YEAR 12 STUDY DESCRIPTIONS 2018 - Welcome to ... 12 SUBJECT DESCRIPTIONS 2018 1 Accounting 3 & 4 2 Biology 3 & 4 3 Business Management 3 & 4 4 Chemistry 3 & 4 5 Computing - Informatics

VERMONT SECONDARY COLLEGE

YEAR 12

STUDY

DESCRIPTIONS

2018

YEAR 12 SUBJECT DESCRIPTIONS 2018

1 Accounting 3 & 4

2 Biology 3 & 4

3 Business Management 3 & 4

4 Chemistry 3 & 4

5 Computing - Informatics Units 3 & 4

6 Computing - Software Development Units 3 & 4

7 Drama 3 & 4

8 Economics 3 & 4

9 English 3 & 4

10 English EAL 3 & 4

11 English Language 3 & 4

12 Food Studies 3 & 4

13 French 3 & 4

14 Further Mathematics 3 & 4

15 Geography 3 & 4

16 German 3 & 4

17 Health & Human Development 3 & 4

18 History (Australian History) 3 & 4

19 History (Revolutions) 3 & 4

20 Legal Studies 3 & 4

21 Literature 3 & 4

22 Mathematical Methods 3 & 4

23 Music Performance 3 & 4

24 Outdoor & Environmental Studies 3 & 4

25 Physical Education 3 & 4

26 Physics 3 & 4

27 Product Design & Technology Wood/Metal 3 & 4

28 Psychology 3 & 4

29 Specialist Mathematics 3 & 4

30 Studio Arts 3 & 4

31 Visual Communication Design 3 & 4

32 LOTE External 3 & 4

33 VCE External 3 & 4

34 VET 3 & 4

UNIT 3 / UNIT 4 STUDY DESCRIPTIONS - 2018


Possible English Pathways – from Year 10 to Year 12 revised 8/8/18 Year 10 Semesters 1 & 2 Year 11 Semesters 1 & 2 Year 12 Semesters 1 & 2

EAL* (English as an Additional Language)

Year 10 EAL group* (EAL students only)

or Year 10 English & EAL Elective

VCE EAL English Units 1 & 2 (EAL students only)

VCE EAL English Unit 3 & 4 (EAL students only)

Mainstream English Pathways (no specialist VCE English studies)

Year 10 English

VCE English (Units 1 & 2)

VCE English (units 3 & 4)

Year 10 English & Year 10 English Consolidation Elective (1 semester)

VCE English Units 1 & 2


Year 10 English & Year 10 Advanced English Elective (1 semester)



Year 10 English & Year 10 English Language Elective (1 semester)



Year 10 English & Year 10 Literature Elective (1 semester)



Specialist English Pathways (dropping mainstream English)


VCE English Language Units 1 & 2



VCE Literature Units 1 & 2


Dual VCE English Pathways (taking 2 VCE English studies)



& VCE English Language Units 1 & 2




& Year 10 English Language Elective (1 semester)


&






& VCE Literature Units 1 & 2


& VCE Literature Units 3 & 4

Advanced Placement English Pathways**

Year 10 English & VCE Literature Units 1 & 2

VCE English Units 1 & 2 & VCE Literature Units 3 & 4


Year 10 English & VCE English Language Units 1 & 2

VCE English Units 1 & 2 & VCE English Language Units 3 & 4


Year 10 English & VCE Literature Units 1 & 2

& 2nd VCE Study Units 1 & 2

VCE English Units 1 & 2 & VCE Literature Units 3 & 4 & 2nd VCE Study Units 3 & 4


* EAL: the English as an Additional Language (EAL) pathway is only available to students who have been informed that they qualify for this option. The

“Year 10 EAL group” would be taken instead of “Year 10 English,” however this class will only run if there are sufficient numbers.

**Advanced placement: the Advanced Placement Literature or English Language (Units 1 to 4) pathway options above are only available to

recommended students & through consultation with the relevant Pathways and faculty staff.


Possible English Pathways – from Year 10 to Year 12

Of all the studies students undertake in their secondary schooling, English holds a position of unparalleled importance. In Year 10, a student’s English studies are of particular significance, serving as both a prerequisite consideration for the VCE, and by providing the opportunity to trial the two specialist English pathways – English Language and Literature. Although Pathways staff will look at a student’s overall progress (across their Year 10 year), it is largely their performance in their English study that will affect whether they are recommended for a full VCE year (the following year). As the only compulsory subject required for the VCE certificate, it is important that students are generally performing “at the expected level” in Year 10 English, to demonstrate their capacity to successfully undertake the significantly more difficult VCE English.

Furthermore, once a student undertakes their VCE, success in their VCE English study is crucial for students to both obtain their VCE Certificate and to achieve a competitive ATAR score (student ranking score used for tertiary applications). To receive the VCE certificate, students must pass at least three units from one of the VCE English studies: English, EAL English, English Language or Literature. To obtain an ATAR score students must pass both Units 3 and 4, in one of these three English studies. Furthermore, in Year 12 an English area study score must be used in conjunction with a student’s top

three study scores, for the purpose of generating the ATAR score (see table below). This means that a low study score in English will significantly reduce a student’s pathway options. For all these reasons, it is crucial that students make strategic decisions about their choice of their English pathway, so that they can maximise their potential to score well in this influential core study.

For many Year 9 students (or parents/guardians of such) it may seem “premature” to be considering the future consequences of English performance in regard to the VCE, or Year 12. However, while competitive performance in many specialised VCE studies may not require students to possess prior study-specific proficiency (and specialist knowledge), this is not the case in English. In the Victorian education system, English is part of a developmental continuum running from the beginning of primary school until the end of secondary school. As such, ideally, an academically competitive English student is one who becomes increasingly sophisticated throughout their schooling, continuously building upon prior skills and knowledge (within this continuum), leading up to their final Year 12 assessments. While many students, currently in Year 9, might feel their progress in their English studies (at this time) does are not live up to this ideal, there is still sufficient time and opportunity ahead to make a significant difference.

To maximise their potential to improve in their English studies, students should make their future English pathway choices carefully, allowing themselves to be guided by their teachers and the Pathways team. Although it is highly recommended that all students undertake a Year 10 elective study, it is important that such choices are made carefully, to suit both the individual’s learning style and their needs.

There are a number of pathways by which students may satisfy the compulsory English requirement for the satisfactory completion of the VCE. The coursework in Mainstream VCE English draws significantly upon content covered by previous English studies (Years 7 to 10). Therefore, most students continue following this pathway and undertake mainstream VCE English (Units 1 to 4). Alternatively, some students choose to specialise in either VCE English Language or VCE Literature, to fulfil the compulsory English requirement for the VCE. If a student was considering specialising, as such, then they should undertake the equivalent Year 10 elective study, to ensure they are making an informed choice. Increasingly, many students are choosing to take on two VCE English studies, to maximise their potential to do well with this component of their ATAR score.

The following table (next page) illustrates a range of English pathway options available to students (from Year 10 onwards).

Each study is outlined in much greater detail in the Year 10 study selection handbook.

Number of studies

used to calculate

ATAR:

1st study

score used

2nd study

score used

3rd study

score used

4th study

score used

5th study

score used

6th study

score used

Order of studies

selected to calculate

ATAR:

Compulsory

English study

Highest scoring

subject

2nd highest scoring

subject

3rd highest scoring

subject

4th highest scoring

subject 5th highest scoring

subject

Percentage of study

score used for ATAR:

100%

100%

100%

100%

10% only

10% only

For example a, high

performing, student’s

scores would be used as

follows:

English 31=31

Physics 49=49

Maths Methods 47=47

French 46=46

Chemistry 45=4.5

Further Maths 41=4.1

+ + + + +


MATHEMATICS PATHWAYS (in order of increasing difficulty)

YEAR 10 YEAR 11 YEAR 12

Mathematics in Careers

NIL

General Mathematics

General Mathematics or Nil

Further Mathematics or Nil

Mathematical Methods

General Mathematics



Mathematical Methods Units 1 & 2







Mathematical Methods Units 3 & 4 AND Further Mathematics 3 & 4


Mathematical Methods Units 1 & 2 AND Specialist Mathematics





MATHEMATICS IN CAREERS in Year 10 is not a sufficient background for any VCE Mathematics course, but could lead into VCAL.

GENERAL MATHEMATICS (Year 11) and FURTHER MATHEMATICS (Year 12) involve the study of non-calculus based topics such as data analysis, linear relations and financial mathematics.

MATHEMATICAL METHODS (Years 11/12) includes the study of algebra, functions and graphs, co-ordinate geometry, trigonometry and circular functions, probability and calculus.

SPECIALIST MATHEMATICS Units 1 & 2 can only be studied in conjunction with MATHEMATICAL METHODS Units 1 & 2.

SPECIALIST MATHEMATICS Units 3 & 4 is designed to be taken in conjunction with Mathematical Methods Units 3 & 4 and assumes students have completed both Mathematical Methods and Specialist Mathematics Units 1 & 2.


Possible Pathways

For Science at VSC Year 10 Year 11 Year 12

Biology to Year 12

Year 10

Biology OR

Physics & Chemistry for life

Recommended: Both above units should be undertaken

Unit 1 & 2 Biology

Recommended: A VCE maths Unit 1 & 2

Unit 3&4 Biology

Recommended: A VCE maths Unit 3 & 4

Advanced placement in

Biology

Unit 1 & 2

Biology

&

10 Physics & Chemistry for life

Optional: Forensic

Science

Unit 3&4 Biology

Unit 1&2 Chemistry

And / or Unit 1&2 Physics

Unit 3&4 Chemistry

And / or Unit 3&4 Physics

Recommended:

Unit 3&4 Math Methods and/or Unit

3&4 Specialist Math

Chemistry to Year 12


Recommended: 10 Math Methods

Optional: Forensic

Science

Unit 1 & 2 Chemistry

Recommended

Unit 1 & 2 Math Methods

Unit 3 & 4 Chemistry

Recommended:


3&4 Specialist Math

Physics to Year 12

Year 10



Optional:10 Cosmos

Unit 1 & 2 Physics

Recommended: Unit 1&2 Math Methods

Unit 3 & 4 Physics Recommended Unit 3 & 4 Math Methods


Physics

Sem 1: 10 Physics & Chemistry for life &

Unit 1&2 Physics


Unit 3&4 Physics

Recommended: Unit 1&2

Math Methods and/or Unit

1&2 Specialist Math

Optional

Unit 1&2 Chemistry

Unit 3&4 Chemistry

Recommended:


3&4 Specialist Math

Psychology to Year 12

Year 10 Introduction to

Psychology

Unit 1&2

Psychology

Unit 3&4

Psychology


Psychology

Unit 1&2

Psychology

Unit 3&4

Psychology

Optional:

Unit 1&2 Biology

Recommended:

A VCE maths Unit 1 & 2

Optional:

Unit 3&4 Biology

Recommended:

A VCE maths Unit 3 & 4


ACCOUNTING UNIT 3

RECORDING AND REPORTING FOR A TRADING BUSINESS

UNIT 4 CONTROL AND ANALYSIS OF

BUSINESS PERFORMANCE

This unit focuses on financial accounting for a single activity trading

business as operated by a sole trader and emphasises the role of

accounting as an information system. Students are introduced to

the double entry system of recording using the accrual basis of

accounting. The perpetual method of stock recording with the First

In, First Out (FIFO) method is used.

AREAS OF STUDY 1. Recording of financial data. 2. Balance day adjustments reporting and interpreting of

accounting information.

LEARNING OUTCOMES

On completion of this unit the student should be able to: Outcome 1

Record financial data into appropriate accounting records using a

double entry accrual-based system for a single activity sole trader,

and discuss various aspects of this accounting system.

Outcome 2

Record balance day adjustments, prepare and interpret financial

reports. ASSESSMENT Satisfactory completion

Satisfactory completion of the unit requires that students

demonstrate achievement of all outcomes. Levels of achievement

Levels of achievement in Unit 3 and 4 Accounting are based on

School-assessed Coursework and an end of year examination.

School-assessed Coursework for Unit 3 will contribute to the

total assessment for Unit 3 and may include:

- structured questions

- a folio of exercises

- a case study

- a test

- a report

At least 30 marks must be allocated to ICT-based assessment.

This unit provides an extension of the recording and reporting

processes from Unit 3 and the use of financial and non-financial

information in assisting management in the decision-making

process. The unit covers the accrual recording and reporting

system for a single activity trading business using the perpetual

inventory recording system. Students learn about the role and

importance of budgeting for the business and undertake the

practical completion of budgets for cash, financial performance and

financial position. In this unit students evaluate the information

prepared and analyse the results in order to suggest strategies for

improvement to the owner. Where appropriate, the accounting

procedures developed in each area of study should incorporate the

application of accounting principles and the qualitative

characteristics of accounting information.

AREAS OF STUDY 1. Extension of recording and reporting 2. Financial planning and decision making

LEARNING OUTCOMES

On completion of this unit the student should be able to: Outcome 1

Record and report financial data and information using a double

entry accrual-based system for a single activity sole trader, and

discuss various aspects of this accounting system. Outcome 2

Prepare and analyse budgets, evaluate a business using financial

and non-financial information and discuss strategies to improve the

profitability and liquidity of the business.

ASSESSMENT Satisfactory completion

Satisfactory completion of the unit requires that students

demonstrate achievement of all outcomes. Levels of achievement

The student’s level of achievement in Unit 4 will be determined by

School-assessed Coursework and an end-of-year examination.

School-assessed Coursework for Unit 4 will contribute to the

total assessment for Unit 4 and may include:

- structured questions

- a folio of exercises

- a case study

- a test

- a report

At least 30 marks must be allocated to ICT-based assessment.

The end of year examination (1.5hrs) in November is based on

the content of all areas of study in Units 3 & 4 and will contribute to

the total assessment for Units 3 and 4.


BIOLOGY

UNIT 3

How do cells maintain life?

UNIT 4

How does life change and respond to

challenges over time?

In this unit students investigate the significant role of proteins in cell

functioning. They explore how technological advances have

provided improved knowledge and understanding of the roles

proteins play in cell functions. The study of the structure and

function of DNA and RNA leads students to investigate the diversity

of proteins. Specific examples of the applications of molecular

biology are included. Homeostasis, signalling molecules and signal

transduction are included in a study of co-ordination and

regulation. Immune responses, disorders of immune response and

acquired immunity are investigated. Applications of molecular

biology are explored.

AREAS OF STUDY 1. How do cellular processes work? 2. How do cells communicate?

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

Outcome 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.

Outcome 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 The Victorian Curriculum and Assessment Authority will supervise

the assessment of all students undertaking Units 3 and 4. In the

study of Biology, the student’s level of achievement will be

determined by School-assessed Coursework and an end-of-year

examination.

ENTRY There are no prerequisites for Unit 3, however students must

undertake Unit 3 prior to undertaking Unit 4.

In this unit students focus on molecular genetics and investigate

individual units of inheritance and the genomes of individuals and

species. A study of asexually reproducing and sexually

reproducing organisms is included. Students undertake practical

investigations that involve the manipulation of DNA and inheritance

traits. Students investigate changes to species and the process of

natural selection. The interaction between human, cultural and

technological evolutions and impact on evolutionary process is

studied. Students consider the bioethical issues associated with

the application of particular gene technologies.

AREAS OF STUDY 1. How are species related? 2. How do humans impact on biological processes 3. Practical Investigation

LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1

Analyse evidence for evolutionary change, explain how relatedness

between species is determined, and elaborate on the

consequences of biological change in human evolution. Outcome 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.

ASSESSMENT The Victorian Curriculum and Assessment Authority will supervise

the assessment of all students undertaking Units 3 and 4. In the

study of Biology the student’s level of achievement will be

determined by School-assessed Coursework and end-of-year

examinations

Percentage contributions to the study score in Unit 3 & 4 Biology

are as follows:

School-assessed Coursework Unit 3 & 4 = 40%

End of Year Examination 60%


BUSINESS MANAGEMENT

UNIT 3 MANAGING A BUSINESS

UNIT 4 TRANSFORMING 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. They 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.

AREAS OF STUDY

1. Business foundations

2. Managing employees

3. Operations management

LEARNING OUTCOMES

On completion of this unit students should be able to:

1. Discuss the key characteristics of businesses and

stakeholders, and analyse the relationship between

corporate culture, management styles and

management skills.

2. Explain theories of motivation and apply them to a

range of contexts, and analyse and evaluate

strategies related to the management of employees.

3. Analyse the relationship between business

objectives and operations management, and propose

and evaluate strategies to improve the efficiency

and effectiveness of business operations.

ASSESSMENT

Satisfactory Completion

Satisfactory completion of this unit is awarded when the

student demonstrates achievement of the learning outcomes.

Levels of Achievement

Levels of achievement will be determined by School-

assessed Coursework which will contribute 25 per cent to the

study score. The student’s performance on each outcome

will be assessed using one or more of the following:

- Case studies

- Structured questions

- Essay

- Report

- Media analysis

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.

AREAS OF STUDY

1. Reviewing performance – the need for change

2. Implementing change

LEARNING OUTCOMES


1. 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. 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


Satisfactory completion of this unit is awarded when the

student demonstrates achievement of the learning outcomes.


Levels of achievement will be determined by School-

assessed Coursework which will contribute 25 per cent to

the final assessment. The student’s performance on each

outcome will be assessed using one or more of the

following:

Case study

Structured questions

Essay

Report

Media Analysis

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.


CHEMISTRY

UNIT 3 How can chemical processes be designed to optimise

efficiency

UNIT 4 How are organic compounds categorised, analysed and used?

In this unit students compare and evaluate the different

chemical energy resources, investigating combustion of

fuels, consider and design galvanic, fuel and electrolytic

cells. Manufacturing processes are explored in terms of

factors that affect rates of reaction. The use of chemical

language is employed throughout the unit to discuss

chemical phenomena.

AREAS OF STUDY

1. What are the options for energy production?

2. How can the yield of a chemical product be

optimised?

LEARNING OUTCOMES

On completing this unit students should be able to:

Outcome 1

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 environment impact.

Outcome 2

Apply rate and equilibrium principles to predict how the rate

and extent of reactions can be optimized, and explain how

electrolysis is involved in the production of chemical and in

the recharging of batteries.

ASSESSMENT

Satisfactory completion.

Satisfactory completion of this unit requires demonstrated

achievement of the learning outcomes.

Levels of achievement.

Levels of achievement will be based on School-assessed

Coursework and a mid-year examination.

School-assessed Coursework will contribute 16 per cent of

the total scored assessment for Unit 3, and will include

An Extended Experimental Investigation (50 %)

A written report of one practical activity (25 %)

One other task (25 %)

Students investigate the industrial production of chemicals

and their reactions. Equilibrium factors such as the rate and

yield are discussed and students apply this to obtain

optimum conditions in the industrial production of sulfuric

acid. Galvanic cells and electrolytic cells operate by

transforming chemical and electrical energy. Students

investigate their principles, both in the laboratory and in

important commercial and industrial applications including

fuel cells.

AREAS OF STUDY

1. How can the diversity of carbon compounds be

explained and categorized?

2. What is the chemistry of food?

3. Practical Investigation

LEARNING OUTCOMES

On completing this unit students should be able to

Outcome 1

Compare the general structures and reactions of the major

organic families of compounds, deduce structures of organic

compounds using instrumental analysis data, design reaction

pathways for the synthesis of organic molecules.

Outcome 2

Distinguish between the chemical structures of key food

molecules, analyse the chemical reactions involved in

metabolism of the major components of food including the

role of enzymes and calculate the energy content of food

using calorimetry.

Outcome 3

Design and undertake a practical investigation related to

energy and or food.

ASSESSMENT




Levels of achievement.

Levels of achievement will be based on School-assessed

Coursework and an end-of-year examination.

School-assessed Coursework will contribute 24 per cent of

the total scored assessment for Unit 4, and will include

A summary report including annotations of three

practical activities (50 %)

A written report of one practical activity (25 %)

One other task (25 %)

The end-of-year examination, which is externally set and

assessed, will contribute 60 per cent of the total assessment

for Units 3 and 4.

Throughout Units 3 and 4 students will continue to investigate the application of principles of green chemistry to

chemical processes and use the language and symbols of chemistry, and chemical formulas and equations to explain

observations and data collected from experiments. They will also be expected to demonstrate, at progressively higher

levels, the designated key skills which include the ability to ‘investigate and inquire scientifically’, ‘apply chemical

understandings’ and ‘communicate chemical information and understandings’.


COMPUTING - INFORMATICS

UNIT 3 UNIT 4

In Unit 3 students focus on data, information and information systems.

Students consider data and how it is acquired, managed, manipulated and

interpreted to meet a range of needs.

AREAS OF STUDY Organisations and data management Students investigate why organisations acquire data online for transaction processing and how they structure their data-gathering processes to support these transactions. They develop and apply skills in using a relational database management system (RDBMS) to manipulate data typically sourced through interactive online solutions. Students examine how value can be added to this data through the careful structuring of data and the application of functions, such as queries, searches and reports that identify patterns and relationships between data sets. Students investigate interactive online solutions to ascertain the types of data being acquired, how it is obtained and protected and how transactions are completed. They design a user flow diagram that traces different ways in which users interact with online solutions when initiating and completing transactions, acknowledging that there can be multiple entry points and multiple interactions. Students diagrammatically represent the user interface of the page on which the user commences an online transaction. Students examine how organisations fulfil their legal requirements to protect the rights of those who provide data and why organisations want the data organised in particular ways. Students consider the fundamentals of an RDBMS; that is, fields and data types, data structures and the relationships between data sets. Students learn to describe data types and data structures, and apply functions, techniques, formats and conventions to store, validate and manipulate data, and to present suitable solutions. When tracing user interactions and developing a solution, students respond to two teacher-provided design briefs: one relates to how users interact with an online solution when conducting a transaction; the other provides details of why an RDBMS solution is needed, and includes data. The contexts of the briefs can be the same or different.

Data analytics: drawing conclusions In this area of study students focus on data analytics, in particular selecting, referencing, organising, manipulating and interpreting relevant data to draw valid conclusions about a hypothesis. Students complete this as the first part of a project; the other part is undertaken in Unit 4, Outcome 1. Students prepare their acquired data for manipulation through integrity checks and, where appropriate, codify data and information. Students manipulate this data to support interpretation and apply computational thinking skills to extract meaning from the data in order to express a conclusion to their hypothesis. Students devise a file management plan and prepare a project plan for the execution of the problem-solving methodology. This includes both parts of the project, from the framing of the hypothesis, the analysis and the conclusion (Unit 3, Outcome 2), through to the design, development and evaluation of the multimodal online solution showing the correctness (or otherwise) of the hypothesis (Unit 4, Outcome 1). Students determine the milestones of their project.

LEARNING OUTCOMES Outcome 1 On completion of this unit the student should be able to design a solution, develop it using a relational database management system, and diagrammatically represent how users interact with an online solution when supplying data for a transaction. Outcome 2 On completion of this unit the student should be able to use a range of appropriate techniques and processes to acquire, prepare, manipulate and interpret complex data to confirm or refute a hypothesis, and formulate a project plan to manage process.

In this unit students focus on strategies and techniques for manipulating,

managing and securing data and information to meet a range of needs.

AREAS OF STUDY Data analytics: presenting the findings In this area of study students draw on the conclusion they formed to their hypothesis in Unit 3, Outcome 2, and design and develop a multimodal online solution that communicates and substantiates this conclusion. Students evaluate the effectiveness of the solution in communicating the conclusion. In this area of study students design a multimodal online solution with an educational purpose that is intended for a world-wide audience. When designing the solution, students generate two or three alternative design ideas and develop and apply criteria to select the design idea that will be fully detailed and transformed into a solution. Students use software tools and functions that support the types of data being manipulated to transform the design into a solution. Students also use their set of criteria to evaluate the effectiveness of their solution in presenting the conclusion and findings. During these problem-solving methodology stages students use their project plan to monitor and record progress and assess the effectiveness of this strategy in managing the project. Information management This area of study focuses on information management and its importance to organisations. Students develop knowledge about the components of an information system and the role of these components in managing information. They investigate how different organisations store and dispose of their data and information. Students examine the threats to this data and information, whether accidental, deliberate or technical, and consider the potential consequences to organisations of ineffective information management strategies. Students recommend information management strategies to protect the integrity and security of data and information, taking into account key legal requirements of organisations and any ethical dilemmas faced by organisations and individuals regarding security of information.

LEARNING OUTCOMES Outcome 1 On completion of this unit the student should be able to design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of the project plan in managing progress. Outcome 2 On completion of this unit the student should be able to compare and contrast the effectiveness of information management strategies used by two organisations to manage the storage and disposal of data and information, and recommend improvements to their current practices. Assessment - Contributions to final assessment: School-assessed Coursework for Units 3&4 will contribute 50% to the study score.


COMPUTING - SOFTWARE DEVELOPMENT

UNIT 3 UNIT 4

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.

AREAS OF STUDY

Programming Practice

In this area of study students focus on the design and development stages

of the problem-solving methodology and computational thinking skills.

Students examine the features and purposes of different design tools so

they can accurately interpret the requirements for working software

modules. Students interpret given designs and create working modules

using a programming language, undertaking the problem-solving activities

of coding, testing and documenting (development stage).hewd

The working modules do not have to be complete solutions and can focus

on limited features of the programming language; however, students are

expected to fully develop the working modules in accordance with the

given designs. Each module should allow the testing of the program logic

in readiness for creating a complete solution in Unit 4. Testing techniques

are applied to ensure modules operate as intended and students learn to

write internal documentation in the code that they develop.

Analysis & Design

In this area of study students construct the framework for the creation of a

software solution that meets a need or opportunity determined by

individual students. This is the first part of a project, with the second part

undertaken in Unit 4, Outcome 1.

In this area of study students analyse a real-world need or opportunity

identified by them. The analysis is stated in terms of solution requirements,

constraints and scope (analysis stage of problem-solving methodology)

and presented as a software requirements specification.

There are two steps to designing. Initially, through the application of design

and systems thinking skills, students generate two or three different design

ideas for creating their solution. These are briefly stated and could include

annotations to indicate key functions and layouts. The next step involves

developing and applying evaluation criteria to select the preferred design

idea. This is then fully detailed, addressing both the functionality and user

interface of the solution. The evaluation criteria will be used in Unit 4 to

evaluate the quality of this solution.

Students prepare a project plan, taking into account all stages of the

problem-solving methodology covered in this outcome and in Unit 4,

Outcome 1. Students do not have to use dedicated project-management

software. Students determine the milestones of their project.

LEARNING OUTCOMES

Outcome 1

On completion of this unit the student should be able to interpret designs

and apply a range of functions and techniques using a programming

language to develop working modules.

Outcome 2

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

AREAS OF STUDY

Software Solutions

In this area of study students further develop their computational thinking

skills by using the programming language studied in Unit 3 to transform

the design they prepared in Unit 3, Outcome 2 into a software solution

that meets specific needs or opportunities.

Students prepare a useability test that addresses the core features of

their solution. The test must be undertaken by at least two other ‘users’

and the results recorded. Students can make any necessary

adjustments to their solution based on these results.

During the project students apply techniques to record their progress on

their plan, such as showing actual versus expected durations,

achievement of milestones, modifications to the plan to show

adjustments and annotations to explain these modifications. Students

evaluate the quality of their solution using criteria developed in Unit 3

and they assess the effectiveness of their project plan in managing their

project.

Interactions & Impact

In a globalised economy and society, organisations are increasingly

dependent on data supplied by other organisations. The integrity of the

supplied data can affect the ability of an information system to achieve

objectives.

In this area of study students focus on the interactions between

information systems that share data and how the performance of one of

these systems is dependent on the integrity of the data. For example,

timely and accurate weather reports generated by one information

system can be used by an airline’s information system to reschedule

flights, reducing risks to commuters.

Students apply systems thinking skills when examining information

systems that share data. They develop knowledge of factors that

influence the integrity of data and consider processes used within

information systems to manage the storage, communication and

disposal of data. Students investigate the capabilities of information

systems operating in a networked environment and how these systems

can be secured to enhance the integrity of data. They examine the

importance of applying technical protocols when interacting with

information systems and the consequences of violating these protocols.

LEARNING OUTCOMES

Outcome 1

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

Outcome 2

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

Assessment - Contributions to final assessment:

School-assessed Coursework for Units 3&4 will contribute 50% to the

study score.


DRAMA

UNIT 3 ENSEMBLE PERFORMANCE

UNIT 4 SOLO PERFORMANCE

This unit focuses on non-naturalistic drama from a diverse

range of contemporary and/or cultural performance

traditions. Non-naturalistic performance styles and

associated theatrical conventions are explored in the

creation, development and presentation of an ensemble

performance. Collaboration to create, develop and present

ensemble performance is central to this performance.

Students use and manipulate dramatic elements, expressive

skills and performance styles to enhance performance. They

select stagecraft and theatrical conventions as appropriate to

the performance. Students also document and evaluate stages

involved in the creation, development and presentation of the

ensemble performance.

A professional performance that incorporates non-

naturalistic performance style/s and production elements

selected from the prescribed VCE Unit 3 Drama Playlist

published annually in the VCAA Bulletin will also be

analysed.

Descriptions of terms such as naturalism, non-naturalism,

stimulus material, dramatic elements, stagecraft, theatrical

conventions, expressive skills and performance styles are

provided in the Glossary.

Outcome 1

On completion of this unit the student should be able to

develop and present character/s within a non-naturalistic

ensemble performance.

Outcome 2


analyse play-making techniques used to construct and

present ensemble works including the work created for

Outcome 1.

Outcome 3


analyse and evaluate a non-naturalistic performance selected

from the prescribed play list.

This unit focuses on the use of stimulus material and

resources from a variety of sources to create and develop

character/s within a solo performance. Students complete

two solo performances. For a short solo performance they

develop practical skills of researching, creating, presenting,

documenting and analysing a solo performance work. In the

development of a second solo performance, they devise,

rehearse and perform an extended solo performance in

response to a prescribed structure published by the Victorian

Curriculum and Assessment Authority. The processes

involved in the creation and presentation of character/s in

solo performance are analysed and evaluated.

Prescribed structure for solo performance

Students will select one solo performance from the Drama

Solo Performance Examination list published annually in the

VCAA Bulletin.

Descriptions of terms such as naturalism, non-naturalism,

stimulus material, dramatic elements, stagecraft, theatrical

conventions, expressive skills and performance styles are

provided in the Glossary.

Outcome 1


create and present a short solo performance based on

stimulus material, and evaluate the processes used.

Outcome 2


create, develop and perform a character or characters within

a solo performance in response to a prescribed structure.

Outcome 3


describe, analyse and evaluate the creation, development and

presentation of a solo performance.

Assessment


Demonstrated achievement of the set of outcomes specified

for the unit.


Individual school decision on levels of achievement.

Units 3 and 4

The Victorian Curriculum and Assessment Authority will

supervise the assessment of all students undertaking Units 3

and 4. In Drama the student’s level of achievement will be

determined by School-assessed Coursework, an end-of-year

performance examination and an end-of-year written

examination. Percentage contributions to the study score in

Drama are as follows:

• Unit 3 school-assessed coursework: 30 per cent

• Unit 4 school-assessed coursework: 10 per cent

• End-of-year performance examination: 35 per cent

• End-of-year written examination: 25 per cent


ECONOMICS

UNIT 3 ECONOMIC ACTIVITY

UNIT 4 ECONOMIC MANAGEMENT

AREA OF STUDY 1 AN INTRODUCTION TO MICROECOMONICS: THE MARKET SYSTEM AND RESOURCE ALLOCATION Outcome 1:


explain how markets operate to allocate scarce resources,

and discuss the extent to which markets operate freely in

Australia. AREA OF STUDY 2 AN INTRODUCTION TO MICROECOMONICS: OUTPUT, EMPLOYMENT AND INCOME Outcome 2:


explain the nature and importance of key economic goals in

Australia, describe the factors that may have influenced the

achievement of these goals over the past four years, and

analyse the impact each of these goals may have on living

standards.

ASSESSMENT

The award of satisfactory completion for a unit is based on a

decision that the student has demonstrated achievement of

the set of outcomes specified for the unit. Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be

determined by School-assessed Coursework and an end-of-

year examination. Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 25

per cent to the final assessment.




AREA OF STUDY 1 MICROECOMONIC DEMAND MANAGEMENT POLICIES

In this area of study, students develop a detailed knowledge

of how the federal government can use budgetary policy and

monetary policy to achieve its economic goals, and examine

how the policies have been implemented over the past four

years.

Outcome 1:


explain the nature and operation of government

macroeconomic demand management policies, explain the

relationship between budgetary and monetary policy, and

analyse how the policies may be used to achieve key

economic goals and improve living standards in Australia.

AREA OF STUDY 2 AGGREGATE SUPPLY POLICIES

Australia’s long-term prosperity and living standards depend

upon effective management of the supply side of the

economy. Students develop an understanding about how

these aggregate supply policies operate to achieve desired

outcomes in relation to the achievement of key economic

goals. Students develop a detailed knowledge of how the

federal government has used policies to manage aggregate

supply over the past four years and the initiatives introduced

to expand future productive capacity. Students also

examine the role aggregate demand and aggregate supply

policies in the current government policy mix. Outcome 2:


explain the nature and operation of government aggregate

supply policies, analyse how they may have been used to

achieve key economic goals and improve living standards in

Australia, and analyse the current government policy mix.

ASSESSMENT



the set of outcomes specified for the unit. Assessment of levels of achievement



year examination. Contributions to final assessment


per cent to the final assessment


by an end-of-year examination, which contribute 50 per cent

to the study score.


ENGLISH

UNIT 3 UNIT 4

The focus of this unit is on reading and responding both creatively

and analytically to texts The texts will be chosen from the list

published by annually by the Victorian Curriculum and Assessment

Authority. They are also required to analyse arguments and the

use of persuasive language in texts.

AREAS OF STUDY

1. Reading and Creating Texts

2. Analysing Argument

LEARNING OUTCOMES


Outcome 1:

Produce an analytical interpretation of a selected text and creative

response to a different selected text.

Outcome 2:

Analyse and compare the use of argument and persuasive

language in texts that present a point of view currently debated in

the media.

ASSESSMENT Satisfactory completion.



LEVELS OF ACHIEVEMENT

Levels of achievement will be determined by School- assessed

Coursework which will contribute 25 per cent to the final Study

Score. The student’s performance on each outcome will be

assessed using an:

Analytical response to text

Creative response to text

Comparative analysis of the use of argument and persuasive

language

The focus of this unit is comparing the presentation of ideas, issues

and themes in texts and creating and delivering an oral

presentation to position an audience about an issue currently

debated in the media.

AREAS OF STUDY

1. Reading and Comparing Texts

2. Presenting argument

LEARNING OUTCOMES


Outcome 1:

Produce a detailed comparison which analyses how two selected

texts presents ideas issues and themes

Outcome 2:

Construct a sustained and reasoned point of view on an issue

currently debated.

ASSESSMENT Satisfactory completion.



LEVELS OF ACHIEVEMENT will be determined by School-

assessed Coursework which will contribute 25 per cent to the final

Study Score and an end-of-year examination. The student’s

performance on each outcome will be assessed using:

Detailed written comparison of texts

An oral presentation and accompanying statement of

intention

END OF YEAR EXAMINATION

The level of achievement for Units 3 & 4 is also assessed by an

end-of-year 3 hour examination, which will contribute 50 per cent to

the final assessment.


ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

UNIT 3 UNIT 4

In this unit students read and respond to texts analytically

and creatively. They analyse arguments and the use of

persuasive language in texts. Students also develop and

refine their listening skills, using active listening skills to

understand information, idea and opinions presented in

listening texts.

AREAS OF STUDY

3. Reading and creating

4. Analysing argument

5. Listening to texts

LEARNING OUTCOMES


Outcome 1:

Produce an analytical interpretation of a selected text, and a

creative response of a different selected text.

Outcome 2:

Analyse and compare the use of argument and persuasive

language in texts that present a point of view on an issue

currently debated in the media.

Outcome 3:

Demonstrate understanding of spoken texts by responding in

a range of written, spoken and visual ways which may

include short answer questions, class discussion, note-taking

and graphic organisers.

Assessment will be based on comprehension of unfamiliar

spoken text/s.

ASSESSMENT

Satisfactory Completion - For this unit students are required

to demonstrate achievement of the 3 outcomes based on

overall performance on the assessment tasks specified. The

Victorian Curriculum and Assessment Authority will publish

an assessment guide which will include advice on the scope

of the assessment and criteria for assessment.

LEVELS OF ACHIEVEMENT will be determined by

School-assessed Coursework and an end-of-year

examination.

In this unit students compare the presentation of ideas, issues

and themes in texts. They create an oral presentation

intended to position an audience about an issue currently

debated in the media.

AREAS OF STUDY

3. Reading and comparing

4. Presenting argument

LEARNING OUTCOMES


Outcome 1:

Produce a detailed comparison which analyses how two texts

present ideas, issues and themes.

Outcome 2:

Construct a sustained and reasoned point of view oral

presentation on an issue currently debated in the media.

Provide a written statement of intention to accompany the

oral presentation, articulating the intention of decisions made

in the planning process, and how these decisions

demonstrate understanding of argument and persuasive

language.

ASSESSMENT


For this unit students are required to demonstrate

achievement of the 3 outcomes based on overall

performance on the assessment tasks specified. The

Victorian Curriculum and Assessment Authority will publish

an assessment guide which will include advice on the scope

of the assessment and criteria for assessment.

LEVELS OF ACHIEVEMENT will be determined by

School-assessed Coursework and an end-of-year final

assessment.


The level of achievement for Units 3 & 4 is also assessed by

an end-of-year 3 hour examination, which will contribute 50



ENGLISH LANGUAGE

UNIT 3 LANGUAGE VARIATION AND SOCIAL PURPOSE

UNIT 4 LANGUAGE VARIATION AND IDENTITY

In this unit students investigate English language in contemporary

Australian social settings, along a continuum of informal and formal

registers. They consider language as a means of social interaction,

and examine the stylistic features of formal and informal language:

the grammatical and discourse structure of language; the choice

and meanings of words within texts; how words are combined to

convey a message; the purpose in conveying a message; and the

particular context in which a message is conveyed. Students learn

how to describe the interrelationship between words, sentences

and text to explore how texts construct message and meaning.

Students consider how texts are influenced by the situational and

cultural contexts in which they occur. They examine how function,

field, mode, setting and the relationships between participants all

contribute to a person’s language choices, as do the values,

attitudes and beliefs held by participants and the wider community.

Students learn how speakers and writers select features from

within particular stylistic variants, or registers, and this in turn

establishes the degree of formality within a discourse. They learn

how language can be indicative of relationships, power structures

and purpose through the ways in which language varieties are

used in processes of inclusion and exclusion.

AREAS OF STUDY 1. Informal language 2. Formal language

LEARNING OUTCOMES

Students are required to demonstrate two outcomes.

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

Outcome 1

Identify and analyse distinctive features of informal language in

written and spoken texts.

Outcome 2

Identify and analyse distinctive features of formal language in

written and spoken texts.


Satisfactory completion for a unit requires demonstrated

achievement of the outcomes.


Level of achievement in Unit 3, determined by School-assessed

Coursework, will contribute 25 per cent to the final assessment.

In this unit students focus on the role of language in establishing

and challenging different identities. There are many varieties of

English used in contemporary Australian society, including national,

regional, cultural and social variations. Standard Australian English

is the variety that is granted prestige in contemporary Australian

society and it has a role in establishing national identity. However,

non-Standard English varieties also play a role in constructing

users’ social and cultural identities.

Students examine a range of texts to explore the ways different

identities are constructed. These texts include extracts from novels,

films or television programs, poetry, letters and emails, transcripts

of spoken interaction, songs, advertisements, speeches and

bureaucratic or official documents.

Students explore how our sense of identity evolves in response to

situations and experiences and is influenced by how we see

ourselves and how others see us. Through our language we

express ourselves as individuals and signal our membership of

particular groups. Students explore how language can distinguish

between ‘us’ and ‘them’, creating solidarity and reinforcing social

distance.

AREAS OF STUDY 1. Language variation in Australian society 2. Individual and group identities

LEARNING OUTCOMES

Students are required to demonstrate two outcomes.


Outcome 1

Investigate and analyse varieties of Australian English and

attitudes towards them.

Outcome 2

Analyse how people’s choice of language reflects and constructs

their identities.


Satisfactory completion for a unit requires demonstrated

achievement of the outcomes. Levels of Achievement

The student’s level of achievement in Unit 4, determined by

School-assessed Coursework, will contribute 25 per cent to the

final assessment.


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

final assessment.

The examination, where students will answer a series of questions

in response to stimulus materials, assesses levels of performance

on outcomes from both Units 3 and 4.


FOOD STUDIES UNIT 3

FOOD IN DAILY LIFE UNIT 4

FOOD ISSUES, CHALLENGES AND FUTURES

In 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. They analyse the

scientific rationale behind the Australian Dietary Guidelines

and the Australian Guide to Healthy Eating (see

www.eatforhealth.gov.au) and develop their understanding

of diverse nutrient requirements.

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

principals 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.

AREAS OF STUDY

1. The science of food

2. Food choice, health and wellbeing.

OUTCOMES


achievement of two outcomes. As a set these outcomes

encompass all areas of the unit. On completion of the unit

the students should be able to:

Outcome 1

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, and apply principles of

nutrition and food science in the creation of food products.

Outcome 2

Explain and factors affecting food access and choice, analyse

the influences that shape an individual’s food values, beliefs

and behaviours, and apply practical skills to create a range of

healthy meals for children and families.

ASSESSMENT

The student’s level of achievement in unit 3 will be

determined by School–assessed Coursework and will

contribute 30% towards the study score.

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. 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

practice and improve their food selections 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.

AREAS OF STUDY

1. Environment and Ethics

2. Navigating food information.

OUTCOMES


achievement of two outcomes. As a set these outcomes

encompass all areas of the unit. On completion of the

unit the students should be able to:

Outcome 1

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.

Outcome 2

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

The student’s level of achievement in unit 4 will be

determined by School–assessed Coursework which will

contribute 30% towards the study score.

School–assessed Coursework for Units 3 & 4 will

contribute 60% towards the final assessment.


The level of achievement for Units 3 & 4 is also

assessed by an externally assessed end–of-year

examination, which will contribute 40% to the study

score.

NB: There will be a cost for this subject. The cost will cover the food used in productions throughout the year. Students will be advised of any special production requirements as the need arises

http://www.eatforhealth.gov.au/


FRENCH

UNITS 3 AND 4 UNIT 3

AIMS

This study is designed to enable students to:

use French to communicate with others

understand and appreciate the cultural contexts in which

French is used

understand their own culture (s) through the study of

other cultures

understand language as a system

make connections between French and English and/or

other languages

apply French to work, further study, training or leisure

Students enter VCE language study with varied experience

and competence in the LOTE. The study design promotes

development of the language capacity of all students. Each

unit is designed to extend students’ knowledge and skills in

understanding, speaking, reading and writing the language.

AREAS OF STUDY

The areas for study comprise themes and topics, grammar,

text types, vocabulary and kinds of writing. They are

common to all four units of the study and are designed to be

drawn upon in an integrated way.

For units 3 & 4 there are three prescribed themes with three

prescribed sub-topics each. They are:

The Individual

Personal world

Education and aspirations

Personal opinions and values

The French Speaking Communities

Lifestyles

Historical perspectives

Arts & Entertainment

The Changing World

Social issues

The world of work

Scientific and technological issues

DETAILED STUDY

The student is required to undertake a detailed study during

Units 3 & 4 which should relate to the prescribed themes and

topics. It should be based on a selected sub-topic and be

designed to assess the students’ understanding of the

language and culture of the French-speaking community. At

least one and no more than two of six coursework

assessment tasks for the school assessed coursework should

focus on the detailed study. It will also form the basis for

discussion in the external Oral Examination.

OUTCOMES


achievement of three outcomes.

Outcome 1

Express ideas through the production of original texts.

Outcome 2

Analyse and use information from spoken texts.

Outcome 3

Exchange information, opinions and experiences.

ASSESSMENT


The student must demonstrate achievement of the set

outcomes based on the teacher’s assessment of the students’

overall performance or assessment tasks.

UNIT 4

For this unit students should be able to demonstrate

achievement of two outcomes:

Outcome 1

Analyse and use information from written texts.

Outcome 2

Respond critically to spoken and written texts which reflect

aspects of the language and culture of French speaking

communities.

ASSESSMENT








& 4. In French, the level of achievement will be determined

by school-assessed coursework and two end-of-year

examinations. Percentage contributions to the final

assessment are as follows:

Unit 3 school-assessed coursework: 25 per cent


Units 3 & 4 examinations: 50 per cent

The two end of year examinations comprise an oral and a

written examination. The oral examination is designed

primarily to assess the students’ knowledge and skills in

using spoken French. The written examination has three

parts – Listening and responding; Reading and responding;

Writing – the creation of original text in French.


FURTHER MATHEMATICS

UNIT 3 UNIT 4

This unit consists of a compulsory core area of study

comprising ‘Data analysis’ and ‘Recursion and financial

modelling’.

The use of technology to support and develop the learning of

mathematics is incorporated throughout the unit. This

includes the use of a CAS graphics calculator and

appropriate computer technology.

AREAS OF STUDY

Core

Data Analysis

Recursion and financial modelling

LEARNING OUTCOMES


Outcome 1

Define and explain key concepts and apply related

mathematical techniques and models as specified in the Core

in routine contexts.

Outcome 2

Select and apply the mathematical concepts, models and

techniques as specified in the Core in a range of contexts of

increasing complexity.

Outcome 3

Select and appropriately 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

Satisfactory completion

The student must demonstrate achievement of Learning

Outcomes 1, 2 and 3. In Unit 3 the weighting for School-

assessed Coursework is 60 marks, with 40 marks allocated to

the application task based on data analysis and 20 marks

allocated to the modelling or problem-solving task based on

recursion and financial modelling.

Levels of achievement for Units 3 & 4

Determined by School-assessed Coursework and two end-

of-year examinations. Unit 3 School-assessed Coursework

contributes 20% to the final assessment.

This unit consists of two modules from the Applications area

of study. The use of technology to support and develop the

learning of mathematics is incorporated throughout the unit.

This includes the use of a CAS graphic calculator and


AREAS OF STUDY

Applications - The class teacher will select two modules

from:

Matrices

Network and decision mathematics

Geometry and measurement

Graphs and relations

LEARNING OUTCOMES


Outcome 1

Define and explain key concepts as specified in the content

from the two selected modules, and apply related

mathematical techniques and models in routine contexts.

Outcome 2

Select and apply the mathematical concepts, models and

techniques from the two selected modules in a range of

contexts of increasing complexity.

Outcome 3






ASSESSMENT



Outcomes 1, 2 and 3. In Unit 4 the weighting for School-

assessed Coursework is 40 marks, with 20 marks allocated to

the modelling or problem-solving task for each of the two

selected modules.


Determined by School-assessed Coursework and two end-of-

year examinations.

Unit 4 School-assessed Coursework contributes 14% to the

final assessment.

Two equally weighted end of year examinations contribute

66% to the final assessment of Units 3 & 4.

Examination 1: Multiple choice questions drawn from the

core and the two selected modules. Duration 1.5 hrs

Examination 2: Written response questions covering the core

and the two selected modules. Duration 1.5hrs


GEOGRAPHY

UNIT 3 CHANGING THE LAND

UNIT 4 HUMAN POPULATION: TRENDS AND ISSUES

This unit focuses on two investigations of geographical

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

cover includes biomes such as forest, grassland, tundra and

wetlands, as well as land covered by ice and water. It is

defined as the natural state of the biophysical environment.

Natural land cover has been altered by many processes such

as geomorphological events, plant succession and

climate change as well as human activity.

Students investigate three major processes that are changing

land cover in many regions of the world:

• Deforestation

• Desertification, and

• Melting glaciers and ice sheets.

Students will investigate the distribution and causes of these

three processes as well as the impacts of changes over time

and the responses to these changes at different scales.

Area of Study 1 - Land use change

In this area of study students select a local area and use

appropriate fieldwork techniques and secondary sources

to investigate the processes and impacts of land use change.

This change may have recently occurred, is underway

or is planned for the near future.

Area of Study 2 - Land cover change

In this area of study students undertake an overview of

global land cover and changes that have occurred over

time. They investigate three major processes that are

changing land cover: deforestation, desertification and

melting glaciers and ice sheets. They analyse these

processes, explain their impacts on land cover and discuss

responses to these land cover changes at three different

locations in the world – one location for each process. They

also evaluate three different global responses to the impacts

of land cover change, one global response for each process.

Assessment




the set of outcomes specified for the unit


examination will determine the student’s level of

achievement for Unit 3.

School-Assessed Coursework may include:


Short-answer questions

Tests

Written fieldwork report.


percent to the study score.

Students investigate the geography of human populations.

They explore the patterns of population change, movement

and distribution, and how governments, organisations and

individuals have responded to those changes in different

parts of the world.

They examine the dynamics of populations and their

economic, social, political and environmental impacts on

people and places.

Populations change by growth and decline in fertility and

mortality, and by people moving to different places.

Many factors influence population change, including the

impact of government policies, economic conditions, wars

and revolution, political boundary changes and hazard

events.

Area of Study 1 - Population dynamics

Students undertake an overview of world population

distribution and growth before investigating the dynamics of

population change over time and space.

This study is supported with examples from within and

between countries with different economic and political

conditions and social structures that illustrate the dynamics

of population. Students explore the Demographic Transition

Model and its applications, and the Malthusian theory of

population.

Area of Study 2 - Population issues and challenges

Students undertake investigations into two significant

population trends that have developed in different parts of

the world: a growing population of one country and an

ageing population of another country.

Issues resulting from these population trends include, among

others, meeting healthcare and social service needs.

Students evaluate the effectiveness of strategies in response

to these issues and challenges.

Assessment






examination will determine the student’s level of

achievement for Unit 3.

School-Assessed Coursework may include:


Short-answer questions

Tests

Written fieldwork report.


percent to the study score.


GERMAN

UNITS 3 AND 4 UNIT 3

AIMS

This study is designed to enable students to:

use German to communicate with others

understand and appreciate the cultural contexts in which

German is used

understand their own culture (s) through the study of

other cultures

understand language as a system

make connections between German and English and/or

other languages

apply German to work, further study, training or leisure

Students enter VCE language study with varied experience

and competence in the LOTE. The study design promotes

development of the language capacity of all students. Each

unit is designed to extend students’ knowledge and skills in

understanding, speaking, reading and writing the language.

AREAS OF STUDY

The areas for study comprise themes and topics, grammar,

text types, vocabulary and kinds of writing. They are

common to all four units of the study and are designed to be

drawn upon in an integrated way.

For units 3 & 4 there are three prescribed themes with three

prescribed sub-topics each. They are:

The Individual

Personal identity

School and aspirations

Leisure and Lifestyles

The German Speaking Communities

People and Places

Past and Present

Arts & Entertainment

The Changing World

The world of work

Social Issues

Tourism

DETAILED STUDY

The student is required to undertake a detailed study during

Units 3 & 4 which should relate to the prescribed themes and

topics. It should be based on a selected sub-topic and be

designed to assess the students’ understanding of the

language and culture of the German-speaking community.

At least one and no more than two of six coursework

assessment tasks for the school assessed coursework should

focus on the detailed study. It will also form the basis for

discussion in the external Oral Examination.

OUTCOMES



Outcome 1

Express ideas through the production of original texts.

Outcome 2

Analyse and use information from spoken texts.

Outcome 3

Exchange information, opinions and experiences.

ASSESSMENT



outcomes based on the teachers’ assessment of the students’


UNIT 4

For this unit students should be able to demonstrate

achievement of two outcomes:

Outcome 1

Analyse and use information from written texts.

Outcome 2

Respond critically to spoken and written texts which reflect

aspects of the language and culture of German speaking

communities.

ASSESSMENT








& 4. In German, the level of achievement will be

determined by school-assessed coursework and two end-of-

year examinations. Percentage contributions to the final

assessment are as follows:



Units 3 & 4 examinations: 50 per cent

The two end of year examinations comprise an oral and a

written examination. The oral examination is designed

primarily to assess the students’ knowledge and skills in

using spoken German. The written examination has three

parts – Listening and responding; Reading and responding;

Writing – the creation of original text in German.


HEALTH & HUMAN DEVELOPMENT UNIT 3

AUSTRALIANS HEALTH

UNIT 4 GLOBAL HEALTH AND HUMAN DEVELOPMENT

Australians are among the healthiest people in the world when

compared to other developed countries. However, health is not

shared equally by all Australians; students will investigate the

different levels of health that are experienced by different groups

within Australia. There is potential for improvements within the

Australian health status. Students will explore The National Health

Priority Areas (NHPAs) initiative which provides a national

approach that aims to improve health status in the nine areas that

contribute most of the burden of disease in Australia. These

NHPA’s include: Obesity, Diabetes, Cardiovascular Health, Cancer

Control, Asthma, Mental Health, Arthritis, Injury Prevention and

Dementia. Nutrition is an important determinant of health and

considerable evidence supports food intake as a protective factor

against a number of diseases listed in the NHPA’s. Students will

evaluate government and non-government organizations on the

important role they play in the implementation of a range of

initiatives designed to promote health and development for all. AREAS OF STUDY 1. Understanding Australia’s health 2. Promoting health in Australia

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement of

two outcomes. As a set these outcomes encompass all areas of

study for the unit. Outcome 1

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

the health status of Australia’s population with other developed

countries, explain variations in health status of population groups in

Australia and discuss the role of the National Health Priority Areas

in improving Australia’s health status. Outcome 2

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

and analyse approaches to health and health promotion, and

describe Australia’s health system and the different roles of

government and non-government organisations in promoting

health. ASSESSMENT

The student’s level of achievement in Unit 3 & 4 will be determined

by School-assessed Coursework and an end-of-year examination. CONTRIBUTION TO FINAL ASSESSMENT

School-assessed Coursework for Unit 3 will contribute 25 per cent

to the study score and School-assessed Coursework for Unit 4 will

contribute 25 per cent to the final assessment.

The level of achievement for Units 3 & 4 is also assessed by an

end-of-year examination, which will contribute 50 per cent to the

study score.

This unit takes a global perspective on achieving sustainable

improvements in health and human development. Students will

compare similarities and differences in health and developmental

outcomes at a global level. Students will be able to evaluate the

determinants of optimal health and development and the range of

sustainable health care initiatives developed by governments and

international agencies to optimise health and development globally.

This unit will have a specific focus on:

The United Nations (UN) Millennium Development Goals,

which are a set of measurable goals combating poverty,

hunger, disease, illiteracy, environmental degradation and

discrimination against women.

The World Health Organization (WHO) strategies aimed at

reducing global burdens of disease and promoting human

development.

The Australian Department of Foreign Affairs and Trade

(DFAT). AREAS OF STUDY 1. Introducing global health and human development 2. Promoting global health and human development

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement of

two outcomes. As a set these outcomes encompass all areas of

study for the unit. Outcome 1

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

factors contributing to variations in health status between Australia

and developing countries, evaluate progress towards the United

Nations’ Millennium Development Goals and describe the

interrelationships between health, human development and

sustainability. Outcome 2

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

and evaluate programs implemented by international and

Australian government and non-government organisations in

promoting health, human development and sustainability.


All outcomes in Units 3 and 4 will be examined. All of the key

knowledge and skills that underpin the outcomes in Units 3 and 4

are examinable. All outcomes from Units 3 and 4 will contribute

approximately equally to the examination.


HISTORY - AUSTRALIAN

UNIT 3 TRANSFORMATIONS: COLONIAL SOCIETY TO

NATION.

UNIT 4 TRANSFORMATIONS: OLD CERTAINTIES AND

NEW VISIONS

Victoria as a state has had a tumultuous history. From

District to Colony in the early 19th century, the upheaval of

the Eureka Rebellion in Gold Rushes. The impacts on

indigenous Australians and the utopian visions of a white

man’s paradise and the colossal effects of Australia’s World

War One experience. These events shaped and created our

understanding of the Australian nation.

Areas of Study

1. The Shaping of Port Phillip District into Victoria

1834-1860

Contested views of the land ownership and understanding

between settlers and the indigenous population. The

demographic and political consequences of the gold rushes.

2. Making a People and a Nation. 1890-1920

The visions that drove the formation of the nation and the

measures introduced to bring them into fruition. The effect

of World War One on this vision.

Learning Outcomes

For this unit students will:

Outcome 1. Analyse the nature of change in the Port Phillip

District in the period 1834-1860

Outcome 2. Analyse the visions and actions that shaped the

new nation from 1890-1920 and the changes and continuities

that resulted from participation in World War One.

Assessment – Will include at least two of the following

Historical inquiry

Analysis of primary sources

Analysis of historical interpretations

An essay

Following the Great War the process of nation building

recommenced. The crises of the Depression and World War

Two saw Australians contest the vision of Australian society

set out at Federation. The social, economic and political

changes were played out through events like the Vietnam

War, Aboriginal land rights and new patterns of

immigration.

Areas of Study

1. Crises that shaped the nation 1929-1945

How Australia became involved in external crises in this

time period and their economic, social and political

consequences.

2.Voices for Change 1965-2000

The debates and changes sought in Australian society and

the extent to which they were achieved.

Learning Outcomes

For this unit students will:

Outcome 1. Analyse the social, economic and political

consequences of a crisis to the nation.

Outcome 2. Analyse and evaluate two key social, economic

and political changes in late twentieth century Australia.

Assessment – Will include at least two of the following

Historical inquiry

Analysis of primary sources

Analysis of historical interpretations

An essay


HISTORY - REVOLUTIONS

In their attempt to break from the past Revolutions typically lead to significant social, economic and political upheaval. They destroy old

regimes and ways of life in their while trying to create new structures for living. Revolutions also unleash vicious civil wars and

counterrevolution, all in the name of utopian ideas. How much these destructive and creative periods bring true change is the subject of the

Revolutions course. The effect of these often wide reaching events and ideas force the participants to ask, is it worth it?

UNIT 3

THE AMERICAN REVOLUTION

This study focuses on the causes of the American Revolution

and the role of popular movements and individuals in

triggering a revolution. The extent that social tensions and

ideological conflicts led to the outbreak of the revolution is

also examined and studied. Once the new society is

declared, the shape of the new order and how it consolidated

its power will be discussed. Finally the impact of the

revolution on the people and the extent to which the society

changed will be scrutinized.

LEARNING OUTCOMES

Outcome 1:

Analyse the causes of revolution, and evaluate the

contribution of significant ideas, events, individuals and

popular movements.

Outcome 2:

Analyse the consequences of revolution and evaluate the

extent of change brought to society.

Assessment:

Satisfactory completion of the unit requires students to

demonstrate achievement in both outcomes. The SAC will

contribute 25% to the final study score.

.

UNIT 4

THE RUSSIAN REVOLUTION

This study focuses on the causes of the Russian Revolution

and the role of popular movements and individuals in

triggering a revolution. The extent that social tensions and

ideological conflicts led to the outbreak of the revolution is

also examined and studied. Once the new society is

declared, the shape of the new order and how it consolidated

its power will be discussed. Finally the impact of the

revolution on the people and the extent to which the society

changed will be scrutinized.

LEARNING OUTCOMES

Outcome 1:

Analyse the causes of revolution, and evaluate the

contribution of significant ideas, events, individuals and

popular movements.

Outcome 2:

Analyse the consequences of revolution and evaluate the

extent of change brought to society.

Assessment:

Satisfactory completion of the unit requires students to

demonstrate achievement in both outcomes. The SAC will

contribute 25% to the final study score.


LEGAL STUDIES

UNIT 3 RIGHTS AND JUSTICE

UNIT 4 THE PEOPLE AND THE LAW

In this unit, students will 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.

AREAS OF STUDY:

1. The Victorian criminal justice system

2. The Victorian civil justice system

LEARNING OUTCOMES

For this unit students are required to achieve two outcomes.

As a set these outcomes encompass all areas of study for the

unit.

Outcome 1


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.

Outcome 2


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.

ASSESSMENT



the set of outcomes, specified for the unit. The decision will

be based on the teacher’s assessment of the student’s overall

performance on assessment tasks designated for the unit.




year examination





cent to the final assessment

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

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.

AREAS OF STUDY

1. The people and the Australian Constitution

2. The people, the parliament and the courts

LEARNING OUTCOMES

For this unit students are required to achieve two outcomes.

As a set these outcomes encompass all areas of study for the

unit.


Outcome 1

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.

Outcome 2

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.

ASSESSMENT



the set of outcomes, specified for the unit. The decision will

be based on the teacher’s assessment of the student’s overall

performance on assessment tasks designated for the unit.




year examination





cent to the final assessment


LITERATURE

UNIT 3 UNIT 4

This unit focuses on the ways writers construct their work and how

meaning is created by the reader. Students consider how the form

of text (such as poetry, prose, drama, non-print or combinations of

these) affects meaning and generates different expectations in

readers, the ways texts represent views and values and comment

on human experience, and the social, historical and cultural

contexts of literary works. AREAS OF STUDY 1. Adaptations and Transformations 2. Views, Values and Contexts 3. Considering alternative viewpoints TEXT SELECTION

This course must be based on a range of texts from the list

published annually in the VCE Bulletin. At least two texts should

be Australian, and at least two texts should be selected from List

A and two texts from List B. List B texts are assessed in the end-of-

year examination. The selection should include

one novel;

one play, film or television mini-series;

ten to fifteen poems;

collection of short stories, letters, memoirs, essays, tales,

myths

and short extracts from a variety of sources;

two further texts selected from novels, plays, etc. LEARNING OUTCOMES

On completion of this unit students should be able to: Outcome 1

Analyse how meaning changes when the form of the text changes. Outcome 2

Analyse, interpret and evaluate the views and values of a text in

terms of the ideas, social conventions and beliefs that the text

appears to endorse, challenge or leave unquestioned Outcome 3

Evaluate views of a text and make comparisons with their own

interpretation. ASSESSMENT

Demonstration of an achievement for the 3 outcomes is necessary

for satisfactory completion of this unit. This will be based on

performance on a selection of assessment tasks

compare a dramatised version of a scene or scenes from a

text with the original text, or

compare the print text with its adaptation into another form, or

compare the performance of either a substantial individual text

or group of texts with the original.

interpret the ways in which views and values are represented

and commented upon in a text, or

compare the ways in which views and values are represented

and commented upon in a text, or

compare the way different contemporary readers or readers at

different times might interpret the views and values in a text.

Evaluate an oral or written review, critical essay or

commentary, or

Discuss or debate the merits of various readings. Assessment of levels of achievement


School-assessed Coursework which will contribute to 25% to the

final assessment and an end-of-year examination.

This unit focuses on students’ creative and critical responses to texts.

Students consider the context of their responses to texts as well as the

concerns, the style of the language and the point of view in their re-created

or adapted work. In their responses, students develop an interpretation of

a text and learn to synthesise the insights gained by their engagement with

various aspects of a text into a cogent, substantiated response.

AREAS OF STUDY

1. Creative responses to texts

2. Close analysis

LEARNING OUTCOMES


Outcome 1

Respond imaginatively to a text and comment on the connections

between the text and the response

Outcome 2

Analyse critically features of a text, relating them to an interpretation of the

text as a whole

ASSESSMENT

Demonstration of achievement for the 2 outcomes is necessary for

satisfactory completion of this unit. This will be based on performance on a

selection of assessment tasks

an original piece of writing, written in a manner consistent with the

style and context of the text, accompanied by a brief reflective commentary,

or

a re-creation or reworking of an aspect of the text,

and

a brief reflective commentary discussing the purpose and context of the

students response, and

the selection and discussion of the role and significance of particular

sections of a text in interpreting the text as a whole, or

a written analysis of how certain literary features contribute to an

interpretation of a text, or

an analysis of the linkages, parallels and contrasts between different

passages from a text.

Assessment of levels of achievement


School-assessed Coursework and an end-of-year examination.

Contributions to final assessment

School-assessed Coursework for Unit 4 will contribute 25 per cent to the

final assessment.

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 final assessment.


MATHEMATICAL METHODS UNIT 3 UNIT 4

This unit of mathematics covers four areas of study, which

are subsequently expanded upon in Unit 4.





AREAS OF STUDY

1. Functions and Graphs

2. Algebra

3. Calculus

4. Probability and statistics

LEARNING OUTCOMES


Outcome 1


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

mathematical routines and procedures.

Outcome 2

Apply mathematical processes in non-routine contexts,

including situations requiring problem-solving, modelling or

investigative techniques or approaches, and analyse and

discuss these applications of mathematics.

Outcome 3






ASSESSMENT



Outcomes 1, 2 and 3.

School-assessed Coursework in Unit 3 comprises a function

and calculus based application task. In Unit 3, the weighting

for school-assessed coursework is 50 marks.


Determined by School-assessed Coursework and two end-

of-Year examinations.


final assessment.

This unit covers four areas of study which were introduced

in Unit 3. There is a clear progression of skills and

knowledge from Unit 3 to Unit 4, with a development in the

complexity and sophistication of problem types and

mathematical processes used.





AREAS OF STUDY

1. Functions and Graphs

2. Algebra

3. Calculus


LEARNING OUTCOMES

On completion of this unit the student should be

able to:

Outcome 1


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

mathematical routines and procedures.

Outcome 2

Apply mathematical processes in non-routine contexts,

including situations requiring problem-solving, modelling or

investigative techniques or approaches, and analyse and

discuss these applications of mathematics.

Outcome 3






ASSESSMENT



Outcomes 1, 2 and 3.

School-assessed Coursework in Unit 4 comprises two

modelling or problem-solving tasks. In Unit 4 the weighting

for School-assessed Coursework is 50 marks, with 25 marks

allocated to each of the two tasks. One of the tasks is to be

related to the Probability and statistics area of study.



final assessment.

Two end-of-year examinations contribute 66% to the final

assessment of Units 3 & 4.

Examination 1: Short answer and some extended answer

questions covering all areas of the study in relation to

Outcome 1. Duration 1hr - 22% of study score. No

calculators or notes of any kind are permitted.

Examination 2: Multiple choice and extended answer

question covering all areas of study in relation to all three

outcomes, with an emphasis on Outcome 2. Duration 2hrs -

44% of study score. An approved graphical calculator and

one bound reference may be used.


MUSIC PERFORMANCE

The VCE Music Performance course is for students who are experienced at playing an instrument or singing. It provides an opportunity for

students to gain credits towards their VCE for their music performance ability. Admission to this course is through an audition and interview

with the Director of Music. Students are expected to have significant practical experience on their chosen instrument.

UNIT 3 MUSIC PERFORMANCE

UNIT 4 MUSIC PERFORMANCE

This unit prepares students to present convincing

performances of group or solo works. In this unit students

select a program of group or solo works representing a range

of styles and diversity of character for performance. They

develop instrumental techniques that enable them to interpret

the works and expressively shape their performances. They

also develop an understanding of performance conventions

they can use to enhance their performances. Students

develop skills in unprepared performance, aural perception

and comprehension, transcription, music theory and analysis.

The focus for analysis in Area of Study 3 is works and

performances by Australian musicians.

AREAS OF STUDY

1. Performance

2. Performance Technique

3. Musicianship

LEARNING OUTCOMES

On completion of this unit students should be able to

Outcome 1

Present an informed, accurate and expressive performance of

a program of group or solo works.

Outcome 2

Demonstrate performance techniques, technical work and

exercises, describe their relevance to the performance of

selected group and/or solo works, and present an unprepared

performance.

Outcome 3

Identify, re-create, notate and transcribe short excerpts of

music, and discuss the interpretation of expressive elements

of music in pre-recorded works.

ASSESSMENT




the set of outcomes specified for this unit.

Levels of Achievement.


determined by School-assessed Coursework and two end-of-

year examinations.

School -assessed Coursework for Unit 3 will contribute

20 per cent to the study score, and will consist of:

Demonstrate performance techniques, technical work

and exercises, and describe their relevance to the

performance of selected group and/or solo works, and

present an unprepared performance); (10 marks)

Identify, re-create, notate and transcribe short excerpts

of music, and discuss the interpretation of expressive

elements of music in pre-recorded works. (10 marks)

In this unit students refine their ability to present convincing

performances of group or solo works. Students select a

program of group or solo works that complement works

selected in Unit 3. They further develop and refine

instrumental and performance and communicate their

understanding of the musical style of each work. Students

continue to develop skills in aural perception and

comprehension, transcription, theory, analysis and

unprepared performance. Students continue to study ways in

which Australian performers interpret works that have been

created since 1910 by Australian composers/songwriters.

AREAS OF STUDY

1. Performance

2. Performance technique

3. Musicianship.

LEARNING OUTCOMES

On completion of this unit students should be able to

Outcome 1

Prepare and present accurate and expressive performances of

informed interpretations of a program/s of group and solo

works.

Outcome 2

Demonstrate performance techniques, and technical work

and exercises, and discuss their relevance to the performance

of selected group and/or solo works, and present an

unprepared performance.

Outcome 3

Identify, re-create, notate and transcribe short excerpts of

music, and analyse the interpretation of expressive elements

of music in pre-recorded works.

ASSESSMENT





Levels of Achievement.

The students level of achievement for Unit 4 will be

determined by School-assessed Coursework and two end-of-

year examinations

School- assessed Coursework will contribute 10 per cent

to the study score, and will consist of:

Demonstrate performance techniques, and technical

work and exercises, and discuss their relevance to the

performance of selected group and/or solo performance

(10 marks).


OUTDOOR & ENVIRONMENTAL STUDIES

UNIT 3

RELATIONSHIPS WITH OUTDOOR ENVIRONMENTS

UNIT 4

THE FUTURE OF HUMAN - NATURE INTERACTION

The focus of this unit is the ecological, historical and social

contexts of relationships between humans and outdoor

environments in Australia. Case studies of impacts on outdoor

environments are examined in the context of the changing

nature of human relationships with outdoor environments in

Australia. Students consider a number of factors that influence

contemporary relationships with outdoor environments.

Students are involved in one or more experiences in outdoor

environments. Through these practical experiences students are

provided with the basis for comparison and reflection, and

opportunities to develop theoretical knowledge and skills about

specific natural environments.

AREAS OF STUDY

1. Historical Relationships with Outdoor Environments

This area of study explores how Australians have understood

and interacted with the outdoor environments over time.

Students examine the unique nature of Australian outdoor

environments and investigate a range of human relationships

with outdoor environments, from various indigenous cultural

experiences, through to the influence of a number of major

events and issues subsequent to European settlement.

2. Contemporary Relationships with Outdoor

Environments

In this area of study students examine current relationships

between humans and outdoor environments. They examine a

number of ways outdoor environments are portrayed in

different media, the dynamic nature of relationship between

humans and their environment; and the social, cultural,

economic and political factors that influence these

relationships.

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement

of two outcomes. These outcomes encompass both areas of

study for the unit. The achievement of the outcomes involves

participation in outdoor experiences.


Outcome 1

Explain and evaluate how relationships with Australian outdoor

environments have changed over time, with reference to

specific outdoor experiences.

Outcome 2

Analyse and evaluate the factors influencing contemporary

societal relationships with outdoor environments, with

reference to specific outdoor experiences.

ASSESSMENT


The student’s level of achievement in Unit 3 will be determined

by School-assessed Coursework and an end-of-year

examination.

School-assessed Coursework (Outcomes 1 and 2) From:

A written report and a short essay

A practical report in poster or multimedia format

An analysis of data


School-assessed Coursework for Unit 3 will contribute 25 per

cent to the final assessment. 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 final assessment.

In this unit students explore the sustainable use and management of

outdoor environments. They examine the contemporary state of

environments in Australia, consider the importance of healthy outdoor

environments, and examine the issues in relation to the capacity of outdoor

environments to support the future needs of the Australian populations.

Students investigate current agreements and environmental legislation, as

well as management strategies and policies for achieving and maintaining

healthy and sustainable environments in contemporary Australian society.

AREAS OF STUDY

1. Healthy Outdoor Environments

This area of study explores the contemporary state of environments in

Australia and the importance of natural environments to individuals and

society. Students examine the nature of sustainability and, using key

indicators, evaluate the health or outdoor environments. They investigate

current and potential impacts of damage to outdoor environments.

2. Sustainable Outdoor Environments

This area of study focuses on the sustainability of environments in order to

support the future needs of ecosystems, individuals and society. Students

investigate at least two case studies of conflicts of interest between people

involved in uses of outdoor environments, and develop a clear

understanding of the methods and processes commonly used to resolve

these conflicts.

Students develop an understanding that management strategies and

policies, together with legislation and agreements, contribute to

maintaining the health and sustainability of outdoor environments in

contemporary Australian society.

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement of two

outcomes. These outcomes encompass both areas of study for the unit.

The achievement of the outcomes involves participation in outdoor

experiences.


Outcome 1

Evaluate the contemporary state of Australian outdoor environments, and

analyse the importance of healthy outdoor environments and sustainability

for individuals and society, with reference to specific outdoor experiences.

Outcome 2

Analyse conflicts of interested over the use of outdoor environments, and

evaluate practices and strategies for sustaining outdoor environments, with

reference to specific outdoor experiences.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that

the student has demonstrated achievement of a set of outcomes specified

for the unit.

School-assessed Coursework (Outcomes 1 and 2) From:

A written report

An analysis of data

A short essay

A test


The student’s level of achievement in Unit 4 will be determined by School-

assessed Coursework and end-of-year examination


School assessed work for Unit 4 will contribute 25 per cent to the final

assessment. The level of achievement for Units 3 and 4 is also assessed

by an end of year examination, which will contribute 50 per cent of the final

assessment.


PHYSICAL EDUCATION UNIT 3

MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY

UNIT 4 TRAINING TO IMPROVE PERFORMANCE

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.

AREA OF STUDY 1

How are movement skills improved?

In this area of study students examine the biomechanical and

skill acquisition principles that can be applied when

analysing and improving movement skills used in physical

activity and sport. Through coaching and involvement in a

variety of practical activities, students investigate and

analyse movements to develop an understanding of how the

correct application of biomechanical and skill acquisition

principles leads to greater efficiency and accuracy in

movement skills.

Outcome 1


collect and analyse information from, and participate in, a

variety of physical activities to develop and refine movement

skills from a coaching perspective, through the application of

biomechanical and skill acquisition principles.

AREA OF STUDY 2

How does the body produce energy?

In this area of study students explore the various systems and

mechanisms associated with the production of energy

required for human movement. They consider the

cardiovascular, respiratory and muscular systems and the

roles of each in supplying oxygen and energy to the working

muscles. They examine the way in which energy for activity

is produced by the three energy systems and the associated

fuels used for activities of varying intensity and duration.

Students also consider the many factors contributing to

fatigue as well as recovery strategies used to return to pre-

exercise conditions. Through practical activities students

explore the interplay of the energy systems during physical

activity.

Outcome 2

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

data collected in practical activities to analyse how the major

body and energy systems work together to enable

movements to occur, and explain the factors causing fatigue

and suitable recovery strategies.

ASSESSMENT



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.

Students participate in a variety of training sessions designed

to improve or maintain fitness and evaluate the effectiveness

of different training methods. Students critique the

effectiveness of the implementation of training principles

and methods to meet the needs of the individual, and

evaluate the chronic adaptations to training from a

theoretical perspective.

AREA OF STUDY 1: What are the foundations of an

effective training program?

In this area of study students’ focus on the information

required to form the foundation of an effective training

program. They use data from an activity analysis and

determine the fitness requirements of a selected physical

activity. They also use data collected from participating in a

series of fitness tests to inform the design of the training

program. Students determine the relevant factors that affect

each of the fitness components, and conduct a series of

fitness tests that demonstrate correct and ethical

implementation of testing protocols and procedures.

Outcome 1


analyse data from an activity analysis and fitness tests to

determine and assess the fitness components and energy

system requirements of the activity

AREA OF STUDY 2: How is training implemented

effectively to improve fitness?

In this area of study students focus on the implementation

and evaluation of training principles and methods from a

practical and theoretical perspective. They consider the

manner in which fitness can be improved through the

application of appropriate training principles and methods.

Students identify and consider components of an exercise

training session, they monitor, record and adjust training.

Students explain the chronic adaptations to the

cardiovascular, respiratory and muscular systems.

Outcome 2


participate in a variety of training methods, and design and

evaluate training programs to enhance specific fitness

components.

ASSESSMENT


per cent to the study score.


by an end of year examination, which will contribute 50 per

cent of the final assessment


PHYSICS

UNIT 3

HOW DO FIELDS EXPLAIN MOTION?

UNIT 4

HOW CAN TWO CONTRADICTORY MODELS BOTH EXPLAIN LIGHT AND MATTER?

This unit focuses on exploring the importance of energy in

explaining and describing the physical world. Students

explore the interaction effects and applications of

gravitational, electric and magnetic fields. Students use

Newton’s Laws to investigate motion in one and tow

dimensions and are introduced to Einstein’s theories to

explain the motion of very fast objects. Students undertake

investigations involving at least two continuous independent

variables.

AREAS OF STUDY

How things move without contact

How are fields used to move electrical energy?

How fast can things go?

LEARNING OUTCOMES




Outcome 1

Analyse gravitational, electric and magnetic fields and

use these to explain the operation of motors and particle

accelerators and the orbits of satellites.

Outcome 2

Analyse and evaluate an electricity generation and

distribution system.

Outcome 3

Investigate motion and related energy transformations

experimentally, analyse motion using Newton’s laws of

motion in one and tow dimensions and explain the motions

of objects moving at very large speeds using Einstein’s

theory of special relativity.

Contribution to final assessment



School-assessed coursework

Will be based on the tasks set out below:

A student designed extended practical investigation;

A data analysis

A test (short answer and extended response)

In unit 4 the development of modules to explain the complex

interactions of light and matter is considered. They examine

how the concept of the wave is used to explain the nature of

light and explore its limitations in explaining light. Students

learn to think beyond the concepts experienced in everyday

situations to study the physical world form a new

perspective. Students undertake investigations involving at

least two continuous independent variables.

AREAS OF STUDY

How can waves explain the behaviour of light?

How are light and matter similar?

Practical investigation?

LEARNING OUTCOMES


achievement of the following outcomes:


Outcome 1

Use wave and photon models to explain interactions of light

and matter and the quantised energy level of atoms.

Outcome 2

Explain the operation of electric motors, generators and

alternators and the generation, transmission, distribution and

use of electric power.

Outcome 3

Apply a wave model of sound and a field model of

electromagnetism to describe and evaluate the recording and

reproduction of sound.


School-assessed coursework for Unit 3 will contribute 24 per


School-assessed coursework

Will be based on the tasks set out below:

A summary report of selected practical activities from

the student’s log book;

A data analysis

A test (short answer and extended response)

End-of-year examination – Set by the VCAA

All outcomes in Unit 3 & 4 will be examined. The

examination will contribute 60 per cent to the study score.

.All of the key knowledge and skills that underpin the

outcomes in Unit 3 & 4 are examinable.


PRODUCT DESIGN AND TECHNOLOGY WOOD/METAL

UNIT 3 APPLYING THE PRODUCT DESIGN PROCESS

UNIT 4 PRODUCT DEVELOPMENT, EVALUATION & PROMOTION

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.

AREA OF STUDY

1. Designing for end-user/s

2. Product development in industry

3. Designing for others

Outcome 1


investigate and define a design problem, and discuss how the

design process leads to product design development.

Outcome 2


explain and analyse influences on the design, development

and manufacture of products within industrial settings.

Outcome 3


document the product design process used to meet the needs

of an end-user/s, and commence production of the designed

product.

ASSESSMENT

The student's level of achievement in Unit 3 will be

determined by School-assessed Coursework, school-assessed

tasks and an end-of year examination.



per cent.

The level of achievement for Unit 3 is also assessed by a

School-assessed Task, which will contribute 50 per cent, and

an end-of-year examination, which will contribute 30 per

cent.

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.

AREA OF STUDY

1. Product analysis and comparison

2. Product manufacture

3. Product evaluation

Outcome 1


compare, analyse and evaluate similar commercial products,

taking into account a range of factors and using appropriate

techniques.

Outcome 2

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

a range of production skills and processes safely to make the

product designed in Unit 3, and manage time and resources

effectively and efficiently.

Outcome 3


evaluate the finished product through testing and feedback

against criteria, create end-user/s’ instructions or care labels

and recommend improvements to future products.

ASSESSMENT

The student's level of achievement in Unit 4 will be

determined by School-assessed Coursework, school-assessed

tasks and an end-of year examination.



cent.

The level of achievement for Unit 4 is also assessed by a

School-assessed Task, which will contribute 50 per cent, and

an end-of-year examination, which will contribute 30 per cent.

School-assessed Coursework

The school-assessed task which constitutes the assessment for

Outcome 3 in Unit 3 and Outcome 3 in Unit 4 will be initially

assessed by the teacher using criteria provided by the Board of

Studies and may be subject to external review.


PSYCHOLOGY UNIT 3

HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES?

UNIT 4 HOW IS WELLBEING DEVELOPED AND

MAINTAINED?

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.

AREA OF STUDY 1

How does the nervous system enable psychological

functioning?

In this area of study, students explore the role of different

branches of the nervous system in enabling a person to

integrate, coordinate and respond to internal and external

sensory stimuli. They explore the specialised structures and

functioning of neurons that allow the nervous system to

transmit neural information. Students evaluate how

biological, psychological and social factors can influence a

person’s nervous system functioning. In particular, they

consider the ways in which stress can affect the mind and

body, the role that the nervous system plays in these

processes and how stress can be managed.

Outcome 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.

AREA OF STUDY 2

How do people learn and remember?

Memory and learning are core components of human

identity: they connect past experiences to the present and

shape futures by enabling adaption to daily changes in the

environment. In this area of study students study the neural

basis of memory and learning and examine factors that

influence the learning of new behaviours and the storage and

retention of information in memory. They consider the

influence of biological, psychological and social factors on

the fallibility of memory

Outcome 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



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.

AREA OF STUDY 1

How do levels of consciousness affect mental processes

and behaviour?

Awareness of sensations, thoughts and surroundings can

influence an individual’s interactions with their environment

and people. Students focus on states of consciousness and

the relationship between consciousness and thoughts,

feelings and behaviours. Students consider the nature and

importance of sleep and the factors that influence sleep

disturbances.

Outcome 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.

AREA OF STUDY 2

What influences mental wellbeing?

In this area of study, students examine what it means to be

mentally healthy. They explore the concept of a mental

health continuum and analyse mental health and mental

disorder, and the range of factors that contribute to a

person’s mental state. Students investigate the factors that

contribute to mental wellbeing.

Outcome 2


explain the concepts of mental health and mental illness

including influences of risk and protective factors, apply a

biopsychosocial approach to explain the development and

management of specific phobia, and explain the

psychological basis of strategies that contribute to mental

wellbeing.

AREA OF STUDY 3

Practical investigation

Students identify an aim, develop a question, formulate a

research hypothesis & identify variables to answer the

question. Students then undertake an experiment that

involves the collection of primary data, analyse and evaluate

the data, identify limitations of data and methods, link

experimental results to science ideas, and reach a conclusion.

Outcome 2


design and undertake a practical investigation related to

mental processes and psychological functioning, and present

methodologies, findings and conclusions in a scientific

poster.

Assessment




SPECIALIST MATHEMATICS UNIT 3 UNIT 4

Units 3 and 4 consist of study from the ‘Areas of Study’

below. The course highlights mathematical structure and

proof. There is a balanced and progressive development of

skills and knowledge from Unit 3 to Unit 4.

The appropriate use of technology to support and develop

the learning of mathematics is incorporated throughout the

unit. This includes the use of a CAS graphics calculator and

appropriate computer technology. Sequences and series, and

geometry knowledge is assumed.

AREAS OF STUDY

1. Functions and graphs

2. Algebra

3. Calculus

4. Vectors

5. Mechanics


LEARNING OUTCOMES


Outcome 1

Define and explain key terms and concepts as specified in

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

related mathematical routines and procedures.

Outcome 2

Apply mathematical processes, with an emphasis on general

cases, in non-routine contexts, and analyse and discuss these

applications of mathematics.

Outcome 3






ASSESSMENT



Outcomes 1, 2 and 3. School-assessed Coursework in Unit 3

comprises an application task. In Unit 3 the weighting for

School-assessed Coursework is 50 marks.


Determined by School-assessed Coursework and two end of

year examinations.


final assessment.

Units 3 and 4 consist of study from the ‘Areas of Study’

below. The course highlights mathematical structure and

proof. There is a balanced and progressive development of

skills and knowledge from Unit 3 to Unit 4.

The appropriate use of technology to support and develop

the learning of mathematics is incorporated throughout the

unit. This includes the use of a CAS graphics calculator and

appropriate computer technology. Sequences and series, and

geometry knowledge is assumed.

AREAS OF STUDY

1. Functions and graphs

2. Algebra

3. Calculus

4. Vectors

5. Mechanics


LEARNING OUTCOMES

On completion of this unit the student should be

able to

Outcome 1

Define and explain key terms and concepts as specified in

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

related mathematical routines and procedures.

Outcome 2

Apply mathematical processes, with an emphasis on general

cases, in non-routine contexts, and analyse and discuss these

applications of mathematics.

Outcome 3






ASSESSMENT



Outcomes 1, 2 and 3. School-assessed Coursework in Unit 4

comprises two modelling or problem-solving tasks. In Unit

4 the weighting for School-assessed Coursework is 50

marks, with 25 marks allocated to each of the two tasks.

One of the tasks is to be related to the Mechanics or

Probability and statistics area of study.



final assessment.

Two end of year examinations contribute 66% to the final

assessment of Units 3 & 4.

Examination 1: Short answer and some extended answer

questions covering all areas of the study in relation to

Outcome 1. Duration 1hr - 22% of study score. No

calculators or notes of any kind are permitted.

Examination 2: Multiple choice and extended answer

questions covering all areas of study in relation to all 3

outcomes with an emphasis on Outcome 2. Duration 2hrs -

44% of study score. An approved graphical calculator or

CAS and one bound reference may be used.


STUDIO ARTS

UNIT 3 STUDIO PRACTICES & PROCESSES

UNIT 4 STUDIO PRACTICE & ART

INDUSTRY CONTEXTS

In this unit students focus on the implementation of an

individual studio process leading to the production of a

range of potential directions. Students develop and use an

exploration proposal. They apply a studio process to explore

and develop their individual ideas. The study of artists and

their work practices and processes may provide inspiration

for students’ own approaches to art making. They explore

professional art practices of artists from different historical

and cultural contexts in relation to particular artworks and

art forms. Students are expected to visit at least two different

exhibitions and study specific artworks displayed in these

exhibitions during their current year of study.

AREAS OF STUDY

1. Explanation Proposal

2. Studio Process

3. Artists and studio practices

LEARNING OUTCOMES



Outcome 1


prepare an exploration proposal that formulates the content

and parameters of an individual studio process including a

plan of how the proposal will be undertaken.

Outcome 2


progressively present an individual studio process recorded

in written and visual form that produces a range of potential

directions, and reflects the concepts and ideas documented in

the exploration proposal and work plan.

Outcome 3


examine the practice of at least two artists, with reference to

two artworks by each artist, referencing the different

historical and cultural context of each artwork.

ASSESSMENT



cent.

School-Assessed Coursework


cent to the study score

School-assessed Task

Assessment for Studio Arts includes a School-assessed Task.

For this assessment teachers will provide to the VCAA a

score representing an assessment of the student’s level of

performance in achieving Outcomes 1 and 2 in Unit 3, and

Outcomes 1 and 2 in Unit 4, according to criteria published

annually online by VCAA.

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. Students present visual and written evaluation that

explains why they selected a range of potential directions to

produce at least two finished artworks in Unit 4. This unit

also investigates aspects of artists’ involvement in the art

industry, focusing on a least two different exhibitions, the

student has visited in the current year of study. 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.

AREAS OF STUDY

1. Production and Presentation of artworks

2. Evaluation

3. Art industry contexts

LEARNING OUTCOMES



Outcome 1


present at least two finished artworks based on selected and

evaluated potential directions developed through the studio

process, which demonstrate refinement and application of

materials and techniques, and that realise and communicate

the student’s ideas expressed in the exploration proposal.

Outcome 2


provide visual and written documentation that identifies and

evaluates the extent to which the artworks reflect the

selected potential directions, and effectively demonstrates a

cohesive relationship between the works.

Outcome 3


compare the methods used by artists and considerations of

curators in the preparation, presentation, conservation and

promotion of specific artworks in at least two different

exhibitions.

ASSESSMENT



cent.




School-assessed Task

Assessment for Studio Arts includes a School-assessed Task.

For this assessment teachers will provide to the VCAA a

score representing an assessment of the student’s level of

performance in achieving Outcomes 1 and 2 in Unit 3, and

Outcomes 1 and 2 in Unit 4, according to criteria published

annually online by VCAA


VISUAL COMMUNICATION DESIGN

UNIT 3 DESIGN THINKING AND PRACTICE

UNIT 4 DESIGN DEVELOPMENT AND

PRESENTATION

In this unit students gain an understanding of the process

designers employ to structure their thinking and

communicate ideas with clients, target audiences, other

designers and specialists. Through practical investigation

and analysis of existing visual communications, students

gain insight into how the selection of methods, media and

materials, and the application of design elements and design

principles, can create effective visual communications for

specific audiences and purposes. They investigate and

experiment with the use of manual and digital methods,

media and materials to make informed decisions when

selecting suitable approaches for the development of their

own design ideas and concepts.

AREAS OF STUDY

1. Analysis and practice in context

2. Design industry practice

3. Developing a brief and generating ideas

LEARNING OUTCOMES



Outcome 1


create visual communications for specific contexts, purposes

and audiences that are informed by their analysis of existing

visual communications in the three design fields.

Outcome 2


discuss the practices of a contemporary designer from each

of the design fields and explain factors that influence these

practices.

Outcome 3


apply design thinking in preparing a brief with two

communication needs for a client, undertaking research and

generating a range of ideas relevant to the brief.

ASSESSMENT


determined by School-assessed Coursework, a School-

assessed Task and an end-of-year examination.



per cent. The level of achievement for Units 3 and 4 is also

assessed by a School-assessed Task, which will contribute

40 per cent, and an end-of-year examination, which will

contribute 35 per cent.


Teachers will provide to the Victorian Curriculum and

Assessment Authority a score representing an assessment of

the student’s level of achievement in accordance with the

assessment handbook.

The focus of this unit is on the development of design

concepts and two final presentations of visual

communications to meet the requirements of the brief. This

involves applying the design process twice to meet each of

the stated communication needs.

Having completed their brief and generated ideas in Unit 3,

students continue the design process by developing and

refining concepts for each communication need stated in the

brief. They utilise a range of digital and manual two- and

three-dimensional methods, media and materials. They

investigate how the application of design elements and

design principles creates different communication messages

and conveys ideas to the target audience. As students revisit

stages to undertake further research or idea generation when

developing and presenting their design solutions, they

develop an understanding of the iterative nature of the design

process. Ongoing reflection and evaluation of design

solutions against the brief assists students with keeping their

endeavours focused.

AREAS OF STUDY

1. Development, refinement and evaluation

2. Final presentations

LEARNING OUTCOMES



Outcome 1


develop distinctly different concepts for each communication

need and devise a pitch to present concepts to an audience,

evaluating the extent to which these concepts meet the

requirements of the brief.

Outcome 2


produce a final visual communication presentation for each

communication need that satisfies the requirements of the

brief.

ASSESSMENT

The student’s level of achievement for Unit 4 will be

determined by a school-assessed task and an end-of-year

examination.


The school-assessed Task for Unit 4 will contribute 40 per

cent, and an end-of-year examination, which will contribute

35 per cent.


Teachers will provide to the Victorian Curriculum and

Assessment Authority a score representing an assessment of

the student’s level of achievement in accordance with the

assessment handbook.


VCE VET PROGRAM UNITS 1-4 FOR 2018

VET refers to Vocational Education and Training (VET) programs.

FEATURES OF VET DELIVERED TO SECONDARY STUDENTS

• VET combines senior school studies and accredited vocational education and training

• It enables students to complete a nationally recognised vocational qualification (e.g. Certificate II in Hospitality) and a senior school certificate (VCE/ VCAL) at the same time

• It allows a student to go directly into employment or receive credit towards further vocational training

• It develops students’ employability and industry-specific skills

• It is a vocationally oriented school program designed to meet the needs of industry

HOW DOES VET WORK?

A VET program is usually made up of Units of Competency and Structured Workplace Learning.

(i) Unit of Competency

Delivered by a Registered Training Organisation (RTO), at their venue, the students’ school, or another school close

by.

(ii) Structured Workplace Learning (SWL)

SWL involves an employer accepting a student on a one day a week basis or a week block basis, enabling the

student to demonstrate acquired skills and knowledge in an industry setting. During the work placement, a student

will have specific tasks to undertake in order to demonstrate competence. They will be regularly monitored and may

be assessed on the job.

VET CONTRIBUTION TO THE VCE

With the exception of English, there is no limit on the VET programs that may contribute to satisfactory completion

of the VCE.

VET may be fully incorporated into the VCE as VCE VET or Block Credit Program.

(i) VCE VET Programs

• Are fully recognized within the Units 1 – 4 structure of the VCE

• Have equal status with other VCE studies

• May offer scored assessment and provide a study score (selected programs only)

Furthermore, all three sequences other than English can be approved VCE VET Units 3 & 4 sequences, with study

scores. Scored VCE VET programs contribute directly to the ATAR in the primary four or as a 5th or 6th study

increment.

(ii) Block Credit VET Programs

Students who undertake VET programs not included in the suite of approved VCE VET programs may be eligible for

credit towards their VCE. VTAC may award students who receive a Units 3 & 4 sequence through Block Credit

recognition a 10% increment towards their ATAR.

Please note VCE and VCE VET results will take precedence over Block Credit results. Block Credit can still be used

in the calculation of the ATAR. However, it can only be used in the calculation of an ATAR if there are fewer than six

VCE or VCE VET studies available. If there are six or more VCE or VCE VET studies available, a Block Credit result

cannot be used.

VET INCREASES STUDENTS’ LEARNING POTENTIAL

VET programs broaden VCE/VCAL options and develops students’ capacity to make decisions and solve problems.

It helps students to gain confidence and improve communication and interpersonal skills, through learning in an

adult environment.

VET also fosters positive feedback by enabling students to demonstrate specific skills and competency and

matches student interests and career directions through the provision of strong pathways.

VET GIVES NATIONAL QUALIFICATIONS AND SKILLS

Upon successful completion of the program, students are awarded a nationally accredited vocational training

Certificate or Statement of Attainment. VET qualifications may articulate directly into further education and training


at TAFE or with private RTOs.

VET also provides access to a range of different technologies related to industry and place work.

VET PREPARES STUDENTS FOR THE WORKFORCE

Participating in a VET program provides students with the opportunity to trial a potential career and

multiplies their post-school options and employment prospects.

VET programs help students to explore possible areas of interest, which promote further study and work

choices and allows students to develop strong links with industry and local employers.

Students will also gain knowledge of employers’ expectations, real working conditions, and develop their capacity for cooperation, team work and leadership skills development Students undertaking a VCE VET program have the opportunity to receive both a senior secondary certificate (VCE or VCAL) and a nationally portable VET qualification. The following link provides a summary of the VCE VET programs available for enrolment in 2018 on VASS in certificate type ‘VES’.

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx.

Students entering Year 10 - 12 who wish to study a VETis program must: apply, each year in addition

to submission of Web Preferences.

(i) Register & attend the VSC VETis Information Night. Late August, 2017.

(ii) All VETis applications must have school approval in the first instance Students may

not apply directly.

(iii) Apply & complete a separate VETis application form available at VETis Information

Night & from the Pathways. Team directly, after information Night.

(iv) Return VETis Application Form to the Head of Pathways & Transitions before due date.

(v) Include the VETis study on their Web Preferences Application.

(vi) Pay the designated application fee include receipt with Web Receipt.

(vii) Some VET programs have additional equipment, material, and uniform costs,

which are paid directly to the provider. Details of these costs may be obtained from

The Pathways Team.

FOR MORE INFORMATION PLEASE ATTEND VSC VETIS INFORMATION NIGHT CONTACT

HEAD OF PATHWAYS AND TRANSITIONS, VIA [email protected]

HTTP://WWW.VCAA.VIC.EDU.AU/DOCUMENTS/WTN/WHERETONOW_2018_WEB.PDF

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx.

mailto:[email protected]

http://www.vcaa.vic.edu.au/Documents/wtn/WhereToNow_2018_Web.pdf

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx


VCE External Studies - Language Courses & VCE Studies 2018

Can I study external VCE units? Yes! Provided that the subject is NOT offered at Vermont Secondary College. Please keep in mind that if a subject is offered at VSC, you are expected to take that subject here at school. Students gain credit for any VCE studies that are satisfactorily completed at an approved VCE Provider. Many of our students have already undertaken the study of a VCE Language Other Than English (LOTE) at weekend school through VSL and many will continue with that study next year. A small number of students have taken other VCE Units that are not offered at this school (for example: Dance, Italian). Students who choose to include their external study within their program must study at an approved VCE provider. Include the details of this subject during the VSC Web preference subject selection period online. You will also need to obtain a copy of the ‘Assessing School Enrolment Notification’ form from Head of Pathways & Transitions to take to your external study provider to have signed.. This form must be returned to VSC at the start of the school year in order for enrolment to be confirmed. These providers must be an VSC approved VCE RTO provider,Victorian School of Languages (VSL) schools, not an independent LOTE schools. If you think this may apply to you, please see the Head of Pathways & Transitions, who co-ordinates external enrolments

Students entering Year 10 - 12 who wish to study an external subject (LOTE, or Distant ED) program

must: apply, each year in addition to submission of Web Preferences.

(i) Register & attend the VSC External Language Information Night. early October, 2017.

(ii) All External Language applications must have school approval in the first instance

Students may not apply directly, without signed preapproval from Head of

pathways & Transitions.

(iii) Apply & complete a separate External Language application form available at

Information Night & from the Pathways. Team directly, after information Night.

(iv) Return External Language Application Form to the Head of Pathways & Transitions

before due date.in October, 2017.

(v) Include the External Language study /External VCE Subject choice on their Web

Preferences Application.

The Victorian School of Languages (VSL) The Victorian School of Languages (VSL) is a government school with a strong history of commitment to the provision of language programs for students in Years 1 to 12 who do not have access to the study of those languages in their mainstream schools. The school`s language program is delivered through face-to-face teaching in language Centres across the state and through Distance Education mode.Currently the VSL offers over 40 languages around Victoria to 13,000 students in face-to-face classes and 1400 students in distance education. The VSL is a DET Safe School. For more information please see the DET Child Safe Policy

www.vsl.vic.edu.au

CRICOS Provider Code: 00861K

Training Organisation Identifier (TOID): 21269

https://www.vsl.vic.edu.au/PDF/ChildSafePolicy.PDF

https://www.vsl.vic.edu.au/PDF/ChildSafePolicy.PDF

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