section c: the studies - gippsland grammar › sites › default › ... · 2019-08-12 · vce...

Gippsland Grammar

VCE

HANDBOOK

2020

3

Introduction I hope that this book is of value to you and your parents/guardians in your selection of your VCE study program. Section A of this booklet is directed at students starting a VCE VCAL program. It explains what a student program is, how one is developed and what steps you should take to organise your own program. It also explains the choices of studies available to you at Gippsland Grammar and the School’s requirements. Section B provides further information about the VCE at Gippsland Grammar. It is particularly relevant to students enrolled in VCE 3/4 units. Section C provides brief introductory information about each of the study units that we plan to offer in 2020. Designing a VCE program is made easier if you have some idea of the possible areas of employment and/or further study in which you may be interested. If you have not yet discovered an interest in some possible areas of employment, it would be to your advantage to begin researching today. Some of the steps you could take are; think about your interests, strengths and weaknesses - academic, social and personal; talk to as many people in as wide a variety of occupations as you can; Go to the ‘Careers Tools’ page on the School website: www.gippslandgrammar.vic.edu.au (student’s

secure area) undertake The Morriby Assessment and attend a follow up interview with the Career’s Advisor watch the newspapers for information about different occupations, particularly the Saturday Age, the

Australian and the Herald Sun. An alternative to the VCE is the VCAL program, the Victorian Certificate of Applied Learning. It is geared towards employment and further training. It is a flexible course which also overlaps with VCE subject offerings. Further information about the VCAL program will be provided at an information evening later in Term 3. We trust that both you and your parents/guardians find this handbook of value in planning for the exciting challenges awaiting you in your senior years of study. Liana Cartledge Deputy Principal - Academic July 2019

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

VCE Handbook 2020

4

Introduction .......................................................................................................................................................... 3

Section A: Your VCE .......................................................................................................................................... 6

Studies and Units ......................................................................................................................................... 6

Your Subject Selection - Career Path .......................................................................................................... 7

How to qualify for the VCE Baccalaureate .................................................................................................. 7

The Arts/ Humanities units you may choose:- ............................................................................................. 8

The Maths/Science/Technology units you may choose:- ............................................................................ 9

Developing Your Own VCE Program ........................................................................................................ 10

How to Develop Your VCE Program ......................................................................................................... 11

The Timeline for Developing Your VCE Program ...................................................................................... 13

The VCE at Gippsland Grammar ....................................................................................................................... 14

Satisfactory Completion of VCE Units ....................................................................................................... 14

What the Student Must Do......................................................................................................................... 14

Attendance ................................................................................................................................................. 15

Examinations ............................................................................................................................................. 15

VCAA rules ................................................................................................................................................ 15

Assessment Structure for VCE Studies ..................................................................................................... 17

Determining and Reporting VCE Grades .................................................................................................. 18

School Assessed Coursework ................................................................................................................... 18

Examinations ............................................................................................................................................. 18

Additional Rules ......................................................................................................................................... 21

Practice Exams for Unit 3/4 Subjects ........................................................................................................ 23

How is the ATAR worked out? ................................................................................................................... 25

University Extension Program ................................................................................................................... 27

Vocational Education and Training in the VCE ......................................................................................... 29

Section C: The Studies from Year 7 – 12 ......................................................................................................... 30

Accounting ................................................................................................................................................. 32

Rationale .................................................................................................................................................... 32

Biology ....................................................................................................................................................... 34

Business Management .............................................................................................................................. 36

Chemistry ................................................................................................................................................... 38

Economics ................................................................................................................................................. 41

English/English as an Additional Language (EAL) .................................................................................... 43

English Language ...................................................................................................................................... 44

French ........................................................................................................................................................ 49

Geography ................................................................................................................................................. 50

Health and Human Development .............................................................................................................. 53

History ........................................................................................................................................................ 55

Computing ................................................................................................................................................. 59

Software Development .............................................................................................................................. 61

Global Politics ............................................................................................................................................ 61

5

Japanese ................................................................................................................................................... 62

Legal Studies ............................................................................................................................................. 64

Literature .................................................................................................................................................... 66

Mathematics .............................................................................................................................................. 67

Media ......................................................................................................................................................... 69

Music Performance .................................................................................................................................... 72

Outdoor & Environmental Studies ............................................................................................................. 75

Physical Education .................................................................................................................................... 77

Physics....................................................................................................................................................... 79

Psychology ................................................................................................................................................ 82

Studio Arts ................................................................................................................................................. 84

Theatre Studies ......................................................................................................................................... 86

Visual Communication Design ................................................................................................................... 89

VCE VET Studies .............................................................................................................................................. 93

Certificate III in Allied Health Assistance ................................................................................................... 93

Certificate II in Furnishing .......................................................................................................................... 94

Certificate III in Music Industry (Sound Production) .................................................................................. 95

Glossary of Terms ..................................................................................................................................... 96

Stationery Requirements VCE (Year 11 and 12) 2020 ..................................................................................... 97

Subject Specific Requirements .......................................................................................................................... 97

Responsible Use of ICT Agreement – Secondary Students ........................................................................... 100

Notebook Handbook ........................................................................................................................................ 105

Notebook Checklist for Parents ....................................................................................................................... 110

VCE Handbook 2020

6

Section A: Your VCE This section tells you about the VCE and how you can plan your own VCE program. It is vital that you and your parents read it very carefully.

Studies and Units

A study is basically a ‘subject’ and there are many studies from which schools can choose. The School has a strong academic emphasis and is proud of its students’ success in the VCE and in gaining entry to the tertiary courses of their choice. It also caters for the needs of those students planning for TAFE courses or going straight into the workforce. The Victorian Certificate of Applied Learning is another certificate which allows students a pathway to employment and further training.

The studies our School has chosen to offer are listed on pages 8 and 9. Studies are made up of four units. A unit represents about 100 hours of work (of which 50-60 will be class time) and lasts, usually, for one semester.

Units at the 1 and 2 level can be taken separately but units at the 3 and 4 level must be done in sequence.

It is possible for students in Year 12 to undertake units at the 1 and 2 level. It is important to note; however, that only units at the 3 & 4 level are considered when a score is calculated for tertiary entrance.

For most studies it is not necessary to complete successfully the units at the 1 and/or 2 level in order to undertake the units at the 3 and 4 level, but there are some exceptions, and these will be noted later in this booklet.

Here are two examples of studies with their individual units:

Study: Geography Semester 1 Semester 2 Semester 3 Semester 4

Unit 1

Hazards and

Disasters

Unit 2

Tourism

Unit 3

Changing the

Land

Unit 4

Human

Population

Study: Information Technology (Students may choose to do one or more Units 3/4 combinations)

Unit 3

Informatics

Unit 4

Informatics Unit 1

Computing

Unit 2

Computing

Unit 3

Software

Development

Unit 4

Software

Development

7

Your Subject Selection - Career Path

How to Qualify for Your VCE

To be awarded the Victorian Certificate of Education you must satisfactorily complete at least 16 units.

These units must include: at least three units of English, and one of these must be from Unit 3 or 4 (students may replace

English 3/4 with Literature 3/4 or English Language 3/4); at least three pairs of units 3 and 4 of studies other than English.

The remaining units can be any that you choose.

Please note that at Gippsland Grammar, the completion of Maths at Year 11 is compulsory. It is also a compulsory feature of The Victorian Certificate of Applied Learning (VCAL) in the form of the numeracy component.

Student Programs

A Student Program is the sum of all the units you undertake, or plan to undertake, in your VCE. Your program will be made up of compulsory units and units that you choose.

Over the next two years you will normally complete 22 units: 12 in Year 11 and 10 in Year 12. However, if you wish, you may undertake 24 units by studying 12 units in Year 12. Many students will have already completed two units by the end of their Year 10.

Which units can you choose?

The School offers a wide range of units in both the Arts/Humanities group and the Mathematics/Science/ Technology group. The tables that follow indicate clearly which units you can choose. The units marked with a must be taken as a 4-unit sequence, i.e. you must successfully complete Units 1 and 2 before you study Units 3 and 4.

In many instances, careful consideration needs to be given to ‘picking up’ a Year 12 sequence when Unit 1 or Unit 2 subject equivalent has not been studied. This will be managed on a case by case basis.

Most Year 11 students will study units at the Unit 1 and 2 level. However, in some cases, students may elect to study a unit at the Unit 3 and 4 level in Year 11. If you would like to do this you should seek the advice of the appropriate subject teacher and the Careers Advisor.

Please note that only those units with sufficient numbers of students will be able to be run. If you choose a unit that has only a very small number of students, you will be asked to select another unit.

How to qualify for the VCE Baccalaureate

The VCE Baccalaureate has been designed to provide further information about the kind of senior secondary program of study a student has undertaken within the very flexible structure of the VCE. It also provides an additional form of recognition for those students who choose to undertake the demands of studying both a higher level mathematics and a language in their VCE program of study.

A minimum study score is not required for the prescribed studies for the VCE Baccalaureate except that: for English or Literature or English Language, a minimum study score of 30 is required; for EAL a minimum study score of 33 is required.

VCE Handbook 2020

8

The Arts/ Humanities units you may choose:-

Study Unit 1 Unit 2 Units 3 & 4

Arts:-

Studio Arts

Media

Food Studies

Theatre Studies

Visual Communication and Design

Music Performance

VCE VET: Certificate II in Furnishings

VCE VET: Certificate III in Music

Industry (Sound Production)

Humanities:-

Accounting

Business Management

Economics

English

English Language

French

Geography

Health and Human Development

History

Global Politics

Japanese

Legal Studies

Literature

Outdoor and Environmental Studies

Physical Education

VCE VET: Certificate III in Allied Health

Assistance

- must complete Units 1 & 2 before starting Units 3 & 4

9

The Maths/Science/Technology units you may choose:-

Study Unit 1 Unit 2 Units 3 & 4

Mathematics:-

General Mathematics

Further Mathematics

Mathematical Methods

Specialist Mathematics

Sciences:-

Biology

Chemistry

Physics

Psychology

Information Technology:-

Computing

Informatics

Software Development

- must complete Units 1 & 2 before starting Units 3 & 4

A brief description of each of the units and studies listed above can be found in Section C in this booklet. The Heads of Departments and your subject teachers will be able to give you further information.

VCE Handbook 2020

10

Developing Your Own VCE Program

What will your VCE program contain?

Each semester in Year 11 you will undertake the study of six (6) subjects An English study i.e. English/Literature/English Language for 9 periods per cycle 5 (or possibly 4) other units for 9 periods per cycle The study of Mathematics is highly recommended Sport for 4 periods per cycle

Except for an English subject, the units you undertake in Semester 1 of Year 11 do not have to be the same as the units you undertake in Semester 2.

Each semester in Year 12 you will undertake the study of five (5) subjects An English study i.e. English/Literature/English Language for 9 periods per cycle At most, 5 other units for 9 periods per cycle Sport for 4 periods per cycle

The units you undertake in Semester 1 of Year 12 must be the same as the units you undertake in Semester 2.

Here is an example of a student program:

Semester

1

Year

English

Language

1

Maths

Methods

1

Biology

1

Literature

1

Studio Art

1

Accounting

1

Semester

2

11

English

Language

2

Maths

Methods

2

Biology

2

Literature

2

Geography

2

Accounting

2

Semester

1

Year

English

Language

3

Maths

Methods

3

Biology

3

History 3

Accounting

3

Semester

2

12

English

Language

4

Maths

Methods

4

Biology

4

History 4

Accounting

4

11

How to Develop Your VCE Program

The following steps will help you develop your own VCE program:

Step 1

Decide on a range of possible

employment/further study areas

in which you may be interested.

List the possibilities here

Step 2

Find out where you can study

courses relevant to these areas

of interest. joboutlook, myfuture, mipsonline,

gooduniversitiesguide and VTAC Course link

can help you with this. See the School’s ‘Career Tools’ webpage.

Make a list of these courses here

Step 3

Make a list of the units you could

study in the VCE to qualify you for

entry into the courses you have found.

Write them here

VCE Handbook 2020

12

Step 4

Of the units you could undertake, Need Like

list the units you must undertake

and those you would like to undertake.

Step 5

Fill in the following grid with the units you have chosen:

Remember you must undertake

four units of English or Literature or English Language or a combination across Year 11 and

Year 12.

six subjects (12 units) in your Year 11 year including a Maths subject

five subjects (10 units) in your Year 12 year

spare periods are only available for Year 12 students

Semester 1

Year Choose an

English

Subject

---------------

Semester 2 11

Choose an

English

Subject

---------------

Semester 1

Year Choose an

English

Subject

---------------

Semester 2 12

Choose an

English

Subject

---------------

Use this grid for rough working only.

13

The Timeline for Developing Your VCE Program

Year 10 Students

The process of planning for the VCE is a very involved one, and you need to be conscientious in your efforts to develop the most appropriate VCE program for your aspirations, abilities and interests. You will have a lot of assistance from your subject teachers, your Mentor teacher, your Careers Advisor, Mrs Ripon, your Head of Year, and Mrs Cartledge in this process.

The following timeline is an indication of how your decision making should be progressing at each stage. In Term 4 in Year 9 a career exploration tool was used to start students thinking about what careers they may find suitable. Throughout Term 2 and Term 3 Year 10 one-to-one career counselling Wednesday 18 July Parent and Student Information Evening and Subject

Expo. Thursday 26 July VET/VCAL Information Evening

This VCE Handbook is issued to students for them to study and discuss with their parents.

Begin your exploration and research by:

Complete Career Exploration activities in the ‘Student’s Secure Area’ of the Gippsland Grammar

Careers website (www.gippslandgrammarcareers.com )

Make use of the numerous careers resources in the School including, but not exclusive to those found on the Careers website and https://myfuture.edu.auThe Morrisby Assessment and follow up interview could be helpful.

Attend guest speaker sessions, which will be organised to cater specifically for your needs.

Refine you choices, taking into account, where necessary, your Semester 1 report. Discuss your choices with your parents.

During this period you will have an individual session with Mrs Ripon who will assist you in your final choice and ensure that your program qualifies you for employment/training/education in your nominated choices.

Monday 30 July Submit your choices online and your signed printed receipt to your Mentor teacher who will give them to Mrs. Cartledge

From Monday 27 August Your program will be finalised and notifications will ensue

http://www.gippslandgrammarcareers.com/

https://myfuture.edu.au/

VCE Handbook 2020

14

The VCE at Gippsland Grammar

Satisfactory Completion of VCE Units

Units 1 and 2 can be completed as single units and Units 3 and 4 must be taken as a sequence.

Outcomes are the basis for completion of VCE units. Each VCE unit includes two to four outcomes. “For satisfactory completion of a VCE unit, a student must demonstrate achievement of the set of outcomes for the unit as specified in the study design. The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tools related to the outcomes”. This decision is distinct from the assessment of levels of performance. VCAA Admin Handbook.

Satisfactory completion is determined by the school, in accordance with the VCAA requirements.

It is very important to note that failure to achieve even one Outcome within a study will result in the student being awarded an "N" (Not Satisfactory) not only for that Outcome, but also for the whole unit.

The Victorian Curriculum and Assessment Authority (VCAA) defines the achievement of outcomes as follows:

What the Student Must Do Achievement of an outcome means:

the work meets the required standards; the work was submitted on time; the work is clearly the student’s own; there has been no substantive breach of rules.

If all outcomes are achieved, the student receives S for the unit.

A student may not be granted satisfactory completion if: the work is not of the required standard; the student has failed to meet a school deadline for the assessment task, including where

an extension of time has been granted for any reason, including Special Provision; the work cannot be authenticated; there has been a substantive breach of rules including school attendance rules.

If any of the outcomes are not achieved, the student receives N for the unit.

Where a student has completed work but there has been a substantive breach of class attendance, the student may be awarded N.

VCE and VCAL Administrative Handbook 2018

15

Attendance Students are expected to attend all scheduled classes. Students must notify the subject teachers if they need to be absent from class for legitimate

reasons. Legitimate reasons include school curricular (excursions, etc.), co-curricular (e.g. sport) activities and illness supported by a medical certificate.

If I satisfactorily complete the units, will I automatically get into university?

Not necessarily. Satisfactory completion of VCE will only qualify you to apply to go to university, it will not always gain you a place.

Assessment of VCE units 3 and 4

All studies have both school assessment and examinations.

School Assessment (i) School Assessed Coursework (SACs)

School Assessed Coursework is made up of a number of assessment tasks that are specified in the study design. These assessment tasks are used to assess the unit learning outcomes and

these tasks are part of the regular teaching and learning program;

they must be completed mainly in class time;

they are to be completed in a limited timeframe. (ii) School-assessed tasks

A small number of the revised studies will have School-assessed tasks. The studies for Art, Studio Arts, Software Development, Media and Visual Communication and Design have School-assessed tasks.

Examinations

The GAT (General Achievement Test) is conducted in June for all students who are enrolled in a Unit 3/4 study.

All subjects will have written examinations in November. Results are available in December.

Study Scores

Students’ overall achievements for each study will be calculated and reported as a Study Score (Relative Position) on a scale of 0 to 50.

In order to qualify for a Study Score, a student must have satisfactory results for Units 3 and 4 in that study.

VCAA rules The VCAA sets down seven rules which students must observe when preparing work for assessment. These rules apply also to Coursework and School-Assessed Tasks. They are: 1. Students must ensure that all unacknowledged work submitted for coursework is genuinely their own. 2. Students must acknowledge all resources used, including:

Text websites and source material The name(s) and status of any person(s) who provided assistance and the type of assistance

provided 3. Students must not receive undue assistance from any other person in the preparation and submission

of work. Acceptable levels of assistance include:

the incorporation of ideas or material derived from other sources (e.g. by reading, viewing or note taking) but which has been transformed by the student and used in a new context.

Prompting and general advice from another person or source which leads to refinements and/or self-correction.

Unacceptable forms of assistance include: use of, or copying of, another person’s work or other resources without

acknowledgement actual corrections or improvements made or dictated by another person.

VCE Handbook 2020

16

4. Students must not submit the same piece of work for assessment more than once. 5. Students who knowingly assist other students in a Breach of Rules may be penalised. 6. Students must sign the Declaration of Authenticity at the time of submitting the completed School-

Assessed Task. This declaration states that all unacknowledged work is the student’s own. 7. Students must also sign a general declaration that they will observe the rules and instructions for the

VCE, and accept disciplinary provisions.

Computer Work A student who uses a computer to produce work for assessment is responsible for ensuring that: there is an alternative system available in case of computer or printer malfunction or unavailability hard copies of the work in progress are produced regularly each time changes are made the work is saved onto a back-up file. The back–up file should not be

stored with the computer.

Computer malfunction is not considered a valid reason for non-submission, late submission or unsatisfactory SAC results.

17

Assessment Structure for VCE Studies The table below shows the assessment structure for the VCE studies

Study School Assessment External Assessment

Accounting Unit 3/4 coursework Unit 3/4 coursework

25% 25%

Written exam Nov (2 hrs) 50%

Biology Unit 3/4 coursework Unit 3/4 coursework

20% 20%

Written exam Nov (2½ hrs) 60%

Business Management Unit 3 coursework Unit 4 coursework

25% 25%

Written exam Nov (2 hrs) 50%

Chemistry

Unit 3/4 coursework Unit 3/4 coursework

20% 20%

Written exam Nov (2½ hrs) 60%

Economics Unit 3 coursework Unit 4 coursework

25% 25%

Written exam Nov (2hr) 50%

English English (EAL)

Unit 3 coursework Unit 4 coursework

25% 25%

Written exam Nov (3 hr) 50%

English Language


25% 25%

Written exam Nov (2hr) 50%

Food Studies Unit 3 Coursework Unit 4 Coursework

30% 30%

Written Exam Nov (2hr) 40%

French


25% 25%

Oral Written exam

Oct (15mins) Nov (2 hr 15mins)

12½% 37½%

Geography Unit 3 coursework Unit 4 coursework

25% 25%


Health and Human Development Unit 3 coursework Unit 4 coursework

25% 25%


History - Revolutions


25% 25%


Information Tech: Software Development : Informatics


25% 25%


Australian & Global Politics (formally known as International Studies)


25% 25%


Software Development Unit 3 coursework Unit 4 coursework

25% 25%


Japanese


25% 25%

Oral Written exam

Oct (15mins) Nov (2 hr 15mins)

12½% 37½%

Legal Studies Unit 3 coursework Unit 4 coursework

25% 25%


Literature Unit 3 coursework Unit 4 coursework

25% 25%


Mathematics -Further Maths

Unit 3/4 coursework 34% Written exam Nov (1½ hr) Nov (1½ hr)

33% 33%

Mathematics -Math Methods -Specialist Maths

Unit 3/4 coursework 34% Written exam Nov (1½ hr) Nov (1½ hr)

22% 44%

Media Unit 3/4 coursework School-assessed task

18% 37%


Music Performance (Solo & Group)

Unit 3/4 coursework 30% Written exam Perform. exam

Nov Nov

20% 50%

Outdoor and Environmental Studies Unit 3 coursework Unit 4 coursework

25% 25%

Written exam Nov 50%

Physics Unit 3/4 coursework Unit 3/4 coursework

16% 24%

Written exam Nov (2½ hr) 60%

Physical Education Unit 3 coursework Unit 4 coursework

25% 25%


Psychology Unit 3/4 coursework Unit 3/4 coursework

20% 20%


Studio Arts School-assessed task 1 School-assessed task 2

33% 33%


Theatre Studies Unit 3/4 coursework

45% Written exam Perform. exam

Nov Nov

30% 25%

Visual Communication & Design Unit 3/4 coursework School-assessed task

20% 40%


VET Assessment

Certificate III in Allied Health Assistance Unit 3/4 coursework 66% Written exam Nov (1½ hr) 34%

Certificate II in Furnishing Unit 3/4 coursework 66% Written exam Nov (1½ hr) 34%

Certificate III in Music Industry (Sound Production)

Unit 3/4 coursework 66% Written exam Nov (1½ hr) 34%

VCE Handbook 2020

18

Determining and Reporting VCE Grades

School Assessed Coursework In each study, the Study Design specifies how coursework is to be assessed. The table below shows the Unit 3 School Assessed Coursework for Legal Studies as an example Example Unit 3: Rights and Justice

Outcomes Marks Allocated Assessment Tasks

Outcome 1 Explain the rights of the accused and of victims in the criminal justice system, discuss the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice.

50

The student’s performance on each outcome will be assessed using one or more of the following:

A case study

Structured questions

An essay

A report in written format

A report in multimedia format

A folio of exercises.

Outcome 2 Analyse the factors to consider when initiating a civil claim, discuss the institutions and methods used to resolve civil disputes and evaluate the ability of the civil justice system to achieve the principles of justice

50

Total Marks 100

In Legal Studies the coursework for Unit 4 is also out of 100. For each student enrolled in Unit 3 and 4 of this study, we will submit two sets of coursework scores; Unit 3 at the end of Semester 1 and Unit 4 in Term 4.

School Assessed Tasks/Coursework Students’ scores will be determined from the ratings given by their teacher on a set of assessment criteria specified by the VCAA in the subject VCE Assessment Handbook VCAA will monitor the teacher’s scores using the General Achievement Test (GAT) and review the scores if necessary. The VCAA will issue final grades in August and/or December.

Who sits the General Achievement Test (GAT)? Year 12 students (VCE, VET, VCAL, Unscored) sit the GAT. Year 11 students who are studying ANY unit 3/4 subject in the current year (VCE and VET) also sit the GAT. Any Year 11 students not sitting the GAT will have supervised study periods. There may be some instances involving VET/VCAL/Unscored students where sitting the GAT will be negotiated by the VCE or VET Co-ordinator. Whilst the VCAA do not regard completing VCAL or Unscored VCE as a reason to not sit the GAT, parental permission can in some cases excuse these students. Their VCE Statements will still state ‘Unauthorised Absence’.

Illness If a student is ill for the GAT and a medical certificate is obtained, an exemption may be granted.

What is the GAT and how is it used? The GAT is a three hour test of general knowledge and skills in written communication, mathematics, science and technology and humanities, the arts and social sciences. The GAT scores are used to check that the students’ examinations, SATs (School Assessed Tasks) and SACs (School Assessed Coursework) have been accurately and fairly assessed. The GAT is also used to help calculate a Derived Exam Score.

What is the SAC Calendar? At the beginning of each semester Year 11 and 12 students studying a Unit 3/4 subject in the current year will be able to access a SAC calendar indicating all of the SAC and SAT dates for all Unit 3/4 subjects in that semester. This calendar is a live document available on the VCE V.C and the parent portal. Students and parents should check this site regularly for any changes to SAC/SAT dates.

Examinations Grades for all examinations will be determined by the VCAA and issued in August and/or December.

Timelines and Deadlines Students will be able to access a SAC calendar at the beginning of each semester with the dates

of all School Assessed Coursework.

19

Specific details of each task will be provided by the subject teacher either close to or on the day of the assessment.

School Assessed Coursework will be completed primarily in class time over a fixed period of time.

Teachers will provide submission dates for tasks that are completed over more than one day. If the students do not submit their work by the specified date, they must notify the subject

teacher. Students must also provide evidence of extreme circumstances. The VCE Co-ordinator in consultation with the subject teacher will decide whether to accept the work or refuse to accept it and award NA for the task.

Only in extreme circumstances will work be accepted after the due time and date.

Submitting School Assessed Coursework As School Assessed Coursework will be in a variety of formats, depending on the subject area,

teachers will provide students with details of how and to whom the work should be submitted. For example, work may be submitted in a log book, practical book or on loose leaf. Pages of loose leaf should be stapled together.

School Assessed Coursework involving preparation at home will involve the Authentication process.

Retention of School Assessed Coursework and tasks Students are advised to keep all pieces of School Assessed Coursework as they may be

required to audit work being completed. Students may be required to submit work at short notice, so assessment pieces should be stored carefully. Students doing Arts subjects may not have their work returned until early November.

Attendance Rules for School Assessed Coursework Students must attend scheduled classes for all School Assessed Coursework. If a student misses an assessment task that is completed on a given day, a medical certificate or

other documentation to verify extreme hardship, must be supplied by the student. If this documentation is not given to the VCE Co-ordinator or subject teacher when the student returns to school, the student will be penalised with a loss of marks for that piece of School Assessed Coursework.

If a student misses one or more sessions of an assessment task, being completed over more than one day, and no documentation is provided, an extension of time will not be granted and the student is assessed on the work that has been completed.

Acceptable documentation is a letter from a counsellor, social worker or other professional but not written by a member of the family. A parent/guardian letter is not adequate.

Extension of Time for School Assessed Coursework Students may apply for an extension of time to complete School Assessed Coursework. Grounds for extensions are either illness or cases of extreme hardship. Appropriate

documentation must be supplied either from a medical practitioner or other professional. If the student was absent for a task that was completed during a period of time on a given day,

the student must approach the subject teacher as soon as they return to school. If a student has missed some class time of a task that is to be completed over an extended

period of time, the student must approach the subject teacher before the due date for the submission of the task

The subject teacher informs the VCE Co-ordinator that a student is applying for an extension of time. They, consultation with the Head of Year, will decide if an extension is granted.

The length of the extension granted will depend on the time required for the original task, the amount of time missed by the student and the nature of grounds for appeal.

The student will be informed of the decision. If an extension has been granted, specific details for completing the task will be outlined.

VCE Handbook 2020

20

Extension of Time for Assessing Achievement of Outcomes for the Satisfactory Completion of a Unit.

Students will be informed by the subject teachers if the work that has been submitted does not show achievement of an outcome(s).

If the work was submitted on time, the teacher will permit resubmission of the work in order to achieve the outcomes.

The teacher will give the student details, in writing, of the task or tasks that need to be submitted to achieve the outcome and the new date of submission

Students should try to show achievement of outcomes regularly during the semester. Resubmitted tasks should be completed by the dates set by the subject teacher. Students must show achievement of outcomes for each semester by the dates ‘specified on the VCAA calendar’.

Lost, Stolen or Damaged Work The teacher or student who has lost work or has had work stolen or damaged, must make a written statement of the circumstances. The statement must be signed and dated. This statement should be submitted to the VCE Co-ordinator. The VCE Co-ordinator and the Deputy Head of School, acting on advice from the teacher and on the basis of the records will determine the unit result for the student. Note: this does not apply to work lost or damaged due to computer misuse or malfunction.

Attendance at unit 3/4 sacs Attendance at Unit 3/4 SACs is compulsory for all students except in the event of serious illness or personal/familial trauma. In the event of absence the following procedures apply:

1. If a student is absent due to illness a medical certificate must be provided to the VCE Co-ordinator. This could be supplied by a General Practitioner or a specialist such as an optician, physiotherapist, psychologist etc.

2. A medical certificate must not be supplied by a family member. 3. If a student does not provide a medical certificate for an absence in a SAC running for 3

periods or less the student will be penalised 10% of their grade for that SAC. 4. If a student does not provide a medical certificate for an absence in a SAC running for 4 or

more periods they will be penalised by foregoing the time provided during their absence for that SAC.

5. If a student does not provide a medical certificate for an absence in a SAC period that covers a specific assessment criteria of an extended task they will be penalised by receiving comments and a ‘Satisfactory’ for that assessment criteria but no numerical result for that assessment criteria only.

6. In the event of a penalty being imposed the parent/guardian will be informed by the VCE Co-ordinator.

7. If the absence is due to a reason other than illness (i.e. personal trauma) a statutory declaration may be required.

8. In the event of absence due to illness the student should expect that the SAC will be completed on the day of their return to school but not necessarily during class time. This will be negotiated by both the teacher and student.

Students who are absent for a SAC due to school based commitments such as sporting or music events are required to see their subject teacher prior to the SAC in order to renegotiate a time. Any students who have state or national commitments to sporting or cultural activities should inform the VCE Co-ordinator of these as soon as possible so that the impact of these on the student’s study program can be determined. If any parent/guardian experiences extreme difficulty in accessing a doctor for a medical certificate they should contact the VCE Coordinator immediately.

Attendance at Unit 1 & 2 assessment tasks Attendance at Unit 1 & 2 Assessment Tasks is compulsory for all students except in the event of serious illness or personal/familial trauma. A note from the parent/guardian will be required in the event of an absence and students should expect that the Assessment Task will be completed on the day of their return to school but not necessarily during class time. Notes should be submitted to the subject teacher. The same procedures apply to Unit 1/2 absences as are listed above for Unit 3/4 absences.

‘N’ result for a Unit 1 & 2 assessment task or Unit 3 & 4 SAC In the event of a student receiving a ‘Not Satisfactory’, for a Unit 1 & 2 or 3 & 4 Outcome, the subject teacher will provide feedback to the student regarding the areas in need of improvement and inform the parent/guardian. The teacher will then provide the student with one opportunity to achieve a ‘Satisfactory’

21

for a task covering this Outcome. In the event of the student achieving a ‘Satisfactory’ the second time the student’s original numerical or letter grade will stand; however, they will also have an ‘S’ result entered toward their final VCE result. In the event of a ‘Not Satisfactory’ at the second attempt the student will undergo a Review Panel.

Additional Rules In addition to observing these rules of VCAA, students must also observe the rules of the school. 1. Students must meet the deadlines set by the School for the submission of coursework assessment

tasks. 2. Students who use computers to produce work for assessment are responsible for ensuring that:

there is an alternative system available in case of computer or printer malfunction or unavailability work is saved onto a back-up file. The back–up file should not be stored with the computer.

3. Tasks designated to School Assessed Coursework are part of the regular teaching and learning program and are completed mainly during class time.

4. Word ranges act only as a guide to students; however, if the lower end of the word range is not met, the student may not be providing enough material to show that outcomes have been achieved.

5. Teachers will not correct drafts that are to be submitted as School Assessed Coursework. Also, teachers will not provide feedback or make comments on work that is being submitted for assessment.

6. Students must ensure that work being submitted for assessment is in fact their own work. Authentication rules apply. Please refer to the section on Authentication.

7. Students must sign a Declaration of Authenticity form for work completed outside the classroom. This form will be provided by the subject teacher.

8. Under no circumstances may phones be utilised during any Assessment Task or SAC/SAT.

Feedback to Students After work has been submitted and marked, teachers will provide feedback to students.

Appropriate feedback includes: advice on problem areas, advice on where and how improvements can be made and reporting S or N on students’ performance against outcomes.

Students will normally receive a numerical score on assessment tasks. It is important to note that due to statistical moderation a grade or score given by a

teacher on a piece of School Assessed Coursework is very likely to change.

Resubmission of Assessment Tasks Students may not resubmit work as School Assessed Coursework to improve the grade or

numerical result given by the teacher. Students may resubmit School Assessed Coursework to demonstrate achievement of outcomes

and thus convert an N to an S.

Authentication The VCAA states:

Rules and Procedures for Students Students must submit for assessment only work that is their own. All assistance received by the student in producing the work must be acknowledged and be obvious to the reader. Students must be responsible for ensuring that the teacher has no difficulty in authenticating their work. They should understand that teachers cannot authenticate work about which they have doubts until further evidence is provided. See Rules on page 15 & 16. All SAC/SAT and exam documentation will contain the following declarations regarding plagiarism and attendance:

Collusion and Plagiarism in the VCE The VCAA sets down rules which students must observe when preparing work for assessment; one of these states that all students must ensure that all unacknowledged work submitted for coursework is genuinely their own. All Year 10-12 students agree to these rules at the beginning of each year. Possible penalties for plagiarism range from a loss of marks to a score of zero being given depending on the circumstances. In all cases students will be required to resubmit the task in order to achieve a satisfactory result for that outcome; however, the initial score will remain as the one contributing to the student’s final ATAR in the case of a Unit 3/4 subject.

VCE Handbook 2020

22

Non-submission and Absenteeism for SAC/SAT Tasks in the VCE Students must provide a medical certificate if they are absent for a Unit 3/4 Sac, or on the due date for a Unit 3/4 SAT due to illness, and a note from home for a Unit 1/2 Assessment Task. A loss of marks will eventuate if this does not occur. Non-submission of Unit 3/4 SAC/SATs on their due date will result in no marks forwarded to VCAA, unless a medical certificate is supplied, and the student being required to submit the work at a second negotiated date to gain a satisfactory for the outcome. Non-submission of Unit 1/2 Assessment Tasks on their due dates will incur a penalty. Students will be required to attend a Review Panel to determine the consequences of non-submission or the awarding of an unsatisfactory result on two occasions for the same task.

Exam Statement Students must ensure that all unacknowledged work submitted is genuinely their own. Penalties for plagiarism and/or collusion may include a loss of marks. Other forms of cheating will result in a loss of marks. All absences from exams must be explained to the Deputy Principal – Academic. The exams must be completed at another time unless there are approved extenuating circumstances.

Breach of Rules Procedures for Suspected or Possible Breach of Authentication Identification Teachers must satisfy themselves about the authenticity of any student work that:

is not typical of other work produced by the student is inconsistent with the teacher’s knowledge of the student’s ability contains unacknowledged material has not been sighted and monitored by the teacher during its development. Teachers should not accept such work for assessment until sufficient evidence is available to

show that the work is the student’s own.

Onus of proof The student must provide evidence that the work submitted is their own and was completed in accordance with VCAA's requirements. In order to obtain the necessary evidence, students may be required to:

provide evidence of the development of the work, for example drafts discuss the content of the work with the teacher and answer questions to demonstrate their

knowledge and understanding of the work provide samples of other work complete, under supervision, a supplementary assessment task (or test) related to the original

task attend an interview or complete a test to demonstrate an understanding of the work.

Examinations It is the student’s responsibility to read the Examination timetable and make sure they are on

time for their exams. Students should read the section on ‘Approved materials’. Students who arrive late for an examination will be admitted into the room providing they arrive

within half an hour of the commencement of writing time. A breach of examination rules will be treated as a serious matter. The breach will be

documented.

Monitoring Student Progress 1. The Head of Year and/or VCE Co-ordinator generates surveys of Student Progress as needed and

distributes them to all teachers of VCE units. 2. Teachers will provide information about students achieving the unit outcomes and class attendance. 3. The Heads of Years 11 and 12 and/or VCE Co-ordinator will collect and collate this information. 4. Where necessary, the Heads of Years will either:

Counsel the student Advise the VCE Co-ordinator that a Review Panel is required.

5. The VCE Co-ordinator organises the Review Panel and notifies the student and parents by letter. 6. The student must attend this Review Panel session.

23

The VCE Review Panel A Review Panel may be called for in two types of circumstances. 1. When there is concern for a student’s progress. 2. To adjudicate in the case of an apparent Breach of Rules. The Deputy Principal – Academic determines that a VCE Review Panel should meet. A panel is made up of the VCE Co-ordinator, the Heads of Years 11 and 12, the student, parents and the teacher of the subject in which a student is having difficulty. Its aim is to identify problems and to try to solve them in conjunction with the student who is having difficulty. It is also the body that decides on which students should be awarded an "N". The VCE Co-ordinator will chair any Review Panel considering a Breach of Rules. This panel will also be convened for concerns with progress for VET and VCAL students by the VET/VCAL Co-ordinator.

Special Provision Special Provision provides all students with the maximum opportunity to participate in and complete their senior secondary studies. Implicit in the provisions is that students have a reasonable expectation of being able to achieve the outcomes and to demonstrate their achievement fairly in both the school assessment program and the external examinations. Special Provision for Units 1 & 2 If it is deemed necessary by the Deputy Principal - Academic, Pathways Co-ordinator, Head of Year,

VCE Co-ordinator and the subject teacher, a modified assessment task may be set in order for a student to obtain an ‘S’

Students must provide a medical certificate if they are absent from exams. Special Provision for Units 3 & 4 There are four forms of Special Provision Student program School-based assessment Special Examination Arrangements Derived Examination Scores In each case there are specific eligibility requirements that apply. They are briefly described below; however, for a complete examination students must contact the VCE Co-ordinator. If students have any doubts about whether they are eligible they are advised to speak to the VCE Co-ordinator.

Student programs This is for students who have “…been adversely affected by illness (physical or psychological), by any factors relating to personal environment or by other serious cause.” Or “…disadvantaged by a disability or impairment including learning disability.” School based assessment This is for students “…if their ability to demonstrate achievement is adversely affected by: illness (mental/physical), impairment (long term) or personal circumstances.” Special Examination Arrangements This is for students who can “…demonstrate that achievement on an exam is adversely affected by; Accident or sudden onset of illness Personal circumstances Long-term impairment” Derived Examination Scores This Special Provision is for students who “…are ill or affected by personal circumstances…and whose examination result is unlikely to be a fair or accurate indication of their achievement.” This is only applicable approximately two weeks prior to an exam or on the day of the exam. Practice Exams for Unit 3/4 Subjects The Practice Exams are conducted in the second week of the Term 3 holidays. They are an important opportunity for students to receive feedback about their knowledge and skills in a subject just prior to the revision period. It is also the only opportunity students have to practise exam strategies, from adjusting to their environment to using their time efficiently for each exam. All students enrolled in a Unit 3/4 subject

VCE Handbook 2020

24

must undertake these exams. A Statement of Results is sent to parents/guardians early in Term 4. This process provides information to the teacher and student and helps inform the study program for the student for the remainder of their academic year.

Change of Enrolment Students must follow this procedure. 1. Students discuss their proposed change with the Deputy Principal - Academic. The Deputy Principal –

Academic gives the student a Change of Enrolment form. 2. The student is counselled by each of the following people, who then sign the form VCE Co-ordinator Head of Year 11 or 12 The Teacher of the new subject

The Teacher of the subject to be discontinued The Careers Advisor VCAL/VET Co-ordinator (if required)

3. Parent approval (signature) 4. The completed form is then returned to the Deputy Principal - Academic who will approve and

action the change. In addition, a new timetable will be issued and the VASS co-ordinator will be advised of the change.

Appeals Students have the right of appeal to the school on decisions about:

Non-satisfactory completion of a unit Special Provision

Students have the right of appeal to the VCAA on: Breach of authentication/Breach of rules

Non-satisfactory completion of a unit The student must lodge the appeal in writing to the Head of Garnsey Campus within 14 days of receiving the unit results. The Appeals Committee will consist of:

The Deputy Principal - Head of Garnsey Campus/the Deputy Principal - Head of Garnsey Campus’s delegate i.e. Deputy Principal - Academic A teacher VCE Co-ordinator/Head of Year 11 or 12

There is no appeal to the VCAA over decisions about non-satisfactory completion of units.

Authentication and Breach of Rules Students have the right of appeal to the VCAA against penalties imposed by the school for breaches of authentication. They may appeal on one or both of two grounds

That a breach of rules had not occurred That the penalty was too severe

In continuing VCE studies the student has the right to appeal to the VCAA against a decision not to authenticate work, only if plans or drafts of the work have been sighted during the period when the School Assessed Coursework or the School-assessed task was being undertaken. Plans and drafts shown to the teacher for the first time after the date the work was required will not be considered. A student’s intention to appeal must be received in writing at the VCAA within 14 days of the Head of School’s written notification to the student. Correspondence must be addressed to the Secretary of the VCAA. There is no appeal to the VCAA if a school refuses to accept the late submission of Coursework for revised VCE studies.

Teacher Error The VCAA makes no provision for appeals by students who claim to have been disadvantaged by the failure of the school to provide adequate teaching. This includes complaints of quality of teaching, qualifications of teachers, teacher absence or change of teachers. In exceptional circumstances, for example, failure to teach a prescribed text or failure to teach and/or assess a significant part of the prescribed study design, the VCAA will consider an appeal. Only an appeal by the Head of School will be considered.

Final Grades There is no provision for appeals against final grades awarded by VCAA.

25

How is the ATAR worked out? 1. Study Scores The VCAA calculates a study score for each 3/4 unit sequence. A study score is a number between 0 and 50. For subjects with large enrolments (>1000), the VCAA awards study scores approximately in the following distribution. Study Score % of Students (approx) 45 - 50 2% 40 - 45 6% 35 - 40 16% 30 - 35 26% i.e. 50% above 30 25 - 30 26% 20 - 25 16% less than 20% 8%

VCE Handbook 2020

26

2. Scaling

Scaling is an attempt to provide a comparative measure of the performance of students across studies. A study score of 30 in Geography means that the student was ranked in the middle of Geography students that year. A 30 in Chemistry means the student was ranked in the middle of Chemistry students that year. The scaling process adjusts these scores on the basis of the strength of the competition in each study’s group of students that year. The following table shows the 2018 Scaled Scores corresponding to seven VCAA Study Scores. VCAA Study Scores Study Mean 20 25 30 35 40 45 50 Accounting 30.4 19 25 30 36 41 46 50 Biology 30.4 20 25 30 36 41 46 50 Business Management 26.9 16 21 26 32 38 44 50 Chemistry 33.8 23 29 34 39 44 47 50 Chinese First Language 35.1 21 28 34 40 45 48 50 Dance 29.1 19 24 28 33 38 44 50 Drama 27.9 17 22 27 33 39 44 50 Economics 31.9 22 27 32 37 42 46 50 English 28.1 17 22 28 33 39 45 50 English EAL 29.2 17 23 29 35 41 46 50 English Language 32.4 21 27 33 38 42 47 50 Food Studies 24.4 14 18 23 29 35 42 50 French 40.2 30 36 41 45 49 52 54 Geography 28.6 18 23 28 34 39 45 50 Health and Human Development 26.5 16 21 26 31 37 43 50 History: Revolutions 29.2 17 23 29 35 40 46 50 Info Tech: Software Development 28.2 16 21 27 33 39 45 50 Info Tech: Informatics 25.9 14 19 24 30 37 43 50 Japanese Second Language 37.8 27 33 39 43 47 50 51 Legal Studies 28.2 17 22 28 34 39 45 50 Literature 31.0 20 26 31 36 41 46 50 Mathematics: Further 27.7 18 22 27 32 38 44 50 Mathematics: Methods 33.9 21 28 35 40 45 49 51 Mathematics: Specialist 40.2 27 35 41 47 51 53 55 Media 26.1 14 19 25 31 37 44 50 Music Performance 29.7 19 24 29 35 40 45 50 Music Styles & Composition 31.5 21 26 31 37 42 46 50 Outdoor & Environmental St. 24.6 14 19 24 29 35 42 50 Physical Education 27.1 17 21 27 32 38 44 50 Physics 32.1 21 27 32 38 43 47 50 Politics: Global Politics 32.2 21 27 32 38 43 47 50 Psychology 28.3 17 23 28 33 39 45 50 Studio Arts 26.3 14 19 24 31 37 44 50 Theatre Studies 28.8 17 23 28 34 40 45 50 Visual Comm. & Design 27.0 15 20 26 31 37 44 50 VCE VET: Furnishing 25.3 17 21 25 29 34 40 50 VCE VET: Music Industry (Tech Prod) 26.7 18 22 26 30 35 41 50 VCE VET: Health Services 25.0 15 20 25 30 36 42 50 NOTES:

i. For each study the movement up or down of the study score of 30 is a measure of the strength of competition in that study in that year.

ii. While there are notable differences in the effect of scaling for scores in different studies, this effect is minimal for higher scores. Examine the table for scores of 45 and 50.

27

The ATAR (Australian Tertiary Admissions Rank) The ATAR stands for Australian Tertiary Admissions Rank. It is determined by VTAC (the Victorian Tertiary Admissions Centre) using scaled scores. An ATAR aggregate is calculated for each student by adding:

The scaled score in the English study; The three next best scaled scores; 10% of any fifth and sixth scaled score that is available.

Special arrangements concerning the ATAR aggregate include The contribution for the sixth study may be replaced by a contribution of between 4.0 and 5.5 for

satisfactorily completing an approved university Enhancement study. Certain restrictions apply concerning the combinations of studies that can be used in determining

an ATAR aggregate. The ATAR aggregate is a number between 0 and a little over 210. The students are ranked in order of their ATAR aggregates. This rank is converted to a percentage and becomes the ATAR. The ATAR is a number between 0 and 99.95, with an interval of 0.05 between successive ranks. Each interval will contain about 20 students. How can I make sure that I get the best out of my VCE years? It is extremely important to set your priorities. If you play in two sports teams, hold down a part time job and are the lead singer in a rock band, you may find yourself extremely pressed for time. Think about what is important to you. Think about what the future may hold for you if you do not do as well as you might. How ambitious are you? Does your career choice require a lot of commitment and high grades? Experience with VCE over the past few years has taught us that there are four aspects to doing well: Ability Maturity Organisation skills Motivation Each is equally important! A very able student who does not possess any of the other characteristics is less likely to succeed than a less able student who is mature, motivated and well organised. If you have all of these characteristics in good quantity, you will find VCE an enjoyable and satisfying course. If you have three, you will have the occasional difficulty, but should succeed. If you have only two, you will struggle. If you have only one, you will need to do a great deal of thinking over the summer holidays!

University Extension Program We encourage eligible Year 12 students to participate in the University Extension Program. This is undertaken either through Monash University, the University of Melbourne or RMIT. This program aims to provide university level studies to exceptional Year 12 students.

VCAA Eligibility Guidelines Extension Programs are endorsed by the VCAA as an approved “Extension Studies” Program. The eligibility guidelines are as follows:

Normally, students will have demonstrated outstanding achievement and have a VCE study score of 41 or more in the preparatory study.

Where students have not had the opportunity to complete the preparatory 3/4 sequence prior to the enrolment in a university study, a student may be selected on the basis of the Head of School’s, or delegates, evaluation of the student’s Year 11 performance. The student must be judged as:

an excellent student having demonstrated exceptional achievement in at least Units1/2 of the preparatory VCE study.

Preparatory Studies The designated preparatory and/or concurrent studies for VCE students are:

University Study VCE Preparatory Study - Accounting - Accounting 3/4 - Australian History/Politics - History 3/4 - Chemistry - Chemistry 3/4 - Communications/Media Studies - High level results across all Year 11 subjects - Computer Technology/Programming - Mathematics (any) - Geography - Geography 3/4 - Japanese - Japanese 3/4 - Mathematics - Math Methods 3/4 AND Specialist Maths 3/4 - Philosophy - High level results across all Year 11 subjects

VCE Handbook 2020

28

Completion of VCE Completion of VCAL

Cost In 2020, the University of Melbourne Extension Program run at Gippsland Grammar maybe subject to a fee each semester.

How to Apply Students who wish to participate in the 2020 University Extension Program need to: gain their school’s permission

complete the Application form (see Mrs Cartledge.) have the relevant sections completed by the School.

How to Enrol Students will complete enrolment details online by the nominated date and in consultation with Mrs Cartledge. Year 11 reports and/or Year 12 VCAA statement of results will be provided by the school. Once a student has enrolled, he or she may withdraw before March 31 (unless advised otherwise) and they will have their enrolment fee refunded less the application fee.

Gippsland Grammar In 2015, we acted as a centre for the Monash University Extension program. We offered weekly tutorials after school hours in Mathematics. In 2019, we were involved in the RMIT Extend online courses in Computing. In 2019 we became a centre for the University of Melbourne Mathematics Extension Program. We expect to offer similar tutorials in 2020. The Universities determine which courses will run at a school and which courses are offered by Distance Mode. The number of enrolments is also a determiner.

For Further Information If you want further information on a University Extension program or some details of the subjects on offer, contact Mrs Cartledge. An information session will take place at School late in Term 3 for interested students.

Pathways

Source: Where to now? page 18

Vocational Education and Training VCE VET Program

School Based Apprenticeship and Traineeship Other VET Certificates

Training (TAFE or school, industry, RTO, ACE)

Structured

Workplace Learning

University

Employment/Apprenticeship/Traineeship

TAFE Certificate II/III/IV, Diploma, Advanced Diploma

Senior School Certificates in Victoria

VCE (Victorian Certificate of Education)

Usually 20-24 units 90 different studies available

and University Enhancement Studies (limited accessibility)

90 different studies available

VCAL (Victorian Certificate of Applied Learning)

Literacy and Numeracy Skills, Industry Specific Skills, Work

Related Skills, Personal Development Skills

29

Vocational Education and Training in the VCE Another pathway to completing secondary education and gaining employment is via the Vocational Education and Training (VET) programs within the VCE. VET in the VCE allows students to complete all or part of a nationally recognised vocational education and training qualification to receive credit towards satisfactory completion of the VCE. All VCE VET programs have Unit 1 to 4 level recognition within the VCE.

Some VCE VET programs include Scored Assessments. In these programs, students receive a score and grade for each of two components: School Assessed Coursework – a set of tasks students undertake in the Units 3 and 4 of their

program; An examination based on the Units 3 and 4 sequence, set by VCAA

The statistically moderated School Assessed Coursework score and the examination score are used to calculate Study Scores by the same procedures as for other VCE studies

VET VCE subjects are usually delivered by TAFE institutions or other providers that have made arrangements to deliver VET programs using suitably qualified teachers.

Gippsland Grammar delivered three programs in 2019: 1. Certificate llI in Allied Health Assistance 2. Certificate II in Furniture Making Pathways 3. Certificate III in Music Industry (Sound Production)

VET subjects, like other subjects, only run if there are sufficient numbers.

Currently, a small number of students access a variety of VET courses through the local TAFE institutions one day per week. Courses available in 2020 (subject to numbers) include studies in automotive, agriculture, engineering, community services, hairdressing, horticulture, transport and distribution, equine, food processing, and aviation. Course availability may be subject to change by the provider.

If you want further information on VET courses, contact Mr Justin Henderson.

Considerations in undertaking a VET subject:

VET subjects provide an appropriate pathway for students who are best suited to an applied course of study. Students may be considering an apprenticeship or traineeship or further TAFE studies after their secondary education.

Students who undertake an off-site VET subject miss a full day of classes each week. These students usually count their VET subject as one of their three Year 10 electives or a Year 11 or 12 subject. They will have a number of timetabled VET periods to catch up on missed Thursday classes and complete VET theory work. Please note that students who do not have the independence or discipline to catch up on missed work, may not be suited to undertaking the study of a VET subject off-site. The cost of the course is subsidised by the School but parents are asked to pay $300 per semester.

Gippsland Grammar delivered VET courses (on-site) are timetabled with other VCE subjects and so are timetabled throughout each week.

ACCREDITATION: HOW SECTORS COMPARE

Vocational Education and Training Sector Higher Education Sector Doctoral degree Masters degree Vocational graduate diploma Graduate diploma Vocational graduate certificate Graduate certificate Bachelor degree Advanced diploma Associate degree Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Source: Australian Qualifications Framework

VCE Handbook 2020

30

Section C: The Studies from Year 7 – 12

Subject Pathways cs: core subject c: Compulsory to study before proceeding to next year level in subject

es: elective subject d: desirable to study before proceeding to next year level in subject

Subject Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

English English [cs] English [cs] English [cs]

English [cs]

English [cs] + [c] Literature [cs] + [c] English Language [cs] + [c] EAL [cs] + [c]

English [cs] Literature [cs] English Language [cs] EAL [cs]

Mathematics Maths [cs] Maths [cs] Maths [cs] Maths [cs] Maths Enrichment [es]

Maths Methods [c] General Maths [c] Specialist Maths [c]

Maths Methods Further Maths Specialist Maths

Science Science [cs] Science [cs] Science [cs] Science [cs]

Biology [d] Chemistry [c] Physics [c] Psychology [d]

Biology Chemistry Physics Psychology

Humanities and Commerce

History [cs] Geography [cs]

History [cs] Geography [cs]

Modern History & Australia [cs] Environmental Studies [cs]

History [cs] Geography [cs] Business M/ment [cs] Personal Investment [es]

Economics History Geography Business Mng/ment Accounting [d] Legal Studies

History Geography Business Mng/ment Accounting Legal Studies Australian & Global Politics

Physical Education and Health

Physical Education and Health [cs]

Physical Education and Health [cs]

Physical Education and Health [cs] Dance [es] Faster, Fitter, Stronger[es] Human Movement [es]

Physical Education [cs] Health and Human Development, Physical Education, Outdoor and Environmental Studies Cert. III in Allied Health Assistance

Health and Human Development, Physical Education, Outdoor and Environmental Studies Cert. III in Allied Health Assistance

Religion and Values Education

RAVE [cs] RAVE [cs] Personal Development [cs]

RAVE [cs]

Music Music [cs] Music [cs] Music Styles [es] Music [es] Music Performance [d] Cert. III in Music Industry Sound Production [d]

Music Performance Cert. III in Music Industry Sound Production [d]

Information and Communications Technology

ICT [cs] Animation & Games Design [es] Robotics [es] Solar Technology[es]

Robotics and Electronics [es]

Computing [d]

Informatics Software Development

31

Languages other than English

LOTE: French [cs], Japanese Beginners[cs], Japanese Continuing[cs]

French [cs] or

Japanese [cs] French [es], Japanese [es]

French [es] + [c], Japanese [es] + [c]

French, [c] Japanese Second Language [c]

French, Japanese Second Language

Year 7&Year 8 for one semester only per subject

Drama [cs] Drama [es] Theatre Studies Theatre Studies

Wood Technology Wood Technology [cs] Wood Technology [es]

Wood Technology [es] Cert. II in Furnishing Cert. II in Furnishing

Food Technology Food Technology [cs] Food Technology [es] Food for Entertaining/Life [es]

Food Studies Food Studies


Visual Communication and Design [cs] Visual Communication and Design [es]

Visual Communication and Design [es]

Visual Communication and Design [d]


Art Art [cs] Painting [es] Print making [es]

Art [es] Studio Arts Studio Arts

Media Photography & Film [es]

Media Media

Points to note One of the English studies is a compulsory study through to and including Year 12. Students can choose between English, Literature or English Language.

See VCE Handbook 2020 for rules governing selection. The study of Mathematics at Year 11 level is a requirement measurement of Gippsland Grammar. VCE Business Management 1/2 is listed in the Year 10 column as it can be taken as an alternative to Year 10 History or Geography if students meet eligibility

criteria. Students study one semester of History and one semester of Geography in both Year 7 and Year 8. Various support and extension opportunities exist for students to access eg. LinC classes, that is, Literacy in Context at Year 7 and 8 levels. English as an additional language class is provided for the International Program students.

VCE VET subjects The VCE VET subjects in the table above are offered at Gippsland Grammar. Other VET subjects are studied off-site e.g. TAFE or by distance mode.

VCAL subjects There are four core subjects specific to the Victorian Certificate of Applied Learning. They are: VCAL Literacy, VCAL Numeracy, VCAL Work Related Skills, and VCAL Personal Development. VCAL Numeracy may be provided via VCE General Maths F or other.

Subject Pathways for the Victorian Certificate of Applied Learning

Year 7 and 8 Year 9 Year 10 Year 11 VCAL Intermediate Certificate

Year 12 VCAL Senior Certificate

English [cs] Maths [cs] Science [cs] PE [cs] RAVE [cs] Year 10/Year 11 VCE Subjects [e]

Literacy Skills [cs] Numeracy Skills [cs] Work Related Skills [cs] Personal Development [cs] Other VET VCE subjects [e]

Literacy Skills [cs] Numeracy Skills [cs] Work Related Skills [cs] Personal Development [cs] Other VET VCE subjects [e]

In all instances, VCE, VET and VCAL subjects will only run in any given year if there are sufficient numbers of students electing to study the subjects.

VCE Handbook 2019

32

The Studies This section contains some introductory information about all the units being offered in 2019. The units have been arranged alphabetically.

Accounting

Rationale Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses. VCE Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/ investigative accounting, taxation, environmental accounting, management and corporate or personal financial planning.

Aims This study enables students to:

acquire knowledge and skills to record and report financial data and report accounting information in a manner that is appropriate for the needs of the user;

develop an understanding of the role of accounting in the management and operation of a business;

develop skills in the use of information and communications technology in an accounting system; develop an understanding of ethical considerations in relation to business decision-making develop the capacity to identify, analyse and interpret financial data and accounting information; develop and apply critical thinking skills to a range of business situations; use financial and other information to improve the accounting decision making within a business.

Unit 1: Role of accounting in Business This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework and financial indicators to measure business performance, and take into account the range of ethical considerations faced by business owners when making decisions, including financial, social and environmental. Areas of Study

1. The role of accounting; 2. Recording financial data and reporting accounting information for a service business.

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

describe the resources required, to establish and operate a business, and select and use accounting reports and other information to discuss the success or otherwise of the business;

identify and record the financial data, and report and explain accounting information, for a service business, and suggest and apply appropriate financial and non-financial indicators to measure business performance.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

Unit 2: Accounting and decision-making for a Trading Business In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the

33

performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance. Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework, financial indicators and ethical considerations for business owners when making business decisions, including financial, social and environmental. Areas of Study 1. Accounting for inventory

2. Accounting for and managing accounts receivable and accounts payable

3. Accounting for and managing non-current assets


record and report for inventory and discuss the effect of relevant financial and non-financial factors,

and ethical considerations, on the outcome of business decisions.

record and report for accounts receivable and accounts payable, and analyse and discuss the effect

of relevant decisions on the performance of the business including the influence of ethical

considerations.

record and report for non-current assets and depreciation.


Unit 3: Financial accounting for a Trading Business This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental. Areas of Study

1. Recording and analysing financial data 2. Preparing and interpreting accounting reports


record financial data using a double entry system; explain the role of the General Journal, General

Ledger and inventory cards in the recording process; and describe, discuss and analyse various

aspects of the accounting system, including ethical considerations.

record transactions and prepare, interpret and analyse accounting reports for a trading business.

Assessment of levels of achievement The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework. Contribution to final assessment School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score. Unit 4: Recording, reporting, budgeting and decision-making In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance. Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual

VCE Handbook 2020

34

Framework and financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental. Areas of Study

1. Extension of recording and reporting 2. Budgeting and decision-making


record financial data and balance day adjustments using a double entry system, report accounting

information using an accrual-based system and evaluate the effect of balance day adjustments and

alternative methods of depreciation on accounting reports.

prepare budgeted accounting reports and variance reports for a trading business using financial and

other relevant information, and model, analyse and discuss the effect of alternative strategies on the

performance of a business.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School Assessed Coursework and an end-of-year examination. Contribution to final assessment School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Biology

Rationale

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements. In VCE Biology students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary biology-related issues, and communicate their views from an informed position. VCE Biology provides for continuing study pathways within the discipline and leads to a range of careers. Branches of biology include botany, genetics, immunology, microbiology, pharmacology and zoology. In addition, biology is applied in many fields of endeavour including biotechnology, dentistry, ecology, education, food science, forestry, health care, horticulture, medicine, optometry, physiotherapy and veterinary science. Biologists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, geology, medical research and sports science.

Unit 1: How do living things stay alive?

In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population. Areas of study

1. How do organisms function?

2. How do living systems sustain life?

3. Practical investigation

Outcomes

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

35

investigate and explain how cellular structures and systems function to sustain life;

explain how various adaptations enhance the survival of an individual organism, investigate the

relationships between organisms that form a living community and their habitat, and analyse the

impacts of factors that affect population growth;

design and undertake an investigation related to the survival of an organism or species, and

draw conclusions based on evidence from collected data.

Assessment

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance of assessment tasks designated for the unit.

Unit 2: How is continuity of life maintained?

In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered.

Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined. Areas of study

1. How does reproduction maintain the continuity of life?

2. How is inheritance explained?

3. Investigation of an issue.


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

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

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

Assessment

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Unit 3: How do cells maintain life? In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules.

Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

VCE Handbook 2020

36

Areas of study 1. How do cellular processes work?

2. How do cells communicate?


explain the dynamic nature of the cell in terms of key cellular processes including regulation,

photosynthesis and cellular respiration, and analyse factors that affect the rate of biochemical

reactions;

apply a stimulus-response model to explain how cells communicate with each other, outline

human responses to invading pathogens, distinguish between the different ways that immunity

may be acquired, and explain how malfunctions of the immune system cause disease. Assessment

The student’s level of achievement in Unit 3 will be determined by School Assessed Coursework and an end-of-year examination. School Assessed Coursework for Unit 3 will contribute 16 per cent to the study score.

Unit 4: How does life change and respond to challenges over time?

In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species.

Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species. Areas of study

1. How are species related?

2. How do humans impact on biological processes?

3. Practical investigation.

Outcomes On completion of this unit the student should be able to: analyse evidence for evolutionary change, explain how relatedness between species is

determined, and elaborate on the consequences of biological change in human evolution; describe how tools and techniques can be used to manipulate DNA, explain how biological

knowledge is applied to biotechnical applications, and analyse the interrelationship between scientific knowledge and its applications in society;

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

Assessment

The student’s level of achievement for Unit 4 will be determined by School Assessed Coursework and an end-of-year examination. School Assessed Coursework will contribute 24 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score.

Business Management Rationale In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community, and as informed citizens, consumers and investors. The study of Business Management leads to opportunities across all facets of the business and management field such as small business owner, project manager, human resource manager, operations manager or executive manager. Further study can lead to specialisation in areas such as marketing, public relations and event management. Aims This study is designed to enable students to:

37

understand and apply business concepts, principles and terminology; understand the complex and changing environments within which business operate; understand the relationships that exist between a business and its stakeholders; recognise the contribution and significance of business within local, national and global markets; analyse and evaluate the effectiveness of management strategies in different contexts; propose strategies to solve business problems and take advantage of business opportunities.

Unit 1: Planning a business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. This Unit provides an opportunity for students to explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business. Areas of study

1. The business idea 2. External environment 3. Internal environment

Outcomes On completion of this unit the student should be able; describe how and why business ideas are created and developed, and explain the methods by

which a culture of business innovation and entrepreneurship may be fostered in a nation; describe the external environment of a business and explain how the macro and operating

factors within it may affect business planning; describe the internal business environment and analyse how factors from within it may affect

business planning. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance of assessment tasks designated for the unit.

Unit 2: Establishing a business This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. Students examine the legal requirements that must be satisfied to establish a business. They have the opportunity to investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Areas of study

1. Legal requirements and financial considerations 2. Marketing a business 3. Staffing a business


explain the importance when establishing a business of complying with legal requirements and financial record keeping, and establishing effective policies and procedures;

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

discuss the staffing needs for a business and evaluate management strategies from both an employer and employee perspective.

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 3: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the

VCE Handbook 2020

38

complexity and challenge of managing businesses and have the opportunity to compare theoretical perspectives with current practice. Areas of study

1. Business foundations 2. Managing employees 3. Operations management

Outcomes On completion of this unit the student should be able to: Discuss the key characteristics of businesses and stakeholders, and analyse the relationship

between corporate culture, management styles and management skills; Explain and apply motivation theories to a range of contexts, and analyse and evaluate strategies

related to the management of employees; Analyse the relationship between business objectives and operations management, and propose

and evaluate strategies to improve the efficiency and effectiveness of business operations. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes. The student’s level of achievement in Unit 3 will be determined by School Assessed Coursework. School-assessed Coursework for Unit 3 will contribute 25% to the study score.

Unit 4: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Students have the opportunity to evaluate business practice against theory. Areas of study

1. Reviewing performance – the need for change 2. Implementing change

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

Explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future;

Evaluate the effectiveness of a variety of management strategies to implement change and discuss the effect of a change on the stakeholders of a business.

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes. The student’s level of achievement in Unit 4 will be determined by School Assessed Coursework. School Assessed Coursework for Unit 4 will contribute 25% to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50% to the study score.

Chemistry Rationale VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.

Unit 1: How can the diversity of materials be explained? In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge

39

to determine the relative masses of elements and the composition of substances. The research investigation undertaken in Area of Study 3 draws upon and extends the content from Area of Study 1 and/or 2.

Areas of Study 1. How can knowledge of elements explain the properties of matter?

2. How can the versatility of non-metals be explained?

3. Research investigation

Outcomes On completion of this unit the student should be able to: relate the position of elements in the periodic table to their properties, investigate the structures

and properties of metals and ionic compounds, and calculate mole quantities;

investigate and explain the properties of carbon lattices and molecular substances with reference

to their structures and bonding, use systematic nomenclature to name organic compounds, and

explain how polymers can be designed for a purpose;

investigate a question related to the development, use and/or modification of a selected material

or chemical and communicate a substantiated response to the question

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated the set of outcomes specified for the unit.

Unit 2: What makes water such a unique chemical? In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. Students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants. The practical investigation into an aspect of water quality undertaken in Area of Study 3 draws on content from Area of Study 1 and/or 2.

Areas of Study 1. How do substances interact with water?

2. How are substances in water measured and analysed?


Outcomes On completion of this unit the student should be able to: relate the properties of water to its structure and bonding, and explain the importance of the

properties and reactions of water in selected contexts; measure amounts of dissolved substances in water and analyse water samples for salts, organic

compounds and acids and bases; design and undertake a quantitative laboratory investigation related to water quality, and draw

conclusions based on evidence from collected data. Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated the set of outcomes specified for the unit.

Unit 3: How can chemical processes be designed to optimise efficiency? In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. They use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems. A student practical investigation related to energy

VCE Handbook 2020

40

and/or food is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. Areas of Study

1. What are the options for energy production?

2. How can the yield of a chemical product be optimised?


compare fuels quantitatively with reference to combustion products and energy outputs, apply

knowledge of the electrochemical series to design, construct and test galvanic cells, and

evaluate energy resources based on energy efficiency, renewability and environmental impact;

apply rate and equilibrium principles to predict how the rate and extent of reactions can be

optimised, and explain how electrolysis is involved in the production of chemicals and in the

recharging of batteries.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework which will contribute 16 per cent to the study score.

Unit 4: How are organic compounds categorised, analysed and used? In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. The role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods. A student practical investigation related to energy and/or food is undertaken in either Unit 3 or in Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. Areas of Study

1. How can the diversity of carbon compounds be explained and categorised?

2. What is the chemistry of food?


Outcomes On completion of this unit the student should be able to: compare the general structures and reactions of the major organic families of compounds, deduce

structures of organic compounds using instrumental analysis data, and design reaction pathways

for the synthesis of organic molecules;

distinguish between the chemical structures of key food molecules, analyse the chemical

reactions involved in the metabolism of the major components of food including the role of

enzymes, and calculate the energy content of food using calorimetry;

design and undertake a practical investigation related to energy and/or food, and present

methodologies, findings and conclusions in a scientific poster.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework which will contribute 24 per cent of the study score. The end of year examination will contribute 60 per cent of the study score.

41

Economics Rationale Economics examines the role of consumers, businesses, governments and other organisations in the decision making about the allocation of resources, the production of goods and services and the affect that these decisions may have on material and non-material living standards. Developing students’ understanding of economics will enable them to appreciate the reasons behind these decisions and the intended and unintended consequences. Through studying economics students develop a range of skills including the ability to gather, organise, analyse and synthesise a wide selection of economic information. They undertake independent inquiry, think critically and work collaboratively with their peers to develop viable solutions to contemporary economic issues. They utilise the economic models and tools of economists effectively to analyse and evaluate the decisions made by key economic agents and, in the process, appreciate the different viewpoints about the issues that may affect a modern economy.

Unit 1: The behaviour of consumers and businesses Students explore some fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour. They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts. Students examine a simple microeconomic model to explain changes in prices and quantities traded. Through close examination of one or more key markets they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.

Areas of study 1. Thinking like an economist 2. Decision making in markets

Outcomes On completion of this unit the student should be able to: describe the basic economic problem, discuss the role of consumers and businesses in the

economy and analyse the factors that influence decision making; explain the role of relative prices and other non-price factors in the allocation of resources in a

market-based economy.

Unit 2: Contemporary economic issues Students focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environment sustainability can be compatible and discuss the effect of different policies on the achievement of these important goals. Economic growth is generally associated with improvements in living standards as real incomes grow over time. Students explore how the benefits of economic growth are shared in an economy and begin to appreciate that efforts to increase economic efficiency might lead to a more inequitable distribution of income. Students consider the influence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. They consider the perspectives of the relevant stakeholders and evaluate the validity of individual and collective responses to global issues.

Areas of study 1. Economic growth, long-term economic prosperity and environmental sustainability 2. Economic efficiency and equity 3. Global economic issues


explain the factors and policies that may influence economic growth and environmental sustainability, and analyse the potential trade-off;

VCE Handbook 2020

42

explain the factors and policies that may influence equity in the distribution of income and efficiency of resource allocation, and analyse the potential trade-off.

explain the factors that may influence a global economic issue/s and evaluate potential consequences associated with actions to address the issue/s.

Unit 3: Australia’s economic prosperity The Australian economy is constantly evolving. The main instrument for allocating resources is the market but the Australian Government also plays a significant role in this regard. In this unit students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of good and services. In this unit students develop an understanding of the macroeconomy. They investigate the factors that influence the level of aggregate demand and aggregate supply in the economy and use models and theories to explain how changes in these variables might influence the achievement of the Australian Government’s domestic macroeconomic goals and affect living standards. Students investigate the importance of international economic relationships in terms of their influence on Australia’s living standards. They analyse how international transactions are recorded, predict how economic events might affect the value of the exchange rate and evaluate the effect of trade liberalisation.

Areas of study 1. An introduction to microeconomics: the market system, resource allocation and government

intervention. 2. Domestic macroeconomic goals 3. Australian and the world economy

Outcomes: On completion of this unit students should be able to:

explain how markets operate to allocate resources, and discuss the discuss the effect of government intervention on market outcomes;

analyse key contemporary factors that may have influenced the Australian Government’s domestic macroeconomic goals over the past two years and discuss how achievement of these goals may affect living standards;

Explain the factors that may influence Australia’s international transactions and evaluate how international transactions and trade liberalisation may influence the current account balance, the Australian Government’s domestic macroeconomic goals and living standards in Australia.

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes. The students’ level of achievement in Unit 3 will be determined by School Assessed Coursework. School Assessed Coursework for Unit 3 will contribute 25% to the study score.

Unit 4: Managing the economy The ability of the Australian Government to achieve its domestic macroeconomic goals has been a significant effect on living standards in Australia. The Australian Government can utilise a wide range of policy instruments to influence these goals and to positively affect living standards. Students develop an understanding of how the Australian Government can alter the composition and level of government outlays and receipts to directly and indirectly influence the level of aggregate demand and the achievement of domestic macroeconomic goals. Areas of study

1. Aggregate demand policies and domestic economic stability 2. Aggregate supply policies.


discuss the nature and operation of aggregate demand policies and analyse how the policies may influence the Australian Government’s domestic macroeconomic goals and living standards;

discuss the nature and operation of aggregate supply policies and analyse how the policies may influence the Australian Government’s domestic macroeconomic goals and living standards.

43

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes. The students’ level of achievement in Unit 4 will be determined by School Assessed Coursework. School Assessed Coursework for Unit 3 will contribute 25% to the study score. The level of achievement for Units 3 &4 is also assessed by an end-of-year examination, which will contribute 50% to the study score.

English/English as an Additional Language (EAL) Rationale This study develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community. Structure The study is made up of four units. Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome is described in terms of key knowledge and skills.

Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Areas of Study

1. Reading and creating texts 2. Analysing and presenting argument

Outcomes On completion of this unit students should be able to:

produce analytical and creative responses to texts; analyse how argument and persuasive language can be used to position audiences, and create

their own texts intended to position audiences. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Areas of Study

1. Reading and comparing texts 2. Analysing and presenting argument


compare the presentation of ideas, issues and themes in two texts; identify and analyse how argument and persuasive language are used in text/s that attempt to

influence an audience, and create a text which presents a point of view. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Areas of Study

1. Reading and creating texts 2. Analysing argument 3. Listening to texts (EAL ONLY)


VCE Handbook 2020

44

produce analytical interpretations of and creative responses to selected texts; and analyse and compare the use of argument and persuasive language in texts that present a point of

view on an issue currently debated in the media. (EAL ONLY) students should be able to comprehend a spoken text.

Assessment The award of satisfactory completion of this unit is based on a decision that the student has demonstrated the achievement of the specific outcomes.

Assessment levels of achievement will be determined by:

School Assessed Coursework for Unit 3 will contribute 25% to the final assessment Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They also create an oral presentation intended to position audiences about an issue currently debated in the media. Areas of Study

1. Reading and comparing texts 2. Presenting argument

Outcomes On completion of this unit the student should be able to: produce a detailed comparison which analyses how two selected texts present ideas, issues and

themes; and construct a sustained and reasoned point of view on an issue currently debated in the media.



School Assessed Coursework for Unit 4 25% to the final assessment End-of-year examination will contribute 50% to the final assessment

English Language Rationale This study aims to combine learning about the nature of language in human thought and communication with learning how to use English more effectively and creatively. It is informed by the discipline of linguistics and integrates a systematic exploration of the nature of the English Language. Students develop skills in the description and analysis of a diverse range of spoken and written English texts. Structure The study is made up of four units: Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome is described in terms of key knowledge and skills.

Unit 1: Language and Communication The focus of this unit is language and its use in communication. The use of language is an essential aspect of human behaviour and it is the means by which individuals relate to the world, to each other, and to the community of which they are members. In this unit, students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as a highly elaborate system of signs. The relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered. Students investigate children’s ability to acquire language, and the stages of language acquisition across a range of subsystems. Areas of study

1. The nature and functions of language. 2. Language acquisition.

Outcomes On completion of this unit the student should be able to: identify and describe primary aspects of the nature and functions of human language; describe what children learn when they acquire language and discuss a range of perspectives on

how language is acquired.

45

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes. Unit 2: Language Change The focus of this unit is language change. Languages are dynamic and change is an inevitable and a continuous process. Students consider factors contributing to change over time in the English language and factors contributing to the spread of English. They explore texts from the past, and contemporary texts, considering how all subsystems of the language system are affected – phonetics and phonology, morphology and lexicology, syntax, discourse and semantics. Attitudes to language change vary considerably and these are also considered. In addition to developing an understanding of how English has been transformed over the centuries, students explore the various possibilities for the future of English. They consider how the global spread of English has led to a diversification of the language, and to English now being used by more people as an additional or a foreign language than as a first language. Contact between English and other languages has led to the development of geographical and ethnic varieties, but has also hastened the decline of indigenous languages. Students consider the cultural repercussions of the spread of English. Areas of study

1. English across time. 2. Englishes in contact.


describe language change as represented in a range of texts and analyse a range of attitudes to language change;

describe and explain the effects of the global spread of English in terms of both conformity and diversity, through a range of spoken and written texts.

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 3: Language Variation and Social Purpose In this unit students investigate English language in the Australian social setting, along a continuum of informal and formal registers. They consider language as a means of societal interaction, understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. Students examine the stylistic features of formal and informal language in both spoken and written modes: the grammatical and discourse structure of language; the choice and meanings of words within texts; how words are combined to convey a message; the purpose in conveying a message; and the particular context in which a message is conveyed. Students learn how to describe the interrelationship between words, sentences and text as a means of exploring how texts construct message and meaning.

Students consider how texts are influenced by the situational and cultural contexts in which they occur. They examine how function, field, mode, setting and the relationship between participants all contribute to a person’s language choices, as do the values, attitudes and beliefs held by participants and the wider community. Students learn how speakers and writers select features from within particular stylistic variants, or registers, and this in turn establishes the degree of formality within a discourse. They learn how language can be indicative of relationships, power structures and purpose – through the choice of a particular variety of language, and through the ways in which language varieties are used in processes of inclusion and exclusion. Areas of study

1. Informal language. 2. Formal language.


identify and analyse distinctive features of informal language in written and spoken texts; identify and analyse distinctive features of formal language in written and spoken texts.



VCE Handbook 2020

46

School Assessed Coursework for Unit 3 - 25% to the final assessment End-of-year examination will contribute 50% to the final assessment Unit 4: Language Variation and Identity In this unit students focus on the role of language in establishing and challenging different identities. Many varieties of English exist in contemporary Australian society, including national, regional, cultural and social variations. Standard Australian English in the variety that is granted prestige in contemporary Australian society and it has a role in establishing national identity. However, non-Standard varieties also play a role in constructing users’ social and cultural identities. Students examine both print and digital texts to consider the ways different identities are constructed. Such historical and contemporary texts include, but should not be limited to, extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents. Students explore how our sense of who we are in constantly evolving and responding to the situations in which we find ourselves and is determined not only by how we see ourselves, but by how others see us. Through our language we establish how we are unique as individuals, as well as signalling our membership of particular groups. Students explore how language can distinguish between ‘us’ and ‘them’, thus reinforcing the degree of social distance and/or solidarity. Areas of study

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


investigate and analyse varieties of Australian English and attitudes towards them; analyse how people’s choice of language reflects and constructs their identities.

Assessment The award of satisfactory completion of this unit is based on a decision that the student has demonstrated the achievement of the specific outcomes. Assessment levels of achievement will be determined by School Assessed Coursework for Unit 4 - 25% to the final assessment End-of-year examination will contribute 50% to the final assessment

Food Studies Rationale

Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices.

Students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems and the many physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends.

Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments.

Australia has a varied and abundant food supply, and food and cooking have become prominent in digital

media and publishing. Globally, many people do not have access to a secure and varied food supply and

many Australians, amid a variety of influences, consume food and beverage products that may harm their

health. This study examines the background to this abundance and explores reasons for our food choices.

Food Studies is designed to build the capacities of students to make informed food choices. Students

develop their understanding of food while acquiring skills that enable them to take greater ownership of their

food decisions and eating patterns. This study complements and supports further training and employment

opportunities in the fields of home economics, food technology, food manufacturing and hospitality.

47

Aims

This study enables students to:

develop as informed, discerning and capable food citizens;

build practical food skills in the planning, preparation, evaluation and enjoyment of food, including

the principles and practices that ensure the safety of food;

apply principles of nutrition, food science and sensory evaluation to food planning and preparation;

extend understanding of food origins, cultures, customs and behaviours;

understand global and local systems of food production, distribution and governance;

develop awareness of a diverse range of influences on food choice;

research and discuss issues relating to economic, environmental and ethical dimensions of our food

system;

analyse and draw evidence-based conclusions in response to food information, food advertising and

current food trends.

Unit 1: Food origins This unit looks at how history and culture have impacted on the foods available to us today. Students investigate where food originated from and how its role has changed through time and across the world. Students explore how humans found and produced food from the time of the hunter-gatherer, through to permanent rural-based agriculture communities, to today’s urban living and global trade in food. Students will learn about the origins and significance of food by investigating particular food-producing regions of the world. Students also investigate Australian Indigenous food before the Europeans arrived and how what we eat in Australia and how we eat it has changed over time. They consider the influence of technology and globalisation on these food changes. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. Areas of study

1. Food origins


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

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Unit 2: Food makers In this unit students investigate how food is produced in modern day Australia, exploring large and small scale food production inside and outside the home. Students gain insight into the important role that the production of food has in the Australian economy and investigate the ability of the food industry to provide safe, high-quality food that meets the needs of consumers. Students produce foods and consider a range of criteria to compare their home made foods to similar foods that can be purchased. They consider how well they provide and prepare food at home, and analyse the benefits and challenges of preparing food for themselves in their daily life. Students design new food products and adapt recipes to suit particular needs and circumstances. Areas of Study

1. Food makers


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

food products. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

VCE Handbook 2020

48

Unit 3: Food in daily life This unit investigates the many roles and everyday influences of food. Students explore the science of food – what happens to food after it is eaten, the microbiology of digestion and how our body and mind helps us to appreciate food. They also investigate the functions and roles of ingredients changes that occur to these ingredients during preparation and cooking and how these changes impact on the success or failure of a recipe. Students analyse why we need the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and they develop their understanding of a range of different nutrient requirements for people of different ages and genders. Students also investigate how our eating patterns have changed over time and how our thoughts and behaviours around food are impacted on by the people and communities around us. Students look at how food helps us to expressing identity and make us feel connected to others and how the food information available to us can be manipulated. They investigate how our behaviours assist in the establishment of lifelong, healthy dietary patterns. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of healthy everyday food that meets the recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Areas of study

1. Food in daily life

On completion of this unit the student should be able to: explain the processes of eating and digesting food and absorption of macronutrients; explain causes and effects of food allergies; food intolerances and food contamination; analyse food selection models; apply principles of nutrition and food science in the creation of food products.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework (30%) and end-of-year examination (40%). Unit 4: Food issues, challenges and Futures In this unit students examine debates about global and Australian food systems. Students focus on issues related to how our food production and our access to food can impact on the environment. Students also investigate whether food is produced ethically and in sustainable ways. Students look at how farming practices and the development and application of technologies can assist in meeting the challenges of achieving food security, food safety, reducing food wastage, and the sustainable management of water and land. Students also investigate how they respond to food information and misinformation and they learn to develop food knowledge, skills and habits to empower themselves and consumers to make well educated and appropriate food choices. Students consider how to assess if a source of food information is trustworthy and apply this methodology to decide on the validity of a range of contemporary food fads, trends and diets. Students again produce healthy recipes based on the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Areas of Study

1. Food issues, challenges and Futures


explain and analyse factors affecting food access and choice; analyse the influences that shape an individual’s food value beliefs and behaviours; apply practical skills to create a range of healthy meals for children and families.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework (30%) and end-of-year examination (40%).

49

French Rationale Students who learn French are given the chance, not just to learn a body of knowledge, but also to enter and experience the rich culture of French society in a way a tourist could not dream of doing. Their study contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities that use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. The study of French develops students’ ability to understand and use a language which is widely learned internationally, and which is the lingua franca of many world organisations and international events. The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of francophone communities around the world. A knowledge of French can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting.

Unit 1 Students need to achieve a set of three outcomes for each of Units One, Two, Three and Four. Since the students who undertake this study are expected to have completed several years of study prior to entry, the course now gives them the chance to speak and write in a sophisticated way and to understand more complex written and oral sources. Skill development is based around three themes; The Individual, The French-Speaking community and The Changing World. Outcomes On the completion of this unit the student should be able to:

exchange meaning in a spoken interaction in French; interpret information from two texts on the same subtopic presented in French, and respond in

writing in French and in English; present information, concepts and ideas in writing in French on the selected subtopic and for a

specific audience and purpose. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Assessment tasks to achieve the Outcomes in Unit 1 are:

participate in a conversation, interview or role-play or, give a talk to the class about the selected subtopic, asking and answering questions.

write a descriptive summary of a film including information from a review of the film or, listen to a conversation and view a map to write directions or, read an article and listen to an announcement to write instructions.

create a written presentation which may include pictures; this may be supported by media such as Photo Story or PowerPoint or, write an imaginative children’s story.

Unit 2 Outcomes On the completion of this unit the student should be able to:

respond in writing in French to spoken, written or visual texts presented in French; analyse and use information from written, spoken or visual texts to produce an extended written

response in French; explain information, ideas and concepts orally in French to a specific audience about an aspect of

culture within communities where French is spoken. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

write a personal answer to an email or, write an informative blog in response to texts or, respond in a written letter to a radio announcement or editorial.

describe in writing an experience seen from different perspectives or, write a reflective article on a cultural insight, such as the attitudes of French-speaking people in Australia and elsewhere to traditional customs or, evaluate opposing arguments put forward on an issue, such as attitudes to health or the long-term impact of social media on society.

VCE Handbook 2020

50

narrate a life story, event or incident that highlights an aspect of culture or, tell the class a personal or reflective story about a cultural event or, present and explain an aspect of culture, referring to a portfolio or a PowerPoint presentation.


participate in a spoken exchange in French to resolve a personal issue; interpret information from texts and write responses in French; express ideas in a personal, informative or imaginative piece of writing in French.


a three- to four-minute role-play, focusing on negotiating a solution to a personal issue; responses to specific questions or instructions using information extracted from written, spoken

and viewed texts on the selected subtopic; an approximately 250-word personal, informative or imaginative piece of writing.

School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score.


share information, ideas and opinions in a spoken exchange in French; analyse information from written, spoken and viewed texts for use in a written response in French; present information, concepts and ideas in evaluative or persuasive writing on an issue in French.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. a three- to four-minute interview providing information and responding to questions about a cultural

product or practice;

an approximately 250-word written response for a specific audience and purpose, incorporating

information from three or more texts;

an approximately 300-word evaluative or persuasive piece of writing.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations contributing 50 per cent to the study score.

Geography Rationale VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these. In VCE Geography students develop a range of skills, many of which employ spatial and digital technologies. Investigative skills develop students’ ability to conduct geographic study and inquiry including the collection of primary data through observation, surveys, fieldwork, and the collection of data and information from relevant secondary sources. Interpretative and analytical skills enable students to interpret information presented in a variety of formats including maps, graphs, diagrams and images. These skills encourage students to critically evaluate information for its validity and reliability. Presentation and communication skills enable students to communicate their knowledge and understanding in a coherent, creative and effective manner, with the use of appropriate geographic terminology. Aims This study enables students to:

develop a sense of wonder and curiosity about people, culture and environments throughout the world

51

develop knowledge and understanding of geographic phenomena at a range of temporal and spatial scales

understand and apply geographic concepts including place, scale, distance, distribution, movement, region, process, change, spatial association and sustainability to develop their ability to think and communicate geographically

Unit 1: Hazards and Disasters In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards represent the potential to cause harm to people and or the environment whereas disasters are judgments about the impacts of hazard events. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Areas of Study

1. Characteristics of hazards 2. Response to hazards and disasters


analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales;

analyse and explain the nature, purpose and effectiveness of a range of responses to selected hazards and disasters.

Unit 2: Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. Areas of Study

1. Characteristics of tourism 2. Impact of Tourism


analyse, describe and explain the nature of tourism at a range of scales; analyse and explain the impacts of tourism on people, places and environments and evaluate the

effectiveness of strategies for managing tourism. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. All assessments at Units 1 and 2 are school-based. For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit are:

a fieldwork report of approximately 1500–2000 words and at least one of: structured questions a case study a report a folio of exercises.

Unit 3: Changing the land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and fauna and, increasingly, interconnections with human activity. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change. People have modified land cover to

VCE Handbook 2020

52

produce a range of land uses to satisfy needs such as housing, resource provision, communication, recreation and so on. Students investigate three major processes that are changing land cover in many regions of the world:

deforestation desertification, and melting glaciers and ice sheets.

Students investigate the distribution and causes of these three processes. They select one location for each of the three processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales. At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change. Students undertake fieldwork and produce a fieldwork report using the structure provided. Areas of Study

1. Land use change 2. Land cover change


analyse, describe and explain land use change and assess; analyse, describe and explain processes that result in changes to land cover and discuss the

impacts and responses resulting from these changes. Assessment The award of satisfactory completion for a unit is based whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

Unit 4: Human population – trends and Issues In this unit, students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. The growth of the world’s population from 2.5 billion in 1950 to over 7 billion since 2010 has been on a scale without parallel in human history. Much of the current growth is occurring within developing countries while the populations in many developed countries are either growing slowly or are declining. Populations change by growth and decline in fertility and mortality, and by people moving to different places. The Demographic Transition Model and population structure diagrams provide frameworks for investigating the key dynamics of population. Population movements such as voluntary and forced movements over long or short terms add further complexity to population structures and to economic, social, political and environmental conditions. Many factors influence population change, including the impact of government policies, economic conditions, wars and revolution, political boundary changes and hazard events. Areas of Study

1. Population dynamics 2. Population issues and challenges


analyse, describe and explain population dynamics on a global scale; analyse, describe and explain the nature of significant population issues and challenges in

selected locations and evaluate responses. Assessment The award of satisfactory completion for a unit is based whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Contribution to final assessment School-assessed Coursework for Unit 3 and 4 will contribute 25 percent each to the study score. External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent.

53

Health and Human Development Rationale VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice. VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges. VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession. Aims This study enables students to:

understand the complex nature of health and wellbeing, and human development develop a broad view of health and wellbeing, incorporating physical, social, emotional, mental

and spiritual dimensions, and biological, sociocultural and environmental factors examine how health and wellbeing may be influences across the lifespan by the conditions into

which people are born, grow, live, work and age develop health literacy to evaluate health information and take appropriate and positive action to

support health and wellbeing and manage risks develop understanding of the Australian healthcare system and the political and social values that

underpin it apply the objectives of the United Nations’ Sustainable Development Goals to evaluate the

effectiveness of health and wellbeing initiatives and programs propose and implement action to positively influence health and wellbeing, and human

development, outcomes at individual, local, national and/or global levels.

Unit 1: Understanding health and wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organisation’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area. Areas of study

1 Health perspectives and influences 2 Health and nutrition 3. Youth health and wellbeing


explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse factors that contribute to variations in health status of youth;

apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information;

VCE Handbook 2020

54

identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail.

Assessment The award of satisfactory completion for a unit is based whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

Unit 2: Managing health and development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progressions from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Areas of study

1. Developmental transitions 2. Health care in Australia


explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept;

describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

Unit 3: Australia’s health in a globalised world This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context. Areas of study

1. Understanding health and wellbeing 2. Promoting health and wellbeing


explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status;

explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework (25%) and an end-of-year examination (50%)

Unit 4: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of key concepts of sustainability and human

55

development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Area of Study 2 looks at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organisation (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action. Areas of study

1. Health and wellbeing in a global context 2. Health and sustainable development goals


analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing;

analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of global aid programs.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework (25%) and an end-of-year examination (50%)

History

Rationale VCE History incorporates a consistent approach to disciplinary thinking which is based on research about how students learn history. Within each unit there is explicit reference to historical thinking concepts. These concepts underpin the treatment of key knowledge and are an explicit part of the key skills in each area of study. The discipline of history consists of substantive and procedural knowledge. Substantive knowledge refers to an understanding of individuals, groups, events, ideas, practices and movements in specific places and times. Procedural knowledge deals with how meaning is constructed in history as a form of inquiry. These forms of knowledge are interdependent and promote depth of understanding. Historical thinking means that students will: Ask historical questions: Questions set historical inquiry in motion. Students develop lines of argument in response to questions about the past. Establish historical significance: Historical inquiry necessitates the selection of subject matter. Significance is always ascribed – it is a judgment about the importance of an aspect of the past. The reasons supporting this judgment may include an understanding of the way in which that aspect of the past was perceived at the time, the profundity of its impact, the number of people it affected, its duration, what it reveals more generally about the period, and its relevance to the present. Use sources as evidence: Primary and secondary sources must be evaluated before being used as evidence. This involves the identification, attribution, contextualisation, close analysis and corroboration of sources. Identify continuity and change: Continuity and change are multifaceted. Changes can take place in one aspect of the past while other conditions remain unaltered. Turning points are a useful way for historians to mark continuity and change. Analyse cause and consequence: The exploration of causes is central to history. Historical inquiry involves identification of chains of cause and consequence. There are many different kinds of causes, such as social, political, and economic, short term and long term, and immediate and underlying. Explore historical perspectives: Comprehending the past involves consideration of how historical actors understood their world; the mindsets of people in the past may differ from those of the present. Examine ethical dimensions of history: Historical inquiry involves engaging with the beliefs, values and attitudes of people in the past. Construct historical arguments: The capacity to develop a well-supported argument about the past is central to historical thinking. Such arguments represent the outcome of historical inquiry.

Unit 1: The making of empires 1400 –1775 The Early Modern era, 1400 –1775, was a time of transition between medieval feudalism and the modern, secular nation-state. At the dawn of the era, international trade was dominated by three powerful empires – the Venetian Empire, China under the Ming dynasty and the Ottoman Empire – who between them controlled key industries, commodities and trade hubs including the Silk Road. Emerging powers Portugal, Spain, France, Britain and the Netherlands sought to circumvent the power of these established

VCE Handbook 2020

56

empires by gaining access to goods through alternative means and routes. By harnessing new knowledge and technology, they launched voyages of exploration to the Asia-Pacific, the Americas and Africa.

Around the same time, new ideas were emerging to disrupt traditional beliefs and institutions. The Ptolemaic model, which placed Earth at the centre of the universe, was challenged by Copernicus and taken up by Galileo and other scholars of the Scientific Revolution (c. 1550 –c. 1700). The Catholic Church was threatened by both new scientific knowledge and the Protestant Reformation (1517–c. 1648) which questioned Rome’s divine authority. The new paradigm of empiricism questioned assumptions and beliefs about godly intervention in the natural world. Gutenberg’s printing press (c. 1450) allowed ordinary people, for the first time in history, to circulate ideas without mediation by officials, leading the way for new debates about individualism, rights and liberties during the Enlightenment (c. 1650 –1790s).

Once European empires had gained control over new colonies from the fifteenth to seventeenth centuries, they faced the ongoing challenge of maintaining and protecting them. Not only were there ongoing costs of keeping up supplies and military protection, but some settlers strove to create an independent identity or broke away from the mother country entirely, as occurred when the American War of Independence began in 1775. Relations with indigenous people also proved difficult, with outright warfare in some cases and more indirect tensions in others. In the instance of Native American nations, trade relationships and alliances with competing European powers added to tensions between empires and played a part in the first global war, the Seven Years’ War (c. 1756 – 63).

By the end of the Early Modern era, the key sites of power and influence had shifted from the Silk Road and Venetian and Chinese ports to East India companies, North American and Caribbean plantations and the West African ‘slave coast’. Conceptions of individualism and liberalism were beginning to challenge the power of absolutist rulers and capitalism was emerging as the pre-eminent economic paradigm. The exploitation represented by the slave trade was to come under increasing threat and the devastating effects of colonisation on indigenous peoples would continue to be felt for a long time to come. Britain had emerged as the dominant global empire and its colonisation of the Great Southern Land was about to begin. Area of Study

1. Exploration and expansion 2. Disruptive ideas


explain the reasons for European voyages of exploration and analyse the motivations of new globally oriented empires;

explain how new ideas and discoveries challenged old certainties and strengthened European empires.

Unit 2: Empires at work 1400 –1775

In this unit students explore the operation of European colonies and the challenges they faced from within and without. In the Early Modern period, 1400 –1775, new empires began to establish colonies and to trade on a global scale. Britain, France, the Netherlands, Spain, Portugal, Russia and the Ottoman Empire gained colonial possessions in a number of continents. The Mughals in India and the Ming and Qing dynasties in China gained control over vast territories but these were regional rather than global in reach. Through the ‘Columbian exchange’ that followed Christopher Columbus’ arrival in the New World, technologies, plants, animals, culture and diseases began to travel between continents. Gradually, humans began to be traded as commodities too, as the triangular slave trade across the Atlantic drew in nearly all of the major empires. This trafficking in human misery was not ended until the abolition movements of the Modern era. Despite their profitability, colonies brought a number of difficulties. Indigenous peoples resisted colonisation, settler societies were complex and unpredictable and colonies were a drain on resources. Rival powers jostled for advantage, alliances and resources. The many wars waged between Early Modern empires culminated in all-out global warfare in the Seven Years’ War (1754– 63). Britain’s success in this war led to a period of dominance which lasted well into the twentieth century. In each area of study, students should study in depth at least one European colony in the Americas, Africa or the Caribbean.

57

Areas of Study

1. New colonies, new profits 2. Challenges of empires


analyse the methods used by European powers to establish colonies and the historical significance of new global systems of exchange;

analyse the effectiveness of a global empire in dealing with colonial challenges and assess the empire’s global standing by 1775.

Assessment All assessments at Units 1 and 2 are school-based. For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Assessment tasks over Units 1 and 2 will include the following:

a historical inquiry an analysis of primary sources an analysis of historical interpretations an essay.

History - Units 3 and 4: Revolutions In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. Unit 3: Areas of Study 1 and 2 American Revolution

1. Causes of revolution 2. Consequences of revolution

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

analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements.

Key knowledge America The events and other conditions that contributed to the outbreak of revolution, including the British

mercantilist policy, the French and Indian War, British management of the colonies, the Proclamation Act, British tax revenue acts and the colonial responses, the Boston Massacre, the Boston Tea Party, the Coercive Acts, Powder Alarms, the First and Second Inter-continental Congress, Lexington and Concord

The ideas that played a significant role in challenging the existing order, including the Enlightenment, Natural Rights, Taxation without representation, Representative Government, Republicanism, and Liberty

The role of individuals, including King George III, James Otis, Samuel Adams, John Hancock, Patrick Henry, Richard Henry Lee, Benjamin Franklin and Thomas Paine

The contribution of popular movements in mobilising society and challenging the existing order, including the Patriots, the Sons of Liberty, the Daughters of Liberty, the Committees of Correspondence, and the Provincial Congresses.


analyse the consequences of revolution and evaluate the extent of change brought to society. Key Knowledge America

The challenges the new regime faced in attempting to colsolidate its power, including the War of Independence, creating and maintaining a political system, Shays’ Rebellion, economic challenges, the Treaty of Paris 1783, the Philadelphia Convention 1787, ratification of the Constitution, and the treatment of Native Americans and African Americans

VCE Handbook 2020

58

The changes and continuities in political, social, cultural and economic conditions that influenced leaders to compromise their revolutionary ideals, including post-war recession, economic development, the debates on federal and state rights, the separation of powers, Individual Rights, the Bill of Rights and slavery

The contribution of significant individuals that changed society

Unit 4: Area of Study 1 and 2 Russian Revolution Outcome 1 On completion of this unit the student should be able to:

analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements.

Key knowledge Russia

The events and other conditions that contributed to the outbreak of revolution, including tensions in Tsarist Russia, the formation of the Mensheviks and Bolsheviks, the Russo-Japanese War, Bloody Sunday, the role of the Dumas, World War One, the February Revolution, the effectiveness of the Provisional Government, The Dual Authority, Lenin’s return and his April Theses, the July Days, the Kornilov Affair and the events of October 1917

The ideas that played a significant role in challenging the existing order, including Nationalism, Liberal reformism, Revolutionary Populism, Marxism and Marxist-Leninism

The role of individuals, including Tsar Nicholas II and Tsarina Alexandra, Count Witte, Pyotr Stolypin, Grigori Rasputin, Alexander Kerensky, Lenin and Trotsky

The contribution of popular movements in mobilising society and challenging the existing order, including workers’ protests and peasants’ uprisings, soldier and sailor mutinies, and challenges by the Socialist Revolutionaries, Bolsheviks and Mensheviks (SDs), Octobrists and Kadets.


analyse the consequences of revolution and evaluate the extent of change brought to society. Key knowledge Russia

The challenges the new regime faced in attempting to consolidate its power, including the dissolution of the Constituent Assembly, political opposition, the creation of the Sovnarkom, land redistribution, the Treaty of Brest-Litovsk, State Capitalism, the Civil War, War Communism, the Red Terror, the Polish Soviet War, the 1921 Famine and the Kronstadt Revolt

The changes and continuities in political, in political, social, cultural and economic conditions that influenced leaders to compromise their revolutionary ideals, including creation of the Sovnarkom, creation of the CHEKA, issuing of new decrees, State Capitalism, War Communism, the Treaty of Riga, the Tenth Party Congress (introduction of the NEP and Lenin’s ‘On Party Unity’) and the effects of the NEP

The contribution of significant individuals that changed society including Lenin, Trotsky, Felix Dzerzhinsky and Alexandra Kollontai

The diverse revolutionary experiences of social groups and their responses to the challenges and changes to the conditions of everyday life, including Aristocracy, peasants, Kulaks, workers, bourgeoisie, women and nationalities of the former Russian Empire.

School-based assessment Satisfactory completion

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of assessment tasks to provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. Contribution to final assessment School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score. School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. Contribution to final assessment The examination will contribute 50 per cent.

59

Computing Rationale The ubiquity and rapid pace of developments in digital systems, and the increasing availability of digitised data and information are having major influences on many aspects of society and the economy. This study equips students with the knowledge and skills to be discerning users of digital systems, data and information and creators of digital solutions. They are equipped to apply new ways of thinking as well as technical and social protocols when developing intellectual and social capital. VCE Computing supports students to participate in a globalised society and economy as they learn how to exploit the capabilities of digital systems and manage risks when communicating and collaborating with others locally and globally. The study provides students with practical opportunities to create digital solutions for real-world problems in a range of settings, developing an essential tool set for current and future learning, work and social endeavours. Unit 1: Computing In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented. In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue.

When creating solutions students need to apply relevant stages of the problem-solving methodology as well as computational, design and systems thinking skills. Areas of study

1. Data and graphic solutions 2. Networks 3. Collaboration and communication

Outcomes On completion of this unit the student should be able to: acquire, secure and interpret data, and design and develop a graphic solution that communicates

the findings of an investigation;

design a network with wireless capability that meets an identified need or opportunity, explain its configuration and predict risks and benefits for intended users;

design and develop a website collaboratively with others that presents an analysis of a contemporary issue and the team’s point of view on the issue.

Unit 2: Computing In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions with a database system. Areas of study

1. Programming 2. Data analysis and visualisation 3. Data management

Outcomes On completion of this unit the student should be able to: design working modules in response to solution requirements, and use a programming or

scripting language to develop the modules; apply the problem-solving methodology and use appropriate software tools to extract relevant

data and create a data visualisation that meets a specified user’s needs;

VCE Handbook 2020

60

apply the problem-solving methodology to create a solution using database management software, and explain the personal benefits and risks of interacting with a database.

Unit 3: Informatics In Informatics Units 3 and 4 students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. Students develop an understanding of the power and risks of using complex data as a basis for decision making. In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4. Areas of study

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

Outcomes On completion of this unit the student should be able to: design a solution, develop it using a relational database management system, and

diagrammatically represent how users interact with an online solution when supplying use a range of appropriate techniques and processes to acquire, prepare, manipulate and

interpret complex data to confirm or refute a hypothesis, and formulate a project Unit 4: Informatics Areas of study In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information. Areas of study

1. Data analytics: presenting the findings 2. Information management

Outcomes On completion of this unit the student should be able to: design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis,

and assess the effectiveness of the project plan in managing progress. compare and contrast the effectiveness of information management strategies used by two

organisations to manage the storage and disposal of data and information, and recommend improvements to their current practices.

Assessment The student’s level of achievement in Unit 3 and 4 will be determined by School Assessed Coursework and end-of year examination. School Assessed Coursework for Unit 3 and 4 will contribute 50 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by and end-of year examination, which will contribute 50 per cent to the study score.

61

Software Development

Unit 3: Software development Unit 3 focuses on programming as a strategy for solving problems for specific users in a networked environment. Students develop knowledge and skills in the use of a programming language. The programming language selected will be studied for both Units 3 and 4. When programming in Unit 3, students are expected to have an overview of the problem-solving methodology and a detailed understanding of the stages of analysis, design and development. Areas of study

1. Programming practice 2. Analysis and design

Outcomes On completion of this unit the student should be able to: interpret designs and apply a range of functions and techniques using a programming language to

develop working modules; analyse and document a need or opportunity, generate alternative design ideas, represent the

preferred solution design and formulate a project plan for creating the solution.

Unit 4: Software Development This unit focuses on how the information needs of individuals, organisations and society are and can be met through the creation of purpose-designed solutions in a networked environment. Students continue to study the programming language selected in Unit 3. In this unit students are required to engage in the design, development and evaluation stages of the problem-solving methodology. Details of this methodology are contained in the Study Design. Areas of study

1. Software solutions 2. Interactions and impact

Outcomes On completion of this unit the student should be able to: apply stages of the problem-solving methodology to create a solution using a programming

language that fulfils identified requirements and assess the effectiveness of the project plan in monitoring progress

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

Assessment The student’s level of achievement for Unit 3 and 4 will be determined by School Assessed Coursework and an end-of-year examination. School Assessed Coursework for Unit 3 and 4 will each contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.

Global Politics Rationale Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and non-state actors in the twenty-first century. It examines the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. It examines the nature and effectiveness of key global actors in the twenty-first century and global challenges, including human rights, people movements, development issues and weapons proliferation. It explores the nature of global challenges such as environmental degradation, war and terrorism, and the effectiveness of responses and proposed solutions by key global actors. Unit 3: Global Actors In this unit students investigate the key global actors of contemporary global politics. They use evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific state (China) uses power to achieve its objectives. Areas of Study

1. Global Actors [United Nations, International Criminal Court, Terrorist Organisations, Transitional Corporations, States)

VCE Handbook 2020

62

2. Powers in the Asia Pacific [China] Outcomes On completion of this unit the student should be able to:

1. evaluate the power of key global actors and assess the extent to which they achieve their aims and are able to challenge state sovereignty;

2. analyse and evaluate the effectiveness of the use of various types of power by a specific Asia-Pacific state in pursuit of its national interest.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Unit 4: Global Challenges In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues that are underpinned by international law. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to resolving them. Areas of Study

1. Ethical Issues and Debates [Human Rights and Arms Control] 2. Global Crises [Terrorism and Armed Conflict]


1. Analyse the debates relating to two global ethical issues and evaluate the effectiveness of global actors’ responses to these issues;

2. explain two contemporary global crises and evaluate the effectiveness of global actors’ responses to these.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

Japanese Rationale Students who learn Japanese are given the chance, not just to learn a body of knowledge, but also to enter and experience the intriguing culture of Japanese society in a way a tourist could not dream of doing. The study of another language enhances the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. Japanese has been identified as one of the priority languages from the Asia-Pacific region to be taught in Australian schools. This recognises the close economic and cultural ties between the two countries. The ability to communicate in Japanese may, in conjunction with other skills, provide students with enhanced vocational opportunities in areas such as trade, tourism, banking, technology and education.

Areas of Study interpersonal communication;

interpretive communication;

presentational communication.

Unit 1 Students need to achieve a set of three outcomes for each of Units One, Two, Three and Four. Since the students who undertake this study are expected to have completed several years of study prior to entry, this course gives them the chance to speak and write in a more sophisticated way and to understand more complex written and oral sources. Skill development is based around three themes; The Individual, The Japanese-Speaking community and The Changing World. Outcomes On completion of this unit the student should be able to: exchange meaning in a spoken interaction in Japanese;

63

interpret information from two texts on the same subtopic presented in Japanese, and respond in

writing in Japanese and in English;

present information, concepts and ideas in writing in Japanese on the selected subtopic and for a

specific audience and purpose.


participate in a conversation, interview or role-play or, give a talk to the class about the selected

subtopic, asking and answering questions;

write a descriptive summary of a film including information from a review of the film or, listen to a

conversation and view a map to write directions or, read an article and listen to an announcement

to write instructions;

create a written presentation which may include pictures; this may be supported by media such as

Photo Story or PowerPoint or, write an imaginative children’s story.

Unit 2 Outcomes On completion of this unit the student should be able to respond in writing in Japanese to spoken, written or visual texts presented in Japanese;

analyse and use information from written, spoken or visual texts to produce an extended written

response in Japanese;

explain information, ideas and concepts orally in Japanese to a specific audience about an aspect

of culture within communities where Japanese is spoken.


write a personal answer to an email or, write an informative blog in response to texts or, respond

in a written letter to a radio announcement or editorial;

describe in writing an experience seen from different perspectives or, write a reflective article on a

cultural insight, such as the attitudes of Japanese-speaking people in Australia and elsewhere to

traditional customs or, evaluate opposing arguments put forward on an issue, such as attitudes to

health or the long-term impact of social media on society;

narrate a life story, event or incident that highlights an aspect of culture or, tell the class a

personal or reflective story about a cultural event or, present and explain an aspect of culture,

referring to a portfolio or a PowerPoint presentation.

Unit 3 Outcomes

On completion of this unit the student should be able to: participate in a spoken exchange in Japanese to resolve a personal issue;

interpret information from texts and write responses in Japanese;

express ideas in a personal, informative or imaginative piece of writing in Japanese.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the Unit: a three- to four-minute role-play, focusing on negotiating a solution to a personal issue; responses to specific questions or instructions using information extracted from written, spoken

and viewed texts on the selected subtopic; an approximately 450-ji personal, informative or imaginative piece of writing.

School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score.

Unit 4 Outcomes On completion of this unit the student should be able to: share information, ideas and opinions in a spoken exchange in Japanese;

analyse information from written, spoken and viewed texts for use in a written response in

Japanese;

VCE Handbook 2020

64

present information, concepts and ideas in evaluative or persuasive writing on an issue in

Japanese.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit:

a three- to four-minute interview providing information and responding to questions about a cultural product or practice;

an approximately 450-ji written response for a specific audience and purpose, incorporating information from three or more texts;

an approximately 500-ji evaluative or persuasive piece of writing.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations contributing 50 per cent to the study score.

Legal Studies Rationale Legal Studies examines the institutions and principles which are essential to Australia’s legal system. In contemporary Australian society there is a range of complex laws that exist to protect the rights of individuals and to achieve social cohesion. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of society interact with the laws and the legal system in many aspects of their lives and can influence law makers. The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system.

Unit 1: Guilt and liability In this unit students develop an understanding of different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. Areas of study

1. Legal foundations 2. The presumption of innocence 3. Civil liability


describe the main sources and types of law, and assess the effectiveness of laws; explain the purposes and key concepts of criminal law, and use legal reasoning to argue the

criminal culpability of an accused based on actual and/or hypothetical scenarios; explain the purposes and key concepts of civil law, and apply legal reasoning to argue the liability

of a party in civil law based on actual and/or hypothetical scenarios. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit.

Unit 2: Sanctions, remedies and rights Criminal law and civil law aim to protect the rights of individuals. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgement about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia. Areas of study

1. Sanctions 2. Remedies 3. Rights

65

Outcomes On the completion of this unit the student should be able to: explain key concepts in the determination of a criminal case, and discuss the principles of justice

in relation to the determination of criminal cases, sanctions and sentencing approaches; explain key concepts in the resolution of a civil dispute, and discuss the principles of justice in

relation to the resolution of civil disputes and remedies; evaluate the ways in which rights are protected in Australia, compare this approach with that

adopted by another country and discuss the impact of an Australian case on the rights of individuals and the legal system;

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

Unit 3: Rights and justice The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios. Areas of study

1. The Victorian criminal justice system 2. The Victorian civil justice system


explain the rights of the accused and of victims in the criminal justice system, discuss the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice;

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

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

Unit 4: The people and the law The study of Australia’s laws and legal systems involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios. Areas of study

1. The people and the Australian Constitution 2. The People, the Parliament and the Courts


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

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

VCE Handbook 2020

66

Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Assessment of levels of achievement will be determined by; School Assessed Coursework for Unit 4 will contribute 25% to the final assessment. The final level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.

Literature

Rationale The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognise the influence of contexts and form. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

Unit 1: Approaches to Literature In this unit students focus on the ways in which the interaction between text and reader creates meaning. Analyses of the features and conventions of texts help students develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text. Areas of study

1. Reading practices 2. Ideas and concerns in texts


respond to a range of texts and reflect on influences shaping these responses; analyse the ways in which a selected text reflects or comments on the ideas and concerns of

individuals and particular groups in society. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 2: Context and connections In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

Areas of study

1. The texts, the reader and their contexts 2. Exploring connections between texts


analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context; and

67

compare texts considering the dialogic nature of texts and how they influence each other. Assessment The award of satisfactory completion for this unit is based on a decision that the student has demonstrated achievement of the specific outcomes.

Unit 3 In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. Students develop their skills in communicating ideas in both written and oral forms. Areas of study

1. Adaptations and transformations 2. Creative responses to texts


analyse the extent to which meaning changes when a text is adapted to a different form; and respond creatively to a text and comment on the connections between the text and the response.

Assessment The award of satisfactory completion of this unit is based on a decision that the student has demonstrated the achievement of the specific outcomes. Assessment levels of achievement will be determined by: School Assessed Coursework for Unit 3 will contribute 25% to the final assessment Unit 4 In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. For the purposes of this unit, literary criticism is characterised by extended, informed and substantiated views on texts and may include reviews, peer-reviewed articles and transcripts of speeches. Areas of study

1. Literary perspectives 2. Close analysis


produce an interpretation of a text using different literary perspectives to inform their view; and analyse features of texts and develop and justify interpretations of texts.

Assessment The award of satisfactory completion of this unit is based on a decision that the student has demonstrated the achievement of the specific outcomes. Assessment levels of achievement will be determined by: School Assessed Coursework for Unit 4 will contribute 25% to the final assessment. End-of-year examination will contribute 50% to the final assessment

Mathematics Aims VCE Mathematics units are designed to enable students to

develop mathematical knowledge and skills; apply mathematical knowledge to analyse, investigate, model and solve problems in a variety of

situations, ranging from well-defined and familiar situations to unfamiliar and open-ended situations;

use technology as an effective support for mathematical activities and problem solving. Structure The study is made up of the following units: Year 11

Foundation Mathematics, Units 1 & 2 General Mathematics, Units 1 & 2

VCE Handbook 2020

68

Mathematical Methods, Units 1 & 2 Specialist Mathematics, Units 1 & 2

Year 12 Further Mathematics, Units 3 & 4 Mathematical Methods, Units 3 & 4 Specialist Mathematics, Units 3 & 4

Each unit deals with specific prescribed content and is designed to enable students to achieve a set of defined outcomes. Each outcome is described in terms of the key knowledge and skills students are required to demonstrate. Foundation Mathematics, Units 1 and 2 Foundation Mathematics is designed for students who do not intend to study Mathematics in Year 12 or students who intend to follow a vocational pathway.

General Mathematics, Units 1 and 2 General Mathematics is designed for students who do not require a high level of Mathematics for their future career paths. General Mathematics is an ideal preparation for Further Mathematics, Units 3 and 4 in Year 12. Mathematical Methods, Units 1 and 2 Mathematical Methods Units 1 and 2 may be taken alone or in conjunction with General Mathematics or Specialist Mathematics. Mathematical Methods, Units 1 and 2 contains the assumed knowledge and skills for Mathematical Methods, Units 3 and 4 which is usually attempted in Year 12. Specialist Mathematics, Units 1 and 2 Specialist Mathematics is designed for more able students who want to study Specialist Mathematics in Year 12 or who want to develop a broader mathematical band as a preparation for Mathematical Methods Units, 3 and 4 in Year 12. Students choosing Specialist Mathematics must also choose Mathematical Methods Units, 1 and 2 in Year 11. The Outcomes for Units 1 and 2 Mathematics are: Students should be able to:

define and explain key concepts in relation to the content in the Areas of Study and apply these concepts to a range of related mathematical routines and procedures;

apply mathematical processes in non-routine contexts and to analyse and discuss these applications;

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

Assessment A satisfactory completion occurs when a student has demonstrated achievement of the set of outcomes specified for each unit. Assessment task options for these outcomes include

assignments tests projects short written responses problem-solving tasks modelling tasks examinations

Further Mathematics, Units 3 and 4 These Units are general preparation for employment or further study. The assumed knowledge for Further Mathematics, Units 3 and 4 is drawn from General Mathematics, Units 1 and 2. Further Mathematics, Units 3 & 4 may be taken alone or with Mathematical Methods, Units 3 & 4

Mathematical Methods, Units 3 and 4 Mathematical Methods may be taken alone OR in conjunction with Specialist Mathematics, Units 3 and 4 OR in conjunction with Further Mathematics, Units 3 and 4, and is intended to provide an appropriate background for further study in, for example, science, economics or medicine. It is a fully prescribed course.

Specialist Mathematics, Units 3 and 4 Specialist Mathematics must be in conjunction with Mathematical Methods, Units 3 and 4, and the areas of study extend and develop material from Mathematical Methods, Units 3 and 4. Specialist Mathematics

69

is intended for those with strong interests in Mathematics and those who wish to subsequently undertake further study in Mathematics and related disciplines. It is expected that students studying these units will have already completed Units 1 & 2 of Mathematical Methods and Specialist Mathematics.

Outcomes For each Unit 3 & 4 combination students should be able to

define and explain key concepts in relation to the content in the Areas of Study and apply these concepts to a range of related mathematical routines and procedures;

apply mathematical processes in non-routine contexts, and to analyse and discuss these applications;

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

Assessment School Assessed Coursework 34% Two end-of-year Examinations 66% Some possible combinations of Mathematics units The following table gives some possible combinations of units for students who choose to continue with Mathematics at Units 3 and 4 level.

Units 1 and 2 (Year 11) Units 3 and 4 (Year 12)

General Mathematics 1 and 2 Further Mathematics 3 and 4

Mathematical Methods 1 and 2 Mathematical Methods 3 and 4

Specialist Mathematics 1 and 2

Mathematical Methods 1 and 2

Mathematical Methods 3 and 4, alone or with Specialist Mathematics 3 and 4

Entry There are no prerequisites for entry to General Mathematics and Specialist Mathematics Units 1 and 2 or Mathematical Methods Units 1 and 2. However, it is strongly recommended that students attempting Mathematical Methods and Specialist Mathematics, in particular, are expected to have a very sound background in algebra, graphing techniques, and probability. Units 3 and 4 of a study are designed to be taken as a sequence. Students must undertake Unit 3 of a study before entering Unit 4 of that study. Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in Mathematical Methods Units 3 and 4. Students may not obtain credit for more than four units of a combination of General Mathematics and Specialist Mathematics Units 1 and 2 and Mathematical Methods Units 1 and 2. Please note Specialist Mathematics must be undertaken with Mathematical Methods. If a student completes Unit 3 & 4 in Further Mathematics, Mathematical Methods, and Specialist Mathematics, then only the top two results are considered in the top four study scores that contribute to the students overall ATAR score.

Media Rationale VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products. VCE Media supports students to develop and refine their planning and analytical skills, critical and creative thinking and expression, and to strengthen their communication skills and technical knowledge. Students gain knowledge and skills in planning and expression valuable for participation in and contribution to contemporary society. This study leads to pathways for further theoretical and/or practical

VCE Handbook 2020

70

study at tertiary level or in vocational education and training settings; including screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation.

Unit 1: Media forms, representation and Australian stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Areas of study

1. Media Representations 2. Media forms in productions 3. Australian stories

Outcomes On completion of this unit the student should be able to: explain how media representations in a range of media products and forms, and from different

periods of time, locations and contexts, are considered, distributed, engaged with, consumed and read by audiences;

use the media production process to design, produce and evaluate media representations for specified audiences in a range of media forms;

analyse how the structural features of Australian fictional and non-fictional narrative in two or more media forms engage, and are consumed and read by, audiences.

Assessment For this unit students are required to demonstrate three outcomes. As a set, these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit may be selected from the following: audiovisual or video sequences radio or audio sequences photographs print layouts sequences or presentations using digital technologies posters written responses oral reports

Unit 2: Narrative across media forms In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms. Areas of study

1. Narrative, style and genre 2. Narratives in production 3. Media and change

Outcomes On completion of this unit the student should be able to:- analyse the intentions of media and producers and the influences of narratives on the audience in

different media forms; apply the media production process to create, develop and construct narratives; describe characteristics of Australian media organisations and discuss the social, cultural and

industrial framework within which such organisations operate; discuss the influence of new media technology on society, audiences, the individual, media

industries and institutions.

71

Assessment For this unit students are required to demonstrate three outcomes. As a set, these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit may be selected from the following: audiovisual or video sequences radio or audio sequences photographs print layouts sequences or presentations using digital technologies posters written responses oral reports.

Students taking this course will be charged $35.00 to cover items such as a workbook, drawing cartridge paper, printing paper, mount board, etc.

Unit 3: Media narratives and pre-production In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.

Areas of study 1. Narrative and ideology 2. Media production development 3. Media production design

Outcomes On completion of this unit the student should be able to: analyse how narratives are constructed and distributed, and how they engage, are consumed and

are read by the intended audience and present day audiences. research aspects of a media form and experiment with media technologies and media production

processes to inform and document the design of a media production. develop and document a media production design in a selected media form for a specified

audience. Assessment The award of satisfactory completion for this unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 is determined by School-assessed Coursework and a School-assessed Task. School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score.

Unit 4: Media production and issues in the media In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media. Areas of study

1. Media production

VCE Handbook 2020

72

2. Agency and control in and of the media Outcomes On completion of this unit the student should be able to: produce, refine and resolve a media product designed in Unit 3; discuss issues of agency and control in the relationship between the media and its audience.

Assessment The award of satisfactory completion for this unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 4 is determined by School-assessed Coursework and a School-assessed Task. School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score. The School-assessed Task for Units 3 and 4 will contribute 40 per cent to the study score.

Overall, the level of achievement for Units 3 and 4 are determined by:

• School-assessed coursework 20%

• School-assessed task 40%

• End of year examination 40%

Students taking this course will be charged $40.00 to cover items such as a workbook, drawing cartridge paper, printing paper, mount board, etc.

Music Performance

The study is made up of ten units. Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. The study structure is:

At Gippsland Grammar we offer the Music Performance course, which amalgamates Music Solo Performance and Group Performance. The other options available in the study design are; Music Styles and Composition. Music Styles and Composition and Music Investigation are only offered via distance education. Music Performance Units 1 to 4 aims to broaden and enrich students’ musical experience, to assist students to develop personal awareness of the expressive and aesthetic qualities of music and to encourage a life-long engagement with music and music making. Music performance involves synthesis of knowledge of the music work/s being performed including their structure, style and context and their expressive qualities. Performance also requires the use of an instrument to interpret and realise the work, and knowledge and understanding of how to use an instrument/s to produce and manipulate sound. Performers use musicianship skills along with instrumental techniques to present musically engaging performances. The current Music Study will allow students to perform either as a soloist OR as a member of a group. Students choosing to make solo performance in Units 3 & 4 their main focus will also have to perform some music as a member of a group or ensemble, whilst students choosing to make performance as a member of a group or ensemble in Units 3 & 4 their main focus will also have to perform some music as a soloist. This new approach allows students much greater performing flexibility. The final recital, worth 50% of the VCE Music mark, will be undertaken either as a soloist or as a member of an ensemble or group. School based performances will be assessed for the alternate performance context, either as a group member or as soloist, depending on the main performance focus.

Music Style and Composition Units 1–2

Music Performance Units 1–2

Music Performance Units 3–4

Music Investigation Units 3–4

Music Style and Composition Units 3–4

73

The Performance and Performance Technique outcomes are based on the ongoing lessons with your instrumental teacher, whilst ensemble work will take place in class as well as with an ensemble teacher. The Musicianship outcomes are designed to support solo and ensemble performance by students through developing strong aural, theory and analysis skills, all essential in learning to give the best possible performances. An important element of this study design is that the discussion as to whether to present your final recital as a soloist or as an ensemble or group member is not taken until your enter Units 3 & 4. This allows you to keep your options open about which mode of performance suits you best.

Unit 1: Music Performance This unit focuses on building students’ performance and musicianship skills to 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 endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

Outcomes

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

prepare and perform a program of group and solo works

demonstrate and discuss techniques relevant to the performance of selected works

identify, re-create, extend and notate music language components and short phrases, and describe

ways elements of music may be interpreted

Assessment All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

Unit 2: Music Performance This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances. Outcomes On completion of this unit the student should be able to;

prepare and perform a program of group and solo works

demonstrate and discuss techniques relevant to performance of selected works

re-create, extend and notate music language components and short phrases, and describe

ways elements of music may be interpreted

devise a composition or an improvisation that uses music language evident in work/s being prepared

for performance

Assessment All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

Unit 3: Music Performance This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges.

VCE Handbook 2020

74

Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances. Outcomes On completion of this unit the student should be able to

prepare and perform a program of group and solo works, and demonstrate a diverse range of

techniques and expressive qualities and an understanding of a wide range of music styles and

performance conventions

demonstrate and discuss techniques relevant to performance of selected works

identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of

expressive elements of music in pre-recorded works

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework. School-assessed Coursework for Unit 3 will contribute 20 per cent to the study score

Unit 4: Music Performance This unit focuses on further development and refinement of performance and musicianship skills. Students focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. Through analyses of other performers’ interpretations and feedback on their own performances, students refine their interpretations and optimise their approach to performance. They continue to address challenges relevant to works they are preparing for performance and to strengthen their listening, aural, theoretical and analytical musicianship skills.

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

prepare and perform informed interpretations in a program of group and solo works, and demonstrate

a diverse range of techniques, expressive qualities and understanding of a wide range of music styles

and performance conventions.

demonstrate and discuss techniques relevant to refining the performance of selected works.

identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of

expressive elements of music in pre-recorded works.

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework. School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score. External assessment Contribution to final assessment The performance examination will contribute 50 per cent and the aural and written examination will contribute 20 per cent. End-of-year performance examination The level of achievement for Units 3 and 4 is also assessed by an end-of-year performance examination. The student will give a live performance in only one of the following contexts:

as a member of a group

OR

as a soloist.

The live performance will draw on knowledge and skills from Unit 3 Outcome 1 and Unit 4 Outcome 1. This allocation of marks clearly establishes the importance of performance in this study: 70% of the marks come directly from performances on your instrument. Developing strong performing skills on your instrument is the major focus of this study, supported by the development of your skills in aural perception, music theory and analysis of music in a performance context. You will need to work with your instrumental teacher in developing these skills, whether as a soloist or as a group or ensemble member, and to allocate regular time to work on and develop these skills outside of lessons. You should also aim to perform on as many occasions as possible in order to develop secure and positive skills in presenting public performances.

75

Pathways for students taking the VCE Music Performance Courses The following chart may help you see the music pathway more clearly:

2018 (Year 10) 2019 (Year 11) 2020 (Year 12)

Music Performance Pathway 1

Year 10 Music VCE Music Performance 1/2

VCE Music Performance 3/4



Skip a Year





Outdoor & Environmental Studies

Rationale Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments. The blend of direct practical experience of outdoor environments with more theoretical ways of knowing, enables informed understanding of human relationships with nature. Historically, humans have modified outdoor environments to meet survival, commercial, conservation and recreation needs. For many, outdoor environments have become places of adventure, relaxation, scientific study, social action and enterprise. Outdoor environments also provide space for connectedness with nature and opportunities for reflecting upon the past, present and future. These varying values and approaches generate differing impacts and can cause pressures and tensions between user groups, leading to issues concerning the preservation and sustainability of outdoor environments. Outdoor and Environmental Studies seeks to enable students to critically analyse these differing relationships, impacts and issues, providing the knowledge and skills to participate in and contribute to contemporary society. Outdoor and Environmental Studies offers students a range of pathways, and caters to those who wish to pursue further formal study in areas where interaction with outdoor environments in central, such as natural resource management, nature-based tourism, outdoor leading and guiding, environmental research and policy, education, and agriculture.

Unit 1: Exploring Outdoor Experiences This unit examines the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Students understand the links between practical experiences and theoretical investigations, gaining insight into a variety of responses to, and relationships with, nature. Areas of study

1. Motivations for outdoor experiences 2. Influences on outdoor experiences


describe motivations for participation in and personal responses to outdoor environments, with reference to specific outdoor experiences;

explain factors that influence outdoor experiences and plan for sustainable interactions with outdoor environments while participating in practical experiences.


Unit 2: Discovering Outdoor Environments

VCE Handbook 2020

76

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise human impact on outdoor environments. Students are provided with practical experiences as the basis for comparison between outdoor environments and reflection to develop theoretical knowledge about natural environments. Areas of study

1. Investigating outdoor environments 2. Impacts on outdoor environments


describe the characteristics of different outdoor environments and analyse a range of understandings of these environments, with reference to specific outdoor experiences;

evaluate human impacts on outdoor environments and analyse practices for promoting positive impacts, with reference to specific outdoor experiences.


Unit 3: Relationships with Outdoor Environments The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence contemporary relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific natural environments.

Areas of study 1. Historical relationship with outdoor environments 2. Relationships with Australian environments since 1990


explain and evaluate how relationships with Australian outdoor environments have changed over time, with reference to specific outdoor experiences;

analyse and evaluate the factors influencing societal relationships with outdoor environments since 1990, with reference to specific outdoor experiences.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this study that includes advice on the assessment tasks and performance descriptors for assessment.

Unit 4: Sustainable Outdoor Relationships In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens.

77

They investigate current agreements and environmental legislation, as well as management strategies and policies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop and apply theoretical knowledge about outdoor environments. Areas of study

1. Healthy outdoor environments 2. Sustainable outdoor environments

Outcomes On completion of this unit the student should be able to: evaluate the contemporary state of the Australian outdoor environments, and analyse the

importance of healthy outdoor environments and sustainability for individuals and society, with reference to specific outdoor experiences;

analyse conflicts of interest over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this study that includes advice on the assessment tasks and performance descriptors for assessment.

Physical Education Rationale The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers. Unit 1: The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how they systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. Areas of study

1. How does the musculoskeletal system work to produce movement? 2. How does the cardiorespiratory system function at rest and during physical activity?

Outcomes On 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 system functions and its limiting conditions, and evaluate the ethical

VCE Handbook 2020

78

and performance implications of the use of practices and substances that enhance human movement;

collect and analyse information from, and participate in, a variety of practical activities to explain how the cardiovascular and respiratory systems function and the limiting conditions of each system, and discuss the ethical and performance implications of the use of practices and substances to enhance the performance of these two systems.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Unit 2: Physical activity, sport and society This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activities. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual and settings-based strategies that are effective in promoting participation in some form of regular physical activity. Areas of study

1. What are the relationships between physical activity, sport, health and society? 2. What are the contemporary issues associated with physical activity and sport?

Outcomes On 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 to create, undertake and evaluate an activity plan that meets the physical activity and sedentary behaviour guidelines for an individual or a specific group;

apply a social-ecological framework to research, analyse and evaluate a contemporary issue associated with participation in physical activity and/or sport in a local, national or global setting.

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

Unit 3: Movement skills and energy for physical activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery. Areas of study

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

79

Outcomes On completion of this unit the student should be able to: collect and analyse information from, and participation in, a variety of physical activities to

develop and refine movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles;

use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. School Assessed Coursework for Unit 3 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.

Unit 4: Training to improve performance In this unit students analyse movement skills from a physiological, psychological and socio-cultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective. Areas of study

1. What are the foundations of an effective training program? 2. How is training implemented effectively to improve fitness?

Outcomes On completion of this unit the student should be able to: analyse date from an activity analysis and fitness tests to determine and assess the fitness

components and energy system requirements of the activity; participate in a variety of training methods, and design and evaluate training programs to

enhance specific fitness components. Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. School Assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.

Physics Rationale Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the Universe. While much scientific understanding in physics has stood the test of time, many other areas continue to evolve. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena. In VCE Physics students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary physics-related issues and to communicate their views from an informed position. VCE Physics provides for continuing study pathways within the discipline and leads to a range of careers. Physicists may undertake research and development in specialist areas including acoustics, astrophysics and cosmology, atmospheric physics, computational physics, education, energy research,

VCE Handbook 2020

80

engineering, instrumentation, lasers and photonics, medical physics, nuclear science, optics, pyrotechnics and radiography. Physicists also work in cross-disciplinary areas such as bushfire research, climate science, forensic science, geology, materials science, neuroscience and sports science. Unit 1: What ideas explain the physical world? Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter. Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe. Students undertake quantitative investigations involving at least one independent, continuous variable. Areas of study

1. How can thermal effects be explained?

2. How do electric circuits work?

3. What is matter and how is it formed?

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

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

On completion of this unit the student should be able to investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community;

On completion of this unit the student should be able explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.


Unit 2: What do experiments reveal about the physical world? In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question. Areas of Study

1. How can motion be described and explained? 2. One of twelve optional topics 3. Practical investigation

Outcomes On completion of this unit the student should be able to investigate, analyse and mathematically

model the motion of particles and bodies; The outcomes are specific for the chosen topic; On completion of this unit the student should be able to design and undertake an investigation of

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


81

Unit 3: How do fields explain motion and electricity? In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. Students design and undertake investigations involving at least two continuous independent variables. Areas of Study

1. How do things move without contact? 2. How are fields used to move electrical energy? 3. How fast can things go?

Outcomes On completion of this unit the student should be able to analyse gravitational, electric and

magnetic fields, and use these to explain the operation of motors and particle accelerators and the orbits of satellites;

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

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

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The student’s level of achievement for Unit 3 will be determined by School Assessed Coursework and an end of year examination. School Assessed Coursework for Unit 3 will contribute 21% to the final assessment.

Unit 4: How can two contradictory models explain both light and matter?

A complex interplay exists between theory and experiment in generating models to explain natural phenomena including light. Wave theory has classically been used to explain phenomena related to light; however, continued exploration of light and matter has revealed the particle-like properties of light. On very small scales, light and matter – which initially seem to be quite different – have been observed as having similar properties. In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables. Areas of Study

1. How can waves explain the behaviour of light? 2. How are light and matter similar? 3. Practical investigation

Outcomes On completion of this unit the student should be able to apply wave concepts to analyse,

interpret and explain the behaviour of light; On completion of this unit the student should be able to provide evidence for the nature of light

and matter, and analyse the data from experiments that supports this evidence; On completion of this unit the student should be able to design and undertake a practical

investigation related to waves or fields or motion, and present methodologies, findings and conclusions in a scientific poster.

VCE Handbook 2020

82

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The student’s level of achievement for Unit 4 will be determined by School Assessed Coursework and an end of year examination. School Assessed Coursework for Unit 4 will contribute 19% to the final assessment.

Psychology Rationale Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers biological, psychological and social factors and their complex interactions in the understanding of psychological phenomena. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, and mental health. VCE Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society.

Unit 1: How are behaviour and mental processes shaped? In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. Areas of Study

1. How does the brain function? 2. What influences psychological development? 3. Student-directed research investigation


Describe how understanding of brain structure and function has changed over time;

Explain how different areas of the brain coordinate different functions;

Explain how brain plasticity and brain damage can change psychological functioning;

Identify the varying influences of nature and nurture on psychological development and explain the factors that lead to typical or atypical development.

Assessment For this unit students are required to demonstrate achievement across all three outcomes. A variety of assessment tasks that reflect the key knowledge and key skills will be used, including a student-directed research investigation.

Unit 2: How do external factors influence behaviour and mental processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. Areas of Study

1. What influences a person’s perception of the world? 2. How are people influenced to behave in particular ways?

83

3. Student-directed practical investigation Outcomes On completion of this unit the student should be able to:

Compare sensations and perceptions of vision and taste and analyse factors that may lead to the occurrence of perceptual distortions;

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

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

Assessment For this unit students are required to demonstrate achievement across all three outcomes. A variety of assessment tasks that reflect the key knowledge and key skills will be used, including a student-directed research investigation.

Unit 3: How does experience affect behaviour and mental processes? In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and investigate how mechanisms of memory and learning lead to the acquisition of knowledge, new capacities, and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and the biological, psychological and social factors that influence learning and memory. Areas of Study

1. How does the nervous system enable psychological functioning? 2. How do people learn and remember?


Explain how the structure and function of the human nervous system enables a person to interact with the external world and analyse the different ways in which stress;

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

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework.

SAC 1: Will assess outcome 1.

SAC 2: Will assess outcome 2. School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score.

Unit 4: How is wellbeing developed and maintained? In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing. Areas of Study

1. How do levels of consciousness affect mental processes and behaviour? 2. What influences mental wellbeing? 3. Student-directed practical investigation


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

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

VCE Handbook 2020

84

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

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



SAC 3: Will assess outcome 3. School-assessed Coursework for Unit 4 will contribute 24 per cent to the study score. External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute 60 per cent to the study score.

Studio Arts Rationale VCE Studio Arts encourages and supports students to recognise their individual potential as artists and develop their understanding and development of art making. VCE Studio Arts broadens students’ understanding of, and ability to engage with, artworks. It equips students with the knowledge and skills to pursue an art studio practice and follow tertiary and industry pathways in fine art, research and education. The study also offers students opportunities for personal development and encourages them to make an ongoing contribution to society and the culture of their community through lifelong participation in the making and viewing of artworks.

Unit 1: Studio inspiration and techniques In this unit students focus on developing an individual understanding of the stage of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. Areas of study

1. Researching and recording ideas 2. Studio practice 3. Interpreting art ideas and use of materials and techniques


identify sources of inspiration and artistic influences and outline individual ideas, art forms and aesthetic qualities, and translate these into visual language;

use various materials and techniques in the production of several artworks; focus on the way artists from different times and cultures have interpreted ideas and sources

of inspiration and used materials and techniques in the production of artworks. Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment tasks for Outcomes 1 and 2 is:

a workbook of exploratory work showing sources of inspiration and the development of ideas for artworks using a variety of materials and techniques;

two extended response essays with visual material.

Unit 2: Design Explorations and Concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skill sin the visual analysis of artworks.

85

Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Areas of study

1. Exploration of studio practice and development of artworks 2. Ideas and styles in artworks


develop an individual exploration proposal to form the basis of a studio process, and from this produce and document a variety of potential directions in a visual diary for several artworks;

compare a range of historical and contemporary art periods, styles or movements, and analyse the ways in which artists communicate ideas, develop styles and demonstrate aesthetic qualities in artworks.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment tasks for Outcome 1 is:

a workbook of exploratory work showing sources of inspiration and the development of ideas for substantial artworks responding to designated themes.

Assessment tasks for Outcome 2 are: two extended response essays with visual material

Students taking this course will be charged $60.00 to cover items such as a workbook, canvas, paint, drawing cartridge paper, mount board, etc.

Unit 3: Studio Production and Professional Art Practices In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. For this study, an exploration proposal supports the student to identify a direction for their studio process. The student determines the studio process used and will select some of these potential directions from which to develop at least two artworks for Unit 4. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms. The exhibition of artworks is integral to Unit 3 and students are expected to visit a variety of exhibitions throughout the unit, reflect on the different environments where artworks are exhibited and examine how artworks are presented to an audience. Students are expected to visit at least two different exhibitions and study specific artworks displayed in these exhibitions during their current year of study. Areas of study

1. Exploration proposal 2. Studio process 3. Artists and studio practices


prepare an exploration proposal that formulates the content and parameters of an individual studio process including a plan of how the proposal will be undertaken;

to progressively present an individual studio process recorded in written and visual form that produces a range of potential directions, and reflects the concepts and ideas documented in the exploration proposal and work plan;

examine the practice of at least two artists, with reference to two artworks by each artist, referencing the different historical and cultural context of each artwork.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment tasks for Outcome 1 and 2:

VCE Handbook 2020

86

An exploration proposal and a visual diary that presents an individual studio process, which explores and develops the concepts and ideas set out in the exploration proposal, and produces a range of visual explorations and potential directions that will form the basis of at least two finished artworks in Unit 4.

The assessment tasks for Outcome 3 is: Structured questions examining the artistic practice of at least two artists from different

historical contexts referencing two examples of their work.

Unit 4: Studio Production and Art Industry Contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. The development of these artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focussing on at least two different exhibitions that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Students examine a range of environments for the presentation of artworks including public galleries and museums, commercial and private galleries, university art galleries, artist-run spaces, alternative art spaces and online gallery spaces. Areas of study

1. Production and presentation of artworks 2. Evaluation 3. Art industry contexts

Outcomes On completion of this unit the student should:

Present at least two finished artworks based on selected and evaluated potential directions developed through the studio process, which demonstrate refinement and application of materials and techniques, and that realise and communicate the student’s ideas expressed in the exploration proposal;

Provide visual and written documentation that identifies and evaluates the extent to which the artworks reflect the selected potential directions, and effectively demonstrates a cohesive relationship between the works;

Compare the methods used by artists and considerations of curators in the preparation, presentation, conservation and promotion of specific artworks in at least two different exhibitions.

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment tasks for Outcome 1 and 2:

The presentation of at least two finished artworks with an evaluation of studio processes. End of year Exam The end of year exam will cover the following: Unit 3 Area of study 3 ‘Artists and studio practices’ Unit 4 Area of study 3 ‘Art industry contexts’ Students taking this course will be charged $60.00 to cover items such as a workbook, canvas, paint, drawing cartridge paper, mount board, etc.

Theatre Studies

Rationale Theatre as a form of cultural expression has been made and performed for audiences from the earliest times and is an integral part of all cultures. Theatre is ever evolving and exists as entertainment, education, ritual, an agent for change, a representation of values and a window on society. Theatre

87

practice has developed and has influenced cultures over many centuries through a wide variety of productions in diverse spaces and venues for a range of audiences. Theatre makers work as playwrights, actors, directors and designers, producing theatre for diverse purposes. The study of theatre, in all its various forms, prepares students for further study in theatre production, theatre history, communication, writing, acting, direction and design at tertiary level. VCE Theatre Studies also prepares students for further learning in vocational educational training settings or for industry or community-related pathways Aims This study is designed to enable students to: acquire knowledge of theatre including its styles, purposes and audiences interpret scripts through engagement in the production process experiment creatively and imaginatively with theatrical possibilities and elements of theatre

composition apply knowledge of production roles and the skills to interpret scripts understand themselves as theatre practitioners and audience appreciate theatre and its significance as an art form apply safe and ethical personal and interpersonal practices in theatre production conduct performance analysis and production evaluations and apply learning to their own theatre

production work apply thinking, problem-solving and communication skills to creatively participate in the theatre

life of their community.

Unit 1: Pre-modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920’s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. They study innovations in theatre production in the pre-modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. Areas of Study

1. Applying pre-modern theatre styles and conventions 2. Interpreting scripts 3. Analysing a play in performance

Outcomes On completion of this unit the student should be able to: identify and describe distinguishing features of theatre styles and scripts from the pre-modern

era. work creatively and imaginatively in production roles to interpret scripts from the pre-modern era. analyse a performance of a script

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All assessments at Unit 1 are school-based. Procedures for assessment of levels of achievement in Unit 1 are a matter for school decision. For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit.

Suitable tasks for assessment in this unit range from the following: interpretation of scripts from the pre-modern era through the application of acting, direction

and/or design: costume, make-up, props, set, lighting, sound oral/visual/multimedia reports and/or presentations structured questions a research report.

At least one assessment task must be practice-based, at least one task must be written and at least one task must include an oral component.

VCE Handbook 2020

88

Unit 2: Modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920’s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. Areas of Study

1. Exploring modern theatre styles and conventions 2. Interpreting scripts 3. Analysing and evaluating a theatre production

Outcomes On completion of this unit the student should be able to: identify and describe the distinguishing features of theatre styles and scripts from the modern

era. work creatively and imaginatively in production roles to interpret scripts from the modern era. analyse and evaluate a theatre production.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All assessments at Unit 2 are school-based. Procedures for assessment of levels of achievement in Unit 2 are a matter for school decision. For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit range from the following: interpretation of scripts from the modern era through the application of acting, direction and/or

design: costume, make-up, props, set, lighting, sound oral/visual/multimedia reports and/or presentations structured questions a research report.

At least one assessment task must be practice-based, at least one task must be written and at least one task must include an oral component.

Unit 3: Producing theatre In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. Students specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied. Students develop knowledge and apply elements of theatre composition, and safe and ethical working practices in the theatre. Areas of Study

1. Staging theatre 2. Interpreting a script 3. Analysing and evaluating theatre

Outcomes On completion of this unit the student should be able to: interpret a script across the stages of the production process through creative, imaginative and

collaborative work undertaken in two production roles. outline the concepts an ideas for a creative interpretation of excerpts from a script and explain

how these could be realised in a theatre production. analyse and evaluate the creative and imaginative interpretation of a written script in production

to an audience.

89

Assessment The award of satisfactory completion of this unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Assessment tasks include: practical application of two production roles in all three stages of the production process, and

demonstration of understanding of how selected production roles can be creatively and imaginatively applied to the interpretation of a playscript in performance to an audience.

analysis and evaluation, supported by relevant documentation, of ongoing developmental contributions across all three stages of the production process in two or more of the following formats: oral, written, visual and/or multimedia.

documentation that outlines the concepts and ideas for a creative interpretation of excerpts from a script and provides an explanation of how these could be realised in a theatre production in and essay or responses to structured questions.

an analysis and evaluation of a creative and imaginative interpretation of a prescribed script in performance to an audience in one of the following formats: an analytical essay or responses to structured questions.

School-assessed Coursework for Unit 3 will contribute 30% to the study score. Unit 4: Presenting an interpretation In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, they work in production roles as an actor and director, or as a designer. Areas of Study

1. Researching and presenting theatrical possibilities 2. Interpreting a monologue 3. Analysing and evaluating a performance

Outcomes On completion of this unit the student should be able to: describe and justify a creative and imaginative interpretation of a monologue and its prescribed

scene. interpret and present a monologue and orally justify and explain their interpretive decisions. analyse and evaluate acting, direction and design in a production.

Assessment The student’s level of achievement for Unit 4 will be determined by School Assessed Coursework and two end-of-year examinations. Assessment tasks include: a written report that describes and justifies dramaturgical decisions for a creative and imaginative

interpretation of a monologue and its prescribed scene. The report can be in the format of an essay and/or responses to structured questions

an oral presentation about the possibilities, intentions and vision for an interpretation of a monologue and its prescribed scene, including responding to questions.

an analysis and evaluation of acting, direction and design and their interrelationship in a prescribed production in an analytical essay or responses to structured questions.

School-assessed Coursework for Unit 4 will contribute 15 per cent to the study score

There will be two end-of-year examinations, one practical and one written. The monologue examination

will contribute 25% to the study score. The written examination will contribute 30% to the study score.

Visual Communication Design Rationale The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking and to present potential solutions.

VCE Handbook 2020

90

Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, cultural, environmental and economic factors. Students develop the skills to communicate ideas through manipulation and organisation of design elements, design principles, selected media, materials and methods of production. Creative, critical and reflective thinking supports students to progress through the design process. Throughout the study students explore manual and digital methods to develop and refine presentations. During their study students have the opportunity to investigate the work and practices of contemporary designers. Through their research they build an understanding of the important role of visual communication design within society. They are able to draw upon this knowledge as inspiration to support the development of their own visual communication design work. With practice, students gain confidence in using visual language and are supported to reflect on and critique their own and others’ visual communications. Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices about what they think, what they need or want. The study provides students with the opportunity to develop informed, critical and discriminating approaches to understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, supports skill development in areas beyond design, including science, business, marketing and management. The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new challenges to visual communication design practices. Through the consideration of ethical and environmental sustainability issues, students are able to make informed choices that affect current and future practices. The study of Visual Communication Design can provide pathways to training and tertiary study in design and design-related studies, including communication, industrial and fashion design, architecture and media.

Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration. Areas of study

1. Drawing as a means of communication 2. Design elements and design principles 3. Visual communication in context


create drawings for different purposes using a range of drawing methods, media and materials;

select and apply design elements and design principles to create visual communications that satisfy stated purposes;

describe how visual communications in a design field have been influenced by past and contemporary practices, and by social and cultural factors.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Assessment tasks for this unit are:

91

folio of observational, visualisation and presentation drawings created using manual and/or digital methods;

final presentations created using manual and digital methods; written report of a case study; a presentation using digital technologies.

Unit 2: Applications of visual communication design within design fields This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications. Areas of study

1. Technical drawing in context 2. Type and imagery in context 3. Applying the design process


create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field;

manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright;

apply stages of the design process to create a visual communication appropriate to a given brief.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Assessment tasks for this unit are selected from the following:

folio of technical drawings created using manual and digital methods; folio of typography and image ideas and concepts created using manual and digital methods; written and/or oral descriptions and analysis of historical and contemporary design examples; folio demonstrating the design process using manual and digital methods; final presentations of visual communications.

Unit 3: Visual communication design practices In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of the process of visual communication designers to support the development of their own designs. They establish a brief for a client and apply design thinking through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need. Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and research underpin the developmental and refinement work undertaken in Unit 4.

VCE Handbook 2020

92

Areas of study 1. Analysis and practice in context 2. Design industry practice 3. Developing a brief and generating ideas


create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications in the three design fields;

discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these practices;

apply design thinking in preparing a brief with two communication needs for a client, undertaking research and generating a range of ideas relevant to the brief.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and a School assessed Task. School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score. Unit 4: Visual communication design development, evaluation and presentation The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Students utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience. Areas of study

1. Development, refinement and evaluation 2. Final presentations


develop distinctly different concepts for each communication need and devise a pitch to present concepts to an audience, evaluating the extent to which these concepts meet the requirements of the brief;

produce a final visual communication presentation for each communication need that satisfies the requirements of the brief.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The student’s level of achievement in Unit 4 will be determined by the School-assessed Task. For this assessment teachers will provide to the VCAA a score representing an assessment of the student’s level of performance in achieving Outcome 3 in Unit 3, and Outcomes 1 and 2 in Unit 4, according to criteria published annually online by the VCAA. The School-assessed Task for Units 3 and 4 will contribute 40 per cent to the study score. End-of-year-examination The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 35 per cent. Students taking this course will be charged $60.00 to cover cost items such as ink, drawing cartridge paper, printing paper, mount board, etc.

93

VCE VET Studies

Certificate III in Allied Health Assistance The VCE VET Allied Health Assistance program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the skills and knowledge required to pursue further training or work in an entry-level role within a range of health related areas. Aims The VCE VET Allied Health Assistance program aims to provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the health industry and to enable participants to gain a recognised credential and to make an informed choice of vocation or career path. These qualifications cover workers who provide assistance to allied health professionals and other health professionals with the care of clients.

VCE VET Units 1–2

CHCCOM005 Communicate and work in health or community services

HLTINF001 Comply with infection prevention and control policies and procedures

HLTWHS001 Participate in workplace health and safety

BSBWOR301 Organise personal work priorities and development

CHCCCS002 Assist with movement

CHCCCS010 Maintain high standard of service

CHCCCS020 Respond effectively to behaviours of concern

SITXCOM002 Show social and cultural sensitivity

CHCDIV001 Work with diverse people

CHCCOM001 Provide first point of contact

HLTAID003 Provide first aid

Competency Based Assessment In order to satisfactorily complete the program students must demonstrate competency in each of the units listed above. Students will also complete scored or graded assessment tasks, in preparation for scored assessment in Year 12.

. VCE VET Units 3-4

BSBMED301 Interpret and apply medical terminology appropriately

HLTAAP001 Recognise healthy body systems

BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment

CHCCCS009 Facilitate responsible behaviour

Competency Based Assessment In order to satisfactorily complete the program students must demonstrate competency in each of the units listed above. Students will also complete scored or graded assessment tasks, which along with their VCAA exam in November, will contribute to their ATAR.

VCE Handbook 2020

94

Certificate II in Furnishing The VCE VET Furnishing program covers a wide range of design and production skills, culminating in the construction of two substantial pieces of handcrafted furniture. Students completing this program will have the skills and knowledge required to work in a production environment in both the manufacture of free-standing furniture or built-in cabinets and provide onsite assistance in the installation of these items. Aims The VCE VET Furnishing program aims to:

Provide students with the knowledge and skills to work safely and achieve a high standard of design and production skills

Enable students to gain an industry recognised credential while also contributing a study score gained through “applied learning” toward their ATAR

Provide skills for further study or a vocational career path

VCE VET Units 1–2

Core units

MSFFP2002 Develop a career plan for the furnishing industry

MSMENV272 Participate in environmentally sustainable work practices

MSMPCI103 Demonstrate care and apply safe practices at work

MSFFM2003 Select and apply hardware

MSFFP2003 Prepare surfaces

MSFFP2004 Apply domestic surface coatings

MSFFP2005 Join materials used in furnishing

MSFFP2006 Make simple timber joints

Competency Based Assessment In order to satisfactorily complete the program students must demonstrate competency in each of the units listed above. Students will also complete scored or graded assessment tasks, in preparation for scored assessment in Year 12. Students taking this course will be charged $80.00 to cover cost of all wood uses (various species), finishes and fixtures. Parents will be advised by mail of any additional charges for external courses such as First Aid training and the Construction Induction card.

. VCE VET Units 3-4

Core units

MSFFM2001 Use furniture making sector hand and power tools

MSFFM2002 Assemble furnishing components

MSFFP2001 Undertake a basic furniture making project

MSFGN2001 Make measurements and calculations

Competency Based Assessment In order to satisfactorily complete the program students must demonstrate competency in each of the units listed above. Students will also complete scored or graded assessment tasks, which along with their VCAA exam in November, will contribute to their ATAR.

95

Certificate III in Music Industry (Sound Production)

Rationale Certificate III in Music Industry Sound Production is a stand-alone Certificate as well as a scored VCE subject. It provides students with a wide range of knowledge and skills to be able to work in the music industry in a wide variety of music technology and related fields. Our course is focused on live performance audio technology and audio recording technology. Outcomes At the completion of the two year course students will be able to:

Work under supervision in live/studio audio environment Work safely, maintaining work/contractual relations Understand the way the music industry functions

Developing on electives taken: Build listening and aural training skills Operate a non-commercial studio Set up and operate a professional PA system for a medium sized venue Operate computer generated music

Students must gain at least 40 hours work experience in a music production environment such as Gippsland Grammar’s Music Department.

VCE VET Units 1–2

Code Units of competence

BSBWHS201 Contribute to health and safety of self and others

CUACMP301 Implement copyright arrangements

CUAIND303 Work effectively in the music industry

CUAMLT302 Apply knowledge of style and genre to music industry practice

CUASOU202 Perform basic sound editing

CUASOU302 Compile and replay audio material

VCE VET Units 3-4

Code Units of competence

CUASOU201 Develop basic audio skills and knowledge

CUASOU306 Operate sound reinforcement systems

CUASOU307 Record and mix a basic music demo

CUASOU308 Install and disassemble audio equipment

CUASOU402 Manage audio input sources

Competency Based Assessment

The assessment of student performance in the training program is competency based. In order to satisfactorily complete the program students must demonstrate competence in the units of competence that make up the program. If a student submits work that does not meet the required standard they are deemed not competent and will be asked to resubmit.

VCE Handbook 2020

96

Glossary of Terms

ATAR Australian Tertiary Admissions Rank. The overall ranking on a scale of 0-99.95 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. It used to be called the ENTER.

Baccalaureate (VCE) The VCE Baccalaureate has been designed to provide further information about the kind of senior secondary program of study a student has undertaken within the very flexible structure of the VCE. It also provides an additional form of recognition for those students who choose to undertake the demands of studying both a higher level mathematics and a language in their VCE program of study.

GAT The test that is done by all students doing a VCE Units 3 and 4 sequence or scored VCE VET Units 3 and 4 sequence.

Outcomes What students are expected to know and be able to do on completing a VCE unit. Each VCE Unit includes two to four outcomes.

Pathway A Study Option. Students can choose to undertake the VCE or VCAL. VET subjects can be studied within both or a school- based apprenticeship undertaken.

Pedagogy The art of teaching.

Review Panel A Review Panel aims to identify students’ problems and to develop an approach to them prior to a student failing a subject.

RTO Registered Training Organisation. An institution that has been approved by the Victorian Registration and Qualifications Authority (VRQA) to deliver specified training programs.

SAC School Assessed Coursework in Unit 3/4 subjects only.

SAT School Assessed Task in Unit 3/4 subjects only.

Semester A semester is one half of the academic year. Most units last for one semester.

Sequence The order in which you do your VCE units, for example a Units 3 and 4 sequence.

Statement of Results A set of documents that formally state the results you achieved it h VCE and/or VCAL and whether or not you have graduated.

Study A Study is basically a subject. Each Study consists of two or four Units.

Study Score A Study Score is reported for each student’s 3/4 Units. It is a score from 0 to 50.

Units (VCAL) Accredited units in Literacy, Numeracy, Personal Development and Work Related Skills that contribute as credits towards the VCAL.

Units (VCE) The parts of a Study in the VCE. There are usually four units in a study, numbered 1, 2, 3 and 4.

VCAA Victorian Curriculum and Assessment Authority. It is the Victorian State Government agency responsible to the Minister for Education for the management of the VCE and VCAL.

VCAL Victorian Certificate of Applied Learning.

VCE Victorian Certificate of Education. VCE VET A VET subject that receives credit as a VCE subject and is examinable.

VET Vocational Education and Training. VET Units are usually taken in conjunction with TAFE institutions and refers to nationally recognised vocational certificates.

97

Stationery Requirements VCE (Year 11 and 12) 2020 These items can be collected before Rollover from Thursday 7 November 2019 OR from Friday 17 January 2020 for new students. Subject Specific Requirements Accounting

1 four ringed binder 1 packet of A4 loose-leaf lined paper

Studio Arts A range of pencils (HB, B, 2B) Eraser Sharpener

Biology 4 Binder books, lined A4 size, 96 pages

Business Management 1 lever-arch binder 1 packet of A4 loose-leaf lined paper 1 packet of dividers 10 plastic pockets

Chemistry 1 Scientific Calculator 4 Binder books, lined A4 size, 96 pages

Computing 8GB USB Data Stick 1 Binder book, line A4 size, 96 pages

Theatre Studies 1 four ringed binder 1 packet of A4 loose leaf-lined paper 1 binder book, lined A4 size, 96 pages 10 plastic pockets 1 Packet of dividers

Economics 1 leaver-arch binder 2 packets of A4 loose leaf-lined paper 1 binder book, lined A4 size, 96 pages 10 plastic pockets

English/EAL Students taking English Units 1 and 3 will be provided with a 96page SAC workbook and the cost debited

to students’ accounts. English Language

1 four ringed binder 1 packet of A4 loose-leaf lined paper 1 packet of dividers 20 plastic pockets

Food Studies 1 A4 Display folder 1 four ringed binder 20 plastic pockets

French 1 four ringed binder 1 packet of A4 loose-leaf lined paper 1 packet of dividers 10 plastic pockets

Geography 1 four ringed binder 1 packet of A4 loose-leaf lined paper 20 Plastic Pockets 1 set of dividers

Global Politics 1 four ring binder 1 set of dividers

VCE Handbook 2020

98

2 packets of A4 lined paper 10 plastic pockets

Health and Human Development History

1 four ringed binder 1 packet of A4 loose-leaf lined paper 1 packet of dividers 6 plastic pockets

Japanese 1 four ringed binder 1 packet of A4 loose-leaf lined paper 1 packet of dividers 5 plastic pockets

Legal Studies 1 leaver-arch binder 2 packets of A4 loose-leaf lined paper 2 packet of dividers 10 plastic pockets

Literature Students taking Unit 1 & 3 Literature will be provided with a 96page SAC workbook and the cost debited

to students’ accounts. Mathematics: for all maths classes unless otherwise stated

1 Maths Grid Book 1 A4 display folder (for loose worksheets) 1 Scientific calculator Ruler, pencil, eraser, sharpener Approved Graphing Calculator (see note no.4 below regarding purchase details)

Media 8GB USB Data Stick SD card Cambridge: Media Reframed Units 1-4 Ebook

Music Performance 1 four ringed binder 1 packet of loose-leaf lined paper 1 packet of loose-leaf manuscript paper 1 packet of dividers (5 style) 6 x 3B pencils 2 erasers

Outdoor and Environmental Studies Use of notebook Physical Education Use of notebook Physics

4 Binder books, lined A4 size, 96 pages 1 Scientific Calculator

Psychology 4 Binder books, lined A4 size, 96 pages

Software Development 8 GB USB Data Stick 1 Binder book, line A4 size, 96 pages

VCAL 2 A4 Display Folders 2 plastic envelopes A4

VCE VET Certificate II in Furnishing Use of notebook VCE VET Certificate III in Music Industry (Technical Production)

1 Binder book, lined A4 size, 96 pages 1 A4 Display folder 1 16GB USB data stick

99

Visual Communication Design 16 GB or larger USB Data Stick Pencils (HB, 2B, 2H) Unipin fineliner 0.5, 0.2 2 x A4 display folder Studio Derwent pencils (set of 36 or larger) Eraser Sharpener

GENERAL REQUIREMENTS Red, blue, green and black biros Highlighters HB lead pencil 2B pencil Pencil Sharpener Coloured Pencils Ruler Glue (large) Compass Eraser Protractor Scissors (small) Ruler Small stapler Math-O-Mat Small hole punch USB Data Stick 2GB or larger Cue cards EXAM REQUIREMENTS Clear plastic pencil case or plastic pocket for pens, pencils and erasers. Clear water bottle.

Directions regarding use of Stationery

1. Please label every item permanently. 2. You should collate your stationery according to the subject requirements as listed above for your chosen

subjects. 3. The stationery for a subject is for Units 1 and 2 and 3 and 4 of a subject unless otherwise indicated.

4. The Graphics/CAS Calculator is purchased via the School. Please see the Maths Department in order

that the appropriate purchase may be made. Details will be advertised early in Term 4 so that purchase can be completed before Rollover.

5. Obtain a pencil case to hold your pens, pencils, pencil sharpener, compass, highlighters, colour pencils,

scissors, glue, eraser, stapler, small hole punch and ruler (if possible). 6. Please note it is against School policy for liquid paper or similar products to be used.

7. It is recommended that the four ring binder and the binder books be purchased from the School; however,

the place of purchase of all other stationery items is a matter of choice. The Graphing/CAS Calculator is to be purchased through the Maths Department.

VCE Handbook 2020

100

Responsible Use of ICT Agreement – Secondary Students

Part A: Introduction

1. Purpose Gippsland Grammar recognises that electronic information and communication skills are essential knowledge for all members of our society and as future employees/employers. The electronic communication and information resources of Gippsland Grammar are made available to enhance the educational experiences of students and to provide staff with the tools necessary to implement and enhance the school’s educational program. Electronic communication systems include Internet, Portal, email, software and related applications. The purpose of this document is to provide a set of guidelines on the utilisation of these resources.

2. Access Gippsland Grammar provides access to information and communication technology resources for students as part of their courses.

Gippsland Grammar recognises the need for students to be safe and responsible users of digital technologies. We understand that teaching students about safe and responsible online behaviours is essential and is best taught in partnership with parents/guardians. Parents and/or guardians should work with us and encourage this behaviour at home.

Gippsland Grammar has cybersafety practices and policies in place, which include Responsible Use of ICT agreements for all school staff and students.

The overall goal of the School in this matter is to create and maintain a technology/cybersafety culture which is in keeping with the values of the school, and legislative and professional obligations; to support this, the school will work within the eSmart Schools framework. This Responsible Use Agreement includes information about your obligations, responsibilities, and the nature of possible consequences associated with cybersafety breaches which undermine the safety of the school environment.

All students will be issued with a user agreement and once signed consent has been returned to School, students will be able to use the School ICT equipment/devices. This should be completed upon enrolment, or when the student receives a notebook computer.

Gippsland Grammar’s computer network, Internet access facilities, computers and other School ICT equipment/devices are for educational purposes appropriate to the school environment. This applies whether the ICT equipment is owned or leased either partially or wholly by the School, and used on or off the School site.

There may be times where this document needs to be reviewed at a more regular frequency due to an occurrence of particular event/s or changes in legislation. These changes will communicated through electronic means.

At Gippsland Grammar we:

Support the rights of all members of the School community to engage in and promote a safe, inclusive and supportive learning environment.

Have a Student Behaviour Management Policy that clearly states our school’s values and the expected standards of student behaviour, including actions and consequences for inappropriate behaviour.

Educate our students to be safe and responsible users of digital technologies.

Raise our students’ awareness of issues such as online privacy, intellectual property and copyright.

Supervise students when using digital technologies for educational purposes.

Provide a filtered internet service but acknowledge that full protection from inappropriate content can never be guaranteed.

Respond to issues or incidents that have the potential to impact on the wellbeing of our students.

Know that some online activities are illegal and as such we are required to report this to the police.

Provide parents/guardians with a copy of this agreement.

Support parents/guardians to understand the importance of safe and responsible use of digital technologies, the potential issues that surround their use and strategies that they can implement at home to support their child.

101

Part B: Student Declaration This Responsible Use Agreement applies when I am using any digital technologies at school, at home, during School excursions, camps and co-curricular activities.

I understand and agree to comply with the terms of acceptable use and expected standards of behaviour set out within this agreement. I understand that there are actions and consequences established within the Gippsland Grammar Student Behaviour Management Policy if I do not behave appropriately.

When I use digital technologies I agree to be a safe, responsible and ethical user at all times, by:

Respecting others and communicating with them in a supportive manner; never writing or participating in online bullying (for example, forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviours)

Protecting my privacy; not giving out personal details, including my full name, telephone number, address, passwords and images

Protecting the privacy of others; never posting or forwarding their personal details or images without their consent

Talking to a teacher if I feel uncomfortable or unsafe online, or if I see others participating in unsafe, inappropriate or hurtful online behaviours

Carefully considering the content that I upload or post online; this is often viewed as a personal reflection of who I am

Confirming that I meet the stated terms and conditions for all online material accessed; completing the required registration processes with factual responses about my personal details

Handling ICT devices with care and notifying a teacher if it is damaged or requires attention

Abiding by copyright and intellectual property regulations. If necessary, I will request permission to use images, text, audio and video and cite references

Not interfering with network systems and security, the data of another user or attempting to log into the network with a user name or password of another student

Not bringing to school or downloading unauthorised programs, including games.

Understanding that these rules also apply to any privately owned electronic device I bring to school or a school-related activity. Any images or material on such equipment/devices must be appropriate to the school environment.

In addition, when I use my personal mobile phone, I agree to be a safe, responsible and ethical user at all times, by:

Respecting others and communicating with them in a supportive manner; never verbally or in writing participating in bullying (for example, harassing phone calls/text messages, supporting others in harmful, inappropriate or hurtful online behaviours by forwarding messages)

Keeping the device on silent during class times; only making or answering calls or messages outside of lesson times (except for approved learning purposes)

Respecting the privacy of others; only taking photos or recording sound or video at School when I have formal consent or it is part of an approved lesson

Obtaining written consent from individuals who appear in images or sound and video recordings before forwarding them to other people or posting/uploading them to online spaces.

Ensuring that these devices are not taken on Outdoor Education programs.

Understanding that when my mobile phone/digital device is used inappropriately there will be consequences put in place by both the teacher and Head of Year. This will usually include confiscation of the device for a period of time.

Part C: Conditions of use for Notebook Computers

Ownership

The student must bring the notebook fully-charged to School every day.

The School retains ownership of the device until the student completes Year 9. At this time, ownership of the device will transfer to the student. A new notebook computer will be issued upon commencement of Year 10.

Parents/guardians and students should be aware that files stored on the device, or on the School’s server, are not private.

If the student leaves the School prior to completing Year 11 or moves to another School, interstate or overseas, the device must be returned to the school, or the final payments made to the School.

VCE Handbook 2020

102

Damage or loss of equipment

All devices and batteries are covered by a manufacturer’s warranty. The warranty covers manufacturer’s defects and normal use of the device. It does not cover negligence, abuse or malicious damage.

Any problems, vandalism, damage, loss or theft of the device must be reported immediately to the school.

In the case of suspected theft, a police report must be made by the family and a copy of the report provided to the school.

In the case of loss or accidental damage, a statement should be signed by a parent/carer and provided to the school.

Students may be required to replace lost or damaged chargers.

If a device is damaged or lost, the principal or their nominee will determine whether replacement is appropriate and/or whether the student retains access to a device for home use.

If a device is damaged and the damage is not covered by the manufacturer’s warranty or any of the school’s insurance arrangements, the principal may determine that the student will pay the costs of repairing the damage or if necessary the costs of replacing the device.

Standards for device

The student is responsible for:

Adhering to the school’s Responsible Use Agreement or Student Behaviour Management Policy when using the machine, both at home and school.

Backing up data securely.

Maintaining settings for virus protection, spam and filtering that have been set Definition of Digital Technologies This Responsible Use Agreement applies to digital technologies, social media tools and learning environments established by our school or accessed using school owned networks or systems, including (although are not limited to):

School owned ICT devices

Mobile phones/Portable Electronic Devices

Email and instant messaging

Internet and Intranet

Social networking sites

Video and photo sharing websites/podcasts/vodcasts etc

Blogs, Forums, discussion boards and groups

Wikis

VCE Handbook 2020

104

Please sign and return this page to your Mentor

Section for student

My responsibilities include:

I will read this Responsible Use agreement carefully

I will follow the cybersafety rules and instructions whenever I use the school’s ICT

I will also follow the Responsible Use rules whenever I use any electronic device on the school

site or at any school-related activity, regardless of its location

I will avoid any involvement with material or activities which could put at risk my own safety, or

the privacy, safety or security of the school or other members of the school community

I will take proper care of school ICT. I know that if I have been involved in the damage, loss or

theft of ICT equipment/devices, my family may have responsibility for the cost of repairs or

replacement

I will keep this document somewhere safe so I can refer to it in the future

I will ask my Mentor or Head of Year if I am not sure about anything to do with this agreement.

I will advise the school of any change to my Mobile Phone number on the phone I bring to school

I have read and understood my responsibilities and agree to abide by this Responsible Use agreement. I understand that any breach of these conditions will result in computer and Internet access privileges being suspended or revoked.

Name of student: ...................................................................... Mentor Group: ........................

Signature: ...................................................................... Date: .......................................

Student Mobile Phone Number: ....................................................

Section for parent/guardian

My responsibilities include:

I will read this Responsible Use agreement carefully and discuss it with my child so we both

have a clear understanding of their role in the school’s work to maintain a cybersafe environment

I will ensure this use agreement is signed by my child and by me, and returned to the school

I will encourage my child to follow the cybersafety rules and instructions

I will contact the school if there is any aspect of this use agreement I would like to discuss

I will use technology to communicate in a respectful manner in accordance with this policy.

I will advise the school of any change to my child’s Mobile Phone number.

I have read this Responsible Use agreement document and am aware of the school’s initiatives to maintain a cybersafe learning environment, including my child’s responsibilities.

Name of parent: ......................................................................

Signature: ...................................................................... Date: ........................................

For further support with online issues students can call Kids Helpline on 1800 55 1800. Parents/carers call Parentline 132289 or visit https://esafety.gov.au/

This document was developed using document adapted from the Department of Education & Early Childhood Development’s Acceptable use for Secondary Students Policy template, and material from www.netsafe.org.nz

Review cycle: Annually by eSmart and/or Pastoral & Welfare Committee

https://esafety.gov.au/

http://www.netsafe.org.nz/

105

Notebook Handbook Introduction Notebooks and associated technologies have the potential to transform teaching and learning through activities such as making short films, researching the latest information and connecting your child to students around Victoria, Australia and abroad. They complement the existing school curriculum by providing digital learning tools that link in with planned classroom activities. This exciting education development will allow students to further their learning through technology at school and at home, foster collaboration and teamwork and encourage shared learning experiences.

This handbook will support the Gippsland Grammar notebook program that will provide Gippsland Grammar students with notebooks for a 1-to-1 learning environment. 1-to-1 learning is where each student and teacher has one internet-connected wireless computing device for use in the classroom and at home.

Each student is responsible for the notebook which has been issued to them. Students are reminded that while they are permitted to take the notebook home each night, the notebook remains the property of the School for the duration of the program.

Common Questions What is a notebook? A 21st century education tool, the notebook is a small computer weighing just over 1kg that fits into a standard schoolbag.

What can a notebook do? Notebooks provide anytime, anywhere access to information and learning.

Through a notebook, a student can complement learning that takes place in the classroom using software programs, referring to resources that have been downloaded onto the notebook, or working with audio, picture or video files that have been saved. Students will have broadband internet access at school. You do not need internet access at home for your child to use the notebook, although logging onto the School’s portal, writing and receiving e-mails from teachers would be advantageous.

We already have a laptop. Can my child use that? Your child will be required to use a school-supplied notebook. Privately sourced computers are not covered by the school’s software licensing agreements or repair contracts, and may be a source of viruses. Only school supplied notebooks can be configured to the school network. The notebooks are meant to be a companion device to whatever computer your child may have at home, not a replacement.

How do we look after the notebook? Encourage your child to store the notebook in its protective cover and avoid packing it at the bottom of a schoolbag where heavy books and other items may cause the screen to crack. Care should be taken to avoid dropping the notebook, or spilling drinks or food on it. Students should avoid displaying or using their notebook in public to reduce the risk of theft or damage. Students are responsible for backing-up their school and personal files. Students should be encouraged to frequently back up their information to a USB stick and keep it in a safe place.

Can we personalise the notebook? Permanent changes to the notebook, such as engraving, marking, painting or drawing will not be permitted as the repair process may involve the swapping of hard drives into different cases. Software required for study is provided under the School’s license agreements with software vendors. Some additional software, for example drivers for home printers, can be installed on the notebook. IT Services can assist with the installation of additional software if required.

Notebooks and student learning Will students use computers ‘too much’ for schoolwork? The notebook will complement the existing School curriculum by providing appropriate digital learning tools in balance with more traditional learning tools. The goals of the curriculum are supported, not supplanted, by the use of notebooks. Students will use notebooks where they serve a purpose, for instance, in research, data analysis and generating presentations.

Wireless access will allow for ‘just-in-time’ learning where students can search for information or collaborate with others in a real-time context. Students will be able to use their school files at home and be able to collaborate with their peers on projects through social networking.

VCE Handbook 2020

106

How can notebooks improve learning? With greater access to real-time information, digital learning resources, educational software and collaborative workspaces, students experience higher levels of motivation and engagement in their learning.

Typically students experience initial improvement in areas such as organisational and technological skills, revision, writing and editing work. With the development of presentations and other multimedia projects, students experience subsequent improvement in analytical, presentation and speaking skills.

Involvement in ‘virtual learning areas’ or ‘virtual workspaces’ creates opportunities for collaboration and communication, improving relationships in the classroom through a greater level of interaction between students, their peers and their teachers. A networked environment, where it is easy to share developing work and research with peers and teachers, is the environment students will live and work in during secondary school and the future.

Students working together and providing solutions to real-world problems will create links beyond the classroom and move levels of thinking beyond a simple knowledge framework to complex analysis and evaluation.

Notebooks will promote increased levels of learning both in and out of school with an emphasis on higher-order thinking, creative thinking and expression.

How will notebooks be used in the classroom? This is a technology-rich world and students are immersed in digital technology in their out-of-school lives. Schools can either capitalise on young people’s affinity for technology or fail to engage them in learning, and be perceived as more and more irrelevant. The use of notebooks in the classroom will evolve over time as students and teachers become more familiar with notebooks and so will be able to optimise the advantage of their use to support teaching and learning in the classroom, wherever that classroom may be.

For example, we may soon see a class where students create a podcast of their original poetry, accompanied by a soundtrack they have written and enhanced with their own digital images to share with the world. The notebook can be used to record and document information, then share learning.

In Art, students can research projects on various artists then use the notebook as a medium to create their own drawings as well as clay animations. Students in Science could attach probes for data analysis and physical education may involve analysing patterns of movement.

Staff and students will collaborate to use the notebook as a tool that develops the student as information seeker, analyser and evaluator, problem-solver and decision-maker. They will use programs to create ways in which to communicate their findings and become publishers of their own work.

Will learning outcomes be evaluated differently? Notebooks complement the existing school curriculum by providing digital learning tools that link in with planned classroom activities. Wireless access points at schools will foster collaboration and teamwork, allowing students to search for information together and share the learning experience. What about handwriting? Students will continue to write with paper and pen and work to improve their handwriting as well as use the keyboard.

Will students be able to ‘cheat’ by using the spell checker? The spell checker is a tool to allow students immediate feedback on the correct spelling of words they use. It supplements our existing school spelling program, but does not replace it.

What if students play on the notebooks during the school day instead of going outside for recess? The notebooks will provide additional support for student learning, and therefore students will be supervised as they would be for any learning activity. The issues of screen time limits, supervised internet use and best academic uses are covered by Gippsland Grammar’s Acceptable Use Agreement.

How will parents continue to be informed about the integration of notebook into the curriculum? The School Newsletter will provide updates to the whole school community about the use of the notebooks by students and teachers in and out of the classroom. Ongoing parent information evenings will be held throughout the year. These forums will provide students with an opportunity to showcase the extent of their development with the notebooks.

107

How will teachers be trained and supported? Peer support is a strong element for success and teachers will be involved in mentoring and coaching each other to complement their growing ICT capabilities. Staff will also attend regular ICT Professional Learning programs.

Student safety and online privacy Will children be safe carrying notebooks? Overseas research has shown that insurance companies have reported very few incidents while students travel to and from school. Students should be specifically warned not to take the notebooks out in public, and to carry them in the protective cover provided, which should be placed within their school bags. Are these notebooks going to add to the heavy loads students carry from home to school? The notebook has been deliberately chosen for a number of reasons, including its weight specifications. At around one kilogram the notebook is light enough for students to carry without incurring problems. The notebook will alleviate the need for students to carry calculators and some textbooks, further reducing the weight of items students need to carry to school.

The notebook should not be packed into the bottom of an oversized backpack with other books and items, because this can lead to a compression fracture of the screen.

Will the student files on the notebooks be private? Students can expect their notebooks to be periodically inspected and monitored for appropriate usage. School personnel may request access to the browser history and/or caches as well as any and all files belonging to the student resident on the notebooks as well as stored on the school servers. Students and parents need to be aware that files stored locally on the notebooks or on school servers are not private.

Contractual obligations, cost and maintenance What kind of contract or agreement needs to be signed? Prior to receiving a Notebook, students and parents:

must read the Gippsland Grammar Notebook User Agreement students AND parents must sign the Notebook User Agreement and return it to their Head of

Year.

What will the notebook cost? Resource Charge: Parents will be charged a resource charge per term for 3 years. This charge covers software licensing and regular upgrades and maintenance. At the end of 3 years the notebook will become the property of the student. Insurance Charge: Parents will be charged $15 per term for notebook insurance over 3 years. An excess of $50 will be payable by parents for accidental damage, theft or loss. Where the cost of repair is less than $50, parents will pay the lesser cost.

Can students bring their own notebooks from home instead? Students will not be able to bring their own notebook to school instead of the notebook supplied. Home notebooks are not configured to the School network, can be a source of viruses and are often not enabled with the licensed software. Home notebooks cannot use the school image due to licensing arrangements and maintenance issues may not be resolved in an appropriate time frame.

Will textbooks still need to be purchased? Yes, but textbooks only need to be purchased at Gippsland Grammar for students undertaking a VCE subject or the VCE. Many books are not yet on CD. When they become available and it is advantageous, we may put such textbooks directly on the notebook's hard drive. Some book suppliers who have CD-based textbooks require the purchase of the book in addition to the CD or charge more for the CD than the book. In these cases it is cheaper to continue to use the textbook.

Is the notebook password-protected? Students will be required to log on with a password when turning on the notebook. A password-protected notebook will help protect students’ personal information in instances of loss or theft.

VCE Handbook 2020

108

Can students install their own software? This is a personal device, school-owned with a parent contribution. Students should feel free to change background images and use pictures to personalise the notebook. If there is a need for additional software not provided with the notebook, the student can take the notebook to IT Services and if appropriate, IT Services can assist in the installation. It is the student’s responsibility to ensure that there is enough hard drive space and RAM available to engage in all educational requirements.

Music and movies will be allowed for academic and recreational reasons, provided copyright obligations are met. Downloading music, games and videos from the internet during school hours is prohibited except when directed by a teacher. The national Copyright Advisory Group (CAG) has developed the Smartcopying Website http://www.smartcopying.edu.au/scw/go to provide a comprehensive guide to copyright issues affecting Australian schools.

If a game or scenario software is used by a class for academic purposes, the school will purchase licences and install the software for student use.

Permanent changes to the notebook, such as engraving, marking, painting or drawing will not be permitted as the notebooks may be used by more than one family during its lifetime at the school. However students will be able to personalise the software interface and background.

Who is going to handle warranties and repairs? The notebooks are purchased with three year warranties; all warranty repairs are carried out by manufacturer authorised technicians. Any damage requiring repairs are completed by Gippsland Grammar IT staff.

What happens with theft, loss and non-warranty repairs? Parents will be charged $15 per term for insurance over 3 years. An excess of $50 is payable by parents for accidental damage, theft or loss. All theft and loss claims must be accompanied by the appropriate Police report. Where the cost of repair is less than $50, parents will pay that cost of repair. Non-warranty repair will attract market pricing for parts and labour and will be charged to parents accordingly. A notification of loss must be accompanied by an appropriate police report.

Where do the notebooks go when not in use? When not in use, the notebooks should be in a student’s locker or locked classroom. An unattended notebook around buildings or School grounds will be picked up immediately by a staff member and treated as a lost item. This may incur a penalty such as confiscation of the notebook for a period of time as unattended notebooks invite theft and/or damage.

Batteries and chargers The notebook battery should be charged to last the entire day at school. For Occupation, Health and Safety reasons notebook chargers are not be brought to school.

If the battery does go flat, the notebook should be taken to the ISC or IT Services for charging. As the batteries are non-removable, the student will be without their notebook while charging.

Home use of notebooks The school monitors usage at school, but who monitors it at home? That is the responsibility of the parents. When off school grounds, parents have full authority to monitor notebook usage. Examples of this include:

encourage use in a family room and not in the bedroom restrict use at certain times of the evening or weekend advise not to take on long trips, and examine the documents and other contents of the notebook.

What does it mean to ‘reimage’ a notebook? Reimaging a notebook removes all software and re-installs the School’s original notebook image. The notebook is set up again, just like the first time the student received it. Whilst every effort is made to retain personal documents, music, pictures, and home settings, it is the responsibility of the student to backup and restore these files.

How can students access the internet from home? Home internet connection is not supplied by the school. There is no mandated expectation that internet access is available at home. If there is an existing internet provision at home, a notebook is able to be configured for access.

http://www.smartcopying.edu.au/

http://www.smartcopying.edu.au/scw/go

109

How can notebooks be used at home? Examples of home use for which internet access would be required include:

using online collaborative websites such as class blogs, wikis and potential online conferences via the School’s Portal and subject virtual learning areas (VLAs).

using school email if available completion of homework using online resources. Examples of home use for which internet access would not be required include: using any of the Microsoft applications or open source software provided using any subject-specific software working with audio, picture or video files on the notebook.

VCE Handbook 2020

110

Notebook Checklist for Parents

Ask questions about what your child is doing and learn together. You don’t need to be an expert in technology to help your child learn.

Remind your child to store the notebook in its protective cover. Don’t put heavy items on top of the notebook in the schoolbag as the screen may crack.

Remind your child to carry the notebook inside their schoolbag when travelling to and from school. To prevent theft or damage children should not use or display their notebook in public.

If you believe someone has damaged your child’s notebook on purpose, report it to the School as soon as possible. You may also need to report it to the police.

It is permissible for your child to add extra software to the notebook, as long as you comply with copyright and licensing rules and there is enough memory left for schoolwork.

Encourage your child to save their information regularly to the hard drive or to a USB stick as backup.

Teachers, students and parents share responsibility for safe and appropriate use of the notebooks. At home you may consider:

allowing notebook use in family areas, in preference to bedrooms

restricting notebook use to certain times of day

reviewing documents and the contents of the notebook.

If you don’t have broadband at home your child can participate by:

accessing relevant learning software

working with files saved to the notebook or USB stick.

Ask the School for information about appropriate use, copyright and health and safety.

Encourage your child to explore and enjoy the learning opportunities that using a notebook offers.

Acknowledgement: © State of Victoria 2007. This work is based on the Victorian Department of Education’s Notebook Program and copyright is owned by the Crown in right of the State of Victoria. Some alterations have been made to accommodate specific requirements. Things the Students Should Know:

1. The notebook is the property of the School it should not to be altered or personalised in any way that is irreversible.

2. It is the student’s responsibility to ensure that there is enough hard drive space and memory available to engage in all School activities and educational requirements.

3. You must retain the School’s anti-virus software on your notebook. It is your responsibility to keep it up to date. You will be advised on a regular basis on how to do this.

4. Do not install other anti-virus products on your notebook as this will affect performance, reliability and security.

5. The installation of illegal software is not allowed.

6. You are encouraged to return your notebook to IT Services if you believe your security or settings have been compromised or changed in any way.

7. If something is broken or not working correctly you should bring your notebook to IT Services to have it rectified immediately.

8. Network games should not be played at school.

9. Internet file sharing and torrent programs are not encouraged as they promote the spreading of viruses and malware.

Failure to observe the above points may lead to the student’s notebook and network access being restricted.

section c: the studies - gippsland grammar › sites › default › ... · 2019-08-12 · vce...

Documents