VCE Course Guide 2020 - St Leonard's College

stleonards.vic.edu.au | 1

VCE Course Guide 2020

163 South Road, Brighton East VIC 3187stleonards.vic.edu.au

2 | St Leonard’s College VCE Course Guide 2020

Contents

Foreword 4

Applied Computing 5

AustralianandGlobalPolitics 8

Biology 10

Business Management 12

Chemistry 14

Chinese Language, Culture and Society 16

Chinese First Language 18

Drama 20

Economics 22

English/EnglishasAdditionalLanguage(EAL) 24

Food Studies 26

French 28

Geography 30

Health and Human Development 32

History 34

Indonesian(Units3&42020) 36

Legal Studies 38

Literature 40

Mathematics 41

Media 44

MusicInvestigation 46

Music Performance 47

Outdoor and Environmental Studies 49

Philosophy 52

PhysicalEducation 55

Physics 57

Psychology 59

Spanish 61

Studio Arts 65

Systems Engineering 67

Theatre Studies 69

VisualCommunicationDesign 71

VCEVocationalEducationandTraining(VET) 73

Front coverEvie Carman, Year 12 2019


Foreword

It helps to provide a reference in the process where

studentsmakechoicesfortheirfinaltwoyears

ofsecondaryeducationlayingafoundationfor

future work or study. The booklet should be read in

conjunctionwiththeYear11CourseGuide2020.

EachoftheVCEstudiesofferedatStLeonard’sCollege

isdescribedinthisbooklet,includingmentionofany

prerequisites,adescriptionoftheUnits1to4,and

some advice on assessment.

St Leonard’s College is in the process of offering a greater number of electives to accommodate the interest of our student cohort. However, it must be remembered that these classes will only run if there is sufficient interest from students. While every effort will be made to accommodate student preference, strategic decisions will need to be made and students may need to rely on second and third preferences in some cases.

It is important that students ensure that their choices

satisfyanyprerequisitesforcoursestheymaybe

interested in for future study.

If you have any queries please do not hesitate to

contact us at the College.

Robyn Marshall

Director of Learning [email protected]

Kim Webb

VCE Coordinator [email protected]

This booklet is designed to provide specific information on the studies available in the Victorian Certificate of Education program at year 11 in 2020 and year 12 in 2021.

mailto:[email protected]


Applied Computing

(Formally Computing). Please note that Computing will only run subject to viable student numbers.

IntroductionVCEAppliedComputingfocusesonthestrategies

andtechniquesforcreatingdigitalsolutionstomeet

specificneedsandtomanagethethreatstodata,

informationandsoftwaresecurity.Thestudyexamines

theattributesofeachcomponentofaninformation

system including people, processes, data and digital

systems(hardware,software,networks),andhowtheir

interrelationshipsaffectthetypesandqualityofdigital

solutions.

VCEAppliedComputingisunderpinnedbyfour

keyconcepts:digitalsystems,dataandinformation,

approachestoproblemsolving,andinteractionsand

impact.

VCEAppliedComputingprovidesstudentswith

opportunitiestoacquireandapplyknowledgeand

skillstousedigitalsystemsefficiently,effectively

andinnovativelywhencreatingdigitalsolutions.

Studentsinvestigatelegalrequirementsandethical

responsibilitiesthatindividualsandorganisations

have with respect to the security and integrity of data

andinformation.Throughastructuredapproachto

problemsolving,incorporatingcomputational,design

and systems thinking, students develop an awareness

of the technical, social and economic impacts of

informationsystems,bothcurrentlyandintothe

future.

Unit 1: Applied ComputingIn this unit students are introduced to the stages of

the problem-solving methodology. Students focus

onhowdatacanbeusedwithinsoftwaretools

such as databases and spreadsheets to create data

visualisations,andtheuseofprogramminglanguages

todevelopworkingsoftwaresolutions.

InAreaofStudy1,studentsidentifyandcollectdata

inordertopresenttheirfindingsasdatavisualisations.

They present work that includes database,

spreadsheetanddatavisualisationssolutions.

In Area of Study 2 students select and use a

programminglanguagetocreateaworkingsoftware

solution.Studentsprepare,documentandmonitor

project plans

Unit 2: Applied ComputingInthisunitstudentsfocusondevelopinginnovative

solutionstoneedsoropportunitiesthattheyhave

identified,andproposestrategiesforreducing

securityriskstodataandinformationinanetworked

environment.

InAreaofStudy1studentsworkcollaborativelyand

selectatopicforfurtherstudytocreateaninnovative

solutioninanareaofinterest.Theinnovativesolution

can be presented as a proof of concept, a prototype or

a product.


InAreaofStudy2,asanintroductiontocybersecurity,

studentsinvestigatenetworksandthethreats,

vulnerabilitiesandriskstodataandinformation.They

propose strategies to protect the data accessed using

a network.

Data Analytics (formally Informatics) Units 3 and 4In this unit students apply the problem-solving

methodologytoidentifyandextractdatathrough

theuseofsoftwaretoolssuchasdatabase,

spreadsheetanddatavisualisationsoftwareto

createdatavisualisationsorinfographics.Students

develop an understanding of the analysis, design

and development stages of the problem-solving

methodology.

Unit 3 Data Analytics including analysis and designIn this area of study students access, select and

extractauthenticdatafromlargerepositories.

Theymanipulatethedatatopresentfindingsas

datavisualisationsinresponsetoteacher-provided

solutionrequirementsanddesigns.Studentsdevelop

softwaresolutionsusingdatabase,spreadsheetand

datavisualisationsoftwaretoolstoundertakethe

problem-solvingactivitiesinthedevelopmentstages

ofmanipulation,validationandtesting.

AreaofStudy1:Oncompletionofthisunitthe

student should be able to respond to teacher-provided

solutionrequirementsanddesignstoextractdata

from large repositories, manipulate and cleanse data

andapplyarangeoffunctionstodevelopsoftware

solutionstopresentfindings.

wOncompletionofthisunitthestudentshould

beabletoproposearesearchquestion,formulate

a project plan, collect and analyse data, generate

alternativedesignideasandrepresentthepreferred

designforcreatinginfographicsordynamicdata

visualisations.

Unit 4 Data Analytics including development and evaluation and cybersecurityInthisunitstudentsfocusondeterminingthefindings

ofaresearchquestionbydevelopinginfographicsor

dynamicdatavisualisationsbasedonlargecomplex

data sets and on the security strategies used by an

organisationtoprotectdataandinformationfrom

threats.

In Area of Study 1 students apply the problem-solving

stagesofdevelopmentandevaluationtodeveloptheir

preferreddesignpreparedinUnit3.

Area of Study 2, into infographics or dynamic data

visualisations,andevaluatethesolutionsand

project plan. Area of Study 1 forms the second

partoftheSchool-assessedTask(SAT).InAreaof

Study2studentsinvestigatesecuritypracticesof

anorganisation.Theyexaminethethreatstodata

andinformation,evaluatesecuritystrategiesand

recommendimprovedstrategiesforprotectingdata

andinformation.

Software Tools• Databasesoftware,

• spreadsheetsoftware

• datavisualisationsoftware.

• tool for planning a project.

AssessmentSchool assessed coursework – 20%

School assessed task – 30%

End-of-yearexamination–50%


Applied Computing: Software Development Units 3 and 4Students apply the problem-solving methodology

todevelopworkingsoftwaremodulesusing

a programming language. Students develop

an understanding of the analysis, design and

development stages of the problem-solving

methodology.Theyfocusonhowtheinformation

needsofindividualsandorganisationsaremetthrough

thecreationofsoftwaresolutions.Lastlytherisksto

softwareanddataareconsideredduringthesoftware

development process, as well as throughout the use of

thesoftwaresolutionbyanorganisations.

Unit 3 Programming, analysis and designInAreaofStudy1studentsexaminethefeatures

andpurposesofdifferentdesigntoolstoaccurately

interpret the requirements and designs for

developingworkingsoftwaremodules.Studentsuse

a programming language and undertake the problem-

solvingactivitiesofmanipulation(coding),validation,

testinganddocumentationinthedevelopmentstage.

In Area of Study 2: students construct the framework

forthedevelopmentofasoftwaresolutionthatmeets

astudent-identifiedneedoropportunity.Thisisthe

firstpartoftheSchool-assessedTask(SAT),involving

analysis and design, with the second part undertaken

inUnit4,AreaofStudy1.

Unit 4 Software Solutions, interactions and impactStudents apply the problem-solving stages of

developmentandevaluationtodeveloptheir

preferreddesignpreparedinUnit3.

In Area of Study 1 students apply the problem-solving

stagesofdevelopmentandevaluationtodeveloptheir

preferreddesignpreparedinUnit3

InAreaofStudy2,intoasoftwaresolutionand

evaluatethesolution,chosendevelopmentmodel

and project plan. Area of Study 1 forms the second

partoftheSchool-assessedTask(SAT).InAreaof

Study2studentsexaminethesecuritypracticesofan

organisationandtheriskstosoftwareanddataduring

thedevelopmentanduseofthesoftwaresolutions.

Studentsevaluatethecurrentsecuritypracticesand

develop a risk management plan.

Software Tools• An appropriate programming language.

• UnifiedModellingLanguage(UML)andUML

tools to create use cases.

• Appropriatetoolfordocumentingproject

plans

AssessmentSchool assessed coursework – 20%

School assessed task – 30%



Australian and Global Politics

Australian and Global Politics will only run subject to viable student numbers.

IntroductionWhatcausedtheconflictinSyriaandcanitbe

resolved?WastheWorldHealthOrganisation

successful in stopping the spread of Ebola? Could the

internationalcommunityhavedonemoretostopthe

genocide in Sudan? How powerful is China? How does

democracywork?WhowillwinintheBrexitdebate:

theRemaindersortheBrexiteers?

ThestudyofAustralianandGlobalPoliticsrequiresa

considerationofarangeofimportantquestionsand

also helps to develop a deep understanding of the key

eventsandtheoriesthatcontinuetoshapetheworld

we live in.

Inthe21stcenturypoliticaldecisionsandactions

takenbyindividuals,organisationsandgovernments

are increasingly global in their impact. The study of

AustralianandGlobalPoliticswillenablestudentsto

understandandreflectoncontemporaryinternational

politicalissues,problemsandevents,andtheforces

that shape them.

AustralianandGlobalPoliticsisadynamicandexciting

subject, as students study and analyse the most

recentnationalandglobalevents.Asaresult,thecase

studiesarelikelytochangefromtheonesmentioned

here.

Unit 1 – The national citizenIn this unit students are introduced to the study of

politicsastheexerciseofpowerbyindividuals,groups

and states. In Area of Study 1, students consider key

concepts related to power and democracy. Students

alsoconsiderhowpoliticalpowercanbechallenged

andanalysethevariousalternativestodemocracy.

In Area of Study 2, students consider the role and

functionofpoliticalparties,interestgroupsand

the media. Historical events and contemporary

case studies will be used to provide students with a

practicalunderstandingofthemainconceptsinthis

unit. Case studies such as the rise of China and the

EgyptianRevolutionwillbeexaminedtoillustratethe

nature of power.

Unit 2 – The global citizenThisunitfocusesonthecontemporaryinternational

community. In Area of Study 1 students will analyse

the increased interconnectedness of the world and

considerthepositiveandnegativesocial,economic

andpoliticalconsequencesofglobalisation.Case

studiestobeconsideredincludetheinfluenceof

transnationalcorporations,theGreekdebtcrisis,

theinterconnectionoftheAustralianandChinese

economies,andenvironmentalpollution.InAreaof

Study2,studentsassesswhethertheinternational

community has been successful in managing

internationalcooperationandconflict.

The following case studies may be used to assess

internationalcooperationandconflict:theSyrian

refugee crisis, the 2014 Ebola epidemic, the 2003

genocideinSudan,andthe2011militaryintervention

in Libya.


Unit 3 – Global actorsIInthisunitstudentsinvestigatethekeyactorsin

21stcenturyglobalpoliticsthroughanin-depth

examinationoftheconceptsofnationalinterestand

power as they relate to the state, and the way in which

oneAsia-Pacificstateusespowerwithintheregionto

achieveitsobjectives.InAreaofStudy1,studentswill

study the aims, role and power of the following actors:

theInternationalMonetaryFund,theInternational

CriminalCourt,theUnitedNations,onetransnational

corporation(Volkswagon),aterrororganisationand

AmnestyInternational.Studentswillalsoconsider

specificchallengestothepowerofstates.

InAreaofStudy2,studentswillexplorethepowerof

China.Thisexplorationwillincludeaconsiderationof

thenationalinterestsofChinaandtheextenttowhich

those interests have been achieved. Students will also

exploretensionsintheSouthChinaSea,

therelationshipbetweenChinaandtheirregional

neighbours and various internal challenges to Chinese

powerincludingseparatistmovementsinTibetand

Xinjiang.

Unit 4 – Global challengesInthisunitstudentsinvestigatekeyglobalchallenges

facingtheinternationalcommunityinthe21st

Century. In Area of Study 1, students will analyse the

lawandethicaldebatesrelatingtotheprotectionof

human rights and consider how human rights are being

challenged. They will also analyse the law and ethical

debatesrelatingtopeoplemovementandconsider

how global actors have responded to the issue. In Area

of Study 2, students will analyse two contemporary

globalcrisesandevaluatetheeffectivenessofglobal

actors’responsestotherelevantcrises.Thefirstcrisis

will be the economic instability of Venezuela. The

second crisis will be the ongoing scourge of terrorism.

For each case study, students will be required to

considerthecontextandcauseofeachcrisisand

evaluatetheoveralleffectivenessofresponsesto

those issues.

AssessmentUnits 1 and 2School-assessed coursework

Units 3 and 4School-assessed coursework – 50% End-of-year

examination–50%


Biology

IntroductionBiology is a diverse and evolving science discipline that

seekstounderstandandexplorethenatureoflife,past

and present. Despite the diversity of

organismsandtheirmanyadaptationsforsurvivalin

various environments, all life forms share a degree of

relatednessandacommonorigin.Thestudyexplores

thedynamicrelationshipsbetweenorganismsand

theirinteractionswiththenon-livingenvironment.It

alsoexplorestheprocessesoflife,fromthemolecular

world of the cell, to that of the whole organism.

Studentsexamineclassicalandcontemporary

research, models and theories to understand how

knowledgeinbiologyhasevolvedandcontinuesto

evolve in response to new evidence and discoveries.

Unit 1 – How do living things stay alive?In this unit students are introduced to some of the

challenges to an organism in sustaining life. Students

examinethecellasthestructuralandfunctional

unitoflife,fromthesinglecelledtothemulticellular

organism, and the requirements for sustaining

cellular processes in terms of inputs and outputs.

Theyanalysetypesofadaptationsthatenhancethe

organism’ssurvivalinaparticularenvironment

andconsidertherolehomeostaticmechanismsplay

in maintaining the internal environment. Students

investigatehowadiversegroupoforganismsform

a living interconnected community that is adapted

to,andutilises,theabioticresourcesofitshabitat.

Students consider how the planet’s biodiversity is

classifiedandthefactorsthataffectthegrowthofa

population.

Unit 2 – How is continuity of life maintained?Inthisunitstudentsfocusoncellreproductionand

thetransmissionofbiologicalinformationfrom

generationtogeneration.Studentslearnthatallcells

arederivedfrompre-existingcellsthroughthecell

cycle.TheyexaminetheprocessofDNAreplication

andcomparecelldivisioninbothprokaryoticand

eukaryoticorganisms.Studentsexploreasexualand

sexualreproductivestrategies,andconsiderthe

advantages and disadvantages of each. The role of

stemcellsinthedifferentiation,growth,repairand

replacementofcellsinhumansisexamined.Students

usechromosometheorytoexplaintheinheritance

ofcharacteristics,analysepatternsofinheritance,

interpret pedigree charts and predict outcomes of

geneticcrosses.Theyconsidertheroleofgenetic

knowledge in decision making about the inheritance

ofgeneticconditions.


Unit 3 – How do cells maintain life?An understanding of the workings of the cell enables

anappreciationofboththecapabilitiesandthe

limitationsoflivingorganismswhetheranimal,

plant, fungus or microorganism. In this unit students

investigatetheworkingsofthecellfromseveral

perspectives.Theyexploretheimportanceofthe

plasmamembraneindefiningthecell,itsinternal

spaces and the control of the movement of molecules

and ions in and out of such spaces. Students consider

the binding of enzymes and substrates, the response

ofreceptorstosignalingmoleculesandreactions

betweenantigensandantibodies.Atthemolecular

level students study the human immune system and

theinteractionsbetweenitscomponentstoprovide

immunitytoaspecificantigen.

Unit 4 – How does life change and respond to challenges over time?Inthisunitstudentsconsiderthecontinualchangeand

challenges to which life on Earth has been subjected.

Theyinvestigatetherelatednessbetweenspeciesand

theimpactofvariouschangeeventsonapopulation’s

genepool.Theaccumulationofchangesovertimeis

consideredasamechanismforbiologicalevolution

bynaturalselection.Studentsexaminechangeinlife

forms using evidence from palaeontology,

biogeography, developmental biology and structural

morphology.Studentsexaminetrendsinthehuman

fossilrecordandtheinterrelationshipsbetween

humanbiologicalandculturalevolution.

The biological consequences, and social and ethical

implicationsofmanipulatingtheDNAmoleculeand

applyingbiotechnologiesisexploredforboththe

individual and the species.

Assessment

Unit 1 and 2School-assessed coursework

Unit 3 and 4School assessed coursework – 40%



Business Management

IntroductionBusinessManagementexaminesthewaysbusinesses

manageresourcestoachieveobjectives.TheVCE

Business Management study design follows the

processfromthefirstideaforabusinessconcept,

to planning and establishing a business, through to

the day-to-day management of a business. It also

considers changes that need to be made to ensure

continuedsuccessofabusiness.Studentsdevelop

anunderstandingofthecomplexityofthechallenges

facing decision makers in managing these resources.

A range of management theories is considered and

comparedwithmanagementinpracticethrough

contemporary case studies drawn from the past

four years. Students learn to propose and evaluate

alternativestrategiestocontemporarychallengesin

establishing and maintaining a business.

In studying VCE Business Management, students

develop knowledge and skills that enhance their

confidenceandabilitytoparticipateeffectively

as socially responsible and ethical members of

thebusinesscommunity,andasinformedcitizens,

consumers and investors.

Unit 1 – Planning a businessBusinesses of all sizes are major contributors to the

economicandsocialwellbeingofanation.Therefore,

how businesses are formed and the fostering of

conditionsunderwhichnewbusinessideascanemerge

arevitalforanation’swellbeing.

Taking a business idea and planning how to make it a

reality are the cornerstones of economic and social

development.Inthisunitstudentsexplorethefactors

affectingbusinessideasandtheinternalandexternal

environments within which businesses operate, and

theeffectoftheseonplanningabusiness.

Unit 2 – Establishing a businessThis unit focuses on the establishment phase of a

business’ life. Establishing a business involves

complying with legal requirements as well as making

decisions about how best to establish a system of

financialrecordkeeping,staffthebusiness,and

establish a customer base. In this unit students

examinethelegalrequirementsthatmustbesatisfied

toestablishabusiness.Theyinvestigatetheessential

featuresofeffectivemarketingandconsiderthebest

way to meet the needs of the business in terms of

staffingandfinancialrecordkeeping.Studentsanalyse

variousmanagementpracticesinthisareabyapplying

this knowledge to contemporary business case studies

from the past four years.


Unit 3 – Managing a businessInthisunitstudentsexplorethekeyprocessesand

issuesconcernedwithmanagingabusinessefficiently

andeffectivelytoachievebusinessobjectives.

Studentsexaminethedifferenttypesofbusinesses

andtheirrespectiveobjectives.Theyconsider

corporate culture, management styles, management

skillsandtherelationshipbetweeneachofthese.

Studentsinvestigatestrategiestomanagebothstaff

andbusinessoperationstomeetobjectives.Students

developanunderstandingofthecomplexityand

challenge of managing businesses, and through the

use of contemporary business case studies from the

past four years have the opportunity to compare

theoreticalperspectiveswithcurrentpractice.

Unit 4 – Transforming a businessBusinesses are under constant pressure to adapt and

changetomeettheirobjectives.Inthisunitstudents

consider the importance of reviewing key performance

indicators to determine current performance and

thestrategicmanagementnecessarytopositiona

businessforthefuture.Studentsstudyatheoretical

model to undertake change, and consider a variety of

strategiestomanagechangeinthemostefficientand

effectivewaytoimprovebusinessperformance.They

investigatetheimportanceofleadershipinchange

management.Usingacontemporarybusinesscase

study from the past four years, students evaluate

businesspracticeagainsttheory.

AssessmentUnits 1 and 2

School-assessed coursework including tests, essays

and case studies

Units 3 and 4 School-assessed coursework – 50%

Finalexamination–50%


Chemistry

IntroductionChemistryexploresandexplainsthecomposition

andbehaviourofmatterandthechemicalprocesses

that occur on Earth and beyond. Chemical models

andtheoriesareusedtodescribeandexplain

knownchemicalreactionsandprocesses.Chemistry

underpinstheproductionanddevelopmentofenergy,

themaintenanceofcleanairandwater,theproduction

of food, medicines and new materials, and the

treatment of wastes.

VCEChemistryenablesstudentstoexplorekey

processesrelatedtomatteranditsbehaviour.

Studentsconsidertherelationshipbetweenmaterials

and energy through four themes: the design and

compositionofusefulmaterials,thereactionsand

analysisofchemicalsinwater,theefficientproduction

anduseofenergyandmaterials,andtheinvestigation

of carbon- based compounds as important components

ofbodytissuesandmaterialsusedinsociety.Students

examineclassicalandcontemporaryresearch,

models and theories to understand how knowledge

inchemistryhasevolvedandcontinuestoevolvein

response to new evidence and discoveries.

Unit 1 – How can the diversity of materials be explained?Thedevelopmentanduseofmaterialsforspecific

purposes is an important human endeavour. In this

unitstudentsinvestigatethechemicalpropertiesofa

range of materials from metals and salts to polymers

andnanomaterials.Usingtheirknowledgeofelements

andatomicstructurestudentsexploreandexplain

therelationshipsbetweenproperties,structureand

bondingforceswithinandbetweenparticlesthat

varyinsizefromthevisible,throughnanoparticles,to

moleculesandatoms.Studentsexaminethe

modificationofmaterialsandrelatetheirstructuresto

specificapplications.

Unit 2 – The chemistry of waterWater is the most widely used solvent on Earth. In

thisunitstudentsexplorethephysicalandchemical

propertiesofwater,thereactionsthatoccurinwater

and various methods of water analysis. Students

examinethepolarnatureofawatermoleculeandthe

intermolecular forces between water molecules.

Theyexploretherelationshipbetweenthesebonding

forcesandthephysicalandchemicalproperties

ofwater.Inthiscontextstudentsinvestigate

solubility,concentration,pHandreactionsin

waterincludingprecipitation,acid-baseandredox.

Students are introduced to stoichiometry and to

analyticaltechniquesandapplythesetodetermine

concentrationsofdifferentspeciesinwatersamples,

including chemical contaminants.


Unit 3 – How can chemical processes be designed to optimise efficiency?The global demand for energy and materials is

increasingwithworldpopulationgrowth.Inthisunit

studentsexploreenergyoptionsandthechemical

productionofmaterialswithreferencetoefficiencies,

renewabilityandtheminimisationoftheirimpacton

the environment. Students compare and evaluate

differentchemicalenergyresources.Theyinvestigate

thecombustionoffuels,includingtheenergy

transformationsinvolvedandtheuseofstoichiometry

to calculate the amounts of reactants and products

involvedinthereactions.Studentsconsiderthe

purpose,designandoperatingprinciplesofgalvanic

cells,fuelcellsandelectrolyticcells.Studentsanalyse

manufacturing processes with reference to factors

thatinfluencetheirreactionratesandextent.

Unit 4 – How are organic compounds categorised, analysed and used?Thecarbonatomhasuniquecharacteristics

thatexplainthediversityandnumberoforganic

compoundsthatnotonlyconstitutelivingtissuesbut

are also found in the fuels, foods, medicines and many

of the materials we use in everyday life. In this unit

studentsinvestigatethestructuralfeatures,bonding,

typicalreactionsandusesofthemajorfamiliesof

organic compounds including those found in food.

Students study the ways in which organic structures

are represented and named. They process data from

instrumental analyses of organic compounds to

confirmordeduceorganicstructures,andperform

volumetricanalysestodeterminetheconcentrations

oforganicchemicalsinmixtures.Studentsconsider

thenatureofthereactionsinvolvedtopredictthe

productsofreactionpathwaysandtodesignpathways

toproduceparticularcompoundsfromgivenstarting

materials.

Assessment Units 1 and 2 School-assessed coursework




Chinese Language, Culture and Society

Please note that Chinese Language, Culture and Society will only run subject to viable student numbers.

IntroductionThe Chinese language is spoken by about a quarter

oftheworld’spopulation.Itisthemajorlanguageof

communicationinChina,TaiwanandSingapore,andis

widelyusedbyChinesecommunitiesthroughout

theAsia-Pacificregion,includingAustralia.Thisstudy

enablesstudentstostrengthentheircommunication

skills in Modern Standard Chinese and to learn about

aspects of the culture, history and social structures

ofChinesespeakingcommunities.Italsoprepares

students for further study and employment in areas

suchastourism,technology,finance,servicesand

business.

Through this study, students develop an understanding

ofthelanguage,socialstructures,traditionsand

contemporaryculturalpracticesofdiverseChinese-

speakingcommunities.Theyextendtheirstudyof

theChineselanguage,developtheskillstocritically

analysedifferentaspectsoftheculturesofChinese-

speakingpeoplesandtheircommunities,andgain

insightintotheconnectionsbetweenlanguages,

culturesandsocieties.

The language to be studied is Modern Standard

Chinese. For the purpose of this study design,

Modern Standard Chinese is taken to be Putonghua

inthespokenformandsimplifiedcharactertextin

thewrittenform.ThroughouttheChinese-speaking

communities,ModernStandardChinesemayalsobe

known as Mandarin, Guoyu, Huayu, Hanyu, Zhongwen

and Zhongguohua.

All language learning helps students to engage with

newculturalrealitiesandideas.Languagestudents

develop greater intellectual curiosity along with

theunderstandingthattherearedifferentwaysof

presentingreality.

ThestudyofChineseintheVCEcontinuesthe

development of the skills of listening, speaking, reading

andwriting.Withmoreknowledge,studentswillgain

agreaterappreciationofChina,itshistory,traditions

andpeoples.Theyhaveopportunitiestoconversewith

a Chinese language assistant on a weekly basis to build

theirexperienceandconfidenceinspokenChinese.

The course will vary slightly each year to respond

to the needs and interests of students in the class.

To enter the year 11 course students, need to have

successfully completed year 10 Chinese.


Unit 1 Culture and society in Chinese speaking communitiesChinesefamilyculture,filialrelationshipsand

education

Chinese languageFamily and school life

Unit 2 Culture and society in Chinese speaking communitiesChinese myths and legends

Chinese art

Chinese languageTravelexperienceandgeography

AssessmentSchool-assessed coursework including formal tasks in

listening,speaking,readingandwriting.


Chinese First Language

Please note that Chinese First Language will only run subject to viable student numbers.

IntroductionThe study of a language other than English contributes

totheoveralleducationofstudents,mostparticularly

intheareaofcommunication,butalsointheareasof

cross-culturalunderstanding,cognitivedevelopment,

literacy and general knowledge. It provides access to

theculturesofcommunitieswhichusethelanguage

andpromotesunderstandingofdifferentattitudes

and values within the wider Australian community and

beyond.

The study of Chinese develops students’ ability to

understand and use the language which is spoken by

aboutaquarteroftheworld’spopulation.Itisthe

majorlanguageofcommunicationinChinaand

Singapore,andiswidelyusedbyChinesecommunities

throughouttheAsia-Pacificregion,includingAustralia.

StudyingChinesecanprovideabasisforcontinued

learning and a pathway for students into a number

ofpost-secondaryoptions.AknowledgeofChinese

canprovidestudentswithenhancedvocational

opportunitiesinmanyfields,includingbankingand

internationalfinance,commerce,diplomacy,and

translatingandinterpreting.



develop greater intellectual curiosity along with

theunderstandingthattherearedifferentwaysof

presentingreality.

ThestudyofChineseintheVCEcontinuesthe


andwriting.Withmoreknowledge,studentswillgain

agreaterappreciationofChina,itshistory,traditions

andpeople.Theyhaveopportunitiestoconversewith

a Chinese language assistant on a weekly basis to build

theirexperienceandconfidenceinspokenChinese.

The course will vary slightly each year to respond

to the needs and interests of students in the class.

To enter the year 11 course students need to have

successfully completed year 10 Chinese.

Self and others• Personal World

• Personal views of an ideal world and views on

issues Personal beliefs and ideals

• Personalpriorities,student’sviewofanideal

world and views on an issue, persona belief/views

on religion Personal views of an ideal world and

viewsonissuesEducation

• Aspirationsandexpectations


Traditions and change in Chinese speaking communities

Arts and entertainmentChinese art, music and dance

Lifestyles ChanginglifestylesEducation

Single child Families

Stories from the pastFamily issues

Legends and ancient philosopher

Global issuesThe nature and future of work The impact of modern

technology Gender equity in the world Caring for the

environment

Studentswillreadtexts,participateinroleplays,

debates,writeessays,discuss,completemockexams,

prepareoralpresentations,interviews,andwatch

videos to enhance their learning.

AssessmentUnits 1 and 2 School assessed coursework including formal tasks in


Unit 3Outcome 1: Expressideasthroughtheproductionoforiginaltexts.Studentswillwritea500-600character

imaginativepiece.

Outcome 2:Analyseanduseinformationfromspokentexts.Aresponsetospecificquestions,orinstructions,

analysingandusinginformationrequested.

Outcome 3: Exchangeinformation,opinionsandexperiences.Afour-tofive-minuteevaluativeoral

presentationfocusingonpointsforandagainstan

aspectrelatedtotextsstudied.

Unit 4Outcome 1: Analyseanduseinformationfromwrittentexts.Aresponsetospecificquestions,orinstructions,

analysingandusinginformationrequested.

Outcome 2:Respondcriticallytospokenandwrittentextswhichreflectaspectsoflanguageandculture.A

500–600characterpersuasiveorevaluativewritten

response,forexample,report,essay,articleorreview.

And

Afour-tofive-minuteinterviewonanissue

relatedtotextsstudied.


Drama

Unit 1 and 2 Drama and Unit 1 and 2 Theatre Studiesare offered in alternate years. In 2020 Unit 1 and2 Drama and Unit 3 and 4 Theatre Studies will be offered. In 2021 Unit 1 and 2 Theatres Studies and Unit 3 and 4 Drama will be offered.

Unit 1 - Introducing performance stylesIn this unit students study three or more performance

styles from a range of social, historical and cultural

contexts.Theyexaminedramatraditionsofritualand

storytelling to devise performances that go beyond re-

creationand/orrepresentationofreallifeasitislived.

Thisunitfocusesoncreating,presentingandanalysing

a devised solo and/or ensemble performance that

includes real or imagined characters and is based on

stimulusmaterialthatreectspersonal,culturaland/

orcommunityexperiencesandstories.Thisunitalso

involves analysis of a student’s own performance work

and a work by professional drama performers.

Students apply play-making techniques to shape and

give meaning to their performance. They manipulate

expressiveandperformanceskillsinthecreationand

presentationofcharacters,anddevelopawareness

and understanding of how characters are portrayed

in a range of performance styles. They document the

processestheyuseastheyexplorearangeofstimulus

material,andexperimentwithproductionareas,

dramaticelements,conventionsandperformance

styles.

In this unit the terms character, performance,

story and style may be understood as one or more

characters, performances, stories or styles.

Unit 2 - Australian identityIn this unit students study aspects of Australian

identityevidentincontemporarydramapractice.This

mayalsoinvolveexploringtheworkofselecteddrama

practitionersandassociatedperformancestyles.This

unitfocusesontheuseanddocumentationofthe

processesinvolvedinconstructingadevisedsoloor

ensemble performance. Students create, present and

analyse a performance based on a person, an event, an

issue,aplace,anartwork,atextand/oraniconfroma

contemporaryorhistoricalAustraliancontext.

Increatingtheperformance,studentsusestimulus

materialthatallowsthemtoexploreanaspector

aspectsofAustralianidentity.Theyexamineselected

performancestylesandexploretheassociated

conventions.Studentsfurtherdeveloptheir

knowledgeoftheconventionsoftransformationof

character,timeandplace,theapplicationofsymbol,

andhowtheseconventionsmaybemanipulated

to create meaning in performance and the use of

dramaticelementsandproductionareas.


Unit 3 - Devised ensemble performanceInthisunitstudentsexploretheworkofdrama

practitionersanddrawoncontemporarypractice

as they devise ensemble performance work.

Studentsexploreperformancestylesandassociated

conventionsfromadiverserangeofcontemporary

and/ortraditionalcontexts.Theyworkcollaboratively

to devise, develop and present an ensemble

performance. Students create work that re ects

a speci c performance style or one that draws on

multipleperformancestylesandisthereforeeclectic

innature.Theyuseplay-makingtechniquestoextract

dramaticpotentialfromstimulusmaterial,thenapply

andmanipulateconventions,dramaticelements,

expressiveskills,performanceskillsandproduction

areas. Throughout development of the work they

experimentwithtransformationofcharacter,time

andplace,andapplicationofsymbol.Studentsdevise

and shape their work to communicate meaning or to

haveaspecicimpactontheiraudience.Inaddition,

students document and evaluate stages involved in

thecreation,developmentandpresentationofthe

ensemble performance.

Students analyse and evaluate a professional drama

performance selected from the prescribed VCE

DramaUnit3PlaylistpublishedannuallyontheVCAA

website.

In this unit the terms character, performance,

story and style can be understood as one or more

characters, performances, stories or styles.

Unit 4 - Devised solo performanceThis unit focuses on the development and the

presentationofdevisedsoloperformances.Students

explorecontemporarypracticeandworksthatare

eclecticinnature;thatis,theydrawonarangeof

performancestylesandassociatedconventionsfrom

adiverserangeofcontemporaryandtraditional

contexts.Studentsdevelopskillsinextracting

dramaticpotentialfromstimulusmaterialanduse

play-making techniques to develop and present

ashortsoloperformance.Theyexperimentwith

applicationofsymbolandtransformationofcharacter,

timeandplace.Theyapplyconventions,dramatic

elements,expressiveskills,performanceskillsand

performance styles to shape and give meaning to

their work. Students further develop and re ne these

skills as they create a performance in response to

a prescribed structure. They consider the use of

productionareastoenhancetheirperformance

andtheapplicationofsymbolandtransformations.

Students document and evaluate the stages involved

inthecreation,developmentandpresentationoftheir

solo performance.

Studentsareencouragedtoattendperformancesthat

incorporate a range of performance styles to support

their work in this unit.

AssessmentUnits 1 and 2

School-assessed coursework

Units 3 and 4

School-assessed coursework – 40%

End-of-yearperformanceexamination–35%

End-of-yearwrittenexamination–25%


Economics

TherearenoprerequisitesforentrytoUnits1,2and3,

howeverstudentswhointendtoundertakeUnits3and

4arestronglyencouragedtoundertakeUnit1.

Unit 1 - The behaviour of consumers and businesses Inthisunitstudentsexploretheirroleinthe

economy, how they interact with businesses, and

the way economic models and theories have been

developedtoexplainthecausesandeffectsof

humanaction.Studentsexploresomefundamental

economicconceptsandexaminebasiceconomic

models where consumers and businesses engage in

mutuallybeneficialtransactions.Theyinvestigatethe

motivationsandconsequencesofbothconsumerand

businessbehaviour,examinehowindividualsmight

respondtoincentives,andconsiderhowtechnology

may have altered the way businesses and consumers

interact.Studentsareencouragedtoinvestigate

contemporaryexamples.Studentsexamineasimple

microeconomicmodeltoexplainchangesinpricesand

quantitiestraded.Throughcloseexaminationofone

or more key markets, they gain insight into the factors

thatmayaffectthewayresourcesareallocatedinan

economyandhowmarketpowercanaffectefficiency

and living standards.

Unit 2 - Contemporary economic issues Asasocialscience,economicsoftenlooksat

contemporaryissueswheretherearewidedifferences

of opinion and constant debate. Students focus on the

possibletrade-offbetweenthepursuitofgrowthin

incomesandproduction,andthegoalofenvironmental

sustainability and long-term economic prosperity.

Theyexaminewhetherthegoalsofeconomicgrowth

andenvironmentalsustainabilitycanbecompatible,

anddiscusstheeffectofdifferentpoliciesonthe

achievement of these important goals. Economic

growth is generally associated with improvements

inlivingstandardsasrealincomesgrowovertime.

Studentsexplorehowthebenefitsofeconomicgrowth

are shared in an economy. They evaluate the role

ofgovernmentinterventioninmarketsanddiscuss

whether achieving greater equality causes a decline in

economic growth and average living standards.

Throughtheanalysisofspecificpolicymeasures,

studentsanalyseandquestionthenatureofthiskey

trade-offandevaluatewhetherthereisadegreeof

compatibilitybetweenequityandefficiency.Students

considertheinfluenceoftheglobaleconomyonthe

world’slivingstandardsbyinvestigatingoneormore

contemporaryglobalissues,suchasinternational

transactionsandthetrade-offsinvolved.


Unit 3 - Australia’s economic prosperityThe Australian economy is constantly evolving. The

maininstrumentforallocatingresourcesisthemarket,

buttheAustralianGovernmentalsoplaysasignificant

roleinthisregard.Inthisunitstudentsinvestigate

theroleofthemarketinallocatingresources.They

develop an understanding of the key measures of

efficiencyandhowmarketsystemscanresultin

efficientoutcomes.Studentsconsidercontemporary

issuestoexplaintheneedforgovernmentintervention

inmarketsandwhymarketsmightfailtomaximise

society’s living standards. This unit also focuses on the

macroeconomy.Studentsinvestigatethefactorsthat

influencethelevelofaggregatedemandandaggregate

supply in the economy. Australia’s economic prosperity

depends,inpart,onstrongeconomicrelationshipswith

itsmajortradingpartners.Studentsinvestigatethe

importanceofinternationaleconomicrelationshipsin

termsoftheirinfluenceonAustralia’slivingstandards.

Theyanalysehowinternationaltransactionsare

recorded,predicthoweconomiceventsmightaffect

thevalueoftheexchangerate,andevaluatetheeffect

oftradeliberalisation

Unit 4 - Managing the economy Area of Study 1 focuses on the role of aggregate

demand policies in stabilising the business cycle

toachievetheAustralianGovernment’sdomestic

macroeconomicgoals.Studentsexaminetherole

of the Reserve Bank of Australia with a focus on its

responsibility to alter the cost and availability of

credit in the economy. Students consider each of the

transmission mechanisms through which changes to

interestratescanaffectthelevelofaggregatedemand

intheeconomyandhowthesechangesmightaffect

the achievement of the Australian Government’s

domesticmacroeconomicgoals.Studentsexamine

andanalysetheeffectsofthelasttwoAustralian

Government budgets. In Area of Study 2 students

considerhowtheAustralianGovernmentutilises

aggregate supply policies to manage the Australian

economy.Iftheproductivecapacityoftheeconomyis

expanding,growthinaggregatedemandcanbemet

and economic growth can be maintained both now

andintothefuture.Studentsinvestigatetheroleof

bothmarket-basedandinterventionistapproaches

to managing the supply side of the economy. They

evaluate these policy responses in terms of their

effectonincentives,andconsiderhowtheyincrease

competitionandefficiencyintheeconomy.Students

assess the role of microeconomic reform in terms of its

effectoneconomicprosperity.

Assessment

Units 1 and 2 School-assessed course work




English/English as Additional Language (EAL)

IntroductionThe VCE course focuses on how English language

isusedtocreatemeaninginwritten,spokenand

multimodaltextsofvaryingcomplexity.Literarytexts

selected for study are drawn from the past

and present, from Australia and from other cultures.

Othertextsareselectedforanalysisandpresentation

of argument. The course aims to develop literate

individualscapableofcriticalandcreativethinking,

aestheticappreciationandcreativity.Thisstudyalso

developsstudents’abilitytocreateandanalysetexts,

movingfrominterpretationtoreflectionandcritical

analysis.Unit1and2EAL(EnglishasAdditional

Language)isalsooffered,subjecttostudentnumbers.

Units 1 and 2 InUnit1studentsreadandrespondtotexts

analyticallyandcreatively.InUnit2studentscompare

thepresentationofideas,issuesandthemesintexts.

InbothUnits1and2studentsanalyseargumentsand

theuseofpersuasivelanguageintextsandcreatetheir

owntextsintendedtopositionaudiences.Theyalso

developtheirskillsincreatingwritten,spokenand

multimodaltexts.

Reading and creating textsInthisareaofstudystudentsexplorehowmeaningis

createdintwotexts.Theyidentify,discussandanalyse

decisionsauthorshavemade.Theyexplorehow

authorsusestructures,conventionsandlanguageto

representcharacters,settings,events,explorethemes

andbuildtheworldofthetextforthereader.Students

developtheabilitytorespondtotextsinwritten

andspokenand/ormultimodalform.Theydevelop

analyticalresponsesdealingwiththewaysinwhich

textsconveymeaningonkeyissues.Theyalsodevelop

creativeresponsestotexts,exploringhowpurpose

andaudienceaffectthechoicestheymakeaswritersin

developing ideas and planning work.

Reading and comparing textsInthisareaofstudystudentsexplorehowcomparing

textscanprovideadeeperunderstandingofideas,

issuesandthemes.Theyinvestigatehowthereaders’

understandingofonetextisbroadenedanddeepened

whenconsideredinrelationtoanothertext.Students

produceawrittencomparisonoftheselectedtexts,

discussingimportantsimilaritiesanddifferences,and

exploringhowthetextdealswithsimilarorrelated

ideas,issuesorthemesfromdifferentperspectives.

Analysing and presenting argumentIn this area of study students focus on the analysis

andconstructionoftextsthatattempttoinfluencean

audience.Studentsreadarangeoftextsthatattempt

topositionaudiencesinvariousways.Theyexplorethe

useoflanguageforpersuasiveeffectandthestructure

andpresentationofanargument.Studentspractice

writtenanalysisofthepresentationofargumentand

theusesoflanguagetopositiontheintendedaudience.

Theycraftandpresentreasoned,structuredand

supportedargumentsandexperimentwithlanguageto

positionaudiences.


English as Additional Language (EAL)Units1and2EALstudentsdevelopandrefinetheir

Englishlanguageskillsinreading,writing,listeningand

speaking.Emphasisisplacedonactivelisteningskills,

wherestudentsunderstandinformation,developideas

andexploreopinionsthroughspecificspeakingand

listeningactivities.

Units 3 and 4InUnit3studentsreadandrespondtotexts

analyticallyandcreatively.Theyanalysearguments

andtheuseofpersuasivelanguageintexts.InUnit4

studentscomparethepresentationofideas,issues

andthemesintexts.Theycreateanoralpresentation

intendedtopositionaudiencesaboutanissue

currently debated in the media.

Reading and creating textsInthisareaofstudystudentsidentify,discussand

analysehowthefeaturesofselectedtextscreate

meaningandhowtheyinfluenceinterpretation.In

identifyingandanalysingexplicitandimpliedideasand

valuesintexts,studentsexaminethewaysinwhich

readersareinvitedtorespondtotexts.Theydevelop

andjustifytheirowninterpretationsoftexts.Students

preparesustainedanalyticalinterpretationsand

creativeresponsestoselectedtexts.

Analysing argumentIn this area of study students analyse and compare the

useofargumentandlanguageintextsthatdebatea

topicalissue.Studentsreadandviewmediatexts

in a variety of forms, including print, non-print and

multimodal,anddeveloptheirunderstandingofthe

way in which language and argument complement

oneandotherinpositioningthereader.Students

developwrittenandspokencriticalanalysesoftheuse

ofargumentandlanguageinwritten,spokenand/or

multimodalforms,includinganalysisofthequality

of the reasoning presented and the use of features to

positionaudiences.Theycomparedifferentwritten

textspresentingargumentonsimilarideasorissues,

consideringthewaysauthorsuselanguagetoexpress

arguments.

Reading and comparing textsInthisareaofstudystudentsexplorethemeaningful

connectionsbetweentwotexts.Theyanalysetexts,

includingtheinterplaybetweencharacterandsetting,

voice and structure, and how ideas, issues and themes

areconveyed.Bycomparingtexts,theygainadeeper

understanding of the ideas, issues and themes that

reflecttheworldandhumanexperiences.Students

produceawrittenanalysiscomparingselectedtexts,

discussingimportantsimilaritiesanddifferencesand

exploringhowthetextsdealwithsimilarorrelated

ideas,issuesorthemesfromdifferentperspectivesto

reflectparticularvalues.

Presenting argumentIn this area of study students build their understanding

ofbothanalysisandconstructionoftextsthatattempt

toinfluenceaudiences.Theyusetheirknowledgeof

argument and persuasive language as a basis for the

developmentoftheirownpersuasivetextsinrelation

to a topical issue. This area of study focuses on the

constructionofpersuasivetexts.Studentsusetheir

understanding of argument and language as the basis

forthedevelopmentofanoralpresentationoftheir

points of view.



Endofyearexamination–50%


Food Studies

IntroductionThefoodsectorisdynamic,diverseandcreative.

Innovativefoodproductsarecontinuallybeing

introduced in response to society’s changing social,

economic and environmental needs. Technology plays

an important role in food product development and

the way food is produced, processed, packaged and

marketed. An understanding of the links between the

historyoffood,foodprocessing,nutrition,healthand

wellbeing is a high priority in contemporary society.

Food Studies challenges students to make these links

and provides them with the knowledge and skills

tomakeinformedchoiceswhenselecting,storing,

purchasing, preparing and consuming foods.

TherearenoprerequisitesforentrytoUnits1,2and

3.StudentswhoenterthestudyatUnits2or3may

need to undertake preparatory work. Students must

undertakeUnit3priortoundertakingUnit4.Inview

of the sequenced nature of the study and the skills

required,itisadvisablethatstudentsundertakeUnits

1 through to 4.

Unit 1 – Food origins Studentsexploretheoriginsandculturalrolesof

food,fromearlycivilizationsthroughtotoday’s

industrialized and global world. Through an overview

oftheearliestfoodproductionregionsandsystems,

students gain an understanding of the natural

resources,climaticinfluencesandsocialcircumstances

thathaveledtoglobalvarietyinfoodcommodities,

cuisines and cultures.

Unit 2 – Food makersIn this area of study students focus on commercial

foodproductioninAustralia,encompassingprimary

productionandfoodprocessingandmanufacturing,

and the retail and food service sectors. Students

apply an inquiry approach, with emphasis on the ever-

changing and dynamic nature of our food industries

and their ongoing importance to Australia’s economy.

Studentswillthenconsidertheinfluencesonthe

effectiveprovisionandpreparationoffoodinthe

home.Theirpracticalskillsareextendedthrough

designingandadaptingrecipes,encompassingarange

of dietary requirements.

Unit 3 – Food in daily lifeInthisunitstudentsexplorethescienceoffood:

our physical need for it and how it nourishes and

sometimesharmsourbodies.Studentsinvestigatethe

physiologyofeatingandappreciatingfood,andthe

microbiologyofdigestion.Theyalsoinvestigatethe

functionalpropertiesoffoodandthechanges

thatoccurduringfoodpreparationandcooking.They

analysethescientificrationalebehindfoodselection

models including the Australian Dietary Guidelines.

Students develop knowledge of the role of media,

technologyandadvertisingasinfluencesonthe

formationoffoodhabitsandbeliefs,andinvestigate

theprinciplesofencouraginghealthyfoodpatterns

in children. In this unit students demonstrate their

practicalskillsthroughdevelopingarepertoireof

healthy meals suitable for children and families.


Unit 4 – Food issues, challenges and futuresInthisunitstudentsexaminedebatesaboutglobal

andAustralianfoodsystems.Firstly,studentsexplore

issues about the environment, ecology, ethics,

farmingpractices,thedevelopmentandapplicationof

technologies, the challenges of food security, food

safety and food wastage, and the use and management

ofwaterandland.Studentsfinishtheunitby

focusingonindividualresponsestofoodinformation

andmisinformation,andthedevelopmentoffood

knowledge, skills and habits to empower consumers

to make discerning food choices. Students consider

howtoassessinformationanddrawevidence-based

conclusions. They apply this methodology to navigate

contemporary food fads, trends and diets. They

practiseandimprovetheirfoodselectionskillsby

interpretingfoodlabelsandanalysingthemarketing

terms used on food packaging.

Assessment Units 1 and 2 School-assessed coursework including planning,

productionandevaluationreportsforatleasteight

sessions,shortwrittenreport,materialstesting.




French

IntroductionFrench is widely spoken throughout the world, from

theprovinceofQuebecinCanada,throughNorth,

WestandCentralAfrica,theFrenchPacificIslands

(suchasNewCaledoniaandFrenchPolynesia),the

IndianOcean(MauritiusandReunionIslands),andof

course to Europe. In Europe, French is an important

languageinBelgium,LuxemburgandSwitzerland,as

wellasbeingthenationallanguageofFrance.French,

alongwithEnglish,isoneofthetwoofficiallanguages

oftheUnitedNationsanditsagencies.Frenchisalso

akeylanguageinmanyinternationalorganisations

suchastheInternationalOlympicCommittee,Doctors

Without Borders and Red Cross. France plays an

importantroleininternationalaffairs,isanimportant

cultural beacon, and is referred to as one of the

“motors”ofEuropeanintegration.



develop greater intellectual curiosity along with the

understandingthattherearedifferentwaysof

presentingreality.Frenchstudentsoftenfindtheycan

learn other romance languages, such as Italian and

Spanish, more easily.

ThestudyofFrenchintheVCEcontinuesthe


andwriting.Withmoreknowledgestudentswillgain

agreaterappreciationofFrance,itshistory,traditions

andpeoples.Theyhaveopportunitiestoconversewith

a French language assistant on a weekly basis to build

theirexperienceandconfidenceinspokenFrench.The

course will vary slightly each year to respond to the

needs and interests of students in the class. To enter

the year 11 course students, need to have successfully

completed year 10 French.

Unit 1 – Topics of interestThroughtheexplorationofyouthissues,familyand

futurerelationships,andeducationstudentsdevelopa

broad vocabulary and knowledge of grammar. School

lifeandthefutureareexamined.Thisenablesthemto

share their opinions about the topics and to respond

towrittenandspokentextsthroughavarietyoftext

typessuchasinvitations,articles,debate,dialogue,

email,interviewandletters.Inclassstudentstakepart

innormalconversationsanddebates.

Unit 2 – Tourism, society and customsStudentsexaminetourism,travel,issuesrelatedto

wildlifeandthemedia.Theyexamineandrespondto

textssuchasadvertisements,editorials,folktales,

films,andradiointerviews.Studentsconsolidateand

build on grammar studied in previous units and have

furtheropportunitiestoenhancetheirspokenFrench

throughconversationswiththelanguageassistant.


Unit 3 – Understanding the traditional way of lifeStudentsexploreissuesrelatingtotheenvironment

and social issues such as racism and equal

opportunities.Theplightofhomelesspeopleis

addressed and a study is made of the beliefs, customs

andtraditionsoftheFrench.Schoollifeandthe

futureareexamined.Studentsrespondtowrittenand

spokentextsthroughavarietyoftexttypessuchas

imaginativestories,reportsandspeeches.

Unit 4 – Exploring the written and oral languageStudentsexploreandcompareaspectsandculture

oftheFrenchspeakingcommunitybycompleting

a detailed study of a selected topic. They will study

arangeofwrittenandoraltextswhichwillenable

them to develop an in-depth understanding of the

chosentopic.Theycontinuetoconsolidateand

furtherenhancetheirskillsthroughwrittenandoral

responses.

Assessment Units 1 and 2 School-assessed coursework including formal tasks in


Units 3 and 4 Compriseswrittenpiecesandresponsestospoken

andwrittentexts,roleplaysandinterviews.


End-of-yearoralexamination–12.5%

End-of-yearwrittenexamination–37.5%


Geography

IntroductionGeography is the study of where geographical features

are located, why they are there, what makes one

placedifferentfromanotherandhowandwhythese

differencesmatter.Itlooksattheinteractionbetween

humanactivitiesandnaturalprocessesanddevelops

understandingofthedistributionofhumanandnatural

phenomena on or near the surface of the Earth from a

spatialperspective.

The study of geography addresses the following

questions:Whatisthere?Whereisit?Whyisitthere?

Whataretheeffectsofitbeingthere?Howisit

changingovertime?Shoulditbelikethis?Whatwill

it be like in the future? Through studying geography,

students develop knowledge and skills that enable

themtounderstandthecomplexinteractionsoftheir

worldfromaspatialperspective.Theylearn

toparticipateeffectivelyasglobalcitizensinthe

sustainable use and management of the world’s

resources.FieldworkisundertakeninUnits1,2and

3.Units1,2and3havenoprerequisitesbutstudents

musttakeUnit3priortoUnit4.

Unit 1 – Hazards and disastersIn this unit students undertake an overview of hazards

beforeinvestigatingtwocontrastingtypesofhazards

and people’s responses to them. Hazards include a

widerangeofsituationsincludingthosewithinlocal

areas,suchasfastmovingtrafficorthelikelihoodof

coastal erosion, to regional and global hazards such as

droughtandinfectiousdisease.Studentsexaminethe

processes involved with hazards and hazard events,

including their causes and impacts, human responses

tohazardeventsandinterconnectionsbetweenhuman

activitiesandnaturalphenomena.Studentsundertake

fieldworkinthisunitandreportonfieldworkusingthe

structure provided.

Unit 2 – TourismInthisunitstudentsinvestigatethecharacteristics

oftourism,withparticularemphasisonwhereithas

developed, its various forms, how it has changed

andcontinuestochangeanditsimpactsonpeople,

places and environments. The study of tourism at

local, regional and global scales emphasises the

interconnectionwithinandbetweenplaces.Thereis

aninterconnectionbetweenplacestouristsoriginate

fromandtheirdestinationsthroughthedevelopment

ofcommunicationandtransportinfrastructure,

employment,togetherwithculturalpreservationand

acculturation.Thegrowthoftourismrequirescareful

management to ensure environmentally sustainable

and economically viable tourism. Students undertake

fieldworkinthisunitandreportonfieldworkusingthe

structure provided.


Unit 3 – Changing the landThisunitfocusesontwoinvestigationsofgeographical

change: change to land cover and change to land use.

Studentsinvestigatethreemajorprocessesthatare

changing land cover in many regions of the world:

deforestation,desertification,andmeltingglaciersand

icesheets.Studentsinvestigatethedistributionand

causes of these three processes. At a local scale

studentsinvestigatelandusechangeusingappropriate

fieldworktechniquesandsecondarysources.They

investigatethescaleofchange,thereasonsforchange

and the impacts of change. Students undertake

fieldworkandproduceafieldworkreportusingthe

structure provided.

Unit 4 – Human population – trends and issuesInthisunitstudentsinvestigatethegeographyof

humanpopulations.Theyexplorethepatternsof

populationchange,movementanddistribution,and

howgovernments,organisationsandindividualshave

respondedtothosechangesindifferentpartsofthe

world.Populationmovementssuchasvoluntaryand

forced movements over long or short terms

addfurthercomplexitytopopulationstructures

andtoeconomic,social,politicalandenvironmental

conditions.





Health and Human Development

IntroductionThe study of Health and Human Development aims to

enable students to:

• Understandthecomplexnatureofhealthand

wellbeing, and human development.

• Develop a broad view of health and wellbeing,

incorporatingphysical,social,emotional,

mental and spiritual dimensions, and biological,

sociocultural and environmental factors.

• Examinehowhealthandwellbeingmaybe

influencedacrossthelifespanbytheconditions

into which people are born, grow, live, work and

age.

• Develop health literacy to evaluate health

informationantakeappropriateandpositive

actiontosupporthealthandwellbeingand

manage risks.

• Develop understanding of the Australian

healthcaresystemandthepoliticalandsocial

values that underpin it.

• Applysocialjusticeprinciplestoidentifyhealth

andwellbeinginequitiesandanalyzehealthand

wellbeinginterventions.

• ApplyobjectivesoftheUnitedNationsSustainable

DevelopmentGoalstoevaluatetheeffectiveness

ofhealthandwellbeinginitiativesandprograms.

• Proposeandimplementactiontopositively

influencehealthandwellbeing,andhuman

development outcomes at individual, local,

nationaland/orgloballevels.


3.However,studentswhointendtoundertakeUnits3

and4areencouragedtoundertakeUnit1and2.

Unit 1 – Health and development of Australia’s youthThis unit take the view that health and wellbeing are

subjecttoawiderangeofcontextsandinterpretations,

withdifferentmeaningsfordifferentpeople.Students

identifypersonalperspectivesandprioritiesrelating

to health and wellbeing, and enquire into factors

thatinfluencehealthattitudes,beliefsandpractices,

including Aboriginal and Torres Strait Islanders.

Studentslookatmultipledimensionsofhealthand

wellbeing,thecomplexinterplayofinfluenceson

health and wellbeing and the indicators used to

measure and evaluate health status. With a focus

on youth, students consider their own health as

individuals and as a cohort.

Unit 2 – Individual human development and health issuesThisunitinvestigatestransitionsinhealthand

wellbeing, and development, from lifespan and

societalperspectives.Studentslookatchangesand

expectationsthatarepartoftheprogressionfrom

youth to adulthood.


Students enquire into the Australian healthcare system

andextendtheircapacitytoaccessandanalyze

healthinformation.Theinvestigatethechallengesand

opportunitiespresentedbydigitalmediaandhealth

technologies, and consider issues surrounding the use

of health data and access to quality health care.

Unit 3 – Australia’s healthThisunitexploresthedynamicandsubjective

nature of Australia’s health and wellbeing and the

benefitsofoptimalhealthonanindividualand

global scale. Students enquire into health being

usedasanindividualandcollectiveresourceand

researchthefundamentalconditionsrequiredfor

health improvement as listed by the World Health

Organisation(WHO).Theyusethisknowledgeasa

backgroundtoanalysedataininterpretingvariations

in the health status of Australians.

StudentswillalsoinvestigatetheAustralianhealthcare

system and models of health, looking at improvements

inpopulationhealththroughsocialinterventionsand

theOttawaCharter.Whiletheemphasisisonthe

Australian system, the progression and focus of public

health approaches can be applied within the global

context.

Unit 4 – Global health and human developmentThis unit focuses on global health and human

developmentandexplorestheinterrelationship

between health, human development and

sustainability.Studentswillinvestigatehealthstatus

andburdenofdiseaseindifferentcountriesthrough

dataanalysis,specificallyexploringfactorsthat

contributetohealthinequalities.Theywillconsider

healthimplicationsofincreasedglobalizationand

worldwidetrendsrelatingtoclimatechange,digital

technologies, world trade and mass movement of

people(migration).

Theywillanalyseglobalactiontoimprovehealth

andhumandevelopmentusingtheUnitedNation’s

SustainableDevelopmentGoals(SDG’s)andthework

oftheWorldHealthOrganisation(WHO).Students

willexploretheroleofnon-governmentorganisations

andAustralia’soverseasaidprogramandreflecton

theircapacitytotakeaction.

Assessment Units 1 and 2 School-assessed coursework including short tests,

writtenreportsandexaminations


End-of-yearexamination-50%


History

TherearenoprerequisitesforentrytoUnits1,2,and

3.Units3and4mustbetakenasasequence.

Units 1 and 2 Twentieth Century

Unit 1 – 1918-1939InUnit1studentsexplorethenatureofpolitical,social

and cultural change in the period between the world

wars. They study the events, ideologies and movements

oftheperiodafterWorldWarIincludingthepost-war

peacetreaties,theemergenceofextremismandthe

causesofWorldWarII.Inaddition,studentsinvestigate

sociallifeandculturalexpressionintheinterwar

periodandtheirrelationtotechnological,politicaland

economic changes of the era.

Unit 2 – 1945-2000InUnit2studentsexplorethenatureandimpactof

theColdWarandchallengesandchangestoexisting

political,economicandsocialarrangementsinthe

secondhalfofthe20thCentury.Theyinvestigate

thecausesandconsequencesoftheColdWar;the

competingideologiesthatunderpinnedevents,the

effectsonpeople,groupsandnations,andthereasons

for the end of this sustained period of ideological

conflict.Theyalsostudythewaysinwhichtraditional

ideas,valuesandpoliticalsystemswerechallengedand

changedbyindividualsandgroupinarangeofcontexts

during the period 1945-2000. This may include

experiencesofdecolonisationinthepost-warworldor

socialandpoliticalmovementssuchasthecivilrights

movementintheUnitedStates.

Units 3 and 4

RevolutionsThis subject provides the opportunity to study two

revolutions,oneinUnit3andoneinUnit4.Students

willstudytheFrenchRevolutionandoneofeitherthe

AmericanorRussianRevolutions.

The French RevolutionTherevolutioniscoveredfrom1774andthegrowing

signsoftroubleintheAncienRégimeto1795(YearIII

oftherepublic),justaftertheendoftheterror.

The American RevolutionThisunitcoversthefirststirringsofrevoltin1763,

whentheBritishbegantryingtoexertgreatercontrol

over their American colonies, through to 1789 and

theinaugurationofGeorgeWashingtonasthefirst

president.

The Russian RevolutionThis unit looks at the causes of the downfall of the

archaic Romanov regime, one of the world’s last

remaining absolute monarchies, and the consequences

thatresultedfromtherevolutionsof1917.


Australian HistoryThroughstudyingAustralianhistory,studentsexplore

fourtimeperiodsfromthelast200years,whichspan

themosttransformativeeventsandprocessesthat

have created modern Australia.

Unit 3 – Colonies and conflictAreaofStudy1:Studentsbeginbyinvestigatingthe

clashofculturesbetweentraditionalAboriginal

societiesandintroducedBritishideals.Radicalchange

occurred in just 25 years to completely transform

Victoria into the most dynamic of the Australian

colonies, and Melbourne into a world-famous city.

Students construct and evaluate arguments to analyse

the changing nature of Victoria in the period 1834-

1860.

AreaofStudy2:Thevisionsofandforthenewnation,

createdatFederationin1901,weretransforming

Australia into one of the world’s most progressive

countries. However, those visions were challenged in

1914 by World War I. Australia’s involvement in the

warreinforceditsloyaltytotheBritishEmpire,butat

thesametimeledtoagrowingsenseofindependence.

Studentsanalysethevisionsandactionsthatshaped

thenewnationfrom1890to1920,andthechangesto

thesevisionsthatresultedfromparticipationinWorld

War I.

Unit 4 – Challenge and TransformationArea of Study 1: World War II represented a direct

threattoAustralia’ssecurityunlikepreviousconflicts.

Governmentactionsinaidofthewareffortaffected

thewholenationandenormousnumbersofbothmen

and women were mobilised into the armed forces or

wartimeindustries.Allegianceswerereconsideredand

plans for post-war Australia were created, all while the

warwasstillbeingfought.Studentsanalysethesocial,

economic,andpoliticalconsequencesofthecrisisof

World War II.

Area of Study 2: Post-World War II Australia was a

timeofprosperityandeconomicgrowthbutalsoatime

ofchallengetotraditionalattitudes.Changingpatterns

ofimmigrationandinvolvementinthewarinVietnam

resultedinsignificantchangestoAustraliansociety.

Studentsevaluatethenatureandextentofchange

broughtaboutbypost-warimmigrationandAustralia’s

involvement in the Vietnam War.





Indonesian (Only Offering Units 3 & 4 2020)

Please note that Indonesian will only run as a Unit 3 and 4 subject in 2020

IntroductionIndonesia is one of Australia’s closest neighbours and

links with and mutual understanding of this country

and its people are important for our country’s future.

ThestudyofIndonesianoffersourstudentsanAsian

language with a Romanised script and the opportunity

toexplorefascinatingculturaltraditionsbasedonan

agricultural and religious heritage.

Thelanguageisusefulforstudentswhenvisiting

Indonesia,MalaysiaandSingaporeandwhenmixing

with Indonesians and Malaysians in Australia or in

future careers. The study of the language reveals the

workings of language in general and imparts strategies

of learning that can be applied in further language

studies.

ThestudyofIndonesianatVCEcontinuesthe


andwriting.Studentslearnmoresophisticatedmodes

ofexpressionsotheycanrelatetothedifferentgroups

in society. With more knowledge students will gain a

greaterappreciationofIndonesiaandMalaysia,their

traditionsandpeoples.

To enter the year 11 course, students should have

completed year 10 Indonesian.

Unit 1In this unit we focus on themes relevant to the lives of

young people such as travel, arts and entertainment,

studentexchanges,schoollifeandinternational

relationships.Studentswillexploredifferencesin

attitudesandculturebetweenthetwonations,focusing

onissuesofparticularinteresttoyoungpeople.

Unit 2FollowingonfromUnit1,weexpandonthestudents’

knowledge of Indonesia, studying the cultural diversity

ofitssociety,itstraditionaswellasitshistorical

background. Students will study the problems of

urbanisationandoverpopulationanditsimpactonthe

environment.

Unit 3In this unit we focus on health and wellbeing as well

as the stresses and pressures which are faced by

students in their everyday lives. Other topics include

theprocessofworkandcareers,Westernisationin

Indonesia, the environment and sustainability.


Unit 4This unit focuses on the detailed study, involving

research about social problems in Indonesia or other

currentissues.Thisunitisalsovitalpreparationforthe

oralexamination.


Units 3 and 4 Compriseswrittenpiecesandresponsestospoken

andwrittentexts,roleplaysandinterviews.


End-of-yearoralexamination–12.5%

End-of-yearwrittenexamination–37.5%


Legal Studies

IntroductionIn contemporary Australian society there is a range

ofcomplexlawsthatexisttoprotecttherightsof

individuals and to achieve social cohesion. These laws

are made by bodies such as parliament and the courts

andareupheldbyanumberofinstitutionsand

processes within the legal system. Members of society

interact with the laws and the legal system in many

aspectsoftheirlivesandcaninfluencelawmakers.

The study of VCE Legal Studies enables students to

becomeactiveandinformedcitizensbyprovidingthem

withvaluableinsightsintotheirrelationshipwiththe

law and the legal system. They develop knowledge and

skillsthatenhancetheirconfidence

andabilitytoaccessandparticipateinthelegalsystem.

Students come to appreciate how legal systems and

processes aim to achieve social cohesion, and how they

themselvescancreatepositivechangestolawsandthe

legal system.

This study enables students to: • understand and apply legal terminology, principles

and concepts

•applylegalprinciplestoactualand/orhypothetical

scenarios

•exploresolutionstolegalproblems,andform

reasoned conclusions

•analysetheinstitutionsthatmakelawsand

understand the way in which individuals can engage in

andinfluencelawreform

•understandlegalrightsandresponsibilities,andthe

effectivenessoftheprotectionofrightsinAustralia

•analysethemethodsandinstitutionsthatdetermine

criminal cases and resolve civil disputes

• propose and analyse reforms to the legal system to

enabletheprinciplesofjusticetobeachieved

Unit 1 – Guilt and liability In this unit students develop an understanding of legal

foundations,suchasthedifferenttypesandsourcesof

lawandtheexistenceofacourthierarchyinVictoria.

Studentsinvestigatekeyconceptsofcriminallawand

civillawandapplythesetoactualand/orhypothetical

scenarios to determine whether an accused may be

found guilty of a crime, or liable in a civil dispute. In

doingso,studentsdevelopanappreciationoftheway

inwhichlegalprinciplesandinformationareusedin

making reasoned judgments and conclusions about the

culpability of an accused, and the liability of a party in a

civil dispute.


Unit 2 – Sanctions, remedies and rights This unit focuses on the enforcement of criminal law

andcivillaw,themethodsandinstitutionsthatmay

be used to determine a criminal case or resolve a civil

dispute,andthepurposesandtypesofsanctionsand

remediesandtheireffectiveness.

Studentsundertakeadetailedinvestigationoftwo

criminal cases and two civil cases from the past four

yearstoformajudgmentabouttheabilityofsanctions

andremediestoachievetheprinciplesofjustice.

Students develop their understanding of the way rights

are protected in Australia and in another country,

andpossiblereformstotheprotectionofrights.They

examineasignificantcaseinrelationtotheprotection

of rights in Australia.

Unit 3 – Rights and justice Inthisunitstudentsexaminethemethodsand

institutionsinthejusticesystemandconsidertheir

appropriateness in determining criminal cases

and resolving civil disputes. Students consider the

Magistrates’ Court, County Court and Supreme Court

within the Victorian court hierarchy, as well as other

Victorianlegalinstitutionsandbodiesavailableto

assistwithcases.Studentsexplorematterssuchas

therightsavailabletoanaccusedandtovictimsinthe

criminaljusticesystem,therolesofthejudge,jury,

legalpractitionersandtheparties,andtheabilityof

sanctionsandremediestoachievetheirpurposes.

Studentsinvestigatetheextenttowhichtheprinciples

ofjusticeareupheldinthejusticesystem.Theydiscuss

recent reforms from the past four years and

recommended reforms to enhance the ability of the

justicesystemtoachievetheprinciplesofjustice.

Throughout this unit, students apply legal reasoning

andinformationtoactualand/orhypothetical

scenarios.

Unit 4 – The people and the law Inthisunit,studentsexplorehowtheAustralian

Constitutionestablishesthelaw-makingpowersofthe

Commonwealth and state parliaments, and protects

the Australian people through structures that act as a

check on parliament in law-making. Students develop

anunderstandingofthesignificanceoftheHigh

CourtinprotectingandinterpretingtheAustralian

Constitution.Theyinvestigateparliamentandthe

courts,andtherelationshipbetweenthetwoinlaw-

making, and consider the roles of the individual, the

mediaandlawreformbodiesininfluencinglawreform.

Throughout this unit, students apply legal reasoning

andinformationtoactualscenarios.

Assessment Units 1 and 2 Suitable tasks for assessment in these units include:

tests,classroompresentation,structuredquestions

andexamination.

Units 3 and 4 School-assessed coursework - 50%

Externalend-of-yearexamination-50%


Literature

IntroductionThe study of literature focuses on the enjoyment and

appreciationofreadingthatarisesfromdiscussion,

debateandthechallengeofexploringthemeaningsof

literarytexts.Studentsreflectontheirinterpretations

and those of others.

The study is based on the premise that meaning is

derivedfromtherelationshipbetweenthetext,the

contextinwhichitwasproduced,andtheexperience

oflifeandliteraturethereaderbringstothetexts.

Accordingly,thestudyencompassestextsthatvaryin

form and range from past to contemporary social and

culturalcontexts.Studentslearntounderstandthat

textsareconstructions,toconsiderthecomplexityof

languageandtorecognisetheinfluenceofcontexts

and form. The study of literature encourages

independentandcriticalthinkinginstudents’

analyticalandcreativeresponsestotexts,whichwill

assist students in the workforce and in future academic

study.

Unit 1 - Approaches to literatureA variety of genres is studied including poetry, plays,

novels,shortstoriesandfilmsandwillincludeatleast

oneAustraliantext.

There are three areas of study in this unit:

• Readers and their responses

• Ideasandconcernsintexts

• Views and values

Unit 2 - Contexts and connectionsA variety of genres will be studied with an emphasis

oftextsfrompasterasandtheirtransformationinto

modernised versions.

There are two areas of study in this unit:

• Thetext,thereaderandtheircontexts

• Connectionsbetweentexts

Units 3 and 4WestudytwoAustraliantextsandacombinationof

plays, poetry, short stories and novels.

TherearethreeareasofstudyinUnit3:

• Adaptationsandtransformations

• Views,valuesandcontexts

• Consideringalternativeviewpoints

TherearetwoareasofstudyinUnit4:

• Creativeresponsetotexts

• Closeanalysisoftexts

Assessment Units 1 and 2 School-assessed coursework including reading

journals,oralandwrittenreviews,textanalyses,

essaysanddramaticpresentations.




Mathematics

IntroductionMathematicsisthestudyoffunctionandpattern

in number, logic, space and structure, and of

randomness, chance, variability and uncertainty in data

and events.

This study is designed to provide access to worthwhile

andchallengingmathematicallearning.Thisstudy

enablesstudentstodevelopmathematicalconcepts,

knowledgeandskills;applymathematicstoanalyse,

investigateandmodelavarietyofcontextsandsolve

practicalandtheoreticalproblems.Studentsalsolearn

tousetechnologyeffectivelyasatoolforworking

mathematically.

Subjects offeredThefollowingunitsofstudyareoffered:

Units 1 and 2 (year 11)• FoundationMathematics

• GeneralMathematics

• MathematicalMethods

• SpecialistMathematics

Units 3 and 4 (year 12)• FurtherMathematics

• MathematicalMethods

• SpecialistMathematics

AstudentmaycountamaximumoftwoUnit3and4

mathematicssubjectmarksintheirtopfourforthe

purposeofcalculatingtheirATAR.AthirdUnit3and4

mathematicssubjectcanonlybecountedastheirfifth

orsixthsubject.

CalculatorsACAScalculatorisrequiredforallVCEMathematics

subjects(retainedfromyear10).

Units 1 and 2 SubjectsFoundation Mathematics Units 1 and 2 This subject provides for students who wish to

continuetodeveloptheirmathematicalstudiesbutdo

notwishtoundertakeanystudiesinmathematicsat

Units3and4level.Thereisastrongemphasisonthe

useofmathematicsinpracticalcontexts.Theareasof

studyforUnits1and2arespace,shapeanddesign,

patternsandnumber,data,andmeasurement.

General Mathematics Units 1 and 2 This subject provides a non-calculus based course for a

broadrangeofstudents.Thesixpossibleareasofstudy

forUnits1and2arealgebraandstructure,arithmetic

andnumber,discretemathematics,geometry,

measurement and trigonometry, graphs of linear and

non-linearrelations,andstatistics.

Mathematical Methods Units 1 and 2 This subject provides a course for able and interested

studentsofmathematicswhoenjoythechallengesof

abstract concepts and applying these in both standard

andunfamiliarcontexts.Theareasofstudyare

functionsandgraphs,algebra,calculus,andprobability

andstatistics.

Students must have studied, and successfully

completed,year10AMathematicstobeabletostudy

MathematicalMethods.


Specialist Mathematics Units 1 and 2 This subject provides a course for very able and

interestedstudentsofmathematicswhoenjoythe

challenges of abstract concepts and applying these

inbothstandardandunfamiliarcontexts.Theareas

ofstudyarealgebraandstructure,arithmeticand

number, geometry, measurement and trigonometry,

graphsoflinearandnon-linearrelations,discrete

mathematicsandstatistics.

Students must either have studied previously, or be

concurrentlystudying,MathematicalMethodsinorder

totakeSpecialistMathematicsateitherUnits1and2

levelorUnits3and4level.

Assessment (all Unit 1 and 2 subjects)School-assessed coursework

Units 3 and 4 SubjectsFurther Mathematics Units 3 and 4 This is a non-calculus course designed to be widely

accessible for a broad range of students. The content

providesgeneralpreparationforemploymentorfurther

study,inparticularwheredataanalysis,recursionand

numberpatternsareimportant.Theareasofstudy

consist of the core topics of data analysis and recursion,

andfinancialmodelling,andtwomodulesselectedfrom:

matrices,networksanddecisionmathematics,geometry

andmeasurement,orgraphsandrelations.Students

will be advised at the start of the academic year which

modules have been chosen by the College.

AssessmentSchool-assessed coursework – 34%

Examination1–33%

Examination2–33%Mathematical Methods Units 3 and 4 ThiscourseextendsthecontentstudiedinUnits1

and 2, preparing students for background or further

studyin,forexample,science,humanities,economics

andmedicine.Theareasofstudyarefunctionsand

graphs,algebra,calculus,andprobabilityandstatistics.

StudentsshouldhavesuccessfullycompletedUnits1

and2MathematicalMethodsinordertoundertake

Units3and4.


Examination1–22%

Examination2–44%

Specialist Mathematics Units 3 and 4 ThissubjectextendsthecontentstudiedinUnits1and

2.Theareasofstudyarefunctionsandgraphs,algebra,

calculus, vectors, mechanics, and probability and

statistics.Studentsshouldhavesuccessfullycompleted

Units1and2SpecialistMathematicsinorderto

undertakeUnits3and4.


Examination1–22%

Examination2–44%


Course combinationsThefollowingtablegivespossiblecombinationsofunitsforstudentswhochoosetocontinuewithMathematicsat

Units3and4level.

Units 1 and 2 Units 3 and 4GeneralMathematics1and2 FurtherMathematics3and4

MathematicalMethods1and2 MathematicalMethods3and4andor/FurtherMathematics3and4

GeneralMathematics1and2and MathematicalMethods1and2

FurtherMathematics3and4and/orMathematicalMethods3and4

MathematicalMethods1and2and SpecialistMathematics1and2

MathematicalMethods3and4alone orwithSpecialistMathematics3and4


Media

IntroductionStories in all their forms are at the heart of the media

anditsrelationshipwithaudiences.Throughstories

narrativesareconstructedthatengage,andareread,

byaudiences.Representationsofideas,realitiesand

imaginationareconstructedanddeconstructed,

remixedandreimaginedwitheverincreasing

technologicalsophistication,easeandspeedtoengage

audiences.

Developments in technologies have transformed

media at a rapid pace. The interplay between

printandbroadcastmediaandmultinational-

networkeddatabaseplatformshasenabledcreative

communicationopportunitiesandreworkednotions

of key media concepts including audiences, forms

andproducts,storytelling,influence,institutionsand

industries.

Media audiences are no longer constrained by

physical,socialandpoliticalboundaries.Audiencesare

consumers,users,creativeandparticipatoryproducers

andproduct.Thishascreatedadramaticincreasein

communicative,culturalandcreativepossibilities.

The greater involvement of audiences has generated

enormous changes in the media economy and issues of

content control.

Studentsexaminehowandwhythemediaconstructs

andreflectsrealityandhowaudiencesengagewith,

consume, read, create and produce media products.

This study is designed to enable students to:

• investigateandanalysetheirandothers’

experienceofthemedia

• examinetherelationshipbetweenaudiencesand

the media

• understandthecodesandconventionsthatare

usedtoconstructmedianarrativesandproducts

• developanunderstandingoftraditionaland

contemporarymediaforms,products,institutions

andindustriesthroughtheoreticalstudyand

practicalapplication

• develop an understanding of the nature, roles,

structureandcontextsofcreationanddistribution

of media forms and products

• analysemediastoriesandnarrativesto

understand how meaning is constructed and how

audiences are engaged

• developanunderstandingoftherelationship

between the media and audiences that produce

and engage with it

• developthecapacitytoinvestigate,examineand

evaluate debates around the role of contemporary

mediaanditsimplicationsforsociety

• developskillsincriticallyunderstandingthe

significanceandaestheticsofthemedia

• developandrefineskillsinthedesign,production,

evaluationandcriticalanalysisofmediaproducts

inarangeofcontextsandformsfordifferent

audiences.

ThestudyofMediacompriseswrittenresponses

(shortanswerandextendedresponse),researchand

discussion.Studentsshouldhavesoundwritingskills

inordertosuccessfullycompletearangeofformative

andsummativeassessmenttasks.Thepractical

components of the course are weighted roughly

halfofthesubject’sassessment,butthetheoretical

components of the course are given a greater focus


inclassbecausetheconceptsexploredinformboth

theoryandproductionassessments.

Although it is not a formal prerequisite, students

attemptingUnits1and2arestronglyadvisedtohave

undertaken Year 10 Media, whilst students wishing

tostudyUnits3and4Mediashouldhavesuccessfully

completedUnits1and2Media.

Unit 1 – Media forms, representations and Australian storiesIn this unit students develop an understanding of

audiences and the core concepts underpinning the

constructionofrepresentationsandmeaningin

differentmediaforms.Theyexploremediacodesand

conventionsandtheconstructionofmeaninginmedia

products.

Unit 2 – Narrative across media formsIn this unit students further develop an understanding

oftheconceptofnarrativeinmediaproducts

andformsindifferentcontexts.Narrativesin

bothtraditionalandnewerformsincludefilm,

television, sound, news, print, photography, games,

andinteractivedigitalforms.Studentsanalysethe

influenceofdevelopmentsinmediatechnologies

onindividualsandsociety,examininginarange

ofmediaformstheeffectsofmediaconvergence

andhybridisationonthedesign,productionand

distributionofnarrativesinthemediaandaudience

engagement,consumptionandreception.

Unit 3 – Media narratives and pre-productionInthisunitstudentsexplorestoriesthatcirculate

insocietythroughmedianarratives.Theyconsider

theuseofmediacodesandconventionstostructure

meaning,andhowthisconstructionisinfluenced

bythesocial,cultural,ideologicalandinstitutional

contextsofproduction,distribution,consumption

andreception.Studentsassesshowaudiencesfrom

differentperiodsoftimeandcontextsareengagedby,

consumeandreadnarrativesusingappropriatemedia

language.

Unit 4 – Media production and issues in the mediaInthisunitstudentsfocusontheproductionandpost-

productionstagesofthemediaproductionprocess,

bringingthemediaproductiondesigncreatedinUnit3

toitsrealisation.Theyrefinetheirmediaproductionin

responsetofeedbackandthroughpersonalreflection,

documentingtheiterationsoftheirproductionasthey

worktowardscompletion.

Assessment

Units 1 and 2 School-assessed coursework


School-assessed task – 40%



Music Investigation

This subject is only offered at Units 3 and 4 level.

IntroductionStudentswillresearchperformancepractices

relevanttoamusicstyle,traditionorgenre.This

studymayberepresentativeofmusicpracticeina

specifictime,placeorculture,and/ortheworkofa

particularperformerorcomposer.Studentsdesignan

InvestigationTopicasabasisforstudyofperformance

techniquesandconventions,interpretative

possibilitiesandcontextualissues.Throughthisstudy

they develop listening, aural,

theoretical,interpretativeandtechnicalmusicianship

skillsanddemonstratefindingsthroughperformance

of established repertoire, music they have composed,

and commentary about issues that have informed their

interpretationofarepresentativeprogramofworks.

Studentselectingtoundertakethisstudychoose

whether they will present their end-of-year

performanceexaminationprogramasmembersofa

group or as a soloist.

Students are required to be having private

music lessons when they are undertaking Music

Investigation.

In each unit students:

• criticallylistenandanalyseperformancesand

music works

• research, learn, interpret and rehearse a

representativeandcharacteristicprogramof

works

• buildrequiredtechnicalandexpressiveskills

• selectandcreateexercisestosupport

developmentandrefinementofspecific

techniques

• explorerelevantcontextualissuesand

performanceconventions

• design and present performances to communicate

their knowledge and understanding

• compose, improvise or arrange music in a style,

traditionorgenrerelatingtotheInvestigation

Topic.

Unit 3In this unit, students select a work from the prescribed

list.TheydefinetheirInvestigationTopicandexplore

thisthroughinvestigation,composition,improvisation,

arrangement, and performance.

Unit 4StudentscontinuetoexploretheirInvestigationTopic

whichincludesthepreparationofprogramnotesto

accompany their end of year performance.

Assessment Units 3 and 4 School-assessed coursework – 50%

Solo music performance or group performance - 50%


Music Performance

IntroductionMusic Performance aims to broaden and enrich

students’musicalexperienceandencouragealifelong

engagement with music and music making. In each unit

students build on their performance and musicianship

skills. They present a range of performances, study

theworkofotherperformersandexplorestrategies

tooptimisetheirownapproachtoperformance.They

identifytechnical,expressiveandstylisticchallenges

andendeavourtoaddressthesespecificareas.Students

alsodeveloptheirlistening,aural,theoreticaland

analyticalmusicianshipskillsandapplythisknowledge

whenpreparingandpresentingperformances.

Students are required to be having private music

lessons when they are undertaking Music Performance.

Unit 1This unit focuses on building performance and

musicianship skills. Students present performances of

selected group and solo music works using one or more

instruments. They study the work of other performers

andexplorestrategiestooptimisetheirownapproach

toperformance.Theyidentifytechnical,expressive

andstylisticchallengesrelevanttoworksthatthey

arepreparingforperformanceandpracticetechnical

work to address these challenges. Students study

music language and develop their ability to write, hear,

identifyandsingfundamentalcomponentssuchas

intervals,scalesandtriads.Theyrefinetheirabilityto

notate music by hand.

Unit 2This unit focuses on further building performance and

musicianshipskills.Inadditiontobuildingonthegroup

and solo performance skills and music language skills of

Unit1,studentsalsoengageincompositiontasks.They

explorearangeofstrategieswithinaselectedstylistic

frameworktoexplorecreativepossibilitiesandextend

musicideas.Useofmusicconceptssuchaschoiceofkey,

chordprogressionandinstrumentationareexplored.

Unit 3Thisunitfocusesonbuildingandrefiningperformance

and musicianship skills. Students focus on either

grouporsoloperformanceandbeginpreparationofa

performance program they will present in an end-of-

yearexamination.Studentsdoingsoloperformance

willprepareaprogramofworksselectedentirely

from the VCE prescribed list of notated Solo Works.


Students doing group performance will prepare a

minimum of two works from the VCE prescribed

list of group works and then include their own choice

pieces. A wide range of performance styles and

techniques are to be demonstrated in the performance

program. Students study the work of other performers

andrefineselectedstrategiestooptimisetheirown

approachtoperformance.Theyidentifytechnical,

expressiveandstylisticchallengesrelevanttoworks

they are preparing for performance and endeavour to

address these challenges. Students

developtheirlistening,aural,theoreticalandanalytical

musicianship skills and apply this knowledge when

preparingandpresentingperformances.

Unit 4In this unit students further develop their performance

and musicianship skills, increasing their focus on

preparationsfortheend-of-yearexaminations.

Theyrefinetheirperformanceprogramaccordingto

the requirements of the VCE and the VCAA Music

Performance criteria.Through analyses of other

performers’interpretationsandfeedbackontheirown

performances,studentsrefinetheirinterpretations

andoptimisetheirapproachtoperformance.They

continuetoaddresschallengesrelevanttoworksthey

are preparing for performance and to strengthen their

listening,aural,theoreticalandanalyticalmusicianship

skills.


Units 3 and 4 School-assessed course work - 30%

End-of-yearauralandwrittenexamination-20%

End-of-yearexamperformanceexamination(soloor

group)-50%


Outdoor and Environmental Studies

IntroductionVCE Outdoor and Environmental Studies is

concerned with the ways humans interact with

and relate to outdoor environments. ‘Outdoor

environments’ include environments that have

minimuminfluencefromhumans,aswellasthose

environmentsthathavebeensubjecttodifferent

levelsofhumanintervention.Thestudyenables

studentstomakecriticallyinformedcommenton

questionsofenvironmentalsustainabilityandto

understand the importance of environmental health,

particularlyinlocalcontexts.

Inthisstudybothpassiveandactiveoutdoor

activitiesprovidethemeansforstudentstodevelop

experientialknowledgeofoutdoorenvironments.

Such knowledge is then enhanced through the

theoreticalstudyofoutdoorenvironmentsfrom

perspectivesofenvironmentalhistory,ecologyand

thesocialstudiesofhumanrelationshipswithnature.

Thestudyalsoexaminesthecomplexinterplay

between human impacts on outdoor environments

and nature’s impact on humans.

Outdoorexperiencescouldincludeguided

activitiesinareassuchasfarms,mining/logging

sites,interpretationcentres,coastalareas,rivers,

mountains, bushland, forests, urban parks, and state

ornationalparks.Activitiesundertakencouldinclude

bushwalking, cross-country skiing, canoe touring,

cycletouring,conservationandrestorationactivities,

marineexploration,andparticipationincommunity

projects.

Unit 1 – Exploring outdoor experiencesThisunitexaminessomeofthewaysinwhich

humans understand and relate to nature through

experiencesofoutdoorenvironments.Thefocusis

on individuals and their personal responses to and

experiencesofoutdoorenvironments.Studentsare

providedwiththeopportunitytoexplorethemany

ways in which nature is understood and perceived.

Students develop a clear understanding of the range

ofmotivations

forinteractingwithoutdoorenvironmentsandthe

factorsthataffectanindividual’saccessto

outdoorexperiencesandrelationshipswithoutdoor

environments.Throughoutdoorexperiences,

studentsdeveloppracticalskillsandknowledgeto

help them live sustainably in outdoor environments.

Studentsunderstandthelinksbetweenpractical

experiencesandtheoreticalinvestigations,

gaining insight into a variety of responses to, and

relationshipswith,nature.

Unit 2 – Discovering outdoor environmentsThisunitfocusesonthecharacteristicsofoutdoor

environmentsanddifferentwaysofunderstanding

them, as well as the human impacts on outdoor

environments. In this unit students study nature’s

impact on humans, as well as the ecological, social and


economicimplicationsofhumanimpactonoutdoor

environments. Students develop a clear understanding

of the impact of technologies and changing human

lifestyles on outdoor environments. Students

examineanumberofcasestudiesofspecificoutdoor

environments, including areas where there is evidence

ofhumanintervention.Theydevelopthepractical

skills required to minimise human impact on outdoor

environments.Studentsareprovidedwithpractical

experiencesasthebasisforcomparisonbetween

outdoorenvironmentsandreflectiontodevelop

theoreticalknowledgeaboutnaturalenvironments.

Unit 3 - Relationships with outdoor environmentsIn this unit students focus on the ecological, historical

andsocialcontextsofrelationshipsbetween

humans and outdoor environments in Australia.

Case studies of a range of impacts on outdoor

environmentsareexaminedinthecontextofthe

changingnatureofhumanrelationshipswithoutdoor

environments in Australia. Students will consider a

numberoffactorsthatinfluencerelationshipswith

outdoorenvironmentsandexaminethedynamic

natureofrelationshipsbetweenhumansandtheir

environment. Students are involved in one or more

experiencesinoutdoorenvironments,includingin

areaswherethereisevidenceofhumaninteraction.

Throughthesepracticalexperiencesstudentsare

abletomakecomparisonsbetweenandtoreflect

upon outdoor environments, as well as to develop

theoreticalknowledgeandskillsaboutspecificnatural

environments.

Unit 4 - Sustainable outdoor relationshipsInthisunitstudentsareencouragedtoexplore

the sustainable use and management of outdoor

environments.Theywillexaminethecontemporary

state of environments in Australia, consider the

importance of healthy outdoor environments,

andexaminetheissuesrelatingtothecapacityof

outdoor environments to support the future needs

oftheAustralianpopulation.Studentsexaminethe

importance of developing a balance between human

needsandtheconservationofoutdoorenvironments

and consider the skills needed to be environmentally

responsiblecitizens.Theyinvestigatecurrentacts

andconventionsaswellasmanagementstrategies

for achieving and maintaining healthy and sustainable

environments in contemporary Australian society.


AssessmentUnits 1 to 4AllassessmentsatUnits1and2areschool-based.

Students are required to demonstrate two outcomes

that encompass the areas of study in the unit.

Students will also complete internal College

Examinations.

The major assessment task for this unit is a journal

orreportdemonstratinglinksbetweentheoretical

contentstudiedandpracticalexperiencesundertaken.

Additionally,atleastonetaskforassessmentofeach

outcome is to be selected from the following:

• a case study

• anoralpresentationincludingtheuseof

multimediaandpodcasts

• data analysis

• structuredquestions

• writtenresponses,includingessaysandweb

discussion forums.

Unit 3 ThelevelofachievementinUnit3willbedetermined

by School-assessed Coursework that must be

completed mainly in class and within a limited

timeframe.

School-assessedCourseworkforUnit3willcontribute

25 per cent to the study score.

ThelevelofachievementforUnits3isalsobeassessed

byanend-of-yearexamination,whichwillcontribute

50 per cent of the years’ result.

Unit 4ThelevelofachievementinUnit4willbe

determined by School-assessed Coursework. This

will be completed mainly in class and within a limited

timeframe.

School-assessedCourseworkforUnit4willcontribute

25 per cent to the study score.

ThelevelofachievementforUnits4isassessedbyan

end-of-yearexamination.

Theexaminationwillcontribute50percentoftheend

of year result.


IntroductionPhilosophy, literally translated as “love of wisdom”,

grappleswithsomeofthemostprofoundquestionswe

can ask. What is the nature of reality? Is it possible to

attainabsolutecertaintyaboutanything?What

isthepurposeofhumanexistence?Are“right”

and“wrong”simplymattersofculture?DoesGod

exist?Exploringthesequestionsisfascinatingand

intellectually challenging. Philosophy asks us to

movebeyondroutinethinkingandtointerrogateour

thoughtprocessesandbeliefs.Welearntoexamine

ourprejudices,probetheassumptionsbehindwhatwe

believe,andofferjustificationsforourviews.

Doing philosophy is not about coming up with a single

“correct” answer, but rather developing the ability

tothinkcriticallyandcreatively,analyseproblems,

clarify concepts, and construct reasonable, organised

arguments. Most importantly, philosophy demands

that we think for ourselves. It has been described as

“anextremesportforthemind”.Philosophyshould

helpustoseethedifferencebetweenclear,careful,

creativethinking,andsloppy,superficialthinking.

Such skills of independent, logical thinking are highly

transferable.Theessentialthinkingskillsfosteredby

Philosophynotonlyassistustobebetterthinkers

and communicators in other disciplines and life as a

whole,butalsoprovideexcellentpreparationforany

future career. Studying philosophy nurtures students’

curiosity, problem-solving skills, open-mindedness,

persistenceandintellectualconfidence.

The study also focuses on philosophers and

philosophicalideasatdifferentstagesinhistory.

Studentswillgainanappreciationforthehistoryof

westernideas,andhowtheassumptionsofourown

contemporary culture have their roots in ancient ways

ofthinking.Philosophyisachallengingandstimulating

subjectthatoftenconfrontsstudentswithideasthey

haven’t considered before. These four VCE units are

designedforableandmotivatedstudentswhoarenot

afraidtothinkhard.Strongreadingandwritingskills

areessential.StudentsareadvisedtocompleteUnits1

and2beforeproceedingtoUnits3and4.

Unit 1 – Existence, knowledge and reasoningWhat is the nature of reality? How can we acquire

certainknowledge?Thesearesomeofthequestions

that have challenged humans for millennia and

underpin ongoing endeavours in areas as diverse as

science,justiceandthearts.Thisunitengagesstudents

withfundamentalphilosophicalquestionsthrough

active,guidedinvestigationandcriticaldiscussion

of two key areas of philosophy: epistemology and

metaphysics. The emphasis is on philosophical inquiry

– ‘doing philosophy’ – and hence the study and

practiceoftechniquesoflogicarecentraltothisunit.

As students learn to think philosophically, appropriate

examplesofphilosophicalviewpointsandarguments,

both contemporary and historical, are used to support,

stimulateandenhancetheirthinkingaboutcentral

conceptsandproblems.Studentsinvestigaterelevant

debates in applied epistemology and metaphysics,

Philosophy


and consider whether the philosophical bases of these

debatescontinuetohaverelevanceincontemporary

society and our everyday lives.

Metaphysics is the study of the basic structure and

categoriesofwhatexists,orofreality.Weexplore

questionsincluding:Whatisthenatureofconcepts

such as mind, soul, thought and consciousness?

Howareviewsonthemindandbodysignificantfor

contemporarydebatessuchasartificialintelligenceor

the treatment of animals?

Epistemology addresses problems of knowledge. We

explorequestionsincluding:Howcanweknowthings?

Can we know anything with certainty? What is the

differencebetweenknowledgeandbelief?Whatare

our sources of knowledge in areas such as the physical

and human sciences and how reliable are they?

Unit 2 – Questions of valueWhatarethefoundationsofourjudgmentsabout

value?Whatistherelationshipbetweendifferent

typesofvalue?How,ifatall,canparticularvalue

judgmentsbedefendedorcriticised?Thisunitinvites

studentstoexplorethesequestionsinrelationto

differentcategoriesofvaluejudgmentwithinthe

realmsofmorality,politicalandsocialphilosophy

andaesthetics.Studentsalsoexplorewaysinwhich

viewpoints and arguments in value theory can inform

and be informed by contemporary debates.

Unit 3 – Minds, bodies and personsThisunitconsidersbasicquestionsregardingthemind

andtheselfthroughtwokeyquestions:Arehuman

beings more than their bodies? Is there a basis for

the belief that an individual remains the same person

overtime?Studentscriticallycomparetheviewpoints

andargumentsputforwardintextsbyhistorical

philosophersfromtheWesterntraditionsuchasPlato,

David Hume and John Locke with more contemporary

views,Buddhistperspectives,andtheirowncommon

senseassumptions.Implicationsforthesedebateson

areassuchasartificialintelligenceandpost-humanism

are considered.

Unit 4 – The good lifeThisunitconsidersthecrucialquestionofwhatitisfor

a human to live well. What does an understanding of

human nature tell us about what it is to live well? What

is the role of happiness in a well-lived life? Is morality

centraltoagoodlife?Howdoesoursocialcontext

impactonourconceptionofagoodlife?

Inthisunit,studentsexploretextsbybothancient

philosophers such as Plato and Aristotle and modern

philosopherssuchasFriedrichNietzscheandPeter

Singer.Studentscriticallycomparetheviewpointsand

argumentsinsettextsfrombothancientandmodern

periods to their own views on how we should live,

and use their understandings to inform their analysis

of contemporary debates surrounding foreign aid,

theenvironment,andattemptsatcensorshipinthe

internet age.


Assessment Units 1 and 2 School-assessed coursework including journal

entries,shortwrittenexercises,essaysandoral

responses




Physical Education

IntroductionVCEPhysicalEducationexploresthecomplex

interrelationshipsbetweenanatomical,biomechanical,

physiologicalandskillacquisitionprinciplesto

understandtheirroleinproducingandrefining

movement.Itexaminesbehavioural,psychological,

environmentalandsocioculturalinfluenceson

performanceandparticipationinphysicalactivity.The

assimilationoftheoreticalunderstandingandpractice

iscentraltothestudyofVCEPhysicalEducation.

Studentsparticipateinpracticalactivitiestoexamine

the core concepts that underpin movement and that

influenceperformanceandparticipationinphysical

activity,sportandexercise.

Throughintegratedphysical,written,oralanddigital

learningexperiences,studentsapplytheoretical

conceptsandreflectcriticallyonfactorsthataffect

alllevelsofperformanceandparticipationinsport,

exerciseandphysicalactivity.

TherearenoprerequisitesforentrytoUnits1,2and3.

StudentsmustundertakeUnit3priortoundertaking

Unit4.Itisstronglyrecommendedandwouldbe

mostadvantageoustohaveanappreciationofhuman

movement, anatomy and physiology.

Unit 1 – The human body in motionInthisunitstudentsexplorehowthemusculoskeletal

and cardiorespiratory systems work together to

producemovement.Throughpracticalactivities

studentsexploretherelationshipsbetweenthebody

systemsandphysicalactivity,sportandexercise,and

how the systems adapt and adjust to the demands of

theactivity.Studentsinvestigatetheroleandfunction

of the main structures in each system and how they

respondtophysicalactivity,sportandexercise.They

explorehowthecapacityandfunctioningofeach

system acts as an enabler or barrier to movement and

participationinphysicalactivity.

Unit 2 – Physical activity, sport and societyThis unit develops students’ understanding of physical

activity,sportandsocietyfromaparticipatory

perspective.Studentsareintroducedtotypesof

physicalactivityandtheroleparticipationinphysical

activityandsedentarybehaviourplaysintheirown

health and wellbeing as well as in other people’s lives

indifferentpopulationgroups.Studentsapplyvarious

methodstoassessphysicalactivityandsedentary

behaviourlevelsattheindividualandpopulationlevel,

andanalysethedatainrelationtophysicalactivityand

sedentary behaviour guidelines. Students study and

apply the social-ecological model and/or the Youth

PhysicalActivityPromotionModeltocritiquearange

ofindividual-andsettings-basedstrategiesthatare

effectiveinpromotingparticipationinsomeformof

regularphysicalactivity.


Unit 3 – Movement skills and energy for physical activityThis unit introduces students to the biomechanical

andskillacquisitionprinciplesusedtoanalysehuman

movementskillsandenergyproductionfroma

physiologicalperspective.Studentsuseavarietyof

tools and techniques to analyse movement skills and

applybiomechanicalandskillacquisitionprinciples

toimproveandrefinemovementinphysicalactivity,

sportandexercise.Theyusepracticalactivities

todemonstratehowcorrectapplicationofthese

principles can lead to improved performance in

physicalactivityandsport.Studentsinvestigatethe

relativecontributionandinterplayofthethreeenergy

systemstoperformanceinphysicalactivity,sportand

exercise.Studentsexplorethecausesoffatigueand

considerdifferentstrategiesusedtopostponefatigue

and promote recovery.

Unit 4 – Training to improve performanceIn this unit students analyse movement skills from

a physiological, psychological and sociocultural

perspective,andapplyrelevanttrainingprinciplesand

methods to improve performance within

physicalactivityatanindividual,clubandelitelevel.

Improvements in performance depend on the ability of

the individual and/or coach to gain, apply and evaluate

knowledge and understanding of training.

Studentsanalyseskillfrequencies,movementpatterns,

heartratesandworktorestratiostodetermine

therequirementsofanactivity.Studentsconsider

the physiological, psychological and sociological

requirements of training to design and evaluate an

effectivetrainingprogram.Studentsparticipatein

a variety of training sessions designed to improve

ormaintainfitnessandevaluatetheeffectiveness

ofdifferenttrainingmethods.Studentscritique

theeffectivenessoftheimplementationoftraining

principles and methods, and evaluate the chronic

adaptationstotraining.





Physics

IntroductionPhysicsseekstounderstandandexplainthephysical

world.Itexaminesmodelsandideasusedtomake

senseoftheworld,whicharesometimeschallenged

as new knowledge develops. By looking at the way

matterandenergyinteractthroughobservations,

measurementsandexperiments,physicistsgaina

betterunderstandingoftheunderlyinglawsofnature.

VCEPhysicsprovidesstudentswithopportunities

toexplorequestionsrelatedtothenaturaland

constructedworld.Thestudyprovidesacontextual

approachtoexploringselectedareaswithinthe

disciplineincludingatomicphysics,electricity,fields,

mechanics, thermodynamics, quantum physics and

waves.Studentsexamineclassicalandcontemporary

research, models and theories to understand how

knowledgeinphysicshasevolvedandcontinuesto

evolve in response to new evidence and discoveries.

Anunderstandingofthecomplexitiesanddiversity

of physics leads students to appreciate the

interconnectedness of the content areas both within

physics, and across physics and other sciences.

Unit 1 – What ideas explain the physical world?Inthisunitstudentsexplorehowphysicsexplains

phenomena which are not always visible to the unaided

human eye. Students consider thermal concepts by

investigatingheat,probecommonanalogiesused

toexplainelectricity,andconsidertheoriginsand

formationofmatter.Studentsusethermodynamic

principlestoexplainphenomenarelatedtochanges

in thermal energy. They apply thermal laws when

investigatingenergytransferswithinandbetween

systems, and assess the impact of human use of energy

ontheenvironment.Studentsexaminethemotionof

electronsandexplainhowitcanbemanipulatedand

utilised.Theyexplorecurrentscientificallyaccepted

theoriesthatexplainhowmatterandenergyhave

changedsincetheoriginsoftheUniverse.

Unit 2 – What do experiments reveal about the physical world?Inthisunitstudentsexplorethepowerofexperiments

indevelopingmodelsandtheories.Theyinvestigate

a variety of phenomena by making their own

observationsandgeneratingquestions,whichinturn

leadtoexperiments.Inthecorecomponentofthis

unitstudentsinvestigatethewaysinwhichforcesare

involved both in moving objects and in keeping objects

stationary.Studentschooseoneoftwelveoptions

related to astrobiology, astrophysics, bioelectricity,

biomechanics,electronics,flight,medicalphysics,

nuclearenergy,nuclearphysics,optics,soundand

sports science.


Unit 3 – How do fields explain motions and electricity?Inthisunitstudentsexploretheimportanceofenergy

inexplaininganddescribingthephysicalworld.They

examinetheproductionofelectricityanditsdelivery

tohomes.Applicationsofconceptsrelatedtofields

include the transmission of electricity over large

distancesandthedesignandoperationofparticle

accelerators.Theyexploretheinteractions,effects

andapplicationsofgravitational,electricandmagnetic

fields.StudentsuseNewton’slawstoinvestigate

motioninoneandtwodimensions,andareintroduced

toEinstein’stheoriestoexplainthemotionofveryfast

objects. They consider how developing technologies

canchallengeexistingexplanationsofthephysical

world, requiring a review of conceptual models and

theories.

Unit 4 – How can two contradictory models explain both light and matter?Inthisunitstudentsexploretheuseofwaveand

particletheoriestomodelthepropertiesoflightand

matter.Theyexaminehowtheconceptofthewave

isusedtoexplainthenatureoflightandexploreits

limitationsindescribinglightbehaviour.Students

furtherinvestigatelightbyusingaparticlemodel

toexplainitsbehaviour.Awavemodelisalsoused

toexplainthebehaviourofmatterwhichenables

studentstoconsidertherelationshipbetweenlight

andmatter.Studentslearntothinkbeyondthe

conceptsexperiencedineverydaylifetostudythe

physicalworldfromanewperspective.


Units 3 and 4 School-assessed coursework– 40%



Psychology

IntroductionPsychology is a broad discipline that incorporates

boththescientificstudyofhumanbehaviourthrough

biological,psychologicalandsocialperspectives

andthesystematicapplicationofthisknowledge

to personal and social circumstances in everyday

life.VCEPsychologyenablesstudentstoexplore

how people think, feel and behave through the use

ofabio-psychosocialapproach.Thestudyexplores

theconnectionbetweenthebrainandbehaviour

byfocusingontheinterplaybetweengeneticsand

environment,individualdifferencesandgroup

dynamics,sensoryperceptionandawareness,memory

and learning, and mental health.

Unit 1 – How are behaviour and mental processes shaped?Human development involves changes in thoughts,

feelings and behaviours. In this unit students

investigatethestructureandfunctioningofthehuman

brainandtheroleitplaysintheoverallfunctioningof

thehumannervoussystem.Studentsexplorebrain

plasticityandtheinfluencethatbraindamagemayhave

onaperson’spsychologicalfunctioning.Theyconsider

thecomplexnatureofpsychologicaldevelopment,

includingsituationswherepsychologicaldevelopment

maynotoccurasexpected.Studentsexaminethe

contributionthatclassicalandcontemporarystudies

have made to an understanding of the human brain

anditsfunctions,andtothedevelopmentofdifferent

psychological models and theories.

Unit 2 – How do external factors influence behaviour and mental process?A person’s thoughts, feelings and behaviours are

influencedbyavarietyofbiological,psychologicaland

socialfactors.Inthisunitstudentsinvestigatehow

perceptionofstimulienablesapersontointeractwith

theworldaroundthemandhowtheirperceptionof

stimulicanbedistorted.Theyevaluatetherolesocial

cognitionplaysinaperson’sattitudes,perceptionof

themselvesandrelationshipswithothers.Students

exploreavarietyoffactorsandcontextsthatcan

influencethebehaviourofanindividualandgroups.

Theyexaminethecontributionthatclassicaland

contemporary research has made to the understanding

ofhumanperceptionandwhyindividualsandgroups

behaveinspecificways.

Unit 3 – How does experience affect behaviour and mental processes?Thenervoussysteminfluencesbehaviourandthe

waypeopleexperiencetheworld.Inthisunitstudents

examinebothmacro-levelandmicro-levelfunctioning

ofthenervoussystemtoexplainhowthehuman

nervous system enables a person to interact with the

worldaroundthem.Theyexplorehowstressmayaffect

aperson’spsychologicalfunctioningandconsiderthe

causesandmanagementofstress.Studentsinvestigate

how mechanisms of memory and learning lead to the

acquisitionofknowledge,thedevelopmentofnew

capacitiesandchangedbehaviours.


Theyconsiderthelimitationsandfallibilityofmemory

andhowmemorycanbeimproved.Studentsexamine

thecontributionthatclassicalandcontemporary

research has made to the understanding of the

structureandfunctionofthenervoussystem,andto

the understanding of biological, psychological and

socialfactorsthatinfluencelearningandmemory.

Unit 4 – How is wellbeing developed and maintained?Consciousness and mental health are two of many

psychologicalconstructsthatcanbeexploredby

studyingtherelationshipbetweenthemind,brain

andbehaviour.Inthisunitstudentsexaminethe

nature of consciousness and how changes in levels

ofconsciousnesscanaffectmentalprocessesand

behaviour. They consider the role of sleep and the

impact that sleep disturbances may have on a person’s

functioning.Studentsexploretheconceptofamental

healthcontinuumandapplyabio-psychosocial

approach to analyse mental health and disorder. They

usespecificphobiatoillustratehowthedevelopment

and management of a mental disorder can be

consideredasaninteractionbetweenbiological,

psychological and social factors.





Spanish

IntroductionThe study of Spanish contributes to student

personal development in a range of areas including

communicationskills,interculturalunderstanding,

cognitivedevelopment,literacyandgeneral

knowledge.Learningandusinganadditionallanguage

encouragesstudentstoexaminetheinfluences

ontheirperspectivesandsociety,andtoconsider

issuesimportantforeffectivepersonal,socialand

internationalcommunication.Itenablesstudents

toexaminethenatureoflanguage,including

their own, and the role of culture in language,

communicationandidentity.Byunderstandingthe

process of language learning, students can apply skills

andknowledgetoothercontextsandlanguages.

Learningalanguageengagesanalyticalandreflective

capabilitiesandenhancescriticalandcreative

thinking.

The study of Spanish develops students’ ability

to understand and use a language that is spoken

byapproximately500millionpeopleacrossfour

continentsandwhichisoneoftheofficiallanguages

oftheUnitedNationsandEuropeanUnion.The

Spanish language is the most widely spoken Romance

language, both in terms of the number of speakers

andthenumberofcountriesinwhichitisanofficial

language.PronunciationandusageoftheSpanish

language naturally vary across countries, these

regionaldifferencesmakingthelanguagericher.

As Spanish belongs to the family of Romance

languages,derivedfromLatin,ithasmanylexicaland

structuralconnectionswithEnglishaswellasother

Europeanlanguages.ThestudyofSpanishoffers

astrongliteraryandartisticheritage,enhancedby

the range of popular cultures it represents and the

colloquialexpressionsusedbyitsspeakers.The

Spanish language has also been enriched by the

influenceofmanyotherlanguages,including

Arabic, Basque, Catalan, Greek, French, English and

the Indigenous languages of the Americas.

AknowledgeofSpanishcanprovideopportunities

tofurtherexploreinterculturalconnectionswith

the Spanishspeaking world and prepare students

for further study and employment in areas such as

interpretingandtranslating,thearts,architecture,

tourism, community services, overseas aid, business,

financeandtechnologyStudentswillhavethe

opportunity to converse with a Spanish language

assistantonaweeklybasistobuildtheirexperience

andconfidenceinspokenSpanish.Thecoursewill

vary slightly each year to respond to the needs and

interests of students in the class. To enter the year 11

course students, need to have successfully completed

year 10 Spanish.


Unit 1 - Relationships- Global and contemporary society

Outcomes Marks allocated Assessments tasks

Outcome 1:Oncompletionofthis unit the student should be abletoexchangemeaninginaspokeninteractioninSpanish.

20 • Participateinaconversation,intervieworrole-play

• Give a talk to the class about the selected subtopic, asking and answeringquestions

Outcome 2:Oncompletionofthis unit the student should be abletointerpretinformationfromtwotextsonthesamesub-topic presented in Spanish, and respondinwritinginSpanishandin English.

15 • Writeadescriptivesummaryofafilmincludinginformationfromareviewofthefilm

• Listentoaconversationandviewamaptowritedirections

• Readanarticleandlistentoanannouncementtowriteinstructions.

Outcome 3: Oncompletionofthis unit the student should be abletopresentinformation,conceptsandideasinwritinginSpanish on the selected subtopic andforaspecificaudienceandpurpose.

15 • Createawrittenpresentationwhichmayincludepictures;thismaybesupported by media such as Photo Story or PowerPoint

• Writeanimaginativechildren’sstory.

Total marks: 50


Unit 2 - Communication and Media- Aspirations, Education and Careers


Outcome 1::Oncompletionofthis unit the student should be abletorespondinwritinginSpanishtospoken,writtenorvisualtextspresentedinSpanish.

15 • Write a personal answer to an email

• Writeaninformativebloginresponsetotexts

• Respondinawrittenlettertoaradioannouncementoreditorial.

Outcome 2: Oncompletionofthis unit the student should be able to analyse and use informationfromwritten,spokenorvisualtextstoproduceanextendedwrittenresponseinSpanish.

15 • Describeinwritinganexperienceseenfromdifferentperspectives

• Writeareflectivearticleonaculturalinsight,suchastheattitudesofSpanish-speakingpeopleinAustraliaandelsewheretotraditionalcustoms

• Evaluateopposingargumentsputforwardonanissue,suchasatti-tudes to health or the long-term impact of social media on society.

Outcome 3: Oncompletionofthis unit the student should beabletoexplaininformation,ideas and concepts orally in Spanishtoaspecificaudienceabout an aspect of culture within communitieswhereSpanishisspoken.

20 • Narratealifestory,eventorincidentthathighlightsanaspectofculture

• Telltheclassapersonalorreflectivestoryaboutaculturalevent

• Presentandexplainanaspectofculture,referringtoaportfolioor aPowerPointpresentation.

Total marks: 50

Unit 3- Cultural Heritage- Historical Perspectives


Outcome 1: Oncompletionofthis unit the student should be abletoparticipateinaspokenexchangeinSpanishtoresolveapersonal issue.

20 Athree-tofour-minuterole-play,focusingonnegotiatingasolutionto a personal issue.

Outcome 2: Oncompletionofthis unit the student should be abletointerpretinformationfromtextsandwriteresponsesinSpanish

15 Responsestospecificquestionsorinstructionsusinginformationextractedfromwritten,spokenandviewedtextsontheselectedsubtopic

Outcome 3:Oncompletionofthis unit the student should beabletoexpressideasinapersonal,informativeorimaginativepieceofwritinginSpanish

15 Anapproximately250-wordpersonal,informativeorimaginativepiece ofwriting.

Total marks: 50


Unit 4 - The influence of science and technology- Living in a Spanish-speaking community


Outcome 1: Oncompletionofthis unit the student should be abletoparticipateinaspokenexchangeinSpanishtoresolveapersonal issue

20 Athree-tofour-minuterole-play,focusingonnegotiatingasolutiontoapersonal issue.

Outcome 2: Oncompletionofthis unit the student should be abletointerpretinformationfromtextsandwriteresponsesinSpanish

15 Responsestospecificquestionsorinstructionsusinginformation extractedfromwritten,spokenandviewedtextsontheselectedsubtopic

Outcome 3:Oncompletionofthis unit the student should beabletoexpressideasinapersonal,informativeorimaginativepieceofwritinginSpanish

15 Anapproximately250-wordpersonal,informativeorimaginativepieceofwriting.

Total marks: 50


Studio Arts

IntroductionThecreativenatureofvisualartprovidesindividuals

with the opportunity for personal growth, the

expressionofideasandaprocessforexamining

identity.Exhibitionsofartworksofferinsightintothe

diverseinterpretationsoflifeandexperiences

ofartists.VCEStudioArtsencouragesandsupports

studentstorecognisetheirindividualpotential

asartistsanddeveloptheirunderstandingand

development of art making.

VCE Studio Arts broadens students’ understanding of,

and ability to engage with, artworks. It equips students

with knowledge and skills to pursue an art studio

practiceandfollowtertiaryandindustrypathwaysin

fineart,researchandeducation.


3 but prior studies in year 10 Visual Arts subjects is

recommended.StudentsmustundertakeUnit3prior

toundertakingUnit4.

Unit 1 – Studio inspiration and techniquesThis unit focuses on developing an individual

understandingofthestagesofstudiopracticeand

howtoexplore,develop,refine,resolveandpresent

artworks.Studentsexploresourcesofinspiration,

researchartisticinfluences,developindividualideas

andexplorearangeofmaterialsandtechniques

relatedtospecificartforms.Usingdocumented

evidence in a visual diary, students progressively

refineandresolvetheirskillstocommunicateideasin

artworks.

Students also research and analyse ways in which

artistsfromdifferenttimesandcultureshave

developedtheirstudiopracticetointerpretand

expressideas,sourceinspirationandapplymaterials

and techniques in artworks.

Unit 2 – Studio exploration and conceptsThis unit focuses on establishing and using a studio

practicetoproduceartworks.Thestudiopractice

includestheformulationanduseofanindividual

approachtodocumentingsourcesofinspiration,

andexperimentationwithselectedmaterialsand

techniquesrelevanttospecificartforms.Students

exploreanddevelopideasandsubjectmatter,create

aestheticqualitiesandrecordthedevelopmentofthe

work in a visual diary as part of the studio process.

Artworksmadebyartistsfromdifferenttimesand

cultures are analysed to understand developments

instudiopractice.Usingarangeofartperiods,

movements or styles, students develop a broader

knowledge of art history. Comparisons of

contemporary art with historical art styles and

movements is embedded in course content.


Unit 3 – Studio practices and processesThisunitfocusesontheimplementationofan

individualstudioprocessleadingtotheproductionofa

rangeofpotentialdirections.

Studentsplanandapplyastudioprocesstoexplore

and develop their individual ideas. Analysis of these

explorationsandthedevelopmentofthepotential

directionsisanintrinsicpartofthestudioprocessto

supportthemakingoffinishedartworksinUnit4.

Thestudyofartistsandtheirworkpracticesand

processesmayprovideinspirationforstudents’own

approachestoartmaking.Studentsinvestigateand

analysetheresponseofartiststoawiderangeof

sourcematerialandexaminetheiruseofmaterialsand

techniques.Theyexploreprofessionalartpracticesof

artistsfromdifferenthistoricalandculturalcontextsin

relationtoparticularartworksandartforms.

Unit 4 – Studio practice and art industry contextsThisunitfocusesontheplanning,productionand

evaluationrequiredtodevelop,refineandpresent

artworks.Tosupportthecreationofartworks,

studentspresentvisualandwrittenevaluationthat

explainswhytheyselectedarangeofpotential

directionstoproduceatleasttwofinishedartworks.

Once the artworks have been made, students provide

anevaluationaboutthecohesiverelationshipbetween

the artworks.

Thisunitalsoinvestigatesaspectsofartists’

involvementintheartindustry.Studentsinvestigate

themethodsandconsiderationsoftheartistand/or

curatorinvolvedinthepreparation,presentationand

conservationofartworksdisplayedinexhibitionsinat

leasttwodifferentgalleriesorexhibitions.Students

examinearangeofenvironmentsforthepresentation

of artworks including public galleries, commercial and

privategalleries,universityartgalleries,artist-run

spaces,alternativeartspacesandonlinegalleryspaces.


Examination


School-assessed task - 60%



Systems Engineering

New for 2020 Please note that Systems Engineering will only run subject to viable student numbers.

IntroductionVCE Systems Engineering involves the design,

production,operation,evaluationanditerationof

integrated systems, which mediate and control many

aspectsofhumanexperience.IntegraltoVCESystems

Engineeringistheidentificationandquantificationof

systemsgoals,thegenerationofsystemdesigns,trial

anderror,justifieddesigntrade-offs,selectionand

implementationofthemostappropriatedesign.

Students test and verify that the system is well-built

and integrated. They evaluate how well the completed

systemmeetstheintendedgoalsandreflectonthe

systemsengineeringprocesstocreateasatisfactory

design outcome.

Unit 1: Mechanical SystemsThis unit focuses on engineering fundamentals as

the basis of understanding concepts, principles and

components that operate in mechanical systems. The

term‘mechanicalsystems’includessystemsthatutilise

all forms of mechanical components and their linkages.

While this unit contains the fundamental physics and

theoreticalunderstandingofmechanicalsystems

andhowtheywork,thefocusisonthecreationof

asystem.Thecreationprocessdrawsheavilyupon

designandinnovationprocesses.

Studentscreateanoperationalsystemusingthe

systems engineering process. The focus is on a

mechanicalsystem;however,itmayincludesome

electrotechnological components.

Allsystemsrequiresomeformofenergytofunction.

Studentsresearchandquantifyhowsystemsuseor

convert the energy supplied to them.

Students are introduced to mechanical engineering

principles including mechanical subsystems and

devices,theirmotions,elementaryappliedphysics,

andrelatedmathematicalcalculationsthatcan

beappliedtodefineandexplainthephysical

characteristicsofthesesystems.

Unit 2: Electrotechnological systems

In this unit students study fundamental

electrotechnological engineering principles. The

term ‘electrotechnological’ encompasses systems

that include electrical/electronic circuitry including

microelectroniccircuitry.Throughtheapplication

of the systems engineering process, students create

operationalelectrotechnologicalsystems,which

may also include mechanical components or electro-

mechanical subsystems.

While this unit contains fundamental physics and

theoreticalunderstandingofelectrotechnological

systems and how they work, the focus is on the

creationofelectrotechnologicalsystems,drawing

heavilyupondesignandinnovationprocesses.


Electrotechnologyisacreativefieldthatresponds

to, and drives rapid developments and change

broughtaboutthroughtechnologicalinnovation.

Contemporary design and manufacture of electronic

equipmentinvolvesincreasedlevelsofautomation

and inbuilt control through the inclusion of

microcontrollers and other logic devices. In this

unitstudentsexploresomeoftheseemerging

technologies.

Students study fundamental electrotechnological

principles including applied electrical theory, standard

representationofelectroniccomponentsanddevices,

elementary applied physics in electrical circuits and

mathematicalprocessesthatcanbeappliedtodefine

andexplaintheelectricalcharacteristicsofcircuits.

AssessmentTheawardofsatisfactorycompletionisbasedon

whether the student has demonstrated the set of

outcomesspecifiedfortheunit.Teachersusea

varietyoflearningactivitiesandassessmenttasks

thatprovidearangeofopportunitiesforstudentsto

demonstrate the key knowledge and key skills in the

outcomes.


Theatre Studies

Unit 1 and 2 Drama and Unit 1 and 2 Theatre Studiesare offered in alternate years. In 2020 Unit 1 and2 Drama and Unit 3 and 4 Theatre Studies will be offered. In 2021 Unit 1 and 2 Theatre Studies and Unit 3 and 4 Drama will be offered.

Unit 1 – Pre-modern theatre styles and conventionsThisunitfocusesontheapplicationofacting,

directionanddesigninrelationtotheatrestyles

from the pre-modern era, that is, works prior to the

1920s.Studentscreativelyandimaginativelywork

inproductionroleswithscriptsfromthepre-modern

eraoftheatre,focusingonatleastthreedistinct

theatrestylesandtheirconventions.Theystudy

innovationsintheatreproductioninthepre-modern

era and apply this knowledge to their own works.

Students develop knowledge and skills about theatre

productionprocessesincludingdramaturgy,planning,

development and performance to an audience and

apply this to their work.

Theatre styles from the pre-modern era of theatre

include Ancient Greek, Ancient Roman, Liturgical

drama such as morality/miracle/mystery plays,

Commediadell’Arte,Elizabethan,Restoration

comediesanddramas,Neo-classical,Naturalism/

Realism,BeijingOpera,Noh,BunrakuandKabukiand

othertraditionalindigenoustheatreforms.

Students begin to develop skills of performance

analysis and apply these to the analysis of a play in

performance.

Unit 2 - Modern theatre styles and conventionsThisunitfocusesontheapplicationofacting,direction

anddesigninrelationtotheatrestylesfromthe

modern era, that is, the 1920s to the present. Students

creativelyandimaginativelyworkinproductionroles

with scripts from the modern era of theatre, focusing

onatleastthreedistincttheatrestyles.Theystudy

innovationsintheatreproductioninthemodernera

and apply this knowledge to their own works. Students

developknowledgeandskillsabouttheatreproduction

processes including dramaturgy, planning, development

and performance to an audience and apply this to their

work.Theystudysafeandethicalworkingpracticesin

theatreproductionanddevelopskillsofperformance

analysis, which they apply to the analysis of a play in

performance.

Theatre styles from the modern era of theatre

includeEpictheatre,Constructivisttheatre,Theatre

oftheAbsurd,Politicaltheatre,Feministtheatre,

Expressionism,Eclectictheatre,Experimentaltheatre,

Musicaltheatre,Physicaltheatre,Verbatimtheatre,

Theatre-in-education,andImmersive/Interactive

theatre.


Unit 3 - Producing theatreInthisunitstudentsdevelopaninterpretationof

a script through the three stages of the theatre

productionprocess:planning,developmentand

presentation.Studentsspecialiseintwoproduction

roles,workingcollaboratively,creativelyand

imaginativelytorealisetheproductionofascript.

They use knowledge developed during this process

toanalyseandevaluatethewaysworkinproduction

rolescanbeusedtointerpretscriptexcerpts

previously unstudied. Students develop knowledge and

applyelementsoftheatrecomposition,andsafeand

ethicalworkingpracticesinthetheatre.

Studentsattendaperformanceselectedfromthe

prescribedVCETheatreStudiesUnit3Playlistand

analyseandevaluatetheinterpretationofthescriptin

the performance. The Playlist is published annually on

the VCAA website.

Unit 4 - Presenting an interpretationIn this unit students study a scene and an associated

monologue.Theyinitiallydevelopaninterpretation

oftheprescribedscene.Thisworkincludesexploring

theatricalpossibilitiesandusingdramaturgyacrossthe

threestagesoftheproductionprocess.Studentsthen

developacreativeandimaginativeinterpretationof

the monologue that is embedded in the speci ed scene.

Torealisetheirinterpretation,theyworkinproduction

roles as an actor and director, or as a designer.

Students’ work for Areas of Study 1 and 2 is supported

throughanalysisofaperformancetheyattend.The

performance must be selected from the VCE Theatre

StudiesUnit4Playlist.ThePlaylistispublished

annually on the VCAA website. Students analyse

acting,directionanddesignandtheuseoftheatre

technologies,asappropriatetotheproduction.

InconductingtheirworkinAreasofStudy1and2,

students develop knowledge in and apply safe and

ethicaltheatrepractices.


Units 3 and 4 School-assessed coursework 45%

End-of-yearstagecraftexamination–25%

End-of-yearwrittenexamination–30%


Visual Communication Design

IntroductionVisualcommunicatorsinfieldssuchasarchitecture,

engineering,graphicdesign,multimedia,industrial

design,advertising,fashionandinteriordesignall

depend on visual imagery to develop and communicate

ideasandinformation.Thissubjectusestext

andimagesinimaginativeandoriginalways,to

communicate a message to an audience. This study is

designedtoteachanunderstandingoftheapplication

andfunctionoffreehanddrawing,drawingconventions

such as technical drawing, computer aided design and

design elements and principles. Students learn about

Australianandinternationaldesigners,andhavethe

opportunity to learn how contemporary design has

beeninfluencedhistorically,sociallyandculturally.

At year 11 students are able to undertake Visual

CommunicationDesignUnits1and2only.A

student must have successfully completed Visual

CommunicationDesignUnits1and/or2inorderto

undertakeUnits3and4.

Unit 1 – Introduction to visual communication designThis unit focuses on using visual language to

communicate messages, ideas and concepts. This

involves acquiring and applying design thinking skills

as well as drawing skills to create messages, ideas

and concepts, both visible and tangible. Students

practisetheirabilitytodrawwhattheyobserveand

theyusevisualisationdrawingmethodstoexplore

their own ideas and concepts. Students develop an

understandingoftheimportanceofpresentation

drawingstoclearlycommunicatetheirfinalvisual

communications.

Unit 2 – Applications of visual communication within design fieldsThisunitfocusesontheapplicationofvisual

communicationdesignknowledge,designthinkingand

drawingmethodstocreatevisualcommunicationsto

meetspecificpurposesindesignateddesignfields.

Studentsusepresentationdrawingmethodsthat

incorporatetheuseoftechnicaldrawingconventions

tocommunicateinformationandideasassociatedwith

theenvironmentalorindustrialfieldsofdesign.They

alsoinvestigatehowtypographyandimageryareused

inthesefieldsaswellasthecommunicationfieldof

design.

In response to a brief, students engage in the stages

ofresearch,generationofideasanddevelopment

andrefinementofconceptstocreatevisual

communications.


Unit 3 – Visual communication design practicesIn this unit students gain an understanding of the

process designers employ to structure their

thinking and communicate ideas with clients, target

audiences, other designers and specialists. Through

practicalinvestigationandanalysisofexistingvisual

communications,studentsgaininsightintohowthe

selectionofmethods,mediaandmaterials,andthe

applicationofdesignelementsanddesignprinciples,

cancreateeffectivevisualcommunicationsfor

specificaudiencesandpurposes.Theyinvestigate

andexperimentwiththeuseofmanualanddigital

methods, media and materials to make informed

decisionswhenselectingsuitableapproachesforthe

development of their own design ideas and concepts.

Students use their research and analysis of the process

ofvisualcommunicationdesignerstosupportthe

development of their own designs. They establish a

brief for a client and apply design thinking through the

design process.

Unit 4 – Visual communication design development, evaluation and presentationThe focus of this unit is on the development of

designconceptsandtwofinalpresentationsofvisual

communicationstomeettherequirementsofthebrief.

This involves applying the design process twice to meet

eachofthestatedcommunicationneeds.

Having completed their brief and generated ideas

inUnit3,studentscontinuethedesignprocessby

developingandrefiningconceptsforeach

communicationneedstatedinthebrief.Theyutilisea

range of digital and manual two and three dimensional

methods,mediaandmaterials.Theyinvestigate

howtheapplicationofdesignelementsanddesign

principlescreatesdifferentcommunicationmessages

and conveys ideas to the target audience.

AssessmentUnits 1 and 2 School-assessed coursework


School-assessed task – 40%



VCE Vocational Education and Training (VET)

IntroductionCompletionofaVCEVETprogramenablesstudents

tograduatewithbothaVCEcertificate(withanATAR)

andanationallyrecognisedVocationalEducationand

Trainingqualification.ScoredVCEVETprogramsmay

be included in a student’s primary four studies for the

calculationoftheATARscore.

Advantages of a VCE VET program• StudentscancompleteaVocationalEducationand

TrainingqualificationastheycompletetheirVCE

• CompletionofaVocationalEducationandTraining

Certificateprovidesstudentswithadditional

pathways including university, diploma and

certificatecourses

• Bothpart-timeandfull-timeemployment

opportunitiesareenhancedasstudentsdevelop

skills relevant to the industry

• Nationallyrecognizedqualification

Beyond school students may:

• apply for a university course with an ATAR as with

any other VCE program

• proceed to a TAFE course, entering the program

with credit for units of competence already

completed

• proceed directly to employment using the

qualificationandvocationalskillsacquired

VET assessment and contribution to the VCE ProgramStudentscompletingbothyearsofaVETsubjectwill

receive four unit credits towards their VCE: two at

Units1and2andaUnits3and4sequence.

Students undertake a Scored Assessment to receive

acontributiontotheATARandtogainaStudyScore.

This Study Score can contribute directly to the primary

fourorasafifthorsixthsubjectwhencalculatingthe

ATAR.Ifthesubjectisunscored(noexamorstudy

score)itcancountasa5thor6thsubject.

Creative and Digital MediaCreativeandDigitalMediawillbetaughtatSt

Leonard’s College subject to viable student numbers.

Therefore,noexternaltraveltoTAFEmaybe

necessary.

Certificate III in Screen and MediaThisqualificationprovidestudentswithabroad

rangeofknowledgeandcreativecomputingskillsto

pursue a career or further training in the screen and

mediaindustryinareassuchasfilmandtelevision

production,2Dand3Danimations,3Dmodelling,

radiobroadcasting,graphicdesign,digitalimaging,

photography, web design and web authoring.

VCEVETCreativeandDigitalMediagivesstudents

theopportunitytogainpracticalskillsinmultimedia/

screenandmedia(interactivedigitalmedia)design

and development. Students learn, create, develop

and broaden a range of skills and knowledge in a wide

varietyofdigitalmediacontexts.Studentsfocus

mainlyonAdobeMasterSuiteCCapplications,

such as Photoshop, Bridge, Animate, Dreamweaver,

Illustrator,AfterEffects,PremierePro,InDesign,and

Auto Cad Maya.


Through this program, students will have the

opportunitytogainpracticalskillsinmultimedia

design and development. The students will receive

hands-onexperienceswithhardwareandsoftware,

which is currently in use by industry. There are no

prerequisites for this course.

Course structure – Units 1 and 2 (2019)Core• Developandextendcriticalandcreativethinking

• Contribute to health and safety of self and others

• Workeffectivelyinthecreativeartsindustry

Elective• Produce and prepare photo images

• Maintaininteractivecontent:websites

• Followdesignprocessinanimation

Course structure – Units 3 and 4 (2020)• 2Ddigitalanimations

• Write content for a range of media

• Exploreandapplythecreativeprocessto2Dforms

• Authorinteractivesequences

• Create visual design components Career opportunitiesWithadditionaltrainingandexperiencepotential

employmentopportunitiescanincludecamera/lighting

assistant,radioprogrammaker/presenter,editing

assistant,interactivemediaauthor,gamesdesigner,

photographer,productionassistant,webdesigner,web

author,2Dand3Danimatororspecialeffectsproducer.

HospitalityThisprogramofferstheappropriateknowledgeand

skills that prepare students for a diverse range of

occupationsinthehospitalityindustry,including

commercial cookery and catering, food and beverage

serviceandaccommodationservice.

Certificate II in Hospitality – Stage 1 – VCE Units 1 and 2CertificateIIinHospitalityisdesignedtoprovide

students with the necessary training and skills for the

achievement of competency in food and beverage

service.Dependingontheelectiveschosen,Units1

and2includedevelopingandupdatinghospitality

industry knowledge, serving food and beverage to

customers, organising and preparing food, providing

visitorinformationandworkplacehygiene.

ClassesareonWednesdayafternoons2.30pm–

7.00pmwithpracticalclassesfinishinglater.Students

willcompletetheCertificateIIinHospitalityinthefirst

yearandalsoreceiveafoodhandlerscertificate.

Certificate II in Hospitality - Enhanced Stage 2 – VCE units 3 and 4Units3and4offersscoredassessmentand

incorporates units such as providing food and

beverage service, preparing and serving non-alcoholic

beverages, responsible service of alcohol and

preparingandservingespressocoffee.Studentswill

receiveaStatementofAttainmentandaResponsible

ServiceofAlcoholCertificate.


Studies in Stage 1 and Stage 2 lead to advanced

standing in the Diploma/Advanced Diploma of

Hospitality and the Holmesglen Bachelor of Hotel

Management.

CompletionofCertificateIIinHospitalitymayprovide

employmentopportunitiesinavarietyofroles,

suchas:foodandbeverageattendant,bar/bottle

shopattendant,frontoffice/receptionist,catering

assistant, kitchen hand, waiter or barista. With

additionaltrainingandexperience,futureemployment

opportunitiesmayincluderestaurantmanager,

sommelier and maître d’.

Certificate II in Hospitality (Kitchen Operations)CertificateIIinHospitality(KitchenOperations)

provides students with the skills and knowledge to be

competentinarangeofkitchenfunctionsandactivities

needed to work in various hospitality enterprises

where food is prepared and served. Students will

completethesamefirstyearastheCertificateIIin

Hospitality(above)followedbyabridgingprogram

prior to commencing stage 2.

Units3and4offerscoredassessmentandincorporate

units such as preparing, cooking and serving food

forservice,andpreparingappetisers,salads,stocks,

sauces,soups,anddesserts.Studentscontinuing

studiesafteryear12willreceiveadvancedstanding

intheCertificateIIIinCommercialCookery,orother

related hospitality studies.

Withadditionaltrainingandexperience,future

employmentopportunitiesmayincludechef,pastry

chef, caterer, breakfast cook, short order cook and fast

food cook.

The following courses are available to study at

HolmesglenMoorabbinonWednesdayafternoons

and can form part of your VCE program. St Leonard’s

College will contribute towards the fees for these

coursesuptoamaximumof$1,800peryear,however

isstudentschoosetowithdrawafterthesensusdate,

parents are liable for the years fees.

The following subjects have scored assessment

in year 12:

• CertificateIIIinScreenandMedia

• CertificateIIIinCommunityServices

• CertificateIIIinLaboratorySkills

• CertificateIIIinInformation,DigitalMediaand Technology

• CertificateIIIinSportandRecreation

• CertificateIIinHospitality

• CertificateIIinEngineering

• CertificateIIIinAlliedHealthAssistance

The following subjects can be used as a 5th or 6th

subject:

• CertificateIIIinTourism

• CertificateIIIinEvents

• CertificateIIinElectrotechnology

• CertificateIIIinEarlyChildhoodEducation and Care

CertificateIIIinBeautyServices

CertificateIIIinBuildingandConstruction

Coursesofferedatotherinstitutionsthat St Leonard’s students have studied include:

CertificateIIinAutomativeVocationalPreparation

CertificateIIinDance

CertificateIIinEquineStudies

CertificateIIIinMusicIndustry



St Leonard’s College163 South Road, Brighton East VIC 3187

P(+613)99099300F(+613)95923439

ABN 52 006 106 556CRICOS 00343K

[email protected] stleonards.vic.edu.au

Documents

VCE Course Guide 2020 - St Leonard's College