Page 1
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
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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
time.
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I N T R O D U C T I O N
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V C E S T U D I E S O N O F F E R
2
•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
Music
• MusicPerformance
• MusicInvestigation
•OutdoorandEnvironmentalStudies
•PhysicalEducation
•Physics
•ProductDesignandTechnology
Wood,Metal,Polymers(Plastics)
Textiles
•Psychology
•StudioArts
•SystemsEngineering
•TheatreStudies
•VisualCommunicationDesign
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3
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.
PLUS
ii)ThreesequencesofUnits3–4studiesotherthanEnglish.UptoeightoftheunitsofstudymaybeVCEVETunitsobtainedacrossuptotwoapprovedVETprograms.
T H E V C E
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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
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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.
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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.
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A C C O U N T I N G
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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.
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Units3and4mustbetakenasasequence.StudentsarestronglyadvisedtoundertakeatleastUnit2AccountingbeforeattemptingUnits3or4.
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Artexploresthelinksbetweenartpracticeandartanalysis.Artallowsstudentstodeveloptheirartskillsthroughtheproductionofacomprehensivefolioandavarietyoffinishedartworks,usingboth2Dand3Dartforms.
Studentslearnhowtodevelopafolio,throughtheexplorationandexperimentationofmaterials,techniquesandconcepts.Theywillalsolearnhowtoincorporatetheinfluencesofotherartistsintotheirownwork,whilstsimultaneouslydevelopingandimplementingtheirownideas.InUnits3and4studentsexploreathemeoftheirchoiceandexplorearangeofconceptsandideas,resultingintheproductionofamajorfinalpiece.
Artisdesignedtosupportafineartordesignbasedpathway,byallowingstudentstocreateafoliothatisusefulfortertiaryfolioentrance,includingarchitecture,fineart,fashion,interiordesign,industrialdesignandgraphicdesign.
Unit1
AreaofStudyOne:ArtandMeaningThisareaintroducestheconceptofanalyticalframeworkstosupporttheinterpretationofthemeaningandmessagesinart.Studentslearnthevariouswaysofinterpretingavarietyofartforms,usingavarietyofmethods.
AreaofStudyTwo:ArtMakingandPersonalMeaningThisareainvolvesstudentscreatingacomprehensiveartfoliowheretheylearntouseandexperimentwithanumberofmaterials,techniquesandprocesses.Studentsalsolearnhowtoprofessionallypresentafolioandincorporatetheinfluenceofmajorartistsintotheirwork.
Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandpersonalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartwork.
Unit2
AreaofStudyOne:ArtandCultureThisareafocusesonthewaysinwhichartreflectsandcommunicatesthevalues,beliefsandtraditionsforwhichitwascreated.Studentswillbeexposedtoavarietyofdifferentculturesandrespondtothemusingavarietyofmathods.
AreaofStudyTwo:ArtMakingandCulturalExpressionThisareafocusesontheexplorationofareasofpersonalinterestrelatedtoculturalexpression.Studentsproduceafolioofpracticalworkbaseduponaculturalthemeoftheirchoice.
Outcomes1.Analyseandinterpretavarietyofartistsandtheirartworksthroughformalandculturalinfluences.2.Completeacomprehensivefolioofvisualresponsesincludingaresponsetoatleastonemajorartworkbasedonaculturalthemechosenbythestudent.
Assessment•InbothUnits1&2thefirstOutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•ThesecondOutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheOutcomes.
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AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.
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Unit3
AreaofStudyOne:InterpretingArtThisinvolvesanindepthexplorationofartpreandpost1970,usingtheinterpretiveframeworks.Studentscompareandcontrasttheartworkstodeveloptheirowninterpretation.
AreaofStudyTwo:InvestigationandInterpretationthroughArtMakingStudentsdeveloptheirownartresponsesandpresentasustainedbodyofworkthatincludesconceptualandpracticalinvestigations.Studentsdevelopatleastfourconceptsrelatedtoatheme,andusethesemestertodevelopandexperimentwiththistheme,usingthematerialsandprocessesoftheirchoice.
Outcomes1.Analyseandinterpretavarietyofpre-andpost-1970artistsandtheirartworksthroughformal,personal,culturalandcontemporaryinfluences.2.Completeafolioofworkcontainingconceptualandpracticalideasandexperimentsandatleastonefinishedartwork.
Unit4
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%
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AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.
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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.
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B I O L O G Y
AssessmentAchievementofoutcomes1and2forbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Practicalactivities•Scientificreportsonfieldwork•Abioinformaticsexercise•Mediaresponse•Dataanalysis•Problemsolvingchallenges•Tests•OralPresentations
Achievementofoutcome3forbothUnits1and2willbemeasuredbythefollowingtask:•AReportonaninvestigationpresentedasoneofthefollowingformats:•Scientificposter•Practicalreport•Oralpresentation•Digitalpresentation
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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.
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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
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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.
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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.
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Outcome3-Oncompletionofthisunitthestudentshouldbeabletoexpressivelyperformalearntsoloorgroupdanceworkandanalysetheprocessesused.
AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeoftasksselectedfromthefollowinglist:•WrittenReport•Soloorgroupdanceworkcomposedand performedbythestudent•OralPresentation•Performanceofagroupdanceworklearntfrom another•Multimediaproduction•Soloorgroupstructuredimprovisation
Unit3
Asinthecurrentstudy,thisunitfocusesonthechoreographyandperformanceofasolodanceworkthatcommunicatesanexpressiveintention.Theintentionselectedbystudentsforthisworkshouldfacilitatetheexpressiveexecutionofadiverserangeofbodyactionsandmanipulationsortheelementsofmovementthroughthesafeuseofawiderangeoftechnicalandphysicalskills.
Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseselectedsolodanceworks.
Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.
Outcome3-Oncompletionofthisunitthestudentshouldbeabletolearn,rehearseandperformagroupdanceworkcreatedbyanotherchoreographerandanalysetheprocessesandpracticesused.
Unit1
InUnit1,studentsexplorethebodyasaninstrumentofexpressionandlearnaboutanddeveloptechnicalandphysicalskillsastheybegintodevelopapersonalmovementvocabulary.Unit1nowincludesfourareasofstudyandfouroutcomes.Teachersmayteachtheoutcomesinanyordertheychooseincludinginanintegratedmanner.
Outcome1-Oncompletionofthisunitthestudentshouldbeabletodescribeanddocumenttheexpressiveandtechnicalfeaturesoftheirownandotherchoreographers’danceworks,anddiscussinfluencesontheirowndance-making.
Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasoloorgroupdanceworkandcompletestructuredimprovisations.
Outcome3-Oncompletionofthisunitthestudentshouldbeabletosafelyandexpressivelyperformalearntsoloorgroupdancework.
Outcome4-Oncompletionofthisunitthestudentshouldbeabletodescribeaspectsofthephysiology,anddemonstratethesafeuseandmaintenance,ofthedancer’sbody.
Unit2
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.
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Unit4
ThefocusofthisunitissimilartoUnit4inthecurrentstudydesign.Studentschoreographadperformasolodanceworkthatisaunifiedcomposition,whichexploreswaysofmanipulatingelementsofspatialorganisationtocommunicateachoseexpressiveintention.
Outcome1-Oncompletionofthisunitthestudentshouldbeabletoanalyseaselectedgroupdancework.
Outcome2-Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformasolodanceworkandanalysetheprocessesandpracticesused.
AssessmentUnit3School-assessedCoursework–15%Unit4School-assessedCoursework–10%End-of-yearPerformanceExamination–50%End-of-yearWrittenExamination–25%
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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
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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%
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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
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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.
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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
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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.
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Unit3-English
Thisunitfocusesonreadingandrespondingbothorallyandinwritingtoarangeoftexts.Studentsanalysehowtheauthorsoftextscreatemeaningandthedifferentwaysinwhichtextscanbeinterpreted.TheydevelopcompetenceincreatingwrittentextsbyexploringideassuggestedbytheirreadingwithinthechosenContext,andtheabilitytoexplainchoicestheyhavemadeasauthors.
Outcomes1.Analyse,eitherorallyorinwriting,howaselectedtextconstructsmeaning,conveysideasandvalues,andisopentoarangeofinterpretations.2.Drawonideasand/orargumentssuggestedbyachosenContexttocreatewrittentextsforaspecifiedaudienceandpurpose;anddiscussandanalyseinwritingtheirdecisionsaboutform,purpose,language,audienceandcontext.3.AnalysetheuseoflanguageintextsthatpresentapointofviewonanissuecurrentlydebatedintheAustralianmedia,andconstruct,orallyorinwriting,asustainedandreasonedpointofviewontheselectedissue.
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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.
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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
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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%
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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.
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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
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ThestudyofHealthandHumanDevelopmentisbasedonthepremisethathealthandhumandevelopmentneedstobepromotedatanindividuallevel,andwithingroupandcommunitysettingsatnationalandinternationallevels,tomaximiseglobaldevelopmentpotential.Thestudyalsopromotestheunderstandingthatnutritionplaysamajorroleininfluencingbothhealthstatusandindividualhumandevelopment.
Unit1-TheHealthandDevelopmentofAustralia’sYouth
InthisunitstudentsareintroducedtotheconceptsofhealthandindividualhumandevelopmentofAustralia’syouth.Factorssuchastheimportanceofnutritionfortheprovisionofenergyandgrowthaswellasfoodbehavioursandtheirimpactonyouthhealthandindividualhumandevelopmentwillbestudied.Studentsinvestigateonehealthissueindetailandanalysepersonal,communityandgovernmentstrategiesorprogramsthataffectyouthhealthandindividualhumandevelopment.
Outcomes1.Studentsshouldbeabletodescribethedimensionsof,andtheinterrelationshipswithinandbetween,healthandindividualhumandevelopment.2.StudentsshouldbeabletodescribeandexplainthefactorsthatimpactonthehealthandindividualhumandevelopmentofAustralia’syouth.3.StudentsshouldbeabletooutlinethehealthissuesrelevanttoAustralia’syouthand,inrelationtoaspecifichealthissue,analysestrategiesorprogramsthathaveanimpactonyouthhealthanddevelopment.
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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)
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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%
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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.
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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%
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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
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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.
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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
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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
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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
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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.
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Unit1-Literature
Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.Studentsrespondtoarangeoftextspersonally,criticallyandcreatively.Thisvarietyofapproachestoreadinginvitesquestionsabouttheideasandconcernsofthetext.Whiletheemphasisisonstudents’closeengagementwithlanguagetoexploretexts,studentsalsoinformtheirunderstandingwithknowledgeoftheconventionsassociatedwithdifferentformsoftext,forexamplepoetry,prose,dramaand/ornon-printtext.
Outcomes1.Discusshowpersonalresponsestoliteraturearedevelopedandjustifytheirownresponsestooneormoretexts.2.Analyseandrespondbothcriticallyandcreativelytothewaysinwhichoneormoretextsreflectorcommentontheinterestsandideasofindividualsandparticulargroupsinsociety.3.Analysetheconstructionofafilm,television,multimediaorradiotextandcommentonthewaysinwhichitrepresentsaninterpretationofideasandexperiences.
Thecostforthisunitwillbe$10
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Unit1-CriminallawinAction
Thisunitexaminestheneedforlawsinsociety.Thekeyfeaturesofcriminallawwillbefocusedon.Thiswillincludehowitisenforcedandadjudicatedandthepossibleoutcomesandimpactsofcrime.Astudyofcontemporarycasesandissueswillbemadethatexploredifferenttypesofcrimesandrightsandresponsibilitiesundercriminallaw.Theroleofparliamentandsubordinateauthoritiesinlaw-makingwillalsobeexamined,aswellastheimpactoftheVictorianCharterofRightsandResponsibilitiesonlawenforcementandadjudicationinVictoria.
Thisunitalsoinvestigatestheprocessesandproceduresfollowedbycourtsinhearingandresolvingcriminalcases.Themainfeaturesandoperationsofcriminalcourtswillbeexploredaswellastheeffectivenessofthecriminaljusticesysteminachievingjustice.
Outcomes1.Explaintheneedforeffectivelawsanddescribethemainsourcesandtypesoflawinsociety.2.Explainthekeyprinciplesandtypesofcriminallaw,applythekeyprinciplestorelevantcases,anddiscusstheimpactofcriminalactivityontheindividualandsociety.3.Describetheprocessesfortheresolutionofcriminalcases,anddiscussthecapacityoftheseprocessestoachievejustice.
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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).
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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.
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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.
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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
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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
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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
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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.
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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
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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
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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.
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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 )
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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
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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.
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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%
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M E D I A
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Studentsmusthavepreviouslyhadatleasttwoyearsofinstrumentaltuitionandexperienceontheirchoseninstrument.AnauditionmustbeundertakenifthestudenthasnotundertakenAM10.
Unit1–MusicPerformance
Thisunitfocusesonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Theyalsodevelopskillsinperformingpreviouslyunseenmusic.Studentsstudyaural,theoryandanalysisconceptstodeveloptheirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.
Outcomes1.PerformancePrepareandperformapractisedprogramofgroupandsoloworks.2.PerformancetechniqueDemonstrateinstrumentaltechniquesusedinperformanceofselectedworks,demonstrateunpreparedperformanceskillsanddescribeinfluencesontheirapproachtoperformance.3.MusicianshipIdentify,re-create,notateandtranscribeelementsofmusic,anddescribewaysinwhichexpressive
elementsofmusicmaybeinterpreted.
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Unit2–MusicPerformance
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
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Unit3–MusicPerformance
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.
Unit4–MusicPerformance
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%
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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.
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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.
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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
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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%
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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.
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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.
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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
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Thisstudyisforstudentswishingtostudydesignandproductdevelopment,manufacturingmethodsandtheuseofprocessedandunprocessedmaterialsinthedesignandplanningprocess,usingavarietyofmaterials.Studentswillapplypracticalskillsrelatedtodesign,safeuseofequipmentandmachinery.
Studentscanchoosefrom:ProductDesignandTechnology-Wood,Metal,Polymers(Plastics)
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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
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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%
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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
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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.
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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
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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.
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Unit2-DesignExplorationand Concepts
Inthisunitstudentsestablishanduseadesignprocesstoproduceartworks.Theyundertakeanindividualapproachtoinvestigateideas,directionsandsolutionsandwithexperimentationofmaterialsandtechniques.Studentsalsoanalyseartworksfromdifferenttimesandculturestounderstandhowartistsusedesignelementsandprinciples,signs,symbolsandimagestocreateaestheticqualitiesanddevelopstyles.
Outcomes1.Developanindividualdesignprocess,includingvisualresearchtoproduceavarietyofexplorationsandartworks.2.Analyseanddiscusswaysthatartistsfromdifferenttimesandcultureshavecreatedinterestinartworks,communicatedideasanddevelopedstyles.
AssessmentAssessmenttasksforbothUnit1and2focusonthedevelopmentoffolios,researchworkandexams.
AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.
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Unit3-StudioProductionand ProfessionalArtPractices
Thisunitfocusesontheuseofanindividualdesignprocesstoproducearangeofpotentialdirections,inpreparationforfinalartworksinunit4.Studentsdevelopanexplorationproposaltodefineanareaofcreativeinterest.Studentsalsostudyartists’workpracticesinrelationtodevelopmentofideasandstyles,useofmaterialsandtechniques,andissuesinvolvedintheuseofotherartists’work.Theyarealsoexpectedtovisitatleasttwoexhibitionspaces.
Outcomes1.Prepareanexplorationproposalandplanthatoutlinesthecontent/directionofanindividualdesignprocess.2.Presentanindividualdesignprocessandarangeofpotentialdirections,toreflecttheconceptsandideasdocumentedintheexplorationproposal.3.Discussartpracticesinrelationtoparticularartworksofartistsandanalysewaysinwhichtheseartistsdevelopstyles.
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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.
AspartoftheVCEVisualArtsprogram,allStudioArtsandArtstudentswillneedtopurchaseaVCEArtKit.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedfromtheGeneralOfficeduringOrientationWeek.
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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)
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S Y S T E M S E N G I N E E R I N G
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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%
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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%
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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.
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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.
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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.
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U N I T C O S T S
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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
-
$20
MathematicalMethods(CAS1&2) $20 -
MathematicalMethods(CAS3&4) - $20
UniversityMathematics - $20
Media $50 $50
MusicPerformance $30 $30
MusicInvestigation $30 $30
OutdoorandEnvironmentalStudies $5 $5
$20
-
-
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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.
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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.
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