year 10 11 vce subject selection 2017 · year 11 – 2017 vce subject selection mel subject...

Year 11 – 2017 VCE Subject Selection MEL

1

JOURNEY TO THE FUTURE

YEAR 10 & YEAR 11

VCE SUBJECT SELECTION HANDBOOK

2017


SUBJECTSELECTION AttheendofTerm2inYear9,studentsareexpectedtohavemadeapreliminarychoiceononeunit1&2VCEsubjecttheywishtostudyinYear10.Thesamesubjectsequencewillthenbecarriedthroughto Year 11where the studentwill compete the subject asUnit 3&4 and sit for the final exam. Thissubjectwillcontributetothestudent’sYear12studiesandATAR.AttheendofTerm2inYear10,studentsareexpectedtohavemadeapreliminarychoiceontheVCEsubjectstheywishtostudyinYear11and12.ThefinalcourseandsubjectselectiondecisionismadebytheCollegedependingonsubjectavailabilityandabilityofstudentinthatsubjectThefinalsubjectselectiondecisionismadebytheCollegedependingonsubjectavailabilityandabilityof student in that subject. Studentswillnotbepermitted tochangesubject selectionsafter the firstfourweeksof thecommencementof theYear11subject.Eventhen,bothsubjectteachersandtheVCECo-ordinatormustapprovechanges.ChangeofsubjectafterthespecifieddateisnotallowedStudents should first find out the pre-requisite requirements of the University courses of study forwhich they intend to seek admission before making subject selections for year 11. After satisfyingprerequisite requirements, students should base their subject selection on two factors – ability andinterest.

VOCATIONALEDUCATIONANDTRAINING(VET)SUBJECTS

InadditiontonormalVCEsubjectstheCollegewillbeofferingaVCEVETprogram.VCEVETprogramsareVETqualificationsapprovedbytheVCAAfollowingconsultationwithschools,industryandtrainingproviders.VCEVETprogramsleadtonationallyrecognisedqualifications,therebyofferingstudentstheopportunitytogainboththeVCEandaVETqualification.AllVCEVETprogramsprovidecredittowardstheVCE.

SCHOOL-ASSESSEDCOURSEWORK School-assessed coursework (SACs) are appropriate learning activities, which enable students todeveloptheknowledgeandskillsdescribedinthesetofoutcomesforeachunit.The activities are tasks that a student would be expected to be doing in relation to what they arestudying. These activities may include: practical work, written reports, essays, oral presentations,poster and multimedia presentations, assignments, folio of exercises, modelling activities, use ofcomputersoftwareand/orapplications,tests,etc.Atyear11allstudents,carryoutSchoolAssessedCoursework.AtAlSiraatsemesterexaminationsarealsoconsideredtobeSACs.AllSACsaregradedandapieceofwork that fails tomeet theminimumacceptablestandardwillbereportedas`N’ (Notsatisfactory). If thework isnotcompletedorsubmitted `NA’ (NotAssessed)willappearonthereport.Studentswillbeprovidedwitha listofallSACsforeachstudyandtheduedatesatthestartofeachsemester.


USEFULWEBSITESFORSTUDENTS VTAC www.vtac.edu.au

TheVictorianTertiaryAdmissionsCentreprovidesinformationrelatedtouniversityentrancesuchasATARscores,subjectscalingreport,subjectprerequisitesforuniversitycourses,electronicversionofVTACguide,andVICTERforYear10students.

VCAA www.vcaa.vic.edu.au TheVictorianCurriculumAssessmentAuthorityprovidesinformationrelatedto

theStudyDesignsandAssessment,alongwithelectronicversionofpastVCEexaminationsandanswers(excellentforrevision).

Studentswillalsofindthe‘Wheretonow?’booklettodownload.WheretoNow?Isaguideforstudentsabouttheoptionsavailableforthelasttwoyearsofsecondaryschool,withinformationabouttheVCEandVCEVETstudies,theVCALandschool-basedapprenticeshipsandtraineeships.

CourseCamel www.coursecamel.com ThiswebsiteallowsyoutosearchandfindinformationaboutTAFEand

Universitycoursesandcareers.ThesearchgivesyouinformationonwhatcoursesneedtobestudiedforadesiredcareerandtheATARandpre-requisitesubjectsthattheTertiaryInstitutionrequiresyoutostudytobeadmittedintothecourse.Studentsshouldcreateafreeloginthatallowsthemtosavetheirsearchandaccessawiderangeofinformationtosuittheirneeds.

MyFuture www.myfuture.edu.au Throughthiswebsitefindouthowinterestscanleadtoajob,discoverwhat

you'rereallygoodat,gethelpfindingworkexperienceandsearchcareersandinformationaboutTAFE,ApprenticeshipsandUniversitycourses.

ElevateEducation www.elevateeducation.com Usefulwebsiteforstudentstodownloadarangeofstudyresources,practice

papersandstudytipsprovidingadditionalsupportandinformationonStudySkills.


PLANNINGASTUDYPROGRAMYouarerequiredtoselectastudyprogramfromthestudiesofferedbytheCollege.Beforemakingyourselection,makesurethatyouhavecarriedoutthenecessaryresearch.RefertotheVICTERfortheentrancerequirementsforuniversityandTAFEcourses.TheGuidetotheVCEandtheVTACguidewillprovideyouwithinformationtohelpyouplanyourprogram.Feelfreetoasksubjectteachersquestionsaboutspecificstudies.The careers teacher and VCE Co-ordinator, and Head of Senior School will be available to help youmake your selection. Make use of all the available resources to ensure that you make the rightdecisionsforyourfutureaspirations.Tohelpyouwiththedecision-makingprocess,askyourselfthefollowingkeyquestions:• Whataremyaspirationsafterleavingschool?• WhattypeofjobamIinterestedin?• WhatlevelofeducationdoIneedforthatjob?• WhatcoursesamIinterestedin?• Wherearethesecoursesoffered?• Whataretheprerequisitesforthesecourses?• Arethereanyspecialentryschemesforthesecourses?• WhatwastheATARscoreforlastyear?• Aremycareeraspirationsrealisticinrelationtomyacademicabilities?Whenmakingyourselection,youshouldremembertochoosestudies:• Whichyouenjoyorhaveaninterestin.• Inwhichyouhaveachievedwell.• Thatyoumayneedforfuturestudyorwork.ThefollowingexamplesprovideanindicationofsubjectsofferedatAlSiraatthatshouldbeconsideredinrelationtosomecourseareas.

COURSEAREAS

RELATEDSUBJECTSTOCONSIDER

Arts,Humanities,SocialSciences

LOTE,History,Economics

Administration,Business,Economics

Accounting,BusinessManagement,Economics,LegalStudies,Computing

Engineering

Mathematics,Physics,Chemistry,Computing

Building,Planning

VisualCommunication&Design,Physics,Mathematics,Computing

Science

Biology,Physics,Chemistry,Psychology,Mathematics


EXAMPLESOFSTUDYPROGRAMSItisrecommendedthatwhenchoosingaprogramofstudyyouconsiderthedifferentcombinationsandthepathwaysleadingtothem.

Ø InYear10studentsselectoneUnit1&2subjecttostudyØ InYr.11studentsselect5VCEsubjectsinadditiontocompletingtheUnit3&4subjectselectedinYr.10.Ø InYear12studentscontinuetostudythe5subjectsselectedinYear11.Ø AttheendofYear12studentshavecompleted6subjectsthatcontributetowardstheirATAR

Herearesomeexamplestohelpyoucompleteyourselection.A. Maths/Science

Year10Biology

1Biology

2Year11

English1

LOTE1

Mathsmethod1

Chem1

Psych1

Biology3

English2

LOTE2

MathsMethod2

Chem2

Psych2

Biology4

Year12

English3

LOTE3

MathsMethod3

Chem3

Psych3 English

4LOTE4

MathsMethod4

Chem4

Psych4

CourseandCareeroutcomesareextremelywideandvariedandwouldincludehealthsciences,engineering,buildingprofessions,defenceforces,manufacturing.B. Humanities / Arts

Year10LegalStudies

1LegalStudies

2Year11

English1

LOTE1

Maths1

BusinessMan.1

Comp1

LegalStudies

3English2

LOTE2

Maths2

BusinessMan.2

Comp2

LegalStudies

4Year12

English3

LOTE3

Maths3

BusinessMan.3

Comp3

English4

LOTE4

Maths4

BusinessMan.4

Comp4

Course and Career outcomes: business (excluding some Commerce areas), legal, teaching, media and manymore.C. Creative arts

Year10VETSport&Recreaction

1VETSport&Recreation

2Year11

English1

LOTE1

Maths1

VCD1

Psych1

VET3

English2

LOTE2

Maths2

VCD2

Psych2

VET4

Year12

English3

LOTE3

Maths3

VCD3

Psych3

English4

LOTE4

Maths4

VCD4

Psych4

CourseandCareeroutcomes:visualarts,graphicdesign,architecture,mediaandjournalism,multi-media.


PATHWAYSANDTHEVCE

Consult the Careers Advisor about information on Pathways

YEAR11

TAFECOURSESCERTIFICATESPREPARATORYCOURSES

WORK

APPRENTICESHIP

TRAINEESHIP

YEAR12

VCE

PART-TIMESTUDYATA

TAFE

COLLEGE

UNIVERSITYOR

PRIVATECOLLEGE

DIPLOMAORBACHELORDEGREECOURSES


SUBJECTSTHATMAYBEOFFEREDINYEAR102017**Subjectavailabilityissubjecttostudentnumbers

VCESUBJECTS

• Accounting1&2• Biology1&2• BusinessManagement1&2• Geography1&2• Health&HumanDevelopment1&2• LegalStudies1&2• Media1&2• Psychology1&2

VETSUBJECTS

• Business1&2• IntegratedTechnologies1&2• LaboratorySkills1&2• SportsandRecreation1&2

SUBJECTSTHATMAYBEOFFEREDINYEAR112017

• English1&2(compulsory)

• Accounting1&2• Biology1&2orBiology3&4• BusinessManagement1&2• Chemistry1&2• Geography1&2• GeneralMaths1&2orFurtherMaths3&4• Health&HumanDevelopment1&2• LegalStudies1&2• Media1&2• MathMethods1&2• Physics1&2• Psychology1&2• VisualCommunication&Design1&2

VETSUBJECTS

• Business1&2• IntegratedTechnologies1&2• LaboratorySkills1&2• SportsandRecreation1&2orSportsandRecreation3&4


PLEASENOTE:ThefollowingrulesapplytoYear11SubjectSelection

1. AllYear11mustchooseEnglish+5othersubjects

2. IfyoucompletedaUnit1&2subjectinYear10youmustchoosethatsubjectasthe3&4sequenceinYear11Forexample:- Biology1&2becomesBiology3&4- GeneralMaths1&2becomesFurtherMaths3&4- SportsandRec.1&2becomesSportsandRec3&4

3. IfyouchooseMathMethods1&2youmustalsoChooseGeneralmaths1&2

A CHART FOR YOUR YEAR 11 STUDY PROGRAM

Use the chart below to plan your study program of VCE subjects for year 11

Year11

English

1

English

2

• Atyear11,VCEstudentsmustselect6subjectsofferedasUnit1&2(orfivesubjectsatUnit1&2andonesubjectatUnit3&4ifaVCEsubjectwascommencedinYear10)

• Atyear12,VCEstudentsmaychoosetodroponesubjectortheyhavecompletedonesubject• Bytheendofyear12,VCEstudentsshouldhavecompletedatotalof5or6VCEsubjects.


VCEUNIT1&2SUBJECTDESCRIPTIONSENGLISH:UNIT1&2

VCAACode:EN011&EN012

The study of English contributes to the development of literate individuals capable of critical andcreative thinking, aesthetic appreciation and creativity. This study also develops students’ ability tocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.

Throughengagementwithtextsfromthecontemporaryworldandfromthepast,andusingtextsfromAustraliaandfromothercultures,studentsstudyingEnglishbecomeconfident,articulateandcriticallyawarecommunicatorsandfurtherdevelopasenseofthemselves,theirworldandtheirplacewithinit.Englishhelpsequipstudentsforparticipationinademocraticsocietyandtheglobalcommunity.

ThisstudywillbuildonthelearningestablishedthroughAusVELSEnglishinthekeydisciplineconceptsof language, literature and literacy, and the languagemodes of listening, speaking, reading, viewingandwriting.

UNIT1AreasofStudy:

Inthisunit,studentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Studentsdeveloptheirskillsincreatingwritten,spokenandmultimodaltexts.

SchoolAssessedCoursework:Outcome1:

Oncompletionofthisunitthestudentshouldbeabletoproduceanalyticalandcreativeresponsestotexts.

Outcome2:

Oncompletionofthisunitthestudentshouldbeabletoanalysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntextsintendedtopositionaudiences.

WrittenExamination

UNIT2AreasofStudy:

Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Studentsdeveloptheirskillsincreatingwritten,spokenandmultimodaltexts.

SchoolAssessedCoursework:Outcome1:

Oncompletionofthisunitthestudentshouldbeabletocomparethepresentationofideas,issuesandthemesintwotexts.

Outcome2:

Oncompletionofthisunitthestudentshouldbeabletoidentifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluenceanaudience,andcreateatextwhichpresentsapointofview.

WrittenExamination


ACCOUNTINGUnit1:EstablishingandoperatingaservicebusinessUnit2:Accountingforatradingbusiness Accountingistheprocessofrecording,reporting,analysingandinterpretingfinancialdataandaccountinginformationwhichisthencommunicatedtointernalandexternalusersofthisinformation.Itplaysanintegralroleinthesuccessfuloperationandmanagementofbusinesses.

VCEAccountingfocusesonsmallbusiness.Unit1beginswithasmallservicebusiness,allowingstudentstodevelopknowledgeandskillsinaccountingwithoutthecomplexitiesofaccountingfortradingbusinessesorlargeorganisations.Units2,3and4thenfocusonasingleactivitytradingbusinesswherestudentsbuildonandextendtheiraccountingskills.ManystudentswhostudyVCEAccountingwillgoontofurtherstudiesandcareersinbusinessandfinance.

UNIT1Establishinganoperatingaservicebusiness.This unit focuses on the establishment of a smallbusiness and the accounting and financialmanagement of the business. Students areintroduced to the processes of gathering andrecording financial data and the reporting andanalysingofaccountinginformationbyinternalandexternal users. The cash basis of recording andreportingisusedthroughoutthisunit.Using single entry recording of financial data andanalysis of accounting information, studentsexamine the role of accounting in the decision-making process for a sole proprietor of a servicebusiness.Areasofstudy1.Goingintobusiness2.RecordingfinancialdataandreportingaccountinginformationSchoolAssessedCourseworkOutcome1Todescribetheresourcesrequired,andexplainanddiscusstheknowledgeandskillsnecessary,tosetupasmallbusiness.Outcome2Identifyandrecordthefinancialdata,andreportandexplainaccountinginformation,forasoleproprietorofaservicebusiness.WrittenExamination

UNIT2:AccountingforatradingbusinessThis unit extends the accounting process from aservice business and focuses on accounting for asoleproprietorofasingleactivity tradingbusiness.Students use a single entry recording system forcashandcredittransactionsandtheaccrualmethodfor determining profit. They analyse and evaluatetheperformanceofthebusinessusingfinancialandnon-financial information. Using these evaluations,studentssuggeststrategiestotheowneronhowtoimprovetheperformanceofthebusiness.Students develop their understanding of theimportance of ICT in the accounting process byusingacommercialaccountingsoftwarepackagetoestablish a set of accounts, record financialtransactionsandgenerateaccountingreports.Areasofstudy1.Recordingfinancialdataandreportingaccountinginformation2.ICTinaccounting3.EvaluationofbusinessperformanceSchoolAssessedCourseworkOutcome1Oncompletionofthisunitthestudentshouldbeabletorecordfinancialdataandreportaccountinginformationforasoletrader.Outcome2Oncompletionofthisunitthestudentshouldbeabletorecordfinancialdataandreportaccountinginformationforasingleactivitysoletraderusingacommercialaccountingsoftwarepackage,anddiscusstheuseofICTintheaccountingprocess.Outcome3Oncompletionofthisunitthestudentshouldbeabletoselectandusefinancialandnon-financialinformationtoevaluatetheperformanceofabusinessanddiscussstrategiesthatmayimprovebusinessperformance.WrittenExamination


11

BIOLOGYUNIT1:Howdolivingthingsstayalive? UNIT2:Howiscontinuityoflifemaintained?

VCEBiologyenablesstudentstoinvestigatetheprocessesinvolvedinsustaininglifeatcellular,system,speciesandecosystem levels. Inundertaking this study, studentsexaminehow lifehasevolvedovertime and understand that in the dynamic and interconnected system of life all change has aconsequencethatmayaffectanindividual,aspeciesorthecollectivebiodiversityofEarth.

InVCEBiologystudentsdeveloptheir inquiry,analyticalandcommunicationskills.Theyapplycriticaland creative thinking to analyse contemporary biology-related issues, and communicate their viewsfromaninformedposition.

UNIT1Howdolivingthingsstayalive?

Inthisunitstudentsexplainwhatisneededbyanorganismtostayalive.Theyareintroducedtosomeofthechallengesfororganismsinsustaininglife.Studentsexaminethecellasthestructuralandfunctionalunitoflifeandtherequirementsforsustainingcellularprocessesintermsofinputsandoutputs.Typesofadaptationsthatenhancetheorganism’ssurvivalinaparticularenvironmentareanalysed,andtherolethathomeostaticmechanismsplayinmaintainingtheinternalenvironmentisstudied.Studentsconsiderhowtheplanet’sbiodiversityisclassifiedandinvestigatethefactorsthataffectpopulationgrowth.AstudentinvestigationrelatedtothesurvivalofanorganismorspeciesisundertakeninAreaofStudy3.TheinvestigationdrawsoncontentfromAreaofStudy1and/orAreaofStudy2.

AreasofStudy:1. 1.Howdoorganismsfunction?2. 2.Howdolivingsystemssustainlife?3. 3.PracticalInvestigation

SchoolAssessedCoursework:Outcome1:Investigateandexplainhowcellularstructuresandsystemsfunctiontosustainlife.Outcome2:Explainhowvariousadaptationsenhancethesurvivalofanindividualorganism,investigatetherelationshipsbetweenorganismsthatformalivingcommunityandtheirhabitat,andanalysetheimpactsoffactorsthataffectpopulationgrowth. Outcome 3:

Design and undertake an investigation related to the survival of an organism or

species, and draw conclusions based on evidence from collected data.

Writtenexamination

UNIT2Howiscontinuityoflifemaintained?

Inthisunitstudentsfocusonasexualandsexualcellreproductionandthetransmissionofbiologicalinformationfromgenerationtogeneration.Theroleofstemcellsinthedifferentiation,growth,repairandreplacementofcellsinhumansisexamined,andtheirpotentialuseinmedicaltherapiesisconsidered.Studentsexplaintheinheritanceofcharacteristics,analysepatternsofinheritance,interpretpedigreechartsandpredictoutcomesofgeneticcrosses.Theyconsidertheroleofgeneticknowledgeindecision-makingabouttheinheritanceofvariousgeneticconditions.Inthiscontexttheusesofgeneticscreeninganditssocialandethicalissuesareexamined.Astudentinvestigationinto,andcommunicationof,anissuerelatedtogeneticsand/orreproductivescienceisundertakeninAreaofStudy3.TheinvestigationdrawsoncontentfromAreaofStudy1and/orAreaofStudy2.

AreasofStudy:1.Howdoesreproductionmaintainthecontinuityoflife?2.Howisinheritanceexplained?SchoolAssessedCoursework:Outcome1:Comparetheadvantagesanddisadvantagesofasexualandsexualreproduction,explainhowchangeswithinthecellcyclemayhaveanimpactoncellularortissuesystemfunctionandidentifytheroleofstemcellsincellgrowthandcelldifferentiationandinmedicaltherapies.

Outcome2:Applyanunderstandingofgeneticstodescribepatternsofinheritance,analysepedigreecharts,predictoutcomesofgeneticcrossesandidentifytheimplicationsoftheusesofgeneticscreeninganddecisionmakingrelatedtoinheritance.Writtenexamination


BUSINESSMANAGEMENT(VCE)UNIT1:PLANNINGABUSINESS UNIT2:ESTABLISHINGABUSINESS VCEBusinessManagementexaminesthewaysbusinessesmanageresourcestoachieveobjectives.TheVCEBusinessManagementstudydesignfollowstheprocessfromthefirstideaforabusinessconcept,toplanningandestablishingabusiness,throughtotheday-to-daymanagementofabusiness.Italsoconsiderschangesthatneedtobemadetoensurecontinuedsuccessofabusiness.Studentsdevelopanunderstandingofthecomplexityofthechallengesfacingdecisionmakersinmanagingtheseresources.Arangeofmanagementtheoriesisconsideredandcomparedwithmanagementinpracticethroughcontemporarycasestudiesdrawnfromthepastfouryears.Studentslearntoproposeandevaluatealternativestrategiestocontemporarychallengesinestablishingandmaintainingabusiness.

UNIT1Areasofstudy:1. Thebusinessidea2. ExternalEnvironment3. InternalEnvironmentOutcome1:Oncompletionofthisunitthestudentshouldbeabletodescribehowandwhybusinessideasarecreatedanddeveloped,andexplainthemethodsbywhichacultureofbusinessinnovationandentrepreneurshipmaybefosteredinanation.Outcome2:Oncompletionofthisunitthestudentshouldbeabletodescribetheexternalenvironmentofabusinessandexplainhowthemacroandoperatingfactorswithinitmayaffectbusinessplanning.Outcome3:Oncompletionofthisunitthestudentshouldbeabletodescribetheinternalbusinessenvironmentandanalysehowfactorsfromwithinitmayaffectbusinessplanning.Assessment:Suitabletasksforassessmentmaybeselectedfromthefollowing:

• acasestudyanalysis• abusinessresearchreport• developmentofabusinessplanand/or

feasibilitystudy• aninterviewandareportoncontactwith

business• aschool-based,short-termbusinessactivity• abusinesssimulationexercise• anessay• abusinesssurveyandanalysis• amediaanalysis.

WrittenExamination

UNIT2Areasofstudy:1.Legalrequirementsandfinancialconsiderations2.Marketingabusiness.3.Staffingabusiness.Outcome1:Oncompletionofthisunitthestudentshouldbeabletoexplaintheimportancewhenestablishingabusinessofcomplyingwithlegalrequirementsandfinancialrecordkeeping,andestablishingeffectivepoliciesandprocedures.Outcome2:Oncompletionofthisunitthestudentshouldbeabletoexplaintheimportanceofestablishingacustomerbaseandamarketingpresencetoachievetheobjectivesofthebusiness,analyseeffectivemarketingandpublicrelationsstrategiesandapplythesestrategiestobusiness-relatedcasestudies.Outcome3:Oncompletionofthisunitthestudentshouldbeabletodiscussthestaffingneedsforabusinessandevaluatethebenefitsandlimitationsofmanagementstrategiesinthisareafrombothanemployerandanemployeeperspective.Assessment:Suitabletasksforassessmentmaybeselectedfromthefollowing:

• acasestudyanalysis• abusinessresearchreport• developmentofabusinessplanand/orfeasibility

study• aninterviewandareportoncontactwith

business• aschool-based,short-termbusinessactivity• abusinesssimulationexercise• anessay• abusinesssurveyandanalysis• amediaanalysis.

WrittenExamination


CHEMISTRY(VCE)UNIT1:Howcanthediversityofmaterialsbeexplained? UNIT2:Whatmakeswatersuchauniquechemical?

VCEChemistryenablesstudents toexaminea rangeofchemical,biochemicalandgeophysicalphenomenathrough the exploration of the nature of chemicals and chemical processes. In undertaking this study,students apply chemical principles to explain and quantify the behaviour ofmatter, aswell as undertakepracticalactivitiesthatinvolvetheanalysisandsynthesisofavarietyofmaterials.InVCEChemistrystudentsdeveloparangeofinquiryskills involvingpracticalexperimentationandresearchspecifictotheknowledgeofthediscipline,analyticalskills includingcriticalandcreativethinking,andcommunicationskills.Studentsusescientificandcognitiveskillsandunderstandingtoanalysecontemporarychemistry-related issues,andcommunicatetheirviewsfromaninformedposition.

UNIT 1 Inthisunitstudentsinvestigatethechemicalpropertiesofarangeofmaterialsfrommetalsandsaltstopolymersandnanomaterials.Usingtheirknowledgeofelementsandatomicstructurestudentsexploreandexplaintherelationshipsbetweenproperties,structureandbondingforceswithinandbetweenparticlesthatvaryinsizefromthevisible,throughnanoparticles,tomoleculesandatoms.Studentsexaminethemodificationofmetals,assessthefactorsthataffecttheformationofioniccrystalsandinvestigatearangeofnon-metallicsubstancesfrommoleculestopolymersandgiantlatticesandrelatetheirstructurestospecificapplications.Studentsareintroducedtoquantitativeconceptsinchemistryincludingthemoleconcept.Theyapplytheirknowledgetodeterminetherelativemassesofelementsandthecompositionofsubstances.Throughouttheunitstudentsusechemistryterminologyincludingsymbols,formulas,chemicalnomenclatureandequationstorepresentandexplainobservationsanddatafromexperiments,andtodiscusschemicalphenomena.AresearchinvestigationisundertakeninAreaofStudy3relatedtooneoftenoptionsthatdrawuponandextendthecontentfromAreaofStudy1and/orAreaofStudy2. AreasofStudy:1.Howcanknowledgeofelementsexplainthepropertiesofmatter?2.Howcantheversatilityofnon-metalsbeexplained?3.ResearchInvestigationSchoolAssessedCoursework:Outcome1:relatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.Outcome2:investigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.Outcome3:Investigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemicalandcommunicateasubstantiatedresponsetothequestion.

Writtenexamination

UNIT 2 Inthisunitstudentsexplorethephysicalandchemicalpropertiesofwater,thereactionsthatoccurinwaterandvariousmethodsofwateranalysis.Studentsexaminethepolarnatureofawatermoleculeandtheintermolecularforcesbetweenwatermolecules.Theyexploretherelationshipbetweenthesebondingforcesandthephysicalandchemicalpropertiesofwater.Inthiscontextstudentsinvestigatesolubility,concentration,pHandreactionsinwaterincludingprecipitation,acid-baseandredox.Studentsareintroducedtostoichiometryandtoanalyticaltechniquesandinstrumentalprocedures,andapplythesetodetermineconcentrationsofdifferentspeciesinwatersamples,includingchemicalcontaminants.Theyusechemistryterminologyincludingsymbols,units,formulasandequationstorepresentandexplainobservationsanddatafromexperiments,andtodiscusschemicalphenomena.Studentsexplorethesolventpropertiesofwaterinavarietyofcontextsandanalyseselectedissuesassociatedwithsubstancesdissolvedinwater.ApracticalinvestigationintoanaspectofwaterqualityisundertakeninAreaofStudy3.TheinvestigationdrawsoncontentfromAreaofStudy1and/orAreaofStudy2.AreasofStudy:

1. Howdosubstancesinteractwithwater?2. How are substances in water measured and

analysed? 3. PracticalInvestigation

SchoolAssessedCoursework:Outcome1:Relatethepropertiesofwatertoitsstructureandbonding,andexplaintheimportanceofthepropertiesandreactionsofwaterinselectedcontexts.Outcome2:Measureamountsofdissolvedsubstancesinwaterandanalysewatersamplesforsalts,organiccompoundsandacidsandbases.Outcome3:Designandundertakeaquantitativelaboratoryinvestigationrelatedtowaterquality,anddrawconclusionsbasedonevidencefromcollecteddata.

Written Examination


GEOGRAPHYUNIT1:HazardsanddisastersUNIT2:Tourism VCE Geography enables students to examine natural and human phenomena, how and why theychange,theirinterconnectionsandthepatternstheyformacrosstheEarth’ssurface.Indoingso,theydevelopabetterunderstandingoftheirownplaceanditsspacesandthoseinotherpartsoftheworld.These spatial perspectives, when integrated with historical, economic, ecological and culturalperspectives,deepenunderstandingofplaces,environmentsandhumaninteractionswiththese.

UNIT1

In thisunit studentsundertakeanoverviewofhazards before investigating two contrastingtypesofhazardsandtheresponsestothembypeople. Hazards include a wide range ofsituations including those within local areas,suchas fastmoving trafficor the likelihoodofcoastalerosion, to regionalandglobalhazardssuch as drought and infectious disease.Students examine the processes involvedwithhazards and hazard events, including theircauses and impacts, human responses tohazard events and interconnections betweenhumanactivities andnatural phenomena. Thisunit investigates how people have respondedtospecifictypesofhazards,includingattemptsto reduce vulnerability to, and the impact of,hazardevents.

Areasofstudy:

1.Characteristicsofhazards

2.Responsetohazardsanddisasters

SchoolAssessedCoursework

Outcome1:Analyse,describeandexplainthenatureofhazardsandimpactsofhazardeventsatarangeofscales.

Outcome2:Analyseandexplainthenature,purposeandeffectivenessofarangeofresponsestoselectedhazardsanddisasters.

WrittenExamination

UNIT2

In this unit students investigate thecharacteristics of tourism, with particularemphasis on where it has developed, itsvarious forms, how it has changed andcontinuestochangeanditsimpactsonpeople,placesandenvironments.Thestudyoftourismat local, regionalandglobal scalesemphasizesthe interconnection within and betweenplaces. There is an interconnection betweenplaces tourists originate from and theirdestinations through the development ofcommunication and transport infrastructure,employment, together with culturalpreservation and acculturation. The growth oftourism at all scales requires carefulmanagement to ensure environmentallysustainable and economically viable tourism.Students undertake fieldwork in this unit andreport on fieldwork using the structureprovided.

Areasofstudy:

1.Characteristicsoftourism

2.Impactoftourism

Outcome1:analyse,describeandexplainthenatureoftourismatarangeofscales.

Outcome2:analyseandexplaintheimpactsoftourismonpeople,placesandenvironmentsandevaluatetheeffectivenessofstrategiesformanagingtourism.

WrittenExamination


HEALTHANDHUMANDEVELOPMENTUNIT1:ThehealthanddevelopmentofAustralia’syouthUNIT:Individualhumandevelopmentandhealthissue

Thissubjectprovidesstudentswith theskillsandknowledgetomake informeddecisionsabout theirownhealthandtorecognisetheimportanceofhealthinsociety.Inundertakingthisstudy,theywillbeable to actively participate inmaking appropriate choices that allow for goodhealth andbe able toseekappropriateadvice.HealthandHumanDevelopmentenablesstudentstounderstandthecurrentideologiesofhealthandhumandevelopmentincontemporarysociety.Studentscriticallyevaluatethehealth and development of the individual across the lifespan in the context of both Australia’s andglobalhealthandhumandevelopment.

UNIT1AreasofStudy:1.Understandingyouthhealthandhumandevelopment2.YouthissuesSchoolAssessedCoursework:Outcome1Describethedimensionsof,andtheInter-relationshipswithinandbetween,youthhealthandindividualhumandevelopment,andanalysethehealthstatusofAustralia’syouthusingappropriatemeasurementsOutcome2DescribeandexplainthefactorsthathaveanImpactonthehealthandindividualhumandevelopmentofAustralia’syouth,outlinehealthissuesrelevanttoAustralia’syouthand,inrelationtoaspecifichealthissue,analysestrategiesorprogramsthathaveanimpactonyouthhealthanddevelopment.Assessment:Includesacombinationofanyofthefollowing:CasestudyanalysisDataanalysisVisualpresentation,suchasaconcept/mindmap,posterorpresentationfileMultimediapresentation,usingmorethantwodatatypes(forexample,text,stillormovingimages,soundornumeric)andinvolvingsomeformofinteractionsuchashyperlinksAnoralpresentation,suchasadebateorpodcast(audioorvisual)BlogTestWrittenresponse,suchasaresearchassignmentWrittenExamination

UNIT2AreasofStudy:1.Prenatalhealthandindividualdevelopment2.Childhealthandindividualdevelopment3.AdulthealthandindividualdevelopmentSchoolAssessedCoursework:Outcome1Describeandexplainfactorsthataffectthehealthandindividualhumandevelopmentduringtheprenatalstage.Outcome2DescribeandexplainfactorsthataffectthehealthandindividualhumandevelopmentofAustralia’schildren.Outcome3DescribeandexplainthefactorsthataffectthehealthandindividualhumandevelopmentofAustralia’sadults.Assessment:Includesacombinationofanyofthefollowing:CasestudyanalysisDataanalysisVisualpresentation,suchasaconcept/mindmap,posterorpresentationfileMultimediapresentation,usingmorethantwodatatypes(forexample,text,stillormovingimages,soundornumeric)andinvolvingsomeformofinteractionsuchashyperlinksAnoralpresentation,suchasadebateorpodcast(audioorvisual)BlogTestWrittenresponsee.g.aresearchassignmentorwrittenreportWrittenExamination


LEGALSTUDIES

UNIT1:CriminalLawinAction

UNIT2:IssuesinCivilLawVCELegalStudies investigates theways inwhichthe lawandthe legalsystemrelate toandserve individualsand the community. This knowledge is central to understanding the workings of contemporary Australiansociety.Legal Studies examines the processes of law-making, dispute resolution and the administration of justice inAustralia.Studentsdevelopanunderstandingoftheimpactofthelegalsystemonthelivesofcitizens,andtheimplications of legal decisions and outcomes on Australian society. The study provides students with anappreciationofhow individualscanbe involved indecision-makingwithin the legal system,encouragingcivicengagementandhelpingthemtobecomemoreinformedandactivecitizens.Studentsdevelopanunderstandingofthecomplexityofthelawandthelegalsystemandthechallengesfacedbyourlaw-makersanddisputeresolutionbodies.TheyinvestigatetheworkingsoftheAustralianlegalsystemandundertakecomparisonswithinternationalstructuresandprocedures.Studentsareencouragedtoquestionthese systemsanddevelop informed judgmentsabout theireffectiveness,aswell as consider reforms to thelawandthelegalsystem.Legal Studies also focuses on the development of skills. Students develop an ability to identify, collect andprocessinformationfromarangeofsourcesandengageinitsinterpretationandanalysis.Skillsforindependentinquiry,criticalthinkingandlegalreasoningtosolvelegalproblemsarealsofostered.Studentsarerequiredtoapply legal reasoning and decision-making to contemporary cases and issues. They engage in analysis andevaluationofexistinglegalprocessesandformopinionsabouttheoperationofthelegalsystem.

UNIT1Areasofstudy:1.Lawinsociety2.CriminalLaw3.ThecriminalcourtroomSchoolassessedcourseworkOutcome1:Oncompletionofthisunitthestudentshouldbeabletoexplaintheneedforeffectivelawsanddescribethemainsourcesandtypesoflawinsociety.Outcome2:Oncompletionofthisunitthestudentshouldbeabletoexplainthekeyprinciplesandtypesofcriminallaw,applythekeyprinciplestorelevantcases,anddiscusstheimpactofcriminalactivityontheindividualandsociety.Outcome3:Oncompletionofthisunitthestudentshouldbeabletodescribetheprocessesfortheresolutionofcriminalcases,anddiscussthecapacityoftheseprocessestoachievejustice.WrittenExamination

UNIT2Areasofstudy:1.CivilLaw2.Thecivillawinaction3.Thelawinfocus4.AquestionofrightsSchoolassessedcourseworkOutcome1On completion of this unit the studentshould be able to explain the principles ofcivillaw,law-makingbycourts,andelementsoftorts,andapplythesetorelevantcases.Outcome2On completion of this unit the studentshould be able to explain and evaluate theprocessesfortheresolutionofcivildisputes.Outcome3On completion of this unit the studentshouldbeabletoexplainoneormorearea/sof civil law, and discuss the legal system’scapacity to respond to issues and disputesrelatedtotheselectedarea/soflaw.Outcome4On completion of this unit the studentshouldbeabletodescribeanAustraliancaseillustrating rights issues, and discuss the impact of the case on the legal system and the rights of individuals. WrittenExamination


MATHEMATICSUNIT1:GENERALMATHEMATICS UNIT2:GENERALMATHEMATICS Provideforarangeofcoursesofstudyinvolvingnon-calculusbasedtopicsforabroadrangeofstudentsandmaybeimplementedinvariouswaystoreflectstudentinterestsin,andapplicationsof,mathematics.TheyincorporatetopicsthatprovidepreparationforvariouscombinationsofstudiesatUnits3and4andcoverassumedknowledgeandskillsforthoseunits.

UNIT1&2AreasofStudy:

1. Algebraandstructure2. Arithmeticandnumber3. Discretemathematics4. Geometry,measurementandtrigonometry5. Graphsoflinearandnon-linearrelations6. Statistics

SchoolAssessedCoursework:Outcome1:Defineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.Outcome2:Selectandapplymathematicalfacts,concepts,modelsandtechniquesfromthetopicscoveredintheunittoinvestigateandanalyseextendedapplicationproblemsinarangeofcontexts.Outcome3:Selectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.Assessment:Tasksforthisunitareselectedfromthefollowing:•Assignments;•Tests;•Summaryorreviewnotes.•Projects;•Shortwrittenresponses;•Problem-solvingtasks;•Modellingtasks.WrittenExamination


MATHEMATICS(VCE)UNIT1:MATHEMATICALMETHODS(CAS) UNIT2:MATHEMATICALMETHODS(CAS

MathematicalMethodsUnits1and2arecompletelyprescribedandprovideanintroductorystudyofsimpleelementaryfunctions,algebra,calculus,probabilityandstatisticsandtheirapplicationsinavarietyofpracticalandtheoreticalcontexts.TheyaredesignedaspreparationforMathematicalMethodsUnits3and4andcoverassumedknowledgeandskillsforthoseunits.

UNIT1&2Areasofstudy1.FunctionsandGraphs2.Algebra3.Calculus4.ProbabilityandStatisticsSchoolAssessedCoursework

Outcome1:Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.

Outcome2:Applymathematicalprocessesinnon-routinecontexts,includingsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches,andanalyseanddiscusstheseapplicationsofmathematics.

Outcome3:Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

Assessment:Tasksforthisunitareselectedfromthefollowing:Assignments;Tests;Summaryorreviewnotes.ProjectsShortwrittenresponsesProblem-solvingtasksModellingtasks.WrittenExamination


MEDIAUnit1:RepresentationandtechnologiesofrepresentationUnit2:Mediaproductionandthemediaindustry

VCEMedia provides students with the opportunity to analysemedia products and concepts in an informed andcritical way. Students consider media texts, technologies and processes from various perspectives, including ananalysisof structureand features.Theyexamine industryproductionanddistributioncontext, audience receptionandthemedia’scontributiontoandimpactonsociety.Thisaspectofthestudyisintegratedwiththeindividualandcollaborativedesignandproductionofmediarepresentationsandproducts.VCE Media supports students to develop and refine their analytical, critical, creative thinking and expression.Students strengthen their communication skills and technical knowledge. This study is relevant for studentswhowish to pursue further formal study at tertiary level or in vocational education and training settings. The studyprovides knowledge and skills in creative thinking, planning, analysis, creative expression and communicationvaluableforparticipationinandcontributiontowardscontemporarysociety.

UNIT1AreasofStudy:1.Representation2.Technologiesofrepresentation3.NewMediaOutcome1:Oncompletionofthisunitthestudentshouldbeabletodescribetheconstructionofspecificmediarepresentationsandexplainhowtheprocessofrepresentationreproducestheworlddifferentlyfromdirectexperienceofit.Outcome2:Oncompletionofthisunitthestudentshouldbeabletoconstructmediarepresentationsintwoormoremediaformsandcomparetheserepresentationsthatareproducedbytheapplicationofdifferentmediatechnologies.Outcome3:Oncompletionofthisunitthestudentshouldbeabletodiscusscreativeandculturalimplicationsofnewmediatechnologiesfortheproductionandconsumptionofmediaproducts.Assessment:Assessmenttasksforthisunitareselectedfromthefollowing:-radiooraudiosequences-audio-visualorvideosequencesphotographs-printlayouts-multimediasequencesorpresentations-posters-tests-writtenresponses-oralreports.

UNIT2Areasofstudy:1.Mediaproduction2.Mediaindustryproduction3.AustralianmediaorganisationsOutcome1:Oncompletionofthisunitthestudentshouldbeabletodemonstratespecialistproductionskillswithincollaborativemediaproductions,andexplainandreflectonthemediaproductionprocess.Outcome2:Oncompletionofthisunitthestudentshouldbeabletodiscussmediaindustryissuesanddevelopmentsrelatingtotheproductionstagesofamediaproduct,anddescribespecialistroleswithinthemediaindustry.Outcome3:OncompletionofthisunitthestudentshouldbeabletodescribecharacteristicsofAustralianmediaorganisationsanddiscussthesocial,culturalandindustrialframeworkwithinwhichsuchorganisationsoperate.Assessment:Assessmenttasksforthisunitareselectedfromthefollowing:-radiooraudiosequences-audio-visualorvideosequences-photographs-printlayouts-multimediasequencesorpresentations-posters-tests-writtenresponses-oralreports.


PHYSICSUNIT1:PhysicsasahumanendeavourUNIT2:Theapplicationofmodelstomorecomplexphenomena

Physicsisatheoreticalandempiricalscience,whichcontributestoourunderstandingofthephysicaluniversefromtheminutebuildingblocksofmattertotheunimaginablybroadexpansesoftheUniverse.ThisunderstandinghassignificanceforthewayweunderstandourplaceintheUniverse.

Thisstudyisdesignedtoenhancethescientificliteracyofstudentsinthespecialisedareaofphysics.ScientificallyliteratephysicsstudentsdemonstrateinterestinandunderstandingoftheUniverse,engageindebatesaboutthenatureofevidence,theoriesandmodels,andappreciatethevalueofphysicsinsociety.Theycandescribeandusetheoriesandmodels,proposeandinvestigatehypotheses,collectdata,analysethelimitationsofthatdata,drawconclusions,make recommendations, and select anduse a rangeof appropriate technologies andmathematicaltechniques.

UNIT1This unit focuses on Physics as a human endeavour.Observations and ideas about the physicalworld related to aspects ofenergy are organised and explained through the use of conceptual models. The detailed studies provide opportunities toexploretheapplicationofenergyconceptsandmodelsinnuclearenergy,sustainableenergysources,flight,spaceandmedicalcontexts.Students undertake regular experimental work in the laboratory starting with simple observations and measurements. Aquantitativeinvestigationinvolvingthecollectionandanalysisofsufficientdatapointsforatleastoneindependentvariablewillbeundertaken.Theinvestigationshouldbeatleastpartlystudentdesigned.AreasofStudy1.Nuclearphysicsandradioactivity2.Electricity3.DetailedStudySchoolAssessedCourseworkOutcome 1:Be able to explain andmodel relevant physics ideas to describe the sources anduses of nuclear reactions andradioactivityandtheireffectsonlivingthings,theenvironmentandinindustry.Outcome 2: To investigate and apply a basic DC circuitmodel to simple battery operated devices, car and household (AC)electricalsystems,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.UNIT2Thisunit focusesontheapplicationofmodelstomorecomplexphenomena–motionand light–developedwithincontextsthatarefamiliartostudentsandrelevanttotheirexperiences.Newtonianideasofmotionareextendedtoincludearangeofmovements andmore abstract ideas, while the wave and particle models of light provide a framework for exploring lightphenomena in realworldapplications. Thedetailed studiesprovideopportunities toexploremotionand/or light innuclear,sustainableenergy,flight,spaceandmedicalcontexts.AreasofStudy1.Motion2.Wave-likepropertiesoflight3.DetailedStudySchoolAssessedCourseworkOutcome1:Toinvestigate,analyseandmathematicallymodelmotionofparticlesandbodiesintermsofAristotelian,GalileanandNewtoniantheories.Outcome2:Todescribeandexplainthewavemodeloflight,compareitwiththeparticlemodeloflightandapplyittoobservedlightphenomenainpracticalinvestigations


PSYCHOLOGYUNIT1:Howarebehaviourandmentalprocessesshaped?UNIT2:Howdoexternalfactorsinfluencebehaviourandmentalprocesses? VCEPsychologyprovidesstudentswithaframeworkforexploringthecomplexinteractionsbetweenbiological,psychologicalandsocialfactorsthatinfluencehumanthought,emotionsandbehavior.Inundertakingthisstudy,studentsapplytheirlearningtoeverydaysituationsincludingworkplaceandsocialrelations.Theygaininsightsintoarangeofpsychologicalhealthissuesinsociety.

UNIT1Howarebehaviourandmentalprocessesshaped?In this unit students investigate the structure andfunctioningofthehumanbrainandtheroleitplaysin the overall functioning of the human nervoussystem. Students explore brain plasticity and theinfluence that brain damage may have on aperson’s psychological functioning. They considerthecomplexnatureofpsychologicaldevelopment,including situations where psychologicaldevelopmentmaynotoccurasexpected.Areasofstudy:1.Howdoesthebrainfunction?2.Whatinfluencespsychologicaldevelopment?3.Student-directedresearchinvestigation.SchoolassessedcourseworkOutcome1:Describehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.Outcome2:Identifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.Outcome3:investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.WrittenExamination

UNIT2Howdoexternalfactorsinfluencebehaviourandmentalprocesses?A person’s thoughts, feelings and behaviours areinfluencedby a varietyof biological, psychologicalandsocial factors. In thisunit students investigatehow perception of stimuli enables a person tointeractwiththeworldaroundthemandhowtheirperception of stimuli can be distorted. Theyevaluate the role social cognition plays in aperson’s attitudes, perception of themselves andrelationships with others. Students explore avariety of factors and contexts that can influencethebehaviourofanindividualandgroups.Areasofstudy:1.Whatinfluencesaperson’sperceptionoftheworld?2.Howarepeopleinfluencedtobehaveinparticularways?3.Student-directedpracticalinvestigationSchoolassessedcourseworkOutcome1:Comparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.Outcome2:identifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.Outcome3:Designandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehaviour,anddrawconclusionsbasedonevidencefromcollecteddata.WrittenExamination


VISUALCOMMUNICATIONANDDESIGNUNIT1:INTRODUCTIONTOVISUALCOMMUNICATIONUNIT2:APPLICATIONSOFVISUALCOMMUNICATIONDESIGNUnit 1 focuses on using visual language to communicate messages, ideas and concepts. Studentspractise their ability to drawwhat they observe and use visualisation-drawingmethods to exploretheir own ideas and concepts. They will be introduced to the design process and develop andunderstandingof thediversityof visual communication.Unit 2 focuseson theapplicationof visualcommunication design knowledge; design thinking skills and drawing methods to create visualcommunications tomeet specific purposes in designated design fields. Students use presentation-drawing methods that incorporate the use of technical drawing conventions to communicateinformationandideasassociatedwiththeenvironmentalorindustrialfieldsofdesign.

UNIT 1 AreasofStudy:1. Drawingasameansofcommunication2. DesignElementsandDesignPrinciples3. VisualcommunicationdesignincontextSchoolAssessedCoursework:Outcome1:Createdrawingsfordifferentpurposesusingarangeofdrawingmethods,mediaandmaterials.Outcome2:Selectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystatedpurposes.Outcome3:Describehowvisualcommunicationhasbeeninfluencedbypastandcontemporarypractices,andbysocialandculturalfactors.Assessmenttasksareselectedfromthefollowing:• Folioofobservational,visualisationand

presentationdrawingscreatedusingmanualand/ordigitalmethods

• Finalpresentationscreatedusingmanualand/ordigitalmethods

• Writtenreportofacasestudy• Annotatedvisualreportofacasestudy• Oralreportofacasestudysupportedby

writtennotesand/orvisualmaterialsVisualandWrittenexamination

UNIT 2 AreasofStudy:1. Technicaldrawingincontext2. Typeandimagery3. ApplyingthedesignprocessSchoolAssessedCoursework:Outcome1:Createpresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.Outcome2:Manipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen-basedpresentations,takingintoaccountcopyright.Outcome3:Engageinstagesofthedesignprocesstocreatevisualcommunicationsappropriatetoagivenbrief.Assessmenttasksareselectedfromthefollowing:• Foliooftypographyandimageideasand

conceptscreatedusingmanualanddigitalmethods

• Foliooftechnicaldrawingscreatedusingmanualand/ordigitalmethods

• Writtenand/ororaldescriptionsandanalysisofhistoricalandcontemporarydesignexamples

• Foliodemonstratingthedesignprocesscreatedusingmanualand/ordigitalmethods

• Finalpresentationsvisualcommunications

VisualandWrittenexamination


OTHERSUBJECTOPTIONSLOTE:ARABICUNIT1:THEARABICSPEAKINGCOMMUNITIESUNIT2:THECHANGINGWORLD ThisstudyisofferedtostudentswhoarefluentinArabicandisdesignedtoextendstudentsknowledgeandskillsinunderstanding,speakingandwritinginarangeofcontexts.StudentsdeveloptheabilitytounderstandandrespondtothelanguagedemandsoftransactionalandsocialcontractsaswellasprovidinganinsightintothecountrieswhereArabicisspoken.InUnits1and2studentsstudyavarietyoftextsrelatedtotheindividual,Arabspeakingcommunitiesandthechangingworld,grammarandkindsofwriting.

LOTE:TURKISH(VCE)

UNIT1AreasofStudy:1. Theindividual(personalidentity)2. Theindividual(familyandfriends)3. Arabic-speakingcommunities(culture

andtraditions)SchoolAssessedCoursework:Outcome1:Establishandmaintainaspokenorwrittenexchangerelatedtopersonalareasofexperience.• Informalconversationorareplyto

personalletter/email/fax.Outcome2:Listento,readandobtaininformationfromwrittenandspokentexts.• Readwrittentextstoobtain

informationtocompletenotes,chartsortablesinArabicorEnglish.

Outcome3:Produceapersonalresponsetoatextfocusingonrealorimaginaryexperience.• Oralpresentationorrevieworarticle.

UNIT2AreasofStudy:

1. Theindividual(educationandaspiration

2. Thechangingworld(thenaturalworld)3. Arabic-speakingcommunitiesSchoolAssessedCoursework:Outcome1:Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.• Writing:formalletter,faxoremail.Outcome2:Listento,readandextractanduseinformationandideasfromspokenandwrittentexts.• Listentospokentextsandreorganize

informationandideasinadifferenttexttypeand;

• Readwrittentextsandreorganizeinformationandideasinadifferenttexttype.

Outcome3:giveexpressiontorealorimaginaryexperienceinwrittenorspokenform.• Journalentry• Personalaccountorshortstory


UNIT1:THEINDIVIDUALUNIT2:THECHANGINGWORLD ThisstudyisofferedtostudentswhoarefluentinTurkishandisdesignedtoextendstudentsknowledgeandskillsinunderstanding,speakingandwritinginarangeofcontexts.StudentsdeveloptheabilitytounderstandandrespondtothelanguagedemandsoftransactionalandsocialcontractsaswellasprovidinganinsightintothecountrieswhereTurkishisspoken.In Units 1 and 2 students study a variety of texts related to the Individual, the Turkishspeakingcommunityandthechangingworld.

UNIT1AreasofStudy:1. Personalidentity2. Leisure3. Relationshipswithfriends4. CulturaldiversityinAustraliaSchoolAssessedCoursework:Outcome1:Establishandmaintainaspokenorwrittenexchangerelatedtopersonalareasofexperience.• Informalconversationorreplytoa

personalletter/e-mailOutcome2:Listentospokentextsandobtaininformationtocompletenotes,chartsortablesinTurkish.• Readwrittentextstoobtain

informationtocompletenotes,chartsortablesinTurkish.

Outcome3:Produceapersonalresponsetoatextfocusingonrealorimaginaryexperience.• Oralpresentationorrevieworarticle

UNIT2AreasofStudy:1. Reasonsformigration2. ProblemsfacedbyTurkishmigrants3. Changingroleofmenandwomenin

societySchoolAssessedCoursework:Outcome1:Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.• FormalletteroremailOutcome2:Listento,readandextractanduseinformationandideasfromspokenandwrittentexts.• Readwrittentextsandreorganize

informationandideasinadifferenttexttype.

Outcome3:Giveexpressiontorealorimaginaryexperienceinwrittenorspokenform.• Journalentryorpersonalaccountora

shortstory


VCEVETSUBJECTS

SPORTANDRECREATIONSIS30510CertificateIIIinSportandRecreation

CertificateIIIinSportandRecreationprovidesstudentswiththeskillsandknowledgetoworkintheSportandRecreationindustryinareassuchasmaintaininggroundsandplayingsurfaces,providingcustomerservice,housekeepingoradministrativeservice.Possiblejoboutcomesforastudentwiththisqualificationmayincludetheprovisionofsportandrecreationprograms,groundsandfacilitiesmaintenanceandworkingintheserviceindustryinlocationssuchasafitnesscentre,outdoorsportinggroundoraquaticcentres.

Program3consistsofaminimumof15unitsofcompetency:

• Units1and2:sixcompulsoryunitsplusaminimumof30hoursofelectiveunits• Units3and4:sixcompulsoryunitsplusaminimumof40hoursofelectiveunits.

OnsuccessfulcompletionofProgram3,studentsareeligiblefor:• theawardofSIS30510CertificateIIIinSportandRecreation• recognitionofuptotwounitsatUnits1and2levelandaUnits3and4sequence.

TheVCEVETSportandRecreationprogramaimsto:

• Provideparticipantswiththeknowledgeandskillstoachievecompetenciesthatwillenhancetheiremploymentprospectsinthesportandrecreationorrelatedindustries

• Enableparticipantstogainarecognisedcredentialandtomakeamoreinformedchoiceofvocationorcareerpath.

• CertificateIIIinSportandRecreationprovidesstudentswiththeskillsandknowledgetoworkintheSportandRecreationindustryinareassuchasmaintaininggroundsandplayingsurfaces,providingcustomerservice,housekeepingoradministrativeservice.Possiblejoboutcomesforastudentwiththisqualificationmayincludetheprovisionofsportandrecreationprograms,groundsandfacilitiesmaintenanceandworkingintheserviceindustryinlocationssuchasafitnesscentre,outdoorsportinggroundoraquaticcentres.Program3consistsofaminimumof15unitsofcompetency:

• Units1and2:sixcompulsoryunitsplusaminimumof30hoursofelectiveunits


VETBUSINESSBSB30115CertificateIIIinBusinessFor the award of BSB30115 Certificate III in Business, studentsmust achieve twelve units ofcompetency:

one core unit of competency eleven elective units of competency which must include:

− seven prescribed elective units − four units from the prescribed elective units in the qualification or from any currently

endorsed Training Package or accredited course at the same qualification level. One elective unit may be selected from a certificate II qualification and two electives maybe selected from certificate IV qualification.

ProgramstructuresTheVCEVETBusinessprogramofferstwodistinctprograms:Program1:BSB20115CertificateIIinBusinessProgram1 comprises 12 units of competency: one compulsory unit and aminimumof elevenelectiveunits.OnsuccessfulcompletionofProgram1,studentswillbeeligiblefor:

the award of BSB20115 Certificate II in Business recognition of up to four VCE units at Units 1 and 2 level. Program2:BSB30115CertificateIIIinBusinessIt is recommended that students complete Unit 1 and 2 with a minimum of 10 units ofcompetency: one compulsory and nine electives from Program 1: BSB20115 Certificate II inBusinesspriortoundertakingProgram2.Program2comprises5compulsoryunitsofcompetencyselectedfromBSB30115CertificateIIIinBusiness.OnsuccessfulcompletionofProgram2,studentswillbeeligiblefor:

a statement of attainment towards the completion of BSB30115 Certificate III in Business aVCEUnits3and4sequence.


Programduration

TheVCEVETBusinessprogramhasaminimumnominalhourdurationof:

Program Qualification Nominalhours

Program1 BSB20115CertificateIIinBusiness 240

Program2 BSB30115CertificateIIIinBusiness 195

This programmay be completed over two or three years. To access a study score, the scoredUnits3and4sequenceinProgram2mustbedeliveredandassessedinasingleenrolmentyear.

The nominal hours attached to each unit of competency are calculated by the VictorianDepartmentofEducationandTraining,asan indicatorof thetrainingtimerequiredtobecomecompetent.Theyareaguideonly,andtheactualdurationofthetrainingisaffectedbystudents’readinesstobeassessedfortheparticularunitofcompetency.

It is important to note that the allocation of nominal hours for each unit of competency isintendedtocoverbothdeliveryandassessment.

SequenceArangeofdeliverysequences ispossible;however, theselecteddeliveryschedule should takeintoaccountthelinkagesbetweentheunitsofcompetency.StudyscoreFrom 2016, a study scorewill be available for the revised VCE VET Business program. To beeligibleforastudyscorestudentsmust:

• satisfactorilyachievealltheunitsofcompetencydesignatedasthescoredUnits3and4sequence

• be assessed in accordance with the tools and procedures specified in the VCE VET Assessment Guide.

• Undertake a written examination in the end-of-year examination period based on the compulsory units of competency in the Units 3 and 4 sequence.

VCE VET Unit entitlement Program 1: BSB20115 Certificate II in Business Students who complete BSB20115 Certificate II in Business will be eligible for up to four units of credit towards their VCE at Units 1 and 2 level. Program 2: BSB30115 Certificate III in Business Students who complete the scored compulsory units in Program 2 drawn from BSB30115 Certificate III in Business will be eligible for a Units 3 and 4 sequence. Students who are able to undertake further training to complete BSB30115 Certificate III in Business may be eligible for further credit at Units 3 and 4 level.


VCEVETBusinessprogramstructure

Program1:BSB20115CertificateIIinBusiness

Code Unit of competency Nominal hours

Units 1 and 2

Core unit:

BSBWHS201 Contribute to health and safety of self and others 20

Elective units: Select eleven electives from Elective Bank 1 and 2. Electives may be chosen entirely from Elective Bank 1 or a combination of both Elective banks. A maximum of two units may be chosen from Elective Bank 2.

Elective Bank 1

BSBCUS201 Deliver a service to customers 40

BSBCMM201 Communicate in the workplace 40

BSBIND201* Work effectively in a business environment 30

BSBINM201 Process and maintain workplace information 30

BSBINM202 Handle mail 15

BSBINN201 Contribute to workplace innovation 35

BSBITU201 Produce simple word processed documents 60

BSBITU202 Create and use spreadsheets 30

BSBITU203 Communicate electronically 20

BSBSMB201* Identify suitability for micro business 20

BSBSUS201 Participate in environmentally sustainable work practices 20

BSBWOR202 Organise and complete daily work activities 20

BSBWOR203 Work effectively with others 15

BSBWOR204* Use business technology 20

FNSACC301 Process financial transactions and extract interim reports 60

Elective Bank 2: A maximum of two units may be chosen

FNSFLT203* Develop knowledge of debt and consumer credit 25

FSKWTG09 Write routine workplace texts 15

FSKWTG06 Write simple workplace information 15

Subtotal: 220-390

Total number of hours providing credit at Units 1 and 2 level: 240-410

Training Package Skill Set * BSBSS00055 Small Business Operations Preparatory Skill Set (4 units)


VCEVETINTEGRATEDTECHNOLOGIES AimsTheVCEVETIntegratedTechnologiesprogramaimstoprovidelearnerswiththeskillsrequiredby industries which broadly encompass electro-technology, telecommunications, informationtechnologyandsecuritysystemsto:

• continuevocationaltraining• gainworkandfurthertrainingthroughanapprenticeship,traineeshiporcadetship• findemploymentinfieldssuchanelectronics,entertainment,wirelessandsecurity

systems,technicalsupportforcomputerandelectronicequipment,energygeneration,sustainability,computer-controlledapplications,electronicequipment,computernetworksupportorcommunicationsapplications.

CompletionrequirementsforthequalificationThe following information needs to be read in conjunction with the course accreditationdocumentfor22289VICCertificateIIinIntegratedTechnologies.22289VICCertificateIIinIntegratedTechnologies Fortheawardof22289VICCertificateIIinIntegratedTechnologies,studentsmustachieve:

six core units of competency elective units of competency equivalent to a minimum of 170 nominal hours from at least two streams as outlined in the qualification. ProgramstructuresTheVCEVETIntegratedTechnologiesprogramconsistsof:

Units 1 and 2: three compulsory units of competency and a minimum of 110 nominal hours of electives. Units 3 and 4: three compulsory units of competency and a minimum of 60 nominal hours of electives. ProgramdurationTheVCEVETIntegratedTechnologiesprogramhasaminimumnominaldurationof400hours:This programmay be completed over two or three years. To access a study score, the scoredUnits3and4sequencemustbedeliveredandassessedinasingleenrolmentyear.The nominal hours attached to each unit of competency are calculated by the VictorianDepartmentofEducationandTraining,asan indicatorof thetrainingtimerequiredtobecomecompetent.Theyareaguideonly,andtheactualdurationofthetrainingisaffectedbystudents’readinesstobeassessedfortheparticularunitofcompetency.It is important to note that the allocation of nominal hours for each unit of competency isintendedtocoverbothdeliveryandassessment.SequenceArangeofdeliverysequences ispossible;however, theselecteddeliveryscheduleshould takeintoaccountthelinkagesbetweentheunitsofcompetency.


StudyscoreFrom 2017, a study score will be available for the revised VCE VET Integrated Technologiesprogram.Tobeeligibleforastudyscorestudentsmust:

satisfactorily achieve all the units of competency designated as the scored Units 3 and 4 sequence be assessed in accordance with the tools and procedures specified in the VCE VET Assessment Guide. VCEVETUnitentitlement

OnsuccessfulcompletionoftheVCEVETIntegratedTechnologiesprogramstudentsareeligiblefor:

• theawardof22289VICCertificateIIinIntegratedTechnologies• recognitionofuptotwounitsatUnits1and2levelandaUnits3and4sequence.

Code Unitofcompetency Nominalhours

Units1and2

Compulsory

MEM13014A Applyprinciplesofoccupationalhealthandsafetyintheworkenvironment

10

VU21701 * Carryoutanintegratedtechnologyproject 60

VU21702 Prepareforworkingintheintegratedtechnologysector 20

Electives

Selectelectivesequivalenttoaminimumof110nominalhoursfromtheElectiveBankonpages5and6ofthisextract.

110

TotalforUnits1and2: 200

Units3and4

Compulsory

VU21703 * Workinanintegratedtechnologyenvironment 40

VU21704 * Useelectrotechnologyskillsinintegratedtechnologywork 80

VU21705 * Usesoftwareapplicationsinintegratedtechnologywork 20

Electiveunits

Selectelectivesequivalenttoaminimumof60nominalhoursfromtheElectiveBankonpages5and6ofthisextract.

60

TotalUnits3and4: 200

TotalforUnits1to4: 400

Pre-requisites


VCEVETLaboratorySkillsprogram

TheVCEVETLaboratorySkillsprogramwillprovidestudentswiththenecessaryknowledgeandskillsassociatedwiththeday-to-dayoperationofalaboratoryandassociatedtechnicaltaskssuchassamplingandtesting.

AIMSTheVCEVETLaboratorySkillsprogramaimsto:

• provideparticipantswiththeknowledgeandskillstoachievecompetenciesthatwillenablethemtoperformaspecificrangeoflaboratoryoperationsacrossarangeofindustries

• enableparticipantstogainarecognisedcredentialandtomakeamoreinformedchoiceofvocationorcareerpath.

PROGRAMSTRUCTURE

TheVCEVETLaboratorySkillsprogramoffersMSL30109CertificateIIIinLaboratorySkillsandconsistsofthirteenunitsofcompetence:

• Units1and2:sixcompulsoryunits,twoelectiveunits• Units3and4:fourcompulsoryunits,oneelectiveunit.

OnsuccessfulcompletionoftheVCEVETLaboratorySkillsprogramstudentsareeligiblefor:

• theawardofMSL30109CertificateIIIinLaboratorySkills• recognitionofuptofourunitsattheUnits1and2levelandaUnits3and4sequence.

PROGRAMDURATIONTheVCEVETLaboratorySkillsprogramhasatotalnominalhourdurationofbetween480and600hourswhichmaybecompletedovertwoorthreeyears.TheUnits3and4sequencemustbedeliveredandassessedinaone-yearperiod.ThenominalhoursattachedtoeachunitofcompetencearecalculatedbySkillsVictoriaasanindicatorofthetrainingtimerequiredtobecomecompetent.Theyareaguideonly,andtheactualdurationofthetrainingisaffectedbystudents’readinesstobeassessedfortheparticularunitofcompetence.Itisimportanttonotethattheallocationofnominalhoursforeachunitofcompetenceisintendedtocoverbothdeliveryandassessment.


VCEVETLaboratorySkillsprogramstructure


YEAR12VCESUBJECTS

BIOLOGY3&4

Unit3:Howdocellsmaintainlife?

The cell is a dynamic systemof interactingmolecules that de ne life. An understanding of theworkingsofthecellenablesanappreciationofboththecapabilitiesandthelimitationsoflivingorganisms whether animal, plant, fungus or microorganism. The convergence of cytology,genetics and biochemistry makes cell biology one of the most rapidly evolving disciplines incontemporarybiology.

Inthisunitstudentsinvestigatetheworkingsofthecellfromseveralperspectives.Theyexplorethe importance of the insolubility of the plasma membrane in water and its differentialpermeability to specific solutes in defining the cell, its internal spaces and the control of themovement of molecules and ions in and out of such spaces. Students consider base pairingspecificity, the binding of enzymes and substrates, the response of receptors to signalingmolecules and reactions between antigens and antibodies to highlight the importance ofmolecularinteractionsbasedonthecomplementarynatureofspecificmolecules.

Students study the synthesis, structure and function of nucleic acids and proteins as keymolecules incellularprocesses.Theyexplorethechemistryofcellsbyexaminingthenatureofbiochemical pathways, their components and energy transformations. Cells communicatewitheach other using a variety of signaling molecules. Students consider the types of signals, thetransduction of information within the cell and cellular responses. At this molecular levelstudents study the human immune system and the interactions between its components toprovideimmunitytoaspecificantigen.

A student practical investigation related to cellular processes and/or biological change andcontinuityovertimeisundertakenineitherUnit3orUnit4,oracrossbothUnits3and4,andisassessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientificposterformat.

AreaofStudy1Howdocellularprocesseswork?

Inthisareaofstudystudentsfocusonthecellasacomplexchemicalsystem.Theyexaminethechemical nature of the plasma membrane to compare how hydrophilic and hydrophobicsubstancesmoveacrossit.TheymodeltheformationofDNAandproteinsfromtheirrespectivesubunits.TheexpressionoftheinformationencodedinasequenceofDNAtoformaproteinisexplored and the nature of the genetic code outlined. Students use the lacoperon to explainprokaryoticgeneregulationintermsofthe‘switchingon’and‘switchingoff’ofgenes.

Students learnwhy thechemistryof thecellusually takesplaceat relatively low,andwithinanarrow range of, temperatures. They examine how reactions, including photosynthesis andcellularrespiration,aremadeupofmanystepsthatarecontrolledbyenzymesandassistedbycoenzymes. Students explain themode of action of enzymes and the role of coenzymes in thereactionsofthecellandinvestigatethefactorsthataffecttherateofcellularreactions.


Outcome1Oncompletionofthisunitthestudentshouldbeabletoexplainthedynamicnatureofthecellintermsofkeycellularprocessesincludingregulation,photosynthesisandcellularrespiration,andanalysefactorsthataffecttherateofbiochemicalreactions.

AreaofStudy2

Howdocellscommunicate?

In thisareaof studystudents focusonhowcells receivespecific signals thatelicit aparticularresponse.Studentsapplythestimulus-responsemodeltothecellintermsofthetypesofsignals,thepositionof receptors,and the transductionof the informationacross thecell toaneffectorthattheninitiatesaresponse.Studentsexamineuniquemoleculescalledantigensandhowtheyelicit an immune response, the nature of immunity and the role of vaccinations in providingimmunity.Theyexplainhowmalfunctionsinsignalingpathwayscausevariousdisordersinthehumanpopulationandhownewtechnologiesassistinmanagingsuchdisorders.

Outcome2On completion of this unit the student should be able to apply a stimulus-responsemodel toexplainhowcellscommunicatewitheachother,outlinehumanresponsestoinvadingpathogens,distinguish between the different ways that immunity may be acquired, and explain howmalfunctionsoftheimmunesystemcausedisease.

Unit4:Howdoeslifechangeandrespondtochallengesovertime?InthisunitstudentsconsiderthecontinualchangeandchallengestowhichlifeonEarthhasbeensubjected. They investigate the relatedness between species and the impact of various changeevents on a population’s genepool. The accumulation of changesover time is considered as amechanism 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 technologicaldevelopments in the fields of comparative genomics, molecular homology and bioinformaticshaveresultedinevidenceofchangethroughmeasurementsofrelatednessbetweenspecies.Students examine the structural and cognitive trends in the human fossil record and theinterrelationships between human biological and cultural evolution. The biologicalconsequences, and social and ethical implications, of manipulating the DNA molecule andapplyingbiotechnologiesisexploredforboththeindividualandthespecies.A student practical investigation related to cellular processes and/or biological change andcontinuityovertimeisundertakenineitherUnit3orUnit4,oracrossbothUnits3and4,andisassessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientificposterAreaofStudy1Howarespeciesrelated?Inthisareaofstudystudentsfocusonchangestogeneticmaterialovertimeandtheevidenceforbiologicalevolution.Theyinvestigatehowchangestogeneticmaterialleadtonewspeciesthroughtheprocessofnaturalselectionasamechanismforevolution.Studentsexaminehowevolutionarybiologyandtherelatednessofspeciesisbasedupontheaccumulationofevidence.Theylearnhowinterpretationsofevidencecanchangeinthelightofnewevidenceasaresultoftechnologicaladvances,particularlyinmolecularbiology.Thehumanfossilrecordisexploredtoidentifythemajorbiologicalandcognitivetrendsthathaveledtoacomplexinterrelationshipbetweenbiologyandculture.


Outcome1On completion of this unit the student should be able to analyse evidence for evolutionarychange, explain how relatedness between species is determined, and elaborate on theconsequencesofbiologicalchangeinhumanevolution.AreaofStudy2Howdohumansimpactonbiologicalprocesses?In this area of study students examine the impact of human culture and technologicalapplicationsonbiologicalprocesses.TheyapplytheirknowledgeofthestructureandfunctionoftheDNAmoleculetoexaminehowmoleculartoolsandtechniquescanbeusedtomanipulatethemolecule foraparticularpurpose.Studentsdescribegenetechnologiesusedtoaddresshumanissuesandconsidertheirsocialandethicalimplications.Scientificknowledgecanbothchallengeand be challenged by society. Students examine biological challenges that illustrate how thereceptionofscientificknowledgeisinfluencedbysocial,economicandculturalfactors.Outcome2Oncompletionofthisunitthestudentshouldbeabletodescribehowtoolsandtechniquescanbe used to manipulate DNA, explain how biological knowledge is applied to biotechnicalapplications,andanalysetheinterrelationshipbetweenscientificknowledgeanditsapplicationsinsociety.AreaofStudy3PracticalinvestigationA student-designed or adapted investigation related to cellular processes and/or biologicalchangeandcontinuityovertimeisundertakenineitherUnit3orUnit4,oracrossbothUnits3and4.TheinvestigationistorelatetoknowledgeandskillsdevelopedacrossUnits3and4andmaybeundertakenbythestudentthroughlaboratoryworkand/orfieldwork.The investigation requires the student to identify an aim, develop a question, formulate ahypothesisandplanacourseofactiontoanswerthequestionandthatcomplieswithsafetyandethical guidelines. The student then undertakes an experiment that involves the collection ofprimary qualitative and/or quantitative data, analyses and evaluates the data, identifiedlimitationsofdataandmethods,linksexperimentalresultstoscienceideas,reachesaconclusioninresponse to thequestionandsuggests further investigationswhichmaybeundertaken.TheresultsoftheinvestigationarepresentedinascientificposterformatOutcome3On the completion of this unit the student should be able to design and undertake aninvestigationrelatedtocellularprocessesand/orbiologicalchangeandcontinuityovertime,andpresentmethodologies,findingsandconclusionsinascientificposter.Assessment:PercentagecontributionstothestudyscoreinVCEBiologyareasfollows:

Unit 3 School-assessed Coursework: 16 per cent Unit 4 School-assessed Coursework: 24 per cent End-of-year examination: 60 per cent.


FURTHERMATHEMATICS3&4

FurtherMathematicsconsistsoftwoareasofstudy,acompulsoryCoreareaofstudytobecompletedinUnit3andanApplicationsareaofstudytobecompletedinUnit4.TheCorecomprises‘Dataanalysis’and‘Recursionandfinancialmodelling’.TheApplicationscomprises two modules to be completed in their entirety, from a selection of fourpossible modules: ‘Matrices’, ‘Networks and decision mathematics’, ‘Geometry andmeasurement’ and ‘Graphs and relations’. ‘Data analysis’ comprises 40 per cent of thecontenttobecovered, ‘Recursionandfinancialmodelling’comprises20percentofthecontenttobecovered,andeachselectedmodulecomprises20percentofthecontenttobe covered. Assumed knowledge and skills for the Core are contained in the GeneralMathematicsUnits1and2topics:‘Computationandpracticalarithmetic’, ‘Investigatingand comparing data distributions’, ‘Investigating relationships between two numericalvariables’, ‘Lineargraphsandmodelling’, ‘Linearrelationsandequations’,and‘Numberpatterns and recursion’. For each module there are related topics in GeneralMathematicsUnits1and2.

AreaofStudy1–Unit3Core

q Dataanalysisq Recursionandfinancialmodelling

Outcomes–Unit3Forthisunitthestudentisrequiredtodemonstrateachievementofthreeoutcomes.AsasettheseoutcomesencompassAreaofStudy1.Outcome1OncompletionofthisunitthestudentshouldbeabletodeneandexplainkeyconceptsandapplyrelatedmathematicaltechniquesandmodelsasspecifiedinAreaofStudy1inroutinecontexts.Outcome2Oncompletionofthisunitthestudentshouldbeabletoselectandapplythemathematicalconcepts,modelsandtechniquesasspecifiedinAreaofStudy1inarangeofcontextsofincreasingcomplexity.Outcome3Oncompletionofthisunitthestudentshouldbeabletoselectandappropriatelyusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

AreaofStudy2–Unit4Applications

Studentsmustcompletetwomodulesselectedfromthefollowingfourmodules.

• Matrices• Networksanddecisionmathematics


• Geometryandmeasurement• Graphsandrelations

Outcomes–Unit4

Forthisunitthestudentisrequiredtodemonstrateachievementofthreeoutcomes.AsasettheseoutcomesencompassthetwoselectedmodulesfromAreaofStudy2,Applications.

Outcome1Oncompletionofthisunitthestudentshouldbeabletodeneandexplainkeyconceptsasspecifiedinthecontentfromthetwoselectedmodules,andapplyrelatedmathematicaltechniquesandmodelsinroutinecontexts.Outcome2Oncompletionofthisunitthestudentshouldbeabletoselectandapplythemathematicalconcepts,modelsandtechniquesfromthetwoselectedmodulesinarangeofcontextsofincreasingcomplexity.Outcome3Oncompletionofthisunitthestudentshouldbeabletoselectandappropriatelyusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

Assessment

Unit3School-assessedCoursework:20percentUnit4School-assessedCoursework:14percentUnits3and4Examination1:33percentUnits3and4Examination2:33percent


MYYEAR10SUBJECTSELECTIONSHEETOnceyouhavereadthroughalltheinformationanddecidedwhatsubjectyouwouldliketostudyasaYear112017subjectfillinthefollowingpage.ReturntoMrsMahaby:FRIDAY17THJUNE2016

STUDENTNAME:____________________________________________DATE:__________________1.WHATARE3COURSESYOUWOULDLIKETOSTUDYAFTERYEAR12?COURSETITLE LISTTHEUNIVESITIES/TAFE

WHERECOURSEISOFFEREDATARNEEDEDTOGETINTO

COURSEFOREACHINSTITUTION

PRE-REQUISITESUBJECTS/EXTRAREQUIRMENTS

1.

2.

3.

2.WHATISTHESUBJECTTHATYOUWOULDLIKETOSTUDYINYEAR102017

*Tick1subjectonlyasyour1stpreference

VCESUBJECTS

q Accounting1&2q Biology1&2q BusinessManagement1&2q Geography1&2q Health&HumanDevelopmentq LegalStudies1&2q Media1&2q Psychology1&2

VETSUBJECTS

q Business1&2q InteractiveDigitalMedia1&2q LaboratorySkills1&2q SportsandRecreation1&2

*Tick1subjectonlyasyour2ndpreference

VCESUBJECTS

q Accounting1&2q Biology1&2q BusinessManagement1&2q Geography1&2q Health&HumanDevelopmentq LegalStudies1&2q Media1&2

q Psychology1&2VETSUBJECTS

q Business1&2q InteractiveDigitalMedia1&2q LaboratorySkills1&2q SportsandRecreation1&2


MYYEAR11SUBJECTSELECTIONSHEET

OnceyouhavereadthroughalltheinformationanddecidedwhatsubjectsyouwouldliketostudyinYear112017fillinthefollowingpage.ReturntoMrsMahaby:FRIDAY17THJUNE2016STUDENTNAME:____________________________________________DATE:__________________1.WHATARE3COURSESYOUWOULDLIKETOSTUDYAFTERYEAR12?COURSETITLE LISTTHEUNIVESITIES/TAFE

WHERECOURSEISOFFEREDATARNEEDEDTOGETINTOCOURSE

FOREACHINSTITUTION

PRE-REQUISITESUBJECTS/EXTRAREQUIRMENTS

1.

2.

3.

2.WHATARETHESUBJECTSTHATYOUNEEDTOSTUDYINYEAR112017*Tick5subjectsonlyOTHERTHANENGLISHVCESUBJECTS

q ENGLISH

q Accounting1&2q Biology1&2q BIOLOGY3&4q BusinessManagement1&2q FURTHERMATHS3&4q GeneralMaths1&2q Geography1&2q Health&HumanDevelopmentq LegalStudies1&2q MathMethods1&2q Media1&2q Physics1&2q Psychology1&2

q VisualCommunication&Design1&2VETSUBJECTS

q Business1&2q InteractiveDigitalMedia1&2q LaboratorySkills1&2q SportsandRecreation1&2q SportsandRecreation3&4

year 10 11 vce subject selection 2017 · year 11 – 2017 vce subject selection mel subject...

Documents