CONTENTSThe Victorian Certificate of Education (VCE) is generally completed over a two year period. However, the ... , VCE English as an Additional Language Units 3 – 4 and VCE Literature

Introduction 01

VCEStudiesonOffer 02

TheStructureoftheVCECertificate 03

MathsPathways 06

SciencePathways 07

UnitDescriptions 08

Accounting 08

Art 10

Biology 12

BusinessManagement 14

Chemistry 15

Dance 17

Drama 19

Economics 21

English/EnglishAsAnAdditional

Language 22

EnvironmentalScience 24

FoodandTechnology 25

Geography 27

HealthandHumanDevelopment 28

History 30

IndustryandEnterprise 32

InformationTechnology 34

Languages–Italian 37

Languages–JapaneseSecondLanguage 37

LegalStudies 38

Literature 40

FoundationMathematics 42

FurtherMathematics 43

SpecialistMathematics(1&2) 43

SpecialistMathematics(3&4) 43

GeneralMathematics 44

MathematicalMethods(CAS1&2) 45

MathematicalMethods(CAS3&4) 45

UniversityMathematics 46

Media 47

MusicPerformance 48

MusicInvestigation 50

OutdoorandEnvironmentalStudies 51

PhysicalEducation 53

Physics 54

ProductDesignandTechnology 56

-Wood,Metal,Polymers(Plastics)

-Textiles

Psychology 58

StudioArts 60

SystemsEngineering 62

TheatreStudies 64

VisualCommunicationDesign 65

UnitCosts 67

Glossary 68

C O N T E N T S

AtRosehillSecondaryCollegeweaimtofosterthetalentsandnurturetheaspirationsofall

seniorstudents.

Choosingyourprogramofstudyisamajorandimportantdecisioninyourlife,andyouneedto

researchyouroptionscarefully.Startbyaskingyourselfquestionssuchas:

•WhatamIgoodat?

•WhatsubjectsdoIenjoymost?

•WhatcareergoalsdoIhave?

•WhatsubjectsandskillswillIneedtoachievethesecareergoals?

•WhatlevelofschooleducationwillIneed?

•WhatfurthereducationortrainingwillIneed?

OverthenextfewweeksyouwillbesupportedbyyourHomeGroupTeachers,theSenior

SchoolStaffandtheCareersAdvisorandyourparents,asyouaddressthesequestionswhilst

investigatingcareeroptionsandpre-requisitesubjectstoenableyoutoconstructacourseof

studywhichwillequipyouforyourfuturepathway.

StudentswhoarevocationallyorientedmayconsiderenrollingintheVCALprogram.More

informationonVCAListobefoundintheVCALHandbook.YoushouldalsotalktotheVCAL

Coordinator.Someparticularlywell-organisedstudentsmayopttoincludeaVETprogramin

theirsubjectchoices.Anapplicationprocessisrequiredforbothoftheseoptions.

ThecourseselectionprocessforYear11studentsisoftenquitesimple,asstudentswillusually

choosetosimplyomittheirleastimportantorleastfavouredYear11subjectfromtheirYear12

program.However,itcannotbestressedhighlyenoughtheneedforallstudentstocheckpre-

requisitesubjectsforfurtherstudyintheVICTERGuide(2018forcurrentYear10students,2017

forcurrentYear11students).

Studentsshouldtakethetimeandmaketheefforttofollowthesubjectselectionprocess

carefully.Remember,therearemanypeopleintheCollegewhocanhelpyouatthisimportant

I N T R O D U C T I O N

V C E S T U D I E S O N O F F E R

•Accounting

•Art

•Biology

•BusinessManagement

•Chemistry

•Dance

•Drama

•Economics

•English

•EnglishasanAdditionalLanguage(EAL)

•FoodandTechnology

•Geography

•HealthandHumanDevelopment

•History

•IndustryandEnterprise

InformationTechnology

• InformationTechnology

• Computing

• Informatics

• SoftwareDevelopment

Languages

•Italian

•JapaneseSecondLanguage

•LegalStudies

•Literature

Mathematics

•FoundationMathematics

•FurtherMathematics

•GeneralMathematics

•MathematicalMethods(CAS)

•SpecialistMathematics

•UniversityMathematics

•Media

• MusicPerformance

• MusicInvestigation

•OutdoorandEnvironmentalStudies

•PhysicalEducation

•Physics

•ProductDesignandTechnology

Wood,Metal,Polymers(Plastics)

Textiles

•Psychology

•StudioArts

•SystemsEngineering

•TheatreStudies

•VisualCommunicationDesign

TheaimofRosehillSecondaryCollegeistoprovideacomprehensiveVCEprogramforallstudents,whilstallowingforappropriatespecialisationforstudentstofindapathwayintofurtherstudyortheworkforce.

R O S E H I L L S E N I O R P A T H W A Y S

TheVictorianCertificateofEducation(VCE)isgenerallycompletedoveratwoyearperiod.However,theflexibilitywithintheVCEallowsstudentstocompleteitoveranextendedperiodifrequiredbypersonalcircumstancessuchasillness.

Therearethirty-sixstudiestoselectfromtomakeupyourprogram.Eachstudyismadeupofatleasttwosemester(orhalfyear)lengthunitsofstudy.

Units1and2areusuallytakeninYear11.Units3and4areusuallytakeninYear12.Units1and2maybetakenseparately.Units3and4mustbetakentogetherasasequencewithinoneyear,unlessspecialpermissionisgrantedbytheVictorianCurriculumandAssessmentAuthority(VCAA).

Itisnotalwaysadvisable,buttheoreticallyitispossible,toentermanystudiesatUnits2or3withouthavingstudiedthepreviousunit.

OverthetwoyearsoftheVCEmostfull-timestudentsatRosehillSecondaryCollegewillundertaketwenty-twototwenty-foursemesterlength(i.e.twentyweeklong)units.Generally,youwillattempt12unitsinYear11and10unitsinYear12.

VCERequirements

DuringyourVCEstudies,youmustundertake:• FourEnglishUnits*(twoinYear11andtwoinYear12)• FiveotherstudiesinYear11• FourotherstudiesinYear12(generallyyouwillcontinuewithfiveofthesixstudiesundertakeninYear11). Theideaistoselectaprogramthatmeetstheaboverequirements,whilstsuitingyourinterestsand aspirationsfortertiarystudy,trainingandemployment.Itisalsoimportanttoselectstudiesthatyouenjoy, oraregoodat.

SatisfactoryCompletionoftheVCE

SatisfactorycompletionofallOutcomesmustbeachievedinatleastsixteenunitsinordertobeawardedtheVCE.Thisincludesthefollowing:

i)ThreeunitsofEnglish,EnglishasanAdditionalLanguageorLiteraturewithatleastoneunitatUnit3or4level.

*Note• ThethreeunitsofEnglishmaybeselectedfromVCEEnglishUnits1–4,VCEEnglishasanAdditionalLanguageUnits3–4andVCELiteratureUnits1–4.• NomorethantwounitsatUnits1and2maycounttowardstheEnglishrequirement.• StudentsmaynotobtaincreditforbothEnglishUnits3&4andEnglishasanAdditionalLanguage(EAL)Units3and4.• AlthoughstudentsneedonlypassthreeunitsofEnglishoverthetwoyearsoftheirVCE,includingoneatYear12,theymustgainan‘S’inUnits3and4EnglishintheoneyeartogenerateanATARscore.

ii)ThreesequencesofUnits3–4studiesotherthanEnglish.UptoeightoftheunitsofstudymaybeVCEVETunitsobtainedacrossuptotwoapprovedVETprograms.

T H E V C E

AssessmentandtheVCE

OutcomesEachunitwillhavesetworkandassignmentscalled‘Outcomes’.AnOutcomeistheknowledgeorskillsthatyoumustknoworbeabletodemonstratewhenyoufinishaunit.

EachVCEunitinvolvesbetweentwoandfourOutcomes.TheawardofsatisfactorycompletionofaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofallOutcomes.

ForUnits1–4,satisfactoryachievementofallOutcomesisthedecisionoftheschool.Outcomesareinternallyassessed.‘S’or‘N’resultsarerecordedontheVictorianAssessmentSoftwareSystem(VASS)forallunits.

SchoolAssessment–Units1&2InUnits1&2levelsofachievementwillbemeasuredaccordingtoperformanceinoneormoremethodsofassessment;i.e.‘AssessmentTasks’.ThesetasksaremodelledonYear12assessmenttasksandarepartiallydesignedtopreparestudentsfortherequirementsofYear12.GradesrangingfromA-UGwillbeawardedforAssessmentTasksatYear11;thesedonot,however,contributetotheATARscore.

SchoolAssessment–Units3&4Therewillbetwoformsofschoolassessmentforlevel3&4sequences:School-AssessedCourseworkandSchool-AssessedTasks(inArtsandTechnologystudies).Eachstudywillhavethreeassessmentcomponents:twoschoolassessmentsandoneexamination.

School-AssessedCoursework(SACs)Thisisbasedonassessmentofeachstudent’soveralllevelofachievementontheassessmenttasksdesignatedintheStudyDesign.School-assessedcourseworkmustbepartoftheregularteachingandlearningprogramandmustbecompletedmainlyinclasstime.

School-AssessedTasks(SATs)ThesearetaskscompletedatschoolinsomestudiestoassessperformanceinUnits3&4.TheyaresetandmarkedbyteachersaccordingtoVictorianCurriculumandAssessmentAuthority(VCAA)specifications.TheywilloccurinMedia,Art,StudioArts,SystemsEngineering,ProductDesignandTechnology,FoodandTechnologyandVisualCommunicationDesign.

VCEReportingForeachsequenceofUnits3&4,students’levelofachievementwillbeassessedusingbothschoolbasedassessmentandexternalexaminations.TheassessmentswillbereportedasgradesAtoE/UG.

VCAAwillissuestudentswitha‘StatementofResults’attheendofeachyear.

TheCollegewillprovidedescriptivereportsforUnits1,2and3.InadditionparentsandcarerswillreceiveresultsinInterimReportsissuedeachterm.

VCAAwillprovideadetaileddescriptionofyourachievementsatthecompletionofUnits2and4.EligiblestudentswillalsoreceiveaprintedstatementcontainingtheirATARscoreattheconclusionofYear12.

S T R U C T U R E O F T H E V C E

TheATARscoreWhenyoucompleteanapprovedsequenceofYear12studiesyouwillreceiveanAustralianTertiaryAdmissionRank(ATAR)score.Thisisacompetitive‘ranking’whichshowshowyouperformedinrelationtoeveryotherYear12studentinthestate.Initssimplestformitisapercentage;forexampleanATARscoreof70showsthatyouperformedaswellas,orbetterthan,70%ofVictorianYear12students.

TheATARisthemain(butnottheonly)entrancerequirementformosthighereducationcourses.ItisimportanttobeawareofthefactthatmanyTAFEcourses,generallyCertificateIVandabove,arerelyingincreasinglyontheATARscoretoselectstudents.

CalculationoftheATARscoreAstudentwillreceiveascaledStudyScoreoutof50foreachYear12studywhichissuccessfullycompleted.TheaggregatescoreiscalculatedbyaddingtheStudyScoresforEnglish(orapprovedYear12Englishsequence)tothenextbestthreestudyscores.Thesebecomethe‘primaryfour’studies.10%ofthescoresforany5thor6thstudiesarethenaddedtotheprimaryfourtogiveanaggregatescore,whichisthenrankedbytheVictorianTertiaryAdmissionsCentre(VTAC)tobecomeapercentageATARscore.

RepeatPenaltyThereisnopenaltyforrepeatingasubject,butitwillbecountedonlyonceincalculationoftheATARscore.

Unit1-EstablishingandOperatinga ServiceBusiness

Thisunitfocusesontheestablishmentofasmallbusinessandtheaccountingandfinancialmanagementofthebusiness.Studentsareintroducedtotheprocessesofgatheringandrecordingfinancialdataandthereportingandanalysingofaccountinginformation.Thecashbasisofrecordingandreportingisusedthroughoutthisunit.Studentsexaminetheroleofaccountinginthedecision-makingprocessforasoleproprietorofaservicebusiness.

Outcomes1.Describetheresourcesrequired,andexplainanddiscusstheknowledgeandskillsnecessary,tosetupasmallbusiness.2.UsingmanualandICTmethods,identifyandrecordthefinancialdata,andreportandexplainaccountinginformation,forasoleproprietorofaservicebusiness.

Unit2-AccountingforaTrading Business

Thisunitfocusesonaccountingforasoleproprietorofasingleactivitytradingbusiness.Studentsuseasingleentryrecordingsystemforcashandcredittransactionsandtheaccrualmethodfordeterminingprofit.Theyanalyseandevaluatetheperformanceofthebusinessusingfinancialandnon-financialinformationandsuggeststrategiesonhowtoimprovetheperformanceofthebusiness.StudentsdeveloptheirunderstandingoftheimportanceofICTintheaccountingprocessbyusingacommercialaccountingsoftwarepackage.

Outcomes1.Recordfinancialdataandreportaccountinginformationforasoletrader.2.Recordfinancialdataandreportaccountinginformationusingacommercialaccountingpackage.3.Selectandusefinancialandnon-financialinformationtoevaluatetheperformanceofabusinessanddiscussstrategiesthatmayimprovebusinessperformance.

Assessment TheoutcomesforUnits1and2willbeassessedusingbothmanualandICTmethodsthroughtasksselectedfromthefollowing:•Tests•Assignments•CaseStudies•FolioofExercises

Unit3-RecordingandReportingfora TradingBusiness

Thisunitfocusesonfinancialaccountingforasingleactivitytradingbusinessasoperatedbyasoletraderandemphasisestheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdataandpreparereportsusingtheaccrualbasisofaccounting.Theperpetualmethodofstockrecordingisused.

Outcomes1.Recordfinancialdataforasingleactivitysoletraderusingadoubleentrysystem,anddiscussthefunctionofvariousaspectsofthisaccountingsystem.2.Recordbalancedayadjustmentsandprepareandinterpretaccountingreports.

A C C O U N T I N G

Unit4-ControlandAnalysisof BusinessPerformance

ThisunitprovidesanextensionoftherecordingandreportingprocessesfromUnit3.Theunitisbasedonthedoubleentryaccountingsystemandtheaccrualmethodofreportingforasingleactivitytradingbusinessusingtheperpetualinventoryrecordingsystem.Studentsinvestigatetheroleandimportanceofbudgetingforthebusinessandundertakethepracticalcompletionofbudgetsforcash,profitandfinancialposition.Studentsinterpretaccountinginformationandanalysetheresultstosuggeststrategiestotheowneronhowtoimprovetheperformanceofthebusiness.

Outcomes1.Recordfinancialdatausingdoubleentryaccountingandreportaccountinginformationusinganaccrual-basedsystemforasingleactivitysoletrader,anddiscussthefunctionofvariousaspectsofthisaccountingsystem.2.Preparebudgetsandvariancereports,evaluatetheperformanceofabusinessusingfinancialandnon-financialinformationanddiscussstrategiestoimprovetheprofitabilityandliquidityofthebusiness.

AssessmentAtleast30marksmustbeallocatedtoassessmentthatusesICTapplication/s.School–assessedCourseworkforUnit3–25%School–assessedCourseworkforUnit4–25%End–of–yearExaminationcontributes–50%

Note:School–AssessedCourseworkwillbeconductedundertestconditionsusingbothmanualandICTmethods.

Units3and4mustbetakenasasequence.StudentsarestronglyadvisedtoundertakeatleastUnit2AccountingbeforeattemptingUnits3or4.

Artexploresthelinksbetweenartpracticeandartanalysis.Artallowsstudentstodeveloptheirartskillsthroughtheproductionofacomprehensivefolioandavarietyoffinishedartworks,usingboth2Dand3Dartforms.

Studentslearnhowtodevelopafolio,throughtheexplorationandexperimentationofmaterials,techniquesandconcepts.Theywillalsolearnhowtoincorporatetheinfluencesofotherartistsintotheirownwork,whilstsimultaneouslydevelopingandimplementingtheirownideas.InUnits3and4studentsexploreathemeoftheirchoiceandexplorearangeofconceptsandideas,resultingintheproductionofamajorfinalpiece.

Artisdesignedtosupportafineartordesignbasedpathway,byallowingstudentstocreateafoliothatisusefulfortertiaryfolioentrance,includingarchitecture,fineart,fashion,interiordesign,industrialdesignandgraphicdesign.

AreaofStudyOne:ArtandMeaningThisareaintroducestheconceptofanalyticalframeworkstosupporttheinterpretationofthemeaningandmessagesinart.Studentslearnthevariouswaysofinterpretingavarietyofartforms,usingavarietyofmethods.

AreaofStudyTwo:ArtMakingandPersonalMeaningThisareainvolvesstudentscreatingacomprehensiveartfoliowheretheylearntouseandexperimentwithanumberofmaterials,techniquesandprocesses.Studentsalsolearnhowtoprofessionallypresentafolioandincorporatetheinfluenceofmajorartistsintotheirwork.

Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandpersonalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartwork.

AreaofStudyOne:ArtandCultureThisareafocusesonthewaysinwhichartreflectsandcommunicatesthevalues,beliefsandtraditionsforwhichitwascreated.Studentswillbeexposedtoavarietyofdifferentculturesandrespondtothemusingavarietyofmathods.

AreaofStudyTwo:ArtMakingandCulturalExpressionThisareafocusesontheexplorationofareasofpersonalinterestrelatedtoculturalexpression.Studentsproduceafolioofpracticalworkbaseduponaculturalthemeoftheirchoice.

Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandculturalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartworkbasedonaculturalthemechosenbythestudent.

Assessment•InbothUnits1&2thefirstOutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•ThesecondOutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheOutcomes.

AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

AreaofStudyOne:InterpretingArtThisinvolvesanindepthexplorationofartpreandpost1970,usingtheinterpretiveframeworks.Studentscompareandcontrasttheartworkstodeveloptheirowninterpretation.

AreaofStudyTwo:InvestigationandInterpretationthroughArtMakingStudentsdeveloptheirownartresponsesandpresentasustainedbodyofworkthatincludesconceptualandpracticalinvestigations.Studentsdevelopatleastfourconceptsrelatedtoatheme,andusethesemestertodevelopandexperimentwiththistheme,usingthematerialsandprocessesoftheirchoice.

Outcomes1.Analyseandinterpretavarietyofpre-andpost-1970artistsandtheirartworksthroughformal,personal,culturalandcontemporaryinfluences.2.Completeafolioofworkcontainingconceptualandpracticalideasandexperimentsandatleastonefinishedartwork.

AreaofStudyOne:DiscussingandDebatingArtFocusesonthediscussinganddebatingofartissuesandtheroleofartinsociety.

AreaofStudyTwo:RealisationandResolutionFocusesonthepreparationandfinalpresentationofconcepts,ideasandobservationsdevelopedandrefinedinUnit3.Studentsselecttheconceptwiththemostpotentialanddevelopaninnovativeandexcitingfinalpieceusingthematerialsandprocessesoftheirchoice.

Outcomes1.Discussanddebateanartissueusingselectedartistsworksascontext.2.CompleteafolioofworkwhereaconceptfromUnit3isresolvedandrefined.Studentsalsopresentatleastonefinalartwork.

AssessmentOutcomes1:eachunithasaSACconsistingofanessay/shortanswersortest–20%(10%+10%)Outcomes2:(folio)inbothunits3and4willbemeasuredbyaSATconsistingofabodyofworkarisingfromtherequirementsofeachunit–50%End-of-yearExamination:shortandextendedresponsesbasedonmaterialfromOutcomes2ofeachunit–30%

Unit1:Howdolivingthingsstayalive?Thisunitexamineshowlivingthings(plantsandanimals)functiontheindividualcellleveltotheirinteractionswithintheecosystem.Studentswillstudyindetailspecificcellularprocessesandtheindividualsystemsinsidethewholeorganismthatmaintainlife.Studentswillalsoexplorethevariousfeaturesandbehavioursthatorganismspossessthatconferasurvivaladvantage.

Outcome 1: How do Organisms Function? Studentswillinvestigateandexplainhoworganismsonbothacellularandsystemlevelmaintaintheirrequirementsforlife.

Outcome 2: How do living things sustain life? Studentsexaminehowthevariousadaptations(structural,behaviouralandphysiological)andsymbioticrelationshipsthatorganismspossessenablethemtosurviveacrossvariousecosystems.

Outcome 3: Practical Investigation Studentsdesignandconductaninvestigationintothesurvivalofoneparticularspeciesinitsenvironment.

Unit2:Howiscontinuityoflifemaintained?

Thisunitexaminesboththedevelopmentofcellsandthetransmissionofgeneticinformationfromonegenerationtothenext.Studentswillstudyindetailcellgrowthlookingspecificallyatthecellcycleandcelldifferentiation.Theunitalsoexploresthegeneticstructureoforganismsandexplorestheprocessofinheritanceandthepatternsformedinfamilialtrees.

Outcome 1: How does reproduction maintain the continuity of life? Studentswillbeabletocompareandcontrasttheasexualandsexualreproductionanddescribethekeystagesofcellgrowthanddifferentiation.

Outcome 2: How is inheritance explained? Studentswillbeabletousetheirknowledgeofgeneticstodeterminetheoutcomeofvariousgeneticcrossesandtoanalysepatternsofinheritancewithinfamilypedigrees.

Outcome 3: Investigation of an issue.Studentswillresearchandcommunicatearesponsetoacontemporaryissueingeneticsorreproductivescience.

B I O L O G Y

AssessmentAchievementofoutcomes1and2forbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Practicalactivities•Scientificreportsonfieldwork•Abioinformaticsexercise•Mediaresponse•Dataanalysis•Problemsolvingchallenges•Tests•OralPresentations

Achievementofoutcome3forbothUnits1and2willbemeasuredbythefollowingtask:•AReportonaninvestigationpresentedasoneofthefollowingformats:•Scientificposter•Practicalreport•Oralpresentation•Digitalpresentation

Unit3-SignaturesofLife

Studentsconsiderthemoleculesandbiochemicalprocessesthatareindicatorsoflife.Theyinvestigatehowcellscommunicatewitheachother,andhowtheyrecognisetheir‘self’from‘non-self’.Studentsstudyhowcellsdetectpossibleagentsofattackandhowphysicalbarriersandtheimmunesystemcanprotectthebodyagainstpathogens.

Outcomes1.MoleculesofLife:Studentsanalyseandevaluateevidencefrompracticalinvestigationsrelatedtobiochemicalprocesses.2.DetectingandResponding:Studentsstudycoordinationandregulationofanorganism’simmuneresponsestoantigens.

Unit4-ContinuityandChange

Thegeneticstructureofanorganismiswhatmakesitunique.Thisunitexploresinheritance,genesandtheprocessesofevolutionincludingnaturalselection.Theoriginsanddiversityoflivingorganismsandtheadvancesintechnology,includingbiotechnologyareconsidered.

Outcomes1.Heredity:Studentsanalyseevidenceforthemolecularbasisofheredityandpatternsofinheritance.2.ChangeOverTime:Studentsanalyseandevaluateevidenceforevolutionarychangeandevolutionaryrelationshipsanddescribemechanismsforchangeincludingtheeffectofhumaninterventiononevolutionaryprocesses.

AssessmentSchool-assessedCourseworkwillconsistof:Unit3–TwopracticalactivitiesforOutcome1,onepracticalactivityandashortpresentation.Unit4–TwopracticalactivitiesforOutcome1,andanoralorwrittenreportdemonstratingevolutionaryrelationshipsusingfirstorsecondhanddataandashortpresentationontheapplicationofgenetechnologies–40%ofthefinalassessment

TherewillbeanEnd-of-yearExaminationonalltheOutcomesofUnit4–60%ofthefinalassessment

ItisrecommendedthatstudentsattemptingUnit3shouldhavecompletedBiologyUnits1and2

Note:SomeCollegesreversetheorderinwhichtheseUnitsarestudies;i.e.Unit2inSemester1andUnit1inSemester2.

Unit3-BusinessManagement– CorporateManagement

Inthisunitstudentsinvestigatehowlarge-scaleorganisationsoperate.Studentsexaminethecontextinwhichtheyconducttheirbusiness,focusonaspectsoftheirinternalenvironmentandthenlookattheoperationsmanagementfunction.Studentsdevelopanunderstandingofthecomplexityandchallengeofmanaginglargeorganisationsandhavetheopportunitytocomparetheoreticalperspectiveswithpracticalapplications.

Outcomes1.Studentsshouldbeabletodescribeandanalysethecontextinwhichlarge-scaleorganisationsoperate.2.Studentsshouldbeabletodescribeandanalysemajoraspectsoftheinternalenvironmentoflarge-scaleorganisations.3.Studentsshouldbeabletoidentifyandevaluatepracticesandprocessesrelatedtooperationsmanagement.

Unit4-BusinessManagement– ManagingPeopleandChange

Thisunitcontinuestheexaminationofcorporatemanagement.Itcommenceswithafocusonthehumanresourcemanagementfunction.Studentslearnaboutthekeyaspectsofthisfunctionandstrategiesusedtomosteffectivelymanagehumanresources.Theunitconcludeswithanalysisofthemanagementofchange.Studentslearnaboutkeychangemanagementprocessesandstrategiesandareprovidedwiththeopportunitytoapplythesetoacontemporaryissueofsignificance.

Outcomes1.Studentsshouldbeabletoidentifyandevaluatepracticesandprocessesrelatedtohumanresourcemanagement.2.Studentsshouldbeabletoanalyseandevaluatethemanagementofchangeoflarge-scaleorganisations.

AssessmentSchool-assessedCourseworkforUnit3(Studentsperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:casestudy,structuredquestionsmedialanalysis,test,essayreportinwrittenformorreportinmultimediaformat)–25%.School-assessedCourseworkforUnit4:Students’performanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:casestudy,structuredquestionsmediaanalysis,test,essay,reportinwrittenformorreportinmultimediaformat)–25%.End-of-yearexaminationrelatingtoalloutcomesinUnits3and4–50%.

Unit1-SmallBusinessManagement

ThisunitfocusesonhowsmallratherthanlargebusinessesmakeupthevastmajorityofallbusinessesintheAustralianeconomy.Itisthesmallbusinesssectorthatprovidesawidevarietyofgoodsandservicesforbothconsumersandindustries,suchasmanufacturing,constructionandretail.

Outcomes1.Studentsshouldbeabletoapplyasetofgenericbusinessconceptsandcharacteristicstoarangeofbusinesses.2.Studentsshouldbeabletoapplydecision-makingandplanningskillsandevaluatethesuccessfulmanagementofanethicalandsociallyresponsiblesmallbusiness.3.Studentsshouldbeabletoexplainandapplythedaytodayactivitiesassociatedwiththeethicalandsociallyresponsibleoperationofasmallbusiness.

Unit2-Communicationand Management

Thisunitfocusesontheimportanceofeffectivecommunicationinachievingbusinessobjectives.Itincludescommunicationbothinternallyandexternallytobusinesswithspecialattentiontothefunctionsofmarketingandpublicrelations.

Outcomes1.Studentsshouldbeabletoexplainandapplyarangeofeffectivecommunicationmethodsandformsinbusinessrelatedsituations.2.Studentsshouldbeabletoapplyandanalyseeffectivemarketingstrategiesandprocesses.3.Studentsshouldbeabletoapplyandanalyseeffectivepublicrelationsstrategiesandtacticsandanalysetheireffectiveness.

AssessmentAchievementofalltheoutcomesforbothUnits1and2isassessedthroughassessmenttasksthatareprogressiveanddonemostlyinclasstime.Theywillconsistofsomeorallofthefollowing:•CaseStudyAnalysis•Interviewandreportofcontactwithbusiness•Essay•BusinessResearch(printandonline)•Businesssimulationexercise •Test•Developmentofamarketingplan •ComputerModelling •Developmentofamarketingplan•School-basedshort-termbusinessactivity•BusinessSurveyandAnalysis•AnalyticalExercises

B U S I N E S S M A N A G E M E N T

Unit1–ExplainingtheDiversityofMaterials

InUnit1,studentsinvestigatethechemicalpropertiesofarangeofmaterialsincludingmetals,salts,polymersandnanomaterials.Theyexploreandexplaintherelationshipsbetweenproperties,structureandbondingofparticles.Studentsexaminethemodificationofmetalsandinvestigatearangeofnon-metallicsubstancesfrommoleculestopolymersandgiantlattices,andrelatetheirstructurestospecificapplications.StudentsareintroducedtoquantitativeconceptsinChemistryincludingthemoleconcept.Theyapplytheirknowledgetodeterminetherelativemassesofelementsandthecompositionofsubstances.

Outcomes1.AbletorelatethepositionofelementsinthePeriodicTabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.2.Abletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.3.Abletoinvestigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemical,andcommunicateasubstantiatedresponsetothequestion.

Unit2–Water:AUniqueChemical

Studentsexaminethephysicalandchemicalpropertiesofawatermoleculeandtheforcesbetweenwatermolecules.Theyinvestigatesolubility,concentration,pHandreactionsinwaterincludingprecipitation,acid-baseandredox.Studentsareintroducedtostoichiometryandtoanalyticaltechniquesandinstrumentalprocedures.StudentsuseChemistryterminologyincludingsymbols,units,formulasandequationstorepresentandexplainobservationsanddatafromexperiments,andtodiscusschemicalphenomena.Theywillhavetheabilitytoexplorethesolventpropertiesofwaterinavarietyofcontextsandanalyseenvironmentalissuesassociatedwithsubstancesdissolvedinwater.

C H E M I S T R YOutcomes1.Abletorelatethepropertiesofwatertoitsstructureandbonding,andexplaintheimportanceofthepropertiesandreactionsofwaterinselectedcontexts.2.Abletomeasureamountsofdissolvedsubstancesinwaterandanalysewatersamplesforsalts,organiccompoundsandacidsandbases.3.Abletodesignandundertakeaquantitativelaboratoryinvestigationrelatedtowaterquality,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentsAchievementofallOutcomesinUnits1and2willbemeasuredprogressivelybyperformanceinaselectionofthefollowing:•PracticalWork•Modelling•Tests•ConceptMaps•ShortReports•Oral,PosterandMultimediaPresentation•Constructionandsimulationofmolecules.

Unit3-ChemicalProductionand Analysis

Thisunitexaminesthescopeoftechniquesavailabletotheanalyticalchemist.Studentswilluseavarietyofanalyticalandinstrumentaltechniquestoanalyseproductsinthelaboratory.Theywillalsoinvestigatesystematicorganicchemistry,includingproductionofstartingmaterialsforparticularreactionpathways.

Outcomes1.Evaluatethesuitabilityoftechniquesandinstrumentsusedinchemicalanalyses.2.Identifyandexplaintheroleoffunctionalgroupsinorganicreactionsandconstructreactionpathwaysusingorganicmolecules.

Unit4-ChemistryatWork

Thisunitexaminestheindustrialproductionofchemicalsandtheenergychangesassociatedwithchemicalreactions.Studentswillfocusonthefactorsthataffecttherateandextentofachemicalreaction.Theyexplorehowfactorsaffectingrateandequilibriumareappliedtoachievetheoptimumreactionconditionsintheindustrialproductionofchemicals.Thestudentsalsofocusontheuseofdifferentenergyresources,includingtheadvantagesanddisadvantagesoftheircontinueduse.

Outcomes1.Analysethefactorsthatdeterminetheoptimumconditionsusedintheindustrialproductionoftheselectedchemical.2.Analysechemicalandenergytransformationsoccurringinchemicalreactions.

AssessmentEachunitintheSchool-assessedCourseworkwillconsistofthreeassessmenttasks,selectedfromthefollowing:Anextendedexperimentalinvestigation,awrittenreportofapracticalactivity,aresponsetostimulusmaterialandanalysisofdatausingstructuredquestions,andareportrelatedtochemicalpathways.

School-assessedCourseworkforUnits3and4willcontribute40%ofthefinalassessmentEnd-of-yearExaminationswillcontribute60%ofthefinalassessment.

Outcome3-Oncompletionofthisunitthestudentshouldbeabletoexpressivelyperformalearntsoloorgroupdanceworkandanalysetheprocessesused.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeoftasksselectedfromthefollowinglist:•WrittenReport•Soloorgroupdanceworkcomposedand performedbythestudent•OralPresentation•Performanceofagroupdanceworklearntfrom another•Multimediaproduction•Soloorgroupstructuredimprovisation

Asinthecurrentstudy,thisunitfocusesonthechoreographyandperformanceofasolodanceworkthatcommunicatesanexpressiveintention.Theintentionselectedbystudentsforthisworkshouldfacilitatetheexpressiveexecutionofadiverserangeofbodyactionsandmanipulationsortheelementsofmovementthroughthesafeuseofawiderangeoftechnicalandphysicalskills.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseselectedsolodanceworks.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.

Outcome3-Oncompletionofthisunitthestudentshouldbeabletolearn,rehearseandperformagroupdanceworkcreatedbyanotherchoreographerandanalysetheprocessesandpracticesused.

InUnit1,studentsexplorethebodyasaninstrumentofexpressionandlearnaboutanddeveloptechnicalandphysicalskillsastheybegintodevelopapersonalmovementvocabulary.Unit1nowincludesfourareasofstudyandfouroutcomes.Teachersmayteachtheoutcomesinanyordertheychooseincludinginanintegratedmanner.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletodescribeanddocumenttheexpressiveandtechnicalfeaturesoftheirownandotherchoreographers’danceworks,anddiscussinfluencesontheirowndance-making.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasoloorgroupdanceworkandcompletestructuredimprovisations.

Outcome3-Oncompletionofthisunitthestudentshouldbeabletosafelyandexpressivelyperformalearntsoloorgroupdancework.

Outcome4-Oncompletionofthisunitthestudentshouldbeabletodescribeaspectsofthephysiology,anddemonstratethesafeuseandmaintenance,ofthedancer’sbody.

Asinthecurrentstudy,Unit2focusesonexpandingstudents’personalmovementvocabularythroughregularandsystematictraininganddevelopmentofchoreographicskillsthroughexplorationoftheelementsofmovement–time,space(includingshape)andenergy.Notethatthroughoutthestudy,theelementofspaceisdescribedas‘space-includingshape’.‘Space’canbedefinedastheareainwhichdanceoccursand‘shape’canbedefinedasthesculpturaldesignofoneormorebodiesinspace.Studentsalsostudydanceform.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseuseoftheelementsofmovement–time,spaceandenergy–inselecteddancetraditions,stylesanddanceworks.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasoloorgroupdancework,completestructuredimprovisations,anddescribethedance-makingprocessesandperformancepracticesusedintheirownworks.

D A N C E

ThefocusofthisunitissimilartoUnit4inthecurrentstudydesign.Studentschoreographadperformasolodanceworkthatisaunifiedcomposition,whichexploreswaysofmanipulatingelementsofspatialorganisationtocommunicateachoseexpressiveintention.

Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseaselectedgroupdancework.

Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.

AssessmentUnit3School-assessedCoursework–15%Unit4School-assessedCoursework–10%End-of-yearPerformanceExamination–50%End-of-yearWrittenExamination–25%

Unit1-DramaticStorytelling

Thisunitfocusesoncreating,presentingandanalysingadevisedperformancethatincludesrealorimaginedcharacters,basedonpersonal,culturaland/orcommunityexperiencesandstories.Studentsexaminestorytellingthroughthecreationofsoloand/orensembledevisedperformance/s,andthemanipulationofexpressiveskillsinthecreationandpresentationofcharacters.Theunitalsoinvolvesanalysisofastudent’sownperformanceworkandanalysisofaperformancebyprofessionalandotherdramapractitioners.

Outcomes1.Usetheplaymakingtechniquestodeviseanddevelopsoloand/orensembleperformance/sbasedonexperiencesand/orstories,aswellasdescribethedramaprocessesusedtoshapeanddevelopthisperformancework.2.Useexpressiveskills,theatricalconventionsandstagecrafttoperformstoriesandcharacterstoanaudience.3.AnalysethedevelopmentandperformanceofworkcreatedandpresentedinOutcomes1and2.4.Identifyandevaluateuseofperformancestylesanddescribetheuseoftheatricalconventions,stagecraftanddramaticelements,aswellasanalysetheportrayalofstoriesandcharactersinadramaperformance.

Unit2-CreatingAustralianDrama

Thisunitfocusesontheuseanddocumentationoftheprocessesinvolvedinconstructingadevisedsoloorensembleperformance.Studentscreate,presentandanalyseaperformancebasedonaperson,anevent,anissue,anartwork,atextand/oraniconfromacontemporaryorhistoricalAustraliancontext.Thisunitalsoinvolvesanalysisofastudent’sownperformanceworkaswellastheperformanceofanAustralianwork.

Outcomes1.Usearangeofstimulusmaterialtocreateasoloorensembleperformanceworkaswellasdocumentandrecordtheplaymakingtechniquesusedtoshapeanddevelopthisperformancework.2.Demonstratetheeffectiveuseandmanipulationofdramaticelements,theatricalconventionsandstagecraftinthepresentationofaperformanceworktoanaudience.3.AnalysethedevelopmentandperformanceofworkcreatedandpresentedinOutcomes1and2.4.Identifytheuseoftheatricalconventions,describeperformancestyle/sandanalyseandevaluatehowdramaticelementshavebeenusedinadramaperformance.

Assessment•JournalandRehearsalDemonstration•Performance•Essays/Report/Structuredquestions•WrittenAnalysis•OralPresentations•MultimediaPresentations

D R A M A

Unit3-EnsemblePerformance

Thisunitfocusesonnon-naturalisticdramafromadiverserangeofcontemporaryand/orculturalperformancetraditions.Non-naturalisticperformancestylesandassociatedtheatricalconventionsareexploredinthecreation,developmentandpresentationofanensembleperformance.Theprocessesinvolvedinthedevelopmentandrealisationoftheensemblearedevelopedandevaluated.Anon-naturalisticworkselectedfromtheprescribedplaylistwillalsobeanalysed.

Outcomes1.Developandpresentcharacter/swithinanon-naturalisticensembleperformance.2.AnalyseplaymakingtechniquesusedtoconstructandpresentensembleworksincludingtheworkcreatedforOutcome1.3.Analyseandevaluateanon-naturalisticperformanceselectedfromtheprescribedplaylist.

Unit4-SoloPerformance

Thisunitfocusesontheuseofstimulusmaterialandresourcesfromavarietyofsourcestocreateanddevelopcharacter/swithinasoloperformance.Studentscompletetwosoloperformances.Theprocessesinvolvedinthedevelopmentofsoloworkarealsoanalysedandevaluated.

Outcomes1.Createandpresentashortsoloperformancebasedonstimulusmaterial,andevaluatetheprocessesused.2.Create,developandperformacharacterorcharacterswithinasoloperformanceinresponsetoaprescribedstructure.3.Describe,analyseandevaluatethecreation,developmentandpresentationofasoloperformance.

AssessmentSchool-assessedCourseworkforUnit3–30%School-assessedCourseworkforUnit4–10%FinalPerformance–SoloExamination–35%FinalWrittenExam–25%

Economicsisabouthowasocietyorganisesitselftomeettheneedsandwantsofitscitizens.Social,politicalandeconomicdecisionsnotonlyinfluencelivingstandardsbuttheyarefundamentaltothewellbeingonnations.EconomicsisrelevanttotertiarystudiesinBusiness,Accounting,Arts,HumanitiesandSocialWork.

Unit1-Economics:choicesandconsequencesThisunitisthestudyofmarketsandtheeconomicdecisionmakingofhouseholds,businessesandgovernmentsandissuesofimportancetotheAustralianeconomyanditspeopleinthetwenty-firstcentury.

Outcomes1.ExplaintheroleofmarketsandhowtheyworkandhoweconomicdecisionsaremadeintheAustralianeconomy,andbeabletoapplyeconomicdecisionmakingtosolveeconomicproblems.2.AnalysecontemporaryAustralianeconomicissuessuchaseconomicgrowthandsustainabledevelopmentusingthetoolsandmethodsofeconomicsanddescribethechangingnatureofeconomicissuesinAustralia.

Unit2-Economicchange:issuesandchallenges

ThisunitisthestudyofAustralia’spopulationandemploymentandglobaleconomicissuesandhowtheyhavecausedchangeintheAustralianeconomy.

Outcomes1.ExplainthefactorsthatinfluenceAustralia’sPopulationandlabourmarketsandhowchangesintheseareasimpactlivingstandards2.ExplaintwocontemporaryglobaleconomicissuesandhowtheyimpactlivingstandardsinAustraliaandabroad.

AssessmentAchievementofalloutcomesinUnits1and2willbemeasuredprogressivelybyperformanceinaselectionofthefollowing:•Analysisofwritten,visualandstatisticalevidence•Essays•Debates•OralPresentations•Folioofappliedeconomicsexercises•Role-plays•MediaReviews•MultimediaProductions

•Collectionandanalysisofcurrentnewspaperarticles•Tests•CaseStudies•Reportofaninvestigation•Tests•CaseStudies•Reportofaninvestigation

Unit3-EconomicActivity

ThefocusofthisunitisthestudyofeconomicactivityinAustraliaandthefactorsthataffecttheachievementoftheAustralianGovernment’seconomicgoals.

Outcomes1.ExplaintheoperationofthemarketmechanismandhowitoperatestoallocateresourcesinAustralia.2.Examinethenatureandimportanceofkeyeconomicgoalsanddescribethefactorsthatinfluencetheachievementofthosegoalsandtheirimpactonlivingstandards.

Unit4-EconomicManagement

ThefocusofthisunitisthestudyofthemanagementoftheAustralianeconomy,whichconcentratesonbudgetary/fiscal,monetaryandmicroeconomicreformpolicies.

Outcomes1.ExplainthenatureandoperationofgovernmentmacroeconomicdemandmanagementpoliciesandevaluateitseffectivenessintermsofachievingtheAustralianGovernment’seconomicgoalsoverthepastfouryears.2.Explainthenatureandoperationofgovernmentaggregatesupplypolicies,evaluatetheeffectivenessofthesepoliciesinachievingeconomicobjectivesoverthepastfouryearsandanalysethecurrentgovernmentpolicymix.

AssessmentSchool-assessedCourseworkforUnit3(Foliooressayoratest*plusamultimediaorwrittenreportoratest*)–25%School-assessedCourseworkforUnit4(Essayplusproblemsolvingoratestordataanalysisormediareports)–25%End-of-yearExamination:InterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%*MultipleChoiceTest

E C O N O M I C S

Unit1-English

Inthisunit,studentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1:Reading and creating textsInthisareaofstudystudentsexplorehowmeaningiscreatedinatext.Studentsidentify,discussandanalysedecisionsauthorshavemade.

Outcome 1 Oncompletionofthisunitthestudentshouldbeabletoproduceanalyticalandcreativeresponsestotexts.

Area Of Study 2: Analysing and presenting argumentInthisunitstudentsfocusontheanalysisandconstructionoftextsthatattempttoinfluenceanaudience.Studentsreadarangeoftextsthatattempttopositionaudiencesinavarietyofways.Theyexploretheuseoflanguageforpersuasiveeffectandthestructureandpresentationofargument.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntextsintendedtopositionaudiences.

AssessmentForthisunitstudentsarerequiredtodemonstratetwooutcomes.AssessmenttasksforOutcome1mustincludeatleastoneanalyticalandonecreativeresponsetosettexts.Oneassessmenttask,butnomorethanonetask,inUnit1mustbeinoralormultimodalform.

ForEALstudentsatleastonetextprovidedfortheassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

Unit2-English

Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1: Reading and comparing textsInthisareaofstudystudentsexplorehowcomparingtextscanprovideadeeperunderstandingofideas,issuesandthemes.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletocomparethepresentationofideas,issuesandthemesintwotexts.

Area Of Study 2: Analysing and presenting argumentInthisareaofstudystudentsbuildontheirunderstandingofargumentandtheuseofpersuasivelanguageintextsthatattempttoinfluenceanaudience.Studentsconsiderarangeoftextswheretheprimarypurposeistoconvinceanaudiencetoshareapointofview.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoidentifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluenceanaudience,andcreateatextwhichpresentsapointofview.

AssessmentForthisunitstudentsarerequiredtodemonstratetwooutcomes.AssessmenttasksforOutcome1and2mustbeinwrittenform.Assessmentsincludeacomparativeanalyticalresponse,apersuasivetextthatpresentsanargumentorviewpointandananalysisoftheuseofargumentandpersuasivelanguageintext/s.

ForEALstudentsatleastonetextprovidedforassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

E N G L I S H / E N G L I S H A S A N A D D I T I O N A L L A N G U A G EItisessentialthatallstudentsbegineachsemesterhavingreadallthesettexts

Unit4-English

Thisunitfocusesonreadingandrespondingtoarangeoftextsinordertoanalysetheirconstructionandprovideaninterpretation.StudentscreatewrittenormultimodaltextssuggestedbytheirreadingwithinthechosenContextandexplaincreativechoicestheyhavemadeasauthorsinrelationtoform,purpose,language,audienceandcontent.

Outcomes1.Developandjustifyadetailedinterpretationofaselectedtext.2.DrawonideasandargumentssuggestedbyachosenContexttocreatewrittentextsforaspecifiedaudienceandpurpose;anddiscussandanalyseinwritingtheirdecisionsaboutform,purpose,language,audienceandcontext.

AssessmentSchool-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%ThreehourEnd-of-yearExaminationonalloutcomesinUnits3and4–50%AssessmentforStudentsundertakingEnglishasanAdditionalLanguage(EAL)ismodifiedassetoutbytheVCAA.

Unit3-English

Thisunitfocusesonreadingandrespondingbothorallyandinwritingtoarangeoftexts.Studentsanalysehowtheauthorsoftextscreatemeaningandthedifferentwaysinwhichtextscanbeinterpreted.TheydevelopcompetenceincreatingwrittentextsbyexploringideassuggestedbytheirreadingwithinthechosenContext,andtheabilitytoexplainchoicestheyhavemadeasauthors.

Outcomes1.Analyse,eitherorallyorinwriting,howaselectedtextconstructsmeaning,conveysideasandvalues,andisopentoarangeofinterpretations.2.Drawonideasand/orargumentssuggestedbyachosenContexttocreatewrittentextsforaspecifiedaudienceandpurpose;anddiscussandanalyseinwritingtheirdecisionsaboutform,purpose,language,audienceandcontext.3.AnalysetheuseoflanguageintextsthatpresentapointofviewonanissuecurrentlydebatedintheAustralianmedia,andconstruct,orallyorinwriting,asustainedandreasonedpointofviewontheselectedissue.

Unit1:HowareEarth’ssystemsconnected?

InthisunitstudentsexamineEarthasasetofinteractingsystemsandexplorethephysicalrequirementsforlife.Theyinvestigatethephysicalenvironmentanditscomponents,theinteractionsthatoccurinecosystemsandtheeffectsofnaturalandhuman-inducedchangesinecosystems.Astudentpracticalinvestigationrelatedtoecosystemmonitoring(abioticandbioticfactors)and/orecosystemchangeisundertakeninthisunit.

OutcomesComparetheprocessesandtimeframesforobtaininglifeonEarthandexplainhowEarth’sfoursystemsinteracttosustainlife.Describetheflowofmatterandenergy,nutrientexchangeandenvironmentalchangesinecosystems.Designandundertakeaninvestigationrelatedtoecosystemmonitoringand/orchange,anddrawaconclusionbasedonevidencefromcollecteddata.

Unit2:Howcanpollutionbemanaged?

InthisunitstudentsexploretheconceptofpollutionandassociatedimpactsonEarth’sfoursystemsthroughglobal,nationalandlocalperspectives.Theyexplorethesignificanceoftechnology,governmentinitiatives,communitiesandindividualsinredressingtheeffectsofpollutants,andconsiderhowvalues,beliefsandevidenceaffectenvironmentaldecisionmaking.Studentsundertakeanin-depthcasestudyofthemanagementstrategiesthatapplytoapollutantoflocalconcernrelatedtoecosystemmonitoringand/orchange.

Outcomes1.Compareaselectedpollutantthatresultsinbioaccumulationwithanair-orwater-bornepollutant,explainhowtheycanbemeasuredandmonitored,anddescribetreatmentoptions.2.Comparethreeselectedpollutants,withreferencetotheiractionsintheatmosphere,biosphere,hydrosphereandlithosphere.3.Investigateandcommunicateasubstantiatedresponsetoanissueinvolvingthemanagementofaselectedpollutantoflocalinterest.

AssessmentAchievementofalloutcomesforbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Afieldworkreport•Areportofastudent-designedand/orextendedinvestigation•Areportofacasestudy•Acomparativestudyofthreeselectedpollutants•Areportofapracticalactivityinvolvingthecollectionofprimarydata•Aresearchinvestigationinvolvingthecollectionofsecondarydata•AmodelofanaspectofEarthsystems•Analysisofdata/resultsincludinggeneralisations/conclusions•Mediaanalysis/response•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue

Students are expected to attend all field trips, which will cost approximately $70 for the year.

E N V I R O N M E N T A L S C I E N C E

Unit1-FoodsafetyandProperties ofFood

Inthisunitstudentsstudysafeandhygienicfoodhandlingandstoragepracticestopreventfoodspoilageandfoodpoisoning,andapplythesepracticesinthepreparationoffood.Theyconsiderfoodpreparationpracticessuitableforuseinasmall-scalefoodoperation,suchasinthehome,aschoolsettingorinasmallfoodbusiness.Studentsconsidertheselectionanduseofarangeoftoolsandequipmentsuitableforuseinfoodpreparation.Studentsexaminethelinksbetweenclassificationoffoodsandtheirproperties,andexaminechangesinpropertiesoffoodwhendifferentpreparationandprocessingtechniquesareused.Studentsapplythisknowledgewhenpreparingfood.Theyinvestigatequalityandethicalconsiderationsinfoodselection.Studentsusethedesignprocesstomeettherequirementsofdesignbriefstomaximisethequalitiesofkeyfoods.

OutcomeOncompletionofthisunitthestudentshouldbeableto:1.Explainandapplysafeandhygienicworkpracticeswhenstoring,preparingandprocessingfood.2.Analysethephysical,sensory,chemicalandfunctionalpropertiesofkeyfoods,andselect,prepareandprocessfoodssafelyandhygienicallytooptimisethesepropertiesusingthedesignprocess.

F O O D A N D T E C H N O L O G YUnit2-PlanningandPreparation ofFood

Inthisunitstudentsinvestigatethemostappropriatetoolsandequipmenttoproduceoptimumresults,includingthelatestdevelopmentsinfoodtechnology.Studentsresearch,analyseandapplythemostsuitablefoodpreparation,processingandcookingtechniquestooptimisethephysical,sensoryandchemicalpropertiesoffood.

Studentsworkbothindependentlyandasmembersofateamtoresearchandimplementsolutionstoadesignbrief.Theyusethedesignprocesstorespondtochallengesofpreparingfoodsafelyandhygienicallyforarangeofcontextsandconsumers,takingintoaccountnutritionalconsiderations,socialandculturalinfluences,andresourceaccessandavailability.Studentsalsoexploreenvironmentalconsiderationswhenplanningandpreparingmeals.

OutcomeOncompletionofthisunitthestudentshouldbeableto:1.Usearangeoftoolsandequipmenttodemonstrateskillsandimplementprocessesinthepreparation,processing,cookingandpresentationofkeyfoodstomaximisetheirproperties.2.Individuallyandasamemberofateam,tousethedesignprocesstoplan,safelyandhygienicallyprepareandevaluatemealsforarangeofcontexts.

AssessmentAssessmenttasksforUnits1and2areselectedfromthefollowing:•Productionworkandrecordsofproduction•Designinganddevelopingasolutioninresponse toadesignbrief,includingproductionwork•Tests(shortand/orextendedanswer)•Practicaltests•Shortwrittenreports(forexample,mediaanalysis, reportorcomparativeanalysisonafoodtesting activity,industryvisits,orproductevaluation)•Oralreportssupportedbyvisualpresentations (forexample,multimedia)•Onlinepublication/communication(forexample, blog/wiki/website/podcast/vodcast).•DesignFolio

Unit4-FoodProductDevelopment andEmergingTrends

InthisunitstudentsdevelopindividualproductionplansfortheproposedfourtosixfooditemsandimplementthedesignplantheyestablishedinUnit3.Incompletingthistask,studentsapplysafeandhygienicworkpracticesusingarangeofpreparationandproductionprocesses,includingsomewhicharecomplex.Theyuseappropriatetoolsandequipmentandevaluatetheirplanning,processesandproduct.

Studentsexaminefoodproductdevelopment,andresearchandanalysedrivingforcesthathavecontributedtoproductdevelopment.Theyinvestigateissuesunderpinningtheemergingtrendsinproductdevelopment,includingsocialpressures,consumerdemand,technologicaldevelopments,andenvironmentalconsiderations.Studentsalsoinvestigatefoodpackaging,packagingsystemsandmarketing.

OutcomesOncompletionofthisunitthestudentshouldbeableto1.Safelyandhygienicallyimplementtheproductionplansforasetoffourtosixfooditemsthatcomprisetheproduct,evaluatethesensorypropertiesofthefooditems,evaluatetheproductusingtheevaluationcriteria,andevaluatetheefficiencyandeffectivenessofproductionactivities.2.Analysedrivingforcesrelatedtofoodproductdevelopment,analysenewandemergingfoodproducts,andexplainprocessesinvolvedinthedevelopmentandmarketingoffoodproducts.

AssessmentPercentagecontributionstothestudyscoreinVCEFoodandTechnologyareasfollows:Unit3School-assessedCoursework–18%Unit4School-assessedCoursework–12%Units3and4School-assessedTask–40%End-of-yearExamination–30%

Unit3-FoodPreparation,Processing andFoodControls

InthisunitstudentsdevelopanunderstandingoffoodsafetyinAustraliaandtherelevantnational,stateandlocalauthoritiesandtheirregulations,includingtheHazardAnalysisandCriticalControlPoints(HACCP)system.Theyinvestigatethecausesoffoodspoilageandfoodpoisoningandapplysafeworkpracticeswhilepreparingfood.

Studentsdemonstrateunderstandingofkeyfoods,analysethefunctionsofthenaturalcomponentsofkeyfoodsandapplythisinformationinthepreparationoffoods.Theyinvestigatecookingtechniquesandjustifytheuseofthetechniquestheyselectwhenpreparingkeyfoods.Studentsdevelopanunderstandingoftheprimaryandsecondaryprocessesthatareappliedtokeyfoods,includingfoodprocessingtechniquestopreventspoilage.Theyalsopreservefoodusingthesetechniques.

Studentsdeviseadesignbrieffromwhichtheydevelopadetaileddesignplan.Evaluationcriteriaaredevelopedfromthedesignbriefspecifications.Inpreparingtheirdesignplan,studentsconductresearchandincorporatetheirknowledgeaboutkeyfoods,propertiesoffood,tools,equipment,safetyandhygiene,preparation,cookingandpreservationtechniques.Theymakedecisionsrelatedtothespecificationsofthebrief.Indevelopingthedesignplan,studentsestablishanoverallproductiontimelinetocompletethesetoffooditems(theproduct)tomeettherequirementsofthebriefforimplementationinUnit4.

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Explaintherolesandresponsibilitiesofandtherelationshipbetweennational,stateandlocalauthoritiesinensuringandmaintainingfoodsafetywithinAustralia.2.Analysepreparation,processingandpreservationtechniquesforkeyfoods,andpreparefoodssafelyandhygienicallyusingthesetechniques.3.Developadesignbrief,evaluationcriteriaandadesignplanforthedevelopmentofafoodproduct.

Unit1-HazardsandDisasters

Inthisunitstudentsundertakeanoverviewofhazardsbeforeinvestigatingtwocontrastingtypesofhazardsandtheresponsestothembypeople.Itinvestigateshowpeoplehaverespondedtospecifictypesofhazards,includingattemptstoreducevulnerabilityto,andtheimpactof,hazardevents.

Outcomes1.Analyse,describeandexplainthenatureofhazardsandimpactsofhazardeventsatarangeofscales.2.Analyseandexplainthenature,purposeandeffectivenessofarangeofresponsestoselectedhazardsanddisasters.

Unit2-Tourism

Inthisunitstudentsinvestigatethecharacteristicsoftourism,withparticularemphasisonwhereithasdeveloped,itsvariousforms,howithaschangedandcontinuestochangeanditsimpactsonpeople,placesandenvironments.StudentsselectcontrastingexamplesoftourismfromwithinAustraliaandelsewhereintheworldtosupporttheirinvestigations.

OutcomesAnalyse,describeandexplainthenatureoftourismatarangeofscales.Analyseandexplaintheimpactsoftourismonpeople,placesandenvironmentsandevaluatetheeffectivenessofstrategiesformanagingtourism.

AssessmentAlloftheoutcomesinbothunits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.•Casestudy•Areport•Structuredquestions•Afolioofexercises•Afieldworkreport

StudentsundertakecompulsoryfieldworkinUnits1and2.StudentsproduceafieldworkreportforassessmentinbothUnits1and2.

Unit3-ChangingtheLand

Thisunitfocusesontwoinvestigationofgeographicalchange:changetolandcoverandchangetolanduse.Landcoverincludesbiomessuchasforest,grassland,tundraandwetlands,aswellaslandcoveredbyiceandwater.Studentsinvestigatethreemajorprocessesthatarechanginglandcoverinmanyregionsoftheworld:deforestation,desertification,andmeltingglaciersandicesheets.

Outcomes1.Analyse,describeandexplainlandusechangeandassessitsimpacts.2.Analyse,describeandexplainprocessesthatresultinchangestolandcoveranddiscusstheimpactsandresponsesresultingfromthesechanges.

Unit4-Humanpopulation–TrendsandIssues

Inthisunitstudentsinvestigatethegeographyofhumanpopulations.Theyexplorethepatternsofpopulationchange,movementanddistribution,andhowgovernments,organisationsandindividualshaverespondedtothosechangesindifferentpartsoftheworld.Studentsstudypopulationdynamicsbeforeundertakinganinvestigationintotwosignificantpopulationtrendsarisingindifferentpartsoftheworld.Theyexaminethedynamicsofpopulationsandtheireconomic,social,politicalandenvironmentalimpactsonpeopleandplaces.

Outcomes1.Analyse,describeandexplainpopulationdynamicsonaglobalscale.2.Analyse,describeandexplainthenatureofsignificantpopulationissuesandchallengesinselectedlocationsandevaluateresponses.

AssessmentAllassessmentsatUnits3and4areschool-based.ProceduresforassessmentoflevelsofachievementinUnits3and4areamatterforschooldecision.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

StudentsundertakefieldworkinUnit3.StudentsproduceafieldworkreportforassessmentinUnit3.27

G E O G R A P H Y

ThestudyofHealthandHumanDevelopmentisbasedonthepremisethathealthandhumandevelopmentneedstobepromotedatanindividuallevel,andwithingroupandcommunitysettingsatnationalandinternationallevels,tomaximiseglobaldevelopmentpotential.Thestudyalsopromotestheunderstandingthatnutritionplaysamajorroleininfluencingbothhealthstatusandindividualhumandevelopment.

Unit1-TheHealthandDevelopmentofAustralia’sYouth

InthisunitstudentsareintroducedtotheconceptsofhealthandindividualhumandevelopmentofAustralia’syouth.Factorssuchastheimportanceofnutritionfortheprovisionofenergyandgrowthaswellasfoodbehavioursandtheirimpactonyouthhealthandindividualhumandevelopmentwillbestudied.Studentsinvestigateonehealthissueindetailandanalysepersonal,communityandgovernmentstrategiesorprogramsthataffectyouthhealthandindividualhumandevelopment.

Outcomes1.Studentsshouldbeabletodescribethedimensionsof,andtheinterrelationshipswithinandbetween,healthandindividualhumandevelopment.2.StudentsshouldbeabletodescribeandexplainthefactorsthatimpactonthehealthandindividualhumandevelopmentofAustralia’syouth.3.StudentsshouldbeabletooutlinethehealthissuesrelevanttoAustralia’syouthand,inrelationtoaspecifichealthissue,analysestrategiesorprogramsthathaveanimpactonyouthhealthanddevelopment.

H E A L T H A N D H U M A N D E V E L O P M E N TUnit2-IndividualHumanDevelopment andHealthIssues

Thisunitfocusesonthelifespanstagesofchildhoodandadulthood.Studentslearnthatsocialenvironmentdeterminantssuchasthefamilyandcommunityarecrucial,aschildrendevelopthroughtheirrelationshipswithothers.Arangeofdeterminants,whichincludebiologicalandbehaviouralfactors,aswellasphysicalandsocialenvironments,influencesadulthood.Anumberissuesthatgovernmentsandcommunitiesneedtoconsiderinplanningforthefutureofthehealthsystemarealsoconsidered.

Outcomes1.StudentsshouldbeabletodescribeandexplainthefactorsthataffectthehealthandindividualhumandevelopmentofAustralia’schildren.2.StudentsshouldbeabletodescribeandexplainthefactorsthataffectthehealthandindividualhumandevelopmentofAustralia’sadults.3.StudentsshouldbeabletoanalyseaselectedhealthissuefacingAustralia’shealthsystem,andevaluatecommunityand/orgovernmentactionsthatmayaddresstheissue.

AssessmentSatisfactorycompletionforUnits1and2isbasedonadecisionthatthestudenthasdemonstratedachievementofthesetoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.Studentsarerequiredtodemonstrateachievementofthreeoutcomes.Asasettheseoutcomesencompassallareasofstudy.

Assessmenttasksfortheseunitscanbeselectedfromthefollowing:•Casestudyanalysis•Dataanalysis•Visualpresentation(concept/mindmap,posterorPresentationfile)•OralPresentation(debate,podcast)•Blog•Test•Writtenresponse(researchassignmentorbriefing paper)

Unit3-Australia’sHealth

Australiansgenerallyenjoygoodhealthandareamongthehealthiestpeopleintheworldwhencomparedtootherdevelopedcountries.ThisunitfocusesonthehealthstatusofAustraliansgenerallyandspecificpopulationgroups.Italsocoverswhatgovernmentandnon-governmentorganisationsaredoingtopromotehealth,especiallyintheareaofhealthyeating.

Outcomes1.StudentsshouldbeabletocomparethehealthstatusofAustralia’spopulationwithotherdevelopedcountries,explainvariationsinhealthstatusofpopulationgroupsinAustraliaanddiscusstheroleoftheNationalHealthPriorityAreasinimprovingAustralia’shealthstatus.2.Studentsshouldbeabletodiscussandanalyseapproachestohealthandhealthpromotion,anddescribeAustralia’shealthsystemandthedifferentrolesofgovernmentandnon-governmentorganisationsinpromotinghealth.

Unit4-GlobalHealthandHumanDevelopment

Thisunitexplorestheconceptsofhealth,humandevelopmentandsustainabilityastheyrelatetodevelopedanddevelopingcountries.Reasonsfordifferencesarealsoexplored,aswellastheworkofgovernmentandnon-governmentagenciesinpromotinghealthandhumandevelopment.

Outcomes1.StudentsshouldbeabletoanalysefactorscontributingtovariationsinhealthstatusbetweenAustraliaanddevelopingcountries,evaluateprogresstowardstheUnitedNation’sMillenniumDevelopmentGoalsanddescribetheinterrelationshipsbetweenhealth,humandevelopmentandsustainability.2.StudentsshouldbeabletodescribeandevaluateprogramsbyinternationalandAustraliangovernmentandnon-governmentorganisationsinpromotinghealthdevelopmentandsustainability.

AssessmentThestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework(threeSACsperunit)andanEnd-of-yearExamination.

ContributiontofinalassessmentUnit3School-assessedCoursework–25%Unit4School-assessedCoursework–25%End-of-yearExamination–50%

Unit1-TwentiethCenturyHistory1918-1939

Inthisareaofstudystudentsexploretheevents,ideologiesandmovementsoftheperiodafterWorldWarOne;theemergenceofconflict;andthecausesofWorldWarTwo.TheyinvestigatetheimpactofthetreatieswhichendedtheGreatWarandwhichredrewthemapofEuropeandbrokeuptheformerempiresofthedefeatednations.Theyconsidertheaims,achievementsandlimitationsoftheLeagueofNations.

Studentsfocusonthesociallifeandculturalexpressioninthe1920sand1930sandtheirrelationtothetechnological,politicalandeconomicchangesoftheperiod.Studentsexploreparticularformsofculturalexpressionfromtheperiodinoneormoreofthefollowingcontexts:Italy,Germany,Japan,USSRand/orUSA.

Outcomes1.ExplaintheconsequencesofthepeacetreatieswhichendedWorldWarOnetheimpactofideologiesonnationsandtheeventsthatledtoWorldWarTwo.2.Explainpatternsofsociallifeandculturalchangeinoneormorecontexts,andanalysethefactorswhichinfluencedchangestosociallifeandculture,intheinter-waryears.

Unit2-TwentiethCenturyHistory1945–2000

InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.

Inthisareofstudystudentsfocusonthewaysinwhichtraditionalideas,valuesandpoliticalsystemswerechallengedandchangedbyindividualsandgroupsinarangeofcontextsduringtheperiod1945to2000.Studentsexplorethecausesofsignificantpoliticalandsocialeventsandmovements,andtheirconsequencesfornationsandpeople.

Outcomes1.Explaintheideologicaldivisionsinthepost-warperiodandanalysethenature,developmentandimpactoftheColdWaronnationsandpeople,inrelationtooneormoreparticularconflictsintheperiod.

2.Explainthecausesandnatureofchallengeandchangeinrelationtotwoselectedcontextsinthesecondhalfofthetwentiethcenturyandanalysetheconsequencesfornationsandpeople.

AssessmentAlloftheoutcomesinbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.AssessmenttasksoverUnits1and2shouldincludethefollowing:•Ahistoricalinquiry•Ananalysisofprimarysources•Ananalysisofhistoricalinterpretations•Anessay

Unit3-Australianhistory:Transformations:ColonialSocietytoNation

InthisunitstudentsexplorethetransformationofthePortPhillipDistrictfromthe1830sthroughtotheendofthegoldrushdecadein1860.StudentsexaminetransformationsinthewayoflifeoftheAboriginalpeoplesandtotheenvironmentastheEuropeansocietyconsolidateditself.StudentsalsoexplorethetypeofsocietyAustraliansattemptedtocreateintheearlyyearsofthenewlyfederatednations.

Outcomes1.AnalysethenatureofchangeinthePortPhillipDistrict/Victoriaintheperiod1834–18602.Analysethevisionsandactionsthatshapedthenewnationfrom1890to1920,andthechangesandcontinuitiestothesevisionsthatresultedfromparticipationinWorldWarOne.

H I S T O R Y

Unit4-Australianhistory:Transformations:OldCertaintiesandNewVisions

Inthisunitstudentsinvestigatethecontinuingdevelopmentofthenationintheearlypartofthetwentiethcenturyandthedramaticchangesthatoccurredinthelatterpartofthecentury.Studentsalsoexploresocial,economicandpoliticalchangesinthelatterpartofthetwentiethcenturythatcollectivelychallengedand/oroverturnedmuchofAustralia’searliercarefullyconstructedsocialandeconomicfabric.Studentsexaminetwochangesdrawnfrom:Australia’sinvolvementintheVietnamWar,Aboriginallandrights,equalityforwomen,newpatternsofimmigrationand/orglobaleconomy.

OutcomesAnalysethesocial,economicandpoliticalconsequencesofacrisisonthenation.Analyseandevaluatetwokeysocial,economicandpoliticalchangesinlatetwentiethcenturyAustralia.

AssessmentAllassessmentsatUnits1and2areschool-based.ProceduresforassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Unit3and4-EachofthefollowingfourassessmenttasksmustbecompletedoverUnits3and4:ahistoricalreport,ananalysisofprimarysources,ananalysisofhistoricalinterpretationsandanessay.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

VCEIndustryandEnterpriseinvestigatesworkanditsplaceinworksettings,industriesandsociety.Thestudyexploresthevocational,economic,socialandculturalaspectsofworkandencouragesstudentstoundertakeatheoreticalandpracticalinvestigationoftheseaspectsthroughoutthefourunits.StudentsinvestigatetrendsandpatternsinAustralianworkplacesandindustriesandsignificantissuesaffectingAustralianindustries,andanalysetheindustryresponsestotheseissues.AkeyfeatureofVCEIndustryandEnterpriseisthestructuredworkplacelearningthatstudentsarerequiredtoundertake.Integraltothisstudyarework-relatedskills,whichcoverarangeofskillsthatareseenasbeingimportantforentry-levelemployeestodevelopandforlifegenerally.Studentsdevelopwork-relatedskillsacrossarangeofpersonal,communityandworksettings.

Unit1-Workplaceparticipation

Thisunitpreparesstudentsforeffectiveworkplaceparticipation.Theirexplorationoftheimportanceofwork-relatedskillsisintegraltothisunit.Studentsdevelopwork-relatedskillsbyactivelyexploringtheirindividualcareergoalsandpathways.

Outcomes1.Investigatecareerpathwaysandanalysecurrentandfutureworkoptions.2.Explaintheentry-levelrequirementsforobtainingworkinaselectedindustry,anddiscusstheimportanceofdevelopingpersonalwork-relatedskills.3.Explainawork-relatedissueforaselectedoccupationinaspecificworkplace,anddiscusswaysthatwork-relatedskillsmaybeusedtodealwiththisissue.

Unit2-Beingenterprising

Inthisunitstudentsexplorethedevelopmentofenterprisingbehaviour,leadershipandinnovationindifferentsettingswithinindustryandinthecontextofsignificantissuesfacedbyindustry.

Outcomes1.Identifyanddiscussenterprisingbehaviourinindividualsandexplaintherelationshipbetweenenterprisingbehaviourandleadership.2.Describethecharacteristicsofaselectedindustry,evaluatetheextenttowhichenterprisingbehavioursareappliedinselectedworksettingswithinthisindustry,andexplaintheroleofwork-relatedskillsinsupportinginnovationintheindustry.3.Analysetheimpactofoneormoresignificantissue/sonanAustralianindustryanddiscusshowtheindustryhasrespondedtotheissue/sinanenterprisingway.

AssessmentDemonstrationofachievementofOutcomes1,2and3mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.

Assessmenttasksforthisunitareselectedfromthefollowing:•anindustryinvestigationandprofile•aninterviewandapersonalprofile•awork-relatedskillsportfolio•aself-assessment•aworkplaceinvestigation•aworkplacelearningreport•amultimediapresentation•anessay•atest•acasestudy

I N D U S T R Y A N D E N T E R P R I S E

Unit3-Enterpriseculture

Inthisunitstudentsfocusonthedevelopmentofenterprisecultureincommunityand/orworksettingsandwithinAustralianindustries.ThefutureofAustralianindustryreliesontheongoingdevelopmentofasuccessfulenterpriseculture.WorksettingswithinAustralianindustriesarecontinuallyaffectedbyongoingforcesforchangeandtosucceedtheyneedtorespondinenterprisingways.Integraltounderstandingenterprisecultureisthestudents’explorationoftheimportanceofwork-relatedskills.

Outcomes1.Describeanddiscussenterprisecultureinacommunityand/orworksetting,andexplainhowthedevelopmentofwork-relatedskillsbyindividualscontributestoanenterpriseculture.2.Abletodiscusstheroleofthemanagementofquality,workplaceflexibility,technology,andtrainingandworkplacelearningindevelopinganenterprisecultureinworksettingsinoneormoreindustries.

Unit4-Industrychangeandinnovation

Australianindustryisfacedwithongoingpressuresandopportunitiesforchange:theroleofgovernment;internationalcompetitiveness;changingsocietalvaluesandattitudes;andenvironmentalsustainability.InthisunitstudentsinvestigatetheenterprisingresponsesbyindustrytothesepressuresandopportunitiesandhowthesearetransformingtheAustralianworkplace.

Outcomes1.Describeandanalysepressuresandopportunitiesforchange,evaluateresponsestochangeinanAustralianindustry,anddiscusshowdevelopmentofwork-relatedskillsassiststheindustryinrespondingtochange.2.DiscusstheextenttowhichinnovationisoccurringinaselectedAustralianindustry,evaluatetheextenttowhichinnovationisoccurringinoneormoreworkplaceswithinthatindustry,anddiscusstherelationshipbetweeninnovationandanenterpriseculture.

AssessmentThestudent’slevelofachievementinUnit3&4willbedeterminedbySchool-assessedCoursework.School-assessedCourseworkforUnit3willcontribute25percent.School-assessedCourseworkforUnit4willcontribute25percent.

Thestudent’sperformanceoneachoutcomeisassessedusingoneormoreofthefollowing:•areport(writtenormultimedia)•acasestudy•anessay•atestThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.

Unit1-Computing

Inthisunitstudentsfocusonhowdata,informationandnetworkeddigitalsystemscanbeusedtomeetarangeofusers’currentandfutureneeds.InAreaofStudy1studentscollectprimarydatawheninvestigatinganissue,practiceoreventandcreateadigitalsolutionthatgraphicallypresentsthefindingsoftheinvestigation.InAreaofStudy2studentsexaminethetechnicalunderpinningsofwirelessandmobilenetworks,andsecuritycontrolstoprotectstoredandtransmitteddata,todesignanetworksolutionthatmeetsanidentifiedneedoropportunity.Theypredicttheimpactonusersifthenetworksolutionwereimplemented.InAreaofStudy3studentsacquireandapplytheirknowledgeofinformationarchitectureanduserinterfaces,togetherwithwebauthoringskills,whencreatingawebsitetopresentdifferentviewpointsonacontemporaryissue.

Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.AnysoftwaretooltocreateagraphicsolutionWebauthoringsoftware,visualisingthinkingtool/s,toolforplanningaprojectAgraphictooltorepresentanetworksolution

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoacquire,secureandinterpretdata,anddesignanddevelopagraphicsolutionthatcommunicatesthefindingsofaninvestigation.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletodesignanetworkwithwirelesscapabilitythatmeetsanidentifiedneedoropportunity,explainitsconfigurationandpredictrisksandbenefitsforintendedusers.

Outcome 3Oncompletionofthisunitthestudentshouldbeabletodesignanddevelopawebsitecollaborativelywithothersthatpresentsananalysisofacontemporaryissueandtheteam’spointofviewontheissue.

Unit2-Computing

Inthisunitstudentsfocusondataandhowtheapplicationofcomputational,designandsystemsthinkingskillssupportthecreationofsolutionsthatautomatetheprocessingofdata.InAreaofStudy1studentsdeveloptheircomputationalthinkingskillswhenusingaprogrammingorscriptinglanguagetocreatesolutions.Theyengageinthedesignanddevelopmentstagesoftheproblem-solvingmethodology.InAreaofStudy2studentsdevelopasoundunderstandingofdataandhowarangeofsoftwaretoolscanbeusedtoextractdatafromlargerepositoriesandmanipulateittocreatevisualisationsthatareclear,usableandattractive,andreducethecomplexityofdata.InAreaofStudy3studentsapplyallstagesoftheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftwareandexplainhowtheyarepersonallyaffectedbytheirinteractionswithadatabasesystem.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.•Aprogrammingorscriptinglanguagethatcansupportobject-orientedprogramming•Onedatamanipulationtoolandonevisualisationtool,forexampleaprogramminglanguage,databasesoftware,spreadsheetsoftware,datavisualisationsoftware•Databasemanagementsoftware

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesignworkingmodulesinresponsetosolutionrequirements,anduseaprogrammingorscriptinglanguagetodevelopthemodules.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoapplytheproblem-solvingmethodologyanduseappropriatesoftwaretoolstoextractrelevantdataandcreateadatavisualisationthatmeetsaspecifieduser’sneeds.

Outcome 3Oncompletionofthisunitthestudentshouldbeabletoapplytheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftware,andexplainthepersonalbenefitsandrisksofinteractingwithadatabase.

AssessmentAchievementofOutcomes1-3willbemeasuredbyperfomanceinaselectionofthefollowingtasks:•UsingDigitalSystemsandTechniques •Createasolutioninresponsetoaneedoropportunity•VisualPresentations•OralPresentations•WrittenReports

I N F O R M A T I O N T E C H N O L O G Y

Unit3-Informatics

InInformaticsUnits3and4studentsfocusondata,informationandinformationsystems.InUnit3studentsconsiderdataandhowitisacquired,managed,manipulatedandinterpretedtomeetarangeofneeds.InAreaofStudy1studentsinvestigatethewayorganisationsacquiredatausinginteractiveonlinesolutions,suchaswebsitesandapplications(apps),andconsiderhowusersinteractwiththesesolutionswhenconductingonlinetransactions.Theyexaminehowrelationaldatabasemanagementsystems(RDBMS)storeandmanipulatedatatypicallyacquiredthisway.Studentsusesoftwaretocreateuserflowdiagramsthatdepicthowusersinteractwithonlinesolutions,andacquireandapplyknowledgeandskillsintheuseofanRDBMStocreateasolution.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.•Arelationaldatabasemanagementsystem(RDBMS)•Drawingorgraphicssoftware•AlistofminimumsoftwarecapabilitiesorequivalentssuitablefordrawingandgraphicssoftwareandarelationaldatabasemanagementsystemwillbepublishedannuallybytheVCAAintheVCAABulletin.•AppropriatetoolfordocumentingprojectplansSoftwaretoolstocapture,store,prepareandmanipulatedata(PhotoShop)

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesignasolution,developitusingarelationaldatabasemanagementsystem,anddiagrammaticallyrepresenthowusersinteractwithanonlinesolutionwhensupplyingdataforatransaction.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletousearangeofappropriatetechniquesandprocessestoacquire,prepare,manipulateandinterpretcomplexdatatoconfirmorrefuteahypothesis,andformulateaprojectplantomanageprogress.

Unit4-InformaticsInthisunitstudentsfocusonstrategiesandtechniquesformanipulating,managingandsecuringdataandinformationtomeetarangeofneedsfordifferentusers.InAreaofStudy1studentsdrawontheanalysisandconclusionoftheirhypothesisdeterminedinUnit3,Outcome2,andthendesign,developandevaluateamultimodal,onlinesolutionthateffectivelycommunicatestheconclusionandfindings.Theevaluationfocusesontheeffectivenessofthesolutionincommunicatingtheconclusionandthereasonablenessofthefindings.Studentsusetheirprojectplantomonitortheirprogressandassesstheeffectivenessoftheirplanandadjustmentsinmanagingtheproject.

Software Tools UsedThefollowingindicatesthesoftwaretoolthatstudentsarerequiredtobothstudyanduseinthisunit.•Softwaretoolstomanipulatedataforcreatingamultimodalonlinesolution•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodesign,developandevaluateamultimodalonlinesolutionthatconfirmsorrefutesahypothesis,andassesstheeffectivenessoftheprojectplaninmanagingprogress.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletocompareandcontrasttheeffectivenessofinformationmanagementstrategiesusedbytwoorganisationstomanagethestorageanddisposalofdataandinformation,andrecommendimprovementstotheircurrentpractices.

Assessment SchoolAssessedTasks-30%SchoolAssessedCourseworkUnit3-10% SchoolAssessedCourseworkUnit4-10%EndofYearExamination-50% Unit3•ResponsetoaDesignBrief•Analysisofaneedoranopportuntyandadataset•AdescriptionoftheonlinetransationrequirementsofanorganisationanditsdataprotectiontechniquesUnit4-•Awrittenreportorannotatedvisualreport

Unit3-SoftwareDevelopment

InSoftwaredevelopmentUnits3and4studentsfocusontheapplicationofaproblem-solvingmethodologyandunderlyingskillstocreatepurpose-designedsolutionsusingaprogramminglanguage.InUnit3studentsdevelopadetailedunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodologyanduseaprogramminglanguagetocreateworkingsoftwaremodules.

Software Tools Used•Anappropriateprogramminglanguage•AUnifiedmodellinglanguagetocreateusecases•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretdesignsandapplyarangeoffunctionsandtechniquesusingaprogramminglanguagetodevelopworkingmodules.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseanddocumentaneedoropportunity,generatealternativedesignideas,representthepreferredsolutiondesignandformulateaprojectplanforcreatingthesolution.

Unit4-SoftwareDevelopment

Inthisunitstudentsfocusonhowtheinformationneedsofindividualsandorganisationsaremetthroughthecreationofsoftwaresolutionsusedinanetworkedenvironment.TheycontinuetostudytheprogramminglanguageusedinUnit3.

Software Tools Used•Anappropriateprogramminglanguage•AUnifiedmodellinglanguagetocreateusecases•Appropriatetoolfordocumentingprojectplans

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoapplystagesoftheproblem-solvingmethodologytocreateasolutionusingaprogramminglanguagethatfulfilsidentifiedrequirementsandassesstheeffectivenessoftheprojectplaninmonitoringprogress.

AssessmentSchoolAssessedTasks-30%SchoolAssessedCourseworkUnit3-10% SchoolAssessedCourseworkUnit4-10%EndofYearExamination-50%Unit3-•Responsetoteacherprovideddesigns,createworkingmodulestomeetspecificneedsUnit4-Aresponsetoacasestudy,oneofthefollowing:•Awrittenreport•Anannotatedvisualreport

Unit1-Languages

Learningactivitiesinthesecoursesenhancethestudents’abilitytocommunicatemoreconfidentlyinavarietyofeverydaysituations.ThroughthestudyofprescribedthemesandtopicsstudentswilluseLanguagestomeetthreeoutcomes.

Outcomes1.Establishandmaintainaspokenorwrittenexchangerelatedtopersonalexperience.2.Obtaininformationfromwrittenandspokentexts.3.Produceapersonalresponsetoatextbasedonarealorimaginaryexperience.

Unit2-Languages

ThesecoursesbuildontheknowledgeandskillsdevelopedinUnit1,allowingstudentstogather,interpretandconveyinformation,ideasandopinions.

Outcomes1.Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.2.Listento,read,extractanduseinformationandideasfromspokenandwrittentexts.3.Expressrealorimaginaryexperiencesinwrittenorspokenform.

Methods of AssessmentTheCollegewillassesslevelsofperformancethroughfourtasksperunitselectedfrom:•Informalconversation •Biography •Journalentries•Replytoletter,emailorfax •Brochure •Message•Obtaininginformationthroughspokentexts•Essay•Personalaccount•Obtaininginformationthroughwrittentexts•Extendedcaption •Personalprofile•Oralpresentation •Report•Shortstory•Review•Roleplay•Speechscript•Article •Invitation •Summary

Unit3-Languages

Units3and4willcontinuetodeveloplistening,speaking,readingandwritingskillsthroughtheprescribedthemesandtopics.Inthisunittherearethreeoutcomes:

Outcomes1.Expressideasthroughthewritingoforiginaltexts.2.Analyseanduseinformationfromspokentextsinawrittenresponse.3.Exchangeinformation,opinionsandexperiencesorallyinathreetofourminuteroleplay.

Unit4-Languages

Inthisunitstudentscompleteaprescribed,detailedstudy.Therearetwooutcomes:

Outcomes1.Analyseanduseinformationfromwrittentextsinawrittenform.2.Respondcriticallytospokenandwrittentextswhichreflectaspectsofthelanguageandcultureofthelanguagespeakingcommunities.

AssessmentSchool-assessedCoursework(50%)andtwoEnd-of-yearExaminations:onewrittenandoneoral(50%)willdetermineeachstudent’slevelofachievement.

NOTES•UponentrytoaVCELanguage,studentsshouldhavesuccessfullycompletedatleastfiveunitsofthatLanguageuptoYear10.•ItisrecommendedthatstudentsenteringVCELanguagestudyhavepreviouslystudiedthelanguageinYear7to10orhavebeencommunicatinginthelanguageathome.However,therearenoprerequisitesforUnits1,2and3.•IfstudentswishtostudyalanguagenottaughtattheCollege,theyshouldtalktoMrSoumaliasaboutenrollingintheVictorianSchoolofLanguages(VSL)andattendingaVSLCentreonSaturdaysorcompletingthestudyonline.•BonuspointsfortheATARmaybeawardedforthecompletionofLanguagesUnits3and4.

L A N G U A G E S - I T A L I A N A N D J A P A N E S E S E C O N D L A N G U A G E

Unit1-Literature

Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.Studentsrespondtoarangeoftextspersonally,criticallyandcreatively.Thisvarietyofapproachestoreadinginvitesquestionsabouttheideasandconcernsofthetext.Whiletheemphasisisonstudents’closeengagementwithlanguagetoexploretexts,studentsalsoinformtheirunderstandingwithknowledgeoftheconventionsassociatedwithdifferentformsoftext,forexamplepoetry,prose,dramaand/ornon-printtext.

Outcomes1.Discusshowpersonalresponsestoliteraturearedevelopedandjustifytheirownresponsestooneormoretexts.2.Analyseandrespondbothcriticallyandcreativelytothewaysinwhichoneormoretextsreflectorcommentontheinterestsandideasofindividualsandparticulargroupsinsociety.3.Analysetheconstructionofafilm,television,multimediaorradiotextandcommentonthewaysinwhichitrepresentsaninterpretationofideasandexperiences.

Thecostforthisunitwillbe$10

Unit1-CriminallawinAction

Thisunitexaminestheneedforlawsinsociety.Thekeyfeaturesofcriminallawwillbefocusedon.Thiswillincludehowitisenforcedandadjudicatedandthepossibleoutcomesandimpactsofcrime.Astudyofcontemporarycasesandissueswillbemadethatexploredifferenttypesofcrimesandrightsandresponsibilitiesundercriminallaw.Theroleofparliamentandsubordinateauthoritiesinlaw-makingwillalsobeexamined,aswellastheimpactoftheVictorianCharterofRightsandResponsibilitiesonlawenforcementandadjudicationinVictoria.

Thisunitalsoinvestigatestheprocessesandproceduresfollowedbycourtsinhearingandresolvingcriminalcases.Themainfeaturesandoperationsofcriminalcourtswillbeexploredaswellastheeffectivenessofthecriminaljusticesysteminachievingjustice.

Outcomes1.Explaintheneedforeffectivelawsanddescribethemainsourcesandtypesoflawinsociety.2.Explainthekeyprinciplesandtypesofcriminallaw,applythekeyprinciplestorelevantcases,anddiscusstheimpactofcriminalactivityontheindividualandsociety.3.Describetheprocessesfortheresolutionofcriminalcases,anddiscussthecapacityoftheseprocessestoachievejustice.

L E G A L S T U D I E S

Unit2-IssuesinCivilLaw

Thisunitexaminestherightsthatareprotectedbycivillaw,aswellasobligationsthatlawsimpose.Italsofocusesontheresolutionofcivildisputesthroughjudicialdeterminationandalternativemethodsincourts,tribunalsandindependentbodies.

Afocuswillbemadeonsignificantcasesthathaveimpactedonthelegalsystemandontherightsofindividuals.

Outcomes1.Explaintheprinciplesofcivillaw,law-makingbycourts,andelementsoftorts,andapplythesetorelevantcases.2.Explainandevaluatetheprocessesfortheresolutionofcivildisputes.3.Explainoneormorearea/sofcivillaw,anddiscussthelegalsystem’scapacitytorespondtoissuesanddisputesrelatedtotheselectedarea/soflaw.4.DescribeanAustraliancaseillustratingrightsissues,anddiscusstheimpactofthecaseonthelegalsystemandtherightsofindividuals.

AssessmentDemonstrationofachievementofoutcomesinbothUnits1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.Assessmenttasksforbothunitsareselectedfromthefollowing:•Structuredassignment•Essay•Mockcourtorrole-play•Folioandreport•Casestudy•Test•Report(written,visual,oralormultimedia).

Unit3-LawMaking

Thepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheinstitutionsthatdeterminelaws,andtheprocessesbywhichlawsaremade.ItconsidersreasonswhylawsarenecessaryandtheimpactoftheCommonwealthConstitutionontheoperationofthelegalsystemandonsocietyasawhole.Studentsundertakeacomparativeanalysiswithanothercountry.TheimportanceoftheroleoftheHighCourtofAustraliaininterpretingandenforcingtheConstitution,andensuringthatparliamentsdonotactoutsidetheirareasofpowernorinfringeprotectedrightsisexamined.Afocusisalsomadeonthenatureandimportanceofcourtsaslaw-makersandontheireffectivenessaslaw-makingbodies.Studentsinvestigatetherelationshipsthatexistbetweenparliamentsandthecourts.Throughoutthisunit,studentsexaminerelevantcasestosupporttheirlearningandapplylegalprinciplestothesecases.

Outcomes1.Explainthestructureandroleofparliament,includingitsprocessesandeffectivenessasalaw-makingbody,describewhylegalchangeisneeded,andthemeansbywhichsuchchangecanbeinfluenced.2.ExplaintheroleoftheCommonwealthConstitutionindefininglaw-makingpowerswithinafederalstructure,analysethemeansbywhichlaw-makingpowersmaychange,andevaluatetheeffectivenessoftheCommonwealthConstitutioninprotectinghumanrights.3.Describetheroleandoperationofcourtsinlaw-making,evaluatetheireffectivenessaslaw-makingbodiesanddiscusstheirrelationshipwithparliament.

Unit4-ResolutionandJustice

Thepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheinstitutionsthatdeterminelaws,andtheprocessesbywhichlawsaremade.ItconsidersreasonswhylawsarenecessaryandtheimpactoftheCommonwealthConstitutionontheoperationofthelegalsystemandonsocietyasawhole.Studentsundertakeacomparativeanalysiswithanothercountry.TheimportanceoftheroleoftheHighCourtofAustraliaininterpretingandenforcingtheConstitution,andensuringthatparliamentsdonotactoutsidetheirareasofpowernorinfringeprotectedrightsisexamined.Afocusisalsomadeonthenatureandimportanceofcourtsaslaw-makersandontheireffectivenessaslaw-makingbodies.Studentsinvestigatetherelationshipsthatexistbetweenparliamentsandthecourts.Throughoutthisunit,studentsexaminerelevantcasestosupporttheirlearningandapplylegalprinciplestothesecases.

Outcomes1.Describeandevaluatetheeffectivenessofinstitutionsandmethodsforthedeterminationofcriminalcasesandtheresolutionofcivildisputes.2.Explaintheprocessesandproceduresfortheresolutionofcriminalcasesandcivildisputesandevaluatetheiroperationandapplication,andevaluatetheeffectivenessofthelegalsystem.

AssessmentSchoolassessedcourseworkwillcontribute50%oftheassessmentforthewholeoftheUnits3and4sequence(25%perunit).Thestudent’sperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:acasestudy,structuredquestions,atest,anessay,areportinwrittenformat,areportinmultimediaformatandafolioofexercises.TheEnd-of-yearExaminationwillfocusontheinterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4andwillcontributeto50%oftheoverallassessmentstudyscore.

Unit2:ContextsAndConnections

Inthisunitstudentsexplorethewaysliterarytextsconnectwitheachotherandwiththeworld.Theydeepentheirexaminationofthewaystheirowncultureandtheculturesrepresentedintextscaninfluencetheirinterpretationsandshapedifferentmeanings.

Area Of Study 1: The text, the reader and their contextsInthisareaofstudystudentsfocusontheinterrelationshipsbetweenthetext,readersandtheirsocialandculturalcontexts.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoanalyseandrespondcriticallyandcreativelytothewaysatextfromapasteraand/oradifferentculturereflectorcommentontheideasandconcernsofindividualsandgroupsinthatcontext.

Area Of Study 2: Exploring connections between textsInthisareaofstudystudentsfocusonthewaysthattextsrelatetoandinfluenceeachother.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletocomparetextsconsideringthedialogicnatureoftextsandhowtheyinfluenceeachother.

AssessmentForthisunitstudentsarerequiredtodemonstrateachievementofeachoutcome.DemonstrationofachievementofUnit2Outcomes1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.

Studentstakingthisstudyatanylevelareexpectedtohaveaninterestinreadingandanabilitytoaccuratelyandfluentlyexpressideasinwriting.

Unit1-ApproachesToLiterature

Area Of Study 1: Reading practicesInthisareaofstudystudentsconsiderhowlanguage,structureandstylisticchoicesareusedindifferentliteraryformsandtypesoftexts(bothprintandnon-print).

Outcome 1Oncompletionofthisunitthestudentsshouldbeabletorespondtoarangeoftextsandreflectoninfluencesshapingtheseresponses.

Area Of Study 2: Ideas and concerns in textsInthisareaofstudystudentsinvestigatetheideasandconcernsraisedintextsandthewayssocialandculturalcontextsarerepresented.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysethewaysinwhichaselectedtextreflectsorcommentsontheideasandconcernofindividualandparticulargroupsinsociety.

AssessmentDemonstrationofachievementofUnit1Outcomes1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.AtleastoneoftheassessmenttasksunUnit1mustbeinoralform.DemonstrationofachievementofUnit1Outcomes1and2mustbebasedonatleasttwocompletetextsandatleastoneadditionaltextorexcerpts.

L I T E R A T U R E

Unit3-Literature

Thisunitfocusesonthewayswritersconstructtheirworkandhowmeaningiscreatedforandbythereader.Studentsconsiderhowtheformoftext(suchaspoetry,prose,drama,non-printorcombinationsofthese)affectsmeaningandgeneratesdifferentexpectationsinreaders,thewaystextsrepresentviewsandvaluesandcommentonhumanexperience,andthesocial,historicalandculturalcontextsofliteraryworks.

Outcomes1.Analysehowmeaningchangeswhentheformofatextchanges.2.Analyse,interpretandevaluatetheviewsandvaluesofatextintermsoftheideas,socialconventionsandbeliefsthatthetextappearstoendorse,challengeorleaveunquestioned.3.Evaluatetheviewsofatextandmakecomparisonswiththeirowninterpretation.

Unit4-Literature

Thisunitfocusesonstudents’creativeandcriticalresponsestotexts.Studentsconsiderthecontextoftheirresponsestotextsaswellastheconcerns,thestyleofthelanguageandthepointofviewintheirre-createdoradaptedwork.Intheirresponses,studentsdevelopaninterpretationoftextsandlearntosynthesisetheinsightsgainedbytheirengagementwithvariousaspectsofatextintoacogent,substantiatedresponse.

Outcomes1.Respondimaginativelytoatext,andcommentontheconnectionsbetweenthetextandtheresponse.2.Analysecriticallythefeaturesofatext,relatingthemtoaninterpretationofthetextasawhole.

AssessmentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

School-assessedCoursework:worth50%offinalassessment(i.e.25%perunit),atleastonetaskperoutcomebeingselectedfrom:

•Originalpieceofwriting •WrittenAnalysis •WrittenReflections•Essays •Reviews•Discussionpapers•Selectionsanddiscussionoftext•Re-creationorreworkingofatext

Units1&2

FoundationMathematicsisdesignedforstudentswhoneedmathematicalskillstosupporttheirotherstudies.ItisforstudentswhodonotintendtoundertakeUnit3and4Mathematicsinthefollowingyear.

Thereisastrongemphasisonpracticalmathematicsrelatingtoeverydaylife,personalworkandstudy.TheseunitswillbeespeciallyusefultostudentsundertakingVETstudies.TheareasofstudyareSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.

Outcomes1.ConfidentlyandcompetentlyusemathematicalskillsandconceptsfromtheareasofstudyofSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.2.Applyanddiscussbasicmathematicalproceduresrelatingtofamiliarsituations,personalworkandstudy.3.Selectandusetechnologytoapplymathematicstoarangeofpracticalcontexts.

Assessment Tasks•Topictests•Assignmentsandreports•InvestigationsandProjects•.SummaryorReviewNotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

F O U N D A T I O N M A T H E M A T I C S

Units3&4ThiscoursemayonlybechosenbystudentswhohaveobtainedasatisfactorypassinYear11GeneralMathematicsand/orcompletedYear11MathematicalMethods.ThecoursefollowstheareasofstudycompletedinYear11GeneralMathematics.

FurtherMathematicsconsistsoftwoareasofstudy:

AreaofStudy1(Core)–completedinUnit3•DataAnalysis•Recursionandfinancialmodelling

AreaofStudy2(Applications)–completedinUnit4Aselectionoftwofromthefollowingfourmodules:•GraphsandRelations•GeometryandMeasurement•Matrices•NetworksandDecisionMathematics

Note:themodulesstudiedatRosehillSecondaryCollegeareGraphsandRelationsandGeometryandMeasurement.

Outcomes1.Defineandexplainkeytermsandconceptsandusethisknowledgetoapplyrelatedmathematicaltechniquesandmodelsinaroutinemanner.2.Selectandapplythemathematicalconcepts,modelsandtechniquesasspecifiedintheCoreandModulesinarangeofcontextsofincreasingcomplexity.3.Selectandappropriatelyusenumerical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

Assessment Tasks•School-assessedCourseworkwillcontribute34%towardstheStudyScore.School-assessedCourseworkconsistsofOneApplicationTask(completedinUnit3)andthreeModellingorProblemSolvingTasks(completedinUnits3and4)

•Examination1(MultipleChoicequestions)willcontribute33%towardstheStudyScore.

•Examination2(WrittenResponsequestions)willcontribute33%towardstheStudyScore.

F U T H E R M A T H E M A T I C S

Units1&2

ThiscoursecanonlybechoseninconjunctionwithMathematicalMethods1&2.ThemajorpartofthecourseisdesignedtobestudiedinparallelwithMathematicalMethods1&2.InordertogivestudentsthebestopportunityforsuccessinMathematicalMethodsinYear12.ApartofthecourseisaimedatthosestudentswhohaveshowntheabilitytostudySpecialistMathematicsinYear12.TheseunitscoverLinearRelations,GraphsEquations,Univariate&BivariateData,NumberSystems,ShapeandMeasurement,Trigonometry,SequencesandSeries,CoordinateGeometryandVariation,PolynomialFunctionsandProbability.YourMathematicsTeacherwillhavemadearecommendationastothemostappropriateMathematicschoice/sforyou.CheckwithyourteacherifyouareunsureofwhichMathematicsunitstochoose.

Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextsandanalyseanddiscusstheseapplicationsinatleastthreeoftheareasofstudy.3.Usetechnologytocarryoutanalysesofsituationsrequiringproblemsolving,modellingorinvestigationinatleastthreeoftheareasofstudy.

Assessment Tasks•Topictests•Assignments•Summaryorreviewnotes•Projects–Shortwrittenresponses,problemsolvingtasks,modellingtasks.•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

S P E C I A L I S T M A T H S

M A T H E M A T I C S G E N E R A LUnits1&2

ThiscourseisdesignedforstudentswhohaveperformedwellinYear10Mathematics(General)andwhowishtocontinuetheirstudyofMathematicsinyear12.ThesuccessfulcompletionofGeneralMathematicsUnits1&2allowsentryintothestudyofFurtherMathematicsUnits3&4atyear12.

ThiscoursecoversthefollowingsixAreasofStudy:

AlgebraandStructure-Linearrelationsandequations

ArithmeticandNumber-Financialarithmetic

DiscreteMathematics-Recursion

Geometry,MeasurementandTrigonometry-Shapeandmeasurement,Applicationsoftrigonometry

Graphsoflinearandnon-linearrelations-Lineargraphsandmodels,Inequalitiesandlinearprogramming

Statistics-Investigatingandcomparingdatadistributions,Investigatingtherelationshipbetweentwonumericalvariables

Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Selectandapplymathematicalfacts,concepts,modelsandtechniquestoinvestigateandanalyseextendedapplicationproblemsortasksinarangeofcontexts.3.Selectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytocarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment Tasks•Topictests•Assignments•Modellingorproblemsolvingtasksandmathematicalinvestigations•.Summaryorreviewnotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

Outcomes1.DefineandexplainkeytermsandconceptsintheCoordinateGeometry,CircularFunctions,Algebra,Calculus,VectorsinTwoandThreeDimensionsandMechanicsareasofstudyandapplyrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocesseswithanemphasisongeneralcases,innon-routinecontextsandanalyseanddiscusstheseapplicationsofmathematics.3.Appropriatelyusetechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysesrequiringproblemsolving.Modellingorinvestigatetechniquesorapproaches.

Assessment Tasks•School-assessedCoursework–OneApplicationTask,TwoAnalysisTasks,TwoTests–34%TwoEnd-of-yearExaminations•Examination1–Facts,skillsandapplications–22%•Examination2–Analysistasks-44%

Units3&4

ThisisahighlyacademiccourseandcanonlybeattemptedbystudentswhoarealsostudyingMathematicalMethods3&4.Itisforstudentsrequiringahighlevelofmathematicsforcareersinareassuchasthephysicalsciencesandengineeringfields.Studentsundertakethefollowingareasofstudy:CoordinateGeometry,Circular(Trigonometric)Functions,Algebra,Calculus,VectorsintwoandthreeDimensions,MechanicsandProbability.

Units1&2

Studentswillneedtobemotivated,determinedandhardworkingtocompletetheseunits.ItisrecommendedthatstudentsalsostudySpecialistMathematicsinordertopreparethemforYear12Mathematics.InorderforstudentstobesuccessfullyenrolledinthiscoursetheyneedtobepartofthetopAdvancedMathematicsgroupandhavecompletedatleastoneoftheTrigonometry&CalculuselectivesduringYear10.

Theseunitsinvolvethefollowingareasofstudy

Function&Graphs-coversgraphicalrepresentationofalgebraicfunctionsandthekeyfeaturessuchasaxisintercepts,domain,range,stationarypoints,asymptoticbehaviourandsymmetry.

Algebra-coversthesolutionprocessesofpolynomialequationsandsimultaneouslinearequationsnumerically,graphicallyandalgebraically.

Calculus-coverstheconstantandaverageratesofchangeandanintroductiontoinstantaneousrateofchangeofafunction.

Probability&Statistics-coverstheconceptsofevent,frequency,probabilityandrepresentationoffinitesamplespacesandeventsusingvariousformssuchaslists,grids,venndiagrams,karnaughmaps,tablesandtreediagrams.Thisincludesconsiderationofimpossible,certain,complementary,mutuallyexclusive,conditionalandindependenteventsinvolvingone,twoorthreeevents,includingrulesforcomputationofprobabilitiesforcompoundevents.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment Tasks•TopicTests•ApplicationTask•Modelling&ProblemSolvingTasks•SummaryNotes•IncorporationofICTintheachievementofOutcomes1&2

Units3&4

ThiscoursecanonlybechosenifstudentshavepassedYear11MathematicalMethodswithanaboveaverageassessmentgrade.

AssumedknowledgeandskillsforMathematicalMethodsUnits3and4arecontainedinMathematicalMethodsUnits1and2,andwillbedrawnon.ForUnit3aselectionofcontentwouldtypicallyincludetheareasofstudy‘Functionsandgraphs’and‘Algebra’,andapplicationsofderivativesanddifferentiation,andfromthe‘Calculus’areaofstudy.ForUnit4,thecontentfromthe‘Calculus’areaofstudywouldincludethetreatmentofanti-differentiation,integration,therelationbetweenintegrationandtheareaofregionsspecifiedbylinesorcurvesdescribedbytherulesoffunctions,andthestudyofrandomvariables,discreteandcontinuousprobabilitydistributionsandthedistributionofsampleproportions.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment TasksSchoolAssessedCourseworkwillcontribute34%towardsthestudyscore.Itconsistsof(i)oneApplicationTask(Unit3)(ii)twomodellingorproblemsolvingtasks(Unit4)

TwoendofyearExaminations(i)Exam1Shortanswerstylequestions22%(ii)Exam2Multiplechoiceandapplicationquestions44%

M A T H E M A T I C A L M E T H O D S ( C A S )

U N I V E R S I T Y O F M E L B O U R N E E X T E N S I O N P R O G R A M A T R O S E H I L L S E C O N D A R Y C O L L E G E

TheUniversityofMelbourneExtensionProgramprovidesanopportunityforhighachievingstudentstoundertakefirstyearUniversitystudieswhilecompletingtheirVCE.SuccessfulcompletionoftheExtensionProgramcanaddanincrementof3.0,3.5,4.0,4.5or5.0pointstothestudents’ATARaggregate.SuccessfulstudentscanalsoreceivecreditforsubjectscompletedthroughtheExtensionProgramuponenrolmentinanundergraduatedegreeatTheUniversityofMelbourne.

In2016RosehillSecondaryCollegewillofferExtensionProgramMathematicsclassesasanExtensionProgramSchoolCentre.ExtensionProgramMathematicsisdesignedforstudentswhoenjoymathematicsandaremathematicallytalentedandassuchminimumentryrequirementsapply.TopicsbuildonthoseinSpecialistMathematicsandprovidestudentswiththeopportunitytoextendtheirknowledge,aswellastoexperienceandappreciatesomeofthedepthandcomplexbeautyofhigherlevelmathematics.

ExtensionProgramMathematicsclassesatRosehillSecondaryCollegewillbeheldafterregularschoolhourstoallowasmanyeligiblestudentsaspossibletoattend.ClasseswillrunduringtheschooltermandwillbedeliveredbyanexperiencedteacherfromRosehillwhohasreceivedtraininginthissubjectfromTheUniversityofMelbourneacademics.ApplicationsforExtensionProgramMathematicsaresubmitteddirectlytoTheUniversityofMelbournebetweenAugust–November.

FormoreinformationonExtensionProgramentryrequirementsandtheapplicationprocessvisittheExtensionProgramwebsite:www.futurestudents.unimelb.edu.au/umep

FormoreinformationonExtensionMathematicsatRosehillpleasecontactMrAbdullahFord.

VCEMediaprovidesstudentswiththeopportunitytodevelopandexploretheircreativeskillsandknowledgethroughresearch,planningandthenproductionofarangeofdifferentmediaproducts.Mediatexts,technologiesandprocessesareconsideredfromvariousperspectivesincluding;theirstructureandfeatures,theirindustryproductionanddistributioncontext,audiencereceptionandtheimpactofmediainsociety.

Thestudyofmediaincludes:•Mediaformsincluding:-Audiovisualmedia(film,television,radio,video,photography)-Printbasedmedia(newspapers,magazinesandrelatedpublications)-Digitalmediatechnologies(theInternet,computergamesandinteractivemultimedia)•Mediaandcrossmediaprocessesanddevelopmentssuchasadvertising,newsandcurrentaffairsproduction,popularmusic,popularculture,cybercultureandvirtualworlds,informationdisseminationandretrievaltechnologies.•Themediaanditsrelationshipwithsocietyandculture.

Mediastudiesisrelevanttostudentswhowishtopursuefurtherstudyinvocationaleducationandtrainingsettingsandatatertiarylevel,aswellasprovidingvaluableknowledgeandskillsforparticipationincontemporarysociety.

Unit1-RepresentationandTechnology

1.Developpractical,researchandanalyticalskillsthroughthecreationofmediaproducts.2.Analysetheimpactofnewtechnologiesonmediaproduction.3.Developanunderstandingoftherelationshipbetweenthemedia,technologyandtherepresentationspresentinmediaforms.

Unit2-MediaProductionandMedia Industries

1.Participateinalargescalefilmproduction.2.Developanunderstandingofthespecialistproductionstagesandroleswithinamediaproduction.3.Developanunderstandingofmediaindustryissuesanddevelopmentsrelatingtoproductionstages.

AssessmentWritten:Research,Test,Report–50%Practical:SmallandLargeScaleProductions–50%

Unit3-NarrativeandMedia ProductionDesign

Thefirsttopiccoveredinthisunitwillexaminetheroleofnarrativeelementsinfictionalmediatextsthroughthestudyoftwofictionalfilms.Theothertwooutcomesarefocusedonthemediaproductionprocess.Studentswillundertakepracticaltaskstodevelopskillsinaparticularmediaformandthenusetheseskillstodevelopaplanforalargescalemediaproduction(eg.film,photography,animation,magazine,audio),whichwillthenbecreatedinUnit4.

Outcomes1.Discussthenatureandfunctionofproductionandstoryelementsinfictionalmediatextsandexplainhowthecombinationoftheseelementsstructuresthenarrativetoengageanaudience.2.Demonstrateanunderstandingofmediaproductionandtechnicalskillsandexploretheaestheticqualitiesofmediaproductsthroughthecompletionofaseriesoftechnicalexercises.3.Prepareamediaproductionplanincorporatingspecificationsappropriateforthechosenmediaproduct.

Unit4-Mediaprocess,socialvalues andmediainfluence

Thisunitenablesstudentstofurtherdeveloppracticalskillsinthedesignandproductionofamediaproduct.Studentsexaminetheroleofsocialvaluesintheconstructionofmediatextsandanalyseissuesconcerningtheroleandinfluenceofthemedia.

Outcomes1.ProduceamediaproductforanidentifiedaudiencefromthemediaproductiondesignplanpreparedinUnit3.2.Discusshowsocialvaluesshapethecontentofamediatextandanalysehowsocialvaluesarereflectedinthattext.3.Discussthenotionsofmediainfluenceandanalyseissuesaboutthenatureandextentofmediainfluence.

AssessmentSchool-assessedCoursework:Tests–20%School-assessedProductionWork–35%End-of-yearExamination:Twohours–45%

M E D I A

Studentsmusthavepreviouslyhadatleasttwoyearsofinstrumentaltuitionandexperienceontheirchoseninstrument.AnauditionmustbeundertakenifthestudenthasnotundertakenAM10.

Unit1–MusicPerformance

Thisunitfocusesonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Theyalsodevelopskillsinperformingpreviouslyunseenmusic.Studentsstudyaural,theoryandanalysisconceptstodeveloptheirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.

Outcomes1.PerformancePrepareandperformapractisedprogramofgroupandsoloworks.2.PerformancetechniqueDemonstrateinstrumentaltechniquesusedinperformanceofselectedworks,demonstrateunpreparedperformanceskillsanddescribeinfluencesontheirapproachtoperformance.3.MusicianshipIdentify,re-create,notateandtranscribeelementsofmusic,anddescribewaysinwhichexpressive

elementsofmusicmaybeinterpreted.

Studentsfurtherbuildontheirperformanceandmusicianshipskills.Theypresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Studentsstudytheworkoftheirperformersthroughlisteningandanalysisandusespecificstrategiestooptimisetheirownapproachtoperformance.Theyalsostudystrategiesfordevelopingtechnicalandexpressiveperformanceskills.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractiserelatedtechnicalwork.Theydevelopskillsinperformingpreviouslyunseenmusicandstudyspecificconceptstobuildtheirmusicianshipknowledgeandskills.Studentsalsodeviseanoriginalcompositionorimprovisation.

Outcomes1.PerformancePrepareandperformamusicallyengagingprogramofgroupandsoloworks.2.PerformancetechniqueDemonstrateinstrumentaltechniquesusedinperformanceofselectedworks,demonstrateunpreparedperformanceskillsanddescribeinfluencesontheirapproachtoperformance.3.MusicianshipIdentify,re-create,notateandtranscribeelementsofmusic,anddescribehowselectedelementsofmusichavebeeninterpretedinperformance.4.Organisationofsound.Deviseacompositionoranimprovisationthatusesmusiclanguageevidentinwork/sbeingpreparedforperformance.

AssessmentPerformancesofworksinbothgroupandsolo withaccompanimentasappropriateAdemonstrationofselectedtechnicalworkand exercisesPerformancejournalcontainingexplanationsof howselectedtechnicalworksandexercisessupporttheirchosenworksAperformanceofunpreparedmaterialAural,writtenandpracticaltasksCompositionand/orimprovisationexercises

M U S I C P E R F O R M A N C E

Thisunitpreparesstudentstopresentconvincingperformancesofgroupandsoloworks.Inthisunitstudentsselectaprogramofgroupandsoloworksrepresentingarangeofstylesanddiversityofcharacterforperformance.Theydevelopinstrumentaltechniquesthatenablethemtointerprettheworksandexpressivelyshapetheirperformances.Theyalsodevelopanunderstandingofperformanceconventionstheycanusetoenhancetheirperformances.Studentsdevelopskillsinunpreparedperformance,auralperceptionandcomprehension,transcription,musictheoryandanalysis.ThefocusforanalysisisworksandperformancesbyAustralianmusicians.

Outcomes1.PerformanceTopresentaninformed,accurateandexpressiveperformanceofaprogramofgrouporsoloworks.2.PerformancetechniqueDemonstrateperformancetechniques,technicalworkandexercises,anddescribetheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicianshipIdentify,re-create,notateandtranscribeshortexcerptsofmusic,anddiscusstheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

Studentsrefinetheirabilitytopresentconvincingperformancesofgroupandsolowork.StudentsselectgroupandsoloworksthatcomplementworksselectedinUnit3.Theyfurtherdevelopandrefineinstrumentalandperformancetechniquesthatenablethemtoexpressivelyshapetheirperformanceandcommunicatetheirunderstandingofthemusicstyleofeachwork.Studentscontinuetodevelopskillsinauralperceptionandcomprehension,transcription,theory,analysisandunpreparedperformance.StudentscontinuetostudywaysinwhichAustralianperformersinterpretworksthathavebeencreatedsince1910byAustraliancomposers/songwriters.

Outcomes1.PerformanceToprepareandpresentaccurateandexpressiveperformancesofinformedinterpretationsofaprogram/sofgroupandsoloworks.2.PerformancetechniqueTodemonstrateperformancetechniques,andtechnicalworkandexercises,anddiscusstheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicianshipIdentify,re-create,notateandtranscribeshortexcerptsofmusic,andanalysetheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%AuralandwrittenExamination–20%School-assessedCoursework–30%

Unit3–MusicInvestigation

InthisunitstudentsselectaworkfromaprescribedlistasthebasisforaninvestigationofaFocusArea.TheyexploretheFocusAreathroughthreecomplementaryareasofstudy:Investigation,Composition/Arrangement/ImprovisationandPerformance.Together,theseareasofstudyrequirestudentstoapplyextensiveskillsinperformance,auralawareness,transcription,musictheoryandanalysis.

Outcomes1.InvestigationTodemonstrateunderstandingofperformancepractices,context/sandinfluencesonmusicworks.2.Composition/Improvisation/ArrangementTocompose,improviseand/orarrangeanddiscussmusiccharacteristicsandperformancepractices.3.PerformanceTopresentaperformanceofmusicworksthatcommunicatesunderstandingoftheFocusArea.

Unit4–MusicInvestigation

InthisunitstudentscontinuetheexplorationwithintheFocusAreatheybeganinUnit3.InUnit4theInvestigationinvolvesthepreparationofprogramnotestoaccompanytheirend-of-yearperformanceprogram.AreaofStudy2involvescreatingandperformingacomposition,improvisationorarrangementthatdrawsonmusicalcharacteristicsoftheFocusArea.StudentsrehearseandperformworksforinclusioninaperformanceprogramofworksthatrelatestotheFocusArea.Theycontinuetouseskillsinauralawareness,transcription,musictheoryandmusicanalysistosupporttheirwork.

Outcomes1.InvestigationToevaluateandpresentonesinterpretiveapproachtoaprogramofmusicworks.2.Composition/improvisation/arrangementTocompose/improvise/arrangeandperformamusicworkanddiscusstheuseofmusiccharacteristics,instrumentaltechniques,performancetechniquesandconventionsinthework.3.PerformanceDemonstrateartisticintentandunderstandingoftheFocusAreainacohesiveandengagingperformanceofmusicworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%School-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%

MusicInvestigationwillonlyruninconsultationwithMs.Bonett.

OutdoorandEnvironmentalStudiesisabouttherelationshipshumanshavewithoutdoorenvironments,bothpastandpresent,andthewaytheserelationshipsimpactbothpeopleandoutdoorenvironments.Studentslearnthroughacombinationoftheoryclassesandpracticaltrips.Practicaloutdoorexperiencesprovidestudentswiththeopportunitytoobserveandexperiencevariouswaysofencountering,understandingandmanagingoutdoorenvironments.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Unit1–ExploringOutdoorEnvironments

Studentsareintroducedtothecharacteristicsofavarietyofoutdoorenvironmentsandinvestigatedifferenttypesofoutdoorenvironmentsfromanumberofperspectives.Studentsundertakecasestudiessotheycanobserveandexperiencehowchangestonatureaffectpeople.Thefocusisthenbroadenedfrompersonalresponsestothewaysinwhichothersrespondto,understandandvalueoutdoorexperiencesandoutdoorenvironments.Throughinvestigationsofspecificoutdoorenvironments,studentsanalysedifferentwaysofexperiencingandknowingoutdoorenvironments.

Outcome 1 – Motivations for Outdoor ExperiencesStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Experiencing Outdoor EnvironmentsStudentsdescribewaysofknowingandexperiencingoutdoorenvironmentsandevaluatefactorsthatinfluenceoutdoorexperiences,withreferencetospecificoutdoorexperiences.

O U T D O O R A N D E N V I R O N M E N T A L S T U D I E S

Unit2–DiscoveringOutdoorEnvironments

Thisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellasthehumanimpactsonoutdoorenvironments.Studentsalsolookatnature’simpactonhumans,aswellastheecological,socialandeconomicimplicationsofhumanimpactonoutdoorenvironments.Studentsdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments,aswellasinvestigatingandmodellingindividualandgroupresponsibilitiesforactivitiesinoutdoorenvironments,includingenvironmentalactiontopromotepositiveimpactsonoutdoorenvironments.

Outcome 1 – Investigating outdoor environmentsStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Impacts on outdoor environmentsStudentsevaluatehumanimpactsonoutdoorenvironmentsandanalyseproceduresforpromotingpositiveimpacts,withreferencetospecificoutdoorexperiences.

AssessmentTheoutcomesforbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•Journal/reportofoutdoorexperiences•Casestudyanalysis•Oralpresentations•Multimedia,annotatedvisualdisplay•Dataanalysis•Tests•Writtenresponses

Unit3-RelationshipswithOutdoor Environments

ThisunitexploreshowAustralianshaveunderstoodandinteractedwithoutdoorenvironmentsovertime.StudentsexaminetheuniquenatureofAustralianoutdoorenvironmentsandinvestigatearangeofhumanrelationshipswithoutdoorenvironments,fromvariousIndigenousculturalexperiences,throughtotheinfluenceofanumberofmajoreventsandissuessubsequenttoEuropeansettlement.Casestudiesareusedtoanalysetheroleofenvironmentalmovementsinchanginghumanrelationshipswithoutdoorenvironments.Studentsalsoexaminecurrentrelationshipsbetweenhumansandoutdoorenvironmentsincludingthewaysoutdoorenvironmentsareportrayedindifferentmedia;thedynamicnatureofrelationshipsbetweenhumansandtheirenvironment;andthesocial,cultural,economicandpoliticalfactorsthatinfluencetheserelationships.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Outcome 1 – Historical relationships with outdoor environmentsStudentsexplainandevaluatehowrelationshipswithAustralianoutdoorenvironmentshavechangedovertime,withreferencetospecificoutdoorexperiences.

Outcome 2 - Contemporary relationships with outdoor environmentsStudentsanalyseandevaluatethefactorsinfluencingcontemporarysocietalrelationshipswithoutdoorenvironments,withreferencetospecificoutdoorexperiences.

Assessment of levels of achievementThestudent’slevelofachievementinUnit3willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.

Unit4-TheFutureofHuman-Nature Interactions

Inthisunitstudentsexplorethesustainableuseandmanagementofoutdoorenvironments.TheyexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesinrelationtothecapacityofoutdoorenvironmentstosupportthefutureneedsoftheAustralianpopulation.Studentsexaminetheimportanceofdevelopingabalancebetweenhumanneedsandtheconservationofoutdoorenvironmentsandconsidertheskillsneededtobeenvironmentallyresponsiblecitizens.Theyinvestigatecurrentagreementsandenvironmentallegislation,aswellasmanagementstrategiesandpoliciesforachievingandmaintaininghealthyandsustainableenvironmentsincontemporaryAustraliansociety.

Outcome 1 – Healthy outdoor environmentsStudentsevaluatethecontemporarystateofAustralianoutdoorenvironments,andanalysetheimportanceofhealthyoutdoorenvironmentsandsustainabilityforindividualsandsociety,withreferencetospecificoutdoorexperiences.

Outcome 2 - Sustainable outdoor environmentsStudentsanalyseconflictsofinterestovertheuseofoutdoorenvironments,andevaluatepracticesandstrategiesforsustainingoutdoorenvironments,withreferencetospecificoutdoorexperiences.

AssessmentSchool-assessedCourseworkforeachoutcomeofunit3and4willcontribute25%,itwillbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•acasestudy•amultimediapresentation•writtenanalysisandevaluation•anoralpresentation•atest•dataanalysis•writtenanalysisandevaluation

ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50%

Unit1-BodiesinMotion

Thisunitexploreshowthebodysystemsworktogethertoproducemovementandanalysesthismotionusingbiomechanicalprinciples.

Outcomes1.Explainhowthemusculoskeletal,cardiovascularandrespiratorysystemsfunction,andhowtheaerobicpathwaysinteractwiththesystemstoenablehumanmovement.2.Explainhowtodevelopandrefinemovementinavarietyofsportingactionsthroughtheapplicationofbiomechanicalprinciples.3.Observe,demonstrateandexplainstrategiesusedtopreventsportsinjuries,andevaluatearangeoftechniquesusedintherehabilitationofsportsinjuries.

Unit2-SportsCoachingandPhysicallyActiveLifestyles

Thisunitexploresarangeofcoachingpracticesandtheircontributiontoeffectivecoachingandimprovedperformanceofanathlete.Studentsarealsointroducedtophysicalactivityandtheroleitplaysinthehealthandwellbeingofthepopulation.

Outcomes1.Demonstrateknowledgeof,andevaluate,theskillsandbehavioursofanexemplarycoach,andexplaintheapplicationofarangeofskilllearningprinciplesusedbyacoach.2.Collectandanalysedatarelatedtolevelsofparticipationinphysicalactivityandsedentarybehaviour,andcreateandimplementstrategiesthatpromoteadherencetotheNationalPhysicalActivityGuidelines.3.Abilitytouseasubjectivemethodtoassessphysicalactivitylevels,andimplementandpromoteasettings-basedprogramdesignedtoincreasephysicalactivitylevels.

AssessmentAlloftheoutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•WrittenReports•StructuredQuestions•LaboratoryReports•Tests•OralReports•CaseStudy:VideoandMediaAnalysis

Unit3-PhysicalActivityParticipation andPhysiologicalPerformance

Thisunitintroducesstudentstoanunderstandingofphysicalactivityandsedentarybehaviourfromaparticipatoryandphysiologicalperspective.Studentsalsoinvestigatethecontributionofenergysystemstoperformanceinphysicalactivity.

Outcomes1.Analyseindividualandpopulationlevelsofsedentarybehaviourandparticipationinphysicalactivity,andevaluateinitiativesandstrategiesthatpromoteadherencetotheNationalPhysicalActivityGuidelines.2.Analysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefatiguemechanismsandrecoverystrategies.

Unit4-EnhancingPerformance

Studentsundertakeanactivityanalysis.Usingtheresultsoftheanalysis,theyinvestigatetherequiredfitnesscomponentsandparticipateinatrainingprogramdesignedtoimproveormaintainselectedcomponents.Studentsalsolearntocriticallyevaluatedifferenttechniquesandpracticesthatcanbeusedtoenhanceperformance.

Outcomes1.Plan,implementandevaluatetrainingprogramstoenhancespecificfitnesscomponents.2.Analyseandevaluatestrategiesdesignedtoenhanceperformanceorpromoterecovery.

AssessmentSchool-assessedCourseworkforUnit3contributes25%tothestudyscore,asdoesthecourseworkfromUnit4.Thiswillconsistofanumberofresponsesinthefollowingformats:writtenreport,acasestudyanalysis,avisualormultimediapresentation,atest,laboratoryreport,structuredquestionsoramediaanalysis.

TherewillbeanEnd-of-yearExaminationrelatingtothecontentofUnits3and4–50%offinalassessment.

P H Y S I C A L E D U C A T I O N

Unit1-Whatideasexplainthephysicalworld?

Consistsofthreeareasofstudy;Howcanthermaleffectsbeexplained?Howdoelectriccircuitswork?Whatismatterandhowisitformed?

Outcomes1.Studentswillapplythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergyinselectedcontexts,anddescribetheenvironmentalimpactofhumanactivitieswithreferencetothermaleffectsandclimatescienceconcepts.2.StudentswillinvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectricalsystems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.3.Studentsareableexplaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms. Assessment•annotatedfolioofpracticalactivities•dataanalysis•design,building,testingandevaluationofadevice•anexplanationoftheoperationofadevice•aproposedsolutiontoascientificortechnologicalproblem•areportofaselectedphysicsphenomenon•amodellingactivity•amediaresponse•asummaryreportofselectedpracticalinvestigations•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.

Unit2-Whatdoexperimentsrevealaboutthephysicalworld?

Consistsofthreeareasofstudy;onebeingHowcanmotionbedescribedandexplained?Thesecondareaistobechosenfromaselectionofdetailedstudiesincluding;•Whatarestars?•IstherelifebeyondEarth’sSolarSystem?•Howdoforcesactonthehumanbody?•HowcanACelectricitychargeaDCdevice?•Howdoheavythingsfly?•Howdofusionandfissioncompareasviablenuclearenergypowersources?•Howisradiationusedtomaintainhumanhealth?•Howdoparticleacceleratorswork?•Howcanhumanvisionbeenhanced?•Howdoinstrumentsmakemusic?•Howcanperformanceinballsportsbeimproved?•Howdoesthehumanbodyuseelectricity?Thethirdareaisapracticalinvestigation.

Outcomes1.Thestudentisabletoinvestigate,analyseandmathematicallymodelthemotionofparticlesandbodies.2.Relatestochosenareaofstudy.3.Thestudentisabletodesignandundertakeaninvestigationofaphysicsquestionrelatedtothescientificinquiryprocessesofdatacollectionandanalysis,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentForOutcomes1and2;•anannotatedfolioofpracticalactivities•dataanalysis•design,building,testingandevaluationofadevice•anexplanationoftheoperationofadevice•aproposedsolutiontoascientificortechnologicalproblem•areportofaselectedphysicsphenomenon•amodellingactivity•amediaresponse•asummaryreportofselectedpracticalinvestigations•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.

ForOutcome3areportofapracticalinvestigation(student-designedoradapted)usinganappropriateformat,forexampleascientificposter,practicalreport,oralcommunicationordigitalpresentation.

P H Y S I C S

Unit3-Physics

Unit3consistsoftwoprescribedareasofstudy:Motioninoneandtwodimensions,electronicsandphotonics,andathirdareaofstudytobechosenfromoneofthreedetailedstudies:Einstein’srelativity,investigatingstructuresandmaterials,orfurtherelectronics.

Outcomes1.OncompletionofthisunitthestudentshouldbeabletousetheNewtonianmodelinoneandtwodimensionstodescribeandexplaintransportmotionandrelatedaspectsofsafety,andmotioninspace.2.Oncompletionofthisunitthestudentshouldbeabletocompareandexplaintheoperationofelectronicandphotonicdevicesandanalysetheiruseindomesticandindustrialsystems.

Assessment16%ofFinalAssessmentAnyoneoracombinationofthefollowingwillbeusedtoassessthesethreeOutcomes:•AStudentdesignedextendedpracticalinvestigation•AMultimediaPresentation•Anannotatedfolioofpracticalactivities •ASummaryReportofselectedpracticalactivitiesfromthestudent’slogbook•ADataAnalysis •AReport–written,oral,annotatedvisual•ATest–shortanswerandextendedresponse•AresponsetoamediaarticleOutcome1–40marksOutcome2–30marksOutcome3–30marks

Unit4-Physics

Unit4consistsoftwoprescribedareasofstudy:Interactionsoflightandmatter,electricalpowerandathirdareaofstudytobechosenfromoneofthreedetailedstudies:synchrotronandapplications,photonics,orrecordingandreproducingsound.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletousewaveandphotonmodelstoexplaininteractionsoflightandmatterandthequantisedenergylevelsofatoms.2.Oncompletionofthisunitthestudentshouldbeabletocompareandexplaintheoperationofelectronicandphotonicdevicesandanalysetheiruseindomesticandindustrialsystems.

Assessment24%ofFinalAssessmentAnyoneoracombinationofthefollowingwillbeusedtoassessthesethreeOutcomes:•ASummaryReportofselectedpracticalactivitiesfromthestudent’sLogBook. •AMultimediaPresentation•Anannotatedfolioofpracticalactivities •Astudentdesignedextendedpracticalinvestigation.•ADataAnalysis •AReport–written,oral,annotatedvisual•ATest–shortanswerandextendedresponse•AresponsetoamediaarticleOutcome1–40marksOutcome2–30marksOutcome3–30marks

TherewillbeaFinalExaminationonalltheOutcomesofUnit4–60%ofFinalAssessment

Thisstudyisforstudentswishingtostudydesignandproductdevelopment,manufacturingmethodsandtheuseofprocessedandunprocessedmaterialsinthedesignandplanningprocess,usingavarietyofmaterials.Studentswillapplypracticalskillsrelatedtodesign,safeuseofequipmentandmachinery.

Studentscanchoosefrom:ProductDesignandTechnology-Wood,Metal,Polymers(Plastics)

ProductDesignandTechnology-Textiles

Unit1-DesignModificationand Production

Thisunitfocusesonthetools,processes,techniques,knowledgeandskillsthedesignersusetodevelopasolutiontoaproblem.Studentsinvestigatemethodsandprocessesusedtoexaminetheneedanddefinetheproblembygeneratinganappropriatedesignbrief.Theyconsidermethodsandinformationthedesignerusestogenerateandcommunicateideasanddeterminethesuitabilityofappropriatematerialsandprocesses.Studentslearnabouttheproductiontechniquesusedtomaketheproductandhowitisevaluatedagainsttheneedsandrequirementsoutlinedinthedesignbrief.Usingthisprocessasamodel,thestudentmodifiesthedesignofasimilarproduct.Considerationisgiventoprotectionofintellectualpropertyimplicationsrelatedtodesign.

Outcomes1.Describethemethodsusedbyadesignertodesignaproduct,andapplysimilarprocessestodocumentthere-designingofanexistingproduct.2.Useandevaluatematerials,tools,equipmentandprocessestomaketheproductdesignedinOutcome1,andcomparethefinishedproductwiththeoriginaldesign.

Unit2-CollaborativeDesign

Inthisunit,thestudentworksbothindividuallyandasamemberofasmalldesignteamtoaddressaproblem,needoropportunitythatrequiresaproductwithinaproductrangeorbasedonatheme,orcomponentofagroupproduct.Thisprovidesthestudentwiththeopportunitytoworkwithotherswhiletakingresponsibilityforparticularaspectsofthedesignandproductionprocesses.

Outcomes1.Individuallyandasamemberofateam,identifyaneedandcollaborativelydevelopdesignoptionsandproductionplanninginaresponsetoadesignbriefforaproductrangebasedonacommonthemeoragroupproductwithcomponentparts.2.Justify,manageanduseappropriateproductionprocessestomakeaproductandevaluate,individuallyandasamemberofateam,theprocessesandmaterialsused,andthesuitabilityofaproductorcomponentsofagroupprojectagainstthedesignbrief.

AlloftheOutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•DesignFolios•Tests(shortandopenbook)•ProductionPlans•ShortWrittenReports(materialstesting,industryvisits,productevaluation)•ProductionTasks•OralReports•AnnotatedVisualDisplays•PracticalDemonstrations•WebsitePresentations•DataShowPresentations

P R O D U C T D E S I G N A N D T E C H N O L O G Y

Unit3-Design,TechnologicalInnovationandManufacture

Inthisunit,studentsinvestigateaclientorend-user’sneeds,prepareadesignbrief,deviseevaluationcriteria,carryoutresearchandproposeaseriesofdesignoptions.Theyjustifythechoiceofapreferreddesignoptionanddevelopaworkplan,andcommenceproductionoftheproduct,whichwillbecompletedandevaluatedinUnit4.Thisunitalsoexamineshowarangeoffactorsinfluencethedesignanddevelopmentofproductswithinindustrial/commercialsettings.

Outcomes1.Explaintheroleofadesignerbywritingadesignbrief,evaluationcriteriaandidentifyingandexplainingareasforresearchandmethodsthatwouldbeusedtodevelopdesignideas.2.Explainthefactorsthatinfluencethedesign,developmentandmanufactureofproductswithinindustrial/commercialsettings.3.Presentafoliothatdocumentstheprocedureanddecisionmakingprocessesusedwhileworkingasadesignertomeettheneedsofaclientorenduserandcommenceproductionofthedesignedproduct.

Unit4-ProductDevelopment,EvaluationandPromotion

StudentscontinuetodevelopandmanufacturetheproductdesignedinUnit3–Outcome3andrecordtheproductionprocessesandmodificationstotheworkplanandproduct.Theyevaluatetheeffectivenessandefficiencyoftechniquestheyusedandthequalityoftheirproductwithreferencetoevaluationcriteria.Studentsmakejudgementsaboutpossibleimprovements.Theypromotetheirworkbyhighlightingtheproduct’sfeaturestotheclientand/orenduser.

Outcomes1.Analyseproducttypesthroughacomparisonofinnovativefeatures,function,aestheticandvisualappearance,andexamineeconomic,socialandenvironmentalbenefitsandcosts.2.Competentlyandsafelyapplyarangeofproductionskillsandprocessestoimplementtheproductionplan,maketheproductdesignedinOutcome3andmanagetimeandresourcesefficiently.3.Evaluatetheoutcomesofthedesignandpromotetheproduct’sdesignfeaturestotheclientorenduser.

AssessmentDesignandTechnologythestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework,aSchool-assessedTaskandanEnd-of-yearExamination.PercentagecontributionstothestudyscoreinDesignandTechnologyareasfollows:Unit3School-assessedCoursework–12%Unit4School-assessedCoursework–8%School-assessedTask–50%End-of-yearExamination–30%

Psychologyisthesystematicstudyofthoughts,feelingsandbehaviour.Itisthestudyofthemindaimedatdescribing,explainingandpredictingbehaviourthroughexperimentaldata.

Unit1-Psychology

Inthisunitstudentsinvestigatethestructureandfunctioningofthehumanbrainandtheroleitplaysintheoverallfunctioningofthehumannervoussystem.Studentsexplorebrainplasticityandtheinfluencethatbraindamagemayhaveonaperson’spsychologicalfunctioning.Theyconsiderthecomplexnatureofpsychologicaldevelopment,includingsituationswherepsychologicaldevelopmentmaynotoccurasexpected.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletodescribehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.2.Oncompletionofthisunitthestudentshouldbeabletoidentifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.3.Oncompletionofthisunitthestudentshouldbeabletoinvestigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.

AssessmentForthisunitstudentsarerequiredtodemonstrateachievementofthreeoutcomes.Asasettheseoutcomesencompassallareasofstudyintheunit.Suitabletasksforassessmentmaybeselectedfromthefollowing:

ForOutcomes1and2•areportofapracticalactivityinvolvingthecollectionofprimarydata•aresearchinvestigationinvolvingthecollectionofsecondarydata•abrainstructuremodellingactivity•alogbookofpracticalactivities•analysisofdata/resultsincludinggeneralisations/conclusions•mediaanalysis/response•problemsolvinginvolvingpsychologicalconcepts,skillsand/orissues

•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissueForOutcome3•areportofaninvestigationintobrainfunctionand/ordevelopmentthatcanbepresentedinvariousformats,forexampledigitalpresentation,oralpresentation,orwrittenreport.

Unit2-Psychology

Inthisunitstudentsinvestigatehowperceptionofstimulienablesapersontointeractwiththeworldaroundthemandhowtheirperceptionofstimulicanbedistorted.Theyevaluatetherolesocialcognitionplaysinaperson’sattitudes,perceptionofthemselvesandrelationshipswithothers.Studentsexploreavarietyoffactorsandcontextsthatcaninfluencethebehaviourofanindividualandgroups.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocomparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.2.Oncompletionofthisunitthestudentshouldbeabletoidentifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.3.Oncompletionofthisunitthestudentshouldbeabletodesignandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehaviour,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentSuitabletasksforassessmentfortheseoutcomesmaybeselectedfromthefollowing:

ForOutcomes1and2•areportofapracticalactivityinvolvingthecollectionofprimarydata•aresearchinvestigationinvolvingthecollectionofsecondarydata•alogbookofpracticalactivities•analysisofdata/resultsincludinggeneralisations/conclusions•mediaanalysis/response•problemsolvinginvolvingpsychologicalconcepts,skillsand/orissues•atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue

P S Y C H O L O G Y

Unit4-Psychology

Thisunitfocusesontheinterrelationshipbetweenlearning,thebrainanditsresponsetoexperiencesandbehaviour.Studentswillexplorethecharacteristicsoflearningasaprocessthatplaysapartindeterminingbehaviour.Theywillstudythedifferenttypesoflearninganditsneuralbase.Studentswillinvestigatehowbiological,psychologicalandsocio-culturalfactorscontributetothedevelopmentofanindividual’smentalfunctioningandmentalhealth.Theywilllearnhowtodistinguishbetweennormalexperiencesandconditionswhichfallunderthecategoryofmentalillness.

Outcomes1.Explaintheneuralbasisoflearning,andcompareandcontrastdifferenttheoriesoflearningandtheirapplications.2.Differentiatebetweenmentalhealthandmentalillness,anduseabiopsychosocialframeworktoexplainthecausesandmanagementofstress,simplephobiaandaselectedmentaldisorder.

AssessmentAnnotatedfolioANDthreeothertasksselectedfrom:•Dataanalysis•Mediaresponse•Test•Evaluationofresearch•Essay•Mediaresponse•Empiricalresearchreport•Oralpresentation•VisualpresentationAnEnd-of-yearExaminationassessingbothoutcomescontributes60%ofthefinalmarkforUnit4.

ForOutcome3•areportofaninvestigationintobrainfunctionand/ordevelopmentthatcanbepresented invariousformats,forexampledigitalpresentation,oralpresentation,orwrittenreport.

Unit3-Psychology

Inthisunit,studentswillinvestigatetherelationshipbetweenthebrainandmindthroughexaminationofthebasisofconsciousness,behaviour,cognitionandmemory.Theywillstudythestructureandfunctionofthebrainandnervoussystem.Studentswillexploretherelationshipsbetweenconsciousnessandthoughts,feelingsandbehaviourbycomparingthecharacteristicsofnormalwakingconsciousnesswithalteredstatesofconsciousness.Theywillinvestigatetheretentionofexperiencesandlearningandthefactorsthataffectretentionandrecallofinformation.

Outcomes1.Explaintherelationshipbetweenthebrain,statesofconsciousnessincludingsleep,andbehaviour,anddescribethecontributionofselectedstudiesandbrainresearchmethodstotheinvestigationofbrainfunction.2.Comparetheoriesandexplaintheneuralbasisofmemoryandfactorsthataffectitsretention,andevaluatetheeffectivenessoftechniquesforimprovingandmanipulatingmemory.

AssessmentEmpiricalResearchAnalysisbasedonaninvestigationconductedbythestudentANDthreeothertaskselectedfrom:•Dataanalysis•Mediaresponse•Test•Evaluationofresearch•Essay•Mediaresponse•Annotatedfolio•Oralpresentation•Visualpresentation

StudioArtsaimstoencourageandsupportstudentstorecognisetheirindividualpotentialasartmakers.Intheirartpracticesstudentsapplyanindividualdesignprocesstoproduceafolioofartworks.Studentresearchandinquiryfocusesonthevisualanalysisofartworksandinvestigateshowartists’sourceideasanddevelopstyles.Italsocoverstheuseofmaterials,techniquesandprocessesaswellasmethodsofpresentationinthemakingofartworks.

Studentsselectfromoneormoreofthefollowingstudioforms:painting,drawing,mixedmedia,sculpture,digitalphotographyandprintmaking.StudioArtsisdesignedtosupportavisualartorindustry-basedpathwaybyallowingstudentstocreateafoliothatisusefultotertiaryfolioentry.ThissubjectsupportspathwaystodomainssuchasArchitecture,FineArts,Fashion,GraphicDesignandCuratorialStudies.

Unit1-ArtisticInspirationand Techniques

Thisunitfocusesonstudentsusingsourcesofinspirationsuchaspersonalexperiences,ideas,issuesandobservationstodevelopindividualartworks.Studentsalsoexploreandresearchthewaysinwhichartistsfromdifferenttimesandcultureshaveinterpretedideasandusedmaterialsandtechniquestoproduceartworks.

Outcomes1.Sourceinspiration,identifyindividualideasandusemethodstotranslatetheseintovisualforms.2.Explorearangeofmaterialsandtechniquestosupportandrecordthedevelopmentofindividualideas.3.Discusshowartistsfromdifferenttimesandcultureshavesourcedinspirationandappliedmaterialsandtechniques.

Unit2-DesignExplorationand Concepts

Inthisunitstudentsestablishanduseadesignprocesstoproduceartworks.Theyundertakeanindividualapproachtoinvestigateideas,directionsandsolutionsandwithexperimentationofmaterialsandtechniques.Studentsalsoanalyseartworksfromdifferenttimesandculturestounderstandhowartistsusedesignelementsandprinciples,signs,symbolsandimagestocreateaestheticqualitiesanddevelopstyles.

Outcomes1.Developanindividualdesignprocess,includingvisualresearchtoproduceavarietyofexplorationsandartworks.2.Analyseanddiscusswaysthatartistsfromdifferenttimesandcultureshavecreatedinterestinartworks,communicatedideasanddevelopedstyles.

AssessmentAssessmenttasksforbothUnit1and2focusonthedevelopmentoffolios,researchworkandexams.

S T U D I O A R T S

Unit3-StudioProductionand ProfessionalArtPractices

Thisunitfocusesontheuseofanindividualdesignprocesstoproducearangeofpotentialdirections,inpreparationforfinalartworksinunit4.Studentsdevelopanexplorationproposaltodefineanareaofcreativeinterest.Studentsalsostudyartists’workpracticesinrelationtodevelopmentofideasandstyles,useofmaterialsandtechniques,andissuesinvolvedintheuseofotherartists’work.Theyarealsoexpectedtovisitatleasttwoexhibitionspaces.

Outcomes1.Prepareanexplorationproposalandplanthatoutlinesthecontent/directionofanindividualdesignprocess.2.Presentanindividualdesignprocessandarangeofpotentialdirections,toreflecttheconceptsandideasdocumentedintheexplorationproposal.3.Discussartpracticesinrelationtoparticularartworksofartistsandanalysewaysinwhichtheseartistsdevelopstyles.

Unit4-StudioProductionandArt IndustryContexts

Inthisunitstudentsproduceacohesivefoliooffinishedartworks,basedonselecteddesignprocesspotentialdirections.Theyundertakeareflectionandevaluationofthisfolioasrelatedtotheirintentions.Studentsalsostudyaspectsofartists’involvementintheartindustry,includingpreparation,presentationandconservationofartworksinvariouscontemporarysettingsandspaces.

Outcomes1.Presentacohesivefoliooffinishedartworksthatcommunicatesideasofselectedpotentialdirections.2.Providematerialthatidentifiesthefoliofocus,directionandcohesivenessbetweentheartworks.3.Examineandexplainthepreparationandpresentationofartworksinatleasttwodifferentexhibitionspacesanddiscussvariousrolesandproceduresinvolvedintheexhibitionofartworks.

AssessmentForUnit3–School-assessedTask1:Anexplorationproposalanddevelopmentalfolio(visualdiary/workbook)thatexplorespotentialdirections(inpreparationforfinalartworksinUnit4).Comprises33%offinalassessmentandissubjecttoexternalreview.ForUnit4–School-assessedTask2:Acohesivefoliooffinishedartworksandanevaluationofthisfinishedfolio.Comprises33%offinalassessmentandissubjecttoexternalreview.End-of-yearexaminationbasedonOutcome3inbothUnit3and4.Comprises34%offinalassessment.

Thisstudyprovidesanopportunitytodevelopcapabilitiesinandknowledgeofdesign,operation,construction,assembly,maintenance,repairandevaluationofelectrical/electronicormechanicalsystems.Itprovidesasound,systemsorientatedbasisfortertiarytechnologycoursesandforemploymentintechnologicalenterprises.Itisdesignedforstudentsinterestedinelectronicsorautomotiveareasofstudy.

Unit1-MechanicalEngineering Fundamentals

Thisunitfocusesonmechanicalengineeringfundamentalsasthebasisofunderstandingtheunderlyingprinciplesandthebuildingblocksthatoperateinthesimplesttomorecomplexmechanicaldevices.Thisunitcontainsthefundamentalphysicsandtheoreticalunderstandingofmechanicalsystemsandhowtheywork,butthemainfocusisontheconstructionofasystemwhichdrawsheavilyupondesignandinnovationwithintheinterrelatedappliedlearningactivities.

Studentsstudyfundamentalmechanicalengineeringprinciples.Theunitallowsforahands-onapproach,asstudentsapplytheirknowledgeandconstructfunctionalsystemswhichcanbepurelymechanicalorhavesomelevelofintegrationwithelectro-technologysystems.Studentsexplorehowthesesystemsuseorconverttheenergysuppliedtothem,andrelatedwiderenvironmentalandsocialissues.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofmechanicalsystems.2.Useappropriateprocessesindesigning,planning,manufacturing,documenting,performancetesting,faultdiagnosisandevaluationofafunctionalsystem.3.Analysetheoperation,function,energyuseandsocialandenvironmentalimplicationsofatechnologicalsystem.

Unit2-Electrotechnology EngineeringFundamentals

Thisunitfocusesonbuildingunderstanding,ofthefundamentalprinciplesofelectricalandelectroniccircuits,collectivelyandcommonlyreferredtoaselectrotechnology.

Studentsstudyfundamentalengineeringprinciplesaimingtoproducebasicoperationalsystemsandtechnicalreportswhichemployalevelofintegrationbetweenmechanicalandelectroniccomponents.Themainfocusremainsontheconstructionofelectrotechnologysystems.Studentsstudyfundamentalelectrotechnologyprinciplesincludingappliedelectricaltheory,representationofelectroniccomponentsanddevices,elementaryappliedphysicsinelectricalcircuits,andmathematicalcalculationsthatcanbeappliedinordertodefineandexplainelectricalcharacteristicsofcircuits.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofelectro-technologysystems.2.Design,plan,produceandevaluateafunctionalintegratedsystemwithreferencetorelevantAustralianStandards,andapplydiagnosticfaultfinding,repairandmaintenancetechniquesinproductionactivities.3.Explainhownewandemergingtechnologiesinfluencetheselectionanddevelopmentofaprocess,materialorcomponent,andimpactonthedesignandultimatefunctionoftechnologicalsystems.

AssessmentAssessmentofalltheoutcomesofbothUnits1&2willbebasedonaselectionfromthefollowingtasks:•WebsitePresentations•AnnotatedVisualDisplays•DataShowPresentations•OralReports•ProductionWork•Planning/ProductionRecords•Tests•PracticalPresentation•ShortWrittenReports(materialstesting,industryvisits,productevaluation)

S Y S T E M S E N G I N E E R I N G

Unit3-SystemsEngineeringand Energy

Inthisunit,studentsstudytheengineeringprinciplesthatareusedtoexplainthephysicalpropertiesofintegratedsystemsandhowtheywork.Thisisunderpinnedbythestudyofhumanendeavourinwhichobservationsandideasaboutthephysicalworldareorganisedandexplained.Throughtheapplicationoftheirknowledge,studentsproduceanintegratedoperationalsystem.Studentsalsoapplytheirknowledgeandskillstoresearch,produceandpresenttechnicalreports.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesofcontrolledintegratedtechnologicalsystems.2.Design,plan,constructanddocumentanintegratedsystemandeffectivelyusediagnosticproceduresforthesystem.3.Analyseandcomparetheenvironmentalbenefitsandimplicationsofusingdifferentenergysourcesandhowsuchenergysourcesaffectthedesign,performanceanduseoftechnologicalsystems.

Unit4-IntegratedandControlled SystemsEngineering

Thisunitcombinesthecontemporaryfocusofsystemscontrolandprovidesopportunitiesforstudentstobuildontheirunderstandingandapplyittopracticalsolutionsthroughtheconstructionofcontrolledintegratedsystems.Inrecenttimes,commercialintegratedsystemshaveincreasedfunction,controlandinternalmonitoringsubsystemswithinthem.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesandfunctioningofcontrolledintegratedtechnologicalsystems.2.Selectcomponentsfor,construct,diagnose,adjustandrepairthetechnologicalsystemanditscontroldevicescommencedinUnit3,andprovideanevaluationofthesystem,itsperformanceandthemanagementoftheproject.

AssessmentUnit3School-assessedCoursework–10%Unit4School-assessedCoursework–10%School-assessedTask–50%End-of-yearExamination–30%

Unit1-TheatricalStylesofthe Pre-ModernEra

Thisunitfocusesontheapplicationofactingandotherstagecraftinrelationtotheatricalstylesofthepre-modernera.Studentsworkwiththeplay-scriptsfromthepre-moderneraoftheatre,focusingonworkspriortothe1880’sinboththeirwrittenformandinperformance.Theyalsostudytheatricalandperformanceanalysisandapplytheseskillstotheanalysisofaplayfromthepre-modernerainperformance.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthepre-modernera.2.Applyactingandotherstagecrafttointerpretplay-scriptsfromthepre-modernera.3.Analyseaperformanceofaplay-scriptfromthepre-modernerainperformance.

Unit2-TheatricalStylesofthe ModernEra

Thisunitfocusesonstudyingtheatricalstylesandstagecraftthroughworkingwithplay-scriptsinboththeirwrittenformandinperformancewithanemphasisontheapplicationofstagecraft.Studentsworkwithplay-scriptsfromthemodernerafocusingonworksfromthe1880’stothepresent.Studentsstudytheatricalanalysisandproductionevaluationandapplytheseskillstotheanalysisofaplayinperformancefromthemodernera.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthemoderneraoftheatre.2.Applystagecrafttointerpretplay-scriptsfromthemodernera.3.Analyseandevaluatestagecraftinaperformanceofaplay-scriptfromthemodernera.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeofselectedtasksfromthefollowinglist:•Essays •MultimediaProductions •TheatreHistoryReports•OralPresentations•Tests•AnalyticalExercises•AnnotatedVisualReports •InterpretationandPerformanceofPlay-scripts

Unit3-ProductionDevelopment

Thisunitfocusesonaninterpretationofaplay-scriptthroughthefourdesignatedstagesofproduction:planning,productiondevelopment,productionseason,andproductionevaluation.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluatetheinterpretationoftheplay-scriptintheperformance.

OutcomesStudentsshouldbeableto:1.Applystagecrafttointerpretaplay-scriptforperformanceanddemonstrateunderstandingoftheproductionprocess.2.Analyseuseofstagecraftinthedevelopmentofaplay-scriptforproduction,incorporatingthespecificationsappropriateforeachstageoftheproductionprocess.3.Analyseandevaluatewaysinwhichawrittenplay-scriptselectedfromtheprescribedplay-listisinterpretedinitsproductiontoanaudience.

Unit4-PerformanceInterpretation

InthisunitstudentsstudyasceneandassociatedmonologuefromtheTheatreStudiesPerformanceExamination(monologuelist)anddevelopatheatricalbriefthatincludesthecreationofacharacterbyanactor,stagecraftpossibilities,andappropriateresearch.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluateactingintheproduction.

Outcomes1.Abletoperformaninterpretationofamonologuefromaplay-script.2.Developatheatricalbriefthatpresentsaninterpretationofascene.3.Analyseandevaluateactinginaproductionfromtheprescribedplay-list.

AssessmentAllOutcomesinUnits3and4willbeassessedfromarangeofselectedtasksfromthefollowing:School-assessedCourseworkUnit3–30% FinalPerformance(Solo)Examination–25%School-assessedCourseworkUnit3–15% FinalWrittenExamination–30%

T H E A T R E S T U D I E S

VisualCommunicationDesignisdesignedtosupportavisualartorindustry-basedpathwaybyrequiringstudentstocreateafoliothatisusefultotertiaryfolioentry.ThissubjectsupportspathwaysindomainsincludingFineArts,Architecture,Fashion,Communication,Multimedia,Web,IndustrialDesignandInteriorDesign.Unit1–IntroductiontoVisual CommunicationDesign

Themainpurposeofthisunitistofocusuponthedevelopmentofvisuallanguageanddesignthinkingskills.Studentsuseobservational,visualisationandpresentationdrawingasthemeansbywhichideasandconceptsarecommunicated.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocreatedrawingsfordifferentpurposesusingarangedrawing,methodsandmaterials.2.Onthecompletionofthisunitthestudentshouldbeabletoselectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystatedpurposes.3.Oncompletionofthisunitthestudentshouldbeabletodescribehowavisualcommunicationhasbeeninfluencedbypastandcontemporarypractices,andbysocialandculturalfactors.

Unit2–ApplicationsofVisual CommunicationDesign

Themainpurposeofthisunitistousepresentationdrawingmethodstoincorporatetheuseoftechnicaldrawingconventionstocommunicateinformationandideasassociatedwiththeenvironmentalorindustrialfieldsofdesign.Studentsinvestigatehowtypeandimageryareusedincommunicationdesign.Studentsdevelopanunderstandingofhowthedesignprocessisusedasameansoforganisingtheirthinkingaboutapproachestosolvingdesignproblemsandpresentingideas.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletocreatepresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.

2.Oncompletionofthisunitshouldbeabletomanipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen–basedpresentations,takingintoaccountcopyright.3.Oncompletionofthisunitthestudentshouldbeabletoengageinstagesofthedesignprocesstocreateavisualcommunicationappropriatetoasetbrief.

AssessmentFoliooffinalpresentationdrawings,typography,technicaldrawings,writtenand/ororaldescriptionsofanalysisincludingannotations.

Unit3–DesignThinkingandPractice

ThemainpurposeofthisunitistoenablestudentstodevelopanunderstandingofVisualCommunicationproductionthroughtheapplicationofthedesignprocesstosatisfyspecificcommunicationneeds.StudentsconsiderexistingVisualCommunicationandanalyseandevaluateexamples.TheywillalsoinvestigatetheproductionofVisualCommunicationinaprofessionalsettingandexaminethenatureofprofessionalpracticeinthedesignandproductionofVisualCommunication.

Outcomes1.Studentsshouldbeabletocreatevisualcommunicationsforspecificcontexts,purposesandaudiencesthatareinformedbytheiranalysisofexistingvisualcommunications.2.Studentsshouldbeabletodescribehowvisualcommunicationsaredesignedandproducedinthedesignindustryandexplainfactorsthatinfluencethesepractices.3.Studentshouldbeabletoapplydesignthinkingskillsinpreparingabrief,undertakingresearchandgeneratingarangeofideasrelevanttothebrief.

V I S U A L C O M M U N I C A T I O N D E S I G N

AspartoftheVCEVisualArtsprogram,allVisualVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

Unit4–DesignDevelopmentandPresentation

Thefocusofthisunitisinthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationsthatmeetthebrief.HavingcompletedtheirbriefandgeneratedideasinUnit3,studentscontinuethedesignprocessbydevelopingandrefiningconceptsforeachneedstatedinthebrief.Studentsrefineandpresenttwovisualcommunicationswithintheparametersofthebrief.Theyevaluatetheirvisualcommunicationsanddeviseapitchtocommunicatetheirdesignthinkinganddecisionmakingtotheclient.

Outcomes1.Studentsshouldbeabletodevelopdistinctlydifferentdesignconceptsforeachneed,andselectandrefineforeachneedaconceptthatsatisfieseachoftherequirementsofthebrief.2.Studentsshouldbeabletoproducefinalvisualcommunicationpresentationsthatsatisfytherequirementsofthebrief.3.Studentsshouldbeabletodeviseapitchtopresentandexplaintheirvisualcommunicationstotheclientandevaluatethevisualcommunicationsagainstthebrief.

AssessmentSchool-assessedCourseworkforUnit3–20%School-assessedCourseworkforUnit4–5%School-assessedTaskforUnits3&4–40%End-of-yearExamination–35%

AspartoftheVCEVisualArtsprogram,allVisualVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.

U N I T C O S T S

PhysicalEducation $10 $10

Physics $25 $25

ProductDesignandTechnology/Textiles $60 $60

Psychology $10 $10

StudioArts $80 $80

StudioArts-ArtKit Approx$100 Approx$100

SystemsEngineering $50 $50

TheatreStudies $30 $30

VisualCommunicationDesign $80 $80

Subject Unit1&2Charges Unit3&4Charges

Accounting $10 $10

Art $80 $80

Art-ArtKit Approx$100 Approx$100

Biology $25 $25

BusinessManagement $10 $10

Chemistry $30 $30

Dance $30 $30

Drama $30 $30

Economics $10 $10

English $25 $30

-HolocaustExcursion $20 -

-NoSugarExcursion - $20

-AllAboutEveExcursion - $20

EnglishAsAnAdditionalLanguage $30 $30

EnvironmentalScience $30 -

FoodandTechnology $150 $175

Geography $20 $20

HealthandHumanDevelopment $10 $10

History $10 $10

IndustryandEnterprise $10 $10

InformationTechnology-Computing $10

SoftwareDevelopment/Informatics $10

Languages–Italian $20 $20

Languages–JapaneseSecondLanguage $20 $20

LegalStudies $10 $10

Literature $30 $30

FoundationMathematics $20

FurtherMathematics - $20

SpecialistMathematics(1&2) $20

SpecialistMathematics(3&4)

GeneralMathematics

MathematicalMethods(CAS1&2) $20 -

MathematicalMethods(CAS3&4) - $20

UniversityMathematics - $20

Media $50 $50

MusicPerformance $30 $30

MusicInvestigation $30 $30

OutdoorandEnvironmentalStudies $5 $5

Australian Youth Allowance–FinancialsupportprovidedbytheFederalGovernmenttostudents16yearsandover,enrolledinfulltimestudy,toencourageandassistthemtocontinuetheirstudies.

Campus–Mosttertiaryinstitutionshavemorethanoneteachingsite.Eachsiteiscalleda‘campus’eg.VictoriaUniversityhascampusesatMelton,Footscray,WerribeeandStAlbans.

Credit Transfer–ThisisasystemwherepartsofyourVCEworkcanbecountedaspartofyourstudiestowardsaVETCertificateandviceversa.

Degree–ACourseofStudy,usuallyofthreeorfouryearsfulltimestudy,completedafterVCE,ataCollegeorUniversity.

ATAR–StandsforAustralianTertiaryAdmissionRank.Theoverallrankingonascaleofzeroto99.95thatastudentreceivesbasedonhis/herstudyscores.TheATARiscalculatedbyuniversitiesandTAFEinstitutestoselectstudentsforcourses.FormerlyknownasEquivalentNationalTertiaryEntranceRank(ENTER).

GAT–GeneralAchievementTest.AllstudentsundertakingoneormoreLevel3/4subjectsmustsitforthistestinJuneeveryyear.Itspurposeistoprovideameasureofhowwellyourteachersareassessingyourworkinschoolbasedassessment.ItmayalsobeusedtohelpinthestatisticalmoderationofcourseworkinLevel3/4units.Itisnotmeanttomeasureyourability,unlessyouneedtoapplyforaDerivedExaminationScore.

Commonwealth Supported Place (CSP)–referstothepaymenttertiarystudentsmaketowardsthecostofatertiarycourse.Paymentcanbedeferreduntilaftergraduation.

Open Days–MostColleges,UniversitiesandTAFEInstitutesareopentothepublicforinspectiononatleastonedayoftheyear.Manyconductguidedtours,havepubliclecturesanddisplays.

Outcome–ShortforLearningOutcome,thisiswhatyoumustknoworbeabletodowhenyoufinishaunit.Tosatisfactorilycompleteaunityoumustsatisfactorilyachieveallofitsoutcomes.

G L O S S A R YPrerequisite–Thisisaunitorunitsyoumustpassinordertobeeligibleforadmissiontoacourse.

School-assessed Coursework–ThisisworkthatisprescribedbyVCAAtobecompletedinUnit3/4LevelUnits.Itisassessedbyyourteachersbutis‘moderated’byastatisticalmethodthatcomparesthestudents’schoolresultswiththeirindividualassessment.School-assessedTasksarecompletedinTechnologyandStudioArtssubjects.

TAFE–StandsforTechnicalandFurtherEducationandtherearemanyTAFEInstitutesthroughoutVictoria.TAFEoffersshortcourses,apprenticeshiportraineeshiptraining,andarangeofcoursesrangingfromCertificate1toAdvancedDiplomacourses.

VCAA–VictorianCurriculumandAssessmentAuthority.TheorganisationresponsibleforthecurriculumandadministrationoftheVCE–http://www.vcaa.vic.eud.au/

VICTER–ThisisshortforVictorianTertiaryEntranceRequirements.TheVictorianTertiaryAdmissionsCentreprintsalistoftheseeachyear.Thelistsetsouttheentrancerequirementsforhighereducationtwoyearsinadvance.InJuly,2013theyprintthe2015VictorianTertiaryEntranceRequirements.

VTAC–StandsforVictorianTertiaryAdmissionsCentre,whichorganisestheprocessbywhichstudentsapplyandareselectedfortertiaryandTAFEdiplomacourses–http://www.vtac.edu.au/

VTAC Guide–ThisisabookletforYear12VCEstudentsandcontainsadescriptionofeachVictorianUniversityandTAFEInstitutesDiplomaCourse.ItispublishedinAugustofeachyear.

VET–VocationalEducationandTraining–AsetofcertificatecoursesthatcanbecompletedalongwiththeVCE.VETcoursesgenerallyinvolvespendingonedayeachweekataTAFEInstitute.

Some Non-School Courses

Advanced Certificates–Thesepreparestudentsforsupervisorypositionsinlargerorganisations,runningsmallbusinesses,assistingprofessionalsoroperatinginahighleveltechnicalcapacity.TheyareusuallycompletedintwoyearspostYear11oroneyearpostYear12viafull-timeorequivalentpart-timestudy.

Apprenticeships–Theseareawaytolearnatradeorvocationandtobepaidwhilelearning.Theyareusuallyofthreetofouryear’sduration,combiningonthejobandTAFEtraining.

Certificate Courses–Theseareskillsbasedandqualifypeopletoundertakeworkthatoftenrequirescomplexskills.TheyareusuallycompletedinsixmonthstooneyearpostYear10study,orequivalentpart-timestudy.

Traineeships–TheGovernmentsubsidisesthetrainingofanumberofyoungpeopletoenablethemtobepart-timeemployedandtrainedonthejob;andpart-timetostudyinaTAFEInstitute.PreferenceisgiventopeoplewhohavenotsuccessfullycompletedYear12.ThetotalleadstotheawardofaCertificateofVocationalStudies.Theyareoftwelvemonthsduration.

CONTENTSThe Victorian Certificate of Education (VCE) is generally completed over a two year period. However, the ... , VCE English as an Additional Language Units 3 – 4 and VCE Literature

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