Wallan Secondary College VCE Course Selection Handbook 2020 › ... › vce_handbook_2020.pdf · 2019-08-07 · VCE The Victorian Certificate of Education (VCE) is a certificate that

Wallan Secondary College

VCE

Course Selection Handbook

2020

1

Contents Page General Information

The VCE (The Victorian Certificate of Education) .......................... .....................................2

VCE Units............................................................................................................................. 2

Satisfactory (S) Completion of the VCE ................................................................................ 2

Not Satisfactory (N) VCE Unit Result ................................................................................... 3

School Assessed Coursework (SACs) ................................................................................... 3

School Assessed Tasks (SATs).............................................................................................. 4

Taking a Unit 1/2 Study in Year 10 or a Unit 3/4 Study in Year 11 ..................................... 4

VCE Course Selection

Undertaking a Unit 1/2 subject in Year 10 or a Unit 3 & 4 in Year 11................................. 5

2020 Subject Offerings (Year 10 to Year 11) ....................................................................... 6

2020 Subject Offerings (Year 11 to Year 12) ....................................................................... 7

VCE Course Planner............................................................................................................. 8

Vocation Education and Training (VET)

General information ........................................................................................................... 8

Victorian Certificate of Applied Learning (VCAL)

General information ........................................................................................................... 8

Senior School Attendance Requirements

Information ......................................................................................................................... 9

Learning Pathways............................................................................................................................................................ 10

Glossary ............................................................................................................................................................................ 11

Subject Descriptors

The Arts

Languages Health & Physical Education

Media ................................................................................................................................. 14 Studio Art ........................................................................................................................... 15-16

Visual Communication & Design ........................................................................................ 17

Drama …………………………………………………………………………………………………………………………….……………………….18- 19

English ................................................................................................................................ 21-22

Literature ........................................................................................................................... 23-24

Health & Human Development.......................................................................................... 26-27 Physical Education ............................................................................................................. 28-29

2

Mathematics

Science

The Humanities

Design & Technology

Foundation Maths Units 1 & 2.................................................................................... 31 General Mathematics Units 1 & 2.............................................................................. 32 Mathematical Methods Units 1 & 2............................................................................... 33 Mathematical Methods Units 3 & 4. ......................................................................... 34 Further Mathematics Unit 3 & 4 ………………………………………………………………………….35

Biology ........................................................................................................................37-38 Chemistry ................................................................................................................... 39-40 Environmental Science............................................................................................... 41-42

Physics......................................................................................................................... 43-44 Psychology .................................................................................................................. 45-46

Business Management................................................................................................ 48-49 History……………………………………………………………………………………..………………………….. 50 Legal Studies ............................................................................................................... 51-52 Australian Global Politics……………………………………………………………………………………….. 53

Product Design and Technology – Materials and Textiles…....................................... 55-56

Food Studies…….......................................................................................................... 57-58

Applied Computing…………………………………………………………………………………………………59

Computing (Software Development).......................................................................... 60 Computing (Data Analytics) .…………………………………………………………………………………61

Glossary ...................................................................................................................................................................... 62

2

General Information

The VCE

(Victorian

Certificate of

Education)

VCE Units

Satisfactory

Completion of

VCE

The Victorian Certificate of Education (VCE) is a certificate that recognises the

successful completion of your secondary education. It is generally undertaken

taken during Year 11 and 1 2 of Secondary schooling. However, m a n y students

(who are organised, hardworking and highly academic) choose to start their VCE in

Year 10. The VCE is a valuable pathway to further study at University, Technical

and Further Education (TAFE) and to the world of work. The VCE is administered

and controlled by the Victorian Curriculum Assessment Authority (VCAA). Entry

into tertiary institutions (universities etc.) is controlled by the individual institutes,

but all VCE results are compiled and forwarded to the institutes by Victorian

Tertiary Admissions Centre (VTAC).

The VCE is based on Student Outcomes, with School Assessed Coursework (SACs),

School Assessed Tasks (SATs) and external examinations used to provide the level

of student achievement. Successful completion of an outcome or set of outcomes

determines whether or not a student satisfactorily completes a unit, whilst the

SAC, SAT and exams provide the score for the unit of study.

The VCE offers a number of different studies. Each study (subject) is broken into semester units. Units 1 and 2 are normally undertaken in Year 11, whilst Units 3 and 4 are normally undertaken in Year 12. Units 3 and 4 for all studies must be undertaken together in sequence.

For satisfactory completion of a VCE unit, students must demonstrate achievement of a set of outcomes, as specified in the subject study designs. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on completion of coursework and assessment tasks for each unit. Satisfactory completion of these tasks is evidence to award an S for the unit. The decision to award an S for the unit is different from the assessment of levels of achievement.

The student receives S for a unit when the school determines that all outcomes are achieved satisfactorily. For this to occur the student must:

• Produce work that demonstrates achievement of the outcomes

• Submit work on time

• Submit work that is clearly their own

• Observe the VCAA rules at all times

• Observe the rule with regard to 90% attendance in every class.

3

N - Not

Satisfactory

VCE Unit

Result

A student can receive N for a unit or a series of units when one or more of the

outcomes are not achieved because:

• The work does not demonstrate achievement of the outcomes

• The student has failed to meet a school deadline

• The work cannot be authenticated

• There has been a breach of the rules of the VCAA or the school (including the

90% attendance rule)

SACs - School

Assessed

Coursework

SACs are assessed by the subject teacher and are based on the VCAA Study Designs. These are conducted during the school year, mostly during class time, with the exception of subjects with more than one class who will complete SACs afterschool. This work will consist of a variety of methods of assessment and may include:

• case study analysis

• data analysis

• writing tasks

• investigations

• experiments • multi-media presentations

• oral presentations

• tests SACs are mostly conducted during class time, with the exception of subjects with

more than one class who will complete SACs afterschool. SAC results count for

25% - 50% of your study score. This will vary between studies.

SACs are marked at school with numerical scores that are then sent to the

VCAA.

Please remember that when you get a SAC result: “Grades are subject to change and are moderated on the basis of the students own external exam results”.

4

SATs - School

Assessed

Tasks

Taking a Unit 1 &2 Study in

Year 10

or

Unit 3 &4 Study in

Year 11

SATs are set by the VCAA and are only conducted in:

• Art

• Product, Design & Technology (Wood/Textiles)

• Media

• Studio Arts,

• Visual Communication & Design

• Computing

This work usually consists of folios of work.

The SATs are marked at school against strict SAT Assessment Criteria

prescribed by the VCAA.

Teachers of these subjects will provide students with information on the Assessment Criteria for each SAT.

• SAT results are released, date to be advised, as part of the student’s statement

of VCE results.

• SAT folios and any related piece of work will not be able to be given back to students until date to be advised

It is possible for a Year 11 student to take a Unit 3/4 study, normally after completing Units 1 and 2 when in Year 10.

Students join the Year 11 or Year 12 class in order to complete all the work set for that subject. On completion of the VCE, all Unit 3/4 studies count toward the student’s final ATAR Score.

The program for a Year 10 student taking a Unit 1/2 study would be Year 10 English, Mathematics, Science, Humanities, one Year 10 Elective and one Unit 1/2 study. The program for a Year 11 student taking a Unit 3/4 study would be English Units 1 and 2, four Unit 1/2 studies and one Unit 3/4 study. When the student is in Year 12, they would be expected to take five Unit 3/4 studies. Taking a Unit 1/2 study in Year 10 or a 3/4 study in Year 11 is only an option for students who have demonstrated strong academic ability across all their subjects, together with excellent study and organisational skills. Students must apply to take a Unit 1/2 at Year 10 or a 3/4 study at Year 11. This will be assessed by the Leading Teacher Senior Programs, the College Principal and the relevant subject teacher as to their suitability to cope with demands of an accelerated study. The student will then complete an interview.

No student will be permitted to take more than 1 x Unit 1 & 2 subject in Year 10 or

1 x Unit 3 & 4 subject in Year 11 without special permission.

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VCE Course Selection

Students in Year 11 undertake 12 units consisting of 6 units in Semester 1 and 6 units in Semester 2. These units may be a mix of Unit 1/2 and Unit 3/4 studies. Students do not need to take sequences of Unit 1 and 2 subjects and there will be an opportunity to apply for (limited) subject change at the end of Unit 1.

Students in Year 12 undertake 10 units consisting of 5 units in Semester 1 and 5 units in Semester 2. For students to automatically progress from Year 11 to Year 12, they need to satisfactorily complete at least eight Unit 1 or Unit 2 studies, including at least one unit of English. Students who do not meet this requirement will be required to attend an interview with their parents to discuss a suitable program. NOTE: Although the school is prepared to offer the units listed in this Handbook, no guarantee can be given that a particular unit will run. This will be dependent on levels of student interest. VCE selection sheets are used as the basis of determining which units will run and the blocking of these units. Once these have been determined, students who were unable to gain their initial selections will be able to notified – further course counselling will occur for these students. Every effort will be made to offer students advice and support during the VCE/VET unit selection process. All students should select units, in accordance with VCE/VET requirements, which give them the greatest number of options in terms of both career and future studies. Advice should be sought from the Leading Teacher Senior Programs, Careers and Pathways Manager, Year Level Leader, Learning Area Leader and all relevant subject teachers. Unit selection should not be based solely on the requirements of a particular career. Often career preferences change several times during VCE and it is important to choose units that you enjoy.

2020 Term Dates

Please ensure that family holidays DO NOT occur in term time.

Term 1: 28th January to 27th March Term 2: 14th April to 26th June

Term 3: 13th July to 18th September Term 4: 5th October to 18th December

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2020 Study offerings YEAR 10 TO 11

Students would normally complete 6 subjects in Year 11, including English. If you wish to complete a Unit 3/4 in 2020 you will need to refer to the Year 11 into Year 12 subject list.

VCE UNITS 1 & 2 – Studies offered in 2020

• English

• English Literature

• Media

• Studio Arts

• Visual Communication and Design

• Drama

• Health and Human Development

• Physical Education

• Business Management

• History

• Legal Studies

• Foundation Mathematics

• General Mathematics

• Mathematical Methods

• Biology

• Chemistry

• Environmental Science

• Physics

• Psychology

• Computing

• Food Studies

• Product Design- Materials

• Product Design- Textiles

VET Subjects offered in 2020

(Separate booklet available for VET information)

• Building and Construction

• Automotive Studies

• Agriculture

• Engineering Studies

• Hospitality

• Music Industry (Performance or Technical Production)

• Aviation (Remote Pilot- Visual line of sight)

Elective charges are up to $100 depending on material costs.

7

2020 Study offerings YEAR 11 TO 12

Students would normally complete 5 subjects in Year 12, including English.

VCE UNITS 3 & 4 – Studies offered in 2020

• English


• Studio Arts

• Drama




• History


• Legal Studies

• Further Mathematics

• Mathematical Methods

• Biology

• Chemistry


• Physics

• Psychology

• Computing (Software Development)

• Computing (Data Analytics)

• Food Studies

• Product Design- Textiles

• Product Design- Materials

VET Subjects offered in 2019

(Separate booklet available for VET information)

• Building and Construction

• Automotive Studies

• Agriculture

• Engineering Studies

• Hospitality

• Music Industry (Performance or Technical Production)

• Aviation (Remote Pilot- Visual line of sight)

Elective charges are up to $200 depending on material costs.

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VCE

VCE Course Planner

Year 11

Units 1 and 2

Unit 1 (Semester 1) Unit 2 (Semester 2)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

Year 12

Units 3 and 4

Unit 3 (Semester 1) Unit 4 (Semester 2)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Year 11 students do 12 units each semester and Year 12 students do 10 units each semester.

Units 1 and 2 do not have to be taken in sequence but it is an advantage to do so.

Units 3 and 4 need to be taken as a sequence. The table needs to be filled with VCE or VET units.

For Units 1-4 English can be replaced with English Literature.

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Vocational Education and Training (VET)

Vocational Education and Training courses are available to all students at Wallan Secondary College. Some VET studies are offered on site – at Wallan Secondary College, others are offered off site at one of the VET cluster providers. For further information on VET Programs, please consult the VET Handbook.

Victorian Certificate of Applied Learning (VCAL)

At Wallan Secondary College we offer the Victorian Certificate of Applied Learning (VCAL), which has been developed to allow students opportunity to study through an applied learning approach. Applied learning is student centred and focuses on real life applications in which students apply skills and knowledge to problem solving, project work, and work placements.

Applied learning involves students forming partnerships with their teachers, work placement and other outside organisations, which provides out of school situations and contexts for students to demonstrate learning outcomes of the course.

As far as possible, VCAL is tailored to identify and strengthen the student’s individual personal strengths, interests, personal goals and previous experiences, and uses a variety of teaching and learning styles to suit the individual learner. One of the main aims of VCAL is to develop independence and responsibility for his/her own learning, which helps to ease the transition from school-based learning to the world of work.

For further information on the Wallan Secondary College VCAL Program, please consult the VCAL Handbook.

Typical VCAL Week

Monday Tuesday Wednesday Thursday Friday

1 Literacy Numeracy

V

ET / TAFE

day – at W

SC o

r ano

the

r

camp

us

Literacy

Wo

rk placem

ent

2 Personal Development Numeracy Literacy

3 Personal Development Integrated Learning Numeracy

4 Integrated Learning Integrated Learning Personal Development

5 Numeracy Work Related Skills

6 Work Related Skills Personal Development

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Senior School Attendance Requirements

All students participating in a Senior school program must demonstrate a minimum of 90%

attendance in each of their studies in order to receive “S” or “Satisfactory” for their outcomes,

unless they have an authentic medical certification or have applied for a School Approved Absence.

Approved reasons do not include family holidays, driving lessons, social occasions or other events

that are of the student or family’s choosing. Should a student’s attendance fall below 90% the College may assign N for one or more outcomes

and thus the unit.

10

11

Glossary ATAR Australian Tertiary Admissions Rank DECV

Distance Education Centre Victoria DES

Derived Examination Score

ESL English as a Second Language

GAT General Achievement test

N Non Satisfactory

NA Not Assessed

S Satisfactory

SAC School Assessed Coursework

SAT School Assessed Task

VCAA Victorian Curriculum and Assessment Authority

VCE Victorian Certificate of Education VET

Vocational Education and Training VTAC

Victorian Tertiary Admission Centre WSC

Wallan Secondary College

12

Subject Descriptors

The Arts

VCE offerings:

• Media

• Studio Art


• Drama

VET offerings:

• VET Music Industry

(Technical Production or Performance)

14

MEDIA

VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features.

They examine debates about the media’s role in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products.

UNIT 1 UNIT 2

Description In this unit students develop an understanding of audiences and

the core concepts underpinning the construction of representations and

meaning in different media forms. They explore media codes and

conventions and the construction of meaning in media products.

Students analyse how representations, narrative and media codes and

conventions contribute to the construction of the media realities audiences

engage with and read. Students gain an understanding of audiences as

producers and consumers of media products. Through analysing the

structure of narratives, students consider the impact of media creators and

institutions on production. They develop research skills to investigate and

analyse selected narratives focusing on the influence of media professionals

on production genre and style. Students develop an understanding of the

features of Australian fictional and non-fictional narratives in different

media forms. Students work in a range of media forms and develop and

produce representations to demonstrate an understanding of the

characteristics of each media form, and how they contribute to the

communication of meaning.

Outcomes

1. Media Representations: Be able to explain how media representations in a range of media products and forms, and from different periods of time, locations and contexts, are constructed, distributed, engaged with, consumed and read by audiences.

2. Media forms in production: be able to use the media production process to design, produce and evaluate media representations for specified audiences in a range of media forms.

3. Australian stories: be able to analyse how the structural features of Australian fictional and non-fictional narratives in two or more media forms engage, and are consumed and read by, audiences.

Assessment Tasks

Tasks for assessment in this unit may be selected from the following:

• audiovisual or video sequences

• radio or audio sequences

• photographs

• print layouts • sequences or presentations using digital technologies

• posters

• written responses

• oral reports.

• End-of-semester examination

Description In this unit students further develop an understanding of the

concept of narrative in media products and forms in different contexts.

Narratives in both traditional and newer forms include film, television, sound,

news, print, photography, games, and interactive digital forms. Students

analyse the influence of developments in media technologies on individuals

and society, examining in a range of media forms the effects of media

convergence and hybridisation on the design, production and distribution of

narratives in the media and audience engagement, consumption and

reception.

Students undertake production activities to design and create narratives that

demonstrate an awareness of the structures and media codes and

conventions appropriate to corresponding media forms.

Outcomes

1. Narrative, style and genre: be able to analyse the intentions of media creators and producers and the influences of narratives on the audience in different media forms.

2. Narratives in production: be able to apply the media production process to create, develop and construct narratives.

3. Media and Change: be able to discuss the influence of new media technologies on society, audiences, the individual, media industries and institutions.

Assessment Tasks

Tasks for assessment in this unit may be selected from the following:

• audiovisual or video sequences

• radio or audio sequences

• photographs

• print layouts • sequences or presentations using digital technologies

• posters

• written responses

• oral reports.

• End-of-semester examination

Use of Computers: Students are expected to make extensive use of computers and recording equipment (including video and sound) during the course of Media subjects. They will be expected to sign a borrowing agreement for the use of school equipment and to show appropriate care and expertise in the use of the equipment.

15

Studio Arts VCE Studio Arts encourages and supports students to recognise their individual potential as artists and develop their understanding and development of art making. It introduces students to the role and practices of artists in society. Students develop an understanding of the way artists work in a range of cultures and periods of time. It equips students with the knowledge and skills to pursue an art studio practice and follow tertiary and industry pathways in fine art, media, research and education. Is this you? Do you enjoy creative activities such as painting, drawing, printmaking, sculpture, ceramics, digital photography and digital media/image manipulation etc.? Do you need to prepare a folio for entrance into TAFE or Tertiary Art, Media or Design Courses? Do you need a creative release to balance your other studies? Do you want to develop your skills in creative problem solving? Would you like undertaking research on artists, analysing their artwork and understanding their influences and inspiration?

UNIT 1 UNIT 2

Studio inspiration and techniques

Outcomes

In this unit students focus on developing an individual understanding

of the stages of studio practice and learn how to explore, develop,

refine, resolve and present artworks. Students explore sources of

inspiration, research artistic influences, develop individual ideas and

explore a range of materials and techniques related to specific art

forms.

Students also research and analyse the ways in which artists from

different times and cultures have developed their studio practice to

interpret and express ideas, source inspiration and apply materials

and techniques in artworks. The exhibition of artworks is integral to

Unit 1 and students are encouraged to visit a variety of exhibition

spaces throughout the unit, reflect on the different environments

and examine how artworks are presented to an audience.

Assessment Tasks

• School-assessed coursework (Analysis of Artworks and Artists)

• Mid year examination

• Folio of Artworks including documentation of the design process.

Studio exploration and concepts

Outcomes

In this unit students focus on establishing and using a studio

practice to produce artworks. The studio practice includes the

formulation and use of an individual approach to documenting

sources of inspiration, and experimentation with selected materials

and techniques relevant to specific art forms. Students explore and

develop ideas and subject matter, create aesthetic qualities and

record the development of the work in a visual diary as part of the

studio process.

Through the study of art movements and styles, students begin to

understand the use of other artists’ work in the making of new

artworks. Students also develop skills in the visual analysis of

artworks.

Assessment Tasks

• School-assessed coursework (Analysis of Artworks and

Artists) • End of year examination

• Folio of Artworks including documentation of the design process.

What do you need?

Students are expected to have all items listed on the subject’s booklist. Throughout the course students will be expected to purchase some of their own materials, and to maintain credit for printing throughout the duration of the study.

16

UNIT 3 UNIT 4

Unit 3: Studio practices and processes

Outcomes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions for artworks. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. The exhibition of artworks is integral to Unit 3 and students are expected to visit a variety of exhibitions throughout the unit, reflect on the different environments where artworks are exhibited and examine how artworks are presented to an audience. Students are expected to visit at least two different exhibitions and study specific artworks displayed in these exhibitions during their current year of study.

Assessment Tasks

• School-assessed coursework work brief

• Folio documenting the design process

including potential solutions to your brief

Unit 4: Studio practice and art industry contexts

Outcomes

In this unit students focus on the planning, production and

evaluation required to develop, refine and present artworks that

link cohesively according to the ideas resolved in Unit 3. To support

the creation of artworks, students present visual and written

evaluation that explains why they selected a range of potential

directions from Unit 3 to produce at least two finished artworks in

Unit 4. The development of these artworks should reflect

refinement and skillful application of materials and techniques

This unit also investigates aspects of artists’ involvement in the art

industry, focusing on a least two different exhibitions, that the

student has visited in the current year of study with reference to

specific artworks in those exhibitions. Students investigate the

methods and considerations of the artist and/or curator involved in

the preparation, presentation and conservation of artworks

displayed in exhibitions in at least two different galleries or

exhibitions. Students examine a range of environments for the

presentation of artworks including public galleries and museums,

commercial and private galleries, university art galleries, artist-run

spaces, alternative art spaces and online gallery spaces.

Assessment Tasks

• School-assessed coursework (Analysis of Art and the

Arts Industry)

• End of year examination

• Folio of Final Artworks including documentation

of the design process

What do you need? Study of Photography, and/or Art and/or Visual Communication Electives at Year 9 and 10 levels are desirable. It is not advisable to select more than two folio subjects. *Students are expected to have all items listed on the subject’s booklist. Throughout the course students will be expected to purchase some of their own materials, and to maintain credit for Internet browsing and printing throughout the duration of the study.

17

Visual Communication and Design The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors.

Use of Computers Students are expected to demonstrate competent use in a number of office and design related software packages including Microsoft Office, Solidworks, (an industry standard program for the generation of engineering components and technical drawings), and the Adobe Design Suite for the generation of images, illustrations, and concept boards. Students will also be required to utilise the school’s large format printer for their working drawings and presentation boards.

Additional Costs Students undertaking the subject are expected to have all items listed on the subject’s booklist. Throughout the study of the course

students may be required to purchase their own materials including specialty papers, card, foamcore and other substrates, media

including pens, pencils, markers. Students are expected to have and maintain account credit for internet browsing and printing throughout the duration of the study.

UNIT 1 UNIT 2 Introduction to Visual Communication

This unit focuses on using visual language to communicate messages, ideas and concepts. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and through exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design.

Areas of Study

* Drawing as a means to communication * Freehand drawing and rendering * Visual communication design in context

Outcomes

1. A folio of observational, visualisation, and presentation drawings created using manual and/or digital methods

2. Final presentations using manual or digital methods

3. Written report, annotated visual report or oral report supported by notes and visual material of a case study

Applications of Visual Communication Design

Unit 2 of Visual Communication and Design focuses on developing and refining practical skills by generating images and developing them through freehand drawing, instrumental drawing and the use of information and communication technology. Students develop visual communications and gain an awareness of how the design process facilities exploration and experimentation and how information and ideas are communicated.

Area of Study * Technical drawing in context * Type and imagery * Applying the design process

Outcomes 1. A folio of drawings that incorporate relevant

technical drawing conventions and effectively communicate information and ideas for a selected design field

2. A folio of type and images to create visual communications suitable for print and screen- based

presentations, taking into account copyright

3. A folio demonstrating the stages of the design process to create

a visual communication appropriate to a given brief.

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VCE DRAMA UNIT 1 AND 2

People tell stories, explore ideas, make sense of their worlds and communicate meaning through drama. Drama develops personal and social identity. VCE Drama connects students to the traditions of drama practice and, through the processes of devising and performing drama, allows them to explore, understand and respond to the contexts,

narratives and stories that shape their worlds. The study requires students to be creative and critical thinkers. Through work as solo and ensemble performers and engagement with the work of professional drama practitioners, students develop an appreciation of drama as an art form and develop skills of criticism and aesthetic understanding. VCE Drama equips students with knowledge, skills and confidence to communicate as individuals and collaboratively in social and work-related contexts. The study of drama can provide pathways to training and tertiary study in acting,

communication and drama criticism.

UNIT 1 – Dramatic Storytelling UNIT 2 - Non-naturalistic Australian drama

Description Unit 1: Dramatic storytelling This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and of a performance by professional drama practitioners. In this unit students use performance styles from a range of contexts associated with naturalism and non-naturalism. Students examine storytelling through the creation of solo and/or ensemble devised performance/s.

Outcomes

Outcome 1 - On completion of this unit the student should be able to devise and document solo and/or ensemble drama work/s based on experiences and/or stories Outcome 2 - On completion of this unit the student should be able to perform a devised drama work/s to an audience. Outcome 3 - On completion of this unit the student should be able to analyse the development and performance to an audience of their own work Outcome 4 - On completion of this unit the student should be able to analyse the portrayal of stories and characters in a drama performance by professional or other drama practitioners.

Assessment Tasks

• Creating a devised performance

• Presenting a devised performance

• Analysing a devised performance (written pieces)

• Analysing drama performances presented by other

practitioners (Written pieces)

Description Unit 2: This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance that uses non-naturalistic performance styles. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. Students use a range of stimulus material in creating the performance and examine non-naturalistic performance styles from a range of contexts relevant to Australia and Australians. Students analyse their own performance work as well as undertake the analysis of a performance of an Australian work by other actors. An Australian work might: be Australian identity, for example the indigenous voice, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, the urban and rural perspectives. Students use performance styles from a range of historical, cultural and social contexts including styles associated with non-naturalism.

Outcomes Outcome 1- On completion of this unit the student should be able to devise and document the processes used to create a solo or ensemble non-naturalistic performance work. Outcome 2 - On completion of this unit the student should be able to present a performance of a devised nonnaturalistic work to an audience. Outcome 3 - On completion of this unit the student should be able to analyse the creation, development and performance to an audience of their non-naturalistic devised work. Outcome 4- On completion of this unit the student should be able to analyse a performance of an Australian drama work.

Assessment Tasks




• Analysing a drama performance presented by others

(written pieces)

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VCE DRAMA UNIT 3 AND 4

UNIT 3 – Devised ensemble performance UNIT 4 - Devised solo performance

Description Unit 3: In this unit students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Students create work that reflects a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature. They use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Throughout development of the work they experiment with transformation of character, time and place, and application of symbol. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Outcomes

Outcome 1 - On completion of this unit the student should be able to devise and document solo and/or ensemble drama work/s based on experiences and/or stories Outcome 2 - On completion of this unit the student should be able to perform a devised drama work/s to an audience. Outcome 3 - On completion of this unit the student should be able to analyse the development and performance to an audience of their own work Outcome 4 - On completion of this unit the student should be able to analyse the portrayal of stories and characters in a drama performance by professional or other drama practitioners.

Assessment Tasks




• Analysing drama performances presented by other

practitioners (Written pieces)

Description Unit 4: This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create a performance in response to a prescribed structure. They consider the use of production areas to enhance their performance and the application of symbol and transformations. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.

Outcomes Outcome 1- On completion of this unit the student should be able to devise and document the processes used to create a solo or ensemble non-naturalistic performance work. Outcome 2 - On completion of this unit the student should be able to present a performance of a devised nonnaturalistic work to an audience. Outcome 3 - On completion of this unit the student should be able to analyse the creation, development and performance to an audience of their non-naturalistic devised work. Outcome 4- On completion of this unit the student should be able to analyse a performance of an Australian drama work.

Assessment Tasks




• Analysing a drama performance presented by others (written pieces)

20

Languages

VCE Offerings:

• English


21

ENGLISH

UNIT 1 UNIT 2 Description In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Area of Study 1 Reading and creating texts In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read. The texts set as the focus of this area of study should have literary merit and be worthy of close study. These texts may be fiction or non-fiction and presented in written, spoken or multimodal forms. Students consider the similarities and differences between texts, developing awareness that some features are specific to texts, while others are similar across texts. Students are encouraged to draw on prior knowledge and supplementary material to broaden and deepen their understanding of texts. Students practice their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. Students develop the ability to respond to texts in written and spoken and/or multimodal forms. They develop analytical responses dealing with the ways in which texts convey meaning and various points of view on key issues. They use planning and drafting to test and clarify their ideas, and editing for clear and coherent expression. Area of Study 2 Analysing and Presenting argument

In this area of study students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. Considering information about the purpose, audience and context of a text,

students explore the argument of a persuasive piece, and the way written, spoken and visual language is used. In considering these, students examine the ways that persuasive language is used to express an argument and how this may strengthen or detract from the intended impact of a text. Students develop written and spoken critical analyses of the use of argument and language in written, spoken, and/or

multimodal texts, including analysis of the quality of the reasoning presented and the use of features intended to position audiences. They compare different written texts presenting argument on similar ideas or issues, considering different ways authors use

language to express arguments. They produce drafts and practise the skills of revision and editing for clarity and coherence in analysis and accuracy in the use of language.

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

Area of Study 1 Reading and comparing texts In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. The texts set as the focus of this area of study should have literary merit, be worthy of close study and facilitate comparative study. Students produce a written comparison of selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. They develop an understanding of the choices available to writers and creators of texts, and the ways in which comparing texts can offer an enriched understanding of ideas, issues or themes. They use the features of written analysis and textual evidence soundly and appropriately, dealing in detail with the ideas encountered in the texts. They draft, revise, edit and refine for technical accuracy, and for clear, coherent and effective presentation of the insights gained through comparison. Area of Study 2 Analysing and Presenting Argument In this area of study students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience. Students practise developing and presenting reasoned points of view on issues of contemporary social relevance. In constructing arguments students focus on the logical development of their own ideas, and select evidence and language to support their arguments. In addition to developing critical analysis of the use of language and the presentation of argument in texts, students practise presenting arguments and points of view in writing. They draft, revise and edit their writing to clarify and critique their thinking, and for precision and coherence in argument and quality of evidence. They craft for persuasion using a range of language features intended to position an audience to share the point of view expressed. They use the features of texts appropriately and include accurate referencing and acknowledgment. ASSESSMENT TYPES Essays Oral presentations

22

ENGLISH

UNIT 3 UNIT 4 Description In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Area of Study 1 Reading and creating texts In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read. The texts set as the focus of this area of study should have literary merit and be worthy of close study. These texts may be fiction or non-fiction and presented in written, spoken or multimodal forms. Students consider the similarities and differences between texts, developing awareness that some features are specific to texts, while others are similar across texts. Students are encouraged to draw on prior knowledge and supplementary material to broaden and deepen their understanding of texts. Students practice their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. Students develop the ability to respond to texts in written and spoken and/or multimodal forms. They develop analytical responses dealing with the ways in which texts convey meaning and various points of view on key issues. They use planning and drafting to test and clarify their ideas, and editing for clear and coherent expression. Area of Study 2 Analysing Argument In this area of study students focus on the analysis and construction of texts that attempt to influence an audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore the use of language for persuasive effect and the structure and presentation of argument. They consider different types of persuasive language, including written, spoken, and visual, and combinations of these, and how language is used to position the reader. Students consider the contention of texts; the development of the argument including logic and reasoning, tone and bias; and the intended audience.

Assessment Types across Unit 3 and 4

Essays (Text response, analytical and comparison)

Oral Presentations

Description

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

Area of Study 1

Reading and comparing texts

In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied.

Students produce a written comparison of selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. They develop an understanding of the choices available to writers and creators of texts, and the ways in which comparing texts can offer an enriched understanding of ideas, issues or themes. They use the features of written analysis and textual evidence soundly and appropriately, dealing in detail with the ideas encountered in the texts. They draft, revise, edit and refine for technical accuracy, and for clear, coherent and effective presentation of the insights gained through comparison.

Area of Study 2

Presenting Argument

In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. Students draw on their knowledge to express their viewpoints through arguments and persuasive language selected specifically to position an audience. Students use discussion and writing to clarify their thinking and develop a viewpoint on an issue, to plan and prepare an argument and its supporting evidence, and to develop and prepare any materials to support an oral presentation. Students identify approaches to positioning the audience that are appropriate to the issue. Students also consider how oral conventions may be used to influence the audience and refine these through rehearsal. Students develop, test and practise argument, critically analysing their own developing text. Students reflect on their intentions in positioning the reader and consider how their use of language expresses their argument. They explore options for language use for audience engagement and persuasive effect.

23

LITERATURE UNIT 1 & 2

LITERATURE UNIT 1 LITERATURE UNIT 2

Readers and their Responses

This unit focuses on the ways literary texts represent human experience and the reading practices. Students read a collection of short stories; as well as an Australian play to deepen their understanding of texts. Students respond personally, critically and creatively. This variety of approaches to reading invites questions about the ideas and concerns of the text. Students also make connections between the characters, settings and events evoked in texts and their own lives.

Area of Study 1 Reading Practices In this area of study students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape responses to text. They engage with other views about texts and develop an awareness of how these views may influence and enhance their own reading of a text. They develop an awareness of initial readings of texts against more considered and complex response to texts. Area of study 2 Ideas and concerns in texts In this area of study students investigate the ideas and concerns raised in texts and the ways social and cultural contexts are represented. They consider how texts may reflect or comment on the interests of individuals and particular groups in society and how texts may support or question particular aspects of society. Students learn to select and discuss aspects of the texts that facilitate their interpretation and understanding of the point of view being presented. They consider those facets of human experience that are seen as important within the texts and those that are ignored or disputed. They examine the ways texts explore different aspects of the human condition

Assessment Tasks

• Reading journal

• Close analysis of selected short story

• An original piece of writing responding to

a text(s) studied

Ideas and Concerns in Text

This area of study focuses on the ideas and concerns raised in texts and the ways social and cultural contexts are represented. Students consider how texts reflect or comment on the interests of individuals and particular groups in society. Students learn to select and discuss aspects of the texts that help develop their interpretation and to understand the point of view being presented. Students respond both critically and creatively to texts

Area of Study 1 The Text, the reader and their context In this area of study students focus on the interrelationships between the text, readers and their social and cultural contexts. Students reflect upon their own backgrounds and experience in developing responses to texts from a past era and/or another culture. Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the period or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance. They examine and reflect on how the reader’s interpretation is influenced by what they bring to the text. Students develop the ability to analyse language closely, recognising that words have historical and cultural import. Area of study 2 Exploring connections between texts In this area of study students focus on the ways that texts relate to and influence each other. Students learn that meanings of texts are evolving and open to a range of interpretations and change in relation to other texts. Students consider how the reading of a text can change according to the form of the text and its context. They investigate and analyse how different interpretations of texts are influenced by language features and structures.

Assessment Tasks

• Multi-media presentation

• Written review

• Close analysis of selected passage(s)

24

LITERATURE UNIT 3 & 4

LITERATURE UNIT 3 LITERATURE UNIT 4

Form and transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. Students develop their skills in communicating ideas in both written and oral forms.

Area of study 1 Adaptation and transformation In this area of study students focus on how the form of text contributes to the meaning of the text. Students develop an understanding of the typical features of a particular form of text and how the conventions associated with it are used, such as the use of imagery and rhythm in a poem or the use of setting, plot and narrative voice in a novel. Students use this understanding to reflect upon the extent to which changing the form of the text affects its meaning. Area of study 2 Creative Responses to Texts In this area of study students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as form changes to construct their own creative transformations of texts. They learn how writers develop images of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text and speculate about the writer’s purpose. In their adaptation of the tone and the style of the original text, students develop an understanding of the concerns and attitudes explored.

Assessment Tasks

• Reading journal

• Close analysis of selected short story

• An original piece of writing responding to

a text(s) studied

Interpreting texts In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. For the purposes of this unit, literary criticism is characterised by extended, informed and substantiated views on texts and may include reviews, peer-reviewed articles and transcripts of speeches. Specifically, for Unit 4 Outcome 1, the literary criticism selected must reflect different perspectives, assumptions and ideas about the views and values of the text/s studied.

Area of study 1 Literary perspectives In this area of study students focus on how different readings of texts may reflect the views and values of both writer and reader. Students consider the ways in which various interpretations of texts can contribute to understanding. They compare and analyse two pieces of literary criticism reflecting different perspectives, assumptions and ideas about the views and values of the text studied. Students identify the issues, ideas and contexts writers choose to explore, the way these are represented in the text/s and the cultural, social, historical and ideological contexts in which they were created. Students enquire into the ways readers may arrive at differing interpretations about a text and the grounds on which they are developed. Through close attention to two pieces of literary criticism reflecting different perspectives, students develop their own response to a text. Area of study 2 Close Analysis In this area of study students focus on detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific features and/or passages in a text contributes to their overall interpretations. Students consider features of texts including structure, context, ideas, images, characters and situations, and the language in which these are expressed. They develop their interpretations using detailed reference to the text, logical sequencing of ideas and persuasive language.

Assessment Tasks

• Multi-media presentation

• Written review

• Close analysis of selected passage(s)

25

Health & Physical

Education

VCE Offerings:



HEALTH AND HUMAN DEVELOPMENT

26

UNIT 1 Health & Human Development UNIT 2

Understanding health and wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people.

In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on 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. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

Outcomes:

1. On completion of this unit the student should be able to explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse factors that contribute to variations in health status of youth.

2. On completion of this unit the student should be able to apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information.

3. On completion of this unit the student should be able to interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail.

Assessment Tasks

• Outcome 1 test

• Outcome 2 test

• Health issue research assignment

• Midyear exam

Managing health and development

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood.

This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Outcomes

1. On completion of this unit the student should be able to explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept.

2. On completion of this unit the student should be able to describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies.

Assessment tasks

• Outcome 1 data analysis • Outcome 2 test

• Research assignment

• End of Year Exam

27

UNIT 3 UNIT 4

Unit 3: Australia’s health in a globalised world

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Outcome 1

On completion of this unit the student should be able to explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status.

Outcome 2

On completion of this unit the student should be able to explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion

strategies.

Assessment Tasks

• Data analysis

• Test

• Case study analysis

Unit 4: Health and human development in a global context

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Area of Study 2 looks at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

Outcome 1

On completion of this unit the student should be able to analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing.

Outcome 2

On completion of this unit the student should be able to analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of

global aid programs.

Assessment tasks • Data analysis

• Test


28

PHYSICAL EDUCATION

UNIT 1 UNIT 2

The human body in motion

Description In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system .

Areas of study

1. Musculoskeletal system and human movement 2. Cardiorespiratory system function at rest and

during physical activity

Assessment Tasks

Tasks may be assessed in the following manner:

• Outcome test(s)

• Practical report • Research task

Physical activity, sport and society Description This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity.

Areas of study

1. What are the relationships between physical activity, sport, health and society

2. Contemporary issues associated with physical activity

and sport

Assessment Tasks

Tasks may be assessed in the following manner:


• Data analysis • Research and Implementation

• Outcome test (s)

29

PHYSICAL EDUCATION

UNIT 3 UNIT 4

Movement skills and energy for physical activity

Description

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Areas of study

1. How are movement skills improved? 2. How does the body produce energy?

Assessment Tasks

• Structured questions • Laboratory reports • Analysis

Training to improve performance

Description

In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.

Areas of study

1. What are the foundations of an effective training

program? 2. How is training implemented effectively to improve

fitness?

Assessment Tasks

• Written reports

• Reflective folio

• Analysis/structured questions

30

Mathematics

VCE Offerings:

• Foundation Mathematics (Unit 1 & 2)

• General Mathematics (Unit 1 & 2)

• Mathematical Methods (Unit 1 &2 and Unit 3&4)

• Further Mathematics (Unit 3 & 4)

31

FOUNDATION MATHEMATICS 1 & 2

Prerequisites: This subject is not designed to prepare students for a Unit 3 / 4 sequence of mathematics. Students wishing to attempt Further Mathematics could do so only if they were to undertake additional targeted mathematical study.

UNIT 1 UNIT 2

Description

This subject focuses on using mathematics in practical contexts relating to everyday life in the community, at work and at study.

Areas of study undertaken in this unit include: “Space, shape and design”, “Pattern and number”, “Data” and “Measurement”.

Outcomes

1. Confidently and competently use mathematical concepts and skills from the above areas of study.

2. Apply and discuss mathematical procedures to solve practical problems in familiar and new contexts and communicate these results

3. Select and use technology to apply mathematics in a range

of practical contexts

Assessment Tasks

• Completion of 90% of set exercise

• School assessed coursework (SACs 1,2,3)

• Investigation Tasks Exam

Description

Students will build on the knowledge and skills gained through completing Foundation Maths Unit 1.

This unit focuses on using mathematical skills of measurement, statistics, percentages and applying formula in the practical context of cars, travelling and sport.

Outcomes

• Confidently and competently use mathematical concepts and skills from the above areas of study

• Apply and discuss mathematical procedures to solve

practical problems in familiar and new contexts, and

communicate these results

• Select and use technology to apply mathematics in a range of practical contexts

Assessment Tasks

• Completion of 90% of set exercises

• School assessed coursework (SACs 4,5,6)

• Investigation Tasks • Exam

Equipment – Scientific Calculator

32

GENERAL MATHEMATICS 1 & 2

Prerequisites: Students must have achieved the expected level or above in the Victorian Curriculum Year 10 Mathematics to enrol in this subject. This subject is designed as preparation for Further Mathematics Units 3 and 4.

UNIT 1 UNIT 2

Description

You will study significant statistical content as well as use algebra to solve linear equations in practical applications. This includes the display, summary, and interpretation of univariate and bivariate data and networks. This subject will all cover financial arithmetic including cash flow in common savings and credit accounts and applications of simple interest and compound interest formulas.

You will extend your previous knowledge of shapes and measurement to more complex surface area and volume calculations.

Outcomes

On completion of this unit the student should be able to:

1. Define and explain key concepts as specified in the selected

content from the areas of study and apply a range of related

mathematical routines and procedures

2. Select and apply mathematical facts, concepts, models and

techniques from the topics covered in the unit to investigate

and analyse extended application problems in a range of

contexts.

3. Select and use numerical, graphical, symbolic and statistical

functionalities of technology to develop mathematical ideas,

produce results and carry out analysis in situations requiring

problem solving, modelling or investigative techniques or

approaches

Assessment Tasks

• Topic tests

• Application and analysis tasks • End of Unit Examination

• Completion of minimum bookwork

Description

Investigating the relationships between two numerical values will be studied during the bivariate data top.

You will also study trigonometric ratios and their applications, geometry in two dimensions and three dimensions and graphs and networks.

Outcomes On completion of this unit the student should be able to:

1. Define and explain key concepts as specified in the selected

content from the areas of study and apply a range of related

mathematical routines and procedures

2. Select and apply mathematical facts, concepts, models and

techniques from the topics covered in the unit to investigate

and analyse extended application problems in a range of

contexts.

3. Select and use numerical, graphical, symbolic and statistical

functionalities of technology to develop mathematical ideas,

produce results and carry out analysis in situations requiring

problem solving, modelling or investigative techniques or

approaches

Assessment Tasks

• Topic tests

• Application and analysis tasks

• End of Unit Examination • Completion of minimum bookwork

Equipment: All students are expected to purchase a Graphical Calculator TI-Inspire CAS TEXAS INSTRUMENTS for this subject.

33

MATHEMATICAL METHODS 1 & 2

Prerequisites: Students must have achieved the expected level or above (C, B or A) in Year 10 Mathematics to enrol in this subject.

UNIT 1 UNIT 2

Description

Mathematical Methods Units 1 provides an introductory study of elementary functions of a single real variable. Applications of these functions are investigated in a variety of practical and theoretical contexts. It is designed as preparation for Mathematical Methods Units 3 & 4 and contains assumed knowledge and skills for these units. The areas of study are ‘Functions and graphs’ and ’Algebra’.

Outcomes On completion of this unit the student will be able: 1. To define and explain key concepts as specified in the content

from the areas of study, and to apply a range of related mathematical routines and procedures.

2. Apply mathematical processes in non-routine contexts and to

analyse and discuss these applications of mathematics.

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modeling or investigative techniques or approaches.

Assessment Tasks

• Workbook

• Tests

• Summary or review notes

• Short written responses

• Extended response tasks

• Exam

Description

In Mathematical Methods Unit 2 students focus on the study of simple transcendental functions and the calculus of algebraic functions. Introductory counting principles and techniques and their application to probability and the law of total probability are also studied. Unit 2 is also designed as preparation to Mathematical Methods 3 & 4 and contains assumed knowledge for these units. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and Statistics’.

Outcomes

On completion of this unit the student will be able:

1. To define and explain key concepts as specified in the content from the areas of study, and to apply a range of related mathematical routines and procedures.

2. To apply mathematical processes in non-routine contexts and

to analyse and discuss these applications of mathematics.

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modeling or investigative techniques or approaches.

Assessment Tasks

• Workbook

• Tests

• Summary or review notes

• Short written responses

• Problem-solving tasks

• Extended response tasks

• Exam


34

MATHEMATICAL METHODS 3 & 4 Prerequisites: Mathematical Methods Units 3 and 4 consists of the following areas of study: ‘Functions and graphs’, “Calculus’,

Algebra’ and ‘Probability’ which must be covered in progression from Unit 3 to Unit 4 . A sound understanding of Mathematical

Methods Units 1 & 2 is required before this subject can be undertaken.

UNIT 3 UNIT 4

Description

In Unit 3, a study of Mathematics Methods would typically include a selection of content from the areas of study Functions and graphs, Algebra and applications of derivatives and differentiation to identifying and analysing key features of the functions described in these areas of study and their graphs.

Outcomes

On completion of this unit the student will be able: 1. To define and explain key concepts as specified in the content

from the areas of study, and to apply a range of related mathematical routines and procedures


analyse and discuss these applications of mathematics.

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modeling or investigative techniques or approaches

Assessment Tasks

• Topic tests

• Checkpoints /past examination questions

• School-assessed coursework (SAC1)

Description

In Mathematical Methods unit 4 students would typically cover a selection of content from the areas of study: Functions and Graphs, Calculus, Algebra , the study of random variables and discrete and continuous probability distributions and their applications and Statistics.

Outcomes

On completion of this unit the student will be able: 1. To define and explain key concepts as specified in the content



analyse and discuss these applications of mathematics

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modeling or investigative techniques or approaches

Assessment Tasks

• Topic tests

• Checkpoints /past examination questions

• School-assessed coursework (SACs 3,4)

• VCAA Exam 1 (technology free) I hour

• VCAA Exam 2 (multiple choice – section 1, analysis – section 2) 2 hours

EQUIPMENT: All students are expected to purchase a Graphical Calculator TI-Inspire CAS TEXAS INSTRUMENTS for this subject.

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FURTHER MATHEMATICS Prerequisites: General Maths (Units 1 or 2) or Maths Methods (Units 1 or 2)

UNIT 3 UNIT 4

Description

Further Mathematics consists of two areas of study, compulsory ‘core’ area of study, to be completed in Unit 3 and an applications area of study to be completed in Unit 4. The ‘core’ comprises ‘Data Analysis’ which is 40% of the content and ‘Recursion and Financial Modelling’. Which is 20% of the content to be covered.

Outcomes On completion of this unit the student will be able: 1. To define and explain key concepts as specified in the content



analyse and discuss these applications of mathematics

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches

Assessment Tasks

School Assessed Coursework (20% of final assessment)

1. A “data analysis” application task (40 marks)

2. A ‘Recursion and Financial Modelling’ problem or modelling

solving task (20 marks)

Description

In Unit 4, two modules are to be completed from four optional modules.

The modules selected to be completed are ‘Geometry and

Measurement’ and ‘Networks and Decision Mathematics’. Each module

comprises of 20% of the content to be covered.

Outcomes

On completion of this unit the student will be able to:

1. Define and explain key concepts as specified in the content from the areas of study, and to apply a range of related mathematical routines and procedures.

2. Apply mathematical processes in non-routine contexts and to analyse and discuss these applications of mathematics.

3. Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches.

Assessment Tasks

School Assessed Coursework (14% of final assessment)

End of Year Examinations (66% of final assessment)

• Two problem solving tasks (20 marks each), with the three outcomes assessed across the tasks. Each analysis task is a short item of 2-4 hours duration over 1-2 days.

End of Year Examinations

• VCAA Exam 1 (multiple choice) I hour

• VCAA Exam 2 (extended response) 2 hours


36

Science

VCE Offerings:

• Biology

• Chemistry


• Physics

• Psychology

BIOLOGY

37

UNIT 1 UNIT 2

Description

How do living things stay alive? In this unit students are introduced to some of the challenges to an organism in sustaining life through examining the cell as the structural and functional unit of life. Types of adaptations that enhance the organism’s survival in a particular environment and the role homeostatic mechanisms will be analysed. You will investigate how a diverse group of organisms form a community that is adapted to, and utilises, the resources of its habitat. The role of species in maintaining the structure of an ecosystem will be explored, and how the planet’s biodiversity is classified and factors that affect the growth of a population considered. Outcomes 1. Investigate and explain how cellular structures and systems

function to sustain life 2. Explain how various adaptations enhance the survival of an

individual organism, investigate the relationships between organisms that form a living community and their habitat, and analyse the impacts of factors that affect population growth

3. Design and undertake an investigation related to the survival of an organism or species, and draw conclusions based on evidence from collected data

Assessment Tasks

• A report of a fieldwork activity

• Annotations of a practical work folio of activities or investigations

• A bioinformatics exercise

• Media response

• Data analysis

• Problem solving involving biological concepts, skills and/or issues

• A reflective learning journal/blog related to selected activities or in response to an issue

• A test comprising multiple choice and/or short answer and/or extended response.

• A report of a student-designed or adapted investigation related to the survival of an organism or a species using an appropriate format, for example a scientific poster, practical report, oral communication or digital presentation.

Description

How is continuity of life maintained? In this unit, students focus on cell reproduction and the transmission of biological information from generation to generation. You will learn that all cells are derived from pre-existing cells through the cell cycle, and examine the process of DNA replication and cell division. Reproductive strategies will be explored, and the role of stem cells in the differentiation, growth, repair and replacement of cells in humans, and their potential use in medical therapies examined. Use chromosome theory to explain the inheritance of characteristics, and explore the relationship between genes, the environment and the regulation of genes. Apply genetic knowledge in exploring the inheritance of autosomal and sex-linked genetic conditions, and examine the uses and social and ethical issues of genetic screening.

Outcomes 1. Compare the advantages and disadvantages of asexual and sexual

reproduction, explain how changes within the cell cycle may have an impact on cellular or tissue system function and identify the role of stem cells in cell growth and cell differentiation and in medical therapies

2. Apply an understanding of genetics to describe patterns of inheritance, analyse pedigree charts, predict outcomes of genetic crosses and identify the implications of the uses of genetic screening and decision making related to inheritance

3. Investigate and communicate a substantiated response to a question related to an issue in genetics and/or reproductive science

Assessment Tasks • A report of a fieldwork activity • Annotations of a practical work folio of activities or investigations • A bioinformatics exercise • Media response • Data analysis • Problem solving involving biological concepts, skills and/or issues • A reflective learning journal/blog related to selected activities or in

response to an issue • A test comprising multiple choice and/or short answer and/or extended

response. • A report of an investigation into genetics and/or reproductive science

using an appropriate format, for example, digital presentation, oral communication or written report.

BIOLOGY

38

UNIT 3 UNIT 4

How do cells maintain life? In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signaling molecules and reactions between antigens and antibodies. Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signaling molecules. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

Outcomes

1. Explain the dynamic nature of the cell in terms of key cellular processes including regulation, photosynthesis and cellular respiration, and analyse factors that affect the rate of biochemical reactions.

2. Apply a stimulus-response model to explain how cells communicate with each other, outline human responses to invading pathogens, distinguish between the different ways that immunity may be acquired, and explain how malfunctions of the immune system cause disease.

Assessment Tasks Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score. School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score and will be based on: 1. A report related to at least two practical activities from a practical

logbook. 2. At least one task selected from:

• a report of a practical activity

• annotations of activities or investigations from a practical logbook

• a graphic organiser

• a bioinformatics exercise

• an evaluation of research

• media response

• data analysis • a response to a set of structured questions

• problem solving involving biological concepts, skills and/or issues

• a reflective learning journal/blog related to selected activities or in response to an issue.

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

1. Analyse evidence for evolutionary change, explain how relatedness between species is determined, and elaborate on the consequences of biological change in human evolution.

2. Describe how tools and techniques can be used to manipulate DNA, explain how biological knowledge is applied to biotechnical applications, and analyse the interrelationship between scientific knowledge and its applications in society.

3. Design and undertake an investigation related to cellular processes and/or biological change and continuity over time, and present methodologies, findings and conclusions in a scientific poster.

Assessment Tasks Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score. School-assessed Coursework for Unit 3 will contribute 24 per cent to the study score and will be based on: 1. A report using primary or secondary data 2. A response to an issue or a report of a laboratory investigation 3. A structured scientific poster according to the VCAA template

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CHEMISTRY

UNIT 1 UNIT 2

Description

How can the diversity of materials be explained? The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students examine the modification of metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances from molecules to polymers and giant lattices and relate their structures to specific applications. Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances. Throughout the unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena.

Outcomes 1. Relate the position of elements in the periodic table to

their properties, investigate the structures and properties of metals and ionic compounds, and calculate mole quantities.

2. Investigate and explain the properties of carbon lattices and molecular substances with reference to their structures and bonding, use systematic nomenclature to name organic compounds, and explain how polymers can be designed for a purpose.

3. Investigate a question related to the development, use and/or modification of a selected material or chemical and communicate a substantiated response to the question.

Assessment Tasks Suitable tasks for assessment may be selected from the following: For Outcomes 1 and 2

• annotations of a practical work folio of activities or investigations • a report of a practical activity or investigation • a modelling activity • media response • problem solving involving chemical concepts, skills and/or issues • a reflective learning journal/blog related to selected activities or

in response to an issue • data analysis • a test comprising multiple choice and/or short answer and/or

extended response. For Outcome 3:

• a report of a student-designed quantitative laboratory investigation using an appropriate format, for example digital presentation, oral communication, scientific poster or written report.

What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water. Outcomes 1. Relate the properties of water to its structure and bonding, and

explain the importance of the properties and reactions of water in selected contexts. Explain how chemical reactions and processes occurring in the atmosphere help to sustain life on earth

2. measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases.

3. design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data.


• annotations of a practical work folio of activities or investigations • a report of a practical activity or investigation • a modelling activity • media response • problem solving involving chemical concepts, skills and/or issues • a reflective learning journal/blog related to selected activities or in

response to an issue • data analysis • a test comprising multiple choice and/or short answer and/or

extended response. For Outcome 3:

• a report of a student-designed quantitative laboratory investigation using an appropriate format, for example digital presentation, oral communication, scientific poster or written report.

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CHEMISTRY

UNIT 3 UNIT 4

Description

How can chemical processes be designed to optimise efficiency? The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena. Outcomes • compare fuels quantitatively with reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic cells, and evaluate energy resources based on energy efficiency, renewability and environmental impact. • apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised, and explain how electrolysis is involved in the production of chemicals and in the recharging of batteries. Assessment Tasks The examination will contribute 60 per cent. School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score and will be based on:

• One task selected from:

• Analysis and evaluation of stimulus material.

• A report on a laboratory investigation.

• A comparison of two electricity-generating cells. • A reflective learning journal/blog related to selected activities or in response to an issue 2. At least one task selected from:

• annotations of at least two practical activities from a practical logbook

• a report of a student investigation

• an evaluation of research

• analysis of data including generalisations and conclusions

• media analysis/response • a graphic organiser illustrating a chemical process

• an analysis of an unfamiliar chemical manufacturing process or electrolytic cell

• a response to a set of structured questions.

Description

How are organic compounds categorised, analysed and used? The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of 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 confirm or deduce organic structures and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context the role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods. Outcomes 1. Compare the general structures and reactions of the major organic

families of compounds, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules.

2. distinguish between the chemical structures of key food molecules, analyse the chemical reactions involved in the metabolism of the major components of food including the role of enzymes, and calculate the energy content of food using calorimetry.

3. design and undertake a practical investigation related to energy and/or food, and present methodologies, findings and conclusions in a scientific poster.

Assessment Tasks The examination will contribute 60 per cent. School-assessed Coursework for Unit 4 will contribute 24 per cent of the study score and will be based on:

1. At least one task selected from:



• analysis of data including generalisations and conclusions

• media analysis/response

• a response to a set of structured questions • a reflective learning journal/blog related to comparison of organic

structures or pathways

2. At least one task selected from:

• Response to stimulus material.

• A report of a laboratory investigation. • A comparison of food molecules

• A reflective learning journal/blog related to selected activities or in response to an issue

3. A structured scientific poster according to the VCAA standard template.

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ENVIRONMENTAL SCIENCE

UNIT 1 UNIT 2

Description

How are Earth’s systems connected?

In this unit students examine Earth as a set of four interacting systems: the

atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems

perspective when exploring the physical requirements for life in terms of inputs

and outputs, and consider the effects of natural and human-induced changes in

ecosystems. They investigate the physical environment and its components, the

function of local ecosystems and the interactions that occur in and between

ecological components over different timescales. Students consider how the

biotic and abiotic components of local ecosystems can be monitored and

measured.

Outcomes:

1. Compare the processes and timeframes for obtaining the key inputs required

for life on Earth, describe strategies for the minimisation of waste product

outputs, and explain how Earth’s four systems interact to sustain life

2. Describe the flow of matter and energy, nutrient exchange and

environmental changes in ecosystems across Earth’s four systems over different

time scales.

3. Design and undertake an investigation related to ecosystem monitoring

and/or change, and draw a conclusion based on evidence from collected data.

Assessment Tasks:

Suitable tasks for assessment may be selected from the following:

For Outcomes 1 and 2

• a fieldwork report

• a case study

• a report of a practical activity involving the collection of primary data

• annotations of a practical work folio of activities or investigations

• a research investigation involving the collection of secondary data

• a model of an aspect of Earth systems

• a logbook of practical activities

• analysis of data/results including generalisations/conclusions


• problem solving involving environmental science concepts, skills and/or issues

• a test comprising multiple choice and/or short answer and/or extended

response

• a reflective learning journal/blog related to selected activities or in response

to an issue

For Outcome 3

• a report of a student-designed and/or adapted and/or extended investigation

related to ecosystem monitoring and/or change that can be presented in

various formats, for example digital presentation, oral presentation, written

report or graphic organiser

Description

How can pollution be managed?

In this unit students explore the concept of pollution and associated impacts on

Earth’s four systems through global, national and local perspectives. They

distinguish between wastes, contaminants and pollutants and examine the

characteristics, measurement and management of pollution. They analyse the

effects of pollutants on the health of humans and the environment over time.

Students consider the rules for use, treatment and disposal of pollutants and

evaluate the different perspectives of those who are affected by pollutants. They

explore the significance of technology, government initiatives, communities and

individuals in redressing the effects of pollutants, and consider how values, beliefs

and evidence affect environmental decision making.

Outcomes:

1. Compare a selected pollutant that results in bioaccumulation with an air- or

water-borne pollutant, with reference to their sources, characteristics and

dispersal, explain how they can be measured and monitored, and describe

treatment options.

2. Compare the sources, nature, transport mechanism, effects and treatment of

three selected pollutants, with reference to their actions in the atmosphere,

biosphere, hydrosphere and lithosphere.

3. Investigate and communicate a substantiated response to an issue involving the

management of a selected pollutant of local interest.

Assessment Tasks:

Suitable tasks for assessment may be selected from the following:

For Outcome 1

• a report of a fieldwork exercise



• annotations of a practical logbook of activities or investigations

• analysis of data/results including generalisations/conclusions

• a model of an aspect of Earth systems


• problem solving involving environmental concepts, skills and/or issues

• a test comprising multiple choice and/or short answer and/or extended response

• a reflective learning journal/blog related to selected activities or in response to

an issue. For Outcome 2

• a comparison of the sources, nature, transport mechanism, effects and

treatment of three selected pollutants, with reference to their actions in the

atmosphere, biosphere, hydrosphere and lithosphere.

For Outcome 3

• a report of a case study involving the management of a selected pollutant of

local interest.

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ENVIRONMENTAL SCIENCE

UNIT 3 UNIT 4

Description:

How can biodiversity and development be sustained?

In this unit students focus on environmental management through the

examination and application of sustainability principles. They explore the value

and management of the biosphere by examining the concept of biodiversity

and the services provided to all living things. They analyse the processes that

threaten biodiversity and apply scientific principles in evaluating biodiversity

management strategies for a selected threatened endemic species. Students

use a selected environmental science case study with reference to the

principles of sustainability and environmental management to explore

management at an Earth systems scale, including impact on the atmosphere,

biosphere, hydrosphere and lithosphere.

Outcomes:

1. Explain the importance of Earth’s biodiversity, analyse the threats to

biodiversity, and evaluate management strategies to maintain biodiversity in

the context of one selected threatened endemic species.

2. Explain the principles of sustainability and environmental management and

analyse and evaluate a selected environmental science case study.

Assessment Tasks:

The level of achievement for Units 3 and 4 is also assessed by an end-of-year

examination, which will contribute 50 per cent to the study score.

School-assessed Coursework for Unit 3 will contribute 20 per cent to the study

score.

1. An account presented in one of the following formats: a written report

drawing on data collected from fieldwork or other sources (approximately 50

minutes and/or up to 1000 words), a multimodal presentation (approximately

10 minutes), a written response to a set of questions (approximately 50

minutes), an oral presentation drawing on data collected from fieldwork or

other sources (approximately 10 minutes).

2. An evaluation presented in one of the following formats: a multimodal

presentation (approximately 10 minutes), a written response to a set of

questions (approximately 50 minutes), a written report (up to 1000 words), an

oral presentation (approximately 10 minutes).

Description:

How can the impacts of human energy use be reduced?

In this unit students analyse the social and environmental impacts of energy

production and use on society and the environment. They explore the

complexities of interacting systems of water, air, land and living organisms that

influence climate, focusing on both local and global scales, and consider long-

term consequences of energy production and use. Students examine scientific

concepts and principles associated with energy, compare efficiencies of the use

of renewable and non-renewable energy resources, and consider how science

can be used to reduce the impacts of energy production and use. They

distinguish between natural and enhanced greenhouse effects and discuss their

impacts on living things and the environment, including climate change.

Measurement of environmental indicators often involves uncertainty. Students

develop skills in data interpretation, extrapolation and interpolation, test

predictions, and recognise the limitations of provisional and incomplete data.

They learn to differentiate between relationships that are correlative and those

that are cause-and-effect, and make judgments about accuracy, validity and

reliability of evidence.

Outcomes:

1. Compare the advantages and disadvantages of a range of energy sources,

evaluate the sustainability of their use, and explain the impacts of their use on

society and the environment.

2. Explain the causes and effects of changes to Earth’s climate, compare

methods of measuring and monitoring atmospheric changes, and explain the

impacts of atmospheric changes on living things and the environment.

3. Design and undertake a practical investigation related to biodiversity or

energy use from an environmental management perspective, and present

methodologies, findings and conclusions in a scientific poster.

Assessment Task:

The level of achievement for Units 3 and 4 is also assessed by an end-of-year

examination, which will contribute 50 per cent to the study score.

School-assessed Coursework for Unit 4 will contribute 30 per cent of the study

score.

1. An evaluation using at least one task selected from: annotations of at least

two practical activities from a practical logbook, a report of a student

investigation, a model of energy concepts, a graphic organiser, an evaluation of

research, media analysis/response, an analysis of data including generalisations

and conclusions, a response to structured questions, a reflective learning

journal/blog related to selected activities or in response to an issue.

(approximately 50 minutes or up to 1000 words)

2. An explanation using at least one task selected from: annotations of at least

two practical activities from a practical logbook, a report of a student

investigation, a model of climate concepts, a graphic organiser, an evaluation of

research, media analysis/response, an analysis of data including generalisations

and conclusions, a response to structured questions, a reflective learning

journal/blog related to selected activities or in response to an issue.

(approximately 50 minutes or up to 1000 words)

3. A structured scientific poster according to the VCAA template outlined in the

study design. (not exceeding 1000 words)

43

PHYSICS

UNIT 1 UNIT 2

Description

What ideas explain the physical world? Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter. Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe. Outcomes

1. apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in selected contexts, and describe the environmental impact of human activities with reference to thermal effects and climate science concepts.

2. Investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community

3. Explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.

Assessment Tasks Suitable tasks for assessment may be selected from the following: For Outcomes 1, 2 and 3

• an annotated folio of practical activities

• data analysis

• design, building, testing and evaluation of a device

• an explanation of the operation of a device

• a proposed solution to a scientific or technological problem

• a report of a selected physics phenomenon

• a modelling activity

• a media response

• a summary report of selected practical investigations

• a reflective learning journal/blog related to selected activities or in response to an issue

a test comprising multiple choice and/or short answer and/or extended response

Description

What do experiments reveal about the physical world? In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question. Outcomes 1. Investigate, analyse and mathematically model the motion of

particles and bodies. 2. Apply concepts of light and nuclear physics to describe and

explain the genesis and life cycle of stars, and describe the methods used to gather this information.

3. Design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data.


• an annotated folio of practical activities

• data analysis

• design, building, testing and evaluation of a device

• an explanation of the operation of a device


• a report of a selected physics phenomenon

• a modelling activity

• a media response

• a summary report of selected practical investigations


• a test comprising multiple choice and/or short answer and/or extended response.

For Outcome 3

• a report of a practical investigation (student-designed or adapted) using an appropriate format, for example a scientific poster, practical report, oral communication or digital presentation.

44

PHYSICS

UNIT 3 UNIT 4

Description

How do things move in contact?

In this area of study students examine the similarities and differences

between three fields: gravitational, electric and magnetic. Field models

are used to explain the motion of objects when there is no apparent

contact. Students explore how positions in fields determine the

potential energy of an object and the force on an object. They

investigate how concepts related to field models can be applied to

construct motors, maintain satellite orbits and to accelerate particles.

How are fields used to move electrical energy?

The production, distribution and use of electricity has had a major

impact on human lifestyles. In this area of study students use empirical

evidence and models of electric, magnetic and electromagnetic effects

to explain how electricity is produced and delivered to homes. They

explore magnetic fields and the transformer as critical to the

performance of electrical distribution systems.

Outcomes

1. On completion of this unit the student should be able to analyse gravitational, electric and magnetic fields, and use these to explain the operation of motors and particle accelerators and the orbits of satellites.

2. On completion of this unit the student should be able to analyse and evaluate an electricity generation and distribution system.

3. On completion of this unit the student should be able to investigate motion and related energy transformations experimentally, analyse motion using Newton’s laws of motion in one and two dimensions, and explain the motion of objects moving at very large speeds using Einstein’s theory of special relativity.

Assessment Tasks The examination will contribute 60 per cent. School-assessed Coursework for Unit 3 will contribute 21 per cent to the study score. At least one task (which is different from the task/s selected for Outcomes 1,2 and 3) selected from: • annotations of at least two practical activities from a practical logbook • a report of a student investigation • a report of a physics phenomenon • data analysis • media analysis/response • design, building, testing and evaluation of a device • an explanation of the operation of a device • a proposed solution to a scientific or technological problem • a response to structured questions • a reflective learning journal or blog related to selected activities or in response to an issue • a test (short answer and extended response) (approximately 50 minutes or not exceeding 1000 words for each task)

Description

How can waves explain the behaviour of light?

In this area of study students use evidence from experiments to explore

wave concepts in a variety of applications. Wave theory has been used to

describe transfers of energy, and is important in explaining phenomena

including reflection, refraction, interference and polarisation. Do waves

need a medium in order to propagate and, if so, what is the medium?

Students investigate the properties of mechanical waves and examine the

evidence suggesting that light is a wave. They apply quantitative models

to explore how light changes direction, including reflection, refraction,

colour dispersion and polarisation.

How are light and matter similar?

In this area of study students explore the design of major experiments

that have led to the development of theories to describe the most

fundamental aspects of the physical world – light and matter. When light

and matter are probed they appear to have remarkable similarities. Light,

which was previously described as an electromagnetic wave, appears to

exhibit both wave-like and particle-like properties. Findings that electrons

behave in a wave-like manner challenged thinking about the relationship

between light and matter, where matter had been modelled previously as

being made up of particles.

Outcomes

1. On completion of this unit the student should be able to apply wave

concepts to analyse, interpret and explain the behaviour of light.

2. On completion of this unit the student should be able to provide

evidence for the nature of light and matter, and analyse the data from

experiments that supports this evidence.

On completion of this unit the student should be able to design and

undertake a practical investigation related to waves or fields or motion,

and present methodologies, findings and conclusions in a scientific

poster.

Assessment Tasks

The examination will contribute 60 per cent. School-assessed Coursework for Unit 3 will contribute 19 per cent to the study score. At least one task (which is different from the task selected for Outcome 2)

selected from:



• a report of a physics phenomenon

• data analysis • media analysis/response

• design, building, testing and evaluation of a device or physical model

• an explanation of the operation of a device or physical model


• a response to structured questions

• a reflective learning journal or blog related to selected activities or in

response to an issue • a test (short answer and extended response)

(approximately 50 minutes or not exceeding 1000 words for each task)

Structured scientific poster according to VCAA template. (not exceeding

1000 words)

Use of Computers: There will be frequent use of IT for in class modelling and data handling. Detailed studies require extensive use of IT.

45

PSYCHOLOGY

UNIT 1 UNIT 2

Description How are behaviour and mental processes shaped?

Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. Outcomes 1. Describe how understanding of brain structure and function has

changed over time, explain how different areas of the brain coordinate different functions, and explain how brain plasticity and brain damage can change psychological functioning.

2. Identify the varying influences of nature and nurture on a person’s psychological development, and explain different factors that may lead to typical or atypical psychological development.

3. Investigate and communicate a substantiated response to a question related to brain function and/or development, including reference to at least two contemporary psychological studies and/or research techniques.






• a report of an investigation into brain function and/or development that can be presented in various formats, for example digital presentation, oral presentation, or written report.

Description How do external factors influence behaviour and mental

processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. Outcomes 1. Compare the sensations and perceptions of vision and taste,

and analyse factors that may lead to the occurrence of perceptual distortions.

2. Identify factors that influence individuals to behave in specific ways, and analyse ways in which others can influence individuals to behave differently.

3. Design and undertake a practical investigation related to external influences on behaviour, and draw conclusions based on evidence from collected data.




• problem solving involving psychological concepts, skills and/or issues


• a reflective learning journal/blog For Outcome 3

• a report of an investigation into brain function and/or development that can be presented in various formats, for example digital presentation, oral presentation, or written report.

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PSYCHOLOGY

UNIT 3 UNIT 4

Description

How does experience affect behaviour and mental processes? The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. Outcomes 1. Explain how the structure and function of the human nervous

system enables a person to interact with the external world and analyse the different ways in which stress can affect nervous system functioning.

2. Apply biological and psychological explanations for how new information can be learnt and stored in memory, and provide biological, psychological and social explanations of a person’s inability to remember information.

Assessment Tasks The examination will contribute 60 per cent. School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score and will be based on: At least one task (which is different from the task/s selected for

Outcomes 1 and 2) selected from:



• a response to a set of structured questions

• a reflective blog/learning journal related to selected activities or in response to an issue

• a test

Description

How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a bio psychosocial approach, as a scientific model, to analyse mental health and disorder.. Outcomes

1. Explain consciousness as a continuum, compare theories about the purpose and nature of sleep, and elaborate on the effects of sleep disruption on a person’s functioning.

2. Explain the concepts of mental health and mental illness including influences of risk and protective factors, apply a bio psychosocial approach to explain the development and management of specific phobia, and explain the psychological basis of strategies that contribute to mental wellbeing.

3. Design and undertake a practical investigation related to mental processes and psychological functioning, and present methodologies, findings and conclusions in a scientific poster.

Assessment Tasks The examination will contribute 60 per cent. School-assessed Coursework for Unit 4 will contribute 24 per cent to the study score and will be based on: 1. At least one task (which is different from the task/s selected for

Outcomes 1 and 2) selected from:


• questions

• a reflective blog/learning journal related to selected activities or in response to an issue

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The Humanities

VCE Offerings:


• History

• Legal Studies

48

BUSINESS MANAGEMENT

UNIT 1 UNIT 2

Planning a Business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Outcomes 1. Be able to describe how and why business ideas are

created and developed, and explain the methods by which a culture of business innovation and entrepreneurship may be fostered in a nation.

2. Be able to describe the external environment of a business and explain how the macro and operating factors within it may affect business planning.

3. Be able to describe the internal business environment and analyse how factors from within it may affect business planning.

Assessment Tasks may include:

• a case study analysis

• a business research report • development of a business plan and/or

feasibility study

• an interview and a report on contact with business

• a school-based, short-term business activity

• a business simulation exercise

• an essay

• a business survey and analysis • a media analysis.

Establishing a Business Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years. Outcomes

1. Be able to explain the importance when establishing a business of complying with legal requirements and financial record keeping, and establishing effective policies and procedures.

2. Be able to explain the importance of establishing a customer base and a marketing presence to achieve the objectives of the business, analyse effective marketing and public relations strategies and apply these strategies to business-related case studies.

3. Be able to discuss the staffing needs for a business and evaluate the benefits and limitations of management strategies in this area from both an employer and an employee perspective.

Assessment Tasks may include:

• a case study analysis

• a business research report

• development of a business plan and/or feasibility study

• an interview and a report on contact with business

• a school-based, short-term business activity

• a business simulation exercise

• an essay

• a business survey and analysis a media analysis.

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BUSINESS MANAGEMENT

UNIT 3 UNIT 4

Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice. Outcomes:

1. The student should be able to discuss the key characteristics of businesses and stakeholders, and analyse the relationship between corporate culture, management styles and management skills.

2. The student should be able to explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees.

3. The student should be able to analyse the relationship between business objectives and operations management, and propose and evaluate strategies to improve the efficiency and effectiveness of business operations.

Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory. Outcomes:

1. The student should be able to explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future.

2. The student should be able to evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business.

Assessment:

School Assessed Coursework (50%) The student’s performance on each outcome is assessed using one or more of the following:

• a case study • structured questions • an essay • a report • a media analysis.

Final Examination: (50%)

HISTORY

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UNIT 1: UNIT 2:

Twentieth Century: 1900 - 1945 The first half of the twentieth century was marked by significant change. From the late nineteenth century up to World War 1 there was still a sense of a certain and natural order of society. This order was soon challenged and overturned. This unit is based on historical change from World War One until 1945. Topics include the crisis and conflict of World War 1 and the subsequent rise of the Nazi regime in Germany. We investigate how Hitler was allowed to rise to power and debate the origins of World War Two. This culminates in an excursion and investigation of the holocaust as we question how it was allowed to occur. Social change in the 1920’s is also a point of investigation as is the work of artists, musicians and filmmakers. How did their work reflect the spirit of change in their times and how did general society react to this change?

Twentieth Century 1945 – 2000

This unit considers some of the major themes and principal events of post-World War II history, and the ways in which individuals and communities responded to the political, economic, social and technological developments in domestic, regional and international settings. It begins with the Cold War that rose from the conflict and competition between the different ideas and political powers of the USA and USSR after World War II. Rivalry between the superpowers was played out in the arts, propaganda, sport, the space race, nuclear weapons production and political influence over developed and emerging nations. The unit finishes with issues for the new millennium. Topics include political upheavals, terrorism and the movement of people as refugees as a product of population growth and ecological change worldwide, all this despite advances in science, technology and medicine

Assessment tasks over Units 1 and 2 will include the following:

• A historical inquiry

• An analysis of primary sources

• An analysis of historical interpretations

• An essay

Units 3 and 4: Revolutions

In units 3 and 4 Revolutions we discover how two major revolutions have shaped the world as we know it: the American Revolution (1776) and the Russian Revolution (1917). These were moments of radical social and political change where deliberate attempts were made to break with past traditions and ruling regimes in order to transform both society and government. Each unit will focus on one revolution, and the competing theories about how these revolutions came about. We will consider the role that different ideas, leaders, movements and events might have had in creating a revolutionary situation. We will then focus on how the revolutionaries went about trying to create a new society. We will consider how the new regimes were both threatened and radicalised by factors such as political dissent, civil war, economic breakdown and wars of foreign intervention. We will finally evaluate the extent of the transformation achieved by the revolutionaries and ask the question, did the revolution achieve anything more for people than was offered under the old regime? The study of a revolution should consider differing perspectives and the reasons why different groups have made different judgements of the history of the revolution.

School Assessed Coursework (50%): 1. Research task (historical inquiry) 2. Document & image analysis 3. Evaluation of historical interpretation

4. Essay

Final examination (50%)

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LEGAL STUDIES

UNIT 1 UNIT 2

Guilt and Liability:

Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation. In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Outcomes Legal Foundations

1. Describe the main sources and types of law and assess the effectiveness of laws.

Presumption of Innocence

2. Explain the purposes and key concepts of criminal law, and use legal reasoning to argue the criminal culpability of an accused based on actual and/or hypothetical scenarios.

Civil Liability

3. Explain the purposes and key concepts of civil law, and apply legal reasoning to argue the liability of a party in civil law based on actual and/or hypothetical scenarios.

Assessment Tasks

• School Assessed Coursework

• End of Unit Exam

Sanctions, Remedies and Rights Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia. Outcomes

Sanctions

1. Explain key concepts in the determination of a criminal case, and discuss the principles of justice in relation to the determination of criminal cases, sanctions and sentencing approaches.

Remedies

2. Explain key concepts in the resolution of a civil dispute, and discuss the principles of justice in relation to the resolution of civil disputes and remedies.

Rights

3. Evaluate the ways in which rights are protected in Australia, compare this approach with that adopted by another country and discuss the impact of an Australian case on the rights of individuals and the legal system.

Assessment Tasks

• School Assessed Coursework

• End of Unit Exam

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UNIT 3 UNIT 4

Rights and justice The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit students examine the methods and institutions in the justice system and consider their 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 Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios. Outcomes The Victorian Criminal Justice system • explain the rights of the accused and of victims in

the criminal justice system, discuss the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice.

The Victorian Civil Justice system

• analyse the factors to consider when initiating a civil claim, discuss the institutions and methods used to resolve civil disputes and evaluate the ability of the civil justice system to achieve the principles of justice.

The people and the law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios. Outcomes The people and the Australian Constitution

• discuss the significance of High Court cases involving the interpretation of the Australian Constitution and evaluate the ways in which the Australian Constitution acts as a check on parliament in law-making.

The people, the parliament and the courts

• discuss the factors that affect the ability of parliament and courts to make law, evaluate the ability of these law-makers to respond to the need for law reform, and analyse how individuals, the media and law reform bodies can influence a change in the law.

53

AUSTRALIAN GLOBAL POLITICS

UNIT 1 UNIT 2

Ideas, actors and power.

In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda.

Outcomes:

1. Be able to identify and explain key ideas relating to the exercise of political power, and analyse and evaluate different approaches to governmental power by comparing Australian democracy with a non-democratic political system.

2. Be able to explain and analyse the roles and functions of political parties, interest groups and the media and their influence on participation in Australian politics.

Assessment tasks may include: • a wiki or blog • a social media campaign • a PowerPoint or interactive presentation • a research report • a case study • an essay • short-answer questions • extended-response questions

• an oral presentation such as a podcast or video.

Global Connections This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability. Outcomes:

1. be able to identify and analyse the social, political and economic interconnections created by globalisation and evaluate Australia’s participation in the global community.

2. be able to describe and analyse the extent to which global actors can effectively manage cooperation, conflict and instability in relation to selected case studies.

Assessment tasks may include: • a wiki or blog • a social media campaign • a PowerPoint or interactive presentation • a research report • a case study • an essay • short-answer questions • extended-response questions • an oral presentation such as a podcast or video

54

Design & Technology

VCE Offerings:

• Applied Computing (Software Development and Data

Analytics)

• Food Studies

• Product Design – Materials (Wood & Metal)

• Product Design – Textiles

Note: You can only choose ONE of the Product Design

subjects

55

Product Design and Technology

This VCE study is the same for both resistant materials and non-resistant materials. At Wallan Secondary College, these specialisation areas are known as Wood/Metal and Textiles, and run as separate classes for Units 1-4

UNIT 1 UNIT 2

Sustainable Product Redevelopment

This area of study introduces students to the product design process,

lifecycle analysis/assessment (LCA), IP and the product design factors,

with an emphasis on sustainability. Students consider contemporary

practices of designers who claim to incorporate sustainable practices.

Students investigate and consider how a product could be sustainably

redeveloped. They write a design brief for the redevelopment of a

product, improving the purpose and/or function and sustainability of

the original product. Students develop criteria to evaluate design

options and the finished product.

Areas of Study

• Sustainable redevelopment of a product

• Producing and evaluating a redeveloped product

Outcomes

Be able to design and plan the redevelopment of a product with the

intention of developing a different product with consideration of

sustainability issues.

Be able to select and apply materials, tools, equipment and processes

to make a redeveloped product, and compare this with the original

product.

Collaborative design

Students work as a member of a team to design and develop a range or contribute to the design and production of a group product. Throughout the unit students learn to work both individually and as a member of a team to address a design problem that requires a product range, themed products or a product with individually produced component parts.

Students investigate an historical or a contemporary design movement

or style for inspiration. These movements or styles include but are not

restricted to Bauhaus, Art Deco, Memphis, Minimalism, Organic Design

Style, Biomorphism, Oriental and Gothic. Alternatively, students may

investigate music genres, sub-cultures, technological themes, specific

designers, brands, or fashion houses.

Areas of Study

• Designing as a team

• Producing and evaluating a collaboratively designed product Outcomes

Be able to design and plan a product or range of products

collaboratively in response to a design brief.

Be able to justify, manage and use appropriate production processes to

make a product safely and evaluate individually and as a member of a

team, the processes and materials used and the suitability of a product

or components of a group product/s against the design brief.

Additional Costs

Students undertaking the subject are expected to have all items listed on the subject booklist. Throughout the study ofthe course students may be required to

contribute to the purchasing of non-standard materials and components including specialty timbers, metals, or plastics, and fittings and fixtures for cabinetry.

Textiles students are required to purchase their own fabrics. Students are expected to have and maintain account credit for internet browsing and printing

throughout the duration of the study.

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UNIT 3 UNIT 4

Applying the product design process

In this unit students are engaged in the design and development of a

product that addresses a personal, local, or global problem (such as

humanitarian issues), or that meets the needs and wants of a potential

end-user/s. The product is developed through a design process and is

influenced by a range of factors including the purpose, function and

context of the product; user-centred design; innovation and creativity;

design elements and principles; sustainability concerns; economic

limitations; legal responsibilities; material characteristics and

properties; and technology. Design and product development and

manufacture occur in a range of settings. An industrial setting provides

a marked contrast to that of a one-off situation in a small cottage

industry or a school setting. Although a product design process may

vary in complexity or order, it is central to all of these situations

regardless of the scale or context. This unit examines different settings

and takes students through the product design process as they design

for an end-user/s. Students identify methods which could be used in a

low-volume or mass/high-volume production setting to manufacture a

similar product to their design. In the initial stage of the product design

process a design brief is prepared, outlining the context or situation

around the design problem and describing the needs and requirements

in the form of constraints or considerations.

Areas of Study

• Designing for end-user/s

• Product development in industry

Outcomes

Be able to design and plan the redevelopment of a product with the

intention of developing a different product with consideration of

sustainability issues.

Be able to select and apply materials, tools, equipment and processes

to make a redeveloped product, and compare this with the original

product.

Product development and evaluation

In this unit students engage with an end-user/s to gain feedback

throughout the process of production. Students make comparisons

between similar products to help evaluate the success of a product in

relation to a range of product design factors. The environmental,

economic and social impact of products throughout their life cycle can

be analysed and evaluated with reference to the product design

factors.

Areas of Study

• Product analysis and comparison

• Product manufacture

• Product evaluation Outcomes

Be able to design and plan a product or range of products

collaboratively in response to a design brief.

Be able to justify, manage and use appropriate production processes to

make a product safely and evaluate individually and as a member of a

team, the processes and materials used and the suitability of a product

or components of a group product/s against the design brief.

Additional Costs

Students undertaking the subject are expected to have all items listed on the subject booklist. Throughout the study ofthe course students may

be required to contribute to the purchasing of non-standard materials and components including specialty timbers, metals, or plastics, and

fittings and fixtures for cabinetry. Textiles students are required to purchase their own fabrics. Students are expected to have and maintain

account credit for internet browsing and printing throughout the duration of the study.

57

Food Studies UNIT 1 UNIT 2

Food Origins

This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world.

In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns.

Outcomes

On completion of this unit the student should be able to:

• identify and explain major factors in the development of a globalised food supply, and demonstrate adaptations of selected food from earlier cuisines through practical activities

• describe patterns of change in Australia’s food industries and cultures, and use foods indigenous to Australia and those introduced through migration in the preparation of food products.

Assessment Tasks

o A range of practical activities, with records that reflect on two of the practical activities that use ingredients found in earlier cultures.

o Short research report on movement of food flavourings

Food Makers

In this unit students investigate food systems in contemporary Australia. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances.

Outcomes

On completion of this unit the student should be able to”

• describe Australia’s major food industries, analyse relationships between food suppliers and consumers, discuss measures in place to ensure a safe food supply and design a brief and a food product that demonstrates the application of commercial principles

• compare and evaluate similar foods prepared in different settings, explain the influences on effective food provision and preparation in the home, and design and create a food product that illustrates potential adaptation in a commercial context.

Assessment Tasks

• Design and develop a practical food solution in response to an opportunity or a need in the food industry or school community.

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UNIT 3 UNIT 4

Food in Daily Life: This unit investigates the many roles and everyday

influences of food. Area of Study 1 explores the science of food; our

physical need for it and how it nourishes and sometimes harms our

bodies. Students investigate the physiology of eating and appreciating

food, and the microbiology of digestion. They also investigate the

functional properties of food and the changes that occur during food

preparation and cooking.

Area of Study 2 focuses on influences on food choice: how

communities, families and individuals change their eating patterns

over time and how our food values and behaviours develop within

social environments. Students inquire into the role of food in shaping

and expressing identity and connectedness and the ways in which food

information can be filtered and manipulated. They investigate

behavioural principles that assist in the establishment of lifelong,

healthy dietary patterns.

The practical component of this unit enables students to understand

food science terminology and to apply specific techniques to the

production of everyday food that facilitates the establishment of

nutritious and sustainable meal patterns.

Outcome: On completion of this unit the student should be able to:

• explain the processes of eating and digesting food and

absorption of macronutrients, explain causes and effects of

food allergies, food intolerances and food contamination,

analyse food selection models,

• explain and analyse factors affecting food access and choice,

analyse the influences that shape an individual’s food values.

Assessment tasks:

• a range of practical activities and records of two practical

activities related to healthy meals for children and families

• Short written report


Food Issues, Challenges and Futures Food issues, challenges and

future - In this unit students examine debates about global and

Australian food systems. Area of Study 1 focuses on issues about the

environment, ecology, ethics, farming practices, the development and

application of technologies, and the challenges of food security, food

safety, food wastage, and the use and management of water and land.

Students research a selected topic, seeking clarity on current situations

and points of view, considering solutions and analysing work

undertaken to solve problems and support sustainable futures. Area of

Study 2 focuses on individual responses to food information and

misinformation and the development of food knowledge, skills and

habits to empower consumers to make discerning food choices.

Students consider how to assess information and draw evidence-based

conclusions. They apply this methodology to navigate contemporary

food fads, trends and diets. They practise and improve their food

selection skills by interpreting food labels and analysing the marketing

terms used on food packaging.

The practical component of this unit provides students with

opportunities to apply their responses to environmental and ethical

food issues, and to extend their food production repertoire reflecting

the Australian Dietary Guidelines and the Australian Guide to Healthy

Eating.

Outcome: On completion of this unit the student should be able to:

• explain a range of food systems issues, respond to a selected

debate with analysis of problems and proposals for future solutions,

apply questions of sustainability and ethics to the selected food issue

and develop and create a food repertoire that reflects personal food

values and goals

• explain a variety of food information contexts, analyse the

formation of food beliefs, evaluate a selected food trend, fad or diet

and create food products that meet the Australian Dietary Guidelines.

Assessment tasks:

• a range of practical activities and records of two practical

activities related to sustainable/ethical food choices

• Written report


59

Applied Computing

Year 11 computing is divided into two areas of study for each semester. These subjects are designed to prepare student for one of two options in year 12, either Data Analytics or Software Development.

UNIT 1 Unit 2

Area of study 1 in Unit 1 of Applied Computing requires students to use software tools to create data visualisation in response to prescribed requirements and designs. This means students use computers to represent data in different forms of graphs, charts, histograms, maps and network diagrams. Students will use software tools to collect and analyse the data that they wish to represent in this area of study.

Students will be required to use spreadsheet, database and data

visualisation software. Students will learn to validate and manipulate data using computer functions in this area of study.

Area of study two is programming. Students learn how to apply

the problem-solving methodology of design, development and evaluation by producing a software solution in response to a teacher provided solution requirement.

Students use software to plan tasks and sequence them including

time allocation, dependencies and critical path. Students monitor their own progress through the Problem solving methodology.

Areas of Study

1. Data Analysis 2. Programming

Assessment

• Produce a report using data visualisation software in response to a teacher provided prompt.

• Apply stages of the problem-solving methodology to create a solution using a programming language.

• Examination.

Unit 2 is comprised of 2 areas of study, the first is Innovative

solutions and the second is Network Security.

Area of Study 1 students are required to work collaboratively to

develop an innovative solution to an identified need or

opportunity.

The innovative solution may take the form of a proof of concept,

prototype or product. Students choose from areas such as

artificial intelligence, machine learning or neural networks. This

area of study can also use drones or robotic devices, it also allows

for game development and virtual reality. This list is not

exhaustive, students are simply required to produce an innovative

solution.

Project planning and use of the problem solving methodology is

continued in this unit and students are required to use this

methodology to manage their work and keep track of their

progress over the course of the unit.

Area of study 2, network security, involves students learn hose

networks enable data and information to be exchanged locally and

globally. Students examine the hardware and software

components and procedures required to connect and maintain

wired, wireless and mobile communications technology.

Areas of Study

1. Innovative Solutions 2. Network Security

Assessment

• Produce a report on a real world problem and demonstrate an ability to solve that problem.

• Assignment on producing a network.

• Test on knowledge of network devices

• Examination

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At year 12, Students can choose from two streams of computing: Software Development or Data Analytics

Computing (Software Development)

UNIT 3 Unit 4

In Software development Units 3 and 4 students focus on the

application of a problem-solving methodology and underlying

skills to create purpose-designed solutions using a

programming language.

In Software development Units 3 and 4 students focus on the

application of a problem-solving methodology and underlying

skills to create purpose-designed solutions using a

programming language. In Unit 3 students develop a detailed

understanding of the analysis, design and development

stages of the problem-solving methodology and use a

programming language to create working software modules.

In Area of Study 1 students respond to given software designs

and develop a set of working modules through the use of a

programming language. Students examine a range of

software design representations and interpret these when

applying specific functions of a programming language to

create working modules.

In Area of Study 2 students analyse a need or opportunity,

plan and design a solution and develop computational, design

and systems thinking skills. This forms the first part of a

project that is completed in Unit 4.

Areas of Study

1. An Appropriate Programming Language 2. Unified modelling language to create use case

Appropriate tool for documenting project plans Assessment

• Interpret design requirements and apply a range of functions and techniques using a programming language to develop working modules

• Analyse and document a need or opportunity, generate alternative design ideas, represent the preferred solution design and formulate a project plan for creating the solution.

In this unit students focus on how the information needs of

individuals and organisations are met through the creation of

software solutions used in a networked environment. They

continue to study the programming language used in Unit 3.

In Area of Study 1 students further their computational

thinking skills by transforming their detailed design prepared

in Unit 3 into a software solution. They evaluate the

efficiency and effectiveness of the solution in meeting needs

or opportunities. They also assess the effectiveness of the

project plan in monitoring project progress.

In Area of Study 2 students apply systems thinking skills when

explaining the relationship between two information systems

that share data and how that dependency affects the

performance of the systems.

Areas of Study

1. Software solutions 2. Interactions and impact

Assessment

• Apply stages of the problem-solving methodology to create a solution using a programming language that fulfils identified requirements and assess the effectiveness of the project plan in monitoring progress.

• Analyse and explain the dependencies between two information systems and evaluate the controls in place in one information system to protect the integrity of its source data.

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Computing (Data Analytics)

UNIT 3 Unit 4

In Data Analytics students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of analysis, design and development stage of the problem-solving methodology.

In area of study 1 students respond to teacher-provided solutions requirements and designs. Students develop data visualisations and use appropriate software tools to present findings. Appropriate software tools include database, spreadsheet and data visualisation software.

In area of study 2 students propose a research question, prepare a project plan, collect and analyse data, and design infographics or dynamic data visualisations.

Area of study 2 forms the first part of the School-Assessed Task (SAT) that is completed in Unit 4, Area of Study 1.i

Areas of Study

1. Organisations and data management 2. Data analytics: drawing conclusions Assessment

• Respond to teacher provided solution requirements and designs to extract data from large repositories, manipulate and cleanse data and apply a range of functions to develop software solutions to present findings.

• SAT – Propose a research questions, formulate a project plan, collect and analyse data, generate alternative design ideas and represent the preferred design for creating infographics or dynamic data visualisations.

In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies use by an organisation to protect data and information from threats.

In area of study 1 students apply the problem-solving stages of development and evaluation to develop their preferred design prepared in Unit 3, Area of Study 2, into infographics or dynamic data visualisations and evaluate the solutions and project plan. Area of Study 1 forms the second part of the School-assessed SAT.

In area of Study 2 students investigate security practices of an organisation. They examine the threats to data and information, evaluate security strategies for protecting data and information.

Students apply systems thinking skills when investigating data and information security strategies within an organisation, and when recommending strategies to reduce threats.

Areas of Study

1. Data Analytics: development and evaluation 2. Cyber Security: data and information security

Assessment

• Respond to a teacher-provided case study to investigate the current data and information security strategies of an organisation, examine the threats to the security of data and information, and recommend strategies to improve current practices.

• SAT – Develop and evaluate infographics or dynamic data visualisations that present findings in response to a research question, and assess the effectiveness of the project plan in monitoring progress.

Units 3 and 4 are also assessed through an end of year, external examination

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VCE TERMINOLOGY GLOSSARY

Assessment Task A task set by the teacher to assess students’ achievements of unit outcomes (see also Outcomes)

Australian Tertiary Admission Rank (ATAR) The overall ranking on a scale of 0 –100 that a student receives, based on his or her Study Scores. The ATAR is calculated by VTAC and used by universities and TAFE institutes to select students for courses. Formerly known as Equivalent National Tertiary Entrance Rank (ENTER).

Authentication The process of ensuring that the work submitted by students for assessment is their own.

Consideration Of Disadvantage Special consideration given to a student who, during the completion of coursework, School Assessed Tasks, examinations or GAT, is affected significantly by illness, by any factors relating to personal environment or other serious cause, or disadvantaged by a disability or impairment. Where a student has been granted Consideration of Disadvantage, the satisfactory completion of the unit and of the outcomes, will be rated S*.

Coursework Audit

As part of the VCAA’s ongoing monitoring and quality assurance program, samples of student

Coursework assessment tasks are collected from schools each semester. The work collected is used to monitor schools’ administration of Coursework assessment.

General Achievement Test (GAT) The test that is done by all students doing a Unit 3 and 4 sequences. It is used by the VCAA to check that schools are marking school-assessed tasks to the same standard and as part of statistical moderation of coursework. It doesn’t count towards students’ VCE graduation, but students’ GAT results are reported to them with their Statement of Results.

Outcomes What a student must know, or be able to do, in order to satisfactorily complete a unit as specified in the study design.

Satisfactory Completion School decision that a student has demonstrated achievement of the outcomes for a unit. Students receive an ‘S’ for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an ‘N’ for it.

School Assessed Coursework

A school-based assessment, which is reported as a grade for either a Units 3 and 4 sequence or Unit 3 and Unit 4 individually. Coursework assessment consists of a set of assessment tasks that assess students’ achievement of Unit 3 and 4 outcomes.

School Assessed Task A school-based assessment for a Unit 3 and 4 sequence and reported as a grade. A school-assessed Task is set by the Victorian Curriculum and Assessment Authority (VCAA) and assessed by teachers in accordance with published criteria. Tasks are subject to review by a panel appointed by the VCAA.

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Semester One half of the academic year. Most units are completed in one semester.

Sequence Units 3 and 4 are designed to be taken as a sequence at Year 12 level.

Statistical Moderation The process used to ensure that schools’ assessments are comparable throughout the State. It involves adjusting each school’s coursework scores for each study to match the level and spread of the combined examination and GAT scores for the students in that school doing that study.

Study Design A study design for each VCE study is published by the Victorian Curriculum Assessment Authority (VCAA). It specifies the content for the study and how students’ work is to be assessed. Schools and other VCE providers must adhere to the study designs.

Study Score A score from zero to 50 which shows how a student performed in a study, relative to all other students doing that same study. It is based on the student’s results in school assessments and examinations.

Units

The components of a study. There are usually four units in a study, numbered 1, 2, 3 and 4.

Documents

Wallan Secondary College VCE Course Selection Handbook 2020 › ... › vce_handbook_2020.pdf · 2019-08-07 · VCE The Victorian Certificate of Education (VCE) is a certificate that