accounting (1ac1) - east doncaster secondary … · web viewstudents receive a vce handbook from...

Principal John HandleyAssistant Principals Keith Butler Michael FitzgeraldChristine Mitchell Marianne LeeHeads of SchoolMiddle SchoolSharon GrimesSenior SchoolJohn Roberts

CONTENTS

CONTENTS.............................................................................................................................................2

INTRODUCTION.....................................................................................................................................5

THE VCE.................................................................................................................................................5

REQUIREMENTS FOR SATISFACTORY COMPLETION OF THE VCE..............5

FLEXIBILITY WITHIN THE VCE. 5

PLANNING A VCE PROGRAM...........6

UNITS OFFERED AT EAST DONCASTER SECONDARY COLLEGE.............8

VET IN THE VCE...8

VCAL OPPORTUNITIES...................................................................................................................................11

ACCOUNTING (1AC1)...........................................................................................................................12

ACCOUNTING (2AC3)...........................................................................................................................13

BIOLOGY (1BI1)....................................................................................................................................14

BIOLOGY (2BI3)....................................................................................................................................15

BUSINESS MANAGEMENT (1BM1).......................................................................................................16

BUSINESS MANAGEMENT (2BM3).......................................................................................................18

CHEMISTRY (1CH1)..............................................................................................................................19

CHEMISTRY (2CH3)..............................................................................................................................20

CLASSICAL SOCIETIES AND CULTURES (1CS1)......................................................................................21

CLASSICAL SOCIETIES AND CULTURES (2CS3)......................................................................................22

ECONOMICS (1EC1).............................................................................................................................23

ECONOMICS (2EC3).............................................................................................................................24

ENGLISH OVERVIEW............................................................................................................................25

VCE Course Selection Handbook 2013 Page | 2

VCE Course Selection Handbook 2013

ENGLISH AS A SECOND LANGUAGE (ESL).............................................................................................25

ENGLISH (1EN1) / ESL (1ES1)...............................................................................................................26

ENGLISH (2EN3) / ESL (2ES3)...............................................................................................................27

FOOD AND TECHNOLOGY (1FT1).........................................................................................................28

FOOD AND TECHNOLOGY (2FT3).........................................................................................................30

GEOGRAPHY (1GE1).............................................................................................................................31

GEOGRAPHY (2GE3).............................................................................................................................32

HEALTH & HUMAN DEVELOPMENT (1HD1).........................................................................................33

HEALTH & HUMAN DEVELOPMENT (2HD3).........................................................................................34

HISTORY (1HI1)....................................................................................................................................35

HISTORY (2HI3)....................................................................................................................................36

INFORMATION TECHNOLOGY (1IT1)....................................................................................................37

INFORMATION TECHNOLOGY (2IA3)...................................................................................................38

INFORMATION TECHNOLOGY (2IS3)....................................................................................................39

LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 1ST LANGUAGE (1CB1)....................................40

LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE–2ND LANGUAGE (1CN1).....................................42

LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 1ST LANGUAGE (2CB3)....................................44

LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 2ND LANGUAGE (2CN3) and CHINESE – 2ND LANGUAGE ADVANCED (2CNA3).........................................................................................................46

LANGUAGE OTHER THAN ENGLISH (LOTE): ITALIAN (1IL1)..................................................................48

LANGUAGE OTHER THAN ENGLISH (LOTE): ITALIAN (2IL3)..................................................................49

LEGAL STUDIES (1LS1)..........................................................................................................................50

LEGAL STUDIES (2LS3)..........................................................................................................................51

LITERATURE (1LI1)...............................................................................................................................52

LITERATURE (2LI3)...............................................................................................................................53

VCE MATHEMATICS OVERVIEW...........................................................................................................54

FOUNDATION MATHEMATICS (1FO1).................................................................................................56

GENERAL MATHEMATICS FURTHER (1MG1)........................................................................................57

GENERAL MATHEMATICS ADVANCED (1MA1)....................................................................................58

MATHEMATICAL METHODS (CAS) (1MM1).........................................................................................59

MATHEMATICAL METHODS (CAS) (2MM3).........................................................................................60

FURTHER MATHEMATICS (2FM3)........................................................................................................61

SPECIALIST MATHEMATICS (2SM3).....................................................................................................62

MEDIA (1ME1).....................................................................................................................................63

MEDIA STUDIES (2ME3).......................................................................................................................64

MUSIC PERFORMANCE (1MP1)...........................................................................................................65


MUSIC PERFORMANCE (2MP3)...........................................................................................................67

MUSIC INVESTIGATION (2MI3)............................................................................................................68

PHYSICAL EDUCATION (1PE1)..............................................................................................................70

PHYSICAL EDUCATION (2PE3)..............................................................................................................71

PHYSICS (1PH1)....................................................................................................................................72

PHYSICS (2PH3)....................................................................................................................................73

PRODUCT DESIGN AND TECHNOLOGY (TEXTILES) (1TT1)....................................................................74

PRODUCT DESIGN AND TECHNOLOGY.................................................................................................75

(WOOD, METAL AND PLASTICS) (1DT1)...............................................................................................75

PRODUCT DESIGN AND TECHNOLOGY.................................................................................................76

(WOOD, METAL AND PLASTICS) (2DT3)...............................................................................................76

PSYCHOLOGY (1PY1)............................................................................................................................77

PSYCHOLOGY (2PY3)............................................................................................................................78

STUDIO ARTS – PHOTOGRAPHY (1PO1) OR ART AND MIXED MEDIA (1SA1).......................................79

STUDIO ARTS (2SA3)............................................................................................................................80

THEATRE STUDIES (1TS1).....................................................................................................................81

THEATRE STUDIES (2TS3).....................................................................................................................82

VISUAL COMMUNICATION AND DESIGN (1VC1)..................................................................................83

VISUAL COMMUNICATION AND DESIGN (2VC3)..................................................................................84

APPENDIX 1 – KEY TERMS....................................................................................................................85

APPENDIX 2 – ASSESSMENT AND REPORTING.....................................................................................86

APPENDIX 3 – TERTIARY ENTRANCE REQUIREMENTS..........................................................................87

APPENDIX 4 – TERTIARY ENTRANCE RANK..........................................................................................88

APPENDIX 5 – TERTIARY SELECTION....................................................................................................90

APPENDIX 6 – BOOKS AND STATIONERY.............................................................................................91

Please Note: All fees appearing in the document below are based on 2012 costs. Subject fees for 2013 may vary.


INTRODUCTION

The Victorian Certificate of Education is the culmination of students’ secondary schooling, as well as providing a pathway to future options, be they tertiary education (University, TAFE or private providers), training or employment. The two years of study towards the VCE are demanding but also a time of challenge, enjoyment and fulfilment. Therefore students are encouraged to participate in the many activities available to them, including sport, music, SRC, college musical production, tertiary orientation and leadership programs.

A successful VCE begins with appropriate course selection. In selecting their VCE program, students must focus on their interests, skills and aspirations. A rigorous process, of which this Course Selection Handbook is the beginning, has been implemented to assist students.

An important component of a successful VCE is organisation and time management. All Year 10 students will participate in a VCE Orientation Program later in the year. This will be followed up with further time management sessions early in the following year.

THE VCE

The Victorian Certificate of Education (VCE) is a two year course of study. At East Doncaster Secondary College students will be expected to enrol in 12 units during their first year (i.e. Year 11) and 10 units in their second year (i.e. Year 12). It is expected that students enrolling at this school will normally select a sequence of units in each study at each year level. For example, a pair of 1 and 2 units in Year 11 and at Year 12, Units 3 and 4 must be taken as a sequence.

The Victorian Curriculum and Assessment Authority (VCAA) is responsible for the development and regulation of the VCE. All students enrolling in the VCE are required to complete and sign an official Entry Form, indicating that they will abide by the Victorian Curriculum and Assessment Authority regulations and the rules relating to assessment and discipline detailed by the school. Students receive a VCE Handbook from the school outlining these regulations.

REQUIREMENTS FOR SATISFACTORY COMPLETION OF THE VCE

In order for the VCE to be awarded students must satisfactorily complete 16 units of study, including 3 units of an English 3 sequences of units at level 3 and 4, in addition to English

Satisfactory completion of a unit is based upon the achievement of all Outcomes in each study. Decisions as to whether the Outcomes have been satisfactorily completed are made by the school in accordance with the Victorian Curriculum and Assessment Authority regulations.

FLEXIBILITY WITHIN THE VCE

The college provides students with an opportunity to access a range of studies across levels 1 to 4 within certain guidelines. This benefits students with extremely high skills in particular studies. It also provides students with the ability to build diversity into courses at Years 10, 11 and 12 and the opportunity to obtain the best possible VCE results. Students in Year 10 have the opportunity to apply for selected VCE Units 1 & 2.

The college has established the following procedures and guidelines for those students who indicate an interest in undertaking 3/4 Units in Year 11.


Procedures1. Students make subject selections and indicate an interest in undertaking 3/4 Units in Year

11.2. Students are interviewed and counselled.3. The suitability of the student’s choice is assessed by the co-ordinators with advice from

teaching staff.4. The college identifies possibilities within timetabling arrangements.5. Offers, subject to available places, are made to students and parental acknowledgement

given.

Guidelines1. To be provided with a place in subjects at an alternative year level the student must be able

to demonstrate:2. very good work practices and appropriate subject knowledge or related skills3. appropriate maturity and attitude to study

PLANNING A VCE PROGRAM

Students should give careful consideration to the selection of units, which will enable them to meet all the requirements of the VCE as well as the requirements of their anticipated future employment or tertiary studies. Students in Year 11 are advised to complete a preliminary selection of units for their second year of VCE studies using the pro forma provided. It should be noted that the units at levels 3 and 4 presented in this booklet are those which the school anticipates offering in 2013. The final list of units available will be dependent upon sufficient student numbers and the availability of staff.

For the following units offered at this college, it is recommended that students complete Units 1 & 2 prior to entry into unit 3: Chemistry, Theatre Studies and Music Performance. In the following units it is recommended that students complete unit 2 prior to entry into unit 3: Accounting, Biology, and Physics.Students should consult the Careers teacher, Year Level Co-ordinators and the Victorian Tertiary Entrance Booklet (VICTER) to ascertain whether any units are prescribed as prerequisites for tertiary entry, or are recommended for entry into particular fields of work, traineeships, apprenticeships etc. The prerequisite units must be included in a student’s VCE programme. The OZJAC computer database is available in all the college’s computer labs as well as most public libraries.

When making decisions about VCE subject selections, students should consider their interests strengths in particular subject areas possible career paths anticipated courses in further education (e.g. university or TAFE).

To assist students the following examples provide an indication of units offered at East Doncaster Secondary College that should be considered in relation to some course areas.


Course areas Some related VCE subjects to consider

Visual arts, Technology Studio Arts - Photography, Studio Arts – Art and Mixed Media, Visual Communication & Design, Product Design & Technology (wood, metal, plastics, textiles), Information Technology

Performing Arts Theatre Studies, Music , Media

Arts, Humanities, Social

Sciences

LOTE, Literature, Classical Societies and Cultures, History, Geography, Health & Human Development, Economics, Psychology,

Administration, Business, Economics

Accounting, Business Management, Economics, Legal Studies, Information Technology

Engineering Mathematics, Physics, Chemistry, Information Technology

Building, Planning Visual Communication & Design, Physics, Mathematics, Information Technology, Geography

Earth Sciences Biology, Geography, Physics, Chemistry

Hospitality & Tourism Hospitality – VET, Food & Technology, Health & Human Development, Geography, Accounting, Business Management, Psychology, Mathematics, LOTE, Information Technology, Economics, Legal Studies.

Health Chemistry, Mathematics, Physics, Biology, Health & Human Development, Physical Education, Psychology

Sciences Physics, Chemistry, Biology, Mathematics, Psychology

Office Administration Business Management, Legal Studies, Economics, Mathematics, Accounting

Computing & Information Technology

Information Technology - VET, Information Technology,Business Management, Economics, Legal Studies, Accounting, Mathematics.


UNITS OFFERED AT EAST DONCASTER SECONDARY COLLEGE

The following VCE and VET Units are offered at East Doncaster Secondary College, subject to sufficient students selecting specific units and the availability of staff.

Title of VCE Unit 1 2 3 4Accounting * * * *Biology * * * *Business Management * * * *Chemistry * * * *Classical Societies and Culture * * * *Economics * * * *English * * * *English as a Second Language (ESL) * * * *Foundation Mathematics * *Food & Technology * * * *Further Mathematics * *General Mathematics * *Geography * * * *Health & Human Development * * * *History – Revolutions * *History - Twentieth Century * *Information Technology * *Information Technology – IT Applications * *Information Technology – Software Development * *Information Technology Certificate III VET * * * *Legal Studies * * * *Literature * * * *LOTE – Chinese 1st Language * * * *LOTE – Chinese 2nd Language * * * *LOTE – Italian * * * *Mathematical Methods * * * *Media * * * *Music Performance * * * *Music Investigation * *Physical Education * * * *Physics * * * *Product Design and Technology (Textiles) * *Product Design and Technology (Wood, Metal, * * * *Psychology * * * *Specialist Mathematics * *Studio Arts - Photography * * * *Studio Arts – Art and Mixed Media * * * *Theatre Studies * * * *Visual Communication & Design * * * *

VET IN THE VCE

Vocational Education and Training (VET) in Schools is combined with the Victorian Certificate of Education (VCE). This means that VET units of study count towards the completion of the VCE while simultaneously being recognised by industry. Consequently students are able to use these studies as a means of progressing to university, TAFE, employment, and combinations of these. The range of positive outcomes of university, TAFE and labour market transitions is evidence that VET in Schools has become an important and successful pathway for students.

VET in the VCE allows students to combine general and vocational studies, undertake learning in the workplace, and gain a nationally recognised TAFE qualification, or credit towards one, as part of their VCE:


Each recognised program will have full status within the VCE unit 1-4 structure. Most programs will include a 3-4 sequence.

Satisfactory completion of VET in the VCE units will be based on the requirements of the relevant training package.

The following VCE/VET units are offered through the Mullum Cluster and participating TAFES’ IMVC & ENVC subject to places being available in the provider school. Please note that days and times are subject to change. The information provided below is based on 2012 offerings. Costs were not available at the time of printing.

Title of VET certificate Provider- Location Day & TimeCertificate II & III in Acting for Film & TV

The Australian College of Dramatic Arts - MBCTA Youth Theatre Boronia

Unit 1 & 2 Mondays 5:00-8:00pmUnit 3 & 4 Wednesdays 2:00-5:00pm

Certificate III in Allied Health Assistance

Box Hill TAFE Unit 1 & 2 Wednesday 1:30-4:30pm

Certificate II in Applied Fashion Design and Technology

Siena CollegeEmmaus CollegeWantirna College

Siena CollegeUnit 1 & 2 Wednesday 10:00-12:30pm Wednesday 1:00-3:30pm Wednesday 3:30-6:00pmUnit 3 & 4 Tuesday 3:30-6:30pm Thursday 2:30-5:30pmEmmaus CollegeUnit 1 & 2 Wednesday 1:30-5:30pmWantirna CollegeUnit 1 & 2 Wednesday 1:30-5:30pm

Certificate II in Automotive Technology Studies

Mullauna College Unit 1 & 2 Wednesday 1:30-4:30pmUnit 3 & 4 Wednesday 8:00-11:00am

Certificate II in Building & Construction- Carpentry

Aquinas CollegeSt Joseph’s CollegeWantirna College

Aquinas CollegeUnit 1 & 2 Wednesday 1:30-5:30pmUnit 3 & 4 Wednesday 1:30-7:00pmSt Joseph’s College- Ferntree GullyUnit 1 & 2 Wednesday 8:00-12:30pm Wednesday 1:00-5:30pm Thursday 8:00-12:30pmUnit 3 & 4 Wednesday 8:00-12:30pm Wednesday 1:00-5:30pm Thursday 1:00-5:30pm

Certificate II in Business Mater Christi College Unit 1 & 2 Wednesday 1:50-5:50pmUnit 3 & 4 Wednesday 1:50-5:50pm

Certificate III in Christian Ministry & Theology

Waverley Christian College Unit 3 & 4 Wednesday 2:00-4:00pm

Certificate in CISCO Discovery Luther College Unit 1 & 2 Wednesday 2:00-5:30pmUnit 3 & 4 Monday 4:00-6:00pm

Certificate in CISCO Exploration

Forest Hill College Unit 1-4 Wednesday 3:30-8:30pm

Certificate II in Community Recreation

Scoresby Secondary CollegeWantirna College

Scoresby College & Wantirna CollegeUnit 1 & 2 Wednesday 12:00-4:00pmUnit 3 & 4 Wednesday 12:00-4:00pm

Certificate II in Community Recreation (Outdoor Stream)

Bayswater Secondary College

Unit 1 & 2 Wednesday 12:00-4:30pm


Certificate II in Community Services Work

Box Hill TAFEFairhills High

Box Hill TAFE & Fairhills HighUnit 1-4 Wednesday 1:30-4:30pm

Certificate II in Electrotechnology

St Joseph’s College Unit 1 & 2 Wednesday 8:30-3:30pmUnit 3 & 4 Wednesday 4:00-8:00pm

Certificate II in Engineering Studies

Ringwood Trade Training FacilityBox Hill TAFE

Ringwood Trade Training FacilityUnit 1-4 Wednesday 8:30-4:00pmBox Hill TFEUnit 1 & 2 Wednesday 9:00-3:00pm

Certificate II in Equine Studies Box Hill TAFE Wednesday 3:00-6:30pmCertificate III in Financial Services

Boronia Heights College Unit 1 & 2 Wednesday 1:00-5:00pm

Certificate II in Hairdressing Headmasters Hairdressing Academy

Unit 1 & 2 Wednesday 9:00-4:00pm

Certificate II in Hairdressing & Retail Cosmetic Services(Dual-Program)

Wantirna College Unit 1 & 2 Wednesday 1:30-4:30pm

Certificate II in Horticulture Fairhills High Unit 1-4 9:30-2:30pmCertificate II in Hospitality Aquinas College

Mater Christi CollegeBox Hill Senior Secondary College

Aquinas CollegeUnit 1 & 2 Wednesday 1:30-5:30pmUnit 3 & 4 Wednesday 1:30-5:30pmMater Christi CollegeUnit 1 & 2 Wednesday 1:50-5:50pmUnit 3 & 4 Wednesday 1:50-5:50pmBox Hill Senior Secondary CollegeUnit 1 & 2 TBC

Certificate II in Hospitality (Kitchen Operations)

Aquinas CollegeDoncaster Secondary CollegeBox Hill Senior Secondary CollegeWantirna College

Aquinas CollegeUnit 1 & 2 Wednesday 1:30-5:30pmUnit 3 & 4 Wednesday 1:30-5:30pmDoncaster Secondary CollegeUnit 1 & 2 Wednesday 1:40-5:30pmUnit 3 & 4 Wednesday 1:40-6:30pmBox Hill Senior Secondary CollegeUnit 1 & 2 TBCUnit 3 & 4 TBCWantirna CollegeUnit 1 & 2 Wednesday 1:30-5:30pm

Certificate III in Information Technology

East Doncaster Secondary CollegeFairhills High SchoolMount Waverly Secondary CollegeForest Hill College

East Doncaster Secondary CollegeUnit 1 & 2 Wednesday 1:30-4:30pmUnit 3 & 4 Wednesday 1:30-4:30pmFairhills High SchoolUnit 1 & 2 Wednesday 1:30-4:30pmMount Waverly Secondary CollegeUnit 1 & 2 Wednesday 1:30-4:30pmForest Hill CollegeUnits 1 & 2 Wednesday 3:30-8:30pm

Certificate III in Laboratory Skills

Swinburne Uni- Wantirna campus

Unit 1 & 2 Tuesday & Friday 1:45-5:45pm

Certificate II in Make-up Services

Box Hill TAFEHeadmasters Advanced Academy

Box Hill TAFEUnit 1 & 2 Wednesday 9:00-12:00pmHeadmasters Advanced AcademyUnit 1 & 2 Wednesday 9:00-4:00pmUnit 3 & 4 Wednesday 9:00-4:00pm


Certificate III in Media Vermont Secondary College Vermont Secondary CollegeUnit 1 & 2 Wednesday 8:30-1:00pmUnit 3 & 4 Wednesday 1:30-6:00pm

Certificate III in Music Industry Aquinas College Aquinas CollegeUnit 1 & 2 Wednesday 1:30-5:30pmUnit 3 & 4 Wednesday 1:30-5:30pm

Certificate II in Printing & Graphic Arts (Desktop Publishing)

Mater Christi Mater ChristiUnit 1 & 2 Wednesday 1:50-5:50pmUnit 3 & 4 Wednesday 1:50-5:50pm

Certificate II in Printing & Graphic Arts

Swinburne University- Wantirna campus

Unit 1 & 2 Monday & Thursday 1:45-4:55pm

Certificate II in Telecommunications (Cabling)

Boronia Heights College Unit 1 & 2 Wednesday 1:00-5:00pm

### Extended Program (Parts of Certificate III)

Students interested in the VET Units offered by schools in the Mullum Cluster should note that: The timetable at East Doncaster Secondary College will make provision for students to

attend VET courses during Wednesday afternoons Additional fees payable for VET courses may be substantial A non-refundable 50% deposit of material costs depending on the course must be paid at

the time of course confirmation Students are responsible for arranging travel to and from the school the providing VET units Separate brochures and a VET Handbook have been prepared describing each of the VET

units offered

VCAL OPPORTUNITIES

In 2012 East Doncaster Secondary College is entering into a partnership with Doncaster Secondary College to offer a VCAL course that will be conducted under the auspices of the at East Inc. VCAL (Victorian Certificate of Applied Learning is a legitimate and recognised VCE alternative). The College recognises the legitimate pathway opportunity that VCAL offers specific students.

For further information it is suggested that students and parents contact the College’s Careers Coordinator, Cassandra Caputi. VCAL is also offered at a number of local TAFE institutions and The Pines Learning Centre.

VCE COURSE SELECTION

Unit 1Studies

English or ESLYear 11

Semester 1

Unit 2Studies

English or ESL Semester 2

Unit 3Studies

English or ESLYear 12

Semester 1

Unit 4Studies

English or ESL Semester 2

CompulsoryUnits

Subjects desired from the units offered, based on desired program, anticipated further study and future career paths.

Students will complete the Course Selection application provided to them.


ACCOUNTING (1AC1)Nature of the StudyThis study focuses on financial recording, reporting and decision making processes of a small business. Students will study both theoretical and practical aspects of accounting. Financial data and information will be collected, recorded reported and analysed using both manual and information and communications technology (ICT) methods.

Is this for you?Are you good at analysing and interpreting data?Are you very careful and neat in setting out your work?Do you like solving problems?Would you like making decisions for a small business?Do you enjoy using computers?

Unit 1: Establishing and operating a service business.

This unit focuses on the establishment of a small business and the accounting and financial management of the business.Areas of Study Going into business Recording financial data and reporting

accounting informationOutcomesOn completion of this unit students should be able to:1. Describe the resources and explain and

discuss the knowledge and skills necessary to set up a small business

2. Identify, record, report and explain the financial data and information for the owner of a business using a combination of manual and ICT methods

AssessmentAssessment tasks for this unit will be selected from the following: folio of exercises (manual and ICT based)

and/or test(s) ( manual and/or ICT based) and/or assignments (manual and/or ICT based)

and/or case studies (manual and/or ICT based)

and/or classroom presentations (oral or

multimedia) reports(written, oral or multimedia)

Unit 2: Accounting for a trading business

This unit focuses on the accounting for a single activity sole trader. Areas of Study Recording financial data and reporting

accounting information ICT in accounting Evaluation of business performanceOutcomesOn completion of this unit students should be able to:1. Record financial data and report

accounting information for a sole trader2. Record financial data and report

accounting information for a single activity sole trader using a commercial accounting software package, and discuss the use of ICT in the accounting process

3. Select and use financial and non-financial information to evaluate the performance of a business and discuss strategies that will improve business performance

AssessmentAssessment tasks for this unit will be selected from the following: exercise(s) using a commercial accounting

software package and/or folio of exercises (manual and ICT based)

and/or test(s) ( manual and/or ICT based) and/or assignments (manual and/or ICT based)

and/or case studies (manual and/or ICT based)

and/or classroom presentations (oral or

multimedia)and/or reports(written, oral or multimedia)

THE SUBJECT LEVY IS $22.00


ACCOUNTING (2AC3)

Unit 3: Recording and reporting for a trading business

Unit 3 focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students are introduced to a double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is used. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.Areas of study Recording of financial data Balance day adjustments and reporting

and interpreting accounting informationOutcomesOn completion of this unit students should be able to:1. Record financial data into appropriate

accounting records using double entry accrual-based system for a single-activity sole trader, and discuss the function of various aspects of this accounting system

2. Record balance day adjustments and prepare and interpret accounting reports

Unit 4: Control and analysis of business performance

Unit 4 provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process.

Students will investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students will interpret accounting information from accounting reports and graphical representation and analyse the results to suggest strategies to the owner on how to improve the performance of the business.Areas of study Extension of recording and reporting Financial planning and decision makingOutcomesOn completion of this unit students should be able to:1. Record and report financial data and

information using double entry accrual based system for a single activity sole trader, and discuss the function of various aspects of this accounting system

2. Prepare budgets and variance reports, evaluate the performance of a business using financial and non-financial information and discuss strategies to improve the profitability and liquidity of the business

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2. At least one third of the internal assessment must be allocated to assessment that uses ICT application/s.Unit 4School-assessed coursework (25%)Outcomes 1 and 2. At least one third of the internal assessment must be allocated to assessment that uses ICT application/s.End-of-year written examination (50%)Students will complete the examination using a structured answer booklet. The questions will relate to all outcomes in all areas of study in Units 3 and 4. THE SUBJECT LEVY IS $30.00


BIOLOGY (1BI1)

Nature of the StudyBiology is the study of living organisms, of life processes, and of the different levels of organisation from the cell to the biosphere. It includes the study of interactions between organisms and between organisms and their environments. Biology also considers the unity and continuity of life as well as diversity and change.

Unit 1: Unity and diversityThis unit examines the cell as the structural and functional unit of the whole organism. The needs of individual cells, how specialised structures carry out cellular activities and how the survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments will also be studied.

Areas of Study Cells in action Functioning organisms

OutcomesOn completion of this unit students should be able to:1. design, conduct and report on a practical

investigation related to cellular structure, organisation and processes

2. describe and explain the relationship between features and requirements of functioning organisms and how these are used to construct taxonomic systems

AssessmentAssessment tasks for this unit are: practical activities multi media presentation annotated poster data analysis problem solving tests exam

Unit 2: Organisms in their environments

This unit examines the rich diversity of Australian ecosystems and provides a variety of contexts to study the relationships between living things and their environment. Particular sets of biotic and abiotic factors that operate and how these factors influence the kinds of organisms that live there will also be considered.

Areas of Study Adaptations of organisms Dynamic ecosystems

OutcomesOn completion of this unit students should be able to:1. explain and analyse the relationship

between environmental factors, and adaptations and distribution of living things

2. design, conduct and report on a field investigation related to the interactions between living things and their environment, and explain how ecosystems change over time

AssessmentAssessment tasks for this unit are: practical activities field work reports research tasks data analysis tests exam



BIOLOGY (2BI3)

Unit 3: Signatures of lifeThis unit considers the molecules and biochemical processes that are the indicators of life. The universality of DNA and the structure and functioning of proteins is considered. Students also study how cells communicate at a molecular level.

Areas of Study Molecules of life Detecting and Responding

OutcomesOn completion of this unit students should be able to:1. Analyse and evaluate evidence from

practical investigations related to biochemical processes

2. describe and explain the use of the stimulus response model in coordination and regulation and how components of the human immune system respond to antigens and provide immunity.

Unit 4: Continuity and changeThis unit examines the evolution of life forms over time. Genomics and implications of functional genomics are considered. Students will investigate technological applications and implications of advances in molecular genetics.

Areas of Study Heredity Change over time

OutcomesOn completion of this unit students should be able to:1. Analyse evidence for the molecular basis

of heredity, and patterns of inheritance2. Analyse and evaluate evidence for

evolutionary change and relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes

AssessmentUnit 3School-assessed coursework (20%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (20%)Outcomes 1and 2.End-of-year 2.5 hr Written examination (60%)Students will answer a series of questions relating to both areas of study in Unit 3 and 4.THE SUBJECT LEVY IS $30.00


BUSINESS MANAGEMENT (1BM1)

Nature of the StudyBusiness Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. The study recognises that there is a range of management theories rather than a single theory of management. Each unit examines some of these theories and, through exposure to real business scenarios and/or direct contact with business, tests them against management in practice. In studying Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community, and as informed citizens, consumers and investors.

Is this you?Would you like to know how businesses make money?Are you creative?Would you like to run your own business one day?Do you enjoy participating in practical activities?Would you like to organize a new marketing and advertising campaign for a brand new product?

Unit 1: Small business management

Small rather than large businesses make up the vast majority of all businesses in Australia. It is the small business sector that provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success.

Areas of Study Introducing business Small business: decision making, planning

and evaluation Day -to-day operations

OutcomesOn completion of this unit students should be able to:1. Explain a set of generic business

characteristics and apply them to a range of businesses

2. Apply decision-making and planning skills to establish and operate a small business, and evaluate the management of an ethical and socially responsible management

3. Discuss and apply one or more of the day-to-day activities associated with an ethical and socially responsible business

Unit 2: Management in actionThis unit focuses on the importance of effective communication in achieving business objectives. Students investigate communication both internal and external to the business. The vital functions of marketing and public relations are considered, with students developing and understanding of the important role these functions play in the ultimate success of a business.

Areas of Study Communication in business Managing the marketing function Managing the public relations function

OutcomesOn completion of this unit students should be able to:1. Explain, apply and justify a range of

effective communication methods in business-related situations

2. Analyse effective marketing strategies and processes and apply these strategies and processes to business-related situations

3. Apply effective public relations strategies to business-related situations and analyse their effectiveness.


AssessmentPossible Assessment tasks for this unit include: case study analysis business research and development of a

business plan interview and report of contact with

business business simulation exercise school-based short-term business activity tests, analytical exercises, reports computer applications and simulations business survey and analyses media analysis

AssessmentPossible Assessment tasks for this unit include : case study analysis business research development of a business plan interview and report of contact with

business business simulation exercise school-based short-term business activity essays, tests, reports computer applications and simulations business survey and analysis analytical exercises media analysis



BUSINESS MANAGEMENT (2BM3)

Unit 3: Corporate managementThis unit examines how large-scale organisations operate and their role and importance to the Australian economy. It focuses on achievement of corporate objectives, key elements of management structures, management styles and skills.

OutcomesOn completion of this unit students should be able to: discuss and analyse the context in which

large-scale organisations operate discuss and analyse major aspects of the

internal environment of large-scale organisations

discuss and analyse strategies related to operations management

Unit 4: Managing people and change

This unit continues the examination of corporate management. A general introduction to human resources followed by two key aspects: the employment cycle and employee relations.

OutcomesOn completion of this unit students should be able to: analyse and evaluate practices and

processes related to human resource management

analyse and evaluate the management of change in large-scale organisations, and evaluate the impact of change on the internal environment of a large scale organisation

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4.THE SUBJECT LEVY IS $25.00


CHEMISTRY (1CH1)

Nature of the StudyChemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. In this study of Chemistry a thematic approach has been adopted, and throughout the study contexts have been provided to apply chemical knowledge to technology and society. Students will investigate, explore and solve qualitative and quantitative problems and discuss chemical concepts and issues.

Unit 1: The Big Ideas of Chemistry

This unit starts with the building of the Periodic Table which provides a framework for studying the chemistry of the elements. Students will also use the electron configuration of an element to make links with the bonding types of different materials. The language of chemistry, its symbols and chemical formulae and equations, will also be used to explain observations and data collected from experiments. New “smart” materials and their uses will also be investigated.

Areas of Study The Periodic Table Materials

OutcomesOn completion of this unit students should be able to:1. explain how evidence is used to develop

or refine chemical ideas and knowledge2. use models of structure and bonding to

explain the properties and applications of materials

AssessmentAssessment tasks for this unit are: tests practical work an extended experimental investigation

OR a summary report on 3 practical activities

AND at least ONE of the following:1. a response to stimulus material in

written, oral, visual, or multimedia format;

2. an analysis of first and/or second hand data;

3. a written, oral, visual, multimedia or web presentation of a new material/s, or new use/s of an existing material

Unit 2: Environmental Chemistry

This unit examines the importance of water and the atmosphere. Students will investigate how chemistry is used to respond to the effects of human activity on our environment. The principles and applications of green chemistry to processes and practices are included.

Areas of Study Water The atmosphere

OutcomesOn completion of this unit students should be able to:1. write balanced equations and apply

these to qualitative and quantitative investigations of reactions involving acids and bases, the formation of precipitates and gases, and oxidants and reductants

2. explain how chemical reactions and processes occurring in the atmosphere help to sustain life on earth

AssessmentAssessment tasks for this unit are: tests practical work an extended experimental investigation

OR a summary report on 3 practical activities

AND at least ONE of the following:1. a response to stimulus material in

written, oral, visual, or multimedia format;

2. an analysis of first and/or second hand data;

3. a written, oral, visual, multimedia or web presentation of a new material/s, or new use/s of an existing material



CHEMISTRY (2CH3)

Unit 3: Chemical PathwaysThis unit investigates the scope of techniques available to analytical chemists. Chemical analysis is vital for the work of scientists across many scientific fields. In addition organic reaction pathways and the chemistry of particular organic molecules are investigated.

Areas of Study Chemical analysis Organic chemical pathways

OutcomesOn completion of this unit students should be able to:1. evaluate the suitability of techniques

and instruments used in chemical analyses

2. identify and explain the role of functional groups in organic reactions and construct reaction pathways using organic molecules

Unit 4: Chemistry at WorkThis unit investigates the industrial production of chemicals and the energy changes associated with chemical reactions.

Areas of Study Industrial chemistry Supplying and using energy

OutcomesOn completion of this unit students should be able to:1. analyse the factors that determine the

optimum conditions used in the industrial production of the selected chemical

2. analyse chemical and energy transformations occurring in chemical reactions

AssessmentSome of the concepts examined, such as stoichiometry, acid-base, redox and structure and bonding and their applications, were introduced in Units 1 & 2Unit 3School-assessed coursework (20%)Outcomes 1 and 2. Unit 4School-assessed coursework (20%)Outcomes 1 and 2.End-of-year 2.5hr written examination (60%)Students will answer a series of questions on material from Units 3 and 4.THE SUBJECT LEVY IS $24.00


CLASSICAL SOCIETIES AND CULTURES (1CS1)

Nature of the StudyWestern society owes much to the Classical world, everything from our political structures and beliefs to our maths, music, literature, philosophy and art. Students will explore the concepts, events and people that created the Classical world and why they still impact on our lives today. They will also discuss the idea of “the Classic”—what it is and why we value such works? Does time change are attitude to the Classics. Students will also look at the impact of a crisis be it war, plague or political upheaval on the cultural development of a society. This course, through a study of archaeology and mythology, epic poetry, drama, comedy and art, develops the student’s skills in literary analysis, essay writing, art appreciation and historical analysis as well as broadening their appreciation of the culture around them.

Unit 1: Mythical WorldsAreas of Study Heroes and Monsters Myth and Archaeology Myth in Art and Literature

OutcomesOn completion of this unit students should be able to:1. Explain the nature of myths in Ancient

Greece2. Explain the relationship between myth

and archaeology3. Recognise and discuss representations of

Greek myth

AssessmentAssessment tasks for this unit are: an essay a research report a written analysis short answer responses a test a written reflection an oral presentation a multimedia presentation

Unit 2: Classical ImaginationsAreas of Study Society through Culture Classics through Time

OutcomesOn completion of this unit students should be able to:1. analyse the ways in which a classical

work or works presents aspects of classical Greek society

2. discuss the relationship between classical works and works from a later period.

AssessmentAssessment tasks for this unit are: an essay a research report a written analysis short answer responses a test a written reflection an oral presentation a multimedia presentation



CLASSICAL SOCIETIES AND CULTURES (2CS3)

Nature of StudyThese units explore the cultural legacy of Classical Greece We look at the society that created the literary and artistic background of the western world and why the small city of Athens achieved so much and what destroyed it. We look at the works that were produced and how they deal with the universal issues of humanity, as well as being a reflection of a particular set of values and beliefs. We also look at particular works that the Greeks themselves regarded as Classics and discuss why they deserve this title.

Unit 3 and 4: Classical WorldsUnits 3 and 4 have identical units of study and outcomes. The difference lies in the works studied and the socio-historical time period they represent

Areas of Study Individual Study of a text/s Comparative study of pairs of texts

OutcomesOn completion of this unit students should be able to:1. Analyse the ideas and techniques of a classical

work and discuss the relationship of the work to its socio-historical context

2. Compare the ideas and techniques in two classical works and their relationship to their socio-historical context

AssessmentUnit 3School- assessed coursework (25%)Outcomes 1 and 2Unit 4School-assessed coursework (25%)Outcomes 1 and 2End of Year Examination (50%)Students will complete 2 analyses and one essay based on Units 3 and 4 THE SUBJECT LEVY IS $20.00


ECONOMICS (1EC1)

Nature of the StudyEconomics focuses on decisions about how production occurs, how resources are allocated and how proceeds of production are distributed. These economic decisions not only affect the wellbeing of particular nations and their people but also increasingly influence living standards regionally and globally.

Is this for you?Are you interested in current affairs?Do you like research and analyzing information?Do you like taking part in discussions?Have you ever thought: What is inflation? What impact does unemployment or interest rates have on the economy?Are you interested in learning about Australia's role in the world economy?

Unit 1: Economic Choices and Consequences

The focus of this unit is the study of economic decision making and economic issues of importance to the Australian economy in the twenty-first century.

Areas of Study A market system Economic choices

OutcomesOn completion of this unit students should be able to:1. Explain how markets work and how

economic decisions are made in the Australian economy.

2. Explain the nature or economic growth and sustainable development and one other economic issue

AssessmentAssessment tasks for this unit may include: analysis of written, visual and statistical

evidence essays oral presentations multimedia presentations role plays media reviews folio of applied economics exercises collection and analysis of current

newspaper articles report of an investigation tests

Unit 2: Economic Changes: Issues and Challenges

The focus of this unit is the study of Australia's external relationships and economic issues of importance in the global economy in the twenty-first century.

Areas of Study Population, employment and change Global economic issues

OutcomesOn completion of this unit students should be able to:1. Apply economic concepts, skills and

knowledge of population growth and the impact on employment and living standards

2. Explain links between globalisation and sustainability and the subsequent effects on living standards

AssessmentAssessment tasks for this unit may include: analysis of written, visual and statistical

evidence essays oral presentations multimedia presentations role plays media reviews folio of applied economics exercises collection and analysis of current

newspaper articles tests case studies report of an investigation



ECONOMICS (2EC3)

Unit 3: Economic activityThe focus of this unit is the study of economic activity in Australia and the factors that affect achievement of the objectives of the Australian economy.

Areas of Study A market system and resource allocation Output, employment and income

OutcomesOn completion of this unit students should be able to:1. Explain the operation of the market

mechanism to allocate scarce resources and the extent to which it operates freely in Australia

2. Explain economic goals and the demand and supply factors which affect the achievement of these goals. Also, the impact they have on living standards

Unit 4: Economic managementThe study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government.

Areas of Study Demand management policies. Aggregate supply policies

OutcomesOn completion of this unit students should be able to:1. Explain how budgetary policy and

monetary policy can be used to achieve economic goals and the policies that have been implemented in the past four years

2. Explain how the government has used aggregate supply policies over the past four years and the initiatives to expand future productive capacity

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4.THE SUBJECT LEVY IS $24.00


ENGLISH OVERVIEW

OverviewEDSC offers English/ESL Units 1-4 and Literature Units 1-4.

To meet the VCE requirements a student must satisfactorily complete a minimum of 3 Units from the group of English studies (i.e. obtain an "S" for each).

To obtain an ATAR score students must satisfactorily complete an approved Unit 3/4 sequence in English.

Any of the approved Units 3 and 4 sequences within the English Group will be counted in the ATAR but no more than two will be permitted in the primary four.

In summary:Year 11 English RequirementsUnits 1 & 2

Year 12 English RequirementsUnits 3 & 4

English/ESL [if eligible] Units 1 & 2 are compulsory. Optional additional units:

Literature 1 & 2

English/ESL [if eligible] 3 & 4.Optional additional units:

Literature 3 & 4

ENGLISH AS A SECOND LANGUAGE (ESL)

Nature of the StudyThis study aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of post-school employment, further education, and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening, and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language development and thus grow in confidence and in language skill and understanding.

Eligibility for English as a Second Language (ESL)Students whose native language is a language other than English are eligible to enroll in ESL, providing they satisfy both the following conditions:

1. The student has been resident in Australia for a period not more than seven calendar years immediately prior to 1 January of the year in which English Units 3 and 4 are under undertaken and

2. English has been the student's major language of instruction for a total period of no more than seven years prior to the commencement of the year in which English Units 3 and 4 are undertaken.

This rule would also apply to applications for special consideration due to unfamiliarity with the English language in other studies.


ENGLISH (1EN1) / ESL (1ES1)

Unit 1The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts.

Areas of Study Reading and responding Creating and presenting Using language to persuade

OutcomesOn completion of this unit students should be able to:1. identify and discuss key aspects of a set

text, and to construct a response in oral or written form

2. create and present texts taking account of audience, purpose and context

3. identify and discuss, either in writing and/or orally, how language can be used to persuade readers and/or viewers

AssessmentDemonstration of achievement of Outcomes 1, 2 and 3 must be based upon on the student’s performance on a selection of assessment tasks chosen from: various responses to text various writing pieces role-play oral presentation a web page a video with accompanying written text a newspaper article a feature magazine article a radio program a discussion of the use of language and

viewpoints in a persuasive text

** One (only) assessment task must be in oral form.

Unit 2The focus of this unit is on Reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral and multimodal texts. Areas of Study Reading and responding Creating and presenting Using language to persuade

OutcomesOn completion of this unit students should be able to:1. discuss and analyse how texts convey

ways of thinking about the characters, ideas and themes, and construct a response in oral or written form

2. create and present texts taking account of audience, purpose and context

3. identify and analyse how language is used in a persuasive text and to present a reasoned point of view in an oral or written form

AssessmentDemonstration of achievement of Outcomes 1,2 and 3 must be based upon on the student’s performance on a selection of assessment tasks chosen from: various responses to text various writing pieces role-play oral presentation a web page a video with accompanying written text a newspaper article a feature magazine article a radio program a discussion of the use of language and

viewpoints in a persuasive text

** One (only) assessment task must be in oral form.



ENGLISH (2EN3) / ESL (2ES3)

Unit 3The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.

Areas of Study Reading and responding Creating and presenting Using language to persuade

OutcomesOn completion of this unit students should be able to:1. Analyse, either orally or in writing, how a

selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations

2. Draw on ideas and/or argument suggested by a chosen context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context

3. Analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media, and to construct, orally or in writing, a sustained and reasoned point of view on the selected issue

Unit 4The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

Areas of Study Reading and responding Creating and presenting

OutcomesOn completion of this unit students should be able to:1. Develop and justify a detailed

interpretation of a selected text2. Draw on ideas and/or arguments

suggested by a chosen text to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year written examination (50%)All outcomes and the key knowledge and skills that underpin the outcomes in Units 3 & 4 are examinable. The exam will consist of: one response to one of the two selected texts from Text List 1; one piece of writing for a nominated audience and purpose drawing on ideas from the selected Context studied based on Text List 2; and an analysis of language in unseen persuasive texts.ESL students will complete similar tasks as above. However, ESL students will be provided with a modified set of questions on both the texts for Text List 1 and 2. Also, ESL students will be provided with modified unseen material and modified tasks on the unseen material for the analysis of language use.



FOOD AND TECHNOLOGY (1FT1)

Nature of the StudyThe study of Food and Technology is engaging and challenging. It enables students to develop a theoretical understanding and practical application of the relationship between food and technology. Students will apply knowledge about safe and hygienic food handling, using a range of tools and equipment to prepare food. The study allows students to consider food preparation practices suitable for use in a small-scale food operation. Key knowledge covers classification and properties of foods, processing techniques, quality and ethical considerations in food selection. Nutritional considerations, social and cultural influences, resource access and availability .and environmental considerations are addressed. Students use the design process to meet the requirements of design briefs to maximise the qualities of key foods.

Unit 1: Food safety and properties of food

Areas of Study Keeping food safe Food properties and preparation

Outcome 1On completion of this unit students should be able to explain and apply safe and hygienic work practices when storing, preparing and processing food.Outcome 2On completion of this unit the student should be able to use a range of tools and equipment to demonstrate skills and implement processes in the preparation, processing, cooking and presentation of key foods to maximize their properties.

AssessmentAssessment tasks for this unit are: production work and records of

production designing and developing a solution in

response to a design brief, including production work

tests (short and/or extended answer) practical tests short written reports (for example, media

analysis, report or comparative analysis on a food testing activity, industry visits, or product evaluation)

oral reports supported by visual presentations (for example, multimedia)

online publication/communication (for example, blog/wiki/website/podcast/vodcast).

Unit 2: Planning and preparation of food

Areas of Study Tools, equipment, preparation and

processing Planning and preparing meals

Outcome 1In this area of study students investigate various methods used in the preparation, processing, cooking and presentation of foods for optimum results. Students examine tools and equipment including the latest technological developments. They examine the effects on the physical, sensory and chemical properties of key foods when applying different methods of preparation and techniques of cooking. Students apply a range of skills to safely and hygienically prepare and process foods.On completion of this unit the student should be able to use a range of tools and equipment to demonstrate skills and implement processes in the preparation, processing, cooking and presentation of key foods to maximise their properties.Outcome 1In this area of study students examine the impact of social and cultural influences when planning and preparing meals, and prepare foods to suit specific nutritional needs. They investigate the impact on planning of resource availability and environmental considerations. Students work individually and in teams applying their knowledge and problem-solving skills, using the design process, to plan and prepare meals to meet specifications outlined in design briefs for a range of contexts. They evaluate the


outcomes of their planning and production activities.On completion of this unit the student should be able, individually and as a member of a team, to use the design process to plan, safely and hygienically prepare and evaluate meals for a range of contexts.

AssessmentAssessment tasks for this unit are: production work and records of planning

and production designing and developing a solution in

response to a design brief, including production work

tests (short and/or extended answer)short written reports (for example, report or comparative analysis on a food testing activity, industry visits, or product evaluation)

oral reports supported by visual presentations (for example, multimedia)

online publication/communication (for example, blog/wiki/website/podcast/vodcast).



FOOD AND TECHNOLOGY (2FT3)

Unit 3: Food preparation, processing and food controls

Areas of study Maintaining food safety in Australia Food preparation and processing Developing a design plan

OutcomesOn completion of this unit students should be able to:1. Explain the roles and responsibilities of

and the relationship between national, state and local authorities in ensuring and maintaining food safety within Australia

2. Analyse preparation, processing and preservation techniques for key foods

3. Prepare foods safely and hygienically using preparation, processing and preservation techniques

4. Develop a design brief, evaluation criteria and a design plan for the development of a food product

Unit 4: Food product development and emerging trends.

Areas of Study Implementing a design plan Food product development

OutcomesOn completion of this unit students should be able to:1. Safely and hygienically implement the

production plans for a set of four to six items that comprise that compromise the product

2. Evaluate the sensory properties of the food items

3. Evaluate the product using the evaluation criteria

4. Evaluate the efficiency and effectiveness of production activities

5. Analyse driving forces related to food product development

6. Analyse new and emerging food products

7. Explain processes involved in the development and marketing of food products

AssessmentUnit 3School-assessed coursework (18%)Outcomes 1 and 2.Unit 4School-assessed coursework (12%)Outcomes 1 and 2.Units 3 & 4School-Assessed Task (40%) (Outcome 3 in Unit 3 and Outcome 1 in Unit 4)End-of-year written examination (30%)THE SUBJECT LEVY IS $140.00


GEOGRAPHY (1GE1)

Nature of the Study Geography is the study of where geographical features are located and why they are there. It studies contrasts in environments, how and why these differences matter. Geography examines the interaction between human activities and natural processes. It develops an understanding of the distribution of human and natural phenomena on the Earth from a spatial perspective.

Through studying Geography, students develop knowledge and skills that enable them to understand the complex interactions of their world from a spatial perspective. They learn to participate effectively as global citizens in the sustainable use and management of the world’s resources.

Is this for you?Are you interested in the environment?Do you want to know more about Australia and the world?Are you interested in global issues?Are you good at analysing and interpreting data?Do you enjoy participating in field trips?

Unit 1: Natural EnvironmentsThis unit investigates the geographic characteristics of natural environments and landforms and the ways in which they change. It investigates different aspects of places and the long- and short-term changes generated by natural processes and human activities.

Areas of Study Characteristics of natural environments Changes in natural environments

OutcomesOn completion of this unit students should be able to:1. describe the geographic characteristics of

natural environments that have been changed by mainly natural processes and natural environments that have been changed by mainly human activities

2. analyse and explain the natural processes and human activities that alter natural environments

AssessmentAssessment tasks for this unit are: recording and reporting of data collected

in the field data processing and presentation – maps,

graphs, annotated visual display, etc. research reports written responses tests

Unit 2: Human EnvironmentsThis unit investigates the characteristics of rural and urban environments which are developed by human activities and their interactions with natural environments.

Areas of Study Characteristics of human environments Changes in human environments

OutcomesOn completion of this unit students should be able to:1. describe and explain the geographic

characteristics of different types of rural and urban environments

2. analyse and explain changes due to human activities in urban and rural environments

AssessmentAssessment tasks for this unit are: recording and reporting of data collected

in the field data processing and presentation – maps,

graphs, annotated visual display, etc. research reports written responses tests



GEOGRAPHY (2GE3)

Unit 3: Regional ResourcesThis unit investigates the nature and distribution of resources and the variations in their use over time and place, as well as the concept of region. Resource development and use can be explained by the distribution and spatial interaction of social, historical, environmental, economic and political factors.

Areas of study Development and use of the Murray-

Darling Basin Use and management of local resources


characteristics of resources2. evaluate policies designed to manage

resource development and use3. describe and justify a policy for the

future use of a resource, using data collected in the field.

Unit 4: Global perspectivesThis unit investigates the geographic characteristics of global phenomena and their impact on people and places. Global phenomena are major natural or human events or processes that affect significant parts of the globe. This unit also focuses on the ways in which people and organisations respond to the impact of global phenomena.

Areas of Study Global phenomena Global responses


characteristics of global phenomena2. evaluate the relative importance of

factors that contribute to the evolution of selected global phenomena

3. evaluate and justify management responses to selected phenomena from a global perspective

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1and 2.Unit 4School-assessed coursework (25%)Outcomes 1and 2.End-of-year written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4THE SUBJECT LEVY IS $20.00


HEALTH & HUMAN DEVELOPMENT (1HD1)

Nature of the StudyThrough the study of VCE Health and Human Development, students investigate health and human development in local and Australian communities. Health is a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments.

The study approaches the concept of ‘development’ as a continuum which, begins with individual human development in Units 1 and 2. The study of Health and Human Development is based on the premise that health and human development needs to be promoted at an individual level, and within group and community settings at national level. The study also promotes the understanding that nutrition plays a major role in influencing both health status and individual human development throughout the human lifespan.

Unit 1: Youth health and development

Areas of Study Understanding health and development Transition to adulthood Challenges for youthOutcomesOn completion of this unit students should be able to:1. discuss different types of health and

development and predict the impact of physical, social, economic and political environments on health and development al outcomes for individuals

2. explain the changes in physical, social, emotional and intellectual development of males and females during the transition from childhood to adulthood, and predict the possible impact of inherited and environmental factors on the individual

3. develop and justify actions that could be undertaken by individuals, families and communities to optimise the health and development of Australian youth

AssessmentAssessment tasks for this unit are selected from the following: a case study analysis a data analysis a visual presentation, such as

concept/mind map, poster or presentation file

a multimedia presentation an oral presentation a test a written response, such as a research

assignment or briefing paper

Unit 2: Individual and community health and development

Areas of Study Health and development of young

Australians Adult health and development Health care in AustraliaOutcomesOn completion of this unit students should be able to:1. evaluate the role of families, community

agencies and preventative health programs in promoting and optimising the health and development of all young Australians

2. evaluate the role of families, community agencies and preventative health programs in promoting and optimising the health and development of Australian adults

3. describe the Australian health care system and evaluate its role in promoting the health of all Australians

AssessmentAssessment tasks for this unit are selected from the following: a case study analysis a data analysis a visual presentation, such as

concept/mind map, poster or presentation file

a multimedia presentation an oral presentation, such as a debate or

podcasts (audio or visual) a blog a written response, such as a research

assignment or briefing paperTHE SUBJECT LEVY IS $22.00


HEALTH & HUMAN DEVELOPMENT (2HD3)

Nature of the StudyAustralians generally enjoy good health and are among the healthiest people in the world when compared to other developed countries. Through the study of VCE Units 3 and 4 Health and Human Development, students investigate health and human development in Australian and global communities. Health is a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments.

The VCE Health and Human Development study approaches the concept of ‘development’ as a continuum which, progresses towards human development at a societal level in Unit 4. The study of Health and Human Development is based on the premise that health and human development needs to be promoted at an individual level, and within group and community settings at national and international levels, to maximise global development potential. The study also promotes the understanding that nutrition plays a major role in influencing both health status and individual human development.

Unit 3: Australia’s HealthAreas of StudyUnderstanding Australia's healthPromoting health in Australia

OutcomesOn completion of this unit students should be able to: Compare the health status of Australia’s

population with other developed countries, explain variations in health status of population groups in Australia and discuss the role of the National Health Priority Areas in improving Australia’s health status

Discuss and analyse approaches to health and health promotion, and describe Australia’s health system and the different roles of government and non-government organisations in promoting health

Unit 4: Global health and human development

Areas of StudyIntroducing global health and human developmentPromoting global health and human development

OutcomesOn completion of this unit students should be able to: Analyse factors contributing to variations

in health status between Australia and developing countries, evaluate progress towards the United Nations’ Millennium Development Goals and describe the interrelationships between health, human development and sustainability

Describe and evaluate programs implemented by international and Australian government and non-government organisations in promoting health, human development and sustainability

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Written examination (50%)All Outcomes in Unit 3 and Unit 4 will be examined.THE SUBJECT LEVY IS $25.00


HISTORY (1HI1)

Nature of the StudyHistory is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies. It builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It develops the skills necessary to analyse visual, oral and written records. The study of history draws links between the social/political institutions and language of contemporary society and its history. It sets accounts of the past within the framework of the values and interests of that time.

Unit 1: Twentieth Century History (1900 – 1945) including Hitler and the rise of fascism, and social life in Nazi Germany

Unit 2: Twentieth Century History since 1945) including the Cold War, and Australia and the Vietnam War.

Unit 3: History of Revolutions (French Revolution)Unit 4: History of Revolutions (Russian Revolution)

Unit 1: Twentieth Century History(1900-1945)

Areas of Study Crisis and conflict Social life Cultural expression

OutcomesOn completion of this unit students should be able to:1. analyse and explain the development

and impact of a political crisis and conflict in the period 1900-1945

2. analyse and discuss patterns of social life and the factors which influenced changes in patterns of social life in the first half of the twentieth century

3. analyse the relationship between the historical context and a cultural expression of the period from 1900 to 1945

AssessmentAssessment tasks for this unit include: analytical exercises short reports essays oral presentations multimedia presentations film reviews biographical studies responses to literature tests

Unit 2: Twentieth Century History(Since 1945)

Areas of StudyIdeas and political powerMovements of the peopleissues for the millennium

OutcomesOn completion of this unit students should be able to:1. analyse and discuss how post-war

societies used ideologies to legitimate their world view and portray competing systems

2. evaluate the impact of post-war movements which challenged the political, social and economic structures

3. examine issues for the millennium analysing issues faced by communities arising from political, economic and technological change

AssessmentAssessment tasks for this unit include: analytical exercises short reports essays oral presentations multimedia presentations film reviews biographical studies responses to literature tests



HISTORY (2HI3)

Nature of the StudyRevolutions mark some of the greatest ‘turning-points’ of modern times and mark deliberate attempts at new directions. They share the common aim of breaking with the past by destroying the regimes that were set firmly in place and embarking on a program of political and social transformation. As a process of dramatically accelerated social change, revolutions have a profound impact on the country in which they occur, as well as important international repercussions. Because revolutions involve destruction and construction, violence and liberation, they polarise any society and unleash civil war and counter-revolution, making the survival and consolidation of the revolution the principal concern of the revolutionary state. The process of revolution concludes when a point of stability has been reached and a viable society has emerged as an outcome

Revolutions in history have been reconsidered and debated by historians. This study of a revolution considers differing perspectives and the reasons why different groups have made different judgments of the history of the revolution.

Our study of revolutions will focus on;The French Revolution in Unit 3 and The Russian Revolution in Unit 4

Unit 3: French RevolutionAreas of Study Ideas, leaders and movements Creating a new society

OutcomesOn completion of this unit students should be able to:1. analyse visual or written documents

about key events and movements and respond creatively and critically to the evidence given in the historical documents

2. complete a research report on an aspect of the French Revolution or some of the key figures associated with this event such as Robespierre

3. respond to primary source documents (historiographical exercise)

4. critically evaluate the nature of the new society created by revolution

Unit 4: Russian RevolutionArea of Study Ideas, leaders and movements Creating a new society

OutcomesOn completion of this unit students should be able to:1. analyse visual or written documents

about key events and movements and respond creatively and critically to the evidence given in the historical documents

2. complete a research report on an aspect of the Russian Revolution or some of the key figures associated with this event such as Lenin

3. respond to primary source documents (historiographical exercise)

4. critically evaluate the nature of the new society created by revolution

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4.THE SUBJECT LEVY IS $20.00


INFORMATION TECHNOLOGY (1IT1)

Nature of the StudyThis study focuses on the processing of data and the management of information to meet a range of individual and societal purposes. Students learn to use information technology and also about its power, scope and limitations. Students are encouraged to perceive the potential of information technology and to understand the way in which social relations and cultural values also influence its use.

Unit 1: IT In ActionThis course focuses on how individuals use and can be effected by ICT. Students use a variety of software types to solve information problems and explore issues surrounding the use of ICT taking into account relevant legal, social, economic and ethical factors. They also study computer networks.

Areas of Study From Data to Information Networks ICT issues

Outcomes1. create a spreadsheet solution2. recommend a network3. collaboratively create an onscreen

product about a contemporary ICT issue

AssessmentAssessment tasks for this unit are: designing and developing solutions using

information technology tools, equipment and techniques

tests written reports exam

Unit 2: IT pathwaysThis course focuses on how individuals and organisations use ICT. Students develop skills in programming software and explore career pathways. They also explore data visualizations and work collaboratively to create an ICT solution.

Areas of Study Data analysis and visualisation Programming and pathways Tools, techniques & procedures

Outcomes1. learning journal of progress in

programming or scripting2. create data visualisations 3. collaboratively solve an information

problem for a client.

AssessmentAssessment tasks for this unit are: designing and developing solutions using

information technology tools, equipment and techniques

tests written reports exam



INFORMATION TECHNOLOGY (2IA3)

Unit 3: IT ApplicationsThis course focuses on the World Wide Web and how it supports the information needs of society. Students use web authoring software to create prototype websites and use database management systems to manipulate data acquired via websites.

Areas of Study Problem Solving Networks & collaborative problem solving

OutcomesOn completion of this unit students should be able to:1. create an information product to assist

an organisations decision making2. design and create a prototype website

that helps virtual teams share knowledge; explain the network needed to support it

Unit 4: IT ApplicationsThis unit focuses on how ICT is used by organisations to solve ongoing information problems and on the strategies used to protect the integrity and security of data and information.

Areas of Study Organisations & Information Needs Information management

OutcomesOn completion of this unit students should be able to:1. use software to solve an ongoing

problem and evaluate your problem-solving strategies

2. evaluate how well an organisation secures & manages its data and information

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2. (50% each)Unit 4School-assessed coursework (25%)Outcome 1 (60%) and 2 (40%).End-of-year Written examination (50%) THE SUBJECT LEVY IS $32.00


INFORMATION TECHNOLOGY (2IS3)

Unit 3: Software DevelopmentThe focus of this unit is the study of techniques and procedures to analyse and design networked information systems to meet specific needs, and to partially develop a software design specification through the use of a programming language.

Areas of Study Systems analysis and design Software development

OutcomesOn completion of this unit students should be able to:1. analyse an existing networked

information system used in an organisation, and propose physical design specifications for a new or modified networked information system

2. produce a software module, suitable for implementation on a portable computing device, in response to a design specification, verify its performance against this specification and explain how the program has taken into account an ethical dilemma or a legal obligation

Unit 4: Software DevelopmentThe focus of this unit is the study of techniques, procedures and strategies to develop, implement and evaluate a proposed networked information system. Students explore the technical, human, procedural, economic and management factors that need to be considered when undertaking these phases of the Systems Development Life Cycle. The development phase is realised through the creation of software solutions using the programming language study in Unit 3.

Areas of Study Software engineering Software engineering (development,

implementation & evaluation)

OutcomesOn completion of this unit students should be able to:1. apply the stages of software

development to produce purpose-designed software that takes into account the networked information system objectives and the needs of end-users

2. propose and justify strategies for managing, developing, implementing and evaluating the introduction to an organisation of a networked information system that will operate in a global environment

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1 and 2.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Written examination (50%)Students will answer a series of questions based on the outcomes in Units 3 and 4.THE SUBJECT LEVY IS $32.00


LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 1ST LANGUAGE (1CB1)

Nature of the StudyThis study develops students’ ability to understand and use the language, which is spoken by about one quarter of the world’s population. Chinese is especially important in Australia because it is widely spoken in the community. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in cross-cultural understanding, cognitive development, and literacy.

Note: Chinese First Language is designed for students who have had more than seven years of education in a country where Mandarin is the medium of education.

Unit 1: ChineseThis unit should allow the student to establish and maintain a spoken or written exchange, listen to, read and obtain information from written and spoken texts and produce a personal response to a text focusing on real or imaginary experience.

Areas of StudyThe areas of study comprise themes and topics, grammar, text types, vocabulary and kinds of writing. They are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit.

There are three prescribed themes for First Language: Self and others Tradition and change in the Chinese

speaking communities Global issues

There are three prescribed themes for Second Language:1. The individual2. The Chinese speaking communities3. The changing world

OutcomesOn completion of this unit students should be able to: Establish and maintain a spoken or

written exchange related to personal areas of experience

Listen to, read and obtain information from written and spoken texts

Produce a personal response to a text focusing on real or imaginary experience

Unit 2: ChineseThis unit will allow the student to participate in a spoken or written exchange, listen to, read and extract and use information and ideas from spoken and written texts and give expression to real or imaginary experience in written or spoken form.





OutcomesOn completion of this unit students should be able to: Participate in spoken or written exchange

related to making arrangements and completing transactions

Listen to, read and extract and use information and ideas from written and spoken texts

Give expression to real or imaginary experience in written or spoken form


AssessmentAssessment tasks for this unit are: Informal conversation or reply to

personal letter/fax/email Listen to spoken texts and read written

texts to obtain information to complete activities in Chinese or English

Oral presentation or written response

AssessmentAssessment tasks for this unit are: Formal letter/fax/email or role play or

interview Listen to spoken texts and read written

texts and reorganise information and ideas in a different text type

Journal entry or personal account or short story



LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE–2ND LANGUAGE (1CN1)

Nature of the StudyThis study develops students’ ability to understand and use a language, which is spoken by about a quarter of the world’s population. Chinese is especially important in Australia because it is widely spoken in the community. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in cross-cultural understanding, cognitive development, and literacy.

Note: Chinese Second Language (CSL) is designed for students who have gained their language education in a country where Mandarin is not the medium of education. Students may have had up to twelve months of education in a country where Mandarin is the medium of education.

Chinese Second Language Advanced (CSLA) is designed for students who have had more than twelve months, but not more than seven years education in a country where Mandarin is the medium of education.

Unit 1: Chinese SL/SLAThis unit should allow the student to establish and maintain a spoken or written exchange, listen to, read and obtain information from written and spoken texts, and produce a personal response to a text focusing on real or imaginary experience.

Areas of StudyThe areas of study comprise themes and topics, grammar, text-types, vocabulary and different kinds of writing. They are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes of the unit.

There are three prescribed themes: The individual The Chinese speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Establish and maintain a spoken or


2. Listen to spoken texts and read written texts to obtain information to complete activities in Chinese or English and translate from characters into English

3. Produce a personal response to a text focusing on real or imaginary experience

Unit 2: Chinese SL/SLAThis unit will allow the student to participate in a spoken or written exchange, listen to, read and extract and use information and ideas from spoken and written texts, and give expression to real or imaginary experience in written or spoken form.

Areas of StudyThe areas of study comprise themes and topics, grammar, text-types, vocabulary and different kinds of writing. They are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes of the unit.:There are three prescribed themes The individual The Chinese speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Participate in a spoken or written

exchange related to making arrangements and completing transactions

2. Listen to, read, extract and use information and ideas from written and spoken texts

3. Give expression to real or imaginary experience in written or spoken form


AssessmentAssessment tasks for this unit are: Informal conversation or reply to

personal letter/fax/e-mail Listen to spoken texts and read written

texts to obtain information in order to complete activities in Chinese or English and translate from characters into English


AssessmentAssessment tasks for this unit are: Formal letter/fax/email/role play or

interview Re-organise information and ideas after

listening to spoken texts and reading written texts

Journal entry, personal account or short story

SACS: 60%EXAMS: 20%ASSIGNMENTS: 20%



LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 1ST LANGUAGE (2CB3)


Note: Chinese First Language is designed for students who have had more than seven years of education in a country where Mandarin is the medium of education.Unit 3: Chinese FLIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.

Areas of StudyThe areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing.




OutcomesOn completion of this unit students should be able to: Express ideas through the production of

original texts Analyse information from spoken texts Exchange information, opinions and

experiences

Unit 4: Chinese FLIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.





OutcomesOn completion of this unit students should be able to: Analyse information from written texts Respond critically to spoken and written

texts, which reflect aspects of the language and culture of Chinese-speaking communities


AssessmentUnit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Oral examination (First language 10%, Second language 12.5%)Conversation and discussionWritten examination (First language 40%, Second language 37.5%)Listening and responding; reading and responding; and writing.



LANGUAGE OTHER THAN ENGLISH (LOTE): CHINESE – 2ND LANGUAGE (2CN3) and CHINESE – 2ND LANGUAGE ADVANCED (2CNA3)


Note: Chinese Second Language is designed for students who haven’t had any education in a country where Mandarin is the medium of education or who has lived in a Chinese speaking country less than 3 years.Chinese Second Language Advanced is designed for students who have at least one year, but no more than seven years education in a country where Mandarin in the medium of education.

Unit 3: Chinese SL/SLAIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.



speaking communities Global issues.

There are three prescribed themes for Second Language:1. The individual2. The Chinese speaking communities3. The changing world.

Unit 4: Chinese SL/SLAIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.



speaking communities Global issues.

There are three prescribed themes for Second Language:1. The individual2. The Chinese speaking communities3. The changing world.


OutcomesOn completion of this unit students should be able to: Express ideas through the production of

original texts Analyse information from spoken texts Exchange information, opinions and

experiences.

OutcomesOn completion of this unit students should be able to: Analyse information from written texts,

and translate part of the text(s) into Englsih

Respond critically to spoken and written texts, which reflect aspects of the language and culture of Chinese-speaking communities.

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Oral examination (First language 10%, Second language 12.5%)Conversation and discussionWritten examination (First language 40%, Second language 37.5%)Listening and responding; reading and responding; and writing.

** The College is intending to deliver independent first language, second language and second language (advanced) classes in Units 1-4.

This has not automatically occurred in previous years and we would consider that this situation will greatly assist teachers in maximising learning outcomes.



LANGUAGE OTHER THAN ENGLISH (LOTE): ITALIAN (1IL1)

Nature of the StudyThis study develops students’ ability to understand and use a language, which is one of the official languages of the European Union and the second most widely spoken language in Australia. It also provides student with a direct means of access to the rich and varied culture of the many communities around the world for whom Italian is a major means of communication. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, and literacy.

Unit 1: ItalianThis unit should allow the student to establish and maintain a spoken or written exchange, listen to, read and obtain information from written and spoken texts and produce a personal response to a text focusing on real or imaginary experience.


There are three prescribed themes The individual The Italian speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Establish and maintain a spoken or


2. Listen to, read and obtain information from written and spoken texts

3. Produce a personal response to a text focusing on real or imaginary experience

Assessment Assessment tasks for this unit are: Informal conversation or reply to

personal letter/fax/e-mail Listen to spoken texts and read written

texts to obtain information to complete activities in Italian or English


Unit 2: ItalianThis unit will allow the student to participate in a spoken or written exchange, listen to, read and extract and use information and ideas from spoken and written texts and give expression to real or imaginary experience in written or spoken form.


There are three prescribed themes: The individual The Italian speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Participate in spoken or written

exchange related to making arrangements and completing transactions

2. Listen to, read and extract and use information and ideas from written and spoken texts

3. Give expression to real or imaginary experience in written or spoken form

AssessmentAssessment tasks for this unit are: Formal letter/fax/email or role play or

interview Listen to spoken texts and read written

texts and reorganise information and ideas in a different text type

Journal entry or personal account or short story



LANGUAGE OTHER THAN ENGLISH (LOTE): ITALIAN (2IL3)

This study develops students’ ability to understand and use a language, which is one of the official languages of the European Union and the second most widely spoken language in Australia. It also provides student with a direct means of access to the rich and varied culture of the many communities around the world for whom Italian is a major means of communication. Studying a language other than English contributes to the overall education of students, particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, and literacy.

Unit 3: ItalianIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Italian-speaking communities.

Areas of StudyThe areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing.There are three prescribed themes: The individual The Italian speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Express ideas through the production of

original texts2. Analyse and use information from

spoken texts3. Exchange information, opinions and

experiences

Unit 4: ItalianIn this unit students undertake a detailed study of Language and Culture through texts. Students should be able to express ideas through the production of original texts, analyse and use information from spoken and written texts and exchange information, opinions and experiences. They should also be able to respond critically to spoken and written texts, which reflect aspects of the language and culture of Italian-speaking communities.

Areas of StudyThe areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing.There are three prescribed themes: The individual The Italian speaking communities The changing world

OutcomesOn completion of this unit students should be able to:1. Analyse and use information from

written texts2. Respond critically to spoken and written

texts, which reflect aspects of the language and culture of Italian-speaking communities

AssessmentUnit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2.End-of-year Oral examination (12.5%)Conversation and discussionWritten examination (37.5%)Listening and responding; reading and responding; and writing.THE SUBJECT LEVY IS $20.00


LEGAL STUDIES (1LS1)

Nature of the StudyCitizens need to understand the main types of laws, which regulate our society and how to gain access to institutions and organisations, which offer legal assistance and advice. Unit 1 explores the distinction between legal and non-legal rules, the Victorian court hierarchy, and the process of making laws through Parliament. It focuses on the role of police, their powers of investigation, criminal trial procedure and available sanctions. Students explore the concepts of fairness and justice within the criminal justice system.

Unit 2 focuses on effective resolution of civil disputes by looking at processes and procedures involved in civil litigation, possible defences to civil claims and enforcement of our rights. Students are provided with the opportunity to explore specific areas of law and analyse contemporary legal issues.

Is this for you?Do you enjoy TV shows like Law & Order, CSI and NCIS?Are you good at analyzing information and backing up an opinion with evidence?Have you ever wondered about jury duty and prisons in Victoria?Do you read the newspaper or watch the news to keep up to date with current events?Do you know your rights and the powers of the Police?Have you ever heard about someone being sued and you are not sure what this means?

Unit 1: Criminal law and justiceAreas of StudyUnit 1: Criminal law and justice

Areas of Study Law in society Criminal law The courtroom

OutcomesOn completion of this unit students should be able to:1. define key legal concepts and use them

appropriately2. classify types of crime and apply legal

theory3. gather, discuss and interpret legal

information and data from a range of sources

AssessmentAssessment tasks for this unit may include: structured assignment essay mock court or role-play folio and report case study test annotated visual display

Unit 2: Issues in civil lawAreas of Study Civil law Civil law in action A question of rights The law in focus

OutcomesOn completion of this unit students should be able to:1. Explain and apply the principles of civil

law2. compare alternative methods of dispute

resolution with litigation3. effectively explore recent changes in the

law and the implication for society

AssessmentAssessment tasks for this unit may include: structured assignment essay action plan and report mock court or scripted role-play folio and report case study test annotated visual display



LEGAL STUDIES (2LS3)

Nature of the StudyUnit 3 focuses on the institutions which determine laws and the processes by which laws are made. It considers why laws are necessary and the main types of laws which exist within the community. Unit 4 focuses on dispute-settling institutions, processes and procedures which operate with the Australian legal system. It also includes a review of the operation of the legal system, giving consideration to its strengths and weaknesses, and possible areas for change and reform.

Unit 3: Making and changing the law

Areas of Study Role of parliament and the courts Relationship between law-making bodies Changing the Law

OutcomesOn completion of this unit students should be able to:1. describe the role of the law-making

bodies and analyse their effectiveness2. analyse the similarities and differences

between law-making bodies and their relationships

3. evaluate the need for change in the law and the ways in which change can be influenced

Unit 4: Evaluation of the legal system

Areas of Study Criminal cases and civil disputes Court processes and procedures Evaluation of the legal system

OutcomesOn completion of this unit students should be able to:1. describe and appraise the effectiveness

of institutions for the resolution of civil disputes and the adjudication of criminal cases, and or alternative dispute resolution

2. evaluate the processes and procedures for the resolution of criminal cases and civil disputes

3. identify and analyse the elements of an effective legal system

Assessment Unit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1, 2 and 3End-of-year Written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4.THE SUBJECT LEVY IS $24.00


LITERATURE (1LI1)

Nature of the StudyLiterature involves the study and enjoyment of a wide range of literary texts classical, popular, traditional and modern. Its distinctive focus is on the use of language to illuminate and give insight into the nature of experience. Literature is an interactive study between the text, the social \political \economic context in which the text was produced, and the experience of life and of literature that the reader brings to the text.

Unit 1: LiteratureThis unit enables students to develop effective reading strategies, to examine the ideas and views of life, which are presented in the literature, studied and relate what they read to their own lives.

Areas of Study Readers and their responses Ideas and concerns in texts

OutcomesOn completion of this unit students should be able to:1. discuss how personal responses to

literature are developed and justify their own response to one or more literary texts

2. analyse and respond both critically and creatively to the ways in which one or more texts 1950 reflect or comment on the interests and ideas of individuals and particular groups in society

3. analyse the construction of a film, television, multimedia or radio text and comment on the ways in which it presents an interpretation of ideas and experiences

AssessmentAssessment tasks for this unit are: essay (comparative, interpretive,

analytical or discursive) debate journal entries close analysis of selected passages an original piece of writing responding to

text(s) studied oral or written review multimedia presentation participation in an online discussion performance and commentary

Unit 2: LiteratureThis unit focuses on developing reading strategies and personal responses to literature, and to an understanding of how themes and ideas in texts relate to personal and social experiences. It covers a variety of literature with some emphasis on texts from a past era.

Areas of Study The text, the reader and their contexts Comparing texts

OutcomesOn completion of this unit students should be able to:1. analyse and respond both and critically

and creatively to the ways a text from a past era reflects on the ideas and concerns of individuals and groups at that time

2. produce a comparative piece of interpretive writing with a particular focus; for example ideas and concerns, form of the text, author, time in history, social or cultural context

AssessmentAssessment tasks for this unit are: essay (comparative, interpretive,

analytical or discursive) debate journal entries close analysis of selected passages an original piece of writing responding to

text(s) studied oral or written review multimedia presentation participation in an online discussion performance and commentary



LITERATURE (2LI3)

Nature of the StudyThe study of literature is a means of exploring human experience. It involves asking questions such as: whose experiences and what experiences are given voice in the text? How are they created through the text's use of language and literary devices? What does the text's representation of characters and events suggest about the values and views of the text? These units examine such questions and involve students in analysing a range of texts, developing skills in reading closely and critically, and discussing and debating various ways of interpreting and evaluating texts.

Unit 3: LiteratureAreas of Study Adaptations and transformations Views, values and contexts Considering alternative viewpoints

OutcomesOn completion of this unit students should be able to:1. analyse how meaning changes when the

form of a text changes2. analyse, interpret and evaluate the

views and values of a text in terms of the ideas, social conventions and beliefs that the text appears to endorse, challenge or leave unquestioned

3. evaluate the views of a text and make comparisons with their own interpretation

Unit 4: LiteratureAreas of Study Creative responses to texts Close analysis

OutcomesOn completion of this unit students should be able to:1. Respond imaginatively to a text, and

comment on the connections between the text and the response

2. analyse critically features of a text, relating them to an interpretation of the text as whole

Assessment Unit 3School-assessed coursework (25%)Outcomes 1, 2 and 3.Unit 4School-assessed coursework (25%)Outcomes 1 and 2 End-of-year written examination (50%)Students will be required to produce two pieces of writing in response to questions that require critical analysis and interpretation of two texts studied.THE SUBJECT LEVY IS $20.00


VCE MATHEMATICS OVERVIEW

OverviewMathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage their environment. Essential mathematical activities include abstracting, providing, applying, investigating, modelling and problem solving. This study is designed to provide access to worthwhile and challenging mathematical learning in a way, which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students' awareness of the importance of mathematics in everyday life in an increasingly technological society, and confidence in making effective use of mathematical ideas, techniques and processes. All students in all the mathematical units offered will apply knowledge and skills, model, investigate and solve problems, and use technology to support learning mathematics and its application in different contexts.

Students can elect to do one Mathematics subject in Year 11; Foundation Mathematics or General Mathematics Further or Mathematical Methods. Students are also able to complete two Mathematical Studies in Year 11; a combination of Mathematical Methods and General Mathematics Further or a combination of Mathematical Methods and General Mathematics Advanced. Pathways from these Year 11 selections to Year 12 options are shown below.

Units 1 and 2 Units 3 and 4Foundation Mathematics (MF)MF DOES NOT lead on to any prescribed Units 3 & 4 studies in Mathematics.Unit 1Fully prescribed

Unit 2Fully prescribed

General Mathematics Further (GMF)GMF may be taken alone or with Maths Methods 1 and 2.GMF contains assumed knowledge for related material in Further Maths 3 and 4.

Further Mathematics (FM)FM may be taken alone or with MM 3 and 4.May be used for employment and general tertiary entry purposes. Check specific details in VTAC handbook.



Unit 350% prescribed. 1 optional module

Unit 42 optional modules

Mathematical Methods (MM)MM may be taken alone or with GMF or GMA.Contains the assumed knowledge for Maths Methods 3 and 4

Mathematical Methods (MM)MM may be taken alone or with either FM 3 and 4 or SM 3 and 4.Prerequisite for tertiary courses such as science, economics, and medicine. Check specific details in VTAC handbook.






General Mathematics Advanced (GMA)GMA may only be taken with Maths Methods 1 and 2.GMA contains assumed knowledge for related material in Specialist Maths 3 and 4.

Specialist MathematicsSM normally taken in conjunction with MM 3 and 4.Prerequisite alongside MM 3 and 4 for some tertiary courses such as engineering and some others. Check specific details in VTAC handbook





Note: Foundation Mathematics cannot be combined with any other Year 11 Mathematics subject.

Students who elect to study Foundation Mathematics cannot select any other Year 11 Mathematics or Year 12 Mathematics in their future studies.

Students intending to do Mathematical Methods in Year 11 should have attained a grade of C or above for both the Year 10 Mainstream Maths exam and their overall Year 10 Mainstream Maths result.

Students intending to study Mathematical Methods in Year 11 are strongly advised to also do General Mathematics Further or General Mathematics Advanced, as this will allow more options for additional Mathematics study in Year 12. For example:1. Combining Mathematical Methods and General Mathematics Further allows students three

options at Year 12. They can study; both Mathematical Methods Units 3 & 4 and Further Mathematics Units 3 & 4 or Mathematical Methods Units 3 & 4 or Further Mathematics Units 3 & 4.

2. Combining General Mathematics Advanced with Mathematical Methods is strongly recommended for students wanting to study Specialist Mathematics Units 3 & 4.

Frequently Asked QuestionsIs it possible to do just General Maths Advanced?No. General Maths Advanced is only suitable for those students intending to do Specialist Maths in Year 12 or those who want a strong background in mathematics for Maths Methods in Year 12. In either case, 2 maths courses would have to be done in Year 11.

If I only do General Maths Further in Year 11, is it possible to do Maths Methods or Specialist Maths in Year 12?No. Doing General Maths Further by itself will only allow you to do Further Maths in Year 12.

I only want to do 1 Maths in Year 11 and want to continue with Maths in Year 12. Which should I choose?You could do General Maths Further in Year 11 and then do Further Maths in Year 12. Alternatively, you could choose Maths Methods in Year 11 and continue that through to Year 12.

Is it possible to do Specialist Maths in Year 12 without doing General Maths Advanced at Year 11?Only under exceptional circumstances would a student be allowed to do Specialist Maths in Year 12 without having done General Maths Advanced in Year 11. Students would find it extremely difficult without the background provided by the advanced maths course.

I am not sure of which Mathematics course to undertake in Year 11.Speak to your Year 10 Maths teacher or to the Maths Coordinator.


FOUNDATION MATHEMATICS (1FO1)

Nature of the Study Foundation Mathematics provides for the continuing mathematical development of students entering VCE needing mathematical skills to support their other VCE subjects including VET studies and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use appropriate technology in all areas of their study.

Unit 1: Foundation Mathematics

Areas of Study Space and shape Patterns in number Handling data Measurement and design

OutcomesOn completion of this unit students should be able to:1. use confidently and competently

mathematical skills and concepts from the area of study of 'Space and shape', 'Patterns in number', 'Handling data' and 'Measurement and design'

2. apply and discuss basic mathematical procedures in contexts relating to familiar situations, personal work and study

3. select and use technology to apply mathematics to a range of practical contexts

AssessmentAssessment tasks for this unit are: assignments/problem solving/projects summary or review notes tests examination

Unit 2: Foundation Mathematics

Areas of Study Space and shape Patterns in number Handling data Measurement and design

OutcomesOn completion of this unit students should be able to:1. use confidently and competently

mathematical skills and concepts from the area of study of 'Space and shape', 'Patterns in number', 'Handling data' and 'Measurement and design'

2. apply and discuss basic mathematical procedures in contexts relating to familiar situations, personal work and study

3. select and use technology to apply mathematics to a range of practical contexts

AssessmentAssessment tasks for this unit are: assignments/problem solving/projects summary or review notes tests examination



GENERAL MATHEMATICS FURTHER (1MG1)

Nature of the Study General Mathematics provides courses for diverse groups of students and may be implemented in a number of ways. General Maths Further is a course designed for those students looking at only doing Further Maths in Year 12. It may be taken in conjunction with Maths Methods 1 and 2 for those students looking at doing two Maths units in Year 12, Maths Methods and Further Maths.

Unit 1: General Mathematics Further

Areas of Study Arithmetic techniques Algebraic techniques Functions and graphs Descriptive statistics Bivariate Data

Topics covered provide the necessary background for students doing Year 12 Further Maths.

OutcomesOn completion of this unit students should be able to:1. define and explain key concepts, in

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

2. apply mathematical processes in non-routine contexts and analyse and discuss these applications of mathematics in at least three of the areas of study

3. use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches in at least three areas of study.

AssessmentAssessment tasks for this unit comprise: analysis tasks 10% application tasks 10% topic tests 30% examination 50%

Unit 2: General Mathematics Further

Areas of Study Measurement Trigonometry Functions and graphs Matrices Geometry

Topics covered provide the necessary background for students doing Year 12 Further Maths.








GENERAL MATHEMATICS ADVANCED (1MA1)

Nature of the Study General Maths Advanced is a course designed for those students looking at doing Specialist Maths in Year 12. It must be taken in conjunction with Maths Methods 1 and 2.

Unit 1: General Mathematics Advanced

Areas of Study Algebra Variation Sequences and Series Trigonometry

Topics covered provide the necessary background for students doing Year 12 Specialist Maths.






Unit 2: General Mathematics Advanced

Areas of Study Measurement Vectors Kinematics Complex numbers

Topics covered provide the necessary background for students doing Year 12 Specialist Maths.








MATHEMATICAL METHODS (CAS) (1MM1)

Nature of the Study These units are designed in particular as preparation for Mathematical Methods Units 3 and 4. This course may be taken alone however it is recommended that students do two maths at Year 11 if they are looking at doing Maths Methods in Year 12.

Unit 1: Mathematical MethodsAreas of Study Functions and Graphs Algebra Calculus Probability

OutcomesOn completion of this unit students should be able to:1. define and explain key concepts as

specified in the content from 'Functions and graphs', 'Algebra', 'Calculus'. and 'Probability' areas of study, and to apply a range of mathematical routines and procedures

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

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


Unit 2: Mathematical MethodsAreas of StudyFunctions and GraphsAlgebraCalculusProbability

OutcomesOn completion of this unit students should be able to:1. define and explain key concepts as

specified in the content from 'Functions and graphs', 'Algebra', 'Calculus'. and 'Probability' areas of study, and to apply a range of mathematical routines and procedures

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

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




MATHEMATICAL METHODS (CAS) (2MM3)

Nature of the Study Mathematical Methods Unit 3 and 4 consists of the following areas of study: coordinate geometry, circular (trigonometric) functions, calculus, algebra and statistics and probability. All of this material must be covered in a progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4.

Unit 3: Mathematical MethodsAreas of Study Coordinate geometry Circular (trigonometric) functions Calculus Algebra Statistics and probability

OutcomesOn completion of this unit students should be able to:1. define and explain key terms and

concepts as specified in the content and apply a range of related mathematical routines and procedures

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

3. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.

Unit 4: Mathematical MethodsAreas of Study Coordinate geometry Circular (trigonometric) functions Calculus Algebra Statistics and probability


concepts as specified in the content and apply a range of related mathematical routines and procedures

2. define and explain key terms and concepts as specified in the content from the 'Coordinate geometry', 'Circular (trigonometric) functions, 'Calculus' and 'Statistics and probability' areas of study, and apply a range of related mathematical routines and procedures

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

4. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.

AssessmentThe student's level of achievement for Units 3 and 4 will be determined by school-assessed coursework (Unit 3 – 20% and Unit 4 – 14%) and two end-of-year examinations (66%).

Examination 1 is 1 hour in duration and no calculators or notes of any kind are allowed. A sheet of formulas will be provided with the examination. Students are required to answer a collection of short-answer and some extended-response questions.

Examination 2 is 2 hours in duration and students are permitted the use of an approved CAS calculator as well as one bound reference text, which may be annotated. A sheet of formulas will be provided with the examination. Students are required to answer a collection of multiple-choice and some extended-response questions.



FURTHER MATHEMATICS (2FM3)

Nature of the Study Further Mathematics consists of a compulsory area of study 'Data analysis' and then a selection of three from the following six modules: matrices, number patterns and applications, geometry and trigonometry, graphs and relations, business related mathematics and networks and decision mathematics

Unit 3: Further MathematicsAreas of Study Data analysis (Core material) Applications (Module material): Graphs and relations


concepts as specified in the content from the areas of study, and use this knowledge to apply related mathematical procedures to solve routine application problems

2. use mathematical concepts and skills developed in the 'Data analysis' area of study to analyse a practical and extended situation and interpret the outcomes of this analysis in relation to key features of that situation

3. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques in the area of study 'Data analysis' and a selected module from the 'Applications' area of study.

Unit 4: Further MathematicsAreas of Study Applications (Module material) Geometry and trigonometry Matrices


concepts as specified in the content from the areas of study, and use this knowledge to apply related mathematical procedures to solve routine application problems

2. apply mathematical processes in contexts related to the 'Applications' area of study and to analyse and discuss these applications of mathematics

3. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches related to the selected modules for this unit from the 'Applications' area of study


In both examinations 1 and 2 students are permitted the use of an approved CAS calculator as well as one bound reference text, which may be annotated. A sheet of formulas will be provided with the examination.



SPECIALIST MATHEMATICS (2SM3)

Nature of the Study Specialist Mathematics consists of the following areas of study: coordinate geometry, circular (trigonometric) functions, algebra, calculus, vectors in two and three dimensions and mechanics. The development of course content should highlight mathematical structure and proof. All of this material must be covered in a progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4.

Unit 3: Specialist MathematicsAreas of Study Coordinate geometry Circular (trigonometric) functions Algebra Calculus Vectors in two and three dimensions Mechanics


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

2. apply mathematical processes, with an emphasis on general cases, in non-routine contexts and to analyse and discuss these applications of mathematics

3. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

Unit 4: Specialist MathematicsAreas of Study Coordinate geometry Circular (trigonometric) functions Algebra Calculus Vectors in two and three dimensions Mechanics


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

2. apply mathematical processes, with an emphasis on general cases, in non-routine contexts and to analyse and discuss these applications of mathematics

3. select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches


Examination 1 is 1 hour in duration and no calculators or notes of any kind are allowed. A sheet of formulas will be provided with the examination. Students are required to answer a collection of short-answer and some extended-response questions.

Examination 2 is 2 hours in duration and students are permitted the use of an approved CAS calculator as well as one bound reference text, which may be annotated. A sheet of formulas will be provided with the examination. Students are required to answer a collection of multiple-choice and some extended-response questions.



MEDIA (1ME1)

Nature of the Study The media have a significant impact on people's lives. The media entertain, educate, inform and provide channels of communication. The media not only comment on culture, they reflect the society which creates them. The study of media includes media forms such as the press, radio, film, TV, and photography, and media processes such as publishing, advertising, news production, and popular culture.

Unit 1: Representation and technology

In this unit students develop an understanding of the relationship between the media and technology. They study media representations - such as representations of gender - in a range of media forms and develop an understanding of how codes and conventions create meaning in media products. Students also explore the creative and cultural implications of new media forms.

Areas of Study Representation Technology

OutcomesOn completion of this unit students should be able to:1. describe the construction of specific

media representations and explain how the process of representation reproduces the world differently from direct experience of it

2. construct media representations in two or more media forms

3. discuss creative and cultural implications of new media technology

AssessmentAssessment tasks for this unit are: radio or audio sequences audiovisual or video sequences photographs print layouts multimedia sequences or presentations posters tests short written reports oral reportsAt least one of the assessment tasks in Unit 1 must be in written form.

Unit 2: Media production and the Australian media industry

The main purpose of this unit is to enable students to develop an awareness of the specialist production stages and roles within the collaborative organisation of media production. Students develop practical skills and analyse issues concerning the media production process.

Areas of Study Media production The Australian media industry

OutcomesOn completion of this unit students should be able to:1. demonstrate specialist production skills

within collaborative media productions, and explain and reflect on the media production process.

2. discuss media industry issues and developments relating to the production stages of a media product, and describe specialist roles within the media industry.

3. describe the characteristics of Australian media organisations and discuss the social, cultural and industrial framework within which such organisations operate.

AssessmentAssessment tasks for this unit are: radio or audio sequences audiovisual or video sequences photographs print layouts multimedia sequences or presentations posters tests short written reports oral reportsAt least one of the assessment tasks in Unit 2 must be in written form.



MEDIA STUDIES (2ME3)

Nature of the StudyStudents develop an understanding of media production design, media production, narrative, media texts and society's values and media influence.

Unit 3: Narrative and Media Production Design

In this unit students develop an understanding of production and story elements in fictional films. Students will study two narrative films. They will develop the production design plan for their own short film. Outcome 1On completion of this unit, the student should be able to analyse the nature and function of production and story elements in narrative media texts, and discuss the impact of these elements on audience engagement. Outcome 2On completion of this unit the student should be able to use a range of technical equipment, applications and media processes and evaluate the capacity of these to present ideas, achieve effects and explore aesthetic qualities in media forms. Outcome 3On completion of this unit the student should be ale to prepare and document a media production design plan in a selected media form for a specified audience.

Unit 4: Media Process, Social Values and Media Influence

This unit allows students to further develop practical skills in the production of media products and to realise a production design. Organisational and creative skills are refined and applied throughout this process. In this unit students also analyse the relationship between media texts and society's values. Students will also examine the nature and extent of media influence.Outcome 1On completion of this unit the student should be able to produce a media product for an identified audience from the media production deign plan prepared in Unit 3.Outcome 2On completion of this unit the student should be able to discuss and analyse the construction, distribution and interpretation of society's values as represented in media texts.Outcome 3On completion of this unit the student should be able to analyse and present arguments about the nature and extent of media influence.

AssessmentIn the study of Media the student’s level of achievement will be determined by School –Assessed Coursework, a School-Assessed Task and an end-of-year examination. Percentage contributions to the study score in Media are as follows:Unit 3 School-Assessed Coursework: 6 per centUnit 4 School-Assessed Coursework: 12 per centUnit 3&4 School-Assessed Task: 37 per centEnd-of-Year examination: 45 per cent



MUSIC PERFORMANCE (1MP1)

Nature of the StudyMusic is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students’ understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains.

VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures.

Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and music language.

Unit 1: Music PerformanceThis unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.

Areas of Study Performance Performance technique Musicianship

OutcomesOn completion of this unit students should be able to:Prepare and perform a practised program of group and solo works. 1. Demonstrate instrumental techniques

used in performance, demonstrate unprepared performance skills and describe influences on their approach to performance.

2. Identify, re-create, notate and transcribe elements of music

Unit 2: Music PerformanceIn this unit students build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis and use specific strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills. They develop skills in performing previously unseen music and study specific concepts to build their musicianship knowledge and skills. Students also devise an original composition or improvisation.

Areas of Study Performance Performance technique Musicianship Organisation of sound

OutcomesOn completion of this unit students should be able to:1. Prepare and perform group and solo

works.2. Demonstrate instrumental techniques

used in performance, demonstrate unprepared performance skills and describe influences on their approach to performance.

3. Identify, re-create, notate and transcribe elements of music

4. Devise a composition or an improvisation that uses music language


AssessmentAssessment tasks for this unit are: Performances of group and solo works A demonstration of technical work and

exercises An oral, multimedia or written task A performance of unprepared material Aural, written and practical exam

AssessmentAssessment tasks for this unit are: Performances of group and solo works A demonstration of technical work and

exercises An oral, multimedia or written task A performance of unprepared material. Aural, written and practical exam Composition and/or improvisation

exercises and accompanying documentation



MUSIC PERFORMANCE (2MP3)

Unit 3: Music Performance This unit prepares students to present convincing performances of group and solo works. In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis.


Outcomes1. Present an informed, accurate and

expressive performance of a program of group and solo works

2. Demonstrate performance techniques, technical work and exercises, and describe their relevance to the performance of selected group and/or solo works, and present an unprepared performance

3. Identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works

Unit 4: Music Performance In this unit students refine their ability to present convincing performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance


Outcomes1. Prepare and present accurate and

expressive performances of informed interpretations of a program/s of group and solo works

2. Demonstrate performance techniques, and technical work and exercises, and discuss their relevance to the performance of selected group and/ or solo works, and present an unprepared performance

3. Identify, re-create, notate and transcribe short excerpts of music, and analyse the interpretation of expressive elements of music in pre-recorded works

AssessmentUnit 3School-assessed coursework (20%)Outcomes 2 and 3.Unit 4School-assessed coursework (10%)Outcome 2.End-of-year solo performance examination (50%)The student will give a live performance in only one of the following contexts: as a member of a group OR as a soloist.End-of-year aural and written examination (20%)Students will answer a series of questions set by an examination panel based on Unit 3 Outcome 3 and Unit 4 Outcome 3. Students will respond to aural and written stimulus material.THE SUBJECT LEVY IS $20.00


MUSIC INVESTIGATION (2MI3)

Nature of the StudyMusic Investigation Units 3 and 4 involves both performance research in a Focus Area selected by the student and performance of works that are representative of that Focus Area. Students’ research of music characteristics and performance practices representative of the Focus Area underpins the Investigation, Composition/arrangement/improvisation and Performance areas of study. Aural and theoretical musicianship skills are developed across all areas of study.

Unit 3: Music Investigation In this unit students select a work from a prescribed list as the basis for an investigation of a Focus Area. They explore the Focus Area through three complementary areas of study: Investigation, Composition/arrangement/ improvisation and Performance. Area of Study 1 involves research into background contextual issues, critical listening to recordings of performances and examination of texts including musical scores. Area of Study 2 involves applying these research findings to create a folio of exercises, sketches or recorded improvisations. Students plan, rehearse and perform a program of works that are representative of the Focus Area. Together, these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis.

Areas of Study Investigation Composition/improvisation/arrangement Performance

OutcomesOn completion of this unit students should be able to:1. Demonstrate understanding of

performance practices, context/s and influences on music works

2. Compose, improvise and/or arrange and discuss music characteristics and performance practices

3. Present a performance of music works that

4. communicates understanding of the Focus Area

Unit 4: Music Investigation In this unit students continue exploring the Focus Area they began in Unit 3. In Unit 4 the Investigation involves the preparation of program notes to accompany their end-of-year performance program. Area of Study 2 involves creating and performing a composition, improvisation or arrangement that draws on musical characteristics of the Focus Area. Students rehearse and perform works for inclusion in a performance program. They develop mastery of relevant instrumental techniques and apply advanced performance conventions. They continue to use skills in aural awareness, transcription, music theory and music analysis to support their work.

Areas of Study Investigation Composition/improvisation/arrangement Performance

OutcomesOn completion of this unit students should be able to:1. Evaluate and present their interpretive

approach to a program of music works2. Compose/improvise/arrange and

perform 3. a music work and discuss the use of

music characteristics, instrumental techniques, performance techniques and conventions in the work

4. Demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging performance of music works


AssessmentUnit 3The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and an end-of-year performance examination.School-assessed coursework (25%)Outcomes 1 and 3.Unit 4The student’s level of achievement for Unit 4 will be determined by School-assessed Coursework and an end-of-year performance examination.School-assessed coursework (25%)Outcome 2 and 3.End-of-year performance examination (50%)The student will give a live performance in one only of the following contexts: as a member of a group OR as a soloist.THE SUBJECT LEVY IS $20.00


PHYSICAL EDUCATION (1PE1)

Nature of the StudyVCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people.

Unit 1:Outcome 1On completion of this unit the student should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the musculoskeletal, cardiovascular and respiratory systems function, and how the aerobic and anaerobic pathways interact with the systems to enable human movement.Outcome 2On completion of this unit the student should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how to develop and refine movement in a variety of sporting actions through the application of biomechanical principles.Outcome 3.1On completion of this unit the student should be able to analyse data collected through research and practical activities, to explain the technological advancements that have led to biomechanical changes in sporting technique or equipment in one selected sport, and explain the implications of the change.Outcome 3.2On completion of this unit the student should be able to observe, demonstrate and explain strategies used to prevent sports injuries, and evaluate a range of techniques used in the rehabilitation of sports injuries.

AssessmentAssessment tasks for this unit are: written reports tests structured questions oral reports laboratory reports case study analysis media analysis

Unit 2:Outcome 1On completion of this unit the student should be able to demonstrate their knowledge of, and evaluate, the skills and behaviours of an exemplary coach, and explain the application of a range of skill learning principles used by a coach.Outcome 2On completion of this unit the student should be able to collect and analyse data related to individual and population levels of participation in physical activity, and sedentary behaviour, and create and implement strategies that promote adherence to the National Physical Activity Guidelines.Detailed Study 3.1: Decision making in sportThis detailed study introduces students to an understanding of games and sport, including how they are categorised. Through a series of practical activities, and for a specific scenario, students analyse and interpret different strategies and tactics used within game situations, and approaches to coaching that develop a player’s ability to implement an appropriate strategic decision.Outcome 3.1On completion of this unit the student should be able to explain the importance of interpreting game play and selecting appropriate tactics and strategies in sports.

AssessmentAssessment tasks for this unit are: written reports tests structured questions oral reports laboratory reports case study analysis media analysis



PHYSICAL EDUCATION (2PE3)

Nature of the StudyThis unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the social-ecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.

Unit 3:Outcome 1On completion of this unit the student should be able to analyse individual and population levels of sedentary behaviour and participation in physical activity, and evaluate initiatives and strategies that promote adherence to the National Physical Activity Guidelines.Outcome 2On completion of this unit the student should be able to use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the fatigue mechanisms and recovery strategies.

AssessmentUnit 3- 25%A response in one or more of the following forms, which focuses on strategies aimed at increasing physical activity levels: 40 marks

A response in one or more of the following forms, which focuses on the acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body: 20 marks

A practical laboratory report analysing the relative contribution of the energy systems and associated fatigue mechanisms and recovery strategies used in various activities: 40 marks

Unit 4:Outcome 1On completion of this unit the student should be able to plan, implement and evaluate training programs to enhance specific fitness components.Outcome 2On completion of this unit the student should be able to analyse and evaluate strategies designed to enhance performance or promote recovery.

AssessmentUnit 4- 25%A written report that includes a plan and evaluation of a six-week training program with reference to an activity analysis, fitness testing and a training diary, designed to enhance specific fitness components.: 40 marks

A response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance: 20 marks

A response in one or more of the following formats, which identifies and evaluates various strategies and practices that are used to enhance performance: 40 marks

AssessmentEnd-of-year Written examination (50%)Students will be required to respond to a series of questions related to Units 3 and 4.THE SUBJECT LEVY IS $28.00


PHYSICS (1PH1)

Nature of the StudyPhysics is a theoretical and empirical science, which contributes to our understanding of the physical universe from the minute building blocks of matter to the unimaginably broad expanse of the Universe. Students can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and use a range of appropriate technologies and mathematical techniques. The knowledge gained can be used in industrial, medical and technical applications. The study of the ways that matter interacts with matter, and the ways that light and matter mutually interact have led to innovations in medicine, electronics, energy use, telecommunications and materials science.

Unit 1This unit covers wave-like properties of light and nuclear and radioactive physics.

Areas of Study Wave-like properties of light Nuclear and radioactivity physics Detailed study (Astronomy or Medical

Physics or Energy from the Nucleus)

OutcomesOn completion of this unit:1. The student will be able to describe a

wave model of energy transfer and apply it to light phenomena

2. The student will be able to describe the uses and effects of nuclear reactions and radioactivity in industry, the environment and the general community

3. On completion of the detailed study the student will be able to demonstrate knowledge in, and applications of the chosen study

AssessmentAssessment tasks for this unit are chosen from: Short reports, oral, poster or multimedia

presentations Preparation of web pages Data analysis Practical work, including written reports Tests

Unit 2This unit covers the areas of movement and electricity.

Areas of Study Movement Electricity Detailed study (Astrophysics or

Aerospace investigations or Alternative Energy Sources investigation)

OutcomesOn completion of this unit:1. The student will be able to explain and

describe movement of particles in terms of Aristotelian, Galilean and Newtonian theories

2. Student will be able to apply a basic DC circuit model to simple battery operated devices, car and household (AC) electrical appliances; and describe the safe and effective use of electricity by individuals and the community

3. On completion of the detailed study the student will be able to demonstrate knowledge in, and applications of the chosen study

AssessmentAssessment tasks for this unit are chosen from: Short reports, oral, poster or multimedia

presentations Preparation of web pages Data analysis Practical work, including written reports Tests



PHYSICS (2PH3)

Unit 3This unit focuses on ideas that underpin much of the technology found in areas such as communications, commerce and industry.

Areas of Study Motion in one and two dimensions Electronics and Photonics Detailed Study (Einstein’s relativity or

Investigating structures and materials or Further electronics)

OutcomesOn completion of this unit students should be able to:1. use the Newtonian model in one and

two dimensions to describe and explain transport motion and related aspects of safety, and motion in space.

2. compare and explain the operation of electronic and photonic devices and analyse their use in domestic and industrial systems

Unit 4This unit focuses on the development of models to explain the complex interactions of light and matter and the generation, distribution and use of electric power. The detailed studies provide examples of innovative technologies used for research and communication.

Areas of Study Electric power Interactions of light and matter Detailed Study (Can be undertaken in

Unit 3 or 4, as teacher indicates)Synchrotron and applications or Photonics or Recording and reproducing sound or Einstein’s relativity or Investigating structures and materials or Further electronics.

OutcomesOn completion of this unit students should be able to:1. explain the operation of electric motors,

generators and alternators and the generation, transmission, distribution and use of electric power

2. use wave and photon models to explain interactions of light and matter and the quantised energy levels of atoms.

3. describe and explain relevant content from the chosen Detailed Study

AssessmentUnit 3School-assessed coursework (16%)Outcomes 1, 2Unit 4School-assessed coursework (24%)Outcomes 1, 2 and 3 (including marks for the one detailed study)End-of-year 2.5 hr Written examination (60%)Students will answer a set of structured questions. The questions will be appropriate to the contexts described in areas of study 1 and 2 in Unit 3 and areas of study 1, 2 and 3 in Unit 4.THE SUBJECT LEVY IS $24.00


PRODUCT DESIGN AND TECHNOLOGY (TEXTILES) (1TT1)

Nature of the StudyProduct design is part of people’s responses to changing needs to improve quality of life by designing and creating artifacts. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. Students will create fashion garments in a range of textiles. The development of the product requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes, manipulation of materials, planning, construction, fabrication and evaluation.

Unit 1: Product re-design and sustainability

This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer. Students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief.

Outcomes Re-design a product using suitable

materials with the intention of improving aspects of the product’s aesthetics, functionality or quality, including consideration of sustainability

Use and evaluate materials, tools, equipment and processes to make a re-designed product or prototype, and compare the finished product or prototype with the original design

AssessmentAssessment tasks for this unit may include:1. design folios 2. production work and records of

production and modifications3. multimedia presentations supported by

speaker’s notes4. short written reports5. case study analysis6. oral reports supported by notes and/or

visual materials

Unit 2: Collaborative designIn this unit, the student works both individually and as a member of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range or based on a theme, or component of a group product. They research and refer to a chosen style or movement. In Area of Study 2 the product produced individually or collectively is evaluated.

Outcomes Design and plan a product, a product

range or a group product with component parts in response to a design brief based on a common theme, both individually and within a team.

Justify, manage and use appropriate production processes to safely make a product and evaluate, individually and as a member of a team, the processes and materials used, and the suitability of a product against the design brief.



speaker’s notes4. short written reports5. oral reports supported by notes and/or

visual materials

THE SUBJECT LEVY IS $50.00Students will be required to provide their own fabric for products as required.


PRODUCT DESIGN AND TECHNOLOGY(WOOD, METAL AND PLASTICS) (1DT1)

Nature of the StudyIn all Design and Technology units taught at this college a variety of materials including metals, woods and plastics are used to provide the basis of production activities

Unit 1: Product re-design and sustainability

This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer. Students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief.

Outcomes Re-design a product using suitable

materials with the intention of improving aspects of the product’s aesthetics, functionality or quality, including consideration of sustainability

Use and evaluate materials, tools, equipment and processes to make a re-designed product or prototype, and compare the finished product or prototype with the original design



speaker’s notes4. short written reports5. case study analysis6. oral reports supported by notes and/or

visual materials

Unit 2: Collaborative designIn this unit, the student works both individually and as a member of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range or based on a theme, or component of a group product. They research and refer to a chosen style or movement. In Area of Study 2 the product produced individually or collectively is evaluated.

Outcomes Design and plan a product, a product

range or a group product with component parts in response to a design brief based on a common theme, both individually and within a team.

Justify, manage and use appropriate production processes to safely make a product and evaluate, individually and as a member of a team, the processes and materials used, and the suitability of a product against the design brief.



speaker’s notes4. short written reports5. oral reports supported by notes and/or

visual materials



PRODUCT DESIGN AND TECHNOLOGY(WOOD, METAL AND PLASTICS) (2DT3)

Unit 3: Applying the product design process

In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology.

Outcomes Explain the roles of the designer, client

and/or end user/s, the Product design process and its initial stages, including investigation and defining a design problem, and explain how the design process leads to product design and development

Explain and analyse influences on the design, development and manufacture of products within industrial settings

Present a folio that documents the product design process used while working as a designer to meet the needs of a client and/or an end-user

AssessmentThe award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit

Unit 4: Product development, and evaluation

In this unit students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors.

Outcomes Compare, analyse and evaluate similar

commercial products, taking into account a range of factors and using appropriate techniques

Competently and safely apply a range of production skills and processes to make the product designed in Unit 3, and manage time and resources effectively and efficiently

Evaluate the outcomes of the design, planning and production activities, explain the products design features to the client and/or end-user and outline its care requirements

AssessmentThe award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit



PSYCHOLOGY (1PY1)

Nature of the StudyPsychology is the systematic study of thoughts, feelings and behaviour. As a science, psychology aims to describe, explain and predict behaviour; in doing so it relies on empirical procedures rather than intuition. The application of research methods in psychology allows students to develop useful skills in analytical and critical thinking and in making inferences. VCE Psychology is not intended as a prerequisite for tertiary studies in psychology. Rather, it provides a challenging yet accessible introduction to the science of psychology, allowing students to increase their knowledge of human behaviour.

Unit 1: Introduction to psychology

In this unit students are introduced to the development of psychology from its philosophical beginnings to a scientific study of the human mind and behaviour. Students explore the scope of psychology, its specialist disciplines such as neuropsychology, cognitive, social and human developmental psychology, and its fields of application. Students consider influences on human behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They examine the contribution classic and contemporary studies have made to the development of different psychological theories used to predict and explain the human mind, and behaviours associated with particular stages of development over a lifespan.

Areas Of Study What is Psychology? Lifespan Psychology

OutcomesOn completion of this unit the student should be able to:1. describe how research has informed

different psychological perspectives used to explain human behaviour, and explain visual perception through these perspectives

2. describe a range of psychological development theories and conduct an investigation into one stage in the lifespan of an individual

Assessments are taken from research investigations, media responses, visual or oral presentations, tests, debates, data analyses, folios, essays, and evaluations of research.

Unit 2: Self and othersA person’s attitudes and behaviours affect the way they view themselves and affect their relationship with others. Understanding what influences the formation of attitudes of individuals and behaviours of groups can inform and contribute to explanations of individual aggression or altruism, the positive and negative power of peer pressure, and responses to group behaviour.Differences between individuals can also be ascribed to differences in intelligence and personality, but conceptions of intelligence and personality and their methods of assessment are contested. Differences between individuals, groups and cultures can be analysed in varied ways through different psychological perspectives informed by both classic and contemporary theories.

Areas Of Study Interpersonal and Group behavior Intelligence and Personality

OutcomesOn completion of this unit the student should be able to:1. explain how attitudes are formed and

changed, and discuss the factors that affect the behaviour of individuals and groups

2. compare different theories of intelligence and personality, and compare different methodologies used in the measurement of these

Assessments are taken from research investigations, media responses, visual or oral presentations, tests, debates, data analyses, folios, essays, and evaluations of research.

THE SUBJECT LEVY IS $24.00VCE Course Selection Handbook 2013 Page | 77

PSYCHOLOGY (2PY3)

Unit 3: The Conscious SelfThis unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory. Students study the structure and functioning of the human brain and nervous system, brain imaging technologies and explore the nature of consciousness and altered states of consciousness including sleep. They consider the function of the nervous system in memory and investigate the ways in which information is processed, stored and utilised. Students analyse research methodologies associated with classic and contemporary theories, studies and models, consider ethical issues associated with the conduct of research and the use of findings, and apply appropriate research methods when undertaking their own investigations.Areas Of Study Mind, brain and body MemoryOutcomesOn completion of this unit the student should be able to:1. Explain the relationship between the

brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected studies and brain research methods to the investigation of brain function

2. Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory

Unit 4: Brain, behaviour and experience

This unit focuses on the interrelationship between learning, the brain and its response to experiences, and behaviour. Students investigate learning as a mental process that leads to the acquisition of knowledge, development of new capacities and changed behaviours. Understanding the mechanisms of learning, the cognitive processes that affect readiness for learning, and how people learn informs both personal and social issues. They consider different concepts of normality, and learn to differentiate between mental health and illness.Students use a biopsychosocial framework – a conceptual model which includes psychological and social factors in addition to biological factors in understanding a person’s mental state – to explore the nature of stress, simple phobia and a selected mental disorder.Areas Of Study Learning Mental HealthOutcomesOn completion of this unit the student should be able to:1. Explain the neural basis of learning, and

compare and contrast different theories of learning and their applications

2. Differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and management of stress and a selected mental disorder

Assessment Unit 3School-assessed coursework (20%)Outcomes 1 and 2.Unit 4School-assessed coursework (20%)Outcomes 1 and 2.End-of-year 2.5 hr written examination (60%).THE SUBJECT LEVY IS $24.00


STUDIO ARTS – PHOTOGRAPHY (1PO1) OR ART AND MIXED MEDIA (1SA1)

Nature of the StudyStudio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. It enables students to specialise in a particular form of studio production. Students generate, explore and communicate ideas through specific studio forms and develop and use specialised skills in a range of media and techniques. The theoretical component of the study informs students' practice through an investigation of how selected studio forms have developed an examination of artists' working methods and a study of professional practices and art industry issues. Studio Arts – Photography is a photographic course designed for students to develop and extend their skills in digital photographic medium.Studio Arts – Art and Mixed Media offers the opportunity to use many different studio productions skills such as painting, drawing, sculpture, printmaking and mixed media.

Unit 1: Artistic inspiration and techniques

The focus of this unit is the investigation of sources of inspiration, which generate creative activity and the exploration of a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form.

Areas of Study Inspiration and investigation Materials and techniquesOutcomesOn completion of this unit students should be able to:1. source ideas and inspiration and use a

variety of methods to translate these into visual form

2. explore and use a variety of materials and techniques to record and develop ideas and sources of inspiration

3. discuss how artists from different times and locations interpret sources of inspiration and use materials and techniques

AssessmentAssessment tasks for this unit are: a selection of exploratory work showing

sources of ideas and inspiration translated into visual form through the use of a variety of material and techniques

written presentations discussing ways in which artists interpret sources of inspiration and use materials and techniques (these presentations should include visual material)

Unit 2: Design exploration and concepts

The unit focuses on establishing and using a design process to produce artworks. The design process includes the use of sources inspiration, experimentation with materials and techniques, and the development of aesthetic qualities and potential solutions prior to the production of artworks.

Areas of Study Design exploration Design aestheticsOutcomes On completion of this unit students should be able to:

1. develop a design process methodology in order to explore sources of inspiration and produce art works

2. examine and discuss the ways in which design elements and principles, signs, symbols and images are used in a variety of art works to communicate ideas and develop style

AssessmentAssessment tasks for this unit are: a major folio task with a range of

explorations in a visual diary working through a design process to two final Artworks

written presentations discussing the ways a variety of art works use design elements and principles, signs, symbols and images to communicate ideas and develop style (the presentations should include visual reference material)

THE SUBJECT LEVY FOR STUDIO ARTS – PHOTOGRAPHY IS $90.00THE SUBJECT LEVY FOR STUDIO ARTS – ART AND MIXED MEDIA IS $55.00


STUDIO ARTS (2SA3)

Unit 3 Studio production and professional art practices

This unit focuses on the implementation of the design process leading to the production of a range of potential solutions. Students use a work proposal to define an area of exploration and apply a design process to explore and develop their ideas and produce a range of potential solutions.

Areas of Study Exploration Proposal Design process Professional art practices and styles

OutcomesOn completion of this unit students should be able to:1. Prepare a work proposal that formulates

the content and parameters of the design process and plan how this will be undertaken

2. Present a design process that produces a range of potential directions relating to the aims and ideas documented in the work proposal.

3. Discuss art practices in relation to particular artworks of at least two artists and analyse ways in which they have developed their styles

Unit 4 Studio production and art industry contexts

This unit focuses on the production of a cohesive folio of finished artworks. In developing this folio, students present visual and written documentation explaining how potential solutions generated in Unit 3 will be used to produce a cohesive folio of finished artworks. These artworks should reflect the skilful application of materials and techniques, and the resolution of aims, ideas and aesthetic qualities.

Areas of Study Folio of Artworks Focus Reflection and Evaluation Art Industry Contexts

OutcomesOn completion of this unit students should be able to:1. Present a cohesive folio of finished artworks,

based on potential solutions that skillfully apply materials and techniques, resolve the aims, ideas and aesthetic qualities, and communicate the student’s ideas

2. Prepare a written evaluation and reflective statement about their design process and final artworks, and discussion of the relationships between the potential directions and final artworks

3. Discuss art industry contexts through current exhibitions. Students must examine artworks in at least two different exhibition spaces and explain how they have been prepared and presented

Assessment Unit 3 SAT 33%Assessment takes the form of an exploration proposal and a developmental folio (including a visual diary) that presents an individual design process, which explores and develops the concepts and ideas set out in the exploration proposal, and produces a creative range of visual explorations and potentialdirections that will form the basis of artworks in Unit 4.Discuss art practices in relation to particular artworks of at least two artists and analyse ways in which artists develop their styles.Unit 4 SAT 33%Assessment takes the form of a cohesive folio of finished artworks and an evaluation of the finished cohesive folio.Written task/s that examine and explain the preparation and presentation of artworks in at least two different exhibition spaces, and discuss the various roles, processes and methods involved in the exhibition of artworks.Exam: 34%THE SUBJECT LEVY IS $100.00


THEATRE STUDIES (1TS1)

Nature of the StudyTheatre Studies focuses on the interpretation of play scripts and the production of plays from the pre-modern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. This knowledge is applied through use of stagecraft to collaboratively interpret play scripts in performance. Through contribution to the production of plays and play scripts in performance of a monologue, students also develop knowledge and understanding of theatrical styles. This knowledge and understanding is further developed by analysis and evaluation of their own productions and productions by professional theatre practitioners.

Unit 1: Theatrical Styles of the pre-modern era

This unit focuses on the application of acting and other stagecraft in relation to theatrical styles from the pre-modern era. This includes performance analysis of a play from the pre-modern era in performance.

Areas of Study Interpretation of play scripts and

production of plays from the pre-modern era.

Analysing a play in performance

OutcomesOn completion of this unit students should be able to:1. Identify and describe the distinguishing

features of play scripts from the pre-modern era

2. Apply acting and other stagecraft to interpret play scripts from the pre-modern era

3. Analyse a performance of a play script from the pre-modern era in performance

Assessment Performance of plays or excerpts from

plays from the pre-modern era Use and application of stagecraft to

realise these performances, e.g., lighting, costume, stage design, make-up, direction, etc.

Theatre history assignments

Unit 2: Theatrical Styles of the Modern Era

This unit focuses on studying theatrical styles and stagecraft through working with play scripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with play scripts from 1880’s to the present.This includes performance analysis of a play from the modern era in performance.

Areas of Study Interpretation of play scripts and

production of plays from the modern era. Analysing a play in performance.

OutcomesOn completion of this unit students should be able to 1. Identify and describe the distinguishing

features of play scripts from the modern era.

2. Apply stagecraft to interpret play scripts from the modern era

3. Analyse and evaluate stagecraft in a performance from the modern era

Assessment Rehearsal and performance of a play or

excerpts from plays from the modern era Use and application of stagecraft to

realise these performances, e.g., lighting, costume, stage design, make-up, direction, etc. recording this in a folio

Theatre history assignments Folio which includes sketches and designs

showing development of stagecraft application and critical analysis of own performances

Identifying the characteristics that defined the modern era in students’ own production



THEATRE STUDIES (2TS3)

Unit 3: Production DevelopmentThis unit focuses on an interpretation of a play script through the four designated stages of production: planning, production development, production season, and production evaluation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a play script. They analyse the influence of stagecraft on the shaping of the production. Students also attend a required performance selected from the Theatre Studies Unit 3 Play list and analyse and evaluate the interpretation of the play script in the performance.

OutcomesOn completion of this unit students should be able to: Apply stagecraft to interpret a play script

for performance to an audience and demonstrate understanding of the stages f the production process

Analyse the use of stagecraft in the development of a play script, incorporating the specifications appropriate for each stage of the production process

Analyse and evaluate ways in which a written play script selected from the prescribed play list is interpreted in its production to an audience

Unit 4: Performance Interpretation

In this unit students study a scene and associated monologue from the Theatre Studies Performance Examination (monologue list) and develop a theatrical brief that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret a monologue from with a specified scene through acting and other appropriate areas of stagecraft. Students attend a prescribed performance and analyse and evaluate acting in the production.

OutcomesOn completion of this unit students should be able to: Perform an interpretation of a

monologue from a play script Develop a theatrical brief that presents

an interpretation of a scene Analyse and evaluate acting in a

production from the prescribed play list

AssessmentUnit 3 school-assessed coursework: 30%Unit 4 school-assessed coursework: 15%End of year performance examination: 25% (monologue performance assessed by external panel) End of year written examination: 30%



VISUAL COMMUNICATION AND DESIGN (1VC1)

Nature of the StudyThis study is intended to assist students in the understanding, use and interpretation of a range of visual communications. It involves a study of the vocabulary and grammar of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, and principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life.Unit 1: Introduction to Visual Communication DesignThe main purpose of this study is to enable students to develop an understanding of freehand drawing including drawing from direct observation. Students develop practical skills in the application of appropriate drawing methods using the design elements and principles, and information and communication technology. The unit also introduces students to the history of design.Areas of Study Drawing as a means of communication Design elements/principles Visual Communication Design in contextOutcomesOn completion of this unit students should be able to:1. draw from direct observation, in

proportion, and render the drawings2. apply and explore design elements and

principles to satisfy a stated purpose3. analyse examples of visual communication

and explain how they communicate ideas and information and reflect influences

AssessmentAssessment tasks for this unit are: folio of freehand and observational

drawings of objects that show one-point and two-point perspective drawing, rendering techniques, proportion, scale, relationship of objects

folio of visual communications that use design elements and principles to satisfy stated purpose(s)

written response supported by visual material, that describes and analyses contemporary and historical examples

PowerPoint presentation supported by visual material and speaker’s notes

Unit 2: Communication in contextThe main purpose of Unit 2 is to enable students to develop and refine practical skills by generating images and developing them through freehand drawing, instrument drawing and the use of information and communication technology. In the development of visual communications, this unit enables students to develop an awareness of how the design process facilitates exploration and experimentation and how information and ideas are communicated. Students will also learn how to manipulate type and imagery.Areas of Study Technical drawing in context Type and imagery Applying the design processOutcomesOn completion of this unit students should be able to:1. use freehand and instrumental drawings to

develop images that represent and communicate form

2. use freehand drawings in the development of rendered 3-D form

3. apply the design process to develop a visual communication solution to a set task

4. manipulate type and imageryAssessmentAssessment tasks for this unit are: folio of visual communication solutions to set

tasks folio of typography and image ideas and

concepts created using manual and digital methods

folio of technical drawings created using manual and/or digital methods

written and/or oral descriptions and analysis of historical and contemporary design examples

folio demonstrating the design process created using manual and/or digital methods



VISUAL COMMUNICATION AND DESIGN (2VC3)

Unit 3: Design Thinking PracticeIn this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Areas of Study Analysis and practice in context Design industry practice Developing a brief and generating

ideas

OutcomesOn completion of this unit students should be able to:1. create visual communications for

specific contexts, purposes and audiences that are informed by their analysis of existing visual communications

2. describe how visual communications are designed and produced in the design industry and explain factors that influence these practices

3. apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief

Unit 4: Design Development and presentation

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience.

Areas of study Development of design concepts Final presentations Evaluation and explanation

OutcomesOn completion of this unit students should be able to:1. develop distinctly different design

concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief

2. produce final visual communication presentations that satisfy the requirements of the brief

3. devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief

Assessment Unit 3 School assessed coursework (20%)Based upon Outcomes 1 and 2.Unit 4 School assessed task (45%)Based upon Outcomes 1, 2 and 3.End-of-year written examination (35%)Students will answer a set of questions. The questions will relate to all outcomes in all areas of study in Units 3 and 4.THE SUBJECT LEVY IS $50.00


APPENDIX 1 – KEY TERMS

Victorian Curriculum and Assessment Authority (VCAA) A Victorian State Government authority responsible to the Minister of Education for conducting the VCE, among other things.

Coursework Assessment The assessment of work, done mainly in class time, to establish how you are performing in Units 3 and 4. It must conform to the Study Design.

Australian Tertiary Admission Rank (ATAR) – formerly known as ENTER It is the overall ranking on a scale of 099.95 that you receive, based on your study scores (see below). The ATAR is used by universities and TAFE institutes to select students for their courses.

General Achievement Test (GAT) A test that is done by all students doing a Unit 3 and 4 sequence. It is used by the Victorian Curriculum and Assessment Authority to check that schools are marking school-assessed coursework to the same standard. It doesn't count towards your VCE graduation, but your GAT results are reported to you with your Statement of Results.

Outcomes What you must know, or be able to do, by the time you have finished a unit.

Satisfactory completion In plain language, this means you have passed a unit. You get an 'S' for the unit. If you do not satisfactorily complete a unit, you get an 'N' for it.

School-assessed task (SAT) An on-going task done in school to assess how you are performing in Units 3 and 4, set and marked by teachers according to Victorian Curriculum and Assessment Authority specifications.

Semester One half of the academic year. Most units last for one semester.

Sequence The order in which you do your units, for example, a Unit 3 and 4 sequence.

State Reviewer An expert in a particular study, appointed by the Victorian Curriculum and Assessment Authority to supervise school-based assessment in that study.

Statement of Results A set of documents which formally state the results you achieved in the VCE, and whether you have graduated.

Studies The subjects available in the VCE.

Study Design The description of the content of a study, and how students' work is to be assessed. A Study Design for each VCE study is published by the Victorian Curriculum and Assessment Authority. Schools and other VCE providers must adhere to the study designs.

Study Score (Relative Position) A score from zero to 50 which shows how you performed in a study, relative to all other students doing that same study. It is based on your results in school assessments and examinations.

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

Victorian Tertiary Admissions Centre (VTAC) This body is responsible for the compilation of tertiary entrance requirements and determining aggregate scores for all Victorian universities and most TAFE college courses.

Vocational Education and Training (VET) This refers to an expanding range of nationally recognised vocational studies now integrated within the VCE.

Victorian Qualifications Authority (VQA) This body is responsible for safeguarding the standard of Victorian qualifications.


APPENDIX 2 – ASSESSMENT AND REPORTING

Units 1 and 2Assessment of levels of performance for each unit 1 and 2 studied during the first year of the VCE will be determined by the school. A written report from the school will be given at the end of each semester. The school report will provide a letter symbol "S" (Satisfactory completion) or "N" (Non-

satisfactory completion) for each learning Outcome, and the unit as a whole letter symbol grading on each School Assessment, and an overall assessment grade for the unit as

a whole written comment by each teacher.

Results regarding the satisfactory or non-satisfactory completion of each unit will be forwarded to the Victorian Curriculum and Assessment Authority. Students will receive a Statement of Results from the Victorian Curriculum and Assessment Authority at the completion of each year of study indicating an "S" or "N" for each unit. These results will contribute towards the award of the VCE.

Units 3 and 4The Victorian Curriculum and Assessment Authority will administer the assessment of all students undertaking Units 3 and 4. Each sequence of Units 3 and 4 includes a School Assessed Coursework/Tasks and written examination(s), which are used to assess students' levels of performance on key aspects of the units.

Students satisfactorily completing the requirements of the VCE will be awarded a VCE Certificate.

The following statement of results will be issued for students who have completed Year 12. A statement of results giving the result S or N for each unit attempted for the VCE. A separate statement of results for Units 3 and 4. A statement of results giving a summary of the grades for examinations, coursework and school-

assessed tasks. A statement of GAT results including the state mean.

General Achievement TestStudents undertaking any Unit 3/4 studies are required to take the General Achievement Test. The prime purpose of the General Achievement Test (GAT) is to provide a common basis for comparing and monitoring the distribution of results for coursework and school-assessed tasks submitted to VCAA by each school or group of schools.

The GAT will be used to statistically check the distribution of school assessments.

Attendance RequirementStudents need to attend sufficient class time to undertake the coursework, school-assessed tasks and complete learning outcomes. Work done in class time is necessary to allow work to be authenticated.

Students are expected to attend school at all times. At East Doncaster Secondary College there is a minimum of 90% attendance requirement needed to fulfil the coursework and complete the learning outcomes. Absences, including illness, must be covered by appropriate documentation. Students who are absent without the permission of the college may be recorded by the college as ‘Unexplained absence’. A failure to meet the 90% attendance requirement may result in an ‘N’ for that unit of study.

A ‘J’ symbol enables the college to terminate the enrolment of a student who is not attending, but who has not officially withdrawn by signing a withdrawal form. Such students will receive no results on the end of unit report provided by VCAA.

VTAC will treat all units with a ‘J’ result as an ‘N’ for scoring purposes.


APPENDIX 3 – TERTIARY ENTRANCE REQUIREMENTS

The following information concerning tertiary entry requirements is derived from the ‘Victorian Tertiary Entrance Requirements for 2012’ which is revised annually. Students should take great care to confirm the tertiary requirements for their future studies through close study of the relevant publications, in addition to discussions with the Careers teacher, Level Co-ordinators and directly with the tertiary institutions concerned.

Requirements for entranceIn order to be eligible for admission to a course of study at any of the Victorian tertiary institutions, applicants must usually satisfy: the minimum institutional entrance requirements and any specific course or other requirements including prerequisites of the individual courses

concerned.These will be set out in the Victorian Tertiary Entrance Requirements for 2012 and the relevant course handbooks of the institutions. Once eligibility has been established applicants can then be considered in competition with other eligible applicants for a quota place.

Minimum entrance requirementsThe minimum entrance requirements for all institutions are: the satisfactory completion of the VCE, and the satisfactory completion of Units 3 and 4 of an English study completed in the one yearSpecial requirements apply for ‘those returning to study’, other qualifications and certain cases of disadvantage.

Methods of selectionCourses use one of two models for selection of students: a rank order (ATAR – appendix 5) derived from VCE results which incorporates the two-stage

process (appendix 4).and/or

a rank order derived from an index of criteria which may include reference to VCE results. Included in the index are interviews, folios, pre-selection tests, etc.


APPENDIX 4 – TERTIARY ENTRANCE RANK

Development of Australian Tertiary Admission Rank (ATAR)Each student undertaking a VCE unit 3 and 4 study will receive from the Victorian Curriculum and Assessment Authority: a letter grade for each assessment component in that study, a VCE study score (relative position) for that study, indicating the student’s position in the cohort

of students taking the study. This will be a numerical score out of 50.

The rank order derived from VCE results is expressed as an ATAR. These are developed from an aggregate produced by adding: the scaled score in English, ESL or Literature (Units 3 & 4) the next best three scaled scores (Units 3 & 4) 10% of any fifth and/or sixth scaled score, ranking candidates in order of these aggregates.

General principles The primary four refers to studies that will be counted first when creating an ATAR. These are an

English study plus the three other studies with the highest scaled scores. Until further notice the scaled means of LOTE studies will be adjusted by adding 5 points to the

mean All accredited VCE studies for which study scores have been issued may be used except that only

one of the following combinations can be used in the primary four (the other may be used as an increment): Further Mathematics/Specialist Mathematics.

Only one of the following Unit 3 and 4 combinations can be used in the best six: English/ESL/Literature, Chinese/CSL/CSL Advanced, and Indonesian/ISL.

No more than two Mathematics studies (drawn from either previous or current VCE Mathematics), no more than two Music studies, no more than two History studies, no more than two Information Technology studies and no more than two LOTEs (Languages Other Than English) can be included in the ‘primary four’. (Other Mathematics, Musics, Histories, Information Technologies and/or LOTEs can be used as a 10% increment.).

Other studies that can be used in developing ATARsApproved Tertiary (Extension) Studies in schoolsWhere a student is undertaking such study within an approved program, it may count in the ATAR in lieu of a sixth study. Students taking mathematics as part of this program are restricted to no more than two VCE Units 3/4 Mathematics for the ATAR. An increment will be awarded depending on the level of results achieved in the tertiary study (between 4 & 5.5) providing a pass is gained.VET in Schools programVET in Schools programs contribute directly to the completion of the VCE through inclusion in the VCE 1 to 4 Unit framework. Provided that study scores based on appropriate assessments are available for VET Programs then such programs will have the same status for ATAR purposes as other VCE Units 3 & 4 studies. However: A maximum of two sequences of Units 3 & 4 ( awarded a VCAA study score) of a VET program

may be counted in the primary four Units 3 & 4 (with a study score) of any VET programs may be used for fifth and/or sixth study

increments for the ATAR Units 3 & 4 of a VET program where no study scores are available may be used for a fifth and/or

sixth study increments for the ATAR. The increments will be 10% of the average of the primary 4 scaled scores.

Recognised VET or Further Education qualifications at AQF3 or above, are eligible for inclusion as the fifth and/or sixth study increment in the calculation of the ATAR as provided for non -scored VCE VET studies where VCAA has granted block credit at unit 3 and 4 level.

At most three (3) VCE VET Unit 3 and 4 sequences can contribute to the ATAR.


PenaltiesStudies used in creation of the ATAR may be drawn from any number of years without penalty. However, time taken to complete VCE studies may be taken into account by institutions in considering applicants in the ‘middle band’.


APPENDIX 5 – TERTIARY SELECTION

Tertiary Entrance Ranks and selectionAn ATAR will be issued only to applicants who have accumulated a minimum of four VCE study scores, including a score for an English study and who are completing at least one VCE study in the current year. Each applicant will receive an advice letter containing the ATAR from VTAC at the same time that they receive study scores from VCAA.

The ATAR is an overall percentile ranking, calculated in steps of 0.05, reflecting the comparative performance of that applicant amongst the relevant age group in the given year.

The highest rank therefore will be 99.95, the next highest 99.90, etc.

Two-stage processThe formulation of the ATAR, in conjunction with other factors such as the quota of available places, will enable courses to sort applicants into three groups: those clearly to be selected on their rank, i.e. those with an ATAR above a particular rank those clearly to be rejected on their rank, i.e. those with an ATAR below a particular rank, and those in the middle-band (those with ATARs between the two particular ranks), for whom

additional information needs to be considered before it is determined whether they will receive an offer.

Institutions have supplied statements about factors, other than the ATAR, which they will use to decide which applicants in the middle-band will receive offers. These factors, which will be used in addition to the specific course requirements, will establish the basis for an academic judgement on the rank order of applicants in the third group as defined above from which the balance of the course’s quota is to be filled.

Courses using the ATAR and the two-stage process have agreed to the selection of a significant proportion of applicants from the middle band. This will be at least 20%. Particular courses may give further guidance on this matter.

Applicants with special consideration may have relevant factors taken into account in determining where applicants should be re-ranked into the middle-band and have this consideration taken into account when evaluating middle-band applicants.


APPENDIX 6 – BOOKS AND STATIONERY

Books and stationery requirements can be ordered online from Spectrum Bookshop at www.spectrumbookshop.com.au.

The username and password for Year 11 and Year 12 orders can be obtained from the Spectrum Booklist available from the college.


http://www.spectrumbookshop.com.au/

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