------------------------- 100

Unit 3 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 101

Unit 4 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 101

Theatre Studies ---------------------------------------------------------------------------------------------------------------------------------------------------------------- 102

Unit 1 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 103

Unit 2 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 103

Unit 3 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 104

Unit 4 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 104

VETiS Certificate III Sport and Recreation ----------------------------------------------------------------------------------------------------------------------------- 105

Visual Communication Design --------------------------------------------------------------------------------------------------------------------------------------------- 106

Unit 1 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 107

Unit 2 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 107

Unit 3 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 108

Unit 4 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 108


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Welcome

The following guide is designed to aid you with your subject selection choices in both Year 11 and 12. All students have different pathways through school and each route has its own rewards and challenges. Choose courses that you will both enjoy and achieve in, and try to formulate your selections as part of your long term plan. We encourage you to read through the subject descriptions carefully and base your choices on the interests and future goals that you may have. There is no easy ‘short cut’ through Years 11 and 12 and often the best method to cope with the rigours of work is to select a program that is both achievable and balanced. Starting many courses at a higher level requires a student to have prior subject knowledge, often referred to as a ‘prerequisite’. It is important that students are aware of the prerequisites and expectations for all Senior School courses. As part of the subject selection process a team of experienced Senior School staff will be available for individual advice and counselling. The school also runs subject selection sessions that both parents and students can attend. It is also important that parents and students are aware of university and vocational expectations and prerequisites as these can also shape the courses that a student selects. Good luck with your selections and study program in 2018.

Ms Laura Butterworth Head of Secondary School

Mr Bruno Testa Director of Studies

Mr Brad Kooloos Head of Year 11

Ms Julia Behr Head of Year 12

Mrs Deb Cumming Head of Careers


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Selecting Units 3 and 4 in Year 12 In Year 12, students have one compulsory subject – English. This requirement can be met by taking either English, English Language or English Literature. All subjects can be taken concurrently and the compulsory one that will be counted in an ATAR will be the one in which the highest mark was scored. At St Paul’s the program that students take in Year 12 includes four other Unit 3 and 4 sequences. Under strict conditions some students have also been permitted to complete a Unit 3 and 4 subject in Year 11. This will also count towards their ATAR. Studies must be taken as pairs – Unit 3 and 4. Up to six sequences can be counted for an ATAR score and they do not have to be taken in the one year. St Paul’s policy is that students undertake five subjects during Year 12. A completed VETiS course can be counted as part of the VCE. Depending on the particular VETiS course it can either count as part of the primary four subjects (English and the next three highest scoring Unit 3/4 studies) or as a fifth or sixth subject. Mrs Deb Cumming (VETiS Coordinator) can give students more information on this matter. Selecting the best course may not be an easy decision. Many students at this level have not yet finalised their ideas about which career they wish to pursue. However, most students from St Paul's aspire to complete their VCE and then continue further studies at tertiary level. In selecting subjects, students should bear in mind the following points:

Select studies based on Unit 1 and 2 studies undertaken in Year 11 Select studies/units in which you are interested Select studies/units in which you can perform at your best and that are also relevant to your chosen career aspirations Keep clearly in mind the prerequisite studies/units required for various tertiary courses

Some students may be considering subjects based on scaling. The Scaling Report is available for students to check but they are encouraged to consider the importance of the four points above when selecting subjects. Scaling does not work in a student’s favour if they are not able to perform in that subject to the best of their ability or are unhappy in that subject. It is also important to note that in subjects that may be scaled down, scaling is less when a student is able to achieve a score over 40. A student is better off in a subject that they like and in which they can do well.

Choosing Folio Subjects

Folio subjects in the Visual Arts - Art, Studio Arts, Design and Technology, Media and Visual Communication and Design - require substantial, sustained practical work from students and their major assessment tasks (SATs – School Assessed Tasks) are often due at similar times. Whilst we encourage students to take multiple Arts subjects if they wish to prepare for tertiary interviews we caution them in taking on too many. For this reason, students who wish to undertake more than two of these folio subjects in Unit 3 and 4 must obtain written permission from the Head of Visual Arts. This process may involve looking at the student’s results in the same or similar subjects in Year 11.


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University Enhancement Studies The University Enhancement Studies Program provides the opportunity for very able students to extend their learning in a particular subject area by completing the first year of a standard university subject as part of their Year 12 program. In the past, subjects have been offered through various universities, including The University of Melbourne and Monash University. If you are considering participating in an Extension Program in year 12, you may be eligible for an ATAR increment of between 3.0 and 5.0 points.

Subjects

Subjects offered come from a range of university faculties and can be grouped under generic headings including: Arts and Humanities, Business and Economics, Computer Systems / Computer Programming, Languages, Music, Mathematics and the Sciences. For specific information see Mrs Cumming in the Careers Office.

Off Campus

Students work independently using notes prepared by the university. The student is required to attend workshop sessions off campus (after school/weekends) throughout each semester. St Paul's provides support for this type of study by enabling a teacher to be a mentor for the student. Note: the mentor is not expected to act as a tutor.

Criteria for Selection

Students wishing to participate in University Enhancement Studies should consider the following criteria set by the University for selection. Students need to:

Demonstrate a love for the subject they wish to study Have high ability in that subject (A/A+ result), understanding the concepts readily Be able to work independently Be highly motivated Have good time management skills Have achieved a B+ average across other subjects Have completed a Unit 3 and 4 study in Year 11, gaining a score over 40.

Process of Application

1. Obtain current information available from Mrs Cumming in the Careers Department 2. Students apply in writing addressing the Criteria for Selection 3. Attach a letter to the subject selection form 4. The decision is conveyed to the student 5 Student applies to the university of choice using the official application form, which is obtained from the Head of Careers. This process may be altered in exceptional circumstances. For more information students may research university web sites for more specific University Enhancement Studies prerequisites.


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Scaling

Why are VCE results scaled?

VCE results are scaled because individual study scores are not an absolute measurement of overall performance. On behalf of tertiary institutions, VTAC combines study scores to form an aggregate (total) which is then converted into a rank known as the ‘ATAR’ (Australian Tertiary Admission Rank). Before study scores can be fairly added together they have to be compared and adjusted. This is because students take very different combinations of VCE studies, and VTAC can only legitimately add study scores together if the strength of competition in each study is about the same. For example, it is unfair to compare the best and fairest of an individual football team with the best and fairest in the national competition. Scaling overcomes this difficulty and ensures that each study contributes equally to the ATAR (that is an ATAR subject score of 25 in English is equivalent to an ATAR subject score of 25 in Psychology or an ATAR subject score of 25 in Chemistry).

How is scaling carried out?

Study scores are adjusted (and the strength of competition in a study is judged) by looking at the total performance of students taking that study. For example, the performance of students taking Chemistry is compared with (and adjusted against) the total performance of all Chemistry students in all their studies. This comparison is carried out for each VCE study and VCE VETiS program for which there is a study score. There are no pre-determined outcomes, and in the first instance, all studies including Mathematics and Languages other than English (Languages) are treated identically. The process is very stable and as a result there is very little difference from year to year in terms of adjusted (scaled) ATAR subject scores.

What happens as a result of scaling?

As a result of scaling, some scores in some studies are adjusted up, some down, and some remain about the same – this is a reflection of the overall strength of the group taking each study. Studies are scaled up only when the overall performance is high. Studies are scaled down only when the overall performance is low. Remember: if competition is high within a study – you can expect to receive a lower VCAA study score – scaling by VTAC ensures this study is adjusted up. If competition is low within a study – you can expect to receive a higher VCAA study score – scaling by VTAC ensures this study is adjusted down. Across all studies, your ATAR subject scores can therefore be expected to be more uniform than your VCAA study scores. The 2016 Scaling Report is available from the VTAC website (listed below), the Careers Office or from the Director of Studies. http://www.vtac.edu.au/pdf/publications/abcofscaling.pdf http://www.vtac.edu.au/pdf/scaling_report.pdf

http://www.vtac.edu.au/pdf/publications/abcofscaling.pdf

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


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Year 12, 2018 Subject Selection Form All students are required to complete their subject selections online, following the instructions mailed home. The following is a draft form. It is to be completed and brought, along with your Career Planning Form, to subject counselling interviews. They are then to be attached and returned with a signed online ‘preferences receipt’ to the Secondary School office by 4.00 pm on Friday 11 August 2017. NAME: _____________________________________________________________MENTOR GROUP: _____________________ In 2018, every student is expected to attempt ten VCE units made up of five Unit 3 and 4 sequences, including at least one English study. Students should select their units in order of preference by completing the table below. Since subject blocking and lack of numbers may mean some units are unavailable, students should select seven Unit 3 and 4 sequences in order of preference. I will be completing the VETiS Course: _________________________________________________________________ _ (I have discussed this with Mrs Cumming)

I am interested in enrolling in the University Enhancement Subject for: _________________________________________ (I have discussed this with Mrs Cumming and my letter addressing the criteria for selection is attached to this application.)

Preference Unit Name

Chapel

Private Study

1 English, English Language or Literature (please circle)

2

3

4

5

6*

7*

*To be used if any of the earlier preferences are unavailable

In 2017 I completed the Unit 3 and 4 subject: _____________________________________________________________ The type of career/course I would like to study is: ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ The prerequisites for this type of course (either at university or at TAFE) are: ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ Bring this form to your interview on Monday 7 August. Final deadline for submission is 4.00 pm Friday 11 August, 2017. Student Signature: __________________________________ Parent Signature: ____________________________________

Subject counsellor to initial


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Unit 3 and 4 Studies Available to Year 12 Please note that subjects run based on student numbers and staffing. Admission to Unit 3 and 4 subjects is based, in some instances, on the successful completion of Unit 1 and 2 in a study at Year 10 or 11. For example, it would be inadvisable to attempt to undertake Unit 3 and 4 Physics or Chemistry if these subjects had not been successfully completed at Unit 1 and 2 level. Course counsellors will provide further advice in this regard.

Accounting Art* Biology Business Management Chemistry English English as an Additional Language English Language English Literature Environmental Science* Food Studies* French Health and Human Development History: Revolutions IT: Software Development Japanese Legal Studies Maths Further Maths Methods Maths Specialist Music Performance* Physical Education Physics Product Design and Technology – Hard Materials* Product Design and Technology – Soft Materials* Psychology Studio Arts - Photomedia Visual Communication and Design* VETiS CISCO (Part 1 or Part 2)

* Very small numbers for Unit 1 and 2 in 2017, hence this subject will only run if there is enough interest for Units 3 and 4.


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Selecting Year 11 Units In Year 11 at St Paul's, students will take:

English or English Language or English Literature (VCE requirement) Christian Studies Five VCE sequences of their own choice (this may include an application for a Unit 3/4 sequence)

Selecting the best course for an individual student may not be an easy decision. Many students at this level have not yet finalised their ideas about the career they wish to pursue. However, most students from St Paul's aspire to complete their VCE and then continue further studies at tertiary level or seek work. In selecting subjects, students should bear in mind the following points:

Select studies/units in which you are interested Select studies/units in which you can perform at your best and that are also relevant to your likely career aspirations Select studies/units that give as much freedom as possible to change your mind: keep as many options open as possible Keep in mind the prerequisite studies/units required for various tertiary courses

Other information Studying Unit 3 and 4 subjects in Year 11 Checking tertiary pre-requisites Scaling

Units 1 and 2 Subject Recommended Standards

Subject Recommended standards

Chemistry ‘B’ in Science at Year 10, particularly in Chemistry

English Language ‘B’ average in Year 10 English

French / Japanese A pass in Year 10 French / Japanese

Maths: Further A pass in either Year 10 Maths

Maths: Methods At least a ‘C+’ in Year 10 Maths A

Maths: Specialist Must be paired with Unit 1 and 2 Methods

Music: Performance Year 9 or 10 Music OR strong participation in co-curricular Music

Physics ‘B’ in Science at Year 10, particularly in Physics

VETiS: Certificate III in Sport and Recreation

Offered at St Paul’s to those who have completed Certificate II in Outdoor Recreation in year 10

VETiS: CISCO (Part 2) Offered at St Paul’s to those who have completed CISCO (Part 1) in Year 10


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Year 11 Subject Selection Each Year 11 student is expected to attempt six VCE studies, including at least one English study. A Unit 3 and 4 study may also be one of the six studies selected. Students should finalise their study preferences by completing the tables on the following page. Remember that some studies may not be possible due to blocking arrangements or lack of numbers.

Unit 1 and 2 subjects offered to Year 11 students in 2018

The following subjects are taken as Unit 1 and Unit 2 sequences only. Please note that subjects run based on student numbers and staffing.

Accounting Art Biology Business Management Chemistry English English Language English Literature Food Studies French Geography Health and Human Development History IT: Computing Japanese Legal Studies Maths: Further Maths: Methods Maths: Specialist Music: Performance Philosophy Physical Education Physics Product Design and Technology (Hard Materials) Product Design and Technology (Textiles) Psychology Studio Arts: Photomedia Theatre Studies VETiS: Certificate III in Sport and Recreation (Units 1 and 2) VETiS: CISCO (Part 1) Unit 3 and 4 – Year 10 Level available to Year 11 students VETiS: CISCO (Part 2) Unit 3 and 4 – Year 11 Level for students who have completed CISCO (Part 1) Visual Communication and Design


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Studying Units 3 and 4 in Year 11 Some Year 11 students will be able to study one Unit 3 and 4 subject as part of their Year 11 program. These students will be carefully chosen, as this is a most demanding undertaking. To be considered, they must have met the minimum requirements of entry.

Any student wishing to be considered for this program must fulfil all of the following criteria: Have achieved a B average or better for at least five subjects at the end of Semester One and have met the individual

prerequisites of each subject (if required). Have demonstrated excellent organisational skills and ability to manage a heavy workload. Have demonstrated excellence in their chosen Unit 3 and 4 subject area (or if this subject is not available as a Year 10

subject, then in a similar subject).

Students who wish to apply to study two Year 12 subjects in Year 11 must show that they would be disadvantaged by being denied this opportunity in line with the above policy. Music Performance Units 3 and 4 in both Solo and Group may be regarded as subjects that could make up the second Year 12 subject.

Selection will be made during the second semester, but the offer will be withdrawn if a student's performance falls below these minimum requirements during that semester. The final decision on enrolment will depend on numbers, as Year 12 students will always have priority in the class.

Dependent on timetable restrictions and student suitability, Unit 3 and 4 studies available to Year 11 students in 2018 are:

Subject Recommended Standards

Biology ‘B’ or above in all Year 10 subjects, but ‘A’ in Year 10 Science

Health and Human Development Units 1 and 2 Health and HD in Year 10 with a ‘A’ average for SACs

Legal Studies ‘B’ or above in Unit 1 and 2 in Year 10

Maths Further Must be simunltaneously taking Units 1 and 2 Methods and have a ‘A’ or better in Year 10 Maths A

Psychology ‘B’ or above in all Year 10 subjects, but ‘A’ in Year 10 Science

VETiS: Certificate III in Sport and Recreation (Units 3 and 4)

Offered at St Paul’s to those who have completed Certificate III in Sport and Recreation (Unit 1 and 2) in Year 10

VETiS: CISCO (Part 2) Offered at St Paul’s to those who have completed CISCO (Part 1)

Students, who wish to apply for entry into a Unit 3 and 4 course, should attach a letter to their subject selection form. This letter should outline their reasons for such a request and give details of their academic performance, which would provide evidence of readiness for this enhanced study. The applications will be considered by the Curriculum Leadership Team. Decisions will be tentative until Semester 2 results are in and Year 12 classes are finalised.


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Year 11, 2018 Subject Selection Form All students are required to complete their subject selections online, following the instructions mailed home. The following is a draft form. It is to be completed and brought, along with your Career Planning Form, to subject counselling interviews. It is then to be attached and returned with a signed online ‘preferences receipt’ to the Secondary School office by 4.00 pm on Friday 11 August 2017. NAME: __________________________________________MENTOR GROUP: ______________________________________ Tick this box if you attended the VCE Information Evening To select the appropriate units, choose from the subjects in the Course Guide and enter the choices in order of preference into the table below. NB – Make sure you have nominated six subjects (plus two reserves) on this table. Do not include Year 12 subject applications in your preferences. If your Year 12 subject application is unsuccessful you will be offered that subject in Unit 1/2. Each line indicates a year long subject. I would like to complete the VETiS Course _________________________________________________________________ (I have discussed this with MrsCumming) I would like to apply to study this Unit 3/4 subject:____________________________________________________________ (I have attached my letter of application with this form) This request cannot be finalised until courses are approved and all requirements fulfilled.

Preference Number Subject Name

Unit 2 Religion and Society - Ethics (compulsory)

1 English OR English Language OR Literature (please circle)

2

3

4

5

6

7*

8*

* To be used if any of the earlier preferences are unavailable Bring this form to your interview on Tuesday 8 August (Warragul) and Wednesday 9 August (Traralgon). Final deadline for submission is 4.00 pm Friday 11 August, 2017. Late returns mean that your choices are not included in the first round which may affect your chances of receiving the subjects you want.

Student Signature: ______________________________ Parent Signature: _______________________________________ Subject Counsellor to Initial


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VCE Information

Senior School Information Evening

The Senior School Information Evening is on Tuesday 1 August, 2017 and is an excellent opportunity for you to find out about subjects and options for 2018. The School will be open from 7.00 pm until 9.00 pm and all faculties will have staff in attendance to answer your questions and provide you with information. An information session will be held at the Warragul Campus in the Lecture Theatre for the following year levels: 7:15 pm – 7:45 pm Year 11 (2018) 8:00 pm – 8:30 pm Year 12 (2018) At this session, details of the program will be discussed together with an explanation of the selection process. The process of choosing subjects is a very important one as the School bases its subject offering for the following year on the students' subject choices. Changes can be made at a later date, but there may not be a class or indeed room in a class at that point. Thus, these choices should be taken seriously and considerable investigation and thought given to them. All parents are strongly encouraged to come with their child to this evening and to take advantage of the opportunity to access information easily and rapidly to assist with these important decisions.

Course Guidance

At the start of Term 3 students should also be speaking to subject teachers and Heads of Faculty about specific questions related to the subjects that they are considering. Mrs Deb Cumming, Head of Careers, is also available for individual interviews, as is the Head of School. Following the VCE Information Evening on Tuesday 1 August every student will be involved in a Course Guidance session regarding the choice they have made. This will occur on Monday 7 August for Year 11 into Year 12 students and Tuesday 8 August for Year 10 into Year 11 Warragul students. Course Counselling for Traralgon Year 10 into Year 11 students will occur on Wednesday 9 August at Traralgon. Parents are welcome to attend the session allocated to their son or daughter if they wish to be a part of this process. The form must be brought to the interview on the day of attendance. Choices cannot be accepted without a parent or guardian’s signature. Online selections are to be made and all forms are to be handed in by the dates noted on the forms. During the Course Guidance session, senior staff will check each student's subject choices. This is to ensure that the subjects chosen are appropriate for their proposed Year 11 and Year 12 program. Mrs Deb Cumming, Head of Careers, will be available to students on that day, and on other days, by appointment.


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Requirements for satisfactory completion

of VCE To be awarded the VCE you have to satisfactorily complete a total of no fewer than 16 units that must include: At least 3 units from the English group*, with at least one unit at Unit 3 or 4 level. Three sequences of Units 3 and 4 studies, other than the English group, including VCE VETiS Unit 3 and 4 sequences

*The English group consists of: English Units 1 to 4 English (EAL) Units 3 and 4 English Language Units 1 to 4 Literature Units 1 to 4

No more than two units at Units 1 and 2 may count towards the English requirement. Students may not obtain credit for both English Units 3 and 4 and English (EAL) Units 3 and 4.

Note: Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s Australian Tertiary Admission Rank (ATAR), satisfactory completion of both Units 3 and 4 of an English group sequence is required.

Acceleration into VCE studies in Years 10 and 11 or University Enhancement Studies require careful consideration. Acceptance into these programs will be based upon: Standard of work in the previous year Timetable implications and availability, due to numbers of applications Relevance for individual programs and course and career planning

Consolidation and extension, rather than acceleration, is generally most appropriate for most students.

Satisfactory completion of VCE units

Units 1 and 2 can be completed as single units, but this is not recommended Units 3 and 4 need to be taken as a sequence in the one year

Learning outcomes

Each VCE unit includes a set of two to four outcomes. The award of satisfactory completion of a unit is based on a decision that the student has demonstrated achievement of the outcomes. The achievement will be based on the teacher's assessment of the student's overall performance on assessment tasks designated for that unit. Satisfactory completion of units is determined by the School, in accordance with the VCAA’s requirements, i.e. The work meets the required standard The work was submitted on time The work is clearly the student’s own There has been no substantive breach of rules

Assessment of Units 1 and 2

These assessments will be school based

Assessment of Units 3 and 4

For each study, student level of achievement for Units 3 and 4 sequences will continue to be assessed using school-based assessment and external examinations. The GAT (General Achievement Test) will be undertaken by all Unit 3 and 4 students in June. There will be examinations in all VCE studies in November. Performance and Oral examinations for some studies will be held in October. Timetable arrangements for these will be

distributed by VCAA throughout the year


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Prerequisite Subjects

Prerequisite subjects required for entry into Tertiary Institutions

If students do not complete the pre-requisite units for a particular course they will not be considered for that course. It is very important that students check on the pre-requisites of any possible course using the online VTAC guide. This is each student’s responsibility. If students are unsure about pre-requisite units for various tertiary courses, they should contact the Head of Careers, Mrs Cumming. Students must bring the Career Planning form supplied during Mentor Group (Mrs Cumming has spare copies of these) to the Course Guidance interview. If a student has no clear vocational ambition as yet, it is advisable to select units that keep a maximum number of options open. However, it is still important that students be interested in, and have some aptitude for, the courses chosen. It is expected that all students will attempt a total of five Unit 3 and 4 sequences in Year 12, including English/EAL, English Language and/or Literature.

Guide to Checking Prerequisite Subjects

Using the VTAC Publications relevant to your year level listed below:

Year 10 going into Year 11 (2018) online VICTER 2020 online VTAC Guide (www.vtac.edu.au)

Year 11 going into Year 12 (2018) online VICTER 2019 online VTAC Guide (www.vtac.edu.au)

Reference copies are also available in the Careers Office, or can be downloaded from the VTAC website www.vtac.edu.au

For University Study

Using the index of major studies in the VTAC Guide, look up the career/subject area you would like to follow in the future. This will list all universities which offer the subject, and what they call the particular career/subject.

Look up the entries for each of the universities in the VTAC Guide and check the PREREQUISITES ENTRY FOR EACH. Also check for potentially useful subjects in the MIDDLE BAND. Double check in the VICTER and Tertiary Entry newspaper supplement that is relevant to you, to find out whether there are

any changes planned for the year when you will start university study.

For TAFE Study

Using the index of major studies in the VTAC Guide, look up the career/subject area you would like to follow in the future. This will list all TAFE institutions which offer the subject, and what they call the particular career/subject.

Look up the entries for each of the TAFE institutions in the VTAC Guide and check the ENTRY REQUIREMENTS FOR EACH.

For Apprenticeships and Traineeships

Check with apprenticeship providers for information about the area in which you are interested.


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Students are encouraged to visit the following websites:

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

http://www.australianapprenticeships.gov.au/

http://www.jobsearch.gov.au/

http://www.jobsearch.gov.au/joboutlook/

http://www.vacc.com.au/jobfinder/ VACC members advertise for apprentices or qualified here.

http://jobsense.com.au/ Provides a listing of vacancies from several websites.

http://www.jobseeker.com.au/ Provides a listing of vacancies from several websites.

http://www.alljobs.com.au/ Provides a listing of vacancies from several websites.

http://www.megt.com.au/Pages/default.aspx Apply for an apprenticeship or hire an apprentice with MEGT Group Training.

http://www.mycareer.com.au/ Job listings of available apprenticeships in Melbourne metropolitan area.

http://www.seek.com.au/ Seek provide a search function for apprenticeships and employers can advertise.

http://www.jobsearch.gov.au/ Search Australian Job boards for vacancies all over Australia.

http://www.careerone.com.au/ Job listing for apprenticeships and qualified under Automotive.

http://www.careersonline.com.au/ Resume help job hunting tips, job links, positions vacant and more...

http://www.careerjet.com.au/ Career Jet - Employers can post a Vacancy. Apprentices can post a resume on the site.

http://www.jobsjobsjobs.com.au/ Employers can advertise and applicants can search for apprenticeships.

http://www.defencejobs.gov.au/ Apprenticeships. Select Army, Navy or Air force, then cursor down to apprenticeships.

http://jobs.com.au/ For employers or apprentices to find or advertise a job.

http://employment.gov.au/ Australian Government website.

http://australia.gov.au/ Australian Government website

http://www.gtav.com.au/ Group training - Employers hire apprentices. Apprentices apply to the group training companies.

http://www.myfuture.edu.au/ Help to decide on a career path.

http://www.aajobpathways.com.au/ For apprentices - Pathways, websites and apprenticeship info.

http://fairwork.gov.au/employment/young-workers/pages/default Apprentices and employees. The Young Worker Toolkit helps you find information about your responsibilities and where you stand at work. It covers a lot of information for you regarding work rights


http://www.australianapprenticeships.gov.au/


http://www.jobsearch.gov.au/joboutlook

http://www.vacc.com.au/jobfinder

http://jobsense.com.au

http://www.jobseeker.com.au/

http://www.alljobs.com.au/

http://www.megt.com.au/Pages/default.aspx

http://www.mycareer.com.au/

http://www.seek.com.au/


http://www.careerone.com.au/

http://www.careersonline.com.au/

http://www.careerjet.com.au/

http://www.jobsjobsjobs.com.au/

http://www.defencejobs.gov.au/

http://jobs.com.au/

http://employment.gov.au/

http://australia.gov.au/

http://www.gtav.com.au/


http://www.aajobpathways.com.au/

http://fairwork.gov.au/employment/young-workers/pages/default


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Vocational Education Training in Schools The following VCE/VETiS programs are being offered in 2018. At the end of the two-year course VETiS students receive a Certificate II or III and may receive credit for VCE Units 1-4. On completion of the VCE recognised course students will receive either a ATAR contribution (10% average of Primary 4 subjects), or a study score if the course has a VCE examination. VETiS courses are generally administered by an outside Registered Training Organisation (RTO) that are independent of the school. It is important to understand the following implications when selecting a VETiS course: Students can only study a VETiS subject at Year 10 and 11. Year 12 students cannot enrol in a VETiS subject, however some

exceptions are made for a student to complete the second year of their course. An enrolment fee is charged by the RTO for each student. This is an extra cost and not part of the normal school fees. Extra

costs may also be incurred for equipment and materials. There may be limited Government funding available for some courses.

Students are absent from school for 1 day each week (Wednesday or Friday) Students must however complete all academic and extra curricula requirements missed on the day.

Students/parents are responsible for the transport to and from the RTO venues. Venues are at: Central Gippsland TAFE – Morwell, Yallourn and Warragul; Apprenticeship Group Australia (AGC), Warragul; Lowanna Secondary College, Moe; Community College Gippsland, Warragul Campus; National Centre for Equine Studies, Warragul Campus and Baw Baw Skills Centre Warragul.

All courses involve both theory and practical components and a satisfactory standard must be achieved in both areas to be competent in the VETiS course.

Students may be required to attend an interview/orientation day at the RTO in December prior to their enrolment.

NB: When subject selections are completed, Mrs Deb Cumming will meet with all students who have selected a VETiS course.

The School offers VETiS subjects in two ways

1. Internal delivery as part of the normal timetable CISCO [RTO – Chisholm Institute] Certificate III in Sport and Recreation (Units 1 and 2) and Certificate III Sport and Recreation Units 3 and 4) RTO – IVET

These are offered at Years 10 and 11, but permission may be granted for a students to complete one in Year 12.

Details of these can be found in the relevant sections of the Course Guide for each year level and need to be read carefully before making your choice. Refer also to the VETiS Handbook located on MyStPauls Portal under the Head of School/Year level pages.

2. External delivery by an RTO These are only offered if numbers are sufficient and this decision is at the discretion of the RTO.

Please note: VETiS courses may have extra costs, see VETis Handbook for costs involved.

Contribution to ATAR/Study Scores

Certificate contributions towards ATAR score at VCE providing students have completed both years of the Certificate and completed the required Units of Compentency of Unit 3/4 are as follows: Certificate II in Agriculture Units 3 and 4 ATAR contribution Certificate II in Automotive Units 3 and 4 ATAR contribution CISCO – Part 1 and 2 separately ATAR contribution Certificate II in Hospitality Units 3 and 4 Study Score Certificate II in Equine Studies Units 3 and 4 Study Score Certificate II in Engineering Units 3 and 4 Study Score Certificate III in Sport and Recreation Units 3 and 4 Study Score


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Year 11 selection only available upon completion of Units 1 and 2 in Year 10

Certificate II in Agriculture Units 3 and 4 ATAR CONTRIBUTION

Certificate II in Engineering Units 3 and 4 ATAR CONTRIBUTION

Certificate II in Automotive Units 3 and 4 ATAR CONTRIBUTION

Certificate II in Hospitality Units 3 and 4 Study Score

Certificate II in Equine Studies Units 3 and 4 Study Score

Year 11


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Accounting

Course Description

Accounting is the process of recording, reporting, analysing and interpreting financial data and information which is then communicated to internal and external users of the information. It plays an integral role in the successful operation and management of a small business. VCE Accounting focuses on the financial recording, reporting and decision-making processes of a small business. Students will study both theoretical and practical aspects of accounting. Financial data and information will be collected, recorded and reported using both manual and information and communications technology (ICT) methods.

Additional Information Any student wishing to do Units 3 and 4 Accounting should be aware that Units 1 and 2 Accounting are a required pre-requisite.

Units of Study Unit 1: Establishing and Operating a Service Business Unit 2: Accounting for a Trading Business Unit 3: Recording and Reporting for a Trading Business Unit 4: Control and Analysis of Business Performance

The material above (and contained in the link below) is an extract from material produced by the Victorian Curriculum and Assessment Authority, Victoria, Australia. Some sections may have been abridged and/or modified. Students should consult the Victorian Curriculum and Assessment Authority homepage, and the VCE study guides for comprehensive course details. This material is copyright and cannot be reproduced in any form without the written permission of the Victorian Curriculum and Assessment Authority. Victorian Curriculum and Assessment Authority homepage


P a g e | 23

Unit 1

Course Description

This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the process of gathering, recording, reporting and analysing financial data and information used by internal and external users.

Areas of Study

Going into Business Types of small business, such as service, trading and manufacturing Forms of business ownership, including sole trader, partnership and companies Reasons for establishing a small business Factors that lead to the success or failure of small business The role of professionals Internal and external sources of finance

Recording and Reporting Accounting Data and Information

Accounting principles Qualitative characteristic Definition of accounting elements The accounting equation Source documents Cash receipts and cash payments journals Internal control procedures Accounting reports

Unit 2 Course Description

This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions for stock.

Areas of Study

Recording and Reporting Accounting Data and Information Accounting principles and qualitative characteristics Source and business documents Special journals Perpetual inventory using FIFO recording Physical stocktakes and their impact including stock losses and gains Balance day adjustments Accounting reports The distinction between profit and cash The two-fold effect of transactions on the accounting reports

ICT in Accounting Benefits and costs of computerised accounting systems A comparison with manual systems

Evaluation of Business Performance The role of key performance indicators Evaluate financial and non-financial information


P a g e | 24

Unit 3

Course Description

This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students are introduced to the double entry system of recording using the accrual basis of accounting. The perpetual method of stock recording with FIFO is used.

Areas of Study

Recording of Financial Data Accounting principles and qualitative characteristics Elements of financial reports The two-fold effect of transactions on the accounting equation Business documents for trading businesses Stock recording using FIFO for cash and credit transactions for stock GST Clearing Account Special Journals

Balance Day Adjustments and Reporting of Accounting Information Depreciation, stock losses and gains, prepaid expenses, accrued expenses Treatment of accrued expenses in the subsequent period Closing entries for revenues and expenses in the general journal and general ledger Preparation of the Profit and Loss Summary with transfer of profit to Capital Transfer of Drawings to Capital account Post-adjustment trial balance Accounting Reports

Unit 4

Course Description

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process.

Areas of Study

Extension of Recording and Reporting The accounting system as developed in Unit 3 Source and business documents as seen in Unit 3 plus credit notes for purchases and sales returns Returns of stock and stock valuation Balance day adjustments Purchase of non-current depreciable assets on credit Disposal of depreciable assets Recording of transactions in journals, general and subsidiary ledgers

Financial Planning and Decision-Making Budgeted accounting reports: Cash Flow Statements, Profit and Loss Statement and Balance Sheet Variance reports for cash and profit Measures for evaluating profitability, liquidity and efficiency Indicators, Variances, Trends and Benchmarks


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Art

Course Description

VCE Art introduces the role of art, in all forms of media, in contemporary and historical cultures and societies. Students build an understanding of how artists, through their practice and the artworks they produce, communicate their experiences, ideas, values, beliefs and viewpoints. In this study, students view artworks and investigate the working practices of artists from different cultures and periods of time. VCE Art challenges students to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewer. Students develop skills in research, analysis, art history and criticism to interpret and debate the ideas and issues that are raised in artworks and, in response, they form and support personal points of view. Through exploration and experimentation, students develop skills in creative, critical, reflective and analytical thinking to explore, develop and refine visual artworks in a range of art forms, and to develop an awareness of appropriate health and safety practices. VCE Art equips students with practical and theoretical skills that enable them to follow pathways into tertiary art education or further training in a broad spectrum of art related careers. VCE Art also offers students opportunities for personal development and encourages them to make an ongoing contribution to the culture of their community through participation in lifelong art making.

Units of Study

The study is made up of four units. Unit 1: Artworks, experience and meaning Unit 2: Artworks and contemporary culture Unit 3: Artworks, ideas and values Unit 4: Artworks, ideas and viewpoints



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Unit 1

Course Description

In this unit students focus on artworks as objects and examine how art elements, art principles, materials and techniques and artistic processes communicate meaning. They examine artists in different societies and cultures, and historical periods, and develop their own viewpoints about the meanings and messages of artworks. Students explore the practices of artists who have been inspired by ideas relating to personal and cultural identity. They study at least three artists and at least one artwork from each of the selected artists.

Areas of Study

Outcome 1 - Artworks and meaning On completion of this unit the student should be able to analyse and interpret a variety of artworks using the Structural Framework and the Personal Framework.

Outcome 2 - Art making and meaning On completion of this unit the student should be able to use the art process to create visual responses that demonstrate their personal interests and ideas.

Unit 2

Course Description

In this unit students use the Cultural Framework and the Contemporary Framework to examine the different ways that artists interpret and present social and personal issues in their artistic practice. They apply the Cultural Framework and the Contemporary Framework as appropriate to the selection of artworks. In students’ own artistic practice, they continue to use the art process and visual language to explore and experiment with materials and techniques and to develop personal and creative responses. They explore the way cultural contexts and contemporary ideas and approaches to art have influenced their artwork.

Areas of Study

Outcome 1 - Contemporary artworks and culture On completion of this unit the student should be able to discuss and compare artworks from different cultures and times using the Cultural Framework and the Contemporary Framework.

Outcome 2 - Art making and contemporary culture On completion of this unit the student should be able to use the art process to produce at least one finished artwork that explores social and/or personal ideas or issues.


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Unit 3

Course Description

In this unit students study selected artists who have produced works before 1990 and since 1990. Students use the Analytical Frameworksfor analysing and interpreting the meaning of artworks. Applied together, these Analytical Frameworks enable students to appreciate how an artwork may contain different aspects and layers of meaning and to acknowledge the validity of diverse interpretations. Students apply imagination and creativity to develop their ideas through the art process and visual language. Their art making is supported through investigation, exploration and application of a variety of materials, techniques and processes. Students develop confidence in using the language and content of the Analytical Frameworks in their reflection of the structural, personal, cultural and contemporary aspects of their own developing artworks.

Areas of Study

Outcome 1 - Interpreting art On completion of this unit the student should be able to use the Analytical Frameworks to analyse and interpret artworks produced before 1990 and since 1990, and compare the meanings and messages of these artworks.

Outcome 2 - Investigation and interpretation through art making On completion of this unit the student should be able to use the art process to produce at least one artwork, and use the Analytical Frameworks to document and evaluate the progressive development and refinement of their artistic practice.

Unit 4

Course Description

In this unit students study artworks and develop and expand upon personal points of view. They support their point of view and informed opinions about art ideas and issues with evidence. They build their learning and conceptual understanding around the discussion of broad themes, ideas and issues related to the role of art in society and consider how ideas and issues are communicated through artworks. They discuss how art may affect and change the way people think. Attributed commentaries and viewpoints may include information from visiting artists and speakers, lecturers, educators or guides in galleries, film, pod or vodcasts, online programs, printed and online material in newspapers, periodicals, journals, catalogues or texts by art critics, curators and historians. Sources should be reliable, recognised and relevant and reflect viewpoints that enrich the discussion about the artworks in relation to an art idea and related issues.

Areas of Study

Areas of Study Outcome 1 - Discussing art On completion of this unit the student should be able to examine and anlyse an art idea and its related issues to inform their viewpoint. Outcome 2 - Realisation and resolution On completion of this unit the student should be able to apply the art process to progressively communicate ideas, directions and personal concepts in a body of work that includes at least one finished artwork and use selected aspects of the Analytical Frameworks to underpin reflections on their art making.


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Business Management

Course Description

In contemporary Australian society there are a wide variety of organisations which vary in terms of size, ownership, objectives, resources and location. Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. The study recognises that there is a range of management theories rather than a single theory of management. Each unit examines some of these theories and, through exposure to real business scenarios and/or direct contact with business, tests them against management in practice.

Units of Study

Unit 1: Planning a Business Unit 2: Establishing a Business Unit 3: Managing a Business Unit 4: Transforming a Business

The material above (and contained in the link below) is an extract from material produced by the Victorian Curriculum and Assessment Authority, Victoria, Australia. Some sections may have been abridged and/or modified. Students should consult the Victorian Curriculum and Assessment Authority homepage, and the VCE study guides for comprehensive course details. This material is copyright and cannot be reproduced in any form without the written permission of the Victorian Curriculum and Assessment Authority. Victorian Curriculum and Assessment Authority homepage .


P a g e | 29


In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Areas of Study

The Business Idea Sources of business opportunity such as innovation and entrepreneurship The personal motivation behind starting a business The importance of goal setting in business The characteristics of successful business managers and business entrepreneurs

The External Environment

An overview of key legal and government regulations affecting businesses in the planning stage Societal attitudes and behaviour such as values, beliefs and trends Economic conditions Technological issues such as how the market may change in the future and developments in technology

The Internal Environment Business resource needs and the factors affecting their choice: natural, labour and capital resources Business locations and the factors affecting choice of location Sources of finance available to establish a business and the factors affecting the choice Costs and benefits of purchasing an existing business compared with establishing a new business

Unit 2

Course Description

In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

Areas of Study

Legal Requirements and Financial Considerations An overview of legal requirements for establishing a business The importance of establishing bank accounts, financial control systems and record-keeping strategies The importance of choosing appropriate suppliers The need for policies and procedures to achieve compliance with legal requirements and establish business routines

Marketing a Business The relationship between marketing, establishing a customer base and business objectives External (macro and operating) and internal environment factors affecting the establishment of a customer base and brand

identity Market research practices such as data collection techniques, analysis and interpretation Target market attributes such as market dimensions, segments, consumer trends and behaviour

Staffing a Business The relationship between the performance of staff and achieving business objectives Identification of the staffing needs of the business such as the knowledge, skills and ideas staff can contribute to the

business The effects that developments in technology may have on staffing needs Job analysis and its relationship to job design and related documentation, job descriptions and job specifications


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Unit 3

Course Description

In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these.

Areas of Study

Business Foundations Types of businesses Business objectives including to make a profit, to increase market share, to fulfil a market and/or social need and to

Meet shareholder expectations Characteristics of stakeholders of businesses The areas of management

Managing Employees

The relationship between managing employees and business objectives Key principles of the following theories of motivation: Hierarchy of Needs, Goal Setting Theory and the Four Drive Theory Motivation strategies including performance related pay, career advancement, investment in training, support and sanction Advantages and disadvantages of motivation strategies and their effect on short- and long-term employee motivation

Operations Management

The relationship between operations management and business objectives Key elements of an operations system: inputs, processes and outputs Characteristics of operations management within both manufacturing and service businesses Strategies to improve the efficiency and effectiveness of operations

Unit 4

Course Description

In this unit students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.

Areas of Study

Reviewing Performance – the Need for Change The concept of business change Key performance indicators as sources of data to analyse the performance of businesses Key principles of the Force Field Analysis theory Driving forces for change in business

Implementing Change

The importance of leadership in change management Management strategies to respond to key performance indicators Management strategies to seek new business opportunities both domestically and globally An overview of the principles of the Learning Organisation Low-risk strategies to overcome employee resistance High-risk strategies to overcome employee resistance, including manipulation and threat Key principles of the Three Step Change Model The effect of change on stakeholders


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Cisco Certified Network Associate (Part 1)

Course Description

Under the auspice of Chisholm, we are able to offer the industry and internationally acclaimed CCNA (Cisco Certified Network Administrator) course that is delivered in a highly developed, up-to-date, technologically integrated multi media format. This course is ideally suited for those who are considering a career in the Information Technology field. This course will run as part of the normal St Paul's timetable. By completing Part 1 Cisco, students will have completed a Unit 3/4 subject and be eligible for a 10% increment as a study score to calculate their ATAR.

Areas of Study (example)

Introduction to Networks Network devices Build simple networks IP Addressing

Routing and Switching Essentials Networks CISCO devices Routing and switching

Assessment

Progressive online theoretical and practical assessments for each semester (module) A final online exam for each semester. Final skills test is conducted at the end of Semesters 1 and 2 A major project is undertaken in Semesters 1 and 2

CCNA Certification On completion of the four semesters (modules) of training, the candidate will be prepared to sit the CCNA certification examination. Students seeking CCNA certification will be advised by their Local Academy of the procedures required. An additional cost is involved and it is important to note that:

This certification examination is additional to the requirements of the Cisco Networking Academy Program and therefore is not a requirement for receiving recognition in the VCE

The number of students enrolled determines the overall cost for this subject. In the past two years the cost per term has

been approximately $365.


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Cisco Certified Network Associate (Part 2)

Course Description

Under the auspice of Chisholm, we are able to offer the industry and internationally acclaimed CCNA (Cisco Certified Network Administrator) course that is delivered in a highly developed, up-to-date, technologically integrated multi media format. This course is ideally suited for those who are considering a career in the Information Technology field. This course will run as part of the normal St Paul's timetable. By completing Part 2 students will be eligible for an additional 10% increment as a study score to calculate their ATAR, on top of the same increment for completing Part 1.

Areas of Study

Scaling Networks LAN redundancy Wireless LANs OSPF EIGRP

Connecting Networks

WANs Frame Relay NAT for IPv4 Broadband

Assessment

Progressive online theoretical and practical assessments for each semester (module) A final online exam for each semester. Final skills test is conducted at the end of Semesters 1 and 2 A major project is undertaken in Semesters 1 and 2

CCNA Certification On completion of the four semesters (modules) of training, the candidate will be prepared to sit the CCNA certification examination. Students seeking CCNA certification will be advised by their Local Academy of the procedures required. An additional cost is involved and it is important to note that:

This certification examination is additional to the requirements of the Cisco Networking Academy Program and therefore is not a requirement for receiving recognition in the VCE

The number of students enrolled determines the overall cost for this subject. In the past two years the cost per term has

been approximately $365


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English/EAL (English as an Additional

Language)

Course Description

Effective participation in Australian society depends on an ability to understand the various uses of the English language and to employ them effectively for a range of purposes. This study aims to enable all students to develop their critical understanding and control of the English language so that they can use it in a wide range of situations, ranging from the personal and informal to more public occasions, and to develop a level of competence adequate for the demands of post-school employment, further education, and participation in a democratic society.

Units of Study

Unit 1: English Unit 2: English Unit 3: English/EAL Unit 4: English/EAL


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


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Unit 1: English Course Description

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Areas of Study

Reading and Responding Identify the ways authors create meaning, including ideas, issues and themes, and build the world of the text, including

characters, settings and events. Discuss the features of a range of literary and other written, spoken and multimodal texts, including structures,

conventions, language, and how they convey an author’s voice and style. Discuss the features of analytical and creative responses to a range of literary and other texts: structure, conventions, and

language, including relevant metalanguage. Explain and decisions made in the writing process.

Analysing and Presenting argument Understand the ways authors construct arguments to position audiences, including through reason and logic, and

persuasive use of written, spoken and visual language. Identify and analyse the intent and logical development of an argument, language used by the writers and creators of texts

to position an audience, the impact of texts on audiences and the way in which language and argument complement one another and interact to position the reader.

Use evidence appropriately to support analytical responses. Develop sound arguments using logic and reasoning, and detect bias and faulty reasoning in the arguments of others.

Unit 2: English Course Description

In this unit, students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Areas of Study

Reading and Comparing texts Understanding of the ideas issues and themes presented in texts and the ways authors convey ideas issues and themes in

texts. Identifying the features of written, spoken and multimodal texts used by authors to convey ideas, issues and themes, such

as settings, events and characters. Explain and analyse the similarities and differences between texts in the presentation of similar or related ideas, issues and

themes. Use textual evidence appropriately to support comparative responses.

Analysing and Presenting argument

Develop an understanding of the arguments presented in texts Identify the ways authors construct arguments to position audiences, including through reason and logic, and the

persuasive use of language Highlight the features of texts used by authors to position audiences Understand the conventions of discussion and debate such as active listening, checking for understanding and questioning Conduct research to support the development of arguments of particular issues and acknowledge sources accurately and

appropriately where relevant. Plan analytical responses and texts that present an argument, taking account of the purpose, context and audience in

determining the selected content and approach.


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Unit 3: English/ EAL Course Description

In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

Areas of Study

Reading and creating texts Explain and analyse how the features of a range of texts create meaning and how they influence interpretation. Identify and analyse the explicit and implied ideas and values in texts. Use textual evidence appropriately to justify analytical responses. Plan creative responses to texts by analysing the text, considering opportunities to explore meaning. Transform and adapt language and literary devices to generate particular responses, with consideration of the original text.

Analysing argument Identify and analyse the intent and logical development of an argument Identify and analyse the language used by the writers and creators of texts to position or persuade an audience to share a

point of view Identify and analyse the impact of texts on audiences by considering the similarities and differences between texts Use textual evidence appropriately to support analytical responses Plan analytical responses, taking account of the purpose, context and audience in determining the selected content and

approach.

Listening to texts (EAL only) Identify, record and organise the literal and inferred meaning in spoken texts Use contextual information to support their understanding of the text Identify and explain the relationship between the speaker/s and their audience, the purpose of the spoken text and the

speaker’s views and attitudes and how these affect the structure, language and delivery of the spoken text Use references to the text to demonstrate their understanding of the spoken text Use written and visual material, where available, to support their understanding of the spoken text.

Unit 4: English/EAL Course Description

In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media..

Areas of Study

Reading and comparing texts Identify meaningful connections and areas for comparison. Explain and analyse similarities and differences between texts in the presentation of related ideas, issues and themes and

the choices made by authors to convey particular perspectives. Compare texts to negotiate and communicate a deeper understanding of ideas, issues and themes. Use textual evidence appropriately to support comparative analysis, plan comparative responses, taking account of the

purpose, context and audience in determining the selected content and approach. Develop and clarify ideas and insight gained through comparison using discussion and writing.

Presenting argument Apply the conventions of oral presentation in the delivery of spoken texts. Conduct research to support the development of arguments on particular issues and acknowledge sources accurately and

appropriately where relevant. Gather, organise and synthesise information and ideas into a reasoned argument. Plan texts that present a point of view, taking account of the context and audience in determining the selected content and

approach, and articulate the intention of their decisions in written form. Develop, clarify and critique ideas presented in their own arguments through discussion and writing.


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English Literature

Course Description

The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognise the influence of contexts and form. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

Units of Study

Unit 1: English Literature Unit 2: English Literature Unit 3: English Literature Unit 4: English Literature

The material above (and contained in the link below) is an extract from material produced by the Victorian Curriculum and Assessment Authority, Victoria, Australia. Some sections may have been abridged and/or modified. Students should consult the Victorian Curriculum and Assessment Authority homepage, and the VCE study guides for comprehensive course details. This material is copyright and cannot be reproduced in any form without the written permission of the Victorian Curriculum and Assessment Authority. .

Victorian Curriculum and Assessment Authority homepage


P a g e | 37

Unit 1: English Literature

Course Description

In this unit students focus on the ways the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Areas of Study

Reading practices Developing critical responses by examining the patterns of language and imagery used in literary texts. Discussing how the features and conventions of the text contribute to meaning. Understanding how the student’s own ideas and contexts influence their readings of texts. Exploring, interpreting and reflecting on different ideas and values represented in literature.

Ideas and concerns in texts

Analysing ways in which human experience is represented in texts . Reflecting upon the ideas and concerns raised by texts. Analysing the views and values suggested by a text’s inclusions and exclusions. Identifying and commenting on some of the techniques used in texts, showing how these contribute to meaning. Developing analytical responses to texts.

Unit 2: English Literature

Course Description

In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.

Areas of Study

The text, the reader and their contexts Using close analysis of language to identify the social and cultural contexts of the text. Exploring the extent to which the text enables an understanding of other contexts. Analysing how the text represents its social and cultural contexts. Developing critical responses to the text by examining the patterns of language and imagery used in the text. Developing creative responses to the text by emulating its ideas, language style and structure. Analysing how features of the text contribute to meaning.

Exploring connenctions between texts

Analysing the ways texts represent personal, social and cultural concerns. Drawing connections, contrasts and parallels between texts. Exploring and analysing the features particular to different texts. Making appropriate reference to textual detail to support a comparative interpretation. Exploring texts beyond surface meanings to show deeper awareness of ideas and attitudes. Acknowledging sources where appropriate.


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Unit 3: Literature In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts.

Areas of Study

Adaptations and Transformations The way forms of text are significant in the making of meaning. Conventions used in a particular form of text; for example, the use of imagery and rhythm in a poem, the use of setting, plot and narrative voice in a novel, the use of dialogue and stage direction in a play, and the use of images and sound in film. Differences in meaning conveyed when a text is adapted or transformed.

Creative Responses to Texts The point of view, context and form of the original text. The ways the central ideas of the original text are represented. The features of the original text including ideas, images, character and situation, and the language in which these are expressed. Techniques used to create, recreate or adapt a text and how they represent particular concerns or attitudes.

Unit 4: Literature In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.

Areas of Study

Literary Perspectives The ways that literary criticism presents assumptions and ideas about aspects of culture and society and how these inform readings of the text. Contexts (cultural, social, historical and ideological) that may influence the construction and reading of the text. The ways in which the text may reflect or question aspects of human behavior through characterization, imagery, style, point of view and structure. The ways that contemporary views and values influence interpretations.

Close Analysis The effects and nuances of language in the text. The significance of key passage in interpreting the text as a whole. Connections between features of a text in developing an interpretation. The conventions appropriate to presenting an interpretation, such as detailed reference to the text, logical sequencing of ideas, persuasive language and development of argument.


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English Language

Course Description

VCE English Language explores the ways in which language is used by individuals and groups and reflects our thinking and values. Learning about language helps us to understand ourselves, the groups with which we identify, and the society we inhabit. English Language builds on students’ previous learning about the conventions and codes used by speakers and writers of English. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change. Students studying English Language understand that uses and interpretations of language are nuanced and complex. Students come to understand how people use spoken and written English to communicate, to think and innovate, to construct identities, to display attitudes and assumptions, and to create and disrupt social cohesion. The study of English Language enables students to understand the structures, features and discourses of written and spoken texts. It promotes systematic and objective analysis of language in use.

Units of Study

Unit 1: Language and communication Unit 2: Language change Unit 3: Language variation and social purpose Unit 4: Language variation and identity



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Unit 1: English Language The focus of this unit is on the fact that language is an essential aspect of human behaviour and it is the means by which individuals relate to the world, to each other, and to the communities of which they are members. In this unit, students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as a highly elaborate system of signs. The relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered. Students investigate children’s ability to acquire language, and the stages of language acquisition across a range of subsystems.

Areas of Study

The nature and functions of language Human language’s status as a complex system of conventions, and how it differs from the communication behaviour of other species. The structures (or ‘subsystems’) of which language is composed. The distinctive features of spoken and written modes of language. The notion of register: a variety of language used to match a particular context. How language features can be explained in terms of both the text’s functions, as well as its cultural and situational context.

Language acquisition The way that children acquire their first language. How language development occurs in each of the subsystems of language. The technical vocabulary required to assess a child’s level of progress in language acquisition. The differences between first and second language acquisition. Some influential theories which have been developed to explain how language acquisition occurs.

Unit 2: English Language

Course Description

In this unit, students focus on language change. Languages are dynamic and change is an inevitable and a continuous process. Students consider factors contributing to change over time in the English language and factors contributing to the spread of English. They explore texts from the past, and contemporary texts, considering how all subsystems of the language system are affected – phonetics and phonology, morphology and lexicology, syntax, discourse and semantics. Attitudes to language change vary considerably and these are also considered. In addition to developing an understanding of how English has been transformed over the centuries, students explore the various possibilities for the future of English. They consider how the global spread of English has led to a diversification of the language, and to English now being used by more people as an additional or a foreign language than as a first language. Contact between English and other languages has led to the development of geographical and ethnic varieties, but has also hastened the decline of indigenous languages. Students consider the cultural repercussions of the spread of English.

Areas of Study

English across time The development of English, from its prehistoric origins in ‘Proto-Indo-European’, through the stages of Old, Middle and

Modern English in the British Isles, and finally to the emergence of Australian English as a distinct national variety. The way that the development of English has occurred across the subsystems. The process of codification and the development of the notion of a standard language variety. How contemporary society responds to language change, in particular the frequent debates that occur between those of

prescriptivist and descriptivist attitudes. Englishes in contact

How English has emerged as a world language and the notion of a lingua franca. The varieties of English that exist around the world, including national and regional dialects, pidgins and creoles. The way that language can form world views, as well as express and enshrine distinctive cultures and identities. Current and past efforts to reclaim and protect threatened languages and language varieties.


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Unit 3: English Language In this unit students investigate English language in the Australian social setting, along a continuum of informal and formal registers. They consider language as a means of societal interaction, understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances.

Areas of study

Informal language The role of Standard and non-Standard English in creating formal and informal texts. Common functions and contexts associated with informal texts. The use of informal language in -encouraging intimacy, solidarity and equality -maintaining and challenging positive face needs -promoting linguistic innovation -supporting in-group membership Mentalanguage to discuss informal language in texts.

Unit 4: English Language In this unit students focus on the role of language in establishing and challenging different identities. Many varieties of English exist in contemporary Australian society, including national, regional, cultural and social variations. Standard Australian English is the variety that is granted prestige in contemporary Australian society and it has a role in establishing national identity. However, non-Standard varieties also play a role in constructing users’ social and cultural identities. Students examine both print and digital texts to consider the ways different identities are constructed. Such historical and contemporary texts include, but should not be limited to, extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents.

Areas of Study

Language variation in Australian society The role of Standard and non-Standard English in Australian society. Ways in which a variety of Australian identities can be reflected in a range of texts. Characteristics of Australian English in contrast to Englishes from other continents, in phonological, lexical, prosodic,

and/or grammatical patterns. How Australian English varies according to geographic, social and cultural factors. The role of language in constructing national identity. Mentalanguage to discuss varieties of Australian English.

Individual and group identities Social and personal variation in language according to factors such as age, gender, occupation, interests, aspiration and

education. Features of language that contribute to a sense of individual identity and group membership. The ways in which people draw on their linguistic repertoire to gain power and prestige, including exploiting overt and

covert norms. The relationship between social attitudes and language choices. Mentalanguage to discuss representations of identity in texts.


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Food Studies

Course Description

Australia has a varied and abundant food supply which influences individual food selection and effects the health and wellbeing of consumer’s daily lives. Students explore food from a wide range of theoretical and practical perspectives. They study past and present patterns of eating, Australian and global food production systems and the physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate marketing messages and new trends. Throughout the four Units, students will develop the abilities to make informed, sustainable and healthy food choices which will foster a broad awareness and prompt resilient solutions as consumers and advocates of food.

Units of Study

Unit 1: Food origins Unit 2: Food makers Unit 3: Food in daily life Unit 4: Food issues, challenges and futures

The material above (and contained in the link below) is an extract from material produced by the Victorian Curriculum and Assessment Authority, Victoria, Australia. Some sections may have been abridged and/or modified. Students should consult the Victorian Curriculum and Assessment Authority homepage, and the VCE study guides for comprehensive course details. This material is copyright and cannot be reproduced in any form without the written permission of the Victorian Curriculum and Assessment Authority.




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Unit 1

Course Description

This Unit will allow students to develop an understanding of food from a historical and cultural perspective. Students will investigate the origins and roles of food through time and across the world, examining the influences, patterns and progression from subsistence, to rural based agriculture, to urbanised living and technological influences and globalisation and trade in food commodities. A specific focus will be on the Australian indigenous food and how the Australian cuisine has changed due to the influences of European settlement, production industries and successive waves of immigration.

Area of Study 1

Food around the world Characteristics of historical and cultural food collection Factors facilitating and challenging the development of agriculture and pastoral food Production and feeding human populations Development of food production and food culture other than Australia Patterns of global food production and growth in food commodities Impact of industrialisation, technology and globalisation on food availability, production and Consumption

Area of Study 2

Food in Australia Characteristics and challenges of indigenous Australian food production and consumption Development of agriculture, horticulture and food processing industries across Australia Influences on Australian food tastes and eating patterns Characteristics and trends of Australian cuisine


This Unit will allow students to develop an understanding of food production in Australia, encompassing primary production, food processing and manufacturing, to provide a safe, high-quality food supply catering for all individuals and groups within Australia both domestically and commercially. Students design new products and adapt recipes to suit particular needs and circumstances of individuals and groups, and explore potential entrepreneurial opportunities as small-scale food producers.

Area of Study 1

Food Industries Current economic trends, issues and influences in Australian food industry sectors Primary production of food in Australia Characteristics of food processing and manufacturing industries in Australia Influences of food supply and development of new food products Food governance and regulation to ensure a safe food supply

Area of Study 2

Food in the home Evaluation techniques of food products The design process and adaption of recipes and meals to suit specific requirements of individual and groups Effective and sustainable planning, management and decision-making of resources in the provision of food in the home and commercially Entrepreneurial or commercial food opportunities


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This Unit allows students to investigate the many influences and impacts on food access, choices and consumption and its relationship to identity, connectedness and health; today, over time and changes needed for the future. Students develop a physiological and microbiological understanding of the role of food to nourish the body and the practices to ensure a safe food supply. They investigate the chemical and physical properties of food which occur during food preparation and the use of scientific government resources to promote good health, nutritious and sustainable eating habits and meal patterns.

Area of Study 1

The science of food Physiology and conditioning of appetite, hunger and satiety Physiology and microbiology of eating, the intestinal tract, digestion and the role of macronutrients in the body Scientific, evidence-based government resources to assist in the prevention of related lifestyle diseases and understanding of diverse nutrient requirements Physiology of food allergies and intolerances Microbiology and safe food handling practices for a safe food supply Effects of chemical and physical properties of food and methods of cooking and heat transfer methods when preparing food

Area of Study 2

Food choice, health and wellbeing Patterns and influences of eating in Australia Influences on food access, food choice and healthy eating across Australia Marketing of food and influence on consumption and behavioural patterns of food


This Unit allows students to investigate, debate and respond to global and Australian food system concerns to solve problems and/or support sustainable futures. Concerns relating to the environment, ecology, ethics, farming practices, food security and food safety. Students develop considered and accurate methodology to navigate and respond to food information and misinformation, such as food fads, trends and diets. Students develop skills in interpreting food labels and eliciting meaning of marketing terms used on food packaging and in food advertisements to become literate and confident consumers and creators of food.

Area of Study 1

Environment and ethics Challenges of adequately feeding a rising world population Environmental sustainability of food production Ethical concerns associated with food production, consumption and demand Characteristics, challenges and advantages of different farming and primary food production approaches and methods, including genetic modification and organic farming

Area of Study 2

Navigating food information Factors influencing food literacy, food knowledge and skills Use of research in response to contemporary food information, fads, trends and diets Labelling information for food consumers Requirements, influence and impact of food advertisements. Use of Scientific, evidence-based government resources to assist with everyday food Behaviors and habits to maintain recommended health status.


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Geography

Course Description

This study focuses on the geography of place and change. Each place on the Earth's surface possesses characteristics that make it unique and subject to change. Geographers investigate the changing pattern of places using a range of Geographical resources and skills. They observe, describe, explain and analyse patterns of phenomena, which affect places at or near the surface of the Earth. Patterns of phenomena can be studied at a range of scales. Geographers adopt specific ways of interpreting what is happening to places through the use of key geographic ideas: location, distance, distribution, movement, region, scale, spatial association, spatial interaction and spatial change over time. The following ideas are also important: people-environment relations, management and conservation, and the spatial implications of the exercise of power. These ideas help students to investigate and understand major processes affecting the world and to evaluate ways in which organisations respond.

Through the study of place and change, Geography addresses the following questions: What are places like and what characteristics and processes make places similar or different? Where and how are natural and human environments located on the Earth? What factors affect the arrangement? Are these arrangements desirable and, if not, how should they or could they be changed? How may relationships between people and their social, historical, economic, environmental, political and technological

systems influence or be influenced by the characteristics of place and environmental processes? How do organisations and people respond to natural and social processes and how do they develop perspectives to help

them respond in the future?

Units of Study

Unit 1: Natural Environments Unit 2: Human Environments Unit 3: Regional Resources Unit 4: Global Perspectives



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Unit 1

Course Description

This unit studies the geographic characteristics of natural environments and landforms, and the natural processes that shape and change the Earth’s surface. It investigates how the interaction between natural processes and human activities can also change natural environments.

Areas of Study

Characteristics of Natural Environments The Earth’s four natural systems and the ways in which they are dynamic and interactive Landforms that make up selected landscapes and environments Geographic characteristics of natural environments Natural processes and the factors that create natural environments Distribution of selected types of predominantly natural environments at two different scales

Changes in Natural Environments The types of changes to natural environments produced by natural processes and by human activity The nature, rate and scale of interactions between natural environments and human activity The impact of change on natural environments and on human activity The importance of the interactions between natural processes and human activity in influencing changes to natural

environments, including the management of change

Unit 2

Course Description

This unit investigates the characteristics of rural and urban environments, which are developed by human activities and their interactions with natural environments. Rural and urban environments vary significantly from place to place and across a variety of scales. Rural and urban environments are significant because they are locations where people live, their presence creates settlements, which vary in size and complexity from individual farmhouses to small villages, regional towns, large metropolitan cities and mega-cities.

Areas of Study

Characteristics of Human Environments Definition and classification of urban and rural environments Geographic characteristics of selected rural and urban environments, including environmental qualities and living

conditions The processes and factors associated with different human activities that contribute to the distinctive geographic

characteristics of selected rural and urban environments The nature and types of human activities that produce spatial variations in rural and urban environments

Changes in Human Environments Changes in the nature and distribution of rural and urban environments The importance of human activities and human processes contributing to spatial change in rural and urban environments The role and influence of governments, organisations, communities and individuals in affecting and managing change in

rural and urban environments at two different scales The concept and practicality of sustainability in selected rural and urban environments


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Health and Human Development

Course Description

Through the study of VCE Health and Human Development, students investigate health and human development in local, Australian and global communities. Health is a dynamic condition that is influenced by complex interrelationships between individuals and biological and behavioural factors, as well as physical and social environments. These interrelationships are reflected in a social view of health that sees health as being created in the settings where people live and work. This social view of health recognises the need for personal skills development, the importance of empowering communities to take action to promote health, the creation of social and physical environments that are supportive of health and development, an awareness of the impacts on health of public policies and the need for health services to be oriented towards health promotion and the prevention of ill health.

Units of Study

Unit 1: The health and development of Australia’s youth Unit 2: Individual human development and health issues Unit 3: Australia’s health Unit 4: Global health and human development

The material above (and contained in the link below) is an extract from material produced by the Victorian Curriculum and Assessment Authority, Victoria, Australia. Some sections may have been abridged and/or modified. Students should consult the Victorian Curriculum and Assessment Authority homepage, and the VCE study guides for comprehensive course details. This material is copyright and cannot be reproduced in any form without the written permission of the Victorian Curriculum and Assessment Authority. .




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Unit 1

Course Description

This Unit focuses on the health and individual human development of Australia’s youth. There are many factors that influence health and individual human development of youth, including the importance of nutrition for the provision of energy and growth as well as food behaviours and their impact on youth health and individual human development. The health status of Australia’s youth is good and continues to improve as demonstrated by reductions in morbidity and mortality from communicable diseases, chronic diseases, suicide, motor vehicle accidents and other injuries. However Australia’s youth still experience a range of health issues that impact on both their immediate and longer term health and individual human development.

Areas of Study

Understanding youth health and human development Definitions of physical, social, emotional and intellectual development Characteristics of, and interrelationships between, physical, social, emotional and intellectual development during the lifespan stage of youth Definitions of health and the limitations of these definitions Characteristics of and interrelationships between the dimensions of health Measurements of health status The health status of Australia’s youth

Youth issues The function of major nutrients The consequence of nutritional imbalance in a youth’s diet Food selection models as tools to promote healthy eating during youth Determinants of the health and individual human development of Australia’s youth

Health issues facing Australia’s youth

Unit 2

Course Description

This Unit focuses on the health and individual human development for the lifespan stages of prenatal, childhood and adulthood. Students identify issues that affect the health and individual human development of Australia’s mothers and babies, children and adults. There are many determinants of health and development of Australia’s population that vary in their influence throughout the lifespan. The range of determinants that influence health and individual human development of Australians include physical environment, biological, behavioural and social factors.

Areas of Study

Prenatal health and individual development The process of fertilisation Physical development from conception to birth, including the features of the germinal, embryonic and foetal stages Physical social, emotional and intellectual development across the lifespan The health status of Australian’s across the lifespan Determinants that act as risk and/or protective factors in relation to specific health conditions

Government, community and personal strategies and programs designed to promote health and individual human development


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Australians generally enjoy good health and are among the healthiest people in the world when compared to other developed countries. The health status of Australians can be measured in many ways. Regardless of how health is measured, health is not shared equally by all Australians. Different levels of health are experienced by different groups, which can be attributed to biological, behavioural and social determinants of health. The National Health Priority Areas (NHPAs) initiative provides a national approach that aims to improve health status in areas that contribute most of the burden of disease in Australia. Funding for the Australian health system involves a combination of both government and non-government sources. The Australian Government makes a significant contribution to the health system through the funding of Medicare. Both government and non-government organisations play an important role in the implementation of a range of initiatives designed to promote health in Australia.

Areas of Study

Understanding Australia’s health Definitions of physical, social and mental dimensions of health and health status Different measures of health status in Australians Health status of Australians compared with populations in other developed countries Variations in the health status of population groups in Australia, including males and females, higher and lower

socioeconomic status groups, rural and remote populations and Indigenous populations The role of determinants of health, including the physical environment, biological, behavioural and social, in explaining

variations in health status The National Health Priority Areas (NHPAs) and the role of nutrition in addressing recognized conditions

Promoting health in Australia Models of health and health promotion The role of VicHealth including The role of Australia’s governments in promoting healthy eating The role of Australia’s non-government agencies, in promoting healthy eating.

Unit 4

Course Description

Students explore global health, human development and sustainability and their interdependencies. They identify similarities and differences in the health status between people living in developing countries and Australians, and analyse reasons for the differences. The role of the United Nations (UN) Sustainable Development Goals is investigated in relation to achieving improvements in health status and human development.

Areas of Study

Introducing global health and human development Characteristics of developed and developing countries, including high/low mortality strata Definitions of sustainability (including elements of appropriateness, affordability, equity) and human development (including

the human development index) according to the UN Similarities and differences in health status and human development between developing countries and Australia The influence on the health status of developing countries compared to Australia The United Nations Sustainable Development Goals

Promoting global health and human development The interrelationships between health, human development and sustainability Different types of aid, including emergency aid, bilateral and multilateral The role of the United Nations in providing global health and sustainable development The agenda of the WHO in promoting global health and sustainable human development The role of non-government organisations in promoting global health and sustainable development


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History

Course Description

History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures. This study builds a framework within which students can develop an understanding of the issues of their own time and place. It seeks to extend students' cultural economic, social and political understanding while developing analytical skills and imagination. Historical understanding is communicated through written, oral and visual forms. The analysis of written documentary evidence such as letters, diaries, court proceedings and government records, has long been the foundation of the study. Visual evidence, however, often pre-dates written material: for example, rock art, mosaics, and scrolls. More recently, film and television documentaries have taken historical events as their subject matter and presented interpretations of these events. It is therefore important in the study of history for students to develop the skills necessary to analyse visual, oral and written records. Contemporary society is itself an historical construct. The study of history draws links between contemporary society and its history, in terms of its social and political institutions, and language. An understanding of the link between accounts of the past and the values and interests of the time in which the accounts were produced is also a feature of the study of history

Units of Study

Unit 1: 20th Century History Unit 2: 20th Century History Units 3 and 4: Revolutions




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The first half of the twentieth century saw the world in a state of flux. Throughout the period new forms of organisation and cultural expression emerged. This unit considers the way in which Western societies responded to these changes, how they affected people's lives, and the development of domestic and international crises.

Areas of Study Crisis and Conflict

Geopolitical changes in Europe resulting from WWI and the Treaty of Versailles Social and economic circumstances in America in the 1920’s and 1930’s Means by which Hitler and the Nazi party established their ideals throughout Germany Why and how the Nazi ideals led to World War II

Social Life

Changes in the American way of life - 1920s to 1930s The development of new industry and prosperity, and the popularization of speculation in the Roaring 20s. The influence of the 1929 stock market crash on The Great Depression.

Cultural Expression.

Analysis of Nazi propaganda. Analysis of anti-Nazi propaganda.

Unit 2 Course Description This unit considers some of the major themes and political events of post-World War II history, and the ways in which individuals and communities responded to political, economic, social and technological developments.

Areas of Study Ideas and Political Power – Cold War and Vietnam War

A study of the principal features of post-war conflicts such as the Cold War, Korean War and Vietnam War Analysis of the ways in which competing groups represented themselves and each other in the Cold War and Vietnam War

via cartoons, media campaigns, movies and literature A study of the spread and maintenance of ideological views via the use of media, symbols, espionage, force and

propaganda The outcome of the competition between the ideologies of communism and capitalism

Movements of the people – Vietnam War / Anti War movement

A study of the groups which challenged existing structures of social, political and/or economic power such as the anti-war activists.

Reasons for the challenge. How the groups expressed their views via art, film, music, demonstrations and literature in the 1960’s and 1970’s Reactions and responses to the challenge such as violence, demonstrations and withdrawal from Vietnam.

Issues for the Millennium – The Rise of Terrorism

The challenge terrorism presents to existing international structures and agreements. Factors which contributed to the rise of terrorism The way in which America and its supporters responded to September 11


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Units 3 and 4

Course Description

This course studies two major revolutions: Russia, 1917, and China, 1949. In each case, this unit considers the way in which individual leaders of small groups used new or radical ideologies to provoke revolution and oust exisitng governments. It also considers the way in which these revolutionaries governed and the ramifications of revolution for ordinary citizens.

Areas of Study

Causes of the Revolution The periods for this area of study are:

Unit 3: Russia from 1896 to October 1917 Unit 4: China from 1912 to 1 October, 1949

Consequences of the Revolution The periods for this area of study are:

Unit 3: Russia from November 1917 to 1927 Unit 4: China from 1949 to 1971

Unit 3 Course Description This unit examines the causes and consequences of Revolution in Russia.

Areas of Study Causes

How Tsar Nicholas II failed ordinary Russians. How Lenin navigated a February Revolution not of his making to replace it with the October Revolution.

Consequences

Lenin’s decisions once in power. The consequences of Lenin’s Communist Russia for ordinary Russian citizens.

Unit 4 Course Description This unit examines the causes and consequences of Revolution in China.

Areas of Study Causes

How Mao Zedong educated, militarized and ultimately deployed peasants to take power in China. Opposition to Mao Zedong.

Consequences

Mao’s decisions once in power. The consequences of Mao’s Communist China for ordinary Chinese citizens.


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Computing

Course Description

VCE Computing focuses on the application of a problem-solving methodology, as well as strategies and techniques for managing information systems to create digital solutions for specific needs. The study examines how the components and interrelationships of an information system (including people, processes, data and digital systems affect the types and quality of digital solutions. The course is underpinned by four key concepts: approaches to problem solving, data and information, digital systems and interactions and impact. VCE Computing provides students with opportunities to acquire and apply knowledge and skills (including programming) to use digital systems efficiently and effectively when creating solutions. Students investigate legal requirements and ethical responsibilities with respect to the security and integrity of data. VCE Computing provides a path to further studies in areas such as computer science, information systems, engineering, robotics, linguistics, logistics, database management and software development. Areas of work include information architecture, web design, business analysis and project management. Whilst there are no prerequisites for entry to Units 1, 2 and 3 it is highly recommended that prior units are successfully completed before moving onto the next one. VCAA stipulates that students must complete Unit 3 before starting Unit 4.

Units of Study

Unit 1: Computing Unit 2: Computing Unit 3: Software Development Unit 4: Software Development

This overview includes excerpts from the VCE 2016 Computing Study Design and as such is not a replacement for it. To view the whole study design, please visit the Victorian and Curriculum Assessment Authority website. Victorian Curriculum and Assessment Authority homepage Compulsory requirements

Students attempting this course MUST have the following items and equipment in order to successfully complete the course work. School email accounts are provided to all students. Note that some free email accounts such as hotmail and Messenger are not accessible when on the School’s network.

Continuous access to a notebook computer. This means that the computer cannot be successfully shared with a brother,

sister, parent or guardian who needs the computer on a regular basis Access to a printer, either laser or ink jet Wireless network access Activated and working connection to the St Paul’s network Windows 7 or later Browser such as Firefox, Chrome or similar Microsoft Office Professional 2010 Antivirus software (up to date). The School supports and supplies regular updates to inoculate anti-virus software 90 page exercise book and writing implements including ruler Storage for handouts such as small size lever arch folders or plastic A4 wallets/pockets

Recommended but not compulsory Home internet access



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Unit 1

Course Description

In this unit, students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs.

Areas of Study

Data and graphic solutions Students investigate an issue and use a software tool to create a graphic solution (typically an infographic) whilst understanding matters pertaining to data and information (such as integrity, privacy and security issues).

Digital networks As a result of gaining an understanding of IT security threats, device characteristics, key network infrastructure capabilities, technical underpinnings and protocols, students design a network solution including wireless access point(s) that solves a business need. Collaboration and communication Students collaboratively design and develop a web site that presents an analysis of a contemporary issue using visual design tools and web authoring software (Dreamweaver).

Unit 2

Course Description

This unit focuses on how individuals and organisations use ICT. This includes sporting clubs, charitable institutions, government agencies and small business.

Areas of Study

Computer programming Programming – either Visual Basic (supplied) or (HTML/CSS/JavaScript/PHP) Programming principles Testing, debugging, programming language syntax Computer career opportunities and pathways

Data analysis and visualisation using the problem solving methodology

Dynamic data and interaction Problem solving activities including functional and non-functional requirements and constraints Application of problem solving methodology (PSM) to a design brief

Data management

Data and information Database capabilities, structures, forms, reports Interactions and impact Project brief using database management software


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Unit 3

Course Description

In Unit 3 students develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology. Students use an appropriate programming language to develop solutions for information problems. Unified modelling language is used to create use cases. .

Areas of Study

Software progamming (practice) Students study and use an appropriate software programming language

Analysis of Design Methods of data collection for analysis Solution requirements, constraints, scope and security issues Software Requirements Specification Alternative design ideas

Compulsory hardware and software requirements Students attempting this course MUST have the equipment that meets the minimum specifications outlined in order to successfully complete the course work.

Unit 4

Course Description

Students focus on how the information needs of individuals and organisations are met through the creation of software solutions used in a networked environment. They continue to study the programming language used in Unit 3.

Areas of Study

Software Solutions Students use the programming language studied earlier to transform their design prepared in Unit 3, into a software solution that meets requisite needs. They evaluate the solution and make necessary adjustments.

Interactions and impact Identify data dependencies between information systems Identify ways to monitor data integrity Explain ways organisations can protect the security of data Evaluate the extent to which information system objects are met

Compulsory hardware and software requirements Students attempting this course MUST have the equipment that meets the minimum specifications outlined in order to successfully complete the course work.


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Legal Studies

Course Description

VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. This knowledge is central to understanding the workings of contemporary Australian society. Legal Studies examines the processes of law-making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens. Students develop an understanding of the complexity of the law and the legal system and the challenges faced by our law-makers and dispute resolution bodies. They investigate the workings of the Australian legal system and undertake comparisons with international structures and procedures. Students are encouraged to question these systems and develop informed judgments about their effectiveness, as well as consider reforms to the law and the legal system.

Units of Study

Unit 1: Criminal Law in action Unit 2: Issues in Civil Law Unit 3: Law-making Unit 4: Resolution and Justice




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The law influences all aspects of society. Laws are used by society to preserve social cohesion, and to ensure the protection of people from harm and from the infringement of their rights. Following an overview of the law in general, this unit focuses on criminal law.

Students examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities on law enforcement and adjudication in Victoria.

Students investigate the processes and procedures followed by courts in hearing and resolving criminal cases. They explore the main features and operations of criminal courts and consider the effectiveness of the criminal justice system in achieving justice.

Areas of Study

Law in Society Students investigate the difference between legal and non-legal rules through a consideration of who makes, interprets and enforces rules and to whom they apply.

Criminal Law Students consider a range of illustrative criminal cases to assist them in their understanding of different categories of crime and the related defences. Students investigate the individual’s rights and responsibilities in dealing with the police, purposes of sanctions that may be imposed, and sentencing trends and approaches. Students apply principles of criminal law to relevant cases and issues.

The Criminal Courtroom Students investigate procedures that are used prior to bringing a criminal case to trial, as well as the role and jurisdiction of the courts in hearing criminal cases. The adversarial nature of criminal courts is examined, as well as a consideration for the role and operation of Juries in criminal cases.


Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies. Students examine these methods of dispute resolution and evaluate their effectiveness.

Areas of Study

Civil Law Students gain an insight into the importance of civil law in their lives and learn to distinguish between civil and criminal law. Students develop an understanding of the process of lawmaking by judges and courts. They explore torts and their related defences. Throughout this area of study students apply civil law principles to relevant cases and issues.

The Civil Law in Action Students investigate the role and operation of dispute resolution bodies and the methods employed in resolving civil disputes, as well as the purpose and operation of civil pre-trial procedures and the adversarial nature of a civil trial. Students investigate available remedies and their effectiveness.

The Law in Focus Students undertake a detailed investigation of a specific area of the law in order to develop knowledge and understanding about contemporary issues in the law and their resolution.

A Question of Rights Students investigate an Australian case and develop an understanding of ways in which individuals can shape the law, and examine instances of people being empowered by the legal system. Students discuss the impact of the case on the legal system and the rights of individuals.


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Unit 3

Course Description

The purpose of this unit is to enable students to develop an understanding of the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students evaluate the strengths and weaknesses of the law-making bodies and the processes used to influence change and reform.

Areas of Study

Parliament and the Citizen Students explore the factors that may influence parliament in bringing about changes in the law by examining the role that individuals and groups may play. Through an investigation of the structure and role of parliament, and the processes it follows in passing legislation, students evaluate the overall effectiveness of parliament as a law-making body.

Constitution and the Protection of Rights Students examine how these law-making powers can be changed and analyse the impact of these methods. They investigate the role of the High Court with respect to law-making powers and the protection of rights contained in the Constitution. Students explore the means by which the Commonwealth Constitution protects rights in Australia and develop an awareness of the rights and responsibilities of Australian citizens. They engage in a comparison of the constitutional approach used to protect their rights in Australia with that of another country, raising their awareness of an alternative model for the protection of rights.

Role of the Courts in Law-making Students investigate the doctrine of precedent and statutory interpretation and consider their operation and effect. They evaluate the effectiveness of courts as a law-making body. Using relevant cases, students explore the relationships between courts and parliament in law-making.

Unit 4

Course Description

Students examine the institutions that adjudicate criminal cases and civil disputes. They also investigate methods of dispute resolution that can be used as an alternative to civil litigation. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system. Using the elements of an effective legal system, students consider the extent to which court processes and procedures contribute to the effective operation of the legal system. They also consider reforms or changes that could further improve its effective operation..

Areas of Study

Dispute Resolution Methods Students investigate the jurisdictions of selected courts in the Victorian court hierarchy, and develop an understanding of the need for a hierarchy of courts. They examine the methods of dispute resolution used by courts and the Victorian Civil and Administrative Tribunal (VCAT) as a means of resolving civil disputes, and the way the institutions operate to resolve the disputes. Throughout their investigation, students compare and evaluate the operation of these dispute resolution methods. Court Processes and Procedures, and engaging in Justice Students investigate the major features of the adversary system of trial, and aided by a comparison with the inquisitorial system of trial, evaluate the adversarial approach to dispute resolution. They also examine criminal and civil pre-trial and post-trial procedures. Students investigate the role of criminal and civil juries, consider their strengths and weaknesses, and suggest reforms and alternatives applicable to the current jury system.


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Languages: French

Course Description

The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. The study of French develops students' ability to understand and use a language which is widely learned internationally, and which is the lingua franca of many world organisations and international events. The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of Francophone communities around the world. Knowledge of French can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, translating and interpreting. Students may wish to study French as an academic subject for educational purposes or link this study to other areas of interest. Pathways for the further study of French are available at a number of tertiary institutions.

Units of Study

French: Unit 1 and 2 French: Unit 3 and 4




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Units 1 and 2 Course Description

The areas of study for French comprise themes and topics, text types, vocabulary and grammar.

Areas of Study

Units 1 and 2 French will include the study of topics chosen from the prescribed VCAA themes list for French that applies to units 1 to 4. These themes include:

The Individual The French Speaking Communities Personal world Education and aspirations Personal opinions and values

Lifestyles Historical perspectives Arts and entertainment

The Changing World Text Types Social issues The world of work Scientific and technological issues

Personal Informative Persuasive Evaluative Imaginative

The common areas of study provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas.

Vocabulary and Grammar It is expected that the students will be familiar with a range of vocabulary and idioms relevant to the topics. It is also expected that the students’ grammatical mastery will enhance their written and oral performances.

Units 3 and 4 Course Description

The areas of study for French comprise themes and topics, text types, vocabulary and grammar.

Areas of Study

Units 3 and 4 French will include the study of topics chosen from the prescribed VCAA themes list for French that applies to units 1 to 4. These themes include:

The Individual The French Speaking Communities Personal world Education and aspirations Personal opinions and values

Lifestyles Historical perspectives Arts and entertainment

The Changing World Text Types Social issues The world of work Scientific and technological issues

Personal Informative Persuasive Evaluative Imaginative

The common areas of study provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas.



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Languages: Japanese

Course Description

The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. The study of Japanese develops students’ ability to understand and use a language which is widely learned internationally, and which is one of Australia’s important partners in trade, travel and study. The ability to use and understand Japanese also provides students with the means to access the rich and varied culture of Japan and offer enhanced vocational opportunities in many fields, including international trade, commerce, engineering and mechanics, finance, technology, art, translating and interpreting. Students may wish to study Japanese as an academic subject for educational purposes or link this study to other areas of interest. Pathways for the further study of Japanese are available at a number of tertiary institutions.

Units of Study

Japanese: Unit 1 and 2 Japanese: Unit 3 and 4




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Units 1 and 2

Course Description

This Japanese Unit 1 and 2 course is designed to extend students' capacity to communicate in Japanese in polite and informal settings, develop and extend confidence in writing Japanese in a variety of formats and deepen students' knowledge of contemporary and traditional life in Japan. Students are exposed to themes, topics, text types and varying writing styles that are explored in the four units of study. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes. Students will build upon what is familiar and develop knowledge and skills in new and challenging areas through the study of text types, writing, vocabulary and grammar structures required for successful achievement of the outcomes.

Areas of Study

Units 1 and 2 Japanese will include the study of topics chosen from the prescribed VCAA list for Japanese that applies to units 1 to 4. These topics include:

Themes, topics and subtopics

The Individual Personal world – home and family, neighbourhood, places of interest Daily life – home, schools, interests and leisure, health and sickness Past experiences and future plans and aspirations

The Japanese Speaking Communities Visiting Japan Life in Japan – traditional and contemporary culture Getting to know people in Japan – meeting and visiting people, leisure activities

The Changing World The world of work – casual work (arubaito), men and women in the workforce Changes in daily life Home and neighbourhood – comparisons between city/country, Australia/Japan, changes in family life, changes in the local

environment

Text Types Personal Informative Persuasive Evaluative Imaginative


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Units 3 and 4

Course Description

The study of Japanese develops the students’ ability to understand and use a language which is widely learned internationally. The four units of study are designed to extend students’ capacity to express ideas in Japanese, analyse, use and exchange information, opinions and experiences in both written and spoken communication. Students build upon what is familiar as well as deepen their knowledge and skills through the study of the four units. The course offers students the opportunity to study relevant contemporary and traditional aspects of Japanese society and provide enhanced future vocational opportunities.

Areas of Study

Text Types Personal Informative Persuasive Evaluative Imaginative

The Individual Personal world Daily Past experiences and future plans and aspirations

The Japanese Speaking Communities Visiting Japan Life in Japan Getting to know people in Japan

The Changing World The world of work Changes in daily life Home and neighbourhood



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Mathematics

Mathematics Prerequisites

Students need to be aware of the necessity to be committed to this subject throughout their senior schooling if they intend to use it as an entry subject to further study. Students will have a mathematics subject recommended to them near the completion of each semester. This recommendation is made on the basis of what the current Mathematics teacher feels the student is capable of, in light of their observations of the student and their results over the semester. It is unlikely that a student who fails to meet the pre-requisite level will be allowed into that subject. Past experience has shown us that these grades are a very realistic assessment of future success in the various subjects.

Course Description

Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage their environment. Essential mathematical activities include abstracting, proving, applying, investigating, modelling and problem solving. This subject is designed to provide access to worthwhile and challenging mathematical learning in a way that takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in an increasingly technological society, and confidence in making effective use of mathematical ideas, techniques and processes.

Units of Study

Further Mathematics: Unit 1 Further Mathematics: Unit 2 Further Mathematics: Unit 3 and 4 Mathematical Methods (CAS): Unit 1 Mathematical Methods (CAS): Unit 2 Mathematical Methods (CAS): Unit 3 and 4 Specialist Mathematics: Unit 1 Specialist Mathematics: Unit 2 Specialist Mathematics: Units 3 and 4




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Further Mathematics: Unit 1

Course Description

Unit 1 Further Mathematics is designed to be a precursor for Units 2, 3 & 4 Further Mathematics. Students will study four topics: Computational and practical arithmetic, Linear relations, graphs and models, Inequalities and linear programming and Matrices. Students will need a CASIO Classpad calculator.

Areas of Study

Computation and practical arithmetic Order of operations, scientific notation, estimation Orders of magnitude, log scales Ratios and proportions Effective use of the calculator

Linear relations, graphs and models Transposition and solution of linear relations Construction of tables of values Simultaneous equations, their applications and

solutions Construction of linear models and graphs Drawing linear graphs from equations Line segment graphs

Inequalities and linear programming

Linear inequalities in one and two variables Linear programming Applications, modelling and problem solving using

linear programming Matrices

Basics of Matrices Operations of Matrices Applications of Matrices

Further Mathematics: Unit 2

Course Description

Unit 2 Further Mathematics is designed to be a precursor for Units 3 & 4 Further Mathematics. Students will study five topics: Financial arithmetic, Investigation and Comparing data distributions, Investigating relationships between two variables, Graphs and networks, Number Patters and Recursion. Students will need a CASIO Classpad calculator.

Areas of Study

Number Patterns and Recursion Number Patterns and Sequences Arithmetic and Geometric Sequences The Fibonacci Sequence

Financial arithmetic Percentage change, mark-ups, discounts Simple and compound interest Time payment agreements Investments and loans Inflation

Investigating and Comparing data distributions Types of data and displaying of data Measures of centre and spread.

Investigating Relationships between two numerical variables

Response and explanatory variables Scatterplots, correlation co-efficient and least

squares regression Correlation and causation Predictive relationships and extrapolation

Graphs and networks Glossary of network terms Euler’s formula and planar graphs Connected graphs, weighted graphs and minimum

spanning trees


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Further Mathematics: Units 3 and 4

Course Description

Further Mathematics consists of two compulsory area of study 'Data Analysis' and Recursional Financial Modelling and then a selection of two from the four possible modules in the 'Applications' area of study. Students will undertake Matrices and Networks and decision Mathematics. *This subject is designed for students who intend pursuing courses in a humanities/business field.

Areas of Study

Data Analysis (Statistics) Displaying, summarising and describing relationships in bivariate data Introduction to regression Displaying, summarising and describing time series data Investigation data distributions Investigating associations between two variables Investigating and modelling fund associations Investigation and modelling time series data

Recursion and Financial Modelling

Depression of Assets Compound interest investment and loans Reducing balance loans Annuities and Perpetuities Compound interest investment with periodic and equal additions to the payment

Matrices Matrix representation and its application Transition matrices

Networks

Un-Directed Networks Directed Networks Critical Path Analysis Graphs and Networks Exploring and solving problems Trees and minimum connector problems Flow problems Smartest path problems Matching problems The scheduling problem and critical paths analysis

OR

Graphs and relations

Constructing and interpreting straight line graphs Solving practical problems Interpret graphs and model situations Graph linear inequalities and interpret Formulate a linear programming problem and solve graphically


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Mathematical Methods: Unit 1

Course Description

Mathematical Methods Units 1 and 2 are designed as a preparation for Mathematical Methods Units 3 and 4. Students undertaking this unit will study functions and graphs, algebra and probability. This subject is designed for students who wish to pursue courses in the mathematics/science fields. Students are required to satisfy the pre-requisites, if they wish to study this course. For this unit of study, students must have a CASIO Classpad CAS Calculator.

Areas of Study

Functions and Graphs Linear functions Graphs of power functions, polynomials and

inverse functions Function theory coordinate geometry

Algebra Substitution in and rearrangement of formulas Factorisation Quadratic equations Cubic equations Transformations of the plane Solving simultaneous equations

Circular (Trigonometric) Functions Radians: definition, conversion between radians

and degrees Unit circle Graphs of circular (trigonometric) functions Solution of simple equations of the form f(x) = B,

using both exact and approximate values, where f is sin, cos or tan, on a given domain, by graphical methods or by using a calculator

Mathematical Methods: Unit 2

Course Description

Unit 2 is a clear progression of skills and knowledge from Unit 1 in each area of study. This subject is designed for students who wish to pursue courses in the mathematics/science fields. Students undertaking this course will study functions and graphs, exponential functions, algebra and calculus. For this unit of study, students must have a CASIO Classpad CAS Calculator.

Areas of Study

Exponential Functions Exponential graphs and solving indicial equations

related to these graphs Logarithmic graphs and informal discussion of their

inverse relationship with exponential curves Simple applications of exponential functions

Calculus Notation for derivatives First principles to find the gradient function Derivatives of simple polynomials by rule Applications of differentiation Anti-differentiation as the reverse process of

differentiation -

Probability Addition and multiplication principles for counting Combinations (counting techniques) Probability of simple and compound events Venn diagrams, probability tables and tree

diagrams The addition rule for probabilities Conditional probability Independent events

Matrices

Matrix representations, operations and appplications


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Mathematical Methods: Units 3 and 4

Course Description

This course is available to those students who have successfully completed Units 1 and 2 of Mathematical Methods. This subject is designed for students who wish to pursue courses in the mathematics/science fields. Students are required to satisfy the pre-requisites, if they wish to study this course. Students undertaking this course will study co-ordinate geometry, trigonometric functions, algebra and statistics and probability.

Areas of Study

Coordinate Geometry Graphs (to degree 4) of polynomial functions in factorised form with linear factors Graphs of quadratic, exponential, logarithmic modulus and hyperbolic equations Graphs of inverse functions Solving equations with a graphical calculator

Circular (Trigonometric) Functions Graphs of trigonometric functions, sine, cosine and tangent Solution of trigonometric equations

Calculus Deducing the graph of the gradient function, including its domain, from the graph of a function Product, quotient and chain rules Applications of differentiation to curve sketching, stationary points (turning points and points of inflection), equations of

tangents and normals, maximum/minimum problems, and rates of change, including numerical evaluation of derivatives

Definite and indefinite integrals

Algebra Logarithm laws Solution of simple exponential and logarithmic equations Finding inverses of functions

Probability Discrete random variables Binomial distribution Probability functions Normal distribution


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Specialist Mathematics: Units 3 and 4

Course Description

The development of course content highlights mathematical structure, reasoning and applications across a range of modelling contexts with an appropriate selection of content for each of Unit 3 and Unit 4. The Specialist Mathematics Units 3 and 4 course assumes familiarity with the key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 and concurrent or previous study of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics, which are drawn on as applicable in the development of content from the areas of study and key knowledge and skills for the outcomes.

Areas of Study

Functions and graphs Algebra Calculus Vectors in one and two dimensions Mechanics Probability and statistics


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Specialist Mathematics: Unit 1

Course Description

Unit 1 and 2 are designed for students who intend to study Specialist Mathematics Units 3 and 4. It is also recommended for students who intend to study Mathematical Methods Units 3 and 4. Students who choose these units will study Mathematical Methods Units 1 and 2 concurrently. Students are required to satisfy the pre-requisites, if they wish to study this course.

Areas of Study

Proof and Number Converse Contrapositive Contradiction

Geometry and Proof

Congruence Similarity Similar figures

Surds and Sets

Surd operation Venn Diagrams and their application

Trigonometry, Geometry and Circle Theorems Sine rule, cosine rule, area of a triangle Circle measurement and geometry Circle geometry

Algebra II

Polynominal Identities Simultaneous equations Partial fractions

Specialist Mathematics: Unit 2

Course Description

Specialist Mathematics Unit 2 is an extension of Specialist Mathematics Unit 1. Students are required to satisfy the pre-requisites, if they wish to study this course. Students undertaking this course will study vector geometry, trigonometric functions, polar co-ordinates, complex numbers, kinematics and particle statistics.

Areas of Study

Geometry and Vectors Concept of the position vector of a point in the

Cartesian plane The representation of plane vectors as ordered

pairs Plane vectors as directed line segments The representation of a vector in i-j component

form The magnitude of a plane vector Addition of plane vectors, using components or the

parallelogram rule Simple vector algebra Vectors and their applications

Trigonometric functions Radian measure and conversion between degrees

and radians Defining sine, cosine and tangent from the unit

circle Graphs of sine, cosine and tangent Solution of trigonometric equations Trigonometric identities Adding trigonometric functions

Polar co-ordinates and complex numbers Conversion between Cartesian and polar

coordinates and equations Plotting polar graphs Operations with complex numbers Argand diagrams Equations in the complex field

Kinematics Rectilinear motion, displacement, velocity and

acceleration Constant acceleration Velocity-time graphs

Statics of a particle Triangle of forces Resolution of forces

Loci

Ellipses, Hyperbolas and parabolas


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Music Performance VCE Music: An Introduction Music is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students’ understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains. VCE Music offers students opportunities to engage in the practice of performing and studying music that is representative of diverse genres, styles and cultures. Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, arranging and/or improvising; and musicianship: aural perception, analysis and music language. VCE Music offers students opportunities for personal development and to make an ongoing contribution to the culture of their community through participation in life-long music making.

Course Description

Music Performance Unit 1 and 2 is offered to students who have some musical experience and knowledge, usually three or more years of study on a musical instrument or voice. Students are strongly advised to complete both, of Units 1 and 2 before attempting Units 3 and 4 of Music Solo or Music Group

Units of Study

Music Performance: Unit 1 Music Performance: Unit 2 Music Performance: Unit 3 Music Performance: Unit 4




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Units 1 and 2 This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances. Note to parents: There may also be other additional costs associated with undertaking the performance assessment required by the study design. These costs are likely to include the use of an accompanist, purchasing of sheet music and appropriate maintenance of instruments. Costs vary dramatically depending on the choice of instrument/ensemble studied or undertaken. Please contact the Head of Performing Arts, Mr Chris Staben for a guide to anticipated costs associated with your child’s instrument.

Areas of Study

Performance In this area of study students develop knowledge and skills that are required to present music performances in a group and as a soloist. They develop their ability to present musically engaging performances in a variety of performance contexts. Through regular performance they explore ways to expressively shape their chosen works and build on their ability to communicate artistic intentions convincingly to an audience. Students develop their instrumental skills through regular individual practice and develop ensemble skills through rehearsal with other musicians.

Preparing for Performance This area of study focuses on continuous development of techniques for group and solo performance. Students systematically practise technical work and exercises to enhance their ability to realise the character and style of selected group and solo works. They trial different rehearsal strategies and identify those that achieve the most effective outcomes. Students research and trial performance and interpretation strategies used by other performers and apply approaches to optimise their own performances. They build their skills in unprepared performance and apply these when learning and rehearsing group and solo works.

Music Language In this area of study students build their knowledge and skills in music theory, aural comprehension and music analysis. Students build on their knowledge and skills through systematic study of aural and theoretical concepts in isolation and in the context of performing or listening. They develop their ability to sing intervals, scales, triads and short melodic phrases from sight and memory, and they extend their ability to identify, recognise, notate and transcribe short music excerpts. Students practise and refine their ability to notate music by hand. They investigate and comment on a variety of ways in which elements of music can be interpreted to achieve expressive outcomes in the performance of music works.

Organisation of sound – (Unit 2) This area of study focuses on devising original work as a composition or an improvisation, inspired by analysis of music in selected works being prepared for performance. The creative process is individual and has many starting points for inspiration. Students study and listen to a wide variety of music. They explore a range of strategies to generate and extend music ideas, for example improvisation. Students are encouraged to use a broad structural element to focus their creative work, for example a key, chord progression, instrument and/or mood. As part of the process of generating music ideas, students analyse works they are preparing for performance. They identify characteristics that can be used in their composition or improvisation and relevant influences on composers/performers. Students use various strategies to experiment with, develop and refine the musical ideas. Aspects of music language used in devising original work include range and characteristics of selected instruments; use of instruments in combination, including balance of dynamics and tones, and blend of tones; music forms and structures, such as binary, ternary and popular song; conventions in staff notation, including shape of music notes, groupings, phrase marks, treble and bass clefs, relevant key signatures and time signatures


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Units 3 and 4 This unit prepares students to present convincing performances of group and solo works. In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis. The focus for analysis is works and performances by Australian musicians. For their performance examination students choose whether they will present their external end-of-year performance examination program as a member of a group OR as a soloist.

Note to parents: Parents of students studying this unit need to be aware that there may be additional costs associated with undertaking the performance assessment required by the study design. These costs are likely to include the use of an accompanist, purchasing of sheet music and appropriate maintenance of instruments. Costs vary dramatically depending on the choice of instrument/ensemble studied or undertaken. Please contact the Head of Performing Arts, Mr Chris Staben for a guide to anticipate costs associated with your child’s instrument.

Areas of Study

Performance In this area of study students develop knowledge and skills required to present musically engaging performances of music works. Students select a program of contrasting group and solo works that demonstrate a range of music styles, diversity of character and a range of technical, stylistic and interpretative demands. Students develop their ability to present performances of group and solo works in a variety of performance contexts. They develop effective ensemble performance skills through rehearsal with other musicians. They present performances throughout the unit to develop their ability to communicate their artistic intentions to an audience. Students investigate relevant stylistic characteristics, performance techniques and performance conventions. They analyse the structural characteristics and use of the elements of music in the works, investigate relevant contextual issues and research a range of existing interpretations. They decide how to interpret and expressively shape each work based on their investigation, analysis and trialling of different approaches. Through these activities, students develop awareness of the need for appropriate balance between relevant personal, ensemble, stylistic, practical, technological, historical and cultural influences in shaping interpretations of their chosen group and solo works. They also develop awareness of relevant performance conventions. Preparing for Performance In this area of study students develop knowledge and skills to achieve consistency and control of idiomatic instrumental and performance techniques in group and solo performances. Students practise a range of technical work and exercises selected to extend and improve command of instrumental and performance techniques. They develop an understanding of the relevance of technique to their performance of selected group and solo works. Students also systematically develop skills in unprepared performance, including improvisation and/or sight reading.

Music Language In this area of study students systematically develop music theory knowledge and skills in aural comprehension and analysis. They develop and refine their ability to identify, recognise, notate and transcribe short music excerpts, as well as to re-create short sections of music by singing, humming and/or playing. Students practise and refine their ability to notate music by hand. They develop an understanding of ways expressive elements of music can be interpreted in the performance of music works. They apply this knowledge to their analysis of ways in which Australian performers have interpreted a variety of works by Australian composers/songwriters that have been created after 1910.


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Philosophy

Course Description

The word ‘Philosophy’ means love of wisdom. Philosophy grapples with some of the most profound questions, such as: What is the nature of reality? Is it possible to attain certainty about anything? Are issues of morality simply matters of culture? Is it rational to have religious beliefs? This course will track the ideas of some of the greatest thinkers in history, such as Plato, Aristotle, Descartes, and Hume. The course covers the four main areas of philosophy including Metaphysics (the nature of reality), Epistemology (theory of knowledge), Ethics, and Logic. Students will be introduced to methods of philosophical argument and analysis and their application to contemporary issues. Studying philosophy is about developing the ability to clarify concepts, analyse problems and construct reasonable, coherent arguments. Philosophy is an academically rigorous and intellectually challenging discipline. It demands independent thinking and strong reasoning skills which are highly transferable. Studies in philosophy complement courses across the VCE, interrogating underlying premises and connections between related fields. The key knowledge and skills fostered by philosophy also provide excellent preparation for future careers, whether in science or law, business or the arts.

Units of Study

Unit 1: Existence, Knowledge and Reasoning Unit 2: Questions of Value Unit 3: Minds, Bodies and Persons Unit 4: The Good Life




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Unit 1

Course Description

This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. Students investigate relevant debates in applied epistemology and metaphysics.

Areas of Study

Metaphysics (The Nature of Existence) Can we ever be truly free if there are causes for all our actions? What is time? Is time travel logically possible?

Epistemology (Theories of Knowledge)

What is knowledge? How can we be certain we have knowledge? What are the sources of our knowledge? How reliable are these sources?

Introduction to Logic and Reasoning

Techniques of critical thinking Introduction to formal and informal logic

Unit 2

Course Description

What are the foundations of our judgments about value? What is the relationship between different types of value? How, if at all, can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates.

Areas of Study

Ethics and Moral Philosophy What are the major theories philosophers have offered about what makes an action morally right? What role should self-interest, reason, emotion and duty have in ethical decision-making?

Further Problems in Value Theory What is the basis and justification for rights? What are the treats to freedom in the modern world? Do only human beings have rights?

Techniques of Reasoning The roles of reasoning and argument, imagination, emotion and experience in philosophical thinking Introduction to key terminology in philosophical reasoning.


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Unit 3

Course Description

This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to contemporary debates. Philosophical debates encompass philosophical questions and associated viewpoints and arguments within other spheres of discourse such as religion, psychology, sociology and politics.

Areas of Study

Minds and Bodies Philosophers often argue over whether everything ultimately can be explained by the laws of physics or whether there are mental events that fall outside physical and causal explanation. Students examine the views of those who deny the existence of anything that falls outside the scope of physics, as well as those who have argued that the psyche or the mind is something quite different from the physical body, and can exist independently of it. Personal Identity Starting with John Locke, modern philosophers have explored the question of the continuity of the self. They have attempted to identify the basis on which we say, for example, that an individual is the same person at 80 as they were at 8 years old. As well as examining the views of these thinkers, students have the opportunity to explore how this question is dealt with by Buddhist thinkers.

Unit 4

Course Description

This unit considers the crucial question of what it is for a human to live well. Students explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life.

Areas of Study

Conceptions of the Good Life This area of study exposes students to philosophical debates and perspectives on the nature of the good life through a study of philosophical texts from ancient, modern and contemporary sources. As they reflect on the implications of accepting the views and arguments presented by these thinkers, they develop their own critical responses to the authors’ viewpoints and arguments. Living the Good Life in the Twenty First Century In this area of study students develop and justify responses to debates on consumerism, technology and our obligations to others in relation to the good life. They explore the interplay between the changing conditions of contemporary life and our ability to live a good life.


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Physical Education

Course Description

Physical Education examines the biological, social and cultural influences on performance and participation in physical activity. This study is approached through both the study of, and participation in, physical activity. This approach provides the means by which theory and practice are integrated. Participation in physical activity and development of skills provide opportunities for students to reflect on factors that affect performance and participation in physical activity. The new Physical Education Study Design will be phased in over a two year period, beginning with Units 1 and 2 in 2017 and Units 3 and 4 in 2018.

Units of Study for 2017

Units 1 and 2 – New Physical Education Study Design, 2017-2021 Unit 1: The human body in motion Unit 2: Physical activity, sport and society

Units 3 and 4 – Existing Physical Education Study Design, 2011-2016 Unit 3: Physical activity participation and physiological performance Unit 4: Enhancing performance




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Unit 1

Course Description

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement and the implications of the use of legal and illegal practices to improve performance. Strategies will also be recommended to minimise the risk of illness or injury to each system.

Area of Study 1

How does the musculoskeletal system work to produce movement? In this area of study students examine the musculoskeletal system of the human body and how the muscles and bones work together to produce movement. Through practical activities they explore the major components of the musculoskeletal system and their contributions and interactions during physical activity, sport and exercise.

Area of Study 2

How does the cardiorespiratory system function at rest and during physical activity? In this area of study students examine the cardiovascular and respiratory systems of the human body and how the heart, blood vessels and lungs function at rest and during physical activity. Practical activities enable the students to explore these concepts, and they will also consider the ethical and performance considerations of the use of a variety of legal and illegal practices and substances specific to each system.

Unit 2

Course Description

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.

Area of Study 1

What are the relationships between physical activity, sport, health and society? Students will focus on the role of physical activity, sport and society in developing and promoting healthy lifestyles and participation in physical activity across the lifespan. The benefits of physical activity will be investigated as well as the potential negative physical, social mental and emotional consequences of physical inactivity and sedentary behaviour.

Area of Study 2

What are the contemporary issues associated with physical activity and sport? The focus of this area of study is on a whole range of contemporary issues associated with physical activity and / or sport at the local, national and global level. A detailed investigation will be undertaken and the social-ecological model will used to evaluate factors that influence participation in physical activity.


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Unit 3

Course Description

This Unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to Australia’s Physical Activity and Sedentary Behaviour Guidelines. In Area of Study 2 students explore the various systems and mechanisms associated with the energy required for human movement. They consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to working muscles. Students also consider the many contributing factors to fatigue as well as recovery strategies used to return to pre-exercise conditions. Practical activities enhance classroom learning throughout the Semester.

Area of Study 1

Monitoring and Promotion of Physical Activity This area of study uses subjective and objective methods for assessing the student’s own, and various others’, physical activity and sedentary levels. Students analyse the advantages and limitations of each of these methods to determine the most appropriate measure for a given setting.

Area of Study 2

Physiological Responses to Physical Activity Students explore the various systems and mechanisms associated with the energy required for human movement. They examine how the major body systems and energy systems work together to enable movement to occur, and explain the various fatigue mechanisms and recovery strategies.

Unit 4

Course Description

Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge, and to understand training. Students will undertake an activity analysis and then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Students will explore different techniques and practices, including nutritional, physiological and psychological strategies, used to enhance performance.

Area of Study 1

Planning, Implementing and Evaluating a Training Program This area of study focuses on the components of fitness and assessment of fitness from a physiological perspective. Students consider the manner in which fitness can be improved by the application of appropriate training principles and methods. They participate in fitness testing and an individual training program and evaluate this from a theoretical perspective.

Area of Study 2

Performance Enhancement and Recovery Practices This area of study explores nutritional, physiological and psychological strategies used to enhance performance. Students examine legal and illegal substances and methods of performance enhancement and develop an understanding of different anti-doping codes.


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Product Design and Technology - Textiles

Course Description

Product design is part of people’s responses to changing needs to improve quality of life by designing and creating artefacts. Product design is enhanced through knowledge of social, technological, economic, historic, ethical, legal, environmental and cultural factors. These factors affect the aesthetics, form and function of products developed in the past and those yet to be developed. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. The design process involves identification of a real need that is then articulated in a design brief. The need is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional functional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation. In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation. The knowledge and use of resources is integral to product design. These resources include a range of materials, and the tools, equipment and machines needed to transform these materials in a safe manner into useful products. Increasingly, the importance of environmental sustainability is having an impact on product design and development. More sustainable approaches are therefore at the forefront throughout the product lifecycle..

.Units of Study Unit 1: Product re-design and sustainability Unit 2: Collaborative design Unit 3: Applying the product design process Unit 4: Product development and evaluation



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Unit 1

Course Description

This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users but with little consideration of their sustainability.Knowledge of material use and suitability for particular products is essential in product design. Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined.

Areas of study

Product re-designed for improvement Area of Study 1 provides an introduction and structured approach towards the Product design process and Product design factors. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer.

Producing and evaluating a re-designed Product In Area of Study 2, students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief. If appropriate, a prototype made of less expensive materials can be presented; however, the specific materials intended for the final product would need to be indicated. A prototype is expected to be of full scale and considered to be the final design of a product before production of multiples.

Unit 2

Course Description

In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively but are spread across the globe.

Areas of study

Designing within a team In Area of Study 1, students work both individually and as members of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen style or movement.

Producing and evaluating a collaboratively designed product In Area of Study 2, students apply knowledge, skills, techniques and processes to make their product designed in area study one and in accordance with the team requirements. Students use appropriate methods of recording production processes and make modifications to production plans. They evaluate their use of materials, tools, equipment, machines, techniques and processes in transforming design options into a product range.


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Unit 3

Course Description

In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Design and product development and manufacture occur in a range of settings. In the initial stage of the Product design process, a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations.

Areas of study

In Area of Study 1, students examine how a design brief is structured, how it addresses particular Product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding of techniques in using the design brief as a springboard to direct research and design activities. In Area of Study 2, students examine how a range of factors, including new and emerging technologies, and international and Australian standards, influence the design and development of products within industrial manufacturing settings. They consider issues associated with obsolescence and sustainability models. In Area of Study 3, students commence the application of the Product design process for a product design for a client and/or an end-user, including writing their own design brief which will be completed and evaluated in Unit 4.

Unit 4

Course Description

In this unit students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the Product design factors.

Areas of study

In Area of Study 1, students use comparative analysis and evaluation methods to make judgments about commercial product design and development. In Area of Study 2, students continue to develop and safely manufacture the product designed in Unit 3, Outcome 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifications to the production plan and product. In Area of Study 3, students evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria and client and/or end-user feedback. Students make judgments about possible improvements. They produce an informative presentation to highlight the product’s features to the client and/or an end-user and explain its care requirements.


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Product Design and Technology - Hard

Materials

Course Description

Product design is part of people’s responses to changing needs to improve quality of life by designing and creating artefacts. Product design is enhanced through knowledge of social, technological, economic, historic, ethical, legal, environmental and cultural factors. These factors affect the aesthetics, form and function of products developed in the past and those yet to be developed. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. The design process involves identification of a real need that is then articulated in a design brief. The need is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional functional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation. In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation. The knowledge and use of resources is integral to product design. These resources include a range of materials, and the tools, equipment and machines needed to transform these materials in a safe manner into useful products. Increasingly, the importance of environmental sustainability is having an impact on product design and development. More sustainable approaches are therefore at the forefront throughout the product lifecycle.

Units of study

Unit 1: Product re-design and sustainability Unit 2: Collaborative design Unit 3: Applying the product design process Unit 4: Product development and evaluation




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Unit 1

Course Description

This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users but with little consideration of their sustainability.Knowledge of material use and suitability for particular products is essential in product design. Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined.

Areas of study

Product re-designed for improvement Area of Study 1 provides an introduction and structured approach towards the Product design process and Product design factors. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer.

Producing and evaluating a re-designed Product In Area of Study 2, students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief. If appropriate, a prototype made of less expensive materials can be presented; however, the specific materials intended for the final product would need to be indicated. A prototype is expected to be of full scale and considered to be the final design of a product before production of multiples.

Unit 2

Course Description

In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively but are spread across the globe.

Areas of study

Designing within a team In Area of Study 1, students work both individually and as members of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen style or movement.

Producing and evaluating a collaboratively designed product In Area of Study 2, students apply knowledge, skills, techniques and processes to make their product designed in area study one and in accordance with the team requirements. Students use appropriate methods of recording production processes and make modifications to production plans. They evaluate their use of materials, tools, equipment, machines, techniques and processes in transforming design options into a product range.


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Unit 3

Course Description

In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Design and product development and manufacture occur in a range of settings. In the initial stage of the Product design process, a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations.

Areas of study

In Area of Study 1, students examine how a design brief is structured, how it addresses particular Product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding of techniques in using the design brief as a springboard to direct research and design activities. In Area of Study 2, students examine how a range of factors, including new and emerging technologies, and international and Australian standards, influence the design and development of products within industrial manufacturing settings. They consider issues associated with obsolescence and sustainability models. In Area of Study 3, students commence the application of the Product design process for a product design for a client and/or an end-user, including writing their own design brief which will be completed and evaluated in Unit 4.

Unit 4

Course Description

In this unit students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the Product design factors.

Areas of Study In Area of Study 1, students use comparative analysis and evaluation methods to make judgments about commercial product design and development. In Area of Study 2, students continue to develop and safely manufacture the product designed in Unit 3, Outcome 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifications to the production plan and product. In Area of Study 3, students evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria and client and/or end-user feedback. Students make judgments about possible improvements. They produce an informative presentation to highlight the product’s features to the client and/or an end-user and explain its care requirements.


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Religion and Society


How do we know what is good? How do we make decisions in situations where it is unclear what is good or not good? Do we accept what society defines as good? Do we do what feels right? Or do we rely on a definition of what is good from a religious tradition? What are the principles that guide decision making? Ethics is concerned with discovering the perspectives that guide practical moral judgement. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgements. In this unit students study various methods of ethical decision-making in at least two religious traditions and their related philosophical traditions. They explore ethical issues in societies where multiple worldviews coexist, in the light of these investigations.

Areas of Study

Ethical decision-making and moral judgement Introduction to concepts used in ethical decision-making Exploration of a variety of methods of ethical decision-making and the theories that support them

Religion and ethics

Investigation of the ethical decision-making methods that have informed the ethical perspectives of religious traditions Investigation of aspects of religion related to ethical decision-making processes in religious traditions

Ethical issues in society Exploring ethical issues around life, death and citizenship:

Why the issues are regarded as ethical issues

The religious and non-religious individuals, groups and traditions that contribute to the debates

The ethical perspectives and moral judgements presented in the arguments by those participating in the debates


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Science – Biology

Course Description

Biology is a diverse and evolving science discipline that seeks to understand and explore the nature of life, past and present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share a degree of relatedness and a common origin. VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements. In VCE Biology students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary biology-related issues, and communicate their views from an informed position. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Units of Study

Unit 1: How do living things stay alive? Unit 2: How is continuity of life maintained? Unit 3: How do cells maintain life? Unit 4: How does life change and respond to challenges over time?




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Unit 1 Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored, and students consider how the planet’s biodiversity is classified as well as the factors that affect the growth of a population.

Areas of Study

How do organisms function? How do living systems sustain life? Practical Investigation

Unit 2 Students focus on cell reproduction and the transmission of biological information from generation to generation. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.

Areas of Study

How does reproduction maintain the continuity of life? How is inheritance explained? Investigation of an issue


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Unit 3 The cell is a dynamic system of interacting molecules that define life. An understanding of the workings of the cell enables an appreciation of both the capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. The convergence of cytology, genetics and biochemistry makes cell biology one of the most rapidly evolving disciplines in contemporary biology. Students explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules. They also study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components, energy transformations and cell signalling. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

Areas of Study

How do cellular processes work? How do cells communicate?

Unit 4 In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examin the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

Areas of Study

How are species related? How do humans impact biological processes? Practical Investigation


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Science – Chemistry

Course Description

Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. VCE Chemistry enables students to explore key processes related to matter and its behaviour. Students consider the relationship between materials and energy through four themes: the design and composition of useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon-based compounds as important components of body tissues and materials used in society. Students examine classical and contemporary research, models and theories to understand how knowledge in chemistry has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of chemistry leads students to appreciate the interconnectedness of the content areas both within chemistry, and across chemistry and the other sciences. An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of inquiry tasks that may be self-designed, develop key science skills and interrogate the links between theory, knowledge and practice. In VCE Chemistry inquiry methodologies can include laboratory experimentation, modelling, site tours, fieldwork, local and remote data-logging, simulations, animations, literature reviews and the use of global databases. Students work collaboratively as well as independently on a range of tasks. They pose questions, formulate hypotheses and collect, analyse and critically interpret qualitative and quantitative data. Students analyse the limitations of data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings. They investigate and evaluate issues, changes and alternative proposals by considering both shorter and longer term consequences for the individual, environment and society. Knowledge of the safety considerations, including use of safety data sheets, and ethical standards associated with chemical investigations is integral to the study of VCE Chemistry. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Units of Study

Unit 1: How can the diversity of materials be explained? Unit 2: What makes water such a unique chemical? Unit 3: How can chemical processes be designed to optimise efficiency? Unit 4: How are organic compounds categorised, analysed and used?




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Unit 1

Course Description

The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms.

Areas of Study

How can knowledge of elements explain the properties of matter? How can the versatility of non-metals be explained? Research Investigation

Unit 2

Course Description

Students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants.

Areas of Study

How do substances interact with water? How are substances in water measured and analysed? Practical investigation


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Unit 3

Course Description

Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells and the combustion of fuels, including the energy transformations involved and calculations of the amounts of energy released. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells and they use the electrochemical series to predict and write half and overall redox equations. They apply Faraday’s laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and yield by apply the equilibrium law and Le Chatelier’s principle to different reaction systems.

Areas of Study

What are the options for energy production? How can the yield of chemical product be optimised?

Unit 4

Course Description

Students investigate the major families of organic compounds including those found in food and study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals. Students investigate the role of enzymes and coenzymes in facilitating chemical reactions. Students use calorimetry to determine the energy released in the combustion of foods. A student practical investigation related to energy and/or food is undertaken in either Unit 3 or in Unit 4, or across both Units 3 and 4.

Areas of Study

How can the diversity of carbon compounds be explained and categorised? What is the chemistry of food? Student designed practical investigation involving energy and/or food


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Science – Physics

Course Description

Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature. VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study provides a contextual approach to exploring selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves. Students also have options for study related to astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. Students examine classical and contemporary research, models and theories to understand how knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of physics leads students to appreciate the interconnectedness of the content areas both within physics, and across physics and the other sciences. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Units of Study

Unit 1: What ideas explain the physical world? Unit 2: What do experiments reveal about the physical world? Unit 3: How do fields explain motion and electricity? Unit 4: How can two contradictory models explain both light and matter?





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Students use thermodynamic laws and principles to explain phenomena and assess the impact of human use of energy on the environment. They examine the motion of electrons and explain how it can be manipulated and utilised. Students explore theories that explain how matter and energy have changed since the origins of the Universe.

Areas of Study

How can thermal effects be explained?

How do electric circuits work? What is matter and how is it formed?

Unit 2 Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. They choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. Students design and undertake investigations involving at least one independent, continuous variable.

Areas of Study

How can motion be described and explained?

Options Choice of twelve options

Practical Investigation

Unit 3 Students examine how field models can be used to understand why objects move when they are not apparently in contact with other objects. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects.

Areas of Study

How do things move without contact?

How are fields used to move electrical energy?

How fast can things go?

Unit 4

Students explore the use of wave and particle theories to model the properties of light and matter. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. A student-designed practical investigation related to waves, fields or motion is undertaken.

Areas of Study

How can waves explain the behaviour of light?

How are light and matter similar?

Practical Investigation


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Science – Psychology

Course Description

Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers biological, psychological and social factors and their complex interactions in the understanding of psychological phenomena. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, and mental health. Students examine classical and contemporary research and the use of imaging technologies, models and theories to understand how knowledge in psychology has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of psychology leads students to appreciate the interconnectedness between different content areas both within psychology, and across psychology and the other sciences. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Units of Study

Unit 1: How are behaviour and mental processes shaped? Unit 2: How do external factors influence behaviour and mental processes? Unit 3: How does experience affect behaviour and mental processes? Unit 4: How is wellbeing developed and maintained?




V C E , 2 0 1 8 W A R R A G U L C U R R I C U L U M 5

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Unit 1 Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. A student-directed research investigation related to brain function and/or development is undertaken in this unit. The research investigation draws on content from Area of Study 1 and/or Area of Study 2.

Area of Study 1 – How does the brain function?

Area of Study 2 – What influences psychological development?

Area of Study 3 – Student directed research investigation

Unit 2 A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

Area of Study 1- What influences a person’s perception of the world?

Area of Study 2- How are people influenced to behave in particular ways?

Area of Study 3 – Student directed practical investigation

Unit 3 The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory.

A student practical investigation related to mental processes and psychological functioning is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3.

Area of Study 1-How does the nervous system enable psychological functioning?

Area of Study 2- How do people learn and remember?

Unit 4 Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.

Area of Study 1-How do levels of consciousness affect mental processes and behaviour?

Area of Study 2 –What influences mental wellbeing?


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Studio Arts: Photomedia

Course Description

The creative nature of visual art provides individuals with the opportunity for personal growth, the expression of ideas and a process for examining identity. The exhibition of visual art offers an insight into the diverse interpretations of life and its experience by artists. Engagement with visual art facilitates creative thinking and the development of new ideas, it also supports connection and exchange within communities and beyond. VCE Studio Arts encourages and supports students to recognise their individual potential as art makers and presents a guided process to assist their understanding and development of artmaking. The study establishes effective art practices through the application of an individual design process to assist the student’s production of a folio of artworks. The theoretical component of this study is an important basis for studio practice as it offers students a model for inquiry that can support their artmaking practices. Students’ research focuses on the visual analysis of artworks and investigates how artists have interpreted sources of inspiration and influences in their artmaking. Students examine how artists have used materials, techniques and processes to create aesthetic qualities. They study how artists have developed styles and explored their cultural identity in their artwork. Students use this knowledge to inform their own processes to support their artmaking.

Units of Study

The study is made up of four units. Unit 1: Artistic inspiration and techniques Unit 2: Design exploration and concepts Unit 3: Studio production and professional art practices Unit 4: Studio production and art industry contexts



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Unit 1

Course Description

This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range of materials and techniques as tools for communicating ideas, observations and experiences through artmaking. Students also explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks.

Areas of Study

Outcome 1 - Developing art ideas Students learn to: generate ideas and identify sources of inspiration use a variety of methods to translate ideas, observations and experiences through a visual language or art form; for example,

representational and descriptive, interpretative, expressive, responsive and analytical

Outcome 2 - Materials and techniques Students learn to: investigate and explore materials and techniques appropriate to artmaking and particular art forms research the characteristics and properties of particular materials and techniques

Outcome 3 - Interpretation of art ideas and use of materials and techniques Students learn to: use a range of resources to research how artists interpret ideas and sources of inspiration and use materials and techniques identify and describe sources of inspiration for artists’ ideas and production compare and contrast the ways in which artists from different times and cultures have interpreted ideas and sources of

inspiration

Unit 2

Course Description

This unit focuses on students establishing and using a design process to produce artworks. The design process includes the formulation and use of an individual approach to locating sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks.

Areas of Study

Outcome 1 - Design exploration Students learn to: develop an individual design process explore and use ideas and sources of inspiration

Outcome 2 - Ideas and styles in artworks Students learn to:

identify and discuss art elements and, where appropriate, other principles in artworks identify and discuss signs, symbols and/or images used in artworks for their implied meaning compare and contrast ways in which art elements and, where appropriate, other principles have been used to produce aesthetic qualities, communicate ideas and develop skills in artworks by artists from different times and cultures


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This unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.

Areas of Study

Outcome 1 - Exploration proposal Students learn to:

prepare an exploration proposal discuss conceptual possibilities and explain the ideas to be explored

Outcome 2 - Design process Students learn to:

use an exploration proposal as a frame for an individual design process interpret and respond to the sources of inspiration and ideas in the exploration proposal develop subject matter and ideas conceptually and aesthetically

Outcome 3 - Professional art practices and styles Students learn to:

analyse and discuss the legal obligations and ethical considerations involved in the use made of the work of other artists in the making of new artwork

discuss ways in which artworks reflect artists’ interpretations of subject matter, influences, cultural contexts and communication of ideas and meanings

Unit 4

Course Description This unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks. These artworks should reflect the skilful application of materials and techniques, and the resolution of ideas and aesthetic qualities. Outcome 1 - Folio of artworks Students learn to:

articulate the focus of the folio; use selected potential directions to support the production of artworks apply materials and techniques appropriate to particular art form/s and utilise their inherent characteristics

Outcome 2 - Focus, reflection and evaluation Students learn to:

use appropriate art language and terminology identify and describe the focus and subject matter of the folio

Outcome 3 - Art industry contexts Students learn to:

describe and compare the roles of public galleries, commercial galleries and other art spaces discuss curatorial, exhibition design and promotional methods and considerations involved in preparing and presenting an

exhibition and/or displaying artworks


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Texts and Traditions

Course Description

Many traditions have a special relationship with a set of writings. These writings have particular authority for the tradition and may act as an important reference and foundation for its social organization, rituals, beliefs, values and behaviour. The texts of a tradition usually include important stories, which shape the tradition, in addition to other types of literature.

Units of Study

Unit 2: Texts in Society (Completed at Year 10) Unit 3: Texts and the Early Tradition Unit 4: Texts and their Teachings



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The texts of a particular religious tradition can be seen to be foundational in that they recount specific events, narratives, laws and teachings that describe the beginnings and initial development of a religious tradition’s history. In this unit, students explore the history and culture from which the tradition being studied was formed. They gain an understanding that the historical context of these beginnings lent shape and content to the texts themselves. Students develop an understanding of how the text is a response to particular contemporary and historical religious and social needs and events. They explore the formation of the text itself, the intended audience of that text and the message or teaching found within the text. As a part of the understanding of the message or teaching of a text, the students also become familiar with the nature of exegetical methods being used by scholars today in the religious tradition of the particular text. At St Paul’s Anglican Grammar School we have chosen to study the text of the Gospel of Luke.

Areas of Study

The background of the tradition Students undertake a social and historical study of the tradition, examining texts relating to the origin and early development

of Christianity and focusing on events, people and places important to its development. Students use a range of documentary texts to become familiar with the foundational period of the Christian faith through

research into background information.

Historical and literary background to the set text Students examine issues that relate to the writing of texts; for example, purpose, authorship and intended audience. Students develop knowledge of the set text in terms of its literary structure and major themes.

Interpreting texts – Exegesis (Part 1) Students examine the ways in which texts have been developed in certain historical, political and social contexts. An

examination of socio-historical criticism develops an understanding of the meaning, purpose and teachings of those texts. The process of searching for and giving expression to the meaning of text is called exegesis.

Students use exegetical study to analyse a text in the light of scholarship and their growing knowledge of the background to the text. This analysis should then lead to a synthesis of ideas regarding the teaching purpose of any particular text within its original setting.


Some texts are regarded as essential for the continuation of a tradition because they function as a means of communicating teachings or understandings about the relationship between the human and the transcendent. These understandings are often expressed through religious ideas, beliefs or social themes in the particular texts. With the passing of time, some of the themes contained in the foundational texts have been reinterpreted at different times in the tradition. In this unit a significant idea, belief or social theme contained in the set text will be studied, and the interpretation of the text in the light of the idea, belief or theme considered.

Areas of Study

Interpreting texts – Exegesis (Part 2) Students continue with the development of the knowledge and skills required to write competent exegeses of passages from

the set texts. As exegesis is further developed, students consider how the religious, historical, political, social and cultural conditions within

which the set text developed affect the reader’s understanding of the meaning, function and teachings of the text.

Religious ideas, beliefs and social themes Student’s examine the way in which various periods of history the later have responded to ideas and teachings arising out of

foundational texts associated with the tradition’s early period of development. Students investigate a significant religious idea, belief or social theme arising out of the passages for special study; this idea,

belief or theme is then investigated over the entire set text. They demonstrate understanding of the particular idea, issue or theme in its original historical, social and religious contexts. They also examine the way this text has been interpreted by the religious tradition at a later time in history. Consideration is given to the impact on the tradition of these interpretations.


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Theatre Studies

Course Description

Theatre Studies focuses on the interpretation of playscripts and the production of plays from the pre-modern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. Throughout the study students work with playscripts, in both their written form and in performance. This knowledge is applied through the use of stagecraft to collaboratively interpret playscripts in performance. Through contribution to the production of plays and the performance of a monologue, students also develop knowledge and understanding of theatrical styles. This knowledge and understanding is further developed by analysis and evaluation of their own productions and productions by professional theatre practitioners. Theatre Studies provides students with pathways to further fields such as theatre production and theatre design, script writing and studies in theatre history.

Units of Study

Unit 1: Pre-modern Theatre Unit 2: Modern Theatre Unit 3: Playscript Interpretation Unit 4: Performance Interpretation




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Unit 1

Course Description

This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. Students work with playscripts from the pre-modern era of theatre, focusing on works created up to 1920 in both their written form and in performance. They also study theatrical and performance analysis and apply these skills to the analysis of a play in performance.

Areas of Study:

Pre-modern Theatre In this area of study students explore play scripts from the pre-modern era of theatre, that is, works prior to the 1920s. Interpreting Play scripts This area of study focuses on the presentation of play scripts from the pre-modern era of theatre. Students learn how acting and other stagecraft can be informed by different theatrical styles and contexts. Analysing a Play in Performance This area of study focuses on an analysis of a professional performance of a play script.

Unit 2

Course Description

In this unit students study theatrical styles and stagecraft through working with play scripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with play scripts from the modern era, focusing on works from the 1920s to the present.

Areas of Study:

Modern Theatre This area of study focuses on an exploration of play scripts from the modern era of theatre, that is, works from the 1920s to the present. Students study at least three distinct theatrical movements from this era and play scripts associated with each movement. Interpretation through Stagecraft In this area of study students apply stagecraft to realise play scripts from at least three distinct theatrical movements from the modern era.

Analysing a Play in Performance This area of study focuses on an analysis of a professional performance of a play script


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Unit 3

Course Description

This unit focuses on an interpretation of a playscript through the four designated stages of production: planning, production development, production season, and production evaluation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a playscript.

Areas of Study

Production Process Students develop skills which contribute to the interpretation of a playscript. Students apply stagecraft to interpret a script for performance to an audience and demonstrate understanding of the four stages of the production process.

Theatrical Interpretation This area of study focuses on documentation and analysis of the influence of stagecraft on the production of a playscript. Students will analyse the use of stagecraft in the development of a playscript for production, incorporating the specifications appropriate for each stage of the production process. Production Analysis This area of study focuses on the analysis and evaluation of an interpretation of a playscript in a production from the prescribed Theatre Studies Unit 3 Playlist.

Unit 4

Course Description In this unit students study a scene and associated monologue from a the Theatre Studies Performance Examination (monologue list) published annually by the Victorian Curriculum and Assessment Authority (VCAA), and develop a theatrical brief that includes creation of a character by an actor, stagecraft possibilities, and applied research.

Areas of Study

Monologue Interpretation This area of study focuses on the interpretation of a monologue from a playscript selected from the monologue list. Students select a monologue from the list and study the text of the monologue, the prescribed scene in which it is embedded and the playscript from which the scene is derived. Students interpret the monologue through the application of acting, and other stagecraft and theatrical styles(s). Scene Interpretation This area of study focuses on the development of a theatrical brief that outlines an interpretation of a prescribed scene. Students outline an interpretation of the scene focusing on the ways in which the scene could be approached as a theatrical performance, including its place within the playscript, its structure, its character(s), its themes, images and ideas, its theatrical possibilities, its theatrical style/s and the ways in which stagecraft could be employed to convey its intended meaning/s. Performance Analysis This area of study focuses on an analysis and evaluation of the acting in a production selected from the prescribed Theatre Studies Unit 4 Playlist.


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VETiS Certificate III Sport and Recreation Provider: St Paul’s (auspiced by IVET) Note: This course runs over two years. Units 1 and 2 are completed in Year 11, and Units 3 and 4 in Year 12. Students must complete both years in order to attain the Certificate 3 qualification. Certificate III in Sport and Recreation provides students with the skills and knowledge to work in the Sport and Recreation industry. In Units 1 and 2, students also explore a range of topics including sport-specific activities, conducting events, outdoor recreation or fitness programs. Units 3 and 4 offers scored assessment and includes core units such as conduct basic warm-up and cool-down programs, plan and conduct programs, risk assessment, and control and knowledge of coaching practices. Compulsory Areas of Study in Units 1 and 2:

Organise personal work priorities and development Provide first aid Participate in workplace health and safety Use social media tools for collaboration and engagement Conduct non-instructional sport, fitness or recreation sessions Provide quality service Respond to emergency situations

Compulsory Areas of Study in Units 3 and 4: Participate in WHS hazard identification, risk assessment and risk control Develop and update knowledge of coaching practices Conduct basic warm-up and cool down programs Plan and conduct programs Facilitate groups Educate user groups

Students also complete additional elective units, determined by the School. Note: The Units 3 and 4 sequence of SIS30115 Certificate III in Sport and Recreation is not designed as a stand-alone study. Students are strongly advised against undertaking the Units 3 and 4 sequence without first completing Units 1 and 2. For further information regarding this course see the VETiS Co-ordinator, Mrs Cumming. As this is a VETiS subject it incurs an additional Term tuition fee of $140 (TBC).


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Visual Communication Design

Course Description

The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications. Creative, critical and reflective thinking (design thinking) supports students to progress through and focus on the design process. Throughout the study students explore manual and digital methods to develop and refine presentations.

Students have the opportunity to investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts.

Units of Study

Unit 1: Introduction to visual communication design Unit 2: Applications of visual communication design Unit 3: Design thinking and practice Unit 4: Design development and presentation




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Unit 1

Course Description This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible.

Area of Study 1 Drawing as a means of communication On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials.

Area of study 2 Design elements and design principles On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications that satisfy stated purposes.

Area of study 3 Visual communication design in context On completion of this unit the student should be able to describe how a visual communication has been influenced by past and contemporary practices, and by social and cultural factors.

Unit 2

Course Description This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications.

Area of study 1 Technical drawing in context

On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.

Area of study 2 Type and imagery

On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account coyright.

Area of study 3 Applying the design process On completion of this unit the student should be able to engage in stages of the design process to create a visual communication appropriate to a given brief.


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Unit 3 In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Area of study 1 Analysis and practice in context On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications.

Area of study 2 Design industry practice On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

Area of study 3 Developing a brief and generating ideas On completion of this unit the student should be able to apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

Unit 4 The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Students refine and present two visual communications within the parameters of the brief.

Area of study 1

Development of design concepts On completion of this unit the student should be able to develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief.

Area of study 2

Final presentations On completion of this unit the student should be able to produce final visual communication presentations that satisfy the requirements of the brief.

Area of study 3

Evaluation and explanation On completion of this unit the student should be able to devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief.

Documents

VCE, 2018 - St Pauls Anglican Grammar School · VCE, 2018 WARRAGUL CURRICULUM P a g e | 3 ... Science – Biology ... students who wish to undertake more than two of these folio subjects