vce course information - mullauna collegemullauna.vic.edu.au/assets/uploads/2017-09/vce handbook...

VCE COURSE

INFORMATION

Mullauna College

2

CONT ENT S Welcome to theVCE 3

WhorunstheVCE? 3

ThestructureoftheVCE 3

VCEcourserequirements 4

Satisfactorycompletion 4

VCEAssessment 4

ATAR 4

Constructing your course 5

Readinglist 6

Who toask forhelp 6

VCE Subjects offered at Mullauna 7

SubjectDescriptions 8

Practice VCE unit selections 48

VETInformation 49

This edition published June 2017

MullaunaCollegeVCECourseInformation2018

3

WEL COMETOTHEV CETheVictorianCertificateofEducationisachallenging experience. It is also an enjoyable andmaturingexperience.Mostpeoplewhoattemptitsucceedinsatisfactorilycompletingitsrequirements.Thishandbook isdesignedtohelpyoumakeagoodstart. It introducesyoutothestructure/requirementsoftheVCEandsubjects/coursesoffered atMullauna so that you candesigntherightcourseforyourneeds.Thehandbookisasmallbutimportantpartoftheinformationyou’llreceivethisyear-so readitcarefully.Donotbeafraidtoaskquestions.Goodluckwithyourdecision-makingandwelcometotheVCE.

WHO RUNS THE V CE ?WhiletheCollegeadministerstheVCEattheschoollevel, atthestateleveltheVictorianCurriculumandAssessment Authority(VCAA)isthebodythatsetsdownallthe requirementsfortheVCE.TheCollegecannotvarythese requirements.WhenyouenrolintheVCEatMullaunayou willalsoenrolwiththeVCAAandindoingsoyouwill agreetofollowallof itsregulations,aswellasthoseofthe College.StudentswillreceiveaVCEStudentHandbook outliningtheseregulations.

THEST R UCTUR EOFT HEV CETheVCEisatwo-yearcourseofstudy:Year11

InYear11studentsatMullaunamustattempt12unitsofstudyovertheyearasfollows:•SixUnit1studiesinSemester1•SixUnit2*studiesinSemester2

*While it ispossibletochangestudiesat theendofUnit1itisexpectedthatstudentswillfollowthroughtoUnit2ineachstudy.

Year12InYear12,studentsmaydo12unitsbutmostattempt10unitsovertheyearasfollows:

• FiveUnit3studiesinSemester1• FiveUnit4studiesinSemester2• YoumustdoUnits3+4ofanEnglishplus4other3+4studies,ie.FiveUnit3+4sequences.• TheminimumnumberofstudiesyoucandoinYear12isanEnglishUnits3+4plusthreeotherUnit

3+4studies,ie.FourUnit3+4sequences.AnylessandyoucannotgettheVCEoranAustralianTertiaryAdmissionRanking(ATAR).

• AllUnit3+4studiesaresequential(ie.youcannotdothemindividually)

ThismeansthatmoststudentsatMullaunawillattempt22unitsover the twoyears.

AcceleratedVCESubjects

Year11studentsmayattemptoneUnit3+4studyinYear11.Year10studentsmayattemptoneUnit1+2studyinYear10.Thereisanapplicationprocessthatstudentsneedtocomplete.


4

VCECOUR SER EQU I R EMENT SThecourseovertwoyearsmustincludefourunitsofEnglishorEAL.Theremainingchoicesareuptoyou.

SAT I SFACT ORYCOMPL ET I ONInordertogainyourVCEyoumustmeetthefollowingrequirementsovertwoyears:

• Obtainan“S”in16unitsofstudy(rememberyouwillattempt22unitsofstudy)

• Obtainan“S”in3unitsofanEnglish(includinganEnglishUnit3+4ifyouwantanATAR)• Obta in an “S”inatleastthreesequencesofUnits3+4inadditiontoEnglish.

Thedecisions toawardan“S”or“N”aretotallyschoolbased.

VCEA SSE SSMENTUnits1and2Outcomesareassessedat school levelbyyour teachers,usingassessment tasksandmarkingsystemsdecidedonbytheschool(usingadvicefromtheVCAA).ItisCollegepolicytohave internalexaminations atYear 11.

Units3and4SchoolAssessmentOutcomesareassessedat school levelbyyour teachers,usingdesignatedSchoolAssessedCourseworkandSchoolAssessedTaskswhicharesetdownbytheVCAA.OutcomesandtheSchoolAssessedCourseworkusedtoassessthemareallocatedmarksby theVCAAaddingupto100formostunits(3+4).

Unit3and4ExaminationsExternalExamsareanimportantpartoftheVCE. Eachstudyincludesoneexamination.Examinationsmaycontributeatleast50%tothestudyscore.Aswellasbeingapartofyourstudyscore,examswillbeusedtomoderateyour subject’sschoolresultsalongwiththeGAT.

General Achievement Test (GAT)TheGATisatestofgeneralabilitywhichallUnit3+4studentsareexpectedtodo.TheVCAAissuesabookletforUnit3+4studentsexplainingthedetailsoftheGATeachyear.YouwillreceiveGATpracticeatschoolpriortothetest.TheCollegealsotimetablesapracticeGATforallstudentsundertakingaUnit3/4subject.

ATAR

TheVictorianTertiaryAdmissionsCentre(VTAC)calculatesthe ATAR, and it is used by universities and TAFECollegestoselectstudentsforcourses. It isanumberbetween0and100basedonUnit3+4studyscoresafterscalingbyVTAC.Itiscomplextoexplainhowitiscalculatedbutifyou’re interestedtheVTACwebsiteprovidesmoreinformation.


5

CONSTRUCTINGYOURCOURSE NowyouhaveanunderstandingoftheVCEyoucanstart constructingyourownVCEcourse.

1. BeginwithYourself

Your InterestsWhichstudieshaveyouenjoyedthemost inthepast,whathobbiesdoyouhavewhichmightbereflectedinVCEstudiesandwhatstudiesdoyouthinkwouldmatchyourinterests?YourabilitiesWhichstudieshaveyouperformedbestat?Yourresultsare agoodindicatorhere.Itisusefultodrawupalistofstudiesyouhavedonewell inandconsiderwhether theseare theonesyouwishtogofurtherwith.YourneedsWhichstudiesdoyouneedforjobsand/oruniversityorTAFEcoursesthatyouhopetogoontoafterleavingschool?Ifyoudonotknowwhatyouwanttodoyoushoulddosomethinkingandsomeresearchinordertomakeyourmindup.Onceyouhavemadeabroaddecisionthenyoucanfindouttheprerequisites, or compulsorystudies you need to get intoyourchosenarea.Ifyouarestillnotsurethengowiththosestudieswhichreflectyourinterestsandabilities.

2. What theCollegeOffersExaminethelistofstudiesthatMullaunaoffersonpage7. Selectfromthelistthestudiesyouareinterestedinandthen turntopages8to57(theyareinalphabeticalorder)tofindmoredetailoneachone.Nowuseahighlighterpentomark thestudiesthatyoumightconsideraspartofyourVCEcourse. Inthiswayyouwilldesignyourowncourseorprogramsubjectbysubject.

3. VocationalEducationandTraining(VET)CoursesOneofthemajorchangesinrecentyearsintheVCEistheincorporationofVETintothemainstreamVCE.MullaunaCollegeisofferingsomeVCE/VETcoursesandaccesstoothersintheMullumCluster. Seepage60foralistoftheprogramsoffered.Theseprogramsofferstudents:

• StudywhichcancounttowardscompletingtheVCE

• Anationally accredited Certificate in theparticularvocationalarea.• Scored VET studies may be included in the best four component of the ATAR. Unscored VET

studiesmayprovide10%of thebest four average.

4. OtherVitalInformation4.1There are some studieswiththesametitle thatusedifferentmaterials. Forthesestudiesyoucangetcreditonceonly in theVCE.4.2 as you select your studiesbeaware thatmanyTertiarycoursesgivebonusesorincrementsforcertainstudies.Therearesomanyandtheyvarysomuchthatitis impossibletolistthemhere.SimplybeawareofthesestudieswhenyouinvestigatetheTertiarydestinationsyouareaimingat.InformationrelatingtobonusesorincrementsisavailablefromtheCareersOffice.4.3 able studentsare encouraged to takesixUnit 3+4StudiestomaximisetheirATAR.Thebestwaytodothisis totakeoneUnit3+4StudyinYear11.InadditiontoenhancingyourATARthisalsointroducesyoutotheassessmentprocessesrelatedtoUnit3+4Studies.4.4 able students in Year 10areencouraged toattemptoneUnit1+2study.Thereisaselectionprocess forthisattheendofyear9.InadditiontointroducingtheassessmentprocessesrelatedtotheVCE,thisoptionalsopreparesstudents for takingaUnit3+4study inYear11, thusenhancingtheirATARscoreinYear12.


6

5. Information for the CollegePromotionPolicy

PromotiontoYear11InordertogainpromotionfromYear10to11,astudentmust satisfactorilycompleteaminimumof12unitsoutofthetotalof14semesterunitsundertakeninYear10.Units satisfactorily completed must include:

• TwounitsofEnglish• OneunitofMathematics

PromotiontoYear12InordertogainpromotionfromYear11toYear12,studentsmustsuccessfullycompleteaminimumof8ofthetotalof12semesterunitsundertaken inYear11.

R EADI NG LI STThefollowingresourcesprovidemoreinformationontertiarycourseprerequisites

• 2015JobGuide.• 2016VTACGuide.• ComputerPrograms:JAC,OZJAC,COURSELINK(available on-line at www.vcaa.vic.edu.au)• TertiaryEntranceRequirementsasprintedindailynewspapers:• Year10published late July for3yearshence.• Year11published late July for2yearshence.

WHOTOASKFORHEL P1. TherewillbeplannedactivitiessuchastheYear10 Information Night,VCEInformation

NightandCounselling sessionsinwhichyouwillreceivehelptodesign your course.2. Classroomteachersshouldbe the firstpeopleyou talktoaboutyourpotential in

particularstudies. 3. Thefollowingstaffareavailableforanyspecifichelpyou need:

• Years10,11,12Coordinators.• JennyCollins-VETcoordinator• SusanneMorelli – Careers Coordinator.


7

V CE AT MUL L AUNA COL L EGE

VCERequirementsThefollowingconditionsmustbemetwhenstudentsselecttheirVCEsemesterunitsforYears11(Units1+2)and12 (Units3+4):

• Studentsmustdo4unitsofEnglishorEAL

• StudentsmusthaveaUnit3&4EnglishorEALsequence

• Studentsmusthave3othersequencesofunits3+4intheirVCE.ThefollowingVCEsubjects*areoffered:AccountingBiologyBusinessManagementChemistry Computing(1+2) FoodStudiesGerman(viaDistanceEducation)Health & Human DevelopmentHistory -TwentiethCentury (1+2)LegalStudiesMathematics (1+2)- FoundationMathematics- GeneralMathematicsor- MathematicalMethods(CAS)Mathematics (3+4)- FurtherMathematics- MathematicalMethods(CAS)- SpecialistMathematics(deliveredbyVVLN) MediaPhysicalEducationPhysicsPsychologyStudioArtsVisualCommunication&Design

*Pleasenotesubjectswillonlyrunifselectedbyenoughstudents.


8

ACCOUNTI NG Units1+2

CourseDescriptionThissubjectfocuseson:

• Theproceduresaccountants followtooperateasmallbusinesssuccessfully.• Howtheydealwiththefinancesofasmallbusiness.• Howtransactionsarerecorded.• Howtheperformanceandfinancialstandingsofthebusinessarereportedtointerestedusers.• Howbusinessesneedtoplanforthefutureandtheimportanceofeffectivedecision-making.• ICTisutilised inallunitsofAccounting.(QuickBooksandXLbeing the focus)

Unit1-FinancialManagementIntroduceshowServicefirmsstartout,howtheymonitortheir revenues andexpenses and takes into accounthow topricethecommoditiestheydealin. Considerationisgiventotheneedtoclassifywithintheaccountingprocess–focusingessentially on recording and reporting.Other areas covered includecashcontrol,investmentopportunities,sourcesof finance and taxation.OutcomesInthissubjectyouwill:

• Completeavarietyofexercises/teststodisplayyourunderstandingoftherecordingandreportingprocessofaTradingfirm.

• CompletearesearchprojectontherecordingandreportingprocessofaTradingfirmusingICT.• Complete a folioof exercises/classpresentations inrelation toevaluating theprofit/lossperformance

of aTradingfirm.Unit2-FinancialoperationsExpandsontheknowledgeacquiredinUnit1,introducingTradingfirms,howtheyrecordforthestocktheydealin,whattheyhavetodowhentheyenterintocredittransactions.Otherareasconsideredinclude:whathappensattheendofreportingperiods,howbusinessesevaluatetheirprofit/lossperformance,financialstandingandintroducestheYear12 considerationofdoubleentry.OutcomesInthissubjectyouwill:

• Completeavarietyofexercises/teststodisplayyourunderstandingoftherecordingandreportingprocessofaTradingfirm.

• CompletearesearchprojectontherecordingandreportingprocessofaTradingfirmusingICT.• Complete a folioof exercises/classpresentations inrelation toevaluating theprofit/lossperformance

of aTradingfirm.


9

ACCOUNTI NG Units3+4


• Theproceduresaccountantsfollowtooperateasmallbusinesssuccessfully.• Howtheydealwiththefinancesofasmallbusiness.• Howtransactionsarerecorded.• Howtheperformanceandfinancialstandingsofthebusinessarereportedto

interestedusers.• Howbusinessesneedtoplanforthe futureandtheimportanceofeffectivedecision-

making.• ICTisutilised inallunitsofAccounting.(QuickBooksandXLbeing the focus)• SingleentryrecordingversusDoubleentryrecording.

Unit3-FinancialDecisionMakingIntroducesDoubleentryrecordingfortradingfirmsusing theaccrualbasisofAccounting.Thisincludesperpetualstock, stock valuation and balance day adjustments.Considerationisgiventotheneedtoclassifywithinthe accountingprocess – focusing essentially onrecording and reporting.Other areas covered include credit transactions, complicationsintheaccountingsystem,assessmentof performanceandbudgeting.

OutcomesInthissubjectyouwill:

• Completestructuredquestions,testsandcasestudiesonrecordingfinancialdataintoadoubleentryaccrualbasedsystem. BothmanuallyandusingICT.

• Completeavarietyofexercises/tests/reportstodisplayunderstandingoftherecordingandreportingprocessrelatedtoBalanceDayAdjustments(BDA).

Unit4-FinancialIssuesDevelopfurther,therecordingandreportingprocedures forasingleactivity,soletrader,requiringexplanationofcomplicationswhicharise.PrepareandanalyseBudgetsasatooltoimprovingtheperformanceofabusinessandevaluateperformance,suggestingwaystoachievefuturegoals.OutcomesInthissubjectyouwill

• Completestructuredquestions,testsandcasestudiesonrecordingfinancialdataintoadoubleentryaccrualbasedsystem. BothmanuallyandusingICT.

• Completeavarietyofexercises/tests/reportstodisplayunderstandingoftherecordingandreportingprocessrelatedtoBalanceDayAdjustments(BDA).


10

BI OL OGY Units1+2CourseDescriptionContentBiologyUnit1+2explorestheprocessesoflife,fromthemolecularworldofthecelltothatofthewholeorganismandhowlifeismaintained.Itcoversthedynamicrelationshipsbetweenorganismsandtheirinteractionswiththenon-livingenvironment.Unit1-Howdolivingthingsstayalive?Thisunitfocuseson:

• Cellsize,structureandfunction• Crossingtheplasmamembrane• Energytransformations• Astudyofaselectedfunctioningsysteminamammalandinaplant• Survivalthroughadaptationsandregulation• Organizingbiodiversity• Relationshipsbetweenorganismswithinanecosystem

OutcomesInthisunityouwill:

• Useappropriatebiologicallanguagetocommunicatetheirideas• Describethestructuresandprocessesinvolvedincellularfunctioning• Detailthefunctionsofaselectedmammaliansystemandaplantsystem• Planandundertakebiologicalinvestigations• Explaintherelationshipbetweenthefeaturesoforganismsandtheirfunctions• Analyseandevaluatedata,methodsandscientificmodels• Designandundertakeaninvestigationrelatedtothesurvivalofanorganismorspecies,anddrawconclusions

basedonevidencefromcollecteddata.Unit2:Howiscontinuityoflifemaintained?Thisunitfocuseson:

• Asexualandsexualreproduction• Cellgrowthandcelldifferentiation• Genomes,genesandchromosomes• Genotypesandphenotypes• Geneticinheritanceandgeneticdecision-making


• Useappropriatebiologicallanguagetocommunicatetheirideas• Describehowgenesareresponsibleforcharacteristicsobserved• Planandundertakebiologicalinvestigations• Outlinehowgeneticcharacteristicsareinherited• Analyseandevaluatedata,methodsandscientificmodels• Investigateindetailageneticissue


11

BI OL OGY Units3+4CourseDescriptionUnit3+4Biologydrawsonincreasinglyspecialisedfieldsofbiosciencesuchasbiochemistry,neuroscience,genetics,evolutionarybiology,andmolecularbiology.Unit3:Howdocellsmaintainlife?Thisunitfocuseson:

• Theworkingsofthecellfromseveralperspectivestounderstandthecapabilitiesandthelimitationsoflivingorganismswhetheranimal,plant,fungusormicroorganism.

• Keymoleculesandbiochemicalpathwaysinvolvedincellularprocessesbothwithinthecellandbetweencells.• Thehumanimmunesystemandtheinteractionsbetweenitscomponentstoprovideimmunitytoaspecific

antigen.OutcomesInthisunityouwill:

• Explainthedynamicnatureofthecellintermsofkeycellularprocessesincludingregulation,photosynthesisandcellularrespiration,andanalysefactorsthataffecttherateofbiochemicalreactions.Thisoutcomeincudes2practicalexperimentsandreports.

• Applyastimulus-responsemodeltoexplainhowcellscommunicatewitheachother,outlinehumanresponsestoinvadingpathogens,distinguishbetweenthedifferentwaysthatimmunitymaybeacquired,andexplainhowmalfunctionsoftheimmunesystemcausedisease.

• Carryoutaninvestigationrelatedtobiologicalchangeand/orcontinuity.Thefindingsoftheinvestigationarepresentedinascientificposterformat.

Unit4:Howdoeslifechangeandrespondtochallengesovertime?Thisunitfocuseson:

• ThecontinualchangeandchallengestowhichlifeonEarthhasbeensubjectedbyexaminingchangeinlifeforms,investigatingtherelatednessbetweenspeciesandconsidertheimpactofvariouschangeeventsonapopulation’sgenepool.

• Thestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.

• Thebiologicalconsequences,andsocialandethicalimplications,ofmanipulatingtheDNAmoleculeandapplyingbiotechnologiesforboththeindividualandthespecies.


• Analyseevidenceforevolutionarychange,explainhowrelatednessbetweenspeciesisdetermined,andelaborateontheconsequencesofbiologicalchangeinhumanevolution.

• DescribehowtoolsandtechniquescanbeusedtomanipulateDNA,explainhowbiologicalknowledgeisappliedtobiotechnicalapplications,andanalysetheinterrelationshipbetweenscientificknowledgeanditsapplicationsinsociety.

• Carryoutaninvestigationrelatedtobiologicalchangeand/orcontinuity.Thefindingsoftheinvestigationarepresentedinascientificposterformat.


12

BUSI NESS MANAGEMENT Units1+2CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit1–PlanningaBusinessThisunitfocuseson:

• Howbusinessideasarecreated• Howconditionscanbefosteredfornewbusinessideastooccur• Gapsinthemarket,technologicaldevelopmentsandchangingcustomerneeds


• Completeawrittentesttoexplainhowandwhybusinessideasarecreated• Investigatehowtheinternalenvironmentrelatestotheexternalenvironmentandtheeffectsofthis

relationshiponplanningabusiness.• Explorethefactorswithintheinternalenvironmentandconsiderhowplanningdecisionsmayhaveaneffecton

theultimatesuccessofabusiness.Unit2–EstablishingaSmallBusinessThisunitfocuseson:

• Thelegalandfinancialconsiderationsthatarevitaltoestablishingabusiness• Theimplicationsforthebusinessiftheserequirementsarenotmet• Theessentialfeaturesofeffectivemarketing• Applyingkeyknowledgetocontemporarybusinesscasestudies


• Explaintheimportanceofestablishingabusinessthatcomplieswithalllegalandfinancialrequirements• Developamarketingplan.• Undertakeananalysisofthestaffingneedsofabusinessandevaluatethebenefitsandlimitationsof

managementstrategiesinthisarea.


13

BUSI NESS MANAGEMENT Units3+4CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit3–ManagingaBusinessThisunitfocuseson

• Thekeycharacteristicsofbusinessesandtheirstakeholders• Thepotentialconflictsbetweenandthedifferentdemandsofstakeholdersonabusiness• Arangeofmanagementstylesandmanagementskillsthatmaybeused• Applyingtheseconceptstocontemporarybusinesscasestudies


• Answerstructuredquestionsthatwilltestyourknowledgeofvariousbusinessesandtheirstakeholders• Betestedonyourabilitytorecallinformationaboutmanagingemployeesaffectively,includingvarious

motivationfactors• Analysearealbusinesstoassesshoweffectiveitsoperationsmanagementfunctionis.

Unit4–TransformingaBusinessThisunitfocuseson:

• TheuseofKeyPerformanceIndicators(KPIs)• Models&strategiestoundertakeandmanagechange• Theimportanceofleadershipinchange• Arecentcasestudyandapplyingtheorytothepracticalexample


• Answerstructuredquestionsthatwilltestyourknowledgeofwhychangeoccurs,useKPIstoevaluateperformanceasaresultofchange

• Betestedonyourabilitytorecallinformationabouttheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeandtheeffectofchangeonstakeholdersofabusiness


14

CHEMI ST RY Units 1+2 CourseDescriptionThissubjectfocuseson:

• Whatmakesuptheworldaroundus,andthechemicalprocessesinvolved.• Chemicaltheoriesandmodelsareusedtoexplainchemicalreactions.• Theproductionanddevelopmentofenergy,clearairandwater,food,medicineandnewmaterials.

Unit1–Howcanthediversityofmaterialsbeexplained?Thisunitfocuseson:

• Elements,matterandthePeriodicTable• Covalentmolecules• ResearchInvestigation


• Studentsshouldbeabletorelatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.

• Studentsshouldbeabletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.

• Studentsshouldbeabletoinvestigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemicalandcommunicateasubstantiatedresponsetothequestion.

Unit2–Whatmakeswatersuchauniquechemical?Thisunitfocuseson:

• Water• PracticalInvestigation


• Studentsshouldbeabletorelatethepropertiesofwatertoitsstructureandbondingandexplaintheimportanceofthepropertiesandreactionsinwaterinselectedcontexts.

• Studentsshouldbeabletomeasuretheamountofdissolvedsubstancesinwaterandanalysewatersamplesforsalt,organiccompounds,acidsandbases.

• Studentswilldesignandundertakeaquantitativelaboratoryinvestigationrelatedtowaterqualityanddrawconclusionsbasedonevidencefromcollecteddata.


15

CHEMI ST RY Units3+4CourseDescriptionThissubjectfocuseson:

• Theoptionsforenergyproduction• Optimisingtheyieldofachemicalproduct.• Explainingandcategorisingcarboncompounds• Thechemistryoffood

Unit3:Howcanchemicalprocessesbedesignedtooptimiseefficiency?Thisunitfocuseson:

• Chemicalenergyresources• Electrolyticreactions• Analysisofmanufacturingprocesses


• Analyseandcomparefuelsquantitativelywithreferencetocombustionproductsandenergyoutputs.• Applyknowledgeoftheelectrochemicalseriestodesign,constructandtestgalvaniccells.• Applyrateandequilibriumprinciplestopredicthowtherateandextentofreactionscanbeoptimised.• Explainhowelectrolysisisinvolvedintheproductionofchemicalsandtherechargingofbatteries.

Unit4:Howareorganiccompoundscategorised,analysedandused?Thisunitfocuseson:

• Organiccompounds• Foodmolecules• Astudentdesignedpracticalinvestigation


• Comparethestructuresandreactionsofthemajororganicfamiliesofcompoundsanddesignreactionpathwaysforthesynthesisoforganicmolecules.

• Deducethestructureoforganiccompoundsusinginstrumentalanalysisdata• Distinguishthechemicalstructuresofkeyfoodmolecules,analysethechemicalreactionsinvolvedintheir

metabolismandcalculatetheirenergycontentusingcalorimetry.


16

COMPUTING Units1+2Unit1CourseDescriptionThefocusofthisunitisonhowdata,informationandnetworkeddigitalsystemscanbeusedtomeetarangeofusers’currentandfutureneeds.OutcomesInthisunityouwill:

• Beabletoacquire,secureandinterpretdata,anddesignanddevelopagraphicsolutionthatcommunicatesthefindingsofaninvestigation.

• Beabletodesignanetworkwithwirelesscapabilitythatmeetsanidentifiedneedoropportunity,explainitsconfigurationandpredictrisksandbenefitsforintendedusers.

• Beabletodesignanddevelopawebsitecollaborativelywithothersthatpresentsananalysisofacontemporaryissueandtheteam’spointofviewontheissue.

Unit2CourseDescriptionThefocusofthisunitisondataandhowtheapplicationofcomputational,designandsystemsthinkingskillssupportthecreationofsolutionsthatautomatetheprocessingofdata.OutcomesInthisunityouwill:

• Beabletodesignworkingmodulesinresponsetosolutionrequirements,anduseaprogrammingorscriptinglanguagetodevelopthemodules.

• Beabletoapplytheproblem-solvingmethodologyanduseappropriatesoftwaretoolstoextractrelevantdataandcreateadatavisualisationthatmeetsaspecifieduser’sneeds.

• Beabletoapplytheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftware,andexplainthepersonalbenefitsandrisksofinteractingwithadatabase.


17

E NGL I SH Units 1+2 CourseDescriptionThestudyofEnglishcontributestothedevelopmentofliterateindividualscapableofcriticalandcreativethinking.Studentsengagewithtextsfromthecontemporaryworldandfromthepast,andusingtextsfromAustraliaandfromothercultures,studentsfurtherdevelopasenseofthemselves,theirworldandtheirplacewithinit.Englishhelpsequipstudentsforparticipationinademocraticsocietyandtheglobalcommunity.Thisstudyalsodevelopsstudents’abilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Oncompletionofthiscoursestudentsareableto:

• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.

OutcomesInthisunitstudentswill:

• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts

aswellasanoralpresentationintendedtopositionanaudience.

Unit2Oncompletionofthiscoursestudentsareableto:

• Comparethepresentationofideas,issuesandthemesintexts• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts• Createtheirowntextsintendedtopositionaudiences• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.


• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts

aswellasawrittenpersuasivetextthatpresentsanargumentorviewpoint.


18

E NGL I SH Units 3+4 CourseDescriptionTheEnglishlanguageiscentraltothewayinwhichstudentsunderstand,critiqueandappreciatetheirworld.InthesubjectofEnglish,studentsrefinetheirlanguageskillsthroughthinking,reading,writing,speakingandlistening.StudentsextendtheircompetenceinusingStandardAustralianEnglishtomeetthedemandsoffurtherstudy,theworkplace,andtheirownneedsandinterests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarangeofaudiences.Unit3Oncompletionofthiscoursestudentsareableto:

• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Explainchoicestheyhavemadeasauthors;• Analysehowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe

interpreted;• Applytheconventionsoforalpresentationinthedeliveryofspokentexts;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.


• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandcomparetheuseofargument:awrittenanalysisoftheuseofargumentandpersuasive

languageintextsthatpresentapointofviewonacurrentmediaissue.Unit4Oncompletionofthiscoursestudentsareableto:

• Comparethepresentationofideas,issuesandthemesintexts• Understandthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant

metalanguage• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts• Createtheirowntextsintendedtopositionaudiences• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.


• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Constructasustainedandreasonedpointofview:anoralpresentationusingsoundargumentand

persuasivelanguageonacurrentissuewithawrittenstatementarticulatingtheintentionofdecisionsmadeintheplanningprocess.


19

ENGL I SH AS AN ADDI T I ONAL L ANGUAGE Units1+2CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.Thecoursesupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.TheEALcurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Thisstudyalsodevelopsstudent’sabilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Oncompletionofthiscoursestudentsareableto:

• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;• Developlisteningskillsandcomprehensionofspokentexts.


• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandpresentanargument:shortresponseanswersandawrittenanalysisoftheuseofargumentand

persuasivelanguageintexts,includingspokentext,aswellasanoralpresentationintendedtopositionanaudience.


• Comparethepresentationofideas,issuesandthemesintexts;• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;• Developlisteningskillsandcomprehensionofspokentexts.


• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts,

includingspokentext,aswellasawrittenpersuasivetextthatpresentsanargumentorviewpoint.


20

ENGL I SH AS AN ADDI T I ONAL L ANGUAGE Units3+4 CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.EALsupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.Thecurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarrangeofaudiences.Unit3Oncompletionofthiscoursestudentsareableto:

• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Explainchoicestheyhavemadeasauthors;• Analysehowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe

interpreted;• Applytheconventionsoforalpresentationinthedeliveryofspokentexts;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts• Developlisteningskillsandcomprehensionofspokentexts.


• Readandcreate:oneanalyticalandonecreativeresponsetosettexts.• Analyseandcomparetheuseofargument:shortresponsequestions,noteformsummariesandawritten

analysisofargumentandpersuasivelanguage.• Comprehendaspokentext:shortresponseanswersandnoteformsummariesinresponsetospokentexts.


• Comparethepresentationofideas,issuesandthemesintexts;• Understandthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant

metalanguage;• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;


• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Constructasustainedandreasonedpointofview:anoralpresentationusingsoundargumentand

persuasivelanguageonacurrentissuewithawrittenstatementarticulatingtheintentionofdecisionsmadeintheplanningprocess.


21

FOOD STUDIES Units1+2

CourseDescriptionThissubjectfocusesonfoodfromhistoricalandculturalperspectives.Studentswillinvestigatetherolesoffoodthroughtimeandacrosstheworld.PracticalworkisintegraltoFoodStudiesandincludescooking,demonstrations,creatingandrespondingtodesignbriefs,dietaryanalysis,foodsampling,tastetesting,sensoryanalysis,productanalysisandscientificexperiments.Unit1–FoodoriginsThisunitfocuseson:

• Exploringfoodfromaroundtheworld.• Theoriginsandculturalrolesoffood,fromearlycivilizationsthroughtomoderntimes.• Exploringfactorsthatinfluencefoodavailability.• ThehistoryandcultureoffoodinAustralia.

OutcomesOncompletionofthisunitstudentsshouldbeableto:

• Identifyandexplainmajorfactorsinthedevelopmentofglobalfoodsupply.• Demonstrateadaptationsofselectedfoodfromearliercuisines.• DescribepatternsofchangeinAustralia’sfoodindustriesandcultures.• UsefoodsindigenoustoAustraliaandthoseintroducedthroughmigration.

Unit2–FoodmakersThisunitfocuseson:

• CommercialfoodproductioninAustralia,encompassingprimaryproductionandfoodprocessingandmanufacturing.

• Exploringfoodproductiononadomesticandsmallscale.

OutcomesOncompletionoftheunitsstudentsshouldbeableto:

• DescribeAustralia’smajorfoodindustriesandanalyserelationshipsbetweenfoodsuppliersandconsumers.• Compareandevaluatesimilarfoodspreparedindifferentsettings.• Designandcreateafoodproductthatillustratespotentialadaptationinacommercialcontext.


22

FOOD STUDIES Units3+4

CourseDescriptionThissubjectfocusesonthemanyrolesandeverydayinfluencesoffood.Studentswillinvestigatethefunctionalpropertiesoffood,thephysiologyofeatingandappreciatingfoodandthemicrobiologyofdigestion.Theywillalsostudyinfluencesoffoodchoicesandhowindividualsrespondtofoodtrends.Challengesregardingfoodproductionandfeedingtheworld’spopulationareexamined.PracticalworkisintegraltoFoodStudiesandincludescooking,demonstrations,creatingandrespondingtodesignbriefs,dietaryanalysis,foodsampling,tastetesting,sensoryanalysis,productanalysisandscientificexperiments.Unit3–FoodindailylifeThisunitfocuseson:

• Thescienceoffoodduringfoodpreparationanddigestion.• ThescientificrationalebehindtheAustralianGuidetoHealthyEating.• Howoureatingpatternsdevelopandhowtheycanbepositivelyinfluenced.


• Explaintheprocessesofeatinganddigestingfoodandtheabsorptionofmacronutrients.• Explainthecausesandeffectsoffoodallergies,intolerancesandfoodcontamination.• Applyprinciplesofnutritionandfoodscienceinthecreationoffoodproducts.• Explainandanalysefactorsaffectingfoodaccessandchoice.• Analysetheinfluencesthatshapeanindividual’sfoodvalues,beliefsandbehaviours.• Applypracticalskillstocreatearangeofhealthymealsforchildrenandfamilies.

Unit4–Foodissues,challengesandfuturesThisunitfocuseson:

• DebatesaboutglobalandAustralianfoodsystems.• Issuesabouttheenvironment,ecology,ethics,farmingpractices,thechallengesoffoodsecurity,foodsafety,

foodwastage,theuseandmanagementofwaterandland.• Foodinformationandmisinformation.• Thedevelopmentoffoodknowledge,skillsandhabits.


• Explainarangeoffoodsystems.• Respondtoaselecteddebatewithanalysisofproblemsandproposalsforfuturesolutions.• Applyquestionsofsustainabilityandethicstotheselectedfoodissue.• Createafoodrepertoirethatreflectspersonalfoodvaluesandgoals.• Explainavarietyoffoodinformationcontexts• Analysetheformationoffoodbeliefs• Evaluateaselectedfoodtrend,fadordiet• CreatefoodproductsthatmeettheAustralianDietaryGuidelines.


23

FOUNDATION MATHEMATI CS Unit1&2CourseDescription FoundationMathematicsprovidesforthecontinuingmathematicaldevelopmentofstudentsenteringVCEandwhodonotnecessarilyintendtoundertakeUnit3and4studiesinVCEMathematicsinthefollowingyear.ThiscourseisdesignedtocomplementGeneralMathematicsandMathematicalMethods.StudentscompletingthiscoursewouldneedtoundertakeadditionaltargetedmathematicalstudyinordertoattemptFurtherMathematicsUnits3and4.InFoundationMathematicsthereisastrongemphasisontheuseofmathematicsinpracticalcontextsencounteredineverydaylifeinthecommunity,atworkandatstudy.OutcomesOncompletionofthisunit:

• Studentsshouldbeabletouseandapplyarangeofmathematicalconcepts,skillsandproceduresfromselectedareasofstudytosolveproblemsbasedonarangeofeverydayandreal-lifecontexts.

• Studentsshouldbeabletoapplymathematicalprocedurestosolvepracticalproblemsinbothfamiliarandnewcontexts,andcommunicatetheirresults.

• Shouldbeabletoselectandusetechnologytosolveproblemsinpracticalcontexts.Unit1Thisunitfocuseson:

• Space,shapeanddesign• Patternsandnumber

Unit2Thisunitfocuseson:

• Data• Measurement


24

FURTHER MATHEMATI CS Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedGeneralMathematicsorMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.Thissubjectfocuseson:

• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmeticanddataanalysis.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.

OutcomesOncompletionofthisunit:

• Studentsshouldbeabletodefineandexplainkeyconceptsandapplyrelatedmathematicaltechniquesandmodelsinroutinecontexts.

• Studentsshouldbeabletoselectandapplythemathematicalconcepts,modelsandtechniquesinarangeofcontextsofincreasingcomplexity.

• Studentsshouldbeabletoselectandappropriatelyusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.


• Dataanalysis• Financialmodeling


• Geometryandmeasurement• NetworksandDecisionMathematics


25

GENERAL MATHEMATICS Unit1&2CourseDescription

• ThiscourseisforstudentswhorequireareallifeunderstandingofMathematics.• EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10Mathematics.• ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.

Thissubjectfocuseson:

• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmetic,dataanalysis,measurementandgraphing.

• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytosolveproblems.


• Studentsshouldbeabletodefineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.

• Studentsshouldbeabletoselectandapplymathematicalfacts,concepts,modelsandtechniquesfromthetopicscoveredintheunittoinvestigateandanalyseextendedapplicationproblemsinarangeofcontexts.

• Studentsshouldbeabletoselectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.


• ComputationalArithmetic• DataAnalysisandStatistics• FinancialArithmetic• Sequences• Algebra


• Shapeandmeasurement• ApplicationsofTrigonometry• Bivariatedata• GraphsandNetworks• InequalitiesandLinearProgramming


26

GERMAN (via Distance Education) Units1+2

CourseDescriptionThestudyofGermancomprisesthemesandtopics,grammar, texttypes,vocabularyandkindsofwritingacrossallfour units.Thethemesinvolvedare“TheIndividual”,“TheGerman-SpeakingCommunities”and“TheChangingWorld”.The studyofGermandevelopsstudents’abilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy, aswellasakeylanguageinthefieldsofscience,medicine,economicsandtechnology.Thisstudyisdesignedtoenablestudentsto:

• UseGermantocommunicatewithothers;• Understandandappreciate the cultural contexts inwhichGerman isused;• Understandtheirownculture(s)throughthestudyofothercultures;• Understandlanguageasasystem• MakeconnectionsbetweenGermanandEnglish,and/or other languages;• ApplyGermantowork,furtherstudy,training orleisure.

Unit1–outcomesInthisunityouwill

• Establishandmaintainaspokenorwrittenexchangerelatedtopersonalareasofexperience.• Listento,readandobtaininformationfromwrittenandspokentexts.• Produceapersonalresponsetoatextfocusingonrealorimaginaryexperience.

Unit2-outcomesInthisunityouwill

• Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.

• Listen to, readandextract anduse informationand ideasfromspokenandwrittentexts.• Giveexpression to realor imaginaryexperience inwrittenorspokenform.


27

GERMAN (via Distance Education) Units3+4

CourseDescriptionThestudyofGermancomprisesthemesandtopics,grammar, texttypes,vocabularyandkindsofwritingacrossallfour units.Thethemesinvolvedare“TheIndividual”,“TheGerman-SpeakingCommunities”and“TheChangingWorld”.The studyofGermandevelopsstudents’abilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy, aswellasakeylanguageinthefieldsofscience,medicine,economicsandtechnology.Thisstudyisdesignedtoenablestudentsto:

• UseGermantocommunicatewithothers;• Understandandappreciate the cultural contexts inwhichGerman isused;• Understandtheirownculture(s)throughthestudyofothercultures;• Understandlanguageasasystem• MakeconnectionsbetweenGermanandEnglish,and/or other languages;• ApplyGermantowork,furtherstudy,training orleisure


• Express ideas throughtheproductionoforiginal texts.• Analyseanduseinformationfromspokentexts.• Exchangeinformation,opinionsandexperiences.


• Analyseanduseinformationfromwrittentexts.• Respondcriticallytospokenandwrittentextswhichreflectaspectsof the languageand

cultureofGerman-speaking communities.


28

HEALTH AND HUMAN DEVELOPMENT Un i t s 1 +2 CourseDescriptionThisstudyenablesstudentsto:

• understandthecomplexnatureofhealthandwellbeing,andhumandevelopment• developabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual

dimensions,andbiological,socioculturalandenvironmentalfactors• examinehowhealthandwellbeingmaybeinfluencedacrossthelifespanbytheconditionsintowhichpeople

areborn,grow,live,workandage• develophealthliteracytoevaluatehealthinformationandtakeappropriateandpositiveactiontosupport

healthandwellbeingandmanagerisks• developunderstandingoftheAustralianhealthcaresystemandthepoliticalandsocialvaluesthatunderpinit

Unit1–UnderstandinghealthandwellbeingThisunitfocuseson:

• abroad,multidimensionalapproachtohealthandwellbeing• factors,suchas,age,culture,religion,genderandsocioeconomicstatuswhichinfluencehealthandwellbeing• measurableindicatorsofpopulationhealth,andthehealthstatusofAustralians• variationsandinequalitiesinthehealthstatusofyouth

OutcomesStudentswillbeableto:

• Respondtoaseriesofstructuredquestionsthatexplainthemultipledimensionsofhealthandwellbeing,explainindicatorsusedtomeasurehealthstatusandanalysefactorsthatcontributetovariationsinhealthstatusofyouth

• Completeacasestudyinwhichnutritionalknowledgeandtoolsareusedtoselectfoodandevaluatenutritionalinformation

• Createavisualpresentationbasedondetailedresearchofaparticularfocusareaforimprovingyouthhealthandwellbeing

Unit2–ManaginghealthanddevelopmentThisunitfocuseson:

• changesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood• theapplicationofhealthliteracyskillsthroughtheexaminationofadulthoodasatimechange• theAustralianhealthcaresystemandtheabilitytoaccessandanalysehealthinformation


• Respondtoaseriesofstructuredquestionsthatexplaindevelopmentalchanges,analysefactorsthatcontributetohealthydevelopmentandexplainhealthandwellbeingasanintergenerationalconcept

• CreateavisualpresentationdescribinghowtoaccessAustralia’shealthcaresystem,explaininghowitpromoteshealthandwellbeinginthelocalcommunityandoutliningissuesassociatedwiththeuseofnewhealthproceduresandtechnologies


29

HEALTH AND HUMAN DEVELOPMENT Units3+4CoursedescriptionThisstudyenablesstudentsto:

• understandthecomplexnatureofhealthandwellbeing,andillness• developabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual

dimensions,andbiological,socioculturalandenvironmentalfactors• applysocialjusticeprinciplestoidentifyhealthandwellbeinginequitiesandanalysehealthandwellbeing

interventions• applytheobjectivesoftheUnitedNations’SustainableDevelopmentGoalstoevaluatetheeffectivenessof

healthandwellbeinginitiativesandprograms• proposeandimplementactiontopositivelyinfluencehealthandwellbeing,andhumandevelopment,outcomes

atindividual,local,nationaland/orgloballevels.Unit3–Australia’shealthinaglobalizedworldThisunitfocuseson:

• health,wellbeingandillnessasamultidimensionalanddynamicglobalconcept• thefundamentalconditionsrequiredforhealthimprovement• variationsinthehealthstatusofAustralians• healthpromotionandimprovementsinpopulationhealthovertimeinAustraliaandwithinaglobalcontext


• Respondtoaseriesofstructuredquestionsthatexplainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus

• Completeacasestudyinwhichchangestopublichealthapproachesareexplained,improvementsinpopulationhealthovertimeareanalysedandhealthpromotionstrategiesareanalysed

Unit4–HealthandhumandevelopmentinaglobalcontextThisunitfocuseson:

• healthandwellbeing,andhumandevelopmentinaglobalcontext• changesinburdenofdiseaseovertime• theimpactofsustainabilityandhumandevelopmentonglobalhealth• globalactiontoimprovehealthandwellbeingandhumandevelopment


• Respondtoaseriesofstructuredquestionsthatanalysesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontributetodifferencesinhealthandwellbeing

• CompleteacasestudyinwhichtherelationshipbetweentheSDGsandtheirroleinthepromotionofhealthandhumandevelopmentisanalysedandtheeffectivenessofglobalaidprogramsisevaluated


30

HISTORY – 20t h CENTURY Units1+2

CourseDescriptionHistory is thepracticeofunderstandingandmakingmeaningofthepast.Studentslearnabouttheirhistoricalpast,their shared history and the people, ideas and events that have createdpresentsocietiesandcultures.Thisstudybuildsonahistoricalframeworkwherestudentsdevelopanunderstandingoftheirowntimeandplace.Itseekstoextendstudents’cultural,economic,socialandpoliticalunderstanding.Thestudyofhistoryfosterstheabilitytoasksearchingquestions,toengageinindependentresearch,andtoconstructargumentsaboutthepastbasedonevidence.Unit1-Twentieth-CenturyHistory(1918-1939)InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.WorldWarOneisregardedbymanyasmarkingthebeginningoftwentiethcenturyhistorysinceitrepresentedsuchacompletedeparturefromthepastandheraldedchangesthatweretohaveanimpactfordecadestocome.Thepost-wartreatiesusheredinaperiodwheretheworldwas,toalargedegree,reshapedwithnewborders,andideologies.ThesechangesaffecteddevelopmentsinEurope,theUSAandtheworld.EconomicinstabilitycausedbytheGreatDepressionalsocontributedtothedevelopmentofpoliticalmovementsTheperiodafterWorldWarOnewascharacterisedbysignificantsocialandculturalchangeinthecontrastingdecadesofthe1920sand1930s.Newfascistgovernmentsusedthemilitary,educationandpropagandatoimposecontrolsonthewaypeoplelived,toexcludeparticulargroupsofpeopleandtosilencecriticism.InGermany,thepersecutionoftheJewishpeoplebecameintensifiedOutcomesInthisunitstudentswillundertaketwoAreasofStudy:

• IdeologyandConflict• SocialandCulturalChangeAssessmentisbasedon:• Ahistoricalinquiry,• Ananalysisofprimarysources,• Ananalysisofhistoricalrepresentation,• Anessay

Unit2–TwentiethCenturyHistory(1945-2000)InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.TheestablishmentoftheUnitedNationsin1945wasintendedtoavoidwarfare,resolvepoliticaltensionsandaddressthreatstohumanlifeandsafety.Thesecondhalfofthetwentiethcenturywasdominatedbythecompetingideologiesofdemocracyandcommunism,settingthebackdropfortheColdWar.Theperiodalsosawchangesinmanycountries.Newcountrieswerecreatedandindependencewasachievedthroughbothmilitaryanddiplomaticmeans.Oldconflictsalsocontinuedandterrorismbecameincreasinglyglobal.Thesecondhalfofthetwentiethcenturyalsosawtheriseofsocialmovementsthatchallengedexistingvaluesandtraditions,suchasthecivilrightsmovement,feminismandenvironmentalmovements.OutcomesInthisunitstudentswillundertaketwoAreasofStudy:

• CompetingIdeologies• ChallengeandChange

Assessmentisbasedon:• Ahistoricalinquiry,• Ananalysisofprimarysources,• Ananalysisofhistoricalrepresentation,• Anessay


31

L EGAL STUD I ES Units1+2

CourseDescriptionLegalStudiesUnit1&2focusesonwhylawsareneededandwherelawscomefrom.Studentsalsoexaminethevariouskeyconceptssurroundingcriminalandcivillaw.Unit1:GuiltandliabilityThisunitfocuseson:

• legal foundations, such as the different types and sources of law and the existence of a court hierarchy inVictoria.

• keyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenarios• anappreciationofthewayinwhich legalprinciplesandinformationareusedinmakingreasonedjudgments

andconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.OutcomesOncompletionofthisunitstudentswillbeableto:

• describethemainsourcesandtypesoflaw,andassesstheeffectivenessoflaws• explainthepurposesandkeyconceptsofcriminallaw• uselegalreasoningtoarguethecriminalculpabilityofanaccusedbasedonscenarios.• explainthepurposesandkeyconceptsofcivillaw,and• applylegalreasoningtoarguetheliabilityofapartyincivillawbasedonactualand/orhypotheticalscenarios.

Unit2:Sanctions,remediesandrightsThisunitfocuseson:

• theenforcementofcriminal lawandcivil law, themethodsand institutions thatmaybeused todetermineacriminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and theireffectiveness.

• adetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.

• theway rights are protected in Australia and in another country, and possible reforms to the protection ofrights.TheyexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.

OutcomesOncompletionofthisunitstudentswillbeableto:

• explainkeyconceptsinthedeterminationofacriminalcase• discusstheprinciplesofjusticeinrelationtothedeterminationofcriminalcases,sanctionsandsentencing

approaches• explainkeyconceptsintheresolutionofacivildispute• discusstheprinciplesofjusticeinrelationtotheresolutionofcivildisputesandremedies• evaluatethewaysinwhichrightsareprotectedinAustralia• comparethisapproachwiththatadoptedbyanothercountryand• discusstheimpactofanAustraliancaseontherightsofindividualsandthelegalsystem.


32

L EGAL STUD I ES Units3+4

CourseDescriptionLegalStudiesUnit3&4focusesonhumanrightsinthejusticesystemandvariousprocessesandsystemthatareusedtoprotectthese.StudentsalsoexaminevariousaspectsoftheAustralianParliamentarysystem.Unit3:RightsandjusticeThisunitfocuseson:

• examinethemethodsandinstitutionsinthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.

• rights available to anaccusedand tovictims in the criminal justice system, the rolesof the judge, jury, legalpractitionersandtheparties,andtheabilityofsanctionsandremediestoachievetheirpurposes.

• theextenttowhichtheprinciplesofjusticeareupheldinthejusticesystem.OutcomesOncompletionofthisunitstudentswillbeableto:

• explaintherightsoftheaccusedandofvictimsinthecriminaljusticesystem• discussthemeansusedtodeterminecriminalcases• evaluatetheabilityofthecriminaljusticesystemtoachievetheprinciplesofjustice• analyzethefactorstoconsiderwheninitiatingacivilclaim• discusstheinstitutionsandmethodsusedtoresolvecivildisputesand• evaluatetheabilityoftheciviljusticesystemtoachievetheprinciplesofjustice.

Unit4:ThepeopleandthelawThisunitfocuseson:

• how the Australian Constitution establishes the law-making powers of the Commonwealth and stateparliaments,andprotectstheAustralianpeople.

• thesignificanceoftheHighCourtinprotectingandinterpretingtheAustralianConstitution.• parliamentandthecourts,andtherelationshipbetweenthetwoinlaw-making• therolesoftheindividual,themediaandlawreformbodiesininfluencinglawreform

OutcomesOncompletionofthisunitstudentswillbeableto:

• discussthesignificanceofHighCourtcasesinvolvingtheinterpretationoftheConstitution• evaluatethewaysinwhichtheConstitutionactsasacheckonparliamentinlaw-making• discussthefactorsthataffecttheabilityofparliamentandcourtstomakelaw• evaluatetheabilityoftheselaw-makerstorespondtotheneedforlawreformanalyzehowindividuals,themediaandlawreformbodiescaninfluenceachangeinthelaw.


33

MATHEMATI CAL METHOD S (CAS) Unit1&2CourseDescriptionThiscourseisforstudentswhorequireahighlevelunderstandingofabstractMathematics.EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10MathematicswithhighscoresinAlgebra.ThiscoursemaybetakenbyitselforinconjunctionwithGeneralMathematics.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.



• Studentsshouldbeabletoapplymathematicalprocessesinnon-routinecontexts,includingsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches,andanalyseanddiscusstheseapplicationsofmathematics.



• Functionsandgraphs• Algebra• Calculus• Probabilityandstatistics

Unit2ThisunitfocusesonthesametopicsasUnit1buttoagreaterdegreeofunderstanding.


34

MATHEMATI CAL METHOD S (CAS) Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithFurtherMathematics.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.






• Functionsandgraphs• Algebra• Calculus


• Functionsandgraphs• Algebra• Calculus• Probabilityandstatistics


35

MED IA Units1+2CourseDescriptionVCEMediaprovidesstudentswiththeopportunitytoanalysemediatextsandconceptsinaninformedandcriticalway.Studentsexplorethestructure,contentandtechniquesusedinmediatextsandintegratethisknowledgeintopracticalwork,producingarangeofcreativemediaproductsandrepresentationsforanintendedpurposeandaudience.Unit1–Mediaforms,representationsandAustralianstoriesThisunitfocuseson:

• Theanalysisofmediarepresentationsinarangeofmediaformsandtexts;• Practicalskillsandcreativetechniquesintheuseofmediaequipmentandapplicationstocreatemedia

productsforspecificaudiences;and,• TheanalysisofAustralianfictionandnon-fictionnarrativesandhowtheyarestructuredtoengageaudiences.


• Usemediaterminologytoanalyzeand exp la in howmedia representationsareconstructedtocommunicateideas;

• Learnhowtousearangeofmediaequipmentandapplicationstocreatemediarepresentations;• Followmediaprocessestoproduce andcomparearangeofmediaproducts;and,• ExplorearangeofAustralianmedianarratives.

Unit2–NarrativeacrossmediaformsThisunitfocuseson:

• Analyzingtheintentionsofmediacreatorsandproducersandtheinfluenceofnarrativesonaudiences• Understandingmediaproductionprocesses andtherolesandresponsibilitiesrequiredindifferent

stagesoftheproductionprocess;• Thecreationofacollaborativemediaproduct;• Developingpracticalskillsandcreativetechniquesinarangeofmediaforms;and• Exploringtheinfluenceofnewmediatechnologiesonindividuals,audiencesandsociety


• Analysethedistinctivestyleofmediacreatorsandproducersindifferentmediaforms;• Undertakeroleswithintheproductionprocesstocreate,developandconstructnarratives;• Exploretheinfluenceofnewmediatechnologiesonindividuals,audiencesandsociety


36

MED IA Units3+4

CourseDescriptionVCEMediaprovidesstudentswiththeopportunitytoanalysemediaproductsandconceptsinaninformedandcriticalway.Studentsintegratethisknowledgeintopracticalwork,producingarangeofmediaproductsandrepresentations.Unit3–Medianarrativesandpre-productionThisunitfocuseson:

• Therelationshipbetweenthemediaanditsaudience;• Examiningfictionalandnon-fictionalnarrativesinarangeofmediaforms• Thefunctionofmediacodesandconventionsandhowtheyconveymeaning;• Exploringmediaequipment,technologiesandprocessesappropriatetoaselectedmedia

formandproposedproduct;• Developinganddocumentingamediaproductiondesigninaselectedmediaformfora

specifiedaudience.OutcomesInthisunitstudentswill:

• Analysehownarrativesareconstructedandhowtheyarereadbyintendedaudiences• Experimentwithmediatechnologiesandproductionprocessestoinformthedesignofa

mediaproduction• DocumentamediaproductiondesignplanforamediaproducttobemadeinUnit4

Unit4–MediaproductionandissuesinthemediaThisunitfocuseson:

• Making theproduct the studentdesigned inUnit3 ;• Refining and applying organisational and creativeskillsinthisprocess• Criticallyanalyzingtheissuesandchallengesrelatingtoregulationandcontrolofthemedia

andtherelationshipbetweenthemediaanditsaudienceOutcomesInthisunitstudentswill:

• Produce amediaproduct from themediaproductiondesignplanpreparedby thestudent inUnit3;

• Discussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience;and


37

PHYSI CAL EDUCAT I ON Units1+2CourseDescriptionThisunitfocuseson:

• Theinterrelationshipsbetweenanatomical,biomechanical,physiologicalandskillacquisitionprinciplesandtheirroleinproducingandrefiningmovement

• Examiningbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivity

• Practicalactivitiesexaminingthecoreconceptsthatunderpinmovementandthatinfluenceperformanceandparticipationinphysicalactivity,sportandexercise

Unit1–ThehumanbodyinmotionInthisunitstudentsexplorehowthemusculoskeletalandcardiorespiratorysystemsworktogethertoproducemovementandhowtheyadapttothedemandsofphysicalactivity.Studentsevaluatethesocial,culturalandenvironmentalinfluencesonmovement,whileconsideringtheimplicationsoftheuseoflegalandillegalpracticestoimproveathlete’sperformance.Studentsalsorecommendandimplementstrategiestominimisetheriskofillnessorinjurytoeachsystem.OutcomesInthisunityouwill:

• Collectandanalyseinformationfrom,andparticipatein,avarietyofpracticalactivitiestoexplainhowthemusculoskeletal,cardiovascularandrespiratorysystemsfunctiontogether

• ExplorelegalandillegalpracticesandsubstancesthatimproveathleticperformanceUnit2–Physicalactivity,sportandsocietyInthisunitstudents’areintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.Studentsinvestigatehowparticipationinphysicalactivityvariesacrossthelifespan.Studentsinvestigateindividualandpopulation-basedconsequencesofphysicalinactivityandsedentarybehaviourandcreateandparticipatein,anactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesrelevanttotheparticularpopulationgroupbeingstudied.OutcomesInthisunityouwill:

• Collectandanalysedatarelatedtoindividualandpopulationlevelsofparticipationinphysicalactivityandsedentarybehaviourtocreate,undertakeandevaluateanactivityplan.

• Applyasocial-ecologicalframeworktoresearch,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivity


38

PHYSI CAL EDUCAT I ON Units3+4CourseDescriptionThisunitfocuseson:

• developinganunderstandingoftheanatomical,biomechanical,physiologicalandskillacquisitionprinciples,andofbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivityacrossthelifespan

• applyingrelevanttrainingprinciplesandmethodstoimproveperformancewithinphysicalactivityatanindividual,clubandelitelevel.

Unit3–MovementskillsandenergyforphysicalactivityThisunitintroducesstudentstothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproductionfromaphysiologicalperspective.Studentsinvestigatetherelativecontributionandinterplayofthethreeenergysystemstoperformanceinphysicalactivity,sportandexercise.Inparticular,theyinvestigatethecharacteristicsofeachsystemandtheinterplayofthesystemsduringphysicalactivity.Studentsexplorethecausesoffatigueandconsiderdifferentstrategiesusedtopostponefatigueandpromoterecovery.OutcomesStudentswillbeableto:

• Completestructuredquestionsthatdrawonprimarydatatoanalyseamovementskillusingbiomechanicalandskillacquisitionprinciples

• Completealaboratoryreportandseriesofstructuredquestionsonenergysysteminterplay,acuteresponsestoexercise,fatigueand/orrecovery

Unit4–TrainingtoimproveperformanceInthisunitstudentsanalysemovementskillsfromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformance.Studentsanalyseskillfrequencies,movementpatterns,heartratesandworktorestratiostodeterminetherequirementsofanactivity.Studentsparticipateinavarietyoftrainingsessionsdesignedtoimproveormaintainfitnessandevaluatetheeffectivenessofdifferenttrainingmethods.OutcomesStudentswillbeableto:

• Completeawrittenreportanalyzingdatafromanactivityanalysis• Completeareflectivefolio,writtenreportandseriesofstructuredquestionsbasedonthedesignandevaluation

oftrainingprogramstoenhancespecificfitnesscomponents.


39

PHYSI CS Units1+2


• Understandingandexplainingthephysicalworld• Examiningmodelsandideasusedtomakesenseoftheworld• Lookingatthewaymatterandenergyinteractthroughobservations,measurementsandexperiments

Unit1:Whatideasexplainthephysicalworld?Thisunitcoverstheareaofhowphysicsexplainsphenomena,atvariousscales,whicharenotalwaysvisibletotheunaidedhumaneye.Theareasofstudyare:Howcanthermaleffectsbeexplained?,Howdoelectriccircuitswork?,Whatismatterandhowisitformed?Outcomes:Inthisunityouwill:

• Applythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergy• InvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectrical

systems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity

• Explaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms.Unit2:Whatdoexperimentsrevealaboutthephysicalworld?Thisunitcoverstheareaofhowphysicsexploresthepowerofexperimentsindevelopingmodelsandtheories.Outcomes:Inthisunityouwill:

• Investigate,analyseandmathematicallymodelthemotionofparticlesandbodies.• Applyphysicsconceptstooneoftwelveoptionsbasedonadifferentobservationofthephysicalworld• DesignandconductapracticalinvestigationrelatedtoknowledgeandskillsdevelopedinAreaofStudy1

and/orAreaofStudy2


40

PHYSI CS Units3+4


• Gravitational,electricandmagneticfields• Theproduction,distributionanduseofelectricity• Motion• Wavetheory• Howlightandmatteraresimilar

Unit3:Howdofieldsexplainmotionandelectricity?Inthisunitstudentsexploretheimportanceofenergyinexplaininganddescribingthephysicalworld.Outcomes:Inthisunityouwill:

• Analysegravitational,electricandmagneticfields,andusethesetoexplaintheoperationofmotorsandparticleacceleratorsandtheorbitsofsatellites

• Useempiricalevidenceandmodelsofelectric,magneticandelectromagneticeffectstoexplainhowelectricityisproducedanddeliveredtohomes

• Investigatemotionandrelatedenergytransformationsexperimentally,analysemotionusingNewton’slawsofmotioninoneandtwodimensions,andexplainthemotionofobjectsmovingatverylargespeedsusingEinstein’stheoryofspecialrelativity

Unit4:Howcantwocontradictorymodelsexplainbothlightandmatter?Inthisunit,studentsexploretheuseofwaveandparticletheoriestomodelthepropertiesoflightandmatter.Outcomes:Inthisunityouwill:

• Applywaveconceptstoanalyse,interpretandexplainthebehaviouroflight• Explorethedesignofmajorexperimentsthathaveledtothedevelopmentoftheoriestodescribethemost

fundamentalaspectsofthephysicalworld–lightandmatter• Designapracticalinvestigationrelatedtowaves,fieldsormotion


41

PSYCHOL OGY Units1+2CourseDescriptionThissubjectfocuseson:

• Understandingthecontributionsthatthestudyofpsychologyhasmadetoourlives.• Understanding,evaluatingandcomparingdifferentpsychologicalconceptsandtheories.• Skillsincreatingandcarryingoutpsychologicalexperimentsandresearchonhumans.• Understandingandapplyingethicalprincipleswhenconductingresearch.


• Thestructureandfunctionofthebrainandnervoussystems.• Theimpactoftraumaoncognitivefunction.• Theuseofneuroimagingtechniques.• Theimpactofgeneticsandenvironmentonpsychologicaldevelopment.• Atypicaldevelopmentanditseffectsontheindividual.


• Describehowourunderstandingofbrainfunctionhaschangedovertime.• Explaintheinteractionbetweenthebrainandnervoussystemsandpsychologicalfunctioning.• Discussthefactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.• Student-directedmajorresearchinvestigationandreport.


• Sensationandperceptionofsensorystimuli.• Theinfluenceofdifferentfactorsonperception.• Therelationshipbetweenprejudice,attitudesanddiscrimination.• Socialinfluencesonindividualbehaviour.• Factorssuchasbullyingandmediaonindividualbehaviour.


• Compareanddiscusssensationsandperceptionsofvisionandtaste.• Analysepossibledistortionsofsuchsensationssuchasvisionandtaste.• Identifyfactorsthatinfluenceindividualstobehaveincertainways.• Student-directedmajorpracticalinvestigationandreport.


42

PSYCHOL OGY Units3+4CourseDescriptionThissubjectfocuseson:

• Thedevelopmentofmajorideasinpsychologyrelatingtoindividualhumanbehaviour.• Understandingthecontributionsthatthestudyofpsychologyhasmadetoourlives.• Understanding,evaluatingandcomparingdifferentcontemporarypsychologicalconceptsandtheories.• Skillsincreatingandcarryingoutpsychologicalexperimentsrelatingtomentalprocessesandpsychological

functioning.• Understandingandapplyingethicalprincipleswhenconductingresearch.


• Thestructureandfunctionofthehumannervoussystem.• Thepositiveandnegativeeffectsofstress.• Theroleofcopingmechanismsinrelationtostress.• Theneuralbasisoflearningandmemory.• Comparisonsofmodelsexplaininglearningandmemory.• Thereliabilityanddeclineofmemoryoverthelifespan.


• Usescientificlanguagewhenrespondingorpresenting.• Presentfindingsonthestructureandfunctionofthenervoussysteminrelationtohumanbehaviour.• Compareandevaluatedifferentcopingmechanismsforstress.• Conductandreportonresearchrelatingtolearningandmemory.• Examinebiological,psychologicalandsocialfactorsrelatingtomemorydecline.


• Thepsychologicalconstructofconsciousnessandlevelsofawareness.• Theimportanceofsleepandeffectsofsleepdeprivation.• Definingmentalhealthandmentaldisorders.• Investigatingfactorsthatcontributetothedevelopmentandmaintenanceofmentaldisorders.• ApplicationoftheBiopsychosocialmodeltoexplainphobias.


• Usescientificlanguagewhenrespondingorpresenting.• Conductananalysisofdatarelatingtosleepandconsciousness.• Respondtoasetofstructuredquestions.• Produceafolioofpracticalactivitiesrelatingtoconsciousnessandsleep.• Designandundertakescientificresearchandpresentfindingsinastructuredposter.


43

SPECI AL I ST MATHEMATI CS (VVLN) Units3+4

CourseDescriptionEntrytothiscourserequiresstudentstohavecompletedMathematicalMethodsUnit1&2toahighstandard.ThiscourseshouldbetakeninconjunctionwithMathematicalMethods.Therewillbesomepriorlearningneededbeforestudentscanundertakethissubject.ThissubjectisrunthroughtheVictorianVirtualLearningNetwork.Studentsundertakingthissubjectshouldhavehigh-levelskillsoforganizationandself-regulation.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraicallyandabstractly;• Developinganabilitytoworkandcommunicatemathematically;• Developinganabilitytoproblemsolve.






• Functionsandgraphs• Algebra• Calculus• Vectors• Mechanics• Probabilityandstatistics



44

ST UD IO ART S

Units1+2


• Experimentationwith2D/3Dmaterialsandtechniquesrelatedtospecificartforms.• The investigation and exploration of a design process including exploring sources of

inspirationanddevelopingindividualideas.• Theproductionandevaluationof yourownartwork.• Thestudyandinvestigationofartistsfromdifferenttimesandcultures.

Unit1–StudioInspirationandTechniquesThisunitfocuseson:

• Theinvestigationofavarietyofsourcesofinspiration-from specificartists to images inthemedia.

• Theexplorationofarangeofartmaterialsandtechniques.• Thework of specific artists from differenttimesandlocations.


• Identifysourcesof inspirationandartisticinfluences,outlineindividualideasanduseavariety ofmethodstotranslatetheseintoavisuallanguage.

• Progressively record thedevelopment of studiopractice and convey individual ideas through theexplorationofmaterialsandtechniquesinselectedartformstoproducefinishedartworks.

• Discusstheartisticpracticeofartistsfromdifferenttimesandcultures,theirsourcesofinspirationanduseofmaterialsandtechniques

Unit2–StudioExplorationandConceptsThisunitfocuseson:

• Establishingandusingstudiopracticetoproduceartworks• Explorationanddevelopmentofideasandsubjectmatterandcreationofaestheticqualities• Thestudyofartmovementsandstylesanddevelopmentofskillsinvisualanalysisofartworks• Theexhibitionofartworksincludingdifferentenvironmentsandhowartworksarepresented

toanaudienceOutcomesInthissubjectyouwill:

• Developanindividualexplorationproposalanddocumentavarietyofpotentialdirectionsinavisualdiary

• Comparearangeofhistoricalandcontemporaryartperiods,stylesormovementsandanalysethewayartistscommunicateideas,developstylesanddemonstrateaestheticqualitiesinartworks


45

ST UD IO ART S Units3+4


• Thestudyandinvestigationofartistsandartworksfromdifferenttimesandcultures,includingtheirworkingmethods,communicationofideasanddevelopmentofaestheticqualities.

• Thedevelopmentofspecialisedskillsinspecificartforms.• Explorationofarangeofmaterialsandtechniquesinartpractice• Theproductionandevaluationof studentsown artwork.

Unit3–StudioPracticesandProcessesThisunitfocuseson:

• The development anduse of an exploration proposaltodefineanareaofcreativeexploration.

• Collatinginspirationfromavarietyofsources includingrelevantartists.• Trialingavarietyof materialsandtechniques.• Refininganddevelopingaselectionof ‘PotentialDirections’• Thestudyandinvestigationofartistsandtheirworkpracticesandprocesses

OutcomesThestudentshouldbeableto:

• Prepareanexplorationproposaltheindividualstudioprocessincludingaplanofhowtheproposalwillbeundertaken.

• Presentanindividualstudioprocessrecordedbothvisuallyandinwrittenformthatproducesarangeofpotentialdirections.

• Examinethepracticeofartistsreferencingtheirdifferenthistoricalandculturalcontexts.

Unit4–StudioPracticeandArtIndustryContextsThisunitfocuseson:

• TheproductionofafolioofartworksthatlinkcohesivelyaccordingtotheideasresolvedinUnit3.

• Refinementandskillfulapplicationofmaterialsandtechniquesandaestheticqualities.• Artists’involvementintheartindustryfocusingonatleast2differentexhibitions

visitedduringtheyearandconsiderations relating tothepresentationandconservationofartworks

OutcomesInthissubjectyouwill

• Presentatleast2finishedartworks based on selected potential directionsdevelopedthroughthestudioprocess

• Providevisualandwrittendocumentationthatidentifiesandevaluatestheextenttowhichtheartworksreflecttheselectedpotentialdirections

• Comparethemethodsusedbyartistsandconsiderationsofcuratorsinthepreparation,presentation,conservationandpromotionofspecificartworksinatleasttwodifferentexhibitions


46

VI SUAL COMMUNI CAT I ON AND D ESI GN Units1+2CourseDescriptionThisstudyfocusesoncommunicatingmessages,ideasandconceptsthroughvisualdesign.Studentsdevelopskillsinbothfreehandandtechnicaldrawingasameansofcommunicatingideas.Theyapplydesignthinkingskillsthroughoutthedesignprocesstodevelopdesignsappropriatefordifferentpurposesandaudiences.Studentsexploretheapplicationofdesignelements,designprinciplesandarangeofmaterialsandtechniquesthroughtheproductionofboththreedimensionalandgraphicdesigns.Theyareintroducedtotheimportanceofcopyrightandintellectualproperty.Studentsconsiderthewaydesignhaschangedthroughtime,exploringculturalandhistoricalinfluencesinvisualcommunication.Unit1–IntroductiontoVisualCommunicationDesignThisunitfocuseson:

• Observational,visualizationandpresentationdrawingskills.• Technicaldrawingskills.• Renderingtechniquesusingarangeofmediaandmethods• Theapplicationofdesignelementsanddesignprinciples• Thedevelopmentofvisualcommunicationsforspecificpurposes• Culturalandhistoricalinfluencesinvisualcommunication


• Completeadrawingfoliofocusingontechnicalandfreehanddrawingandrendering• Applydesignelementsandprinciplestocreatevisualcommunicationsforapurpose• Analysehistoricalandcontemporaryexamplesofvisualcommunications

Unit2–ApplicationsofVisualCommunicationWithinDesignFieldsThisunitfocuseson:

• Thefieldsofenvironmental,industrialandproductdesign• Technicaldrawingtechniques• Theroleoftypeandimagesincommunicationdesign• Theapplicationofthevisualcommunicationdesignprocess• Thedevelopmentofvisualcommunicationstomeetsetbriefs


• Completeadrawingfoliooftechnicaldrawings• Applytypeandimagerytocreatearangeofvisualcommunications• Followthedesignprocesstodevelopvisualcommunicationsappropriatetoasetbrief


47

VI SUAL COMMUNI CAT I ON AND D ESI GN Units3+4CourseDescriptionThisstudyexplorestheprocessdesignersusetocommunicatewithclients,targetaudiencesandotherdesigners,andtoproduceeffectivevisualcommunications.Studentsanalyseexistingvisualcommunicationsandstudythepracticesofprofessionaldesigners,toexploredesignsinthecommunication,industrialandenvironmentaldesignfields.Studentsusethisunderstandingtoapplythedesignprocessanddeveloptheirownvisualcommunicationsappropriatetoasetbrief.Unit3–VisualCommunicationDesignPracticesThisunitfocuseson:

• Thecommunication,environmentalandindustrialdesignfields• Analysisofexistingvisualcommunications• Thedesignprocessfollowedbyprofessionalpractitionersinthedesignindustry• Thevisualcommunicationdesignprocess• Developmentofbriefs• Researchmethodsandsources• Designthinkingskills• Freehanddrawing,renderinganddesignskills


• Analysevisualcommunicationsinthecommunication,environmentalandindustrialdesignfields• Discussthedesignprocessfollowedbyprofessionalpractitionersinthedesignindustry• Developafoliothatappliesdesignthinkingtoconductresearchandgenerateideasrelevanttoabrief.

Unit4–VisualCommunicationDesignDevelopment,EvaluationandPresentationThisunitfocuseson:

• Theapplicationofthevisualcommunicationdesignprocess• Applicationofmanualandfreehandimagegenerationmethods• Thedevelopmentandrefinementofdesignideas• Developmentoffinalpresentationsthatmeetasetbrief• Evaluationandexplanationofdesignwork


• Develop,refineandevaluateideasgeneratedintheUnit3folio• Resolvefinalpresentationsthatmeettherequirementsofthebrief


48

P R A CT I CE SE L E CT I ONS P R A CT I CE SE L E CT I ONS

UNIT

UNIT

UNIT

UNIT


49

MULTI PLY YOUR OPPORTUNITES Vocational Education and Training (VET)CertificateCoursesVETcoursesatMullaunaCollegeaimtohelpyoudevelopcompetenciesandskills toobtainacredential that isrecognisedthroughoutAustralia. ThiscanbeachievedthroughschoolandTAFE.

Manyofthecompetenciescanbetransferredtoworkplaces, schools, TAFE and industries, so that you arenotlocking yourself into one industry: you could transfer the competenciesintoanothervocationorareaoflearning.VETcoursesatMullaunaCollegearepartofyourVCE.TheVCE/VETcoursesofferedatMullaunaCollegemaygivedirectscoresorbonusincrementstoyourAustralianTertiaryAdmissionRank(ATAR)andthusimproveyourchancestogainentryintouniversityorTAFE.EntryintoaVETcourseatMullaunaCollegeisnotautomatic.You may have to attend an interview,and if successful, applicants are required toparticipate inanOrientationProgram. ConsideryouroptionsandfindoutwhichVCE/VETstudiesbestequipyouforyourfuturecareer.FormoreinformationseetheVCE/VETCo-ordinatororCareersTeacher.FeesandCosts:TherewillbeanEnrolmentFeeandMaterialsFeewhichvariesbetweencourses;theremayalsobeaTAFEService Feewhichwill dependon studenthours andmaterials/equipmentcosts.Note:WhenstudentsareinattendanceataVETprogramtheywillberecordedasattendingVETbyclassroomteachersandwillnotaffecttheirattendancerecordattheCollege.AustralianQualificationsandTrainingFramework:Thequalificationgained is a certificate at level II or IIIwithin theAustralianQualificationFramework (AQTF).It ispossibletoprogress throughpartof thisnationallyrecognisedqualificationsystemwhileyouarestillatMullaunaCollegeandobtainyourVCEatthesametime.Note:StudentsundertakingaVETcoursearerequiredtoattainthefullsequence-Unit1-4

VETsubjects2018TheCluster’s2018programisyettobereleased,howeveritisanticipatedthatthefollowingVETsubjectswillbeavailableforMullaunastudentstoundertakein2018

• AppliedFashion(Unit1&2)• BuildingandConstruction–Carpentry(Unit1&2/Unit3&4)• HospitalityOperations(Unit1&2/Unit3&4)• KitchenOperations(Unit1&2/Unit3&4)• MusicTechnicalProduction(Unit1&2/Unit3&4)

VETenrolmentApplicationsforVETprogramsmustbeindicatedonyourVCEsubjectselectionform;youmustalsosubmitaseparateVETapplicationso thatyourapplicationcanbeprocessedthroughtheMullumClusterportal.Lateapplicationswillbeprocessed only if there a re places available.


vce course information - mullauna collegemullauna.vic.edu.au/assets/uploads/2017-09/vce handbook...

Documents