VCEAUSTRALIAN&GLOBALPOLITICSStudyDesignAccreditationPeriod:2017–2022

ADVICE&PATHWAYSStudentschoosingtostudyAustralian&GlobalPoliticsshouldconsiderthefollowing:ElectiveChargeThereisnoelectivechargeforVCEAustralian&GlobalPolitics.Thissubjectwillsuityouifyouenjoy:• Discussions,debatesandphilosophising;• Establishinganopinion,justifyingarguments;• Makingconnectionsbetweensituationsandevents;• Vocabularyandmeta-language,analyticalwritingandrememberingkeyfactsanddates;• Beinggloballyminded.Thissubjectcanleadtoacareerpathwayinthefollowingareas...Politics (local/state/federal government), International Development, International Relations, Strategic Planning,Journalism,Media,DiplomaticServices,Legalservices,Finance,InternationalTrade,NGOs,InternationalAgencies,Aid,PublicAffairs,PublicRelations,Lobbyist,SocialResearcher,HR.Othersubjectsthatcomplementthissubjectinclude:• History;• English(any);• Philosophy;• LegalStudies;and• BusinessManagement.Furtherconsiderations:• TherearenoprerequisitesubjectsforAustralian&GlobalPolitics.• Ifyouwatchthenewsandareinterestedincurrentevents,thenthisisasubjectforyou.2017AustralianGlobalPoliticsTeachers:Year11 MrRafalKaplonYear12 MrRafalKaplon

UNITDESCRIPTIONAustralian&GlobalPoliticswasformerlyknownasInternationalPolitics(Unit1-2)andInternationalStudies(Units3-4).Unit1:TheNationalCitizenInthisunit,studentsareintroducedtothestudyofpoliticsastheexerciseofpowerbyindividuals,groupsandnation-states.Studentsconsiderkeyconceptsrelatedtopowerandinfluence,typesofpower,politicalideologyandvalues,politicalinvolvementandactivecitizenship.Thenatureofandphilosophicalideasbehinddemocracyarestudies,aswellastheoperationandnatureofcontemporaryAustralianrepresentativedemocracy.Studentsexaminethereasonwhypeopleseekpoliticalpower,thecharacteristicsofsuccessfulpoliticalactivistandleaders,andthepoliticalideasthatmotivatethem.Thewaysinwhichpoliticalpowerisexercisedandhowthatpowerischallengedandresistedbyothers isexplored. Studentsalsoexamine the roleand influenceof social andpoliticalmovementsasmethodsoforganisingpoliticalideasandaction.Unit2:TheGlobalCitizenThisunitfocusesonthecontemporaryinternationalcommunity.Studentsexaminetheirplacewithinthiscommunitythroughconsideringthedebateovertheexistenceofthe‘globalcitizen’.InAreaofStudy1theyexplorethemyriadofwaystheirliveshavebeenaffectedbytheincreasedinterconnectedness–theglobalthreads–oftheworldthroughtheprocessofglobalisation.InAreaofStudy2,studentsconsidertheextenttowhichthenotionofaninternationalcommunityexists,andinvestigateitsabilitytomanageareasofglobalcooperationandrespondtoissuesofglobalconflictandinstability.

Unit3:GlobalActorsInthisunitstudentsinvestigatethekeyglobalactorsintwenty-firstcenturyglobalpolitics.Theyusecontemporaryevidencetoanalysethekeyglobalactorsandtheiraims,rolesandpower.Theydevelopanunderstandingofthekeyactorsthroughanin-depthexaminationoftheconceptsofnationalinterestandpowerastheyrelatetothestate,andthewayinwhichoneAsia-Pacificstateusespowerwithintheregiontoachieveitsobjectives.Forpurposesofthisstudy,theterm‘non-stateactors’coversarangeofglobalactors:altruisticnon-governmentorganisations(NGOs),forexample Amnesty International and Green Peace’ Organised religions; terrorist movements and organised crimesyndicates.Unit4:GlobalPolitics:GlobalchallengesInthisunitstudentsinvestigatekeyglobalchallengesfacingtheinternationalcommunityinthetwenty-firstcentury.Theyexamineandanalysethedebatessurroundingtwoethicalissues,whichareunderpinnedbythecontestednotionof global citizenship. They thenevaluate theeffectivenessof responses to these issues. Students alsoexplore thecontextandcausesofglobalcrises,andconsiderthevaryingeffectivenessofresponsesandchallengestosolvingthem.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEARTStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyVCEArtshouldconsiderthefollowing:VCEElectiveChargeIn2018thereisanelectivechargeof$100.00forUnits1&2.In2018thereisanelectivechargeof$100.00forUnits3&4.Thissubjectwillsuityouifyouenjoy:Practical and hands onwork, creative and inquisitive thinking, experimenting and problem solving, exploring anddevelopingideaspriortocreatingartworks,discussing,analysing,writing/responding/drawingmeaningfromartwork.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Artist,GraphicArtist,Animation,Architect,ArtAdvisor,ArtAuctioneer,ArtConservator,ArtCritic,ArtPreservationist,ArtTherapist,Ceramicist,ArtTeacher,FabricDesigner,ExhibitionManager,Illustrator,Florist,ArtDirection,GraphicDesign, InteriorDecorator,Muralist,SetDesignandConstruction,SignPainting,GalleryEducationOfficer,ConceptDesign.Othersubjectsthatcomplementthissubjectinclude:• VisualCommunicationandDesign;• StudioArt;• English(any);and• ProductDesignandTechnology.Furtherconsiderations:• Asahands-onsubject,Artprovidestheopportunitytodevelopafolioasarequirementforentry intospecific

tertiarycourses.2017VCEArtTeachersYear11 MrsRosemaryAshYear12 MrsRosemaryAsh

UNITDESCRIPTIONInthestudyofVCEArt,studentsstudyartworksandtheroleofartinsociety.Studentsdeveloptheirartisticpractice,expressionandcommunicationofideasusingarangeofprocesses,materialsandtechniques.Bycombiningafocusedstudyofartworkswithpracticalartmaking,theyareencouragedtorecognisetheconnectionbetweenresearchandartmaking.Unit1:Artworks,experienceandmeaning.Students explore how art elements, art principles, materials and techniques and artistic processes communicatemeaning.Theyexamineartistsindifferentsocieties,cultures,andhistoricalperiods.Intheirpracticalwork,studentsexploreareasofpersonalinterestandthecharacteristicsofmaterialsandtechniquesinavisualdiary.Unit2:ArtworksandcontemporarycultureANDCONTEMPORARYCULTUREThisunitexaminesdifferentwaysartistsinterpretandpresentsocialandpersonalissuesintheirartisticpractice.Instudents’ownpractice,theycontinuetousetheartprocessandvisuallanguagetoexplorematerialsandtechniquesanddeveloppersonalandcreativeresponses.Unit3:Artworks,ideasandvaluesStudentsstudyartistswhohaveproducedworksbefore1990andsince1990.StudentsusetheAnalyticalFrameworksfor analysing and interpreting the meaning of artworks. Their art making is supported through investigation,explorationandapplicationofavarietyofmaterials,techniquesandprocesses,resolvingonecompletedartwork.Unit4:Artworks,ideasandviewpointsInthisunitstudentsstudyartworksanddeveloppersonalpointsofview.Theybuildtheir learningandconceptualunderstandingaroundartinsocietyandconsiderhowideasandissuesarecommunicatedthroughartworks.Inrelationtotheirartwork,studentsbuildupontheideasandconceptsandpresentabodyofworkandat leastonefinishedartwork.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedtask,school-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 10%Unit4school-assessedcoursework: 10%Units3and4school-assessedtask: 50%Units3and4examination: 30%

VCEBIOLOGYStudyDesignAccreditationPeriod:2016–2020

ADVICE&PATHWAYSStudentschoosingtostudyBiologyshouldconsiderthefollowing:VCEElectiveChargeThereisnoelectivechargeforVCEBiology.Thissubjectwillsuityouifyouenjoy:• Conductingexperimentalinvestigations;• Readingandsummarisescientifictexts;• Memorisingfactssuchasthenamesandfunctionsofspecificbiologicalstructures;• Presentingandanalysingdata;• Usingspecificvocabularyrelatedtokeybiologicalprinciplesandconcepts;• Conductingindependentandcollaborativeresearch;and• Solvingproblems.

Thissubjectcanleadtoacareerpathwayinthefollowingareas:Biologycanleadtoarangeofcareersandstudiessuchas:theHealthandMedicalSciences,SportsScience,Agriculture,AnimalandVeterinarystudiesandScienceEducation.Othersubjectsthatcomplementthissubjectinclude:BiologycanbeundertakenwitharangeofotherstudiesintheSciences,HumanitiesandMathematicsareas;andcanbeseenaspartofabalancedsetofstudieswherebreadthofexperienceisseenasworthwhile.ItistypicallystudiedwithChemistryand/orPsychology, aswell asMathematics.Many students choose to studyBiology togetherwithstudiesdrawnfromthehumanities,HPE,Arts/TechnologyandLOTEareas.Furtherconsiderations• StudentsshouldalwayscheckwithCareersCoordinatorforBiologyasaprerequisitestudyfortertiarycourses.• Satisfactorily completion of Year 10 SC202 and/or teacher recommendation is recommended. It is strongly

recommendedthatastudentcompletesVCEBiologyUnits1and2beforeundertakingtheUnit3-4sequence.2017VCEBiologyTeachersYear11 MrsJulieWoodroffe,MrJayCashmore,MrsMichelleOsmersYear12 MissLisaCaveyUNITDESCRIPTIONBiologyisadiverseandevolvingsciencedisciplinethatseekstounderstandandexplorethenatureoflife,pastandpresent.Despitethediversityoforganismsandtheirmanyadaptationsforsurvival invariousenvironments,all lifeformsshareadegreeofrelatednessandacommonorigin.Unit1:Howdolivingthingsstayalive?Studentsare introduced to someof the challenges toanorganism in sustaining life. Theyexamine the cell as thestructural and functional unit of life. They analyse types of adaptations that enhance the organism’s survival in aparticularenvironmentandconsidertherolehomeostaticmechanismsplayinmaintainingtheinternalenvironment.Studentsinvestigatehowadiversegroupoforganismsformalivinginterconnectedcommunitythatisadaptedto,andutilises,theabioticresourcesofitshabitat.Unit2:Howcontinuityoflifeismaintained.Students focusoncell reproductionand the transmissionofbiological information fromgeneration togeneration.TheyexaminetheprocessofDNAreplicationandcomparecelldivisioninbothprokaryoticandeukaryoticorganisms.Studentsexplorethemechanismsofasexualandsexualreproductivestrategies.Studentsexplaintheinheritanceofcharacteristics,analysepatternsof inheritance, interpretpedigreechartsandpredictoutcomesofgeneticcrosses.They explore the relationship between genes, the environment and the regulation of genes in giving rise tophenotypes.Unit3:Howdocellsmaintainlife?Studentsexploretheimportanceoftheinsolubilityoftheplasmamembraneinwateranditsdifferentialpermeabilitytospecificsolutesindefiningthecell.Theyconsiderbasepairingspecificity,thebindingofenzymesandsubstrates,the responseof receptors to signallingmolecules and reactions between antigens and antibodies to highlight theimportanceofmolecularinteractionsbasedonthecomplementarynatureofspecificmolecules.Studentsstudythehumanimmunesystematthemolecularlevelandtheinteractionsbetweenitscomponentstoprovideimmunitytoaspecificantigen.Unit4:Howdoeslifechangeandrespondtochallengesovertime?Studentsinvestigatetherelatednessbetweenspeciesandtheimpactofvariouschangeeventsonapopulation’sgenepool.Theyexaminechangeinlifeformsusingevidencefrompalaeontology,biogeography,developmentalbiologyandstructuralmorphology.Theyexplorethefieldsofcomparativegenomics,molecularhomologyandbioinformaticshaveresulted in evidence of change through measurements of relatedness between species. Students examine thestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.

Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 16%Unit4school-assessedcoursework: 24%Units3and4examination: 60%

VCEBUSINESSMANAGEMENTStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyBusinessManagementshouldconsiderthefollowing:VCEElectiveChargeThereisnoelectivechargeforVCEBusinessManagement.Thissubjectwillsuityouifyouenjoy:Discussions, creative and critical thinking, solving problems, planning projects, learning key facts, figures andvocabulary.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Business,Management,Marketing,Commerce,Accounting,PublicRelations,Entrepreneur.Othersubjectsthatcomplementthissubjectinclude:• Accounting;• ITComputing;• Economics;and• LegalStudies.Furtherconsiderations…• TherearenoprerequisitesubjectsforVCEBusinessManagement.2017VCEBusinessManagementTeachersYear11 MrsPereraYear12 MrO’Brien

UNITDESCRIPTIONUnit1:Planningabusiness.Inthisunitstudentsinvestigatehowbusinessideasarecreatedandhowconditionscanbefosteredfornewbusinessideastoemerge.Studentsexploresomeoftheissuesthatneedtobeconsideredbeforeabusinesscanbeestablished.Studentsconsiderfactorsfromtheexternalenvironmentsuchaslegal,political,social,economic,technological,globalandcorporatesocial responsibility factorsandtheeffectsthesemayhaveonthedecisionsmadewhenplanningabusiness.Studentsinvestigatehowtheinternalenvironmentrelatestotheexternalenvironmentandtheeffectsofthisrelationshiponplanningabusiness.StudentsexplorethefactorswithintheinternalenvironmentandconsiderhowplanningdecisionsmayhaveaneffectontheultimatesuccessofabusinessUnit2:Establishingabusiness.Inthisunitstudentsareintroducedtothelegalrequirementsandfinancialconsiderationsthatarevitaltoestablishingabusiness.Theyalsoconsidertheimplicationsforthebusinessiftheserequirementsarenotmet.Inthisareaofstudystudents develop their understanding thatmarketing encompasses a wide range ofmanagement practices, fromidentifying theneedsof the targetmarketandestablishingabrandpresence, through to considerationsonprice,product features and packaging, promotion, place, people, physical evidence and processes. They also considereffectivepublicrelationsstrategiesandthebenefitsandcoststhesecanbringtoabusiness.Studentsexaminethestaffing requirements thatwillmeet the needs and objectives of the business and contribute to productivity andeffectiveness.Theyresearchtheprocessesundertakenbythebusinesswithrelationtotherecruitment,selectionand

inductionofstaff.Studentsconsidertheopportunitiesthattheskillsandcapabilitiesofstaffcancontributetothebusiness,thelegalobligationsthatmustbeaddressedandtherelationshipbetweenemployersandemployeeswithinabusiness.Unit3:Managingabusiness.Students investigate potential conflicts between and the different demands of stakeholders on a business. Theyexaminearangeofmanagementstylesandmanagementskillsthatmaybeusedwhenmanagingabusinessandapplythesetocontemporarybusinesscasestudies.Studentsinvestigateessentialfactorssuchasmotivationandtraininginvolved in effectivelymanaging employees during their time at a business to ensure the business objectives areachieved. Studentsexamineoperationsmanagementand consider thebest andmost responsibleuseof availableresourcesfortheproductionofaqualityfinalgoodorserviceinacompetitive,globalenvironment.Unit4:Transformingabusiness.Students investigatethewaysabusinesscansearchfornewbusinessopportunitiesasasourceof futurebusinessgrowth and consider current forces for change on a business. They apply Lewin’s Force Field Analysis theory tocontemporary case studies and consider approaches to strategic management, using Porter’s (1985) GenericStrategies.Studentsconsidertheimportanceofleadershipinchangemanagement,howleaderscaninspirechangeandtheeffectchangecanhaveonthestakeholdersinabusiness.TheyconsidertheprinciplesofSenge’sLearningOrganisation and apply the Three Step Change Model (Lewin) in implementing change in a business. Using acontemporary business case study from the past four years, students evaluate business practice against theory,consideringhowcorporatesocialresponsibilitycanbeincorporatedintothechangeprocess.

Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCECHEMISTRYStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyChemistryshouldconsiderthefollowing:VCEElectiveChargeThereisnoelectivechargeforVCEChemistry.Thissubjectwillsuityouifyouenjoy:• Conductingexperimentalinvestigations;• Readingandsummarisescientifictexts;• Memorisedetailsandfactssuchasthenamesandformulaeandproduce;• Presentingandanalysingdata;• Usingspecificvocabularyrelatedtokeychemicalprinciplesandconcepts;• Conductingindependentandcollaborativeresearch;and• Solvingproblems,manyofwhichwillrequireproficiencyinMathematics.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Chemistryleadstoarangeofcareersandstudiessuchasthosein;thehealthandmedicalsciences,sportssciences,foodsciences,agriculture,engineering,geologicalsciences,microbiology,oceanographyandscienceeducation.Othersubjectsthatcomplementthissubjectinclude:Chemistrycanbeundertakenwitharangeofotherstudiesinthesciences,humanitiesandmathematicsareas;andcanbeseenaspartofabalancedsetof studieswherebreadthofexperience is seenasworthwhile. It is typicallystudiedwithPhysicsorBiology,aswellasMathematics.ManystudentschoosetostudyChemistrytogetherwitharangeofstudiesdrawnfromthehumanities,HPE,Arts/TechnologyLOTEareas.

Furtherconsiderations• StudentsshouldalwayscheckwithCareersCoordinatorforChemistryasaprerequisitestudyfortertiarycourses.2017VCEChemistryTeachersYear11 MrPraviChandraYear12 MrPraviChandra

UNITDESCRIPTIONChemistryexploresandexplainsthecompositionandbehaviourofmatterandthechemicalprocessesthatoccuronEarthandbeyond.Chemicalmodels and theories areused todescribeandexplain knownchemical reactionsandprocesses.Chemistryunderpinstheproductionanddevelopmentofenergy,themaintenanceofcleanairandwater,theproductionoffood,medicinesandnewmaterials,andthetreatmentofwastes.VCEChemistryenablesstudentstoexplorekeyprocessesrelatedtomatteranditsbehaviour.Unit1:Howcanthediversityofmaterialsbeexplained?Studentsfocusonthenatureofchemicalelements,theiratomicstructureandtheirplaceintheperiodictable.Theyinvestigatethenatureofmetallic,ionicandcovalentbonding.Theystudyavarietyoforganiccompoundsandhowthey are grouped into distinct chemical families. Students apply quantitative concepts to molecular compounds,includingmoleconceptandpercentagecompositionbymass,anddeterminetheempiricalandmolecularformulasofgivencompounds.Unit2:Whatmakeswatersuchauniquechemical?Studentsexplorethephysicalandchemicalpropertiesofwater,thereactionsthatoccurinwaterandvariousmethodsofwateranalysis.Theyinvestigatesolubility,concentration,pHandreactionsinwaterincludingprecipitation,acid-baseandredox.Studentsareintroducedtostoichiometryandtoanalyticaltechniquesandinstrumentalprocedures,andapplythesetodetermineconcentrationsofdifferentspeciesinwatersamples,includingchemicalcontaminants.Unit3:Howcanchemicalprocessesbedesignedtooptimiseefficiency?Studentsexploreenergyoptionsandthechemicalproductionofmaterials.Theyinvestigatethecombustionoffuels,includingtheenergytransformations involved, theuseofstoichiometry tocalculatetheamountsof reactantsandproducts involved in the reactions, and calculationsof the amountsof energy releasedand their representations.Studentsconsiderthepurpose,designandoperatingprinciplesofgalvaniccells,fuelcellsandelectrolyticcells.TheyinvestigateandapplytheequilibriumlawandLeChatelier’sprincipletodifferentreactionsystems.Unit4:Howareorganiccompoundscategorised,analysedandused?Students investigate the structural features, bonding, typical reactions and uses of themajor families of organiccompoundsincludingthosefoundinfood.Theyconsiderthenatureofthereactionsinvolvedtopredicttheproductsofreactionpathwaysandtodesignpathwaystoproduceparticularcompoundsfromgivenstartingmaterials.Studentsinvestigatekeyfoodmoleculesthroughanexplorationoftheirchemicalstructures.Studentsusecalorimetryasaninvestigativetooltodeterminetheenergyreleasedinthecombustionoffoods.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 16%Unit4school-assessedcoursework: 24%Units3and4examination: 60%

VCECOMPUTINGInYear11studentsundertakeVCEComputingUnits1-2andthencanchosetoundertakeVCEInformaticsUnits3-4and/orVCESoftwareDevelopmentUnits3-4.

VCECOMPUTING:UNITS1-2StudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyComputingshouldconsiderthefollowing:VCEElectiveChargeThereisa2018ElectiveChargeof$40.00forVCEComputingUnit1-2.Thissubjectwillsuityouifyouenjoy:• Logicalthinkingandproblemsolving;• Thinkingoutsidethebox;• Creativity;and• Mathematics.Thissubjectcanleadtoacareerpathwayinthefollowingareas:ThissubjectwillleadtoentryintoVCEInformaticsUnit3-4and/orVCESoftwareDevelopmentUnit3-4.Othersubjectsthatcomplementthissubjectinclude...• AnyMathematicssubject;• AnySciencesubject;• ProductDesignandTechnology;and• VisualCommunicationandDesign2017ComputingTeachers:Year11 MrJohnMcLoughlin

UNITDESCRIPTIONUnit1:Computing.Inthisunitstudentsfocusonhowdata,informationandnetworkeddigitalsystemscanbeusedtomeetarangeofusers’currentandfutureneeds.InAreaofStudy1studentscollectprimarydatawheninvestigatinganissue,practiceoreventandcreateadigitalsolutionthatgraphicallypresentsthefindingsoftheinvestigation.InAreaofStudy2,studentsexaminethetechnicalunderpinningsofwirelessandmobilenetworks,andsecuritycontrolstoprotectstoredandtransmitteddata,todesignanetworksolutionthatmeetsan identifiedneedoropportunity.Theypredicttheimpact on users if the network solutionwere implemented. In Area of Study 3, students acquire and apply theirknowledgeofinformationarchitectureanduserinterfaces,togetherwithwebauthoringskills,whencreatingawebsitetopresentdifferentviewpointsonacontemporaryissue.Unit2:Computing.Inthisunitstudentsfocusondataandhowtheapplicationofcomputational,designandsystemsthinkingskillssupportthecreationofsolutionsthatautomatetheprocessingofdata.InAreaofStudy1studentsdeveloptheircomputationalthinkingskillswhenusingaprogrammingorscripting languagetocreatesolutions.Theyengage in thedesignanddevelopmentstagesoftheproblem-solvingmethodology.InAreaofStudy2studentsdevelopasoundunderstandingofdataandhowarangeofsoftwaretoolscanbeusedtoextractdatafromlargerepositoriesandmanipulateittocreate visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3,students apply all stages of the problem-solving methodology to create a solution using database managementsoftwareandexplainhowtheyarepersonallyaffectedbytheirinteractionswithadatabasesystem.

VCEINFORMATICS:UNITS3–4StudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyInformaticsshouldconsiderthefollowing.VCEElectiveCharge:Thereisa2018ElectiveChargeof$40.00forVCEInformaticsUnit3-4.Thissubjectwillsuityouifyouenjoy:• Logicalthinkingandproblemsolving;• Thinkingoutsidethebox;• Creativity;and• Mathematics.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Itprovidesapathwaytofurtherstudiesinareassuchascomputerscience,informationsystems,business,systemsengineering,robotics,linguistics,logistics,databasemanagementandsoftwaredevelopment,andtocareersindigital-technologiesbasedareassuchasinformationarchitecture,web-design,businessanalysisandprojectmanagement.ComputerScience,SoftwareEngineering,DesignandTechnology,Science.Othersubjectsthatcomplementthissubjectinclude:• AnyMathematicssubject;• AnySciencesubject;• ProductDesignandTechnology;and• VisualCommunicationsandDesignFurtherconsideration:StudentscanundertakebothUnit3&4sequencesinbothVCEInformaticsandVCESoftwareDevelopmentforcredittowardstheVCE.2017InformaticsTeachers:Year12 MrBlaiseNorthey

UNITDESCRIPTIONUnit3:Informatics.Unit3focusesondataandhowitisacquired,managed,manipulatedandinterpretedtomeetarangeofneeds.InAreaofStudy1,students investigatethewayorganisationsacquiredatausing interactiveonlinesolutions,suchaswebsites and applications (apps), and consider how users interact with these solutions when conducting onlinetransactions. They examine how relational database management systems (RDBMS) store and manipulate datatypicallyacquiredthisway.Studentsusesoftwaretocreateuserflowdiagramsthatdepicthowusersinteractwithonlinesolutions,andacquireandapplyknowledgeandskillsintheuseofanRDBMStocreateasolution.Unit4:Informatics.Unit4focusesonstrategiesandtechniquesformanipulating,managingandsecuringdataandinformationtomeetarangeofneeds.InAreaofStudy1studentsdrawontheanalysisandconclusionoftheirhypothesisdeterminedinUnit3,Outcome2,andthendesign,developandevaluateamultimodal,onlinesolutionthateffectivelycommunicatestheconclusionandfindings.Theevaluationfocusesontheeffectivenessofthesolutionincommunicatingtheconclusionand the reasonableness of the findings. Students use their project plan tomonitor their progress and assess theeffectivenessoftheirplanandadjustmentsinmanagingtheproject.

Levelsofachievementforsatisfactorycompletion.Unit3and4School-assessedcoursework,school-assessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework: 10%Unit4school-assessedcoursework: 10%SAT(electronicfolio): 30%Units3and4examination: 50%

VCESOFTWAREDEVELOPMENT:UNITS3-4StudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudySoftwareDevelopmentshouldconsiderthefollowing.VCEElectiveCharge.Thereisa2018ElectiveChargeof$40.00forVCESoftwareDevelopmentUnit3-4.Thissubjectwillsuityouifyouenjoy...• Logicalthinkingandproblemsolving;• Thinking‘outsidethebox’;• Creativity;and• Mathematics.Thissubjectcanleadtoacareerpathwayinthefollowingareas:ComputerScience,SoftwareEngineering,DesignandTechnology,Science.Othersubjectsthatcomplementthissubjectinclude:• AnyMathematicssubject;• AnySciencesubject;• ProductDesignandTechnology;and• VisualCommunicationandDesign.Furtherconsideration:StudentsarerecommendedtobeconcurrentlyenrolledinatleastoneVCEMathematicsUnit3-4sequenceifchoosingSoftwareDevelopment.2017SoftwareDevelopmentTeachers:Year12 MrAnthonyCiappara

UNITDESCRIPTIONSUnit3:SoftwareDevelopment.Unit3studentsfocusontheapplicationofaproblem-solvingmethodologyandunderlyingskillstocreatesolutionsusingaprogramminglanguage.Studentsdevelopadetailedunderstandingoftheanalysis,designanddevelopmentstagesof theproblem-solvingmethodology.Theyrespondtogivensoftwaredesignsanddevelopasetofworkingmodules,examiningarangeofsoftwaredesign.Studentsanalyseaneedoropportunity,plananddesignasolutionanddevelopcomputational,designandsystemsthinkingskills.ThisformsthefirstpartofaprojectthatiscompletedinUnit4.Unit4:SoftwareDevelopment.Inthisunit,studentsfocusonhowtheinformationneedsofindividualsandorganisationsaremetthroughthecreationofpurposedesignedsolutionsusedinanetworkedenvironment.Therearetwoareasofstudy:SoftwaresolutionsandInteractionsandimpact.

Levelsofachievementforsatisfactorycompletion.Unit3and4School-assessedcoursework,school-assessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework: 10%Unit4school-assessedcoursework: 10%SAT(electronicfolio): 30%Units3and4examination: 50%

VCEDANCEStudyDesignAccreditationPeriod:2014–2018

Advice&PathwaysStudentschoosingtostudyDanceshouldconsiderthefollowing.VCEElectiveCharge.ThereisnoelectivechargeforVCEDance.Thissubjectwillsuityouifyouenjoy:• Practicalactivities;• ChoreographyandDance;• Viewingandanalysing;• Discussion,research,creatingandperforming;• Memorisingvocabulary;and• Collaboration(workingwithagroup).Thissubjectcanleadtoacareerpathwayinthefollowingareas:Danceallows students todevelopa rangeof skillsacross theboard including -butnot limited tocommunication,planning, organising, teamwork, problem solving, and self-management. Study in Dance may also lead to careeropportunities inPerformance,MusicalTheatre,Acting),Education,DanceTeaching in localdanceschools,PhysicalEducation, Fitness, Stage Management, Events Coordinator, Director, Choreographer, employment in the ArtsIndustry,performingArtsprojects.Itwillalsoallowyoutofurthercontinuedoingsomethingthatyoureallyenjoy!Othersubjectsthatcomplementthissubjectinclude:• English;and• PhysicalEducation;FurtherconsiderationsInDance,thereisanequalamountofpracticalandwrittenwork.Studentswillbeexpectedtoworkonpracticaltasksintheirowntime,inadditiontoclasstime.2017VCEDanceTeachersYear11 MrsKatherineHawkenYear12 MrsKatherineHawken

UNITDESCRIPTIONSThisstudyisdesignedtodevelopstudent’sunderstandingandappreciationofdanceasanartformthatisbasedontheinvestigationandcommunicationofideas,conceptsandthemes.Thestudyfocusesondevelopmentofstudents’technical and physical skills, personal movement vocabulary, and application of choreographic and analyticalprinciples.Unit1.This unit encourages the imaginative exploration of art elements, materials, techniques and working methods,demonstratingvisualsolutionstosettasks.Studentsexamineartistsindifferentsocietiesandcultures,andhistoricalperiods,anddeveloptheirownpointsofviewaboutthemeaningsandmessagesofthestudiedartworks.Theyexploretheworkofartistswhohavebeeninspiredbyideasrelatingtopersonalandculturalidentity.

Unit2.This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through theexploration of the elements of movement, time, space and energy and the study of form. Students apply theirunderstandingofformandtheexpressivecapacityoftheelementsofmovementtothedance-makingandperformingprocesses.Units3and4.Intheseunitsstudentslearnadanceworkcreatedbyanotherchoreographeraswellasperformaunifiedsolodancework.Studentsalsodocumentandanalysethedance-makingandperformanceprocesses.Theyfocusontwentiethand/ortwenty-firstcenturychoreographersintheiranalysisofexpressivemovementandgroupstructures.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandtwoend-of-yearexaminations.Units3and4school-assessedcoursework: 25%Units3and4writtenexamination: 25%Unit4Performanceexamination: 50%

VCEENGLISHStudyDesignAccreditationPeriod:2017–2020

ADVICE&PATHWAYSStudentsstudyingEnglishshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCEEnglish.Thissubjectwillsuityouifyouenjoy:• Readingtextsindependently• LearningaboutissuesinsocietyandAustralia’sroleinthem• Writingextendedresponsesandanalysingtexts• DiscussanddebatingideasThissubjectcanleadtoacareerpathwayinthefollowingareas...Journalism,Teaching,Acting,Historian,SpeechPathology,Marketing,Media,Publishing,Librarian,Writer,Editor.Othersubjectsthatcomplementthissubjectinclude:• Literature,• EnglishLanguage,and• EveryVCEsubjectthathasawrittencommunicationcomponent.Furtherconsiderations• Englishisaprerequisitesubjectinover80%oftertiarycourses.2017EnglishTeachersYear11 MrsCarmelHuggard,MrsKarenFraser,MrMatthewMcLaren,MrsRachelCrowe,MsHollyCooperYear12 MsAlliraLang,MsHollyCooper,MrsCarmelHuggard,MrMatthewMcLaren

UNITDESCRIPTIONThisstudyaimstodevelopcompetenceintheunderstandinganduseofEnglishforavarietyofpurposesinordertomeetthedemandsofpost-schoolemployment,furthereducation,andparticipationinademocraticsociety.Unit1.Inthisunit,studentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.Studentsdeveloptheirskillsincreatingwritten,spokenandmultimodaltexts.Unit2.Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedand the use of persuasive language in texts and create their own texts intended to position audiences. Studentsdeveloptheirskillsincreatingwritten,spokenandmultimodaltexts.Unit3.In thisunit students readand respond to textsanalyticallyandcreatively.Theyanalyseargumentsand theuseofpersuasivelanguageintexts.Unit4.Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theycreateanoralpresentationintendedtopositionaudiencesaboutanissuecurrentlydebatedinthemedia.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedtask: 25%Units3and4examination: 50%

VCEENGLISHLANGUAGEStudyDesignAccreditationPeriod:2016–2020

ADVICE&PATHWAYSStudentschoosingtostudyEnglishLanguageshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCEEnglishLanguage.Thissubjectwillsuityouifyouenjoy...• Logicalthinking.• Youhaveaninterestintheworld,inwords,inlanguage,educationandpolitics.• Youpreferfactsandevidenceoversubjectiveinterpretation.• Youhaveaninterestinunderstandingthesystematicandscientificstudyoflanguage.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Linguistics,SpeechPathology,Audiology,Science,Psychology,Marketing,Communications,Journalism,Advertising,ComputerScience,Philosophy,Anthropology,Engineering.Othersubjectsthatcomplementthissubjectinclude:• Science,• Mathematics,• Philosophy,and• History,

Furtherconsiderations:You will be exposed tomany dozens of different text types frommultiple modes and sources. You will read anincredible amount and construct research and linguistic responses to the texts that you read. It involves writinganalyticalessays.2017EnglishLanguageTeachersYear11 MrsRachelCroweYear12 MrsRachelCrowe

UNITDESCRIPTIONVCEEnglishLanguageexploresthewaysinwhichlanguageisusedbyindividualsandgroupsandreflectsourthinkingandvalues.Informedbythedisciplineoflinguistics,itprovidesstudentswithmetalinguistictoolstounderstandandanalyselanguageuse,variationandchange.Unit1:LanguageandCommunication.Languageisanessentialaspectofhumanbehaviour.Studentsconsiderthewaylanguageisorganisedandexplorethenatureof languagethroughsituationalandculturalcontexts.Students investigatetheabilityofchildrentoacquirelanguageandthestagesoffirstandadditionallanguageacquisitionacrossarangeofsubsystems.Unit2:Languagechange.Languagesaredynamicandchangeisaninevitableandcontinuedprocess.StudentsconsiderfactorscontributingtochangeovertimeintheEnglishlanguageandfactorscontributingtothespreadofEnglish.TheyconsiderthelinguisticandculturalrepercussionsofthespreadofEnglishinrelationtodiversification,geographicandethnicvarietiesandthedeclineofindigenouslanguages.Unit3:Languagevariationandpurpose.Students investigateEnglish inAustraliancontemporarysociety.Theyfocusonthefeaturesofformalandinformallanguageandhow textsare influencedby the situationalandcultural contexts inwhich theyoccur. Studentsalsoexaminehowlanguagechoicescanindicaterelationships,powerandauthorityandpurpose.Unit4:Languagevariationandidentity.Studentsfocusontheroleoflanguageinestablishingandchallengingdifferentidentities.Theyexplorehowlanguagecandistinguishbetween‘us’and‘them’,thusreinforcingthedegreeofsocialdistanceorsolidaritythatexistsbetweenpeople.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework 25%Units3and4examination: 50%

VCEFOODSTUDIESStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyFoodStudiesshouldconsiderthefollowingVCEElectiveCharge.In2018thereisanelectivechargeof$195.00forUnits1&2.In2018thereisanelectivechargeof$195.00forUnits3&4.

Thissubjectwillsuityouifyouenjoy:Practicalfoodproduction,analysingdietsandfoodproducts,debatingworldissuesrelatingtofoodsecurity,teamandindividualworkandindependentresearch.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Nutritionist, dietician, consumer science, Food Studies educators, hospitality, food promotion, food productdevelopment,foodstylist.Othersubjectsthatcomplementthissubjectinclude:Psychology, Biology, Health and Human Development, Business Management, Geography, Chemistry, VisualCommunications2017FoodStudiesTeachers:Year11 MrsJillBaillesYear12 MrsChristineKloas

UNITDESCRIPTIONThis study takes an interdisciplinary approach to the exploration of food, with an emphasis on extending foodknowledgeandskills.Studentsbuildindividualpathwaystohealthandwellbeingthroughtheapplicationofpracticalfoodskills.Unit1:Foodorigins.Thisunitfocusesonfoodfromhistoricalandculturalperspectives.Studentsinvestigatetheoriginsandrolesoffoodthroughtimeandacrosstheworld-examiningthehunter-gatherersystemtotoday’surbanliving.StudentsalsostudyAustralianindigenousfoodpriortoEuropeansettlementandtheinfluenceofmigrationonAustraliancuisine.Unit2:Foodmakers.StudentsinvestigatefoodsystemsincontemporaryAustralia.Theycomparecommercialfoodproductionindustrieswithfoodproducedinsmall-scaledomesticsettings.Theyinvestigatethecapacityofindustrytoprovideasafe,high-qualityfood.Unit3:Foodindailylife.Thisunitexploresthescienceoffood.Studentsinvestigatethephysiologyofeatingandmicrobiologyofdigesting,andtheabsorptionandutilisationofmacronutrients.Theyapplyfoodscienceterminologyrelatingtochemicalchangesthatoccurduringfoodpreparationandcooking.Unit4:Foodchallenges,issuesandfutures.StudentsexaminedebatesaboutglobalandAustralianfoodsystems-issuessuchastheenvironment,ethics,farmingpractices,useoftechnologiesandthechallengesoffoodsecurity.Theyalsodevelopresponsestofoodinformationandmisinformationandhowtoempowerconsumerstomakediscerningfoodchoices.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 30%Unit4school-assessedcoursework: 30%Units3and4examination: 40%

VCEHEALTHANDHUMANDEVELOPMENTStudyDesignAccreditationPeriod:2017–2021.

ADVICE&PATHWAYSStudentschoosingtostudyHealth&HumanDevelopmentshouldconsiderthefollowing.VCEElectiveCharge.ThereisnoelectivechargeforVCEHealth&HumanDevelopment.

Thissubjectwillsuityouifyouenjoy:• Lotshandsondiscussion;• Analysisofdataandlinkingofkeymaterial;and• Memorisingspecificdefinitionsandunderstandings.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Thecareerprospectsfromthesubjectarebroad.Intermsofuniversitycoursesitleadstocoursessuchas(butnotlimitedto);HealthScience,HealthPromotion,Nursing, InternationalStudiesandAid,Nutrition,CommunityHealthResearchandPolicyDevelopment,HumanitarianAidWork,AlliedHealthPractices,Educationandothertypesofhealthprofessions.Intermsofcareerpathwaysexamples(notlimitedtothislist)include;Nutritionist,HealthPromotionProjectOfficer,AidWorker,Nurse,CommunityHealthOfficer,YouthWorker.Othersubjectsthatcomplementthissubjectinclude:• PhysicalEducation• FoodStudies• Psychology• Biology2017Health&HumanDevelopmentTeachersYear11 MsAndoAllen,MrsLyndalFord,MrsChristineKloasYear12 MrsLyndalFord,MsJessieHawksworth,MrSimonAndriessen

UNITDESCRIPTIONHealthandHumanDevelopmentprovidesstudentswiththeskillsandknowledgetomakeinformeddecisionsabouttheirownhealthandtorecognisetheimportanceofhealthinsociety.Inundertakingthisstudy,theywillbeabletoactivelyparticipateinmakingappropriatechoicesthatallowforgoodhealthandbeabletoseekappropriateadvice.Health and Human Development enables students to understand the current ideologies of health and humandevelopmentincontemporarysociety.StudentscriticallyevaluatethehealthanddevelopmentoftheindividualacrossthelifespaninthecontextofbothAustralia’sandglobalhealthandhumandevelopment.Unit1:ThehealthanddevelopmentofAustralia’syouth.Inthisunitstudentsareintroducedtotheconceptsofhealthandindividualhumandevelopment.Studentsdevelopanunderstandingofthephysical,social,emotionalandintellectualchangesassociatedwiththedevelopmentalstageofyouth.Studentsinvestigateonehealthissueindetailandanalysepersonal,communityandgovernmentstrategiesorprogramsthataffectyouthhealthandindividualhumandevelopment.Theyalsoexploretheimportanceofnutritionfortheprovisionofenergyandgrowth.Unit2:Individualhumandevelopmentandhealthissues.Thisunitfocusesonprenatalhealthandonthelifespanstagesofchildhoodandadulthood.Studentsstudythephysicalchanges that occur from conception to birth. Students develop an understanding of the health and individualdevelopmentofAustralia’schildrenandadults,includingtheelderly.Theyexplorethephysical,social,emotionalandintellectualchangesthatoccur.StudentswillidentifyarangeofhealthissuesthatarehavinganimpactonAustralia’shealthsystem.Unit3:Australia’shealth.Australians generally enjoy good health and are among the healthiest people in the world. The health status ofAustralianscanbemeasuredinmanyways,suchasconsiderationofburdenofdisease,healthadjustedlifeexpectancy,disabilityadjustedlifeyears(DALYs),lifeexpectancy,under-fivemortalityrate,mortalityandmorbidityrates,incidenceand prevalence of disease. Despite Australia’s good health status, there is still potential for improvements. TheNationalHealthPriorityAreas(NHPAs)initiativeprovidesanationalapproachthataimstoimprovehealthstatusintheareasthatcontributemostoftheburdenofdiseaseinAustralia.Regardlessofhowhealthismeasured,healthisnot sharedequallybyallAustralians.Different levelsofhealthareexperiencedbydifferent groups,which canbeattributedtothedeterminantsofhealth,includingthephysicalenvironment,biological,behaviouralandsocial.

Unit4:Globalhealthanddevelopment.Thisunittakesaglobalperspectiveonachievingsustainableimprovementsinhealthandhumandevelopment.Inthecontextofthisunithumandevelopmentisaboutcreatinganenvironmentinwhichpeoplecandeveloptotheirfullpotentialandleadproductive,creativelivesinaccordwiththeirneedsandinterests.Itisaboutexpandingpeople’schoicesandenhancingcapabilities(therangeofthingspeoplecanbeanddo),havingaccesstoknowledge,healthandadecentstandardofliving,andparticipatinginthelifeoftheircommunityanddecisionsaffectingtheirlives(adaptedfromtheUnitedNationsDevelopmentProgramme,1990).Sustainability ‘impliesmeetingtheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds’Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEHISTORYStudyDesignAccreditationPeriod:2017–2021.

ADVICE&PATHWAYSStudentschoosingtostudyHistoryshouldconsiderthefollowing.VCEElectiveCharge.ThereisnoelectivechargeforVCEHistory.Thissubjectwillsuityouifyouenjoy:Independentthinking,reading,independentresearch,anddevelopingcriticalthinkingskillsandbeingabletolookatsourcesandexaminetheirstrengthsandweaknesses.Thissubjectcanleadtoacareerpathwayinthefollowingareas:History is a great pathway intomanyhigher education courses, includingArts degrees, andother Social Sciences.Employers like it because it demonstrates good independent learning skills, research, and critical thinking skills.EmploymentopportunitiesincludeHistorian,PublicServant,Teacher,Archivist,Journalist.Othersubjectsthatcomplementthissubjectinclude...• AustralianGlobalPolitics;• LegalStudies;• Art;and• Otheranalyticalandinvestigativesubjects.Furtherconsiderations‘Tounderstandourpresentandfuture,wemustunderstandourpast.‘2017HistoryTeachersYear11 MrRafalKaplonYear12 MrsJaneLewis

UNITDESCRIPTIONHistoryinvolvesinquiryintohumanactioninthepast,tomakemeaningofthepastusingprimarysourcesasevidence.Ashistoriansasknewquestions,reviseinterpretationsordiscovernewsources,freshunderstandingscometolight.Althoughhistorydealswiththeparticular–specificindividualsandkeyevents–thepotentialscopeofhistoricalinquiryisvastandformedbythequestionsthathistorianspursue,theavailabilityofsourcesandthecapacityofhistorianstointerpretthosesources.VCEHistoryreflectsthisrangeofinquirybyenablingstudentstoengagewitharangeoftimes,people,placesandideas.

Unit1:TwentiethCenturyHistory.1918–1939.InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.WorldWar1isregardedbymanyasmarkingthebeginningoftwentiethcenturyhistorysinceitrepresentedsuchacompletedeparturefromthepastandheraldedchangesthatweretohaveanimpactfordecadestocome.Thepost-wartreatiesusheredinaperiodwheretheworldwas,toalargedegree,reshapedwithnewborders,movements,ideologiesandpowerstructures.ThesechangesaffecteddevelopmentsinEurope,theUSA,Asia,AfricaandtheMiddleEast.EconomicinstabilitycausedbytheGreatDepressionalsocontributedtothedevelopmentofpoliticalmovements.Despite ideals about future peace, reflected in the establishment of the League of Nations, theworldwas againovertakenbywarin1939.TheperiodafterWorldWarOnewascharacterisedbysignificantsocialandculturalchangein the contrasting decades of the 1920s and 1930s. New fascist governments used the military, education andpropagandatoimposecontrolsonthewaypeoplelived,toexcludeparticulargroupsofpeopleandtosilencecriticism.InGermany,thepersecutionoftheJewishpeoplebecameintensified.IntheUSSR,millionsofpeoplewereforcedtoworkinstate-ownedfactoriesandfarmsandhadlimitedpersonalfreedom.Japanbecameincreasinglymilitarisedandanti-western.IntheUSA,theconsumerismandmaterialprogressofthe1920swastemperedbytheGreatCrashof1929.Writers,artists,musicians,choreographersandfilmmakersreflected,promotedorresistedpolitical,economicandsocialchanges.Unit2:TwentiethCenturyHistory.1945–2000.InUnit2studentsexplorethenatureand impactoftheColdWarandchallengesandchangestoexistingpolitical,economic and social arrangements in the second half of the twentieth century. The establishment of the UnitedNationsin1945wasintendedtotakeaninternationalistapproachtoavoidingwarfare,resolvingpoliticaltensionsandaddressingthreatstohumanlifeandsafety.TheUniversalDeclarationofHumanRightsadoptedin1948wasthefirstglobal expression of human rights. Despite internationalist moves, the second half of the twentieth century wasdominatedbythecompetingideologiesofdemocracyandcommunism,settingthebackdropfortheColdWar.Theperiodalsosawchallengeandchangetotheestablishedorderinmanycountries.ThecontinuationofmovestowardsdecolonisationledtoindependencemovementsinformercoloniesinAfrica,theMiddleEast,AsiaandthePacific.Newcountrieswerecreatedand independencewasachievedthroughbothmilitaryanddiplomaticmeans.Oldconflictsalsocontinuedandterrorismbecameincreasinglyglobal.Thesecondhalfofthetwentiethcenturyalsosawtheriseofsocialmovements that challengedexisting values and traditions, such as the civil rightsmovement, feminismandenvironmentalmovements.Unit3:Transformations:ColonialsocietytonationInthisunitstudentsexplorethetransformationofthePortPhillipDistrict(laterVictoria)fromthe1830sthroughtotheendofthetumultuousgoldrushdecadein1860.TheyconsiderthedramaticchangesintroducedastheBritishcolonisersswiftlyestablishedthemselves,takingpossessionofthelandandthenitsnewlydiscoveredmineralriches.StudentsexaminetransformationsinthewayoflifeoftheAboriginalpeoplesandtotheenvironmentastheEuropeansocietyconsolidateditself.TheyalsoconsiderhownewvisionsforthefuturecreatedbythegoldrushandtheEurekarebellionfurthertransformedthenewcolony.StudentsexplorethetypeofsocietyAustraliansattemptedtocreateintheearlyyearsof thenewly federatednation.Muchof the legislationdebatedandpassedbytheCommonwealthParliamentwasrelativelyadvancedandAustraliawasseenasasociallaboratoryexploringnewformsofrightsandbenefitsforitscitizens.StudentsevaluatetheeffectthatAustralianinvolvementinWorldWar1hadonthecountry’segalitarianandsociallyprogressiveaspirations.Unit4:Transformations:Oldcertaintiesandnewvisions.Inthisunitstudentsinvestigatethecontinuingdevelopmentofthenationintheearlypartofthetwentiethcenturyandthedramaticchangesthatoccurred inthe latterpartofthecentury.AfterWorldWar1theprocessofnationbuildingwasrenewed.However,worldeventssoonintrudedagainintothelivesofallAustralians.Theeconomiccrisisof the 1930s followedby anotherworldwar redirected the nation’s priorities for a time as it struggled to regaineconomicstabilityanddefeatitsmilitaryenemies.TheexperienceofboththeDepressionandWorldWar2gaverisetorenewedthinkingbyAustraliansabouthowtoachievethetypeofsocietyenvisagedatthetimeofFederation.InAreaofStudy1studentsfocusononeofthecrisesfacedbythenation:TheGreatDepression1929–1939orWorldWarTwo1939–1945.InAreaofStudy2,studentsexploresocial,economicandpoliticalchangesinthelatterpartofthetwentiethcenturythatcollectivelychallengedand/oroverturnedmuchofAustralia’searliercarefullyconstructedsocialandeconomicfabric.Studentsexaminetwochangesdrawnfrom:Australia’sinvolvementintheVietnamWar,Aboriginallandrights,equality for women, new patterns of immigration and/or a global economy. In this unit students explore thetransformationofthePortPhillipDistrict(laterVictoria)fromthe1830sthroughtotheendofthetumultuousgoldrushdecadein1860.Theyconsiderthedramaticchangesintroduced

Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCELEGALSTUDIESStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyLegalStudiesshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCELegalStudies.Thissubjectwillsuityouifyouenjoy:• Memorisingfactsandvocabulary;• Argumentativediscussion;and• Beingprocessdriven.• WritingwellresearchedandrationalessaysThissubjectcanleadtoacareerpathwayinthefollowingareas:Solicitor,Barrister,Judge,Magistrate,ClerkofCourts,Para-Legal,PoliceOfficerandCorrectionalServices.Othersubjectsthatcomplementthissubjectinclude:• BusinessManagementand• Australian&GlobalPolitics.FurtherconsiderationsUnit1focusesonCriminalLawandUnit2focusesonCivilLaw2017LegalStudiesTeachersYear11 MrBrettMcIllwraith,MrLeighO’BrienYear12 MrLeighO’Brien

UNITDESCRIPTIONThisstudyisaboutthewaythelawrelatestoandservesbothindividualsandthecommunity.Itfocusesondevelopinganunderstandingofthewayinwhichlawisgenerated,structuredandoperatesinAustralia.Unit1:Criminallawinaction.Studentsexaminetheneedforlawsinsociety.Theyinvestigatethekeyfeaturesofcriminallaw,howitisenforcedandadjudicatedandpossibleoutcomesandimpactsofcrime.Throughconsiderationofcontemporarycasesandissues,studentslearnaboutdifferenttypesofcrimesandexplorerightsandresponsibilitiesundercriminallaw.Studentsalsoconsider the role of parliament and subordinate authorities in law-making, aswell as the impact of theVictorianCharterofRightsandResponsibilitiesinlawenforcementandadjudicationinVictoria.Studentsalsoinvestigatetheprocessesandproceduresfollowedbycourtsinhearingandresolvingcriminalcases.Unit2:Issuesincivillaw.Studentsexaminetherightsthatareprotectedbycivillaw,aswellasobligationsthatlawsimpose.Theyinvestigatetypesofcivillawsandrelatedcasesandissuesanddevelopanappreciationoftheroleofcivillawsinsocietyandhowitaffectsthemasindividuals.Theunitalsofocusesontheresolutionofcivildisputesthroughjudicialdeterminationandalternativemethodsincourts,tribunalsandindependentbodies.

Unit3:Law-makingIn this unit students develop an understanding of the institutions that determine our laws, and their law-makingpowersandprocesses.Theyundertakeaninformedevaluationoftheeffectivenessoflaw-makingbodiesandexaminetheneedforthelawtokeepuptodatewithchangesinsociety.CentraltotheinvestigationistheroleplayedbytheCommonwealthConstitution.StudentslearnoftheroleplayedbytheConstitutionandtheHighCourtininterpretingandenforcingtheConstitution,andensuringthatparliamentsdonotactoutsidetheirareasofpower.Unit4:Resolutionandjustice.Studentsexaminetheinstitutionsthatadjudicatecriminalcasesandcivildisputes.Theyinvestigatemethodsofdisputeresolutionthatcanbeused.Studentsinvestigatetheprocessesandproceduresfollowedincourtroomsanddevelopanunderstandingoftheadversarysystemoftrialandthejurysystem,aswellaspre-trialandpost-trialproceduresthatoperateintheVictorianlegalsystem.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCELITERATUREStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyEnglishLiteratureshouldconsiderthefollowingVCEElectiveCharge.ThereisnoelectivechargeforVCELiterature.Thissubjectwillsuityouifyouenjoy:Reading,writing,analysinghowwriters createmeaning,discussing, independent learning, research,engagingwithnovels,poetry,plays,shortstories,film.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Journalism,Teaching,Acting,Historian,SpeechPathology,Marketing,Media,Publishing,Librarian,Writer,Editor.Othersubjectsthatcomplementthissubjectinclude...• English,and• PhilosophyFurtherconsiderationsYouneedtobeanopen-mindedreaderwholikesachallenge.Youwillberequiredtoreadadulttexts.Youneedtoenjoyreadingandwriting.2017LiteratureTeachersYear11 MrsCarmelHuggardYear12 MrsCarmelHuggard

UNITDESCRIPTIONLiterature involves the study and enjoyment of a wide range of literary texts - classical, popular, traditional andmodern. Itsdistinctivefocus isontheuseof languageto illuminateandgive insight intothenatureofexperience.Literatureisaninteractivestudybetweenthetext,thesocial,politicalandeconomiccontextinwhichthetextwasproduced,andtheexperienceoflifeandofliteraturethatthereaderbringstothetext.

Unit1:Approachestoliterature.Inthisunitstudentsfocusonthewaysinwhichtheinteractionbetweentextandreadercreatesmeaning.Studentsrespondcritically,creativelyandreflectivelytotheideasandconcernsoftextsandgaininsightsintohowtextsfunctionasrepresentationsofhumanexperience.Unit2:Contextandconnections.Inthisunitstudentsexplorethewaysliterarytextsconnectwitheachotherandwiththeworld.Theydeepentheirexaminationofthewaystheirowncultureandtheculturesrepresentedintextscaninfluencetheirinterpretationsandshapedifferentmeanings.Studentsanalysethesimilaritiesanddifferencesacrosstextsandestablishconnectionsbetweenthem.Unit3:Formandtransformation.In thisunit students investigatewayswritersadaptand transform textsandhowmeaning isaffectedas textsareadaptedandtransformed.Theyconsiderhowtheperspectivesofthoseadaptingtextsmayinformorinfluencetheadaptations.Unit4:Interpretingtexts.Inthisunitstudentsdevelopcriticalandanalyticresponsestotexts.Theyconsiderthecontextoftheirresponsestotextsaswellastheideasexploredinthetexts,thestyleofthelanguageandpointsofview.Theyinvestigateliterarycriticisminformingboththereadingandwritingoftexts.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEMATHEMATICSAtPattersonRiverSecondaryCollege,therearefourlevelsofmathematicsofferedatVCEUnit1-2.Theseare:• FoundationMathsUnits1-2• GeneralMathsUnits1-2• GeneralMaths(Advanced)Units1-2• MathsMethods(CAS)Units1-2.AtPattersonRiverSecondaryCollege,therearethreelevelsofmathematicsofferedatVCEUnit3-4level.Theseare:• FurtherMathsUnits3-4• MathsMethods(CAS)Units3-4• SpecialistMathsUnits3-4.

Pre-requisites.MATHSSUBJECT YEAR11PREREQUISITES YEAR12PREREQUISITESFoundationMaths None This course does not lead to any year 12maths

courseGeneralMaths AminimumtestaverageofCinYear10Maths

MethodsorMathsGeneralThiscourseleadstoYear12FurtherMaths.

GeneralMaths(Advanced) OftentakenbyadvancedstudentsinYear10,butcanbetakenbystudentsinYear11doingMathsMethodsCAS1&2

ThiscoursetakenwithMathsMethodsCASunits1&2isstronglyrecommendedforYear12MathsMethodsCASandSpecialistMathsin2012.

MathsMethods AminimumtestaverageofBinYear10MathsMethodsCAS

This course leads to Further Maths, MathsMethods and, if taken with General Maths(Advanced),SpecialistMathsatYear12.

VCEFOUNDATIONMATHSStudyDesignAccreditationPeriod:2017–2020

UNITDESCRIPTIONUnits1-2:FoundationMathsFoundationMathematicsprovidesforthecontinuingmathematicaldevelopmentofstudentsenteringVCEandwhodonotnecessarilyintendtoundertakeUnit3and4studiesinVCEMathematicsinthefollowingyear.ThiscourseisdesignedtocomplementGeneralMathematicsandMathematicalMethods.StudentscompletingthiscoursewouldneedtoundertakeadditionaltargetedmathematicalstudyinordertoattemptFurtherMathematicsUnits3and4.InFoundationMathematicsthereisastrongemphasisontheuseofmathematicsinpracticalcontextsencounteredineverydaylifeinthecommunity,atworkandatstudy.TheareasofstudyforUnits1and2ofFoundationMathematicsare ‘Space, shapeanddesign’, ‘Patternsandnumber’, ‘Data’and ‘Measurement’.All fourareasofstudyare tobecompletedoverthetwounits.Thecontentshouldbedevelopedusingcontextspresent instudents’otherstudies,workandpersonalorotherfamiliarsituations.Inundertakingtheseunits,studentsareexpectedtobeabletoapplytechniques,routinesandprocessesinvolvingrationalandrealarithmetic,sets,listsandtables,diagramsandgeometricconstructions,equationsandgraphswithandwithouttheuseoftechnology.Theyshouldhavefacilitywithrelevantmentalandby-handapproachestoestimationandcomputation.Theuseofnumerical,graphical,geometric,symbolicandstatisticalfunctionalityoftechnologyforteachingandlearningmathematics,forworkingmathematically,andinrelatedassessment,istobeincorporatedthroughouteachunitasapplicable.2017FoundationMathsTeachersYear11 MrDanielBradshaw

VCEGENERALMATHS:UNITS1–2StudyDesignAccreditationPeriod:2017–2021

UnitDescriptionGeneralMathematicsUnits1and2General Mathematics provides for different combinations of student interests and preparation for study of VCEMathematicsattheUnit3and4level.TheareasofstudyforGeneralMathematicsUnit1andUnit2are‘Algebraandstructure’,‘Arithmeticandnumber’,‘Discretemathematics’,‘Geometry,measurementandtrigonometry’,‘Graphsoflinearandnon-linearrelations’and‘Statistics’.ForUnits1and2,tosuittherangeofstudentsenteringthestudy,contentmustbeselectedfromthesixareasofstudyusingthefollowingrules:• foreachunit,contentcoversfourormoretopicsintheirentirety,selectedfromatleastthreedifferentareasof

study• coursesintendedaspreparationforstudyattheUnits3and4levelshouldincludeaselectionoftopicsfromareas

ofstudythatprovideasuitablebackgroundforthesestudies• topics can also be selected from those available for Specialist Mathematics Units 1

and2• contentcoveredfromanareaofstudyprovidesaclearprogressioninknowledgeandskillsfromUnit1toUnit2.

Inundertakingtheseunits,studentsareexpectedtobeabletoapplytechniques,routinesandprocessesinvolvingrationalandrealarithmetic,sets,listsandtables,diagramsandgeometricconstructions,algebraicmanipulation,equationsandgraphswithandwithouttheuseoftechnology.Theyshouldhavefacilitywithrelevantmentalandby-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic,financial and statistical functionality of technology for teaching and learning mathematics, for workingmathematically,andinrelatedassessment,istobeincorporatedthroughouteachunitasapplicable.

2017GeneralMathsTeachersYear11 MrCraigWaldron,MrDanielBradshaw,MrDannyVanVliet,MrsKathrynMcDonald

VCEFURTHERMATHS:UNITS3–4StudyDesignAccreditationPeriod:2017–2021

UNITDESCRIPTIONFurtherMathematicsUnits3and4FurtherMathematicsconsistsoftwoareasofstudy,acompulsoryCoreareaofstudytobecompletedinUnit3andanApplicationsareaofstudytobecompletedinUnit4.TheCorecomprises‘Dataanalysis’and‘Recursionandfinancialmodelling’.TheApplicationscomprisestwomodulestobecompletedintheirentirety,fromaselectionoffourpossiblemodules:‘Matrices’,‘Networksanddecisionmathematics’,‘Geometryandmeasurement’and‘Graphsandrelations’.‘Dataanalysis’comprises40percentofthecontenttobecovered,‘Recursionandfinancialmodelling’comprises20percentofthecontenttobecovered,andeachselectedmodulecomprises20percentofthecontenttobecovered.Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics:‘Computationandpracticalarithmetic’, ‘Investigatingandcomparingdatadistributions’, ‘Investigatingrelationshipsbetween two numerical variables’, ‘Linear graphs and modelling’, ‘Linear relations and equations’, and ‘Numberpatternsandrecursion’.ForeachmoduletherearerelatedtopicsinGeneralMathematicsUnits1and2.Inundertakingtheseunits,studentsareexpectedtobeabletoapplytechniques,routinesandprocesses involvingrational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraicmanipulation,equations,andgraphs.Theyshouldhaveafacilitywithrelevantmentalandby-handapproachestoestimationandcomputation.Theuseofnumerical,graphical,geometric,symbolic,financialandstatisticalfunctionalityoftechnologyforteachingandlearningmathematics,forworkingmathematically,andinrelatedassessment,istobeincorporatedthroughouteachunitasapplicable.2017FurtherMathsTeachersYear12 MrsAmiliaPerera,MrNickKoukoulas,MsCaterinaCosma

VCEMATHSMETHODS(CAS):UNITS1–4StudyDesignAccreditationPeriod:2017–2021

UNITDESCRIPTIONMathematics is the study of relationships and patterns in number, logic, space and structure. It provides both aframeworkforthinkingandameansofsymboliccommunicationthatispowerful,logical,conciseandunambiguousandameansbywhichpeoplecanunderstandandmanagetheirenvironment.Essentialmathematicalactivitiesincludeabstracting, applying, investigating,modellingandproblemsolving.ACAS calculator is anessential tool in allVCEMathematicsunits.Unit1MathematicalMethodsUnits1and2provideanintroductorystudyofsimpleelementaryfunctionsofasinglerealvariable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoreticalcontexts.TheyaredesignedaspreparationforMathematicalMethodsUnits3and4andcontainassumedknowledgeandskills fortheseunits.ThefocusofUnit1 is thestudyofsimplealgebraic functions,andtheareasofstudyare‘Functionsandgraphs’,‘Algebra’,‘Calculus’and‘Probabilityandstatistics’.AttheendofUnit1,studentsareexpectedtohavecoveredthecontentoutlinedineachareaofstudy,withtheexceptionof‘Algebra’whichextendsacrossUnits1 and 2. This content should be presented so that there is a balanced and progressive development of skills andknowledge from each of the four areas of study with connections between and across the areas of study beingdevelopedconsistentlythroughoutbothUnits1and2.Inundertakingthisunit,studentsareexpectedtobeabletoapplytechniques,routinesandprocessesinvolvingrationalandrealarithmetic,sets,listsandtables,diagramsandgeometricconstructions,algebraicmanipulation,equations,graphsanddifferentiationwithandwithouttheuseoftechnology.Theyshouldhavefacilitywithrelevantmentalandby-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic andstatistical functionality of technology for teaching and learningmathematics, for workingmathematically, and inrelatedassessment,istobeincorporatedthroughouttheunitasapplicable.

Unit2InUnit2studentsfocusonthestudyofsimpletranscendentalfunctionsandthecalculusofsimplealgebraicfunctions.Theareasofstudyare‘Functionsandgraphs’,‘Algebra’,‘Calculus’,and‘Probabilityandstatistics’.AttheendofUnit2,studentsareexpectedtohavecoveredthematerialoutlinedineachareaofstudy.Materialfromthe‘Functionsandgraphs’,‘Algebra’,‘Calculus’,and‘Probabilityandstatistics’areasofstudyshouldbeorganisedsothatthereisaclearprogressionofskillsandknowledgefromUnit1toUnit2ineachareaofstudy.Inundertakingthisunit,studentsareexpectedtobeabletoapplytechniques,routinesandprocessesinvolvingrationalandrealarithmetic,sets,listsandtables,diagramsandgeometricconstructions,algebraicmanipulation,equations,graphs,differentiationandanti-differentiationwithandwithouttheuseoftechnology.Theyshouldhavefacilitywithrelevantmentalandby-handapproachestoestimationandcomputation.Theuseofnumerical,graphical,geometric,symbolicandstatisticalfunctionalityoftechnologyforteachingandlearningmathematics,forworkingmathematically,andinrelatedassessment,istobeincorporatedthroughouttheunitasapplicable.MathematicalMethodsUnits3and4Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simpleelementaryfunctionsofasinglerealvariable,toincludecombinationsofthesefunctions,algebra,calculus,probabilityandstatistics,andtheirapplicationsinavarietyofpracticalandtheoreticalcontexts.Units3and4consistoftheareasof study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’, which must be covered inprogressionfromUnit3toUnit4,withanappropriateselectionofcontentforeachofUnit3andUnit4.AssumedknowledgeandskillsforMathematicalMethodsUnits3and4arecontainedinMathematicalMethodsUnits1and2,andwillbedrawnon,asapplicable,inthedevelopmentofrelatedcontentfromtheareasofstudy,andkeyknowledgeandskillsfortheoutcomesofMathematicalMethodsUnits3and4.ForUnit3aselectionofcontentwouldtypicallyincludetheareasofstudy‘Functionsandgraphs’and‘Algebra’,andapplicationsofderivativesanddifferentiation,andidentifyingandanalysingkeyfeaturesofthefunctionsandtheirgraphsfromthe‘Calculus’areaofstudy.ForUnit4,thisselectionwouldtypicallyconsistofremainingcontentfromtheareasofstudy:‘Functionsandgraphs’,‘Calculus’and‘Algebra’,andthestudyofrandomvariablesanddiscreteandcontinuousprobabilitydistributionsandthedistributionofsampleproportions.ForUnit4,thecontentfrom the ‘Calculus’ area of studywould be likely to include the treatment of anti-differentiation, integration, therelationbetweenintegrationandtheareaofregionsspecifiedbylinesorcurvesdescribedbytherulesoffunctions,andsimpleapplicationsofthiscontent.Theselectionofcontentfromtheareasofstudyshouldbeconstructedsothatthereisadevelopmentinthecomplexityandsophisticationofproblemtypesandmathematicalprocessesused(modelling,transformations,graphsketchingandequationsolving)inapplicationtocontextsrelatedtotheseareasofstudy.ThereshouldbeaclearprogressionofskillsandknowledgefromUnit3toUnit4ineachareaofstudy.Inundertakingtheseunits,studentsareexpectedtobeabletoapplytechniques,routinesandprocesses involvingrational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraicmanipulation,equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use oftechnology.Theyshouldhavefacilitywithrelevantmentalandby-handapproachestoestimationandcomputation.The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching andlearningmathematics,forworkingmathematically,andinrelatedassessment,istobeincorporatedthroughouteachunitasapplicable.2017MathsMethodsTeachersYear11 MrsKathrynMcDonaldYear12 MrPeterZahra.

VCESPECIALISTMATHS:UNITS3–4

StudyDesignAccreditationPeriod:2017–2021

UNITDESCRIPTIONSpecialistMathsUnits3and4.Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’, ‘Calculus’,‘Vectors’, ‘Mechanics’ and ‘Probability and statistics’. The development of course content should highlightmathematicalstructure,reasoningandapplicationsacrossarangeofmodellingcontextswithanappropriateselectionofcontentforeachofUnit3andUnit4.TheselectionofcontentforUnit3andUnit4shouldbeconstructedsothatthereisabalancedandprogressivedevelopmentofknowledgeandskillswithconnectionsamongtheareasofstudybeingdevelopedasappropriateacrossUnit3andUnit4.Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from MathematicalMethodsUnits1and2,thekeyknowledgeandskillsfromSpecialistMathematicsUnits1and2topics'Numbersystemsandrecursion'and 'Geometry intheplaneandproof',andconcurrentorpreviousstudyofMathematicalMethodsUnits3and4.TogetherthesecovertheassumedknowledgeandskillsforSpecialistMathematics,whicharedrawnonasapplicableinthedevelopmentofcontentfromtheareasofstudyandkeyknowledgeandskillsfortheoutcomes.InUnit3astudyofSpecialistMathematicswouldtypicallyincludecontentfrom‘Functionsandgraphs’andaselectionofmaterialfromthe‘Algebra’,‘Calculus’and‘Vectors’areasofstudy.InUnit4thisselectionwouldtypicallyconsistoftheremainingcontentfromthe‘Algebra’,‘Calculus’,and‘Vectors’areasofstudyandthecontentfromthe‘Mechanics’and‘Probabilityandstatistics’areasofstudy.Inundertakingtheseunits,studentsareexpectedtobeabletoapplytechniques,routinesandprocesses involvingrational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraicmanipulation,equations,graphs,differentiation,anti-differentiationandintegrationandinferencewithandwithoutthe use of technology. They should have facilitywith relevantmental andby-hand approaches to estimation andcomputation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology forteaching and learningmathematics, forworkingmathematically, and in related assessment, is to be incorporatedthroughouteachunitasapplicable.

VCEMUSICPERFORMANCEStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyMusicshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCEMusicPerformance.Thissubjectwillsuityouifyouenjoy:• Practicalperformance;• Musicalcomposition;• Scorereadingandlisteninganalysis;• Exploringwaysofrefiningperformances;• Developingskillsinmusictheoryandpracticalmusictasks.Thissubjectcanleadtoacareerpathwayinthefollowingareas:• BachelorofMusic,includingperformance,compositionandmusicology;• Liveperformanceopportunities;• Musictherapy;• Teaching.Othersubjectsthatcomplementthissubjectinclude:Allsubjects.

Furtherconsiderations:Inmusic,studentsmustparticipateinaschoolensembletosatisfytheensemblerequirementoftheperformanceoutcomes.StudentsenteringUnit1and2MusicPerformancemustbeauditionediftheydidnotcompleteclassroommusicinyears7to10.2017MusicPerformanceTeachersYear11 MrSteveMitchelmoreYear12 MrSteveMitchelmore

UNITDESCRIPTIONMusicoffersstudentsopportunitiestoengage inperforming,creatingandstudyingmusicthat isrepresentativeofdiversegenres, stylesandcultures.Studentsdevelopknowledgeof stylistic,aestheticandexpressivequalitiesandcharacteristics of music and develop their ability to communicate their understanding through music making:performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and musiclanguage.Units1&2:MusicPerformance.Theseunitsfocusonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Theyalsodevelopskills in performing previously unseenmusic. Students study aural, theory and analysis concepts to develop theirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.Units3&4:MusicPerformance.Theseunitspreparestudentstopresentconvincingperformancesofgroupandsoloworks.Studentsselectaprogramof group and soloworks representing a range of styles and diversity of character for performance. They developinstrumentaltechniquesthatenablethemtointerprettheworksandexpressivelyshapetheirperformances.Theyalsodevelopanunderstandingofperformanceconventionstheycanusetoenhancetheirperformances.Studentsdevelopskills in unprepared performance, aural perception and comprehension, transcription,music theory and analysis.StudentsstudywaysinwhichAustralianperformersinterpretworksthathavebeencreatedsince1910byAustraliancomposers/songwriters.Levelsofachievementforsatisfactorycompletion.Unit1and2Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandtwoend-of-yearexaminations.Unit3School-assessedCoursework: 20%Unit4School-assessedCoursework: 10%End-of-yearperformanceexamination: 50%End-of-yearauralandwrittenexamination: 20%

VCEOUTDOOR&ENVIRONMENTALSTUDIESStudyDesignAccreditationPeriod:2018–2022

ADVICE&PATHWAYSStudentschoosingtostudyOutdoorandEnvironmentalStudiesshouldconsiderthefollowing.VCEElectiveCharge.In2018thereisanelectivechargeof$500.00forUnits1&2.In2018thereisanelectivechargeof$500.00forUnits3&4.Thissubjectwillsuityouifyouenjoy:• Drawinginformationfromexperiencesandinteractionswithoutdoorenvironments.• Reflectingontheseenvironmentsanddiscussingsustainableenvironmentalpractices;and• Remembering,understanding,applying,reflectionandresearching.

Thissubjectcanleadtoacareerpathwayinthefollowingareas:The career prospects from the subject are broad. In terms of university courses it leads to courses such asEnvironmentalScience,OutdoorEducation,SportandOutdoorRecreation.Intermsofcareerpathwaysexamplesarenot limitedtothis listbutcould include;EnvironmentalConservationist,NationalParkRanger,OutdoorRecreationOfficer,OutdoorEducationTeacher,EnvironmentalScientistandAboriginalEducationOfficer.Othersubjectsthatcomplementthissubjectinclude:• PhysicalEducation;• HealthandHumanDevelopment;and• Biology.Furtherconsiderations:Thereisanexpectationandassessmentrequirementsthatyouattendallofthecampsandpracticalexperiences.Incombinationwiththisthere isasignificanttheoreticalcomponenttocomplementthepracticalexperiences,whichfocuses not only on outdoor recreation but also heavily on the environment and human interaction with theenvironment.2017Outdoor&EnvironmentalStudiesTeachersYear11 MrCameronCoxYear12 MrCameronCox

UNITDESCRIPTIONVCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate inactivities in outdoor environments and to respect and value diverse environments. The blend of direct practicalexperience of outdoor environmentswithmore theoretical ways of knowing, enables informed understanding ofhuman relationships with nature. Historically, humans have modified outdoor environments to meet survival,commercial,conservationandrecreationneeds.Formany,outdoorenvironmentshavebecomeplacesofadventure,relaxation,scientificstudy,socialactionandenterprise.Outdoorenvironmentsalsoprovidespaceforconnectednesswithnatureandopportunitiesforreflectionuponthepast,presentandfuture.Thesevaryingvaluesandapproachesgeneratedifferingimpactsandcancausepressuresandtensionsbetweenusergroups,leadingtoissuesconcerningthepreservationandsustainabilityofoutdoorenvironments.Unit1:Exploringoutdoorexperiences.Thisunitexaminessomeofthewaysinwhichhumansunderstandandrelatetonaturethroughexperiencesofoutdoorenvironments.Thefocusisonindividualsandtheirpersonalresponsestoandexperiencesofoutdoorenvironments.Studentsareprovidedwiththeopportunitytoexplorethemanywaysinwhichnatureisunderstoodandperceived.Studentsdevelopaclearunderstandingoftherangeofmotivationsforinteractingwithoutdoorenvironmentsandthe factors thataffectan individual’saccess tooutdoorexperiencesandrelationshipswithoutdoorenvironments.Throughoutdoorexperiences,studentsdeveloppracticalskillsandknowledgetohelpthemlivesustainablyinoutdoorenvironments.Studentsunderstand the linksbetweenpracticalexperiencesand theoretical investigations,gaininginsightintoavarietyofresponsesto,andrelationshipswith,nature.Unit2:Discoveringoutdoorenvironments.Thisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellasthehumanimpactsonoutdoorenvironments.Inthisunitstudentsstudynature’simpactonhumans,aswellastheecological, social andeconomic implicationsofhuman impactonoutdoorenvironments. Studentsdevelopa clearunderstanding of the impact of technologies and changing human lifestyles on outdoor environments. Studentsexamineanumberofcasestudiesofspecificoutdoorenvironments,includingareaswherethereisevidenceofhumanintervention.Theydevelopthepracticalskillsrequiredtominimisehumanimpactonoutdoorenvironments.StudentsareprovidedwithpracticalexperiencesasthebasisforcomparisonbetweenoutdoorenvironmentsandreflectiontodeveloptheoreticalknowledgeaboutnaturalenvironmentsUnit3:Relationshipswithoutdoorenvironments.StudentsexploreshowAustralianshaveunderstoodandinteractedwithoutdoorenvironmentsovertime.StudentsexaminetheuniquenatureofAustralianoutdoorenvironmentsandinvestigatearangeofhumanrelationshipswith

outdoorenvironments,fromvariousIndigenousculturalexperiences,throughtotheinfluenceofanumberofmajoreventsandissuessubsequenttoEuropeansettlement.Studentsexaminecurrentrelationshipsbetweenhumansandoutdoorenvironments.Theyexamineanumberofwaysoutdoorenvironmentsareportrayedindifferentmedia;thedynamic nature of relationships between humans and their environment; and the social, cultural, economic andpoliticalfactorsthatinfluencetheserelationships.Studentsengageinpracticaloutdoorexperiencesthatenablethemtofurthertheirunderstandingofthesekeyconcepts.Unit4:Sustainableoutdoorrelationships.This area of study explores the contemporary state of environments in Australia and the importance of naturalenvironments for individuals and society. Students examine the nature of sustainability and, using key indicators,evaluatethehealthofoutdoorenvironments.Theyinvestigatecurrentandpotentialimpactsofdamagetooutdoorenvironments. Students focus on the sustainability of environments in order to support the future needs ofecosystems, individuals and society, and the skills needed to be an environmentally responsible citizen. Studentsdevelop an understanding that management strategies and policies, together with legislation and agreements,contributetomaintainingthehealthandsustainabilityofoutdoorenvironmentsincontemporaryAustraliansociety.StudentsusetheiroutdoorexperiencestoenhancetheirunderstandingandskillsLevelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEPHILOSOPHYStudyDesignAccreditationPeriod:2014–2018

ADVICE&PATHWAYSStudentschoosingtostudyPhilosophyshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCEPhilosophy.Thissubjectwillsuityouifyouenjoy:• Thinking;• ‘Communityofinquiry’-basedlearning;• Lotsofgroupdiscussion;• Independentresearchtasks,readingtextsandarticlesandwrittenreflections;and• Beingchallengedbecausethereisnoclear‘rightorwrong’answer.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Law,Arts,FineArts,anyMedicalfieldwheretheyhavetoconsiderethicseg:Biology,Psychology,Government.TheskillsdevelopedinPsychologyalsoassistindesignandplanningoranythingwhereyouneedtothinklogically.Othersubjectsthatcomplementthissubjectinclude:• English(any);• AustralianandGlobalPolitics;• Sciences-whereyouneedtoconsiderthevalidityofscienceandtruth;and• Psychology-lookingatthebrain.FurtherconsiderationsStudentsneedtokeepanopenmindtostudyPhilosophyandbepreparedtodiscussandwriteaboutphilosophicalissues.

2017VCEPhilosophyTeachersYear11 MrKrisWakefieldYear12 MrKrisWakefield

UNITDESCRIPTIONPhilosophy is the oldest academic discipline. It is broadly concerned with ethics, epistemology (philosophy ofknowledge)andmetaphysics.It isthefoundingdisciplineoflogic,andcontinuestodevelopandrefinethetoolsofcriticalreasoning,influencingapproachesinmathematics,scienceandthehumanities.Unit1:Existence,knowledgeandreasoning.UnitIinvestigatesquestionssuchas:Whatisthenatureofreality?Howcanweacquirecertainknowledge?Thesearesomeofthequestionsthathavechallengedhumansformillenniaandunderpinongoingendeavoursinareasasdiverseasscience,justiceandthearts.Thisunitengagesstudentswithfundamentalphilosophicalquestionsthroughactive,guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. Theemphasisisonphilosophicalinquiry–‘doingphilosophy’–andhencethestudyandpracticeoftechniquesoflogicarecentraltothisunit.Asstudentslearntothinkphilosophically,appropriateexamplesofphilosophicalviewpointsandarguments,bothcontemporaryandhistorical,areusedtosupport,stimulateandenhancetheirthinkingaboutcentralconceptsandproblems.Studentsinvestigaterelevantdebatesinappliedepistemologyandmetaphysics,andconsiderwhether the philosophical bases of these debates continue to have relevance in contemporary society and oureverydaylives.Unit2:Questionsofvalue.InUnit2, the focus shifts tounderstandinghowhumans frame judgementsandunderstandvalues.Whatare thefoundationsofourjudgmentsaboutvalue?Whatistherelationshipbetweendifferenttypesofvalue?How,ifatall,can particular value judgments be defendedor criticised? This unit invites students to explore these questions inrelationtodifferentcategoriesofvaluejudgmentwithintherealmsofmorality,politicalandsocialphilosophyandaesthetics.Studentsalsoexplorewaysinwhichviewpointsandargumentsinvaluetheorycaninformandbeinformedbycontemporarydebates.Unit3:Minds,bodiesandpersons.Unit3considersbasicquestionsregardingthemindandtheselfthroughtwokeyquestions:Arehumanbeingsmorethan their bodies? Is there abasis for thebelief that an individual remains the samepersonover time? Studentscriticallycomparetheviewpointsandargumentsputforwardinsettextsfromthehistoryofphilosophytotheirownviewsonthesequestionsandtocontemporarydebates. It is importantforstudentstounderstandthatargumentsmakeaclaimsupportedbyreasonsandreasoning,whereasaviewpointmakesaclaimwithoutnecessarilysupportingitwithreasonsorreasoning.Philosophicaldebatesencompassphilosophicalquestionsandassociatedviewpointsandargumentswithinotherspheresofdiscoursesuchasreligion,psychology,sociologyandpolitics.Unit4:Thegoodlife.Unit4considersthecrucialquestionofwhat it is forahumanto livewell.Whatdoesanunderstandingofhumannaturetellusaboutwhatitistolivewell?Whatistheroleofhappinessinawelllivedlife?Ismoralitycentraltoagoodlife?Howdoesoursocialcontextimpactonourconceptionofagoodlife?Inthisunit,studentsexploretextsbybothancientandmodernphilosophersthathavehadasignificantimpactoncontemporarywesternideasaboutthegoodlife.Studentscriticallycomparetheviewpointsandargumentsinsettextsfrombothancientandmodernperiodstotheirownviewsonhowweshouldlive,andusetheirunderstandingstoinformtheiranalysisofcontemporarydebates.Itisimportantforstudentstounderstandthatargumentsmakeaclaimsupportedbyreasonsandreasoning,whereasa viewpoint makes a claim without necessarily supporting it with reasons or reasoning. Philosophical debatesencompassphilosophicalquestionsandassociatedviewpointsandargumentswithinotherspheresofdiscoursesuchasreligion,psychology,sociologyandpolitics.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEPHYSICALEDUCATIONStudyDesignAccreditationPeriod:2017–2020

ADVICE&PATHWAYSStudentschoosingtostudyPhysicalEducationshouldconsiderthefollowing:VCEElectiveCharge.In2018thereisanelectivechargeof$80.00forUnits1&2.In2018thereisanelectivechargeof$80.00forUnits3&4.Thissubjectwillsuityouifyouenjoy:Developinganunderstandingoftheoreticalandpracticalunderstandingofthebodyandphysicalperformanceandthenapplyingthisknowledgeinapracticalcontext.Thissubjectcanleadtoacareerpathwayinthefollowingareas:Universitycoursesitleadsto:ExerciseScience,HumanMovement,Physiotherapyandotherrelatedcourses,HealthSciences,SportsManagement,CommunityHealthcoursesandPhysicalEducationTeaching.Careerpathwaysexamples:SportScientist,StrengthandConditioningCoach,PETeacher,HealthPromotionOfficer,Community Health Project Officer, Sports Coach, Fitness Instructor, Personal Trainer, Physiotherapist, SportsAdministration,MassageTherapist.Othersubjectsthatcomplementthissubjectinclude:• HealthandHumanDevelopment;• Biology;and• OutdoorandEnvironmentalStudies;Furtherconsiderations:Studentswillbeexpectedtoparticipateregularlyinphysicalactivitiesthroughouttheunits.2017PhysicalEducationTeachersYear11 MrsLyndalFord,MrAaronJackYear12 MsJessieHawksworth

UNITDESCRIPTIONPhysicalEducationexaminesthebiological,physiological,psychological,socialandculturalinfluencesonperformanceandparticipationinphysicalactivity. Itfocusesontheinterrelationshipbetweenmotor learningandpsychological,biomechanical, physiological and sociological factors that influence physical performances, and participation inphysical activity. It integrates theoretical knowledge with practical application through participation in physicalactivities.Unit1:TheHumanBodyinmotion.Students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement.Throughpracticalactivitiesstudentsexploretherelationshipsbetweenthebodysystemsandphysicalactivity,sportandexercise,andhowthesystemsadaptandadjusttothedemandsoftheactivity.Theyconsidertheimplicationsoftheuseoflegalandillegalpracticestoimprovetheperformance.Unit2:Physicalactivity,sportandsociety.Thisunitdevelops students’understandingofphysicalactivity, sportand society fromaparticipatoryperspective.Students are introduced to types of physical activity and the role participation in physical activity and sedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.Unit3:Physicalactivity,participationandphysiologicalperformance.Thisunitintroducesstudentstoanunderstandingofphysicalactivityandsedentarybehaviourfromaparticipatoryand physiological perspective. Students apply various methods to assess physical activity and sedentary levels.Studentswillthenexploretheacuteresponsesofthebodytoexercise,howenergyiscreatedinthemuscleandthephysiologicalcausesoffatigue.

Unit4:Enhancingperformance.Improvementsinperformance,inparticularfitness,dependontheabilityoftheindividualorcoachtogain,applyandevaluateknowledgeandunderstandingoftraining.Studentsundertakeanactivityanalysis.Usingtheresultsoftheanalysis, they then investigate the required fitness components and participate in a training program. They alsoevaluateotherperformanceenhancingpracticessuchasnutritionandrecoverytechniques.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 25%Unit4school-assessedcoursework: 25%Units3and4examination: 50%

VCEPHYSICSStudyDesignAccreditationPeriod:2016–2020

ADVICE&PATHWAYSStudentschoosingtostudyPhysicsshouldconsiderthefollowing:VCEElectiveCharge.ThereisnoelectivechargeforVCEPhysics.Thissubjectwillsuityouifyouenjoy:• Conductingexperimentalinvestigations;• Readingandsummarisingscientifictexts;• Memorisingdetailsandfactssuchasthenamesandformula;• Presentingandanalysingdataoftenrequiringmathematicalinterpretation;• Usingspecificvocabularyrelatedtokeyphysicalprinciplesandconcepts;• Conductingindependentandcollaborativeresearch;and• Solvingproblems,mostofwhichwillrequireproficiencyinMathematics.Thissubjectcanleadtoacareerpathwayinthefollowingareas:PhysicsleadstoarangeofcareersandstudiessuchasthoseintheHealthandMedicalSciences,Telecommunications,Meteorology, Architecture, a wide variety of Engineering disciplines, Geophysical sciences, Microbiology,OceanographyandScienceEducation.Othersubjectsthatcomplementthissubjectinclude:PhysicscanbeundertakenwitharangeofotherstudiesintheSciences,HumanitiesandMathematicsareas;andcanbeseenaspartofabalancedsetofstudieswherebreadthofexperienceisseenasworthwhile.ItistypicallystudiedwithMathematics.ManystudentschoosetostudyPhysicstogetherwitharangeofstudiesdrawnfrommathematics,humanities,HPE,Arts/TechnologyandLOTEareas.Furtherconsiderations• StudentsshouldalwayscheckwithCareersCoordinatorforPhysicsasaprerequisitestudyfortertiarycourses.2017PhysicsTeachers:Year11 MrDannyVanVlietYear12 MrNickKoukoulas

UNITDESCRIPTIONPhysicsisthesystematicstudyofthephysicaluniverse,rangingfromtheminutebuildingblocksofmattertothebroadexpansesoftheUniverse.Studentsusethermodynamicprinciplestoexplainphenomenarelatedtochangesinthermalenergy.Theyapply thermal lawswhen investigatingenergy transferswithinandbetweensystems,andassess theimpactofhumanuseofenergyontheenvironment.Studentsexaminethemotionofelectronsandexplainhowitcanbemanipulatedandutilised.TheyexplorecurrentscientificallyacceptedtheoriesthatexplainhowmatterandenergyhavechangedsincetheoriginsoftheUniverse.Unit1:Whatideasexplainthephysicalworld?Inthisareaofstudystudentsobservemotionandexploretheeffectsofbalancedandunbalancedforcesonmotion.They analyse motion using concepts of energy, including energy transfers and transformations, and applymathematicalmodelsduringexperimentalinvestigationsofmotion.Theydescribeandanalysegraphically,numericallyandalgebraicallythemotionofanobject,usingspecificphysicsterminologyandconventions.Unit2:Whatdoexperimentsrevealaboutthephysicalworld?In this unit students observemotion andexplore the effects of balanced andunbalanced forces onmotion. Theyanalysemotionusingconceptsofenergy, includingenergy transfersand transformations,andapplymathematicalmodels during experimental investigations of motion. They describe and analyse graphically, numerically andalgebraicallythemotionofanobject,usingspecificphysicsterminologyandconventions.Unit3:Howdofieldsexplainmotionandelectricity?Inthisunitstudentsexploretheimportanceofenergyinexplaininganddescribingthephysicalworld.Theyexaminethe production of electricity and its delivery to homes. Students consider the fieldmodel as a construct that hasenabledanunderstandingofwhyobjectsmovewhentheyarenotapparentlyincontactwithotherobjects.StudentsuseNewton’s laws to investigatemotion inoneand twodimensions, andare introduced toEinstein’s theories toexplainthemotionofveryfastobjects.Unit4:Howcantwocontradictorymodelsexplainbothlightandmatter?Inthisunit,studentsexploretheuseofwaveandparticletheoriestomodelthepropertiesoflightandmatter.Theyexaminehowtheconceptofthewaveisusedtoexplainthenatureoflightandexploreitslimitationsindescribinglightbehaviour.Studentslearntothinkbeyondtheconceptsexperiencedineverydaylifetostudythephysicalworldfromanewperspective.Studentsdesignandundertakeinvestigationsinvolvingatleasttwocontinuousindependentvariables.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 21%Unit4school-assessedcoursework: 19%Units3and4examination: 60%

VCEPRODUCTDESIGNANDTECHNOLOGY-WOODStudyDesignAccreditationPeriod:2018–2022

ADVICE&PATHWAYSStudentschoosingtostudyProductDesign&Technology(Wood)shouldconsiderthefollowing.VCEElectiveCharge.In2018thereisanelectivechargeof$175.00forUnits1and2.In2018thereisanelectivechargeof$175.00forUnits3and4.Thissubjectwillsuityouifyouenjoy:• Enjoyarangeoflearningstylesincludingreading,research,creatingandsolvingproblems;• Designanddesigndiscussions;• Workingsystematicallyandindependently;and• Workingfromdrawingsandyourowndesigntocreateproduct.

Thissubjectcanleadtoacareerpathwayinthefollowingareas:There is an interesting and wide range of design fields that product design leads to such as industrial design(Automotive,Furniture,Products),TextileDesign,Engineering,FashionandArchitecture.Othersubjectsthatcomplementthissubjectinclude:• Art;• VisualCommunicationandDesign.Furtherconsiderations• As a hands-on subject Product Design and Technology provides the opportunity to develop a folio as a

requirementforentryintospecifictertiarycourses.2017ProductDesign&TechnologyTeachers:Year11 MrsMelissaRoyaleYear12 MrsMelissaRoyale

UNITDESCRIPTIONDesignersplayanimportantpartinourdailylives.Inthisstudystudentstransformdrawingsandplansintothecreationof useful products. They take into account the sustainability of resources and develop skills in critically analysingexistingproducts.Unit1:Productre-designandsustainability.Inthisunitstudentswillre-designaproductwiththeaimofimprovingitsaesthetics,functionalityand/orquality.Theywillusearangeofmaterials,tools,equipmentandprocessestocomparetheirproductorprototypetotheiroriginaldrawings.Unit2:Collaborativedesign.Studentswillworkindividuallyandinateamtodeveloparesponsetoadesignbriefbasedonacommontheme.Theywilldesignandproduceaproductthatmeetstheneedsoutlinedinthebrief.Unit3:Applyingtheproductdesignprocess.Studentsusetheproductdesignprocesstoworkasadesignerwithaclient.Theydevelopadesignbriefandproduceafoliothatdocumentsallstagesoftheprocess.Unit4:Productdevelopmentandevaluation.InthisunitstudentsproducetheproductdesignedinUnit3andevaluatetheoutcomeofthedesigning,planningandproductionactivities.Studentsalsoundertakeacomparisonbetweentheirproductandsimilarcommercialitems.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcoursework,school-assessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework: 12%Unit4school-assessedcoursework: 8%SAT(electronicfolio): 50%Units3and4examination: 30%AND4

VCEPSYCHOLOGYStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyPsychologyshouldconsiderthefollowingVCEElectiveCharge.ThereisnoelectivechargeforVCEPsychology.

Thissubjectwillsuityouifyouenjoy:• Conductinginvestigations;• Readingandsummarisingscientifictexts;• Memorisingdetailsandfactssuchasthenamesandfunctionsofspecificneuralstructures• Presentingandanalysingdata;• Usingspecificvocabularyrelatedtokeypsychologicalprinciplesandconcepts;• Conductingindependentandcollaborativeresearch;and• Solvingproblems.Thissubjectcanleadtoacareerpathwayinthefollowingareas:PsychologycanleadtoarangeofcareersandstudiessuchasthoseintheHealthandMedicalSciences,Welfare,SocialWork,HumanResourceManagementandJusticeareas.Othersubjectsthatcomplementthissubjectinclude:Psychologycanbeundertakenwitharangeofotherstudiesinthesciences,humanitiesandmathematicsareas;andcanbeseenaspartofabalancedsetof studieswherebreadthofexperience is seenasworthwhile. It is typicallystudiedwithavarietyofotherstudies.ManystudentschoosetostudyPsychologytogetherwithstudiesdrawnfromotherSciences,Mathematics,Humanities,HPE,Arts/TechnologyandLOTEareas.Furtherconsiderations• StudentsshouldalwayscheckwithCareersCoordinatorforPsychologyasaprerequisitestudyfortertiarycourses.2017PsychologyTeachers:Year11 MrsSachaRoberts,MrPecur,MrsPennieMarinucciYear12 MrsPennieMarinucci,MrTonyPecur

UNITDESCRIPTIONPsychology isabroaddisciplinethat incorporatesboththescientificstudyofhumanbehaviourthroughbiological,psychological and social perspectives and the systematic application of this knowledge to personal and socialcircumstancesineverydaylife.Unit1:Howarebehaviourandmentalprocessesshaped?Inthisunit,studentsinvestigatethedevelopmentofhumancognition,emotionandbehaviour.Theylearnaboutthestructureandfunctionsofthehumanbrainandtheroleitplaysinthenervoussystem.Studentsexplorebrainplasticityandtheinfluencethatbraindamagemayhaveonaperson’spsychologicalfunctioning.Theyconsiderthecomplexnatureofpsychologicaldevelopment,includingsituationswhereitmaynotoccurasexpected.Studentsexaminethecontribution that classical and contemporary studies havemade to an understanding of the human brain and itsfunctions,and to thedevelopmentofdifferentpsychologicalmodelsand theoriesused topredictandexplain thedevelopmentofthoughts,feelingsandbehaviours.Unit2:Howdoexternalfactorsinfluencebehaviourandmentalhealth?Inthisunit,studentsinvestigatehowperceptionofstimulienablesapersontointeractwiththeworldaroundthemand how this perception can be distorted. They evaluate the role social cognition plays in a person’s attitudes,perceptionsofthemselvesandrelationshipswithothers.Studentsexploreavarietyoffactorsandcontextsthatcaninfluence thebehaviourof individualsandgroups.Theyexamine thecontribution thatclassicalandcontemporaryresearchhasmadetotheunderstandingofhumanperceptionandwhyindividualsandgroupsbehaveinspecificways.Unit3:Howdoesexperienceaffectbehaviourandmentalprocesses?Inthisunitstudentsexaminebothmacro-levelandmicro-levelfunctioningofthenervoussystemtoexplainhowthehumannervoussystemenablesapersontointeractwiththeworldaroundthem.Theyexplorehowstressmayaffectaperson’spsychological functioningandconsider thecausesandmanagementofstress.Students investigatehowmechanismsofmemoryandlearningleadtotheacquisitionofknowledge,thedevelopmentofnewcapacitiesandchangedbehaviours.

Unit4:Howiswellbeingdevelopedandmaintained?Inthisunitstudentsexaminethenatureofconsciousnessandhowchangesinlevelsofconsciousnesscanaffectmentalprocesses and behaviour. They consider the role of sleep and the impact that sleep disturbancesmay have on aperson’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocialapproach,asascientificmodel,toanalysementalhealthanddisorder.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework: 16%Unit4school-assessedcoursework: 24%Units3and4examination: 60%

VCESTUDIOARTSStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyStudioArtsshouldconsiderthefollowing:VCEElectiveCharge.In2018thereisanelectivechargeof$140.00forUnits1&2.In2018thereisanelectivechargeof$140.00forUnits3&4.Thissubjectwillsuityouifyouenjoy:Hands-onpracticalapplicationincludingtakingphotographsusingfilmand/ordigital,Usingandexperimentingwithmaterialsandtechniques(includingthedarkroomandcomputers/computersoftware,suchasPhotoshop,analysisofartworksthroughannotations,reflectivewriting.Thissubjectcanleadtoacareerpathwayinthefollowingareas:CareerinPhotography,Teaching,Advertising,Film,Television,Fashion,GeologicalSurveillanceandArchitecture.Othersubjectsthatcomplementthissubjectinclude:• Art;• VisualCommunicationandDesign;• ProductDesignandTechnology;• FoodStudies.Furtherconsiderations:ForStudioArts,itishelpfulbutnotessentialforstudentstohavepersonalaccesstoacameratouseoutsideofschoolhoursandthecameracanbeanalogueand/ordigital.2017VCEStudioArtTeachersYear11 MrsLaurenBattleYear12 MrsLaurenBattle

UNITDESCRIPTIONInthisstudy,studentsresearchfocusesoncritical,reflectiveandcreativethinking,thevisualanalysisofartworksandseekinspirationandinfluencesintheirartmaking.Theystudyhowartistshavedevelopedstylesandexploredtheirculturalidentityintheirartwork.Studentsusethisknowledgetoinformtheirownstudiopracticeandtosupportartmaking.Unit1:StudioInspirationandtechniques.Inthisunitstudentsfocusondevelopingtheirunderstandingofstudiopracticeandexplore,develop,refine,resolveandpresentartworks.Studentsresearchandanalysethewaysinwhichartistshavedevelopedtheirstudiopracticetointerpretandexpressideasandapplymaterialsandtechniquesinartworks.

Unit2:Studioexplorationandconcepts.In this unit students establish and use studio practices to produce artworks. Students explore and develop ideas,creatingaestheticqualitiesandrecording thedevelopmentof thework.Throughthestudyofartmovementsandstyles,studentsbegintounderstandtheuseofotherartists’workintheirownwork.Unit3:Studiopracticesandprocesses.Inthisunitstudentsfocusontheimplementationofanindividualstudioprocessleadingtotheproductionofpotentialdirections.Studentsdevelopanduseanexplorationproposaltodefineanareaofcreativeexploration.Thestudyofartistsandtheirworkpracticesmayprovideinspirationforstudents’ownart.Unit4:Studiopracticesandindustrycontexts.Inthisunitstudentsfocusontheplanning,productionandevaluationrequiredtodevelop,refineandpresentartworksthat link tothe ideasresolved inUnit3.Studentsproduceat least twofinishedartworks.Students investigatethepreparation,presentationandconservationofartworks.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandschoolassessedtaskandoneend-of-yearexaminations.Unit3school-assessedcoursework: 5%Unit4school-assessedcoursework: 5%Units3and4school-assessedtask: 60%Units3and4examination: 30%

VCESYSTEMSENGINEERINGStudyDesignAccreditationPeriod:2013–2018

ADVICE&PATHWAYSStudentschoosingtostudySystemsEngineeringshouldconsiderthefollowing:VCEElectiveCharge.In2018thereisanelectivechargeof$110.00forUnits1&2.In2018thereisanelectivechargeof$110.00forUnits3&4.Thissubjectwillsuityouifyouenjoy...• Identifying,analysingandsolvingproblems• Convertingaconceptualplanintoafunctionaloutcome• Undertakinghighlydetailedandintricateproductiontasks• Enjoyworkingwithtoolsandmachinery• EnjoytechnicaldesignThissubjectcanleadtoacareerpathwayinthefollowingareas...Careers in Aerospace engineer, Communications engineer, instrumentation engineer, Design engineer, Electricalengineer,Electronicsengineer,ITconsultant,Networkengineer,Technician,ManufacturingandassemblyOthersubjectsthatcomplementthissubjectinclude...• Art;• VisualCommunicationandDesign;• ProductDesignandTechnology;• FoodStudies.2017VCESystemsEngineeringTeachersYear11 MrRubelKhanYear12 MrRubelKhan

UNITDESCRIPTIONVCESystemsEngineeringinvolvesthedesign,creation,operationandevaluationofintegratedsystems,whichmediateandcontrolmanyaspectsofhumanexperience.IntegraltoSystemsEngineeringistheidentificationandquantificationofsystemsgoals,thedevelopmentofalternativesystemdesignsconcepts,trialanderror,designtrade-offs,selectionandimplementationofthebestdesign,testingandverifyingthatthesystemiswellbuiltandintegrated,andevaluatinghowwellthecompletedsystemmeetstheintendedgoals.Unit1:IntroductiontomechanicalsystemsThisunitfocusesonengineeringfundamentalsasthebasisofunderstandingunderlyingprinciplesandthebuildingblocksthatoperateinsimpletomorecomplexmechanicaldevices.Whilethisunitcontainsthefundamentalphysicsandtheoreticalunderstandingofmechanicalsystemsandhowtheywork,themainfocusisontheconstructionofasystem.Theconstructionprocessdrawsheavilyupondesignandinnovation.Studentsapplytheirknowledgetodesign,construct, testandevaluateoperational systems.The focusof the systemshouldbemechanical;however, itmayinclude some electronic components. The constructed operational systems demonstrate selected theoreticalprinciplesstudiedinthisunit.Unit2:IntroductiontoelectrotechnologysystemsIn thisunit students study fundamental electrotechnologyengineeringprinciples. Through theapplicationof theirknowledge and the Systems Engineering Process, students produce operational systems that may also includemechanical components. In addition, students conduct research and produce technical reports. While this unitcontainsfundamentalphysicsandtheoreticalunderstandingofelectrotechnologysystemsandhowtheywork,studentfocusremainsontheconstructionofelectrotechnologysystems.Unit3:IntegratedsystemsengineeringandenergyInthisunitstudentsstudytheengineeringprinciplesthatareusedtoexplainthephysicalpropertiesof integratedsystemsandhowtheywork.Throughtheapplicationoftheirknowledge,studentsdesignandplananoperational,mechanical-electrotechnologyintegratedandcontrolledsystem.Theylearnaboutthetechnologiesusedtoharnessenergy sources to provide power for engineered systems. Students commencework on the design, planning andconstruction of one substantial controlled integrated system. This project has a strong emphasis on designing,manufacturing, testingand innovation.Studentsmanage theproject throughout theSystemsEngineeringProcess,takingintoconsiderationthefactorsthatwillinfluencethedesign,planning,productionanduseoftheirintegratedsystem.Thesystemsengineeringprinciplesunderpinstudents’understandingofthefundamentalphysicsandappliedmathematicsneededtoprovideacomprehensiveunderstandingofmechanicalandelectrotechsystemsandhowtheyfunction.Unit4:SystemscontrolandnewandemergingtechnologiesIn this unit students complete the productionwork and test and evaluate the integrated controlled system theydesignedinUnit3.Studentsinvestigatenewandemergingtechnologies,considerreasonsfortheirdevelopmentandanalyse their impacts. Students use their investigations, design and planning to continue the fabrication of theirmechanical-electrotechnology integrated and controlled system using the Systems Engineering Process. They useprojectandriskmanagementmethodsthroughtheconstructionofthesystemandusearangeofmaterials,tools,equipment, and components. In the final stages of the Systems Engineering Process, students test, diagnose andanalysetheperformanceofthesystem.Theyevaluatetheirprocessesandthesystem.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandschoolassessedtaskandoneend-of-yearexaminations.Unit3-4school-assessedcoursework: 20%Units3and4school-assessedtask: 50%Units3and4examination: 30%

VCEVISUALCOMMUNICATION&DESIGNStudyDesignAccreditationPeriod:2017–2021

ADVICE&PATHWAYSStudentschoosingtostudyVisualCommunicationshouldconsiderthefollowing.VCEElectiveCharge.In2018thereisanelectivechargeof$50.00forUnits1&2.In2018thereisanelectivechargeof$50.00forUnits3&4.Thissubjectwillsuityouifyouenjoy:• Handsonproblemsolving;• Independentresearch;and• 3Dvisualising.Thissubjectcanleadtoacareerpathwayinthefollowingareas:VisualCommunicationsmayleadtoacareerinGraphic/CommunicationDesign,Architecture,Illustration,IndustrialDesign,VisualMerchandising,InteriorDesign,and/orArt.Othersubjectsthatcomplementthissubjectinclude:• ProductDesign&Technology;• StudioArt;• Art;• English(any);• Media;and• Mathematics.Furtherconsiderations:ForVisualCommunications,anabilitytodrawisadvantageous.ThereareanumberofwrittencomponentsinVisualCommunications;itisnot100%practical.Computersareutilizedasatoolintheclassroom,butarealsonotused100%ofthetimeandstudentswillberequiredtohavegoodtimemanagementandorganisationskillstobesuccessfulinthissubject.StudyingmorethantwofoliosubjectsinVCEisnotrecommended.2017VisualCommunicationandDesignTeachersYear11 MrPaulRobinsonYear12 MrPaulRobinson

UNITDESCRIPTIONThis study is intended to assist students in the understanding, use and interpretation of a range of visualcommunicationswithintheareasofIndustrial,EnvironmentalandCommunicationdesign.Itinvolvesastudyofthevocabularyofvisualcommunication,which includesanunderstandingof,andapplicationof,drawinganddrawingconventions,designelements,andprinciplesandfunctionofdesignincommunication.Thestudyalsoprovidestheopportunitytodevelopan informed,criticalanddiscriminatingapproachtovisualcommunicationsencountered ineverydaylife.Unit1:Introductionintovisualcommunicationdesign.This unit will enable students to use visual language to communicate messages, ideas and concepts, throughinstrumental, visualisation, observational and presentation drawingmethods. Design elements and principles areexplored,appliedandanalysed.Studentsstudythehistoryofdesign,andwillbeintroducedtothefirststagesofthevisualcommunicationdesignprocess.Unit2:Applicationsofvisualcommunicationdesign.This unit will enable students to apply design knowledge, thinking skills and drawing methods to create visualcommunicationsthatmeetspecificpurposes.Thefieldsofenvironmental,industrialandcommunicationdesignwillbecovered.Typographywillbeafocusofcommunicationdesign.Thevisualcommunicationproductionprocesswillbeappliedtogenerateanddevelopconceptsinresponsetoabrief.

Unit3:Designthinkingandpractice.Inthisunitstudentsgaininsightintohowtheselectionofmethods,media,materialsandtheapplicationofdesignelements and design principles can create effective visual communications for specific audiences and purposes.Studentswill use research and analysis of designers to support their ownwork. They establish a brief, with twodistinctlydifferentneeds,andapplydesignthinkingskillsthroughthedesignprocess.ThebriefandinvestigationworkunderpinthedevelopmentalandrefinementworkundertakeninUnit4.Unit4:Designdevelopmentandpresentation.Thefocusofthisunitisthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationstomeettherequirementsofthebrief.Thisinvolvesapplyingthedesignprocesstwicetomeeteachofthestatedneeds.Studentsevaluatetheirvisualcommunicationsanddeviseapitchtocommunicatetheirdesignthinkingtoanaudience.Levelsofachievementforsatisfactorycompletion.Unit1and2.Individualschooldecisiononlevelsofachievement.Unit3and4School-assessedcourseworkandschoolassessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework: 33%Unit4school-assessedtask: 33%Units3and4examination: 34%