year 11 & 12 vce information book · 2017-03-16 · year 12 vce students will undertake five...

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YEAR 11 & 12 VCE

INFORMATION

BOOK

Australian

International

Academy

Caroline Springs

Campus

2

AIA CAROLINE SPRINGS CAMPUS

Information Handbook for Year 11 and 12

CONTENTS

Page

Introduction 2

Entry into VCE 3

VCE at AIA - CSC 4 – 8

Award of the VCE

VCE Outcomes

School-Assessed Coursework & School-Assessed Tasks

Assessment of Units 3 and 4

Statistical Moderation of School Assessed Coursework

Rules and Procedures for school assessment & Academic Honesty

Submission of School-Assessed Tasks

Non-Satisfactory Completion of a Unit

Study Scores

ATAR & GAT

Academic honesty

General Policies and Procedures 9 – 13

Authentication of student work

Digital technology and work

Dates and Deadlines

Extension of time

Examinations

Induction programme

Personal details form

School-Assessed Coursework

Student Absences

Student Contract

Student Profiles and Regular reviews

Study Habits

Leadership

Glossary of key words & Useful websites 14 – 15

Planning a Study Program & Contact Teachers 16 – 18

Year 11 Subjects offered 19 – 47

VCE Course Selection Interview Form 48

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Introduction

The primary focus of the Senior Secondary School at AIA is to prepare students for University and

further study while preserving an environment which allows for the expression of the student’s

Islamic character. Qualities attained by students at AIA include Islamic manners, academic

excellence, leadership skills, striving for achievement, internationalism, multiculturalism, inclusion

and respect.

Students are required to assume full responsibility for their own achievements, and the Academy

and its staff will provide ongoing support for students to assist them in achieving their aims. The

Academy believes that by encouraging excellence in all fields, students also have the opportunity to

strive for Islamic excellence. It is expected that students work hard towards the development of all

the skills necessary for success in their further studies.

The Academy believes that all individuals must develop self-discipline and this is possible only

within an environment where discipline is valued. Students are therefore required to accept all the

policy requirements of the Academy as they are necessary to ensure the aspirations of the

individual, family and the community.

The Senior School at AIA sets high demands on students in the understanding that achievement

comes at a cost of time and effort. Students are required to make an honest and consistent attempt to

work towards high achievement, and the Academy and its staff will work with all concerned to

maximise the student’s success in all areas.

The educational programs offered by the school cater for the diversity in student interest and level

of abilities to ensure that all students maximise their potential and aspirations in their adult life.

Students at the senior school undertake the Victorian Certificate of Education (VCE) to meet the

necessary academic entry requirements for tertiary education.

In keeping with the Islamic ethos of the school all Senior School students continue to undertake

Religious Studies.

This handbook and VCE administrative handbook produced by the Victorian Curriculum and

Assessment Authority (VCAA) determine overall policy and guidelines for all Senior School

students in year levels 11 and 12.

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ENTRY INTO VCE

It is envisaged that by the end of year 10, students begin planning a study program that will enable

them to meet the requirements of the VCE and ultimately the requirements for University/TAFE

entrance. It is an opportunity to finalise and to review their study program before making subject

selections for their final two years at school.

This handbook will enable you to make informed decisions about the subjects you will be

completing in your final years at school. Each of the subjects offered are outlined in detail with the

specific school assessed coursework, school assessed tasks and examinations. All students will be

required to select a study program after reviewing the subjects offered by the school.

Before making your final decision, you are strongly advised to read the VCE course information

along with the subject descriptions outlined in the information booklet, speak to subject teachers,

VCE coordinator and the careers teacher.

Make sure that you read the VTAC Guide to carry out research to ensure that your study program

meets the required prerequisites for future study. The VTAC Guide will also give you an

indication of the ATAR requirements for entry into a tertiary course.

When deciding your subject choices, keep in mind the movement to year 12 and the prerequisites

needed for tertiary study, as it may be difficult to change subjects.

The Academy reserves the right to make the final decision regarding each student’s subject and

course choice.

To be considered for promotion students must have a good record of following all Academy

policies and must have successfully completed all academic requirements. Also:

Year 11 students must meet the following year 12 entrance requirements:

A minimum of 50% in year 11 examinations.

A minimum of C grade for all school-assessed coursework.

Entry into year 12 is subject to approval by the Academy.

Year 10 students must meet the following year 11 entrance requirements:

A minimum of 22 credit points out of a possible 27 for the full year.

Agree and sign the VCE performance agreement.

Entry into year 11 is subject to approval by the Academy.

Making the correct decisions about your studies, a willingness to put in the necessary effort,

adopting a positive and mature approach to study by responding to the greater responsibilities and

workload required of you will ensure that the Senior School years are a rewarding experience.

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VICTORIAN CERTIFICATE OF EDUCATION (VCE)

The Victorian Certificate of Education (VCE) is a two year course that is undertaken in years 11

and 12 of secondary school. The VCE requires students to satisfactorily complete at least 16 units

of study.

The VCE subjects are known as Studies. They can be selected from two broad areas, these being:

English/Humanities and

Maths/Science/Technology.

Each VCE Study is divided into Units, each representing one semester’s work. For example, the

Study of Business Management is made up of four units:

Unit 1: Small business management

Unit 2: Communication and management

Unit 3: Corporate management

Unit 4: Managing people and change

Units 1 and 2 are studied in year 11. Units 3 and 4 are undertaken in year 12 and must be taken as a

sequence; that is, both units 3 and 4 must be completed in the same year. AIA year 11 students

will complete five or Six unit 1 and 2 subjects. Year 12 VCE students will undertake five sequences

of units 3 and 4, which are the continuation of the VCE (units 1 and 2) subjects commenced in year

11.

The VCE provides flexibility and allows students to choose a study program that best caters to their

needs and interests. The most important requirement when planning the study program is that it

meets the requirements for satisfactory completion of the VCE and importantly it meets the

prerequisites for tertiary courses that students are aspiring to enter.

Students undertaking the VCE will be required to complete externally set examinations as well as

being exposed to a variety of assessment tasks which will need to be completed within class time

and therefore within a limited time frame. A VCE student must therefore be able to cope with the

pressure of completing good quality work within a limited time and completing assessment tasks for

more than one subject in any given week. Good organisation, time management skills and

independent study habits are the keys to success in the VCE.

Students need to be aware that the VCE is a two year course and that Units 1 & 2 studied in year 11

do contribute to the overall assessment and satisfactory completion and award of the VCE.

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THE AWARD OF THE VICTORIAN CERTIFICATE OF EDUCATION

To be awarded the VCE, students must satisfactorily complete at least 16 units. The 16 units must

include:

at least three units of English,

at least three sequences of Units 3 and 4 studies other than English.

VCE OUTCOMES

Each VCE unit includes a set of two to four specific outcomes set by the Victorian Curriculum and

Assessment Authority (VCAA). Each outcome is described in terms of key knowledge and skills

students are required to demonstrate. To satisfactorily complete a unit, a student has to demonstrate

that they have achieved the set outcomes that are specific for the unit. In other words, you must

demonstrate that you have an understanding of the knowledge and the skills that have been taught

within a specific unit. This will be determined by the student’s overall performance on School

Assessed Coursework specific for the unit. The outcomes and assessment specific to each study are

stated in the unit descriptions included in this handbook.

If a student fails to achieve the set outcomes for the unit, the student cannot be considered to have

satisfied the requirements of the unit; therefore, the student receives an “N” (not completed

satisfactorily) for the unit and this unit will not be counted towards the VCE. Only units for which

an “S” (completed satisfactorily) has been awarded can count towards the 16 units required for the

award of the certificate.

SCHOOL-ASSESSED COURSEWORK

School-Assessed Coursework (SAC’s) are appropriate learning activities which enable students to

develop the knowledge and skills described in the set of outcomes for each unit.

The activities are tasks that a student would be expected to be doing in relation to what they are

studying. These activities may include: practical work, written reports, essays, oral presentations,

poster and multimedia presentations, assignments, folio of exercises, modelling activities, use of

computer software and/or applications, tests, etc.

For Units 1 and 2, teachers may select the tasks which they consider to be most appropriate for the

School-Assessed Coursework. For Units 3 and 4, the assessment tasks for the School-Assessed

Coursework is prescribed by the Victorian Curriculum and Assessment Authority (VCAA).

School-Assessed Coursework tasks will be mainly undertaken during class time and within a

limited time. This is necessary to enable teachers to authenticate the work undertaken by students.

It is imperative that students are at school when the School-Assessed Coursework tasks are to be

completed. Dates for the completion of School-Assessed Coursework will be distributed to students

at the start of each semester.

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SCHOOL-ASSESSED TASKS

Studies with a production component, e.g. Studio Arts and Visual Communication and Design, will

also include an extended assessment component referred to as School-Assessed Tasks (SAT’s).

These are a range of assessment tasks set by the Victorian Curriculum and Assessment Authority

(VCAA) and are designed to assess specific knowledge and skills of the unit outcomes. School-

assessed tasks are completed mainly in class and within a limited timeframe.

The level of achievement (grades) for the SAT’s will be confirmed or reviewed by the Victorian

Curriculum and Assessment Authority (VCAA).

ASSESSMENT OF UNITS 3 AND 4

Assessment of units 3 and 4 is based on school assessment (School-Assessed Coursework) and an

examination (externally set and marked) in all studies.

The combination of School-Assessed Coursework scores and external examination scores will

determine the student’s study score or mark for a specific subject.

The student’s level of performance; that is, how well a task was done will be graded on a scale of

A+ to E, where E is the lowest acceptable level of achievement. A piece of work which fails to meet

the minimum acceptable level will be reported as UG (ungraded). If an assessment task is not

completed or submitted, NA (not assessed) will appear on the report.

The two forms of school assessment are:

School-assessed coursework (SAC’s), and

School-assessed tasks (SAT’s).

Examinations begin in late October and conclude in late November.

STATISTICAL MODERATION OF SCHOOL-ASSESSED COURSEWOK

School-Assessed Coursework for Units 3 and 4 contributes between 33% and 50% of the study

score depending on the specific unit (subject). Since teachers have the flexibility in selecting the

assessment tasks for the completion of the School-Assessed Coursework, there may be variations

between schools in terms of the level of difficulty of the tasks and the marking of the tasks. Due to

the possible variations between schools, the students’ total coursework scores may change

following statistical moderation against external examination scores. Statistical moderation is used

to ensure that assessments are comparable across all schools within Victoria.

The purpose of statistical moderation is to adjust the level and spread of the students’ School-

Assessed Coursework in a particular study to match the level and spread of the students’ scores on

the external examination.

The rank order of students does not change as a result of statistical moderation.

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SCHOOL-ASSESSED COURSEWORK, TASKS & ACADEMIC HONESTY

The Victorian Curriculum and Assessment Authority (VCAA) set down rules which students must

observe when preparing work requirements and school-assessed coursework and tasks. Students

should follow these rules:

Students must ensure that all unacknowledged work submitted for school-assessed

coursework and school-assessed tasks is genuinely their own work.

Students must acknowledge all resources used. This includes text and source material and

the names and status of persons who provide assistance and the type of assistance provided.

Students must not accept undue assistance from any other person in the preparation and

submission of work. Undue assistance would include providing actual adjustments or

improvements for a student’s work, or dictating or directing a student to insert particular

text.

Students must periodically produce appropriate documentation of the development of the

school-assessed coursework or school-assessed task, from planning and drafting, through to

the final piece of work.

With the final copy of each school-assessed task (SAT), students must submit evidence of

the development of the SAT, for example a draft of the SAT. Written comments must have

been provided by the teacher on the evidence. The evidence is to be dated and signed by the

teacher and student.

Students must sign the Declaration of Authenticity at the time of submitting the completed

SAT. This declaration states that all unacknowledged work is the student’s own.

Students who knowingly assist other students in a Breach of Rules may be penalised.

Students must not submit the same piece of work for assessment for more than one SAT.

SUBMISSION OF COURSEWORK AND SCHOOL-ASSESSED TASKS (UNITS 3 & 4)

SACs and SATs may be subject to assessment review or audit by the Victorian Curriculum and

Assessment Authority (VCAA). To facilitate this process, students should ensure that:

The original SAC or SAT (including a copy for SATs) is submitted to the teacher.

Any drafting done during the SAT must be submitted to the teacher.

Their student number is clearly written on the cover sheet and each page of the SAC or SAT

as well as drafts submitted to the teacher. Names of students, teachers or the school should

not appear on the SACs or SATs.

The VASS identification sheet is attached to the original SAT before submission to the

teacher.

NON-SATISFACTORY COMPLETION OF A UNIT

A student may receive an ‘N’ (Not Satisfactory) for a unit as a consequence of:

Failing to meet a school deadline for an assessment task.

Failing to meet a deadline where an extension of time has been granted.

A substantial breach of the school attendance policy.

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STUDY SCORES

The Study Score is an indicator of a student’s overall performance in relation to others who took the

same study. The Study Score is determined by a student’s moderated score in the school-assessed

coursework and tasks in Unit 3 & 4 subjects only, along with the end of year examination score. It

is reported on a scale of 0 to 50. The Study Scores are then used by VTAC to determine a student’s

ATAR for tertiary selection.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

The Australian Tertiary Admission Rank (ATAR) forms the basis of selection for university or

TAFE courses.

The ATAR is determined by the aggregate study score which is produced by adding the scaled

score in English or EAL, plus the next best three scaled scores and 10% of the fifth scaled score.

GENERAL ACHIEVEMENT TEST

Every student enrolled in one or more sequences of Units 3 and 4 must sit the General Achievement

Test (GAT). The GAT consists of a writing task and a set of multiple choice questions on general

knowledge. It is held in June.

The GAT does not contribute to your VCE results. It is used to check that schools are marking

School-Assessed Coursework (SACs) and School Assessed Tasks (SAT’s) to the same standard.

ACADEMIC HONESTY

The VCE course trains students in the skills and attitudes necessary for success at University. It is

absolutely essential that students develop an attitude of academic honesty in all their studies. Within

the academic world, academic dishonesty is the most serious transgression possible and is always

punished harshly if caught. The VCAA will immediately fail any student caught in any act of

dishonesty and there is no appeal.

Dishonesty includes cheating, but more commonly it involves plagiarism, or the using of another

person’s work without citation. Students must be fastidious in citing references, and they must

avoid using material from texts or sources without proper referencing.

Students should be aware that Examiners correcting work have long experience and are highly

likely to be familiar with any material used by students. This includes the work of students of

previous years and material on the Internet, as well as reference material. If students are in doubt in

any matter concerning academic honesty they should consult their subject teacher.

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GENERAL POLICIES AND PROCEDURES

At the Senior School, there are additional policies and procedures that are implemented in addition

to the policies that are applied across the senior campus. Senior school students are strongly advised

to familiarise themselves with the procedures and policies governing conduct at the senior school.

AUTHENTICATION OF SCHOOL-ASSESSED COURSEWORK & TASKS

Students and teachers are required to attest that all unacknowledged work is genuinely the work of

the student. In light of this, the school has documented and publicised the procedures within the

school and parent community. VCAA documentation sets rules and procedures for students,

appropriate levels of teacher assistance, monitoring and authentication of student work and

procedures for breaches of authentication. VCAA documentation guides school policies for

adherence to timelines, due dates and attendance.

DIGITAL TECHNOLOGY AND WORK

When using computers to produce school-assessed coursework and tasks, it is the responsibility of

the student to ensure that:

There is an alternative system available in case of computer or printer malfunction or

unavailability.

Hard copies of the work in progress are produced regularly to meet drafting and

authentication requirements.

Each time changes are made the work is saved onto a back-up file. The back-up file should

not be stored with the computer.

DATES AND DEADLINES

At the start of the school year all students are issued with Dates and Deadlines to assist them and

their teachers in organising their courses of study and the time available to them. Meeting deadlines

must be the most important priority for a successful student. Missing deadlines is the first and most

obvious sign of poor organisational skills and an inability to cope.

It is the responsibility of all students to observe and meet the deadlines published for all school-

assessed work/tasks. Students should submit their school-assessed work/tasks to the relevant subject

teacher before the expiry of the deadline (time & day). Subject teachers shall not accept any

school-assessed work/tasks submitted after the published deadline.

If students have a genuine and acceptable reason for a delay in meeting a deadline, students may

apply for an extension of time (maximum of 24 hours) through the VCE Coordinator. Any further

delays in the submission of school-assessed work/tasks must be approved by the Head of Campus.

Where an extension of time has been granted, the school-assessed work/tasks is to be submitted to

the Coordinator.

If a student fails to submit their school-assessed work/tasks to the relevant subject teacher or

Coordinator (where an extension has been granted) by the specified deadline, the work will not be

accepted and the following alternatives may apply:

Student may be awarded an N (fail) in that unit of study.

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Student may be awarded NA (not assessed).

EXTENSION OF TIME

If a student has a genuine and acceptable reason for a delay in meeting a deadline, the student may

lodge an application for extension of time (maximum 24 hours) through the VCE or Year Level

Coordinator. Applications are to be lodged at least 48 hours prior to the published deadline. All

applications for extension of time should be accompanied by appropriate and current supporting

documentation (medical certificates, etc.).

Note: Computer or Printer malfunctions are not acceptable reasons for not meeting deadlines.

Following an interview and consideration of the supporting documentation, the student will be

advised whether an extension of time has been granted or not.

A student failing to meet a deadline where an extension has been granted may receive an ‘N’ (Not

Satisfactory) in that unit of study.

EXAMINATIONS

All students at the Senior School will undertake examinations as part of their coursework

assessment. All examinations with the exception of VCE Units 3 and 4 are prepared and assessed

by subject teachers.

VCE Units 3 and 4 examinations are administered by the Victorian Curriculum and Assessment

Authority (VCAA) and are externally marked by VCE examiners.

Students undertaking VCE examinations will be required to adhere to the examination rules that are

specified by the VCAA.

CONDUCT DURING EXAMINATIONS

At AIA school-assessed examinations are a component of the overall assessment for students in

Years 10 and 11 and are one of the requirements of the school’s Promotion Policy. During

examinations, students are to conduct themselves in a manner which:

does not disrupt other students from completing the examination;

does not bring into question their academic honesty and integrity.

All students will be advised of the requirements for conduct during examinations via Year Level

Assemblies.

SCHOOL-ASSESSED EXAMINATIONS

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Students are required to observe the following rules for school-assessed examinations (Year

10 & 11).

1. Students must obey and observe all instructions and directions given by the supervising

teacher.

2. No student may communicate with another student while the examination is being

conducted.

3. Each student must have all the necessary materials to complete the examinations. Any

materials (loose notes, books, notebooks, etc.) that are not required during the examination

must be placed in a section of the room that has been set aside for this purpose.

4. Students are not permitted to assist another student, or allow another student to copy, or

accept assistance from another student. Cheating is a serious breach of policy.

5. Students must stop writing when the signal to do so is given.

6. Students must sit quietly and remain in their seats until all the examination papers have been

collected. The supervising teacher will dismiss students from the examination room.

7. Students behaving in a manner that causes annoyance or interference to other students may

be removed from the examination room.

8. Students, who due to illness, are absent on the day of an examination, must present a

medical certificate immediately on return to school – minor illness will not be an acceptable

reason to miss an examination.

Breach of examination rules:

Students breaching examination rules will be referred to the Head of School/Campus. The Head of

School/Campus may impose any of the following penalties:

Reprimand the student.

Cancel the student’s examination and therefore the student’s entire examination grade.

Cancel the student’s examination mark for the section of the examination for which the

breach of rules has occurred.

In addition to the above penalties, the Head of School/Campus retains the discretion to suspend the

student from the Academy.

YEAR 11 & 12 INDUCTION PROGRAM

All year 10 and 11 students must participate in the compulsory induction program that begins

immediately after the semester 2 examinations. During the induction period students begin their

year 11 and 12 studies.

In addition, students will be interviewed and counseled by a coordinator or a panel which may

consist of the Student Management Coordinator, VCE Coordinator and/or Head of Campus re:

subject selections. Students who do not meet the requirements for entry into a particular subject will

be advised to choose an alternative subject.

Students can review their subject choices and apply to change subjects. Students will not be able

to change subjects after week 3 of year 12.

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Student absences during the induction program will be regarded as an absence from school and may

result in the breach of the Academy’s attendance policy. Students breaching the attendance policy

during the induction program may have their enrolment terminated.

PERSONAL DETAILS FORM

At the start of the academic year all students will be required to accurately complete a Personal

Details Form which is used for the input of student data for the Victorian Curriculum and

Assessment Authority. Students will be required to provide their personal details (name, address,

date of birth, subjects studied, etc.), as well as signing the General Declaration indicating that the

student will abide by the VCAA rules and regulations.

Prior to the enrolments being finalised with the VCAA, students receive a copy of their form to

check that all details are accurate. Changes to the details need to be made before enrolments can be

finalised. The VCAA imposes fees for any changes made to enrolments after the finalisation date.

Students who have not provided accurate details or did not indicate the changes to be made on the

form will be required to pay the fee imposed by the VCAA.

SCHOOL-ASSESSED COURSEWORK

School-assessed coursework (SAC’s) are appropriate learning activities which enable students to

develop the knowledge and skills described in the set of outcomes for each unit.

The activities are tasks that a student would be expected to be doing in relation to what they are

studying. These activities may include: practical work, written reports, essays, oral presentations,

poster and multimedia presentations, assignments, folio of exercises, modelling activities, use of

computer software and/or applications, tests, etc.

At year 11 all students complete School Assessed Coursework. At AIA semester examinations are

also considered to be SAC’s.

All SAC’s are graded and a piece of work that fails to meet the minimum acceptable standard will

be reported as an “N” (Not satisfactory). If the work is not completed or submitted “NA” (Not

Assessed) will appear on the report.

Students will be provided with a list of all SAC’s for each study and the due dates at the start of

each semester.

STUDENT ABSENCES

The Senior School policy on attendance requires students not to exceed the limit of 5% absences (5

days/semester). This policy is designed to enable students to attend sufficient class time to complete

the study programs, outcomes and School-Assessed Coursework or Tasks and therefore maximise

their academic achievements. Students who do not attend 95% of the scheduled classes are in

breach of the attendance policy and may receive an ‘N’ (Not satisfactory) for their unit result.

Students are strongly urged to arrange appointments after school.

STUDENT PROFILES AND REGULAR REVIEWS

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All Senior School students are reviewed in week four of Terms 1, 2 and 3 in order to monitor their

academic progress, effort and personal attitude. Student profile reports are completed by all teachers

and then discussed at a review conference involving the Head of Campus, Student Management

Coordinators and VCE Coordinator. At the review conference action/recommendations are decided

upon, and may include student interviews, parent interviews and directing students to transfer to

other schools.

STUDY HABITS

At the start of each semester all students are issued with Dates and Deadlines for the completion

and submission of School-Assessed Coursework. This is intended to assist students and their

teachers in organising their courses of study and the time available to them. Meeting deadlines must

be the most important priority for a successful student. Experience has shown that students who

organise their study program and develop good time management skills have no difficulty

completing and meeting the deadlines for School-Assessed Coursework. Missing deadlines is the

first and most obvious sign of poor organisational skills and an inability to cope with the demands

placed on Senior School students.

At the Senior School, students are encouraged to take full responsibility for their learning and

achievements. This can be achieved by:

Ensuring that all classes are attended.

Developing a home study program that allocates time for the completion of homework, as

well as regular revision for each subject.

Using private study periods effectively for additional reading, completing work and

revision. If your subject teacher is absent, seize the opportunity to catch up with your work

or do some revision.

Actively seeking the assistance of subject teachers when difficulty with aspects of the

coursework is encountered.

Striving to achieve academic excellence by working at your best potential. Don’t settle for a

‘D’ when you are capable of achieving a better result.

Seeking advice and assistance with the development of organisational and time management

skills.

Seeking advice when you are feeling overwhelmed by the demands of study.

LEADERSHIP

Although the senior school years place academic demands on senior school students, it is expected

that all senior school students actively promote the qualities prized by students at AIA including,

Islamic manners, academic excellence, leadership, striving for achievement, internationalism,

multiculturalism, tolerance, respect and maturity.

The primary leadership expectation is the acceptance and adherence to all the policy requirements

of the Academy, and thereby setting the standards for students across the campus. There are

opportunities for individuals and small groups of students to excel in leadership. These include:

School Captains, Form Captains, SRC representatives,

Extracurricular and community service activities (Sport, Debating, CAS, etc.)

Participation in the senior school forum,

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Organising committees for student and Academy activities (special year level

lunches/morning teas, articles for the Academy magazine, Year 12 graduation, etc.)

GLOSSARY OF KEY WORDS

AUTHENTICATION: Process of monitoring each student’s work so that the teacher can

attest/verify that the work submitted is that of the student. It is the student’s responsibility to ensure

that the teacher has no difficulty in authenticating the work submitted.

ASSESSMENT TASKS: Learning activities that students carry out to demonstrate the

achievement of outcomes. For Units 1 and 2 the assessment tasks are selected by teachers. For Units

3 and 4 the assessment tasks are part of the School-Assessed Coursework and are prescribed by the

Victorian Curriculum and Assessment Authority.

ATAR: Australian Tertiary Admission Rank. It is determined by the grades achieved in year 12

and is used for selection into university courses.

CAS: Creativity, Action and Service.

GAT: General Achievement Test. This is a test undertaken by all students completing at least one

Unit 3 and 4 sequence, as well as year 12 IB students. It is a general knowledge and skills test. The

areas covered include: writing, mathematics, science and technology, humanities, the arts and social

sciences.

Prerequisites: Subjects which must be completed for admission to tertiary courses.

Scaling: The process of adjusting study scores for tertiary selection purposes. It is carried out by

VTAC on behalf of the tertiary institutions.

School-assessed Coursework (SAC): Assessment tasks designed to enable students to demonstrate

their knowledge and skills described in the set of outcomes for each unit. The tasks are assessed

according to criteria set by the VCAA and the individual scores will be aggregated into a single

total score which is subject to statistical moderation for each unit. The moderated coursework score

contributes to the final study score.

School-assessed task (SAT): Assessment tasks set by the VCAA and designed to assess specific

sets of knowledge and skills described in the set of outcomes. SATs are used in VCE studies such

as Art and Visual Communication and Design.

Statistical Moderation: The process of adjusting the School-Assessed Coursework scores to match

the level and spread of the external examinations. The highest and lowest Coursework scores and

the average score for a particular study are adjusted to match the performance of the students in the

external examinations. The ranking of students is not altered.

Study: Subject

VCE Study Score: An indicator of the students’ performance in relation to others who took the

same study. It is a score out of 50 and provides the student’s ranking in the group of all students

undertaking a particular study (subject) across the state.

Unit: A self-contained study of a semester’s length and represents about 100 hours of work of

which approximately 50 hours are class time. Most VCE studies are made up of 4 units and students

attempt between 22-24 units. To graduate with the VCE, students must satisfactorily complete at

least 16 units and have the correct combination of units.

Units 1 & 2: Level of difficulty usually associated with year 11.

Units 3 & 4: Level of difficulty usually associated with year 12.

VCAA: The Victorian Curriculum and Assessment Authority which administers the VCE.

VCE: The Victorian Certificate of Education.

VICTER: Victorian Tertiary Entrance Requirements.

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VTAC: The Victorian Tertiary Admissions Centre, which determines a student’s ATAR, and

collates and distributes student information to the universities and TAFEs for admission into tertiary

courses.

USEFUL WEBSITES FOR STUDENTS

VTAC www.vtac.edu.au

The Victorian Tertiary Admissions Centre provides information related to university entrance such

as ATAR scores, subject scaling reports, subject prerequisites for university courses, electronic

version of the VTAC guide, etc.

VCAA www.vcaa.vic.edu.au

The Victorian Curriculum Assessment Authority provides information related to the Study Designs

and Assessment, along with electronic versions of past VCE examinations and answers (excellent

for revision).

Elevate Education www.elevateeducation.com

Useful website for students to download a range of study resources, practice papers and study tips.

http://www.vtac.vic/

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

http://www.elevateeducation.com/

17

PLANNING A STUDY PROGRAM

You are required to select a study program from the studies offered by the Academy.

Before making your selection, make sure that you have carried out the necessary research. Refer to

the VICTER for the entrance requirements for university and TAFE courses. The Guide to the VCE

and the VTAC guide will provide you with information to help you plan your program. Feel free to

ask subject teachers questions about specific studies.

The VCE Coordinator and Student Management Coordinator will be available to help you make

your selection. Make use of all the available resources to ensure that you make the right decisions

for your future aspirations.

To help you with the decision-making process, ask yourself the following key questions:

What are my aspirations after leaving school?

What type of career I am interested in?

What level of education do I need for that job?

What courses am I interested in? Where are these courses offered?

What are the prerequisites for these courses?

Are there any special entry schemes for these courses?

What was the ATAR score for last year?

Are my career aspirations realistic in relation to my academic abilities?

When making your selection, you should remember to choose studies:

which you enjoy or have an interest in.

in which you have achieved well.

that you may need for future study or work.

The following examples provide an indication of subjects offered at AIA that should be considered

in relation to some course areas.

COURSE AREAS RELATED SUBJECTS TO CONSIDER

Visual Arts Art, Visual Communication & Design, Information

Technology

Humanities History: Revolutions, Global Politics

Administration, Business, Economics Legal Studies, Information Technology

Engineering Mathematics, Physics, Chemistry, Information

Technology

Building, Planning Visual Communication & Design, Physics,

Mathematics, Information Technology

Science Biology, Physics, Chemistry, Mathematical

Methods

18

EXAMPLES OF STUDY PROGRAMS

It is recommended that when choosing a program of study you consider the different combinations

and the pathways leading to them.

Here are some examples to help you complete your selection.

Student A - Course and Career outcomes are extremely wide and varied and would include

sciences and engineering and related fields.

Year 11

English

(Compulsory)

Maths method

Chemistry

Biology Psych

RELIGIOUS

STUDIES (Compulsory) English

(Compulsory)

Maths

Method

Chemistry

Biology Psych

Year 12

English

(Compulsory)

Maths Method

Chemistry

Biology Psych

RELIGIOUS

STUDIES (Compulsory)

English

(Compulsory)

Maths

Method

Chemistry

Biology Psych

Student B - Course and Career outcomes would include business, legal, teaching.

Year 11

English

(Compulsory)

LOTE: Arabic

General Maths

Computing (IT)

History/Global Politics

RELIGIOUS

STUDIES (Compulsory) English

(Compulsory)

LOTE:

Arabic

General Maths

Computing

(IT)

History/Global

Politics

Year 12

English

(Compulsory

LOTE:

Arabic

Further Maths

Informatics

I(T)

History/Global

Politics

RELIGIOUS STUDIES

(Compulsory)

English

(Compulsory)

LOTE:

Arabic

Further Maths

Informatics

(IT)

History/Global

Politics

Student C - Course and Career outcomes would include visual arts, graphic design, architecture,

media, journalism and multimedia.

Year 11

English

(Compulsory)

General

Maths

IT

History/Global

Politics

Studio

Arts/VCD

RELIGIOUS STUDIES (Compulsory)

English

(Compulsory)

General

Maths

IT

History/Global

Politics

Studio

Arts/VCD

Year 12

English

(Compulsory)

Further

Maths

IT

History/Global

Politics

Studio

Arts/VCD

RELIGIOUS STUDIES (Compulsory)

English

(Compulsory)

Further Maths

IT

History/Global Politics

Studio Arts/VCD

19

A CHART FOR YOUR STUDY PROGRAM

Use the chart below to plan your study program of VCE/IB subjects for years 11 and 12.

Year 11

English

RELIGIOUS STUDIES

English

Year 12

English

RELIGIOUS STUDIES

English

In year 11, VCE students must select 5 or 6 subjects offered as Unit 1 & 2. During year 12,

VCE students will continue with these subjects.

CONTACT TEACHERS

The following teachers may be able to provide additional information about content and assessment

in a particular subject.

SUBJECT CONTACT TEACHERS

English/English EAL Ms. S. Eldib and Ms. L. Chodhary

Arabic Mr. M. Jarrad and Ms. H. Ahmed

Art Ms. V. Duvcevski

Biology Ms. H. Ahmed and Ms. R. Saleh

Chemistry Ms. H. Ahmed and Ms. R. Saleh

Global Politics Mr. O. Ozdamar

History – Revolutions Mr. O. Ozdamar

Computing (Information Technology) Mr. M. Jarrad

Legal Studies Mr. O. Ozdamar and Ms. L. Chodhary

Mathematics – General Ms. R. Saleh

Mathematics – Further Ms. R. Saleh

Mathematics – Methods Ms. R. Saleh

Physics Ms. R. Saleh and Ms. H. Ahmed

Studio Arts Ms. V. Duvcevski

Texts & Traditions Ms. V. Duvcevski

Visual Communication Design Ms. V. Duvcevski

The following teachers will also be able to assist you if you have any questions in relation to IB,

VCE and subject selection.

Head of Campus: Mr. K. Erdal

VCE Coordinator: Mr. O. Ozdamar

20

SUBJECTS OFFERED IN YEAR 11

Religious Studies (Compulsory in year 11)

VCE SUBJECTS IN YEAR 11

English 1 & 2 (Compulsory) Accounting 1 & 2

Biology 1 & 2 Business Management 1 & 2

Chemistry 1 & 2 Global Politics 1 & 2

History (20th Century) 1 & 2 Computing 1 & 2 (Information Technology)

Legal Studies 1 & 2 LOTE: Arabic 1 & 2

Texts & Traditions 1 & 2 General Mathematics 1 & 2

Physics 1 & 2 Mathematical Methods (CAS) 1 & 2

Psychology 1 & 2 Studio Arts 1 & 2

Visual Communication Design 1 & 2

Note: The availability of subjects/options offered at the Senior School by the Academy is subject

to change. Subjects/options may be cancelled due to insufficient numbers of students.

21

Year 11 Subject information

Make sure to read the following subject descriptions which outline course overviews, content and

possible assessments.

RELIGIOUS STUDIES

Having nurtured in students a level of commitment of spiritual and moral living in the Senior School Religious

Studies course, students are introduced to the Islamic system of morality with the emphasis on duties in every

aspect and dimension of a Muslim’s life. The aim being that if a Muslim understands and discharges his/her

duties, then he or she will achieve success in this life and the life hereafter. The unit is designed to enable

students to understand that if we take our duties seriously, then everyone’s rights will be discharged.

Year 11

Areas of Study: Moral application and duties in Islam

The moral code

Duties to self

Duties to relatives

Marriage in Islam

Divorce and separation in Islam

Duties towards non-relatives in Islam

Living Islam – global issues

Year 12

Areas of Study: Societal and Community Development Role – Leadership Skills

Conceptualising society

Framework of an Islamic society

Duties of a Muslim towards and Islamic society?

Nature of minority communities in a multicultural society

Limitations and challenges facing the Muslim community and Muslim individual

Strategies for dealing with limitations and challenges

Interfaces between Islamic community and the wider society at which these strategies may be

applied?

Developing an individual plan for contributing at each of the levels – Muslim community, interface

and wider society

School Assessed Coursework:

Essays

Reflective writing

Tests

22

ENGLISH: UNIT 1 & 2

In Unit 1 students read and respond to texts analytically and creatively. They analyse arguments and

the use of persuasive language in texts and create their own texts intended to position audiences.

Students develop their skills in creating written, spoken and multimodal texts.

In Unit 2 students compare the presentation of ideas, issues and themes in texts. They analyse

arguments presented and the use of persuasive language in texts and create their own texts intended

to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

English students will study four prescribed texts over the year.

UNIT 1

Areas of Study:

1. Reading and creating texts

2. Analysing and presenting argument

Outcomes:

Outcome 1: Produce analytical and creative

responses to texts.

Outcome 2: Analyse how argument and

persuasive language can be used to position

audiences, and create their own texts

intended to position audiences.

Assessment:

Assessment tasks for this unit include:

an analytical response to a set text

a creative response to a set text such as a

monologue, script, short story,

illustrated narrative, short film or

graphic text

an analysis of the use of argument and

persuasive language in text/s

a text intended to position an audience;

and

a written examination.

UNIT 2

Areas of Study:

1. Reading and comparing texts

2. Analysing and presenting argument

Outcomes:

Outcome 1: Compare the presentation of

ideas, issues and themes in two texts.

Outcome 2: Identify and analyse how

argument and persuasive language are used

in text/s that attempt to influence an

audience, and create a text which presents a

point of view.

Assessment:

Assessment tasks for this unit include:

a comparative analytical response to set

texts

a persuasive text that presents an

argument or viewpoint

an analysis of the use of argument and

persuasive language in text/s; and

a written examination.

23

ACCOUNTING UNIT 1 – ESTABLISHING AND OPERATING A SERVICE BUSINESS

UNIT 2 – ACCOUNTING FOR A TRADING BUSINESS

Unit 1 focuses on the establishment of a small business and the accounting and financial management of the

business. Students are introduced to the processes of gathering and recording financial data and the reporting

and analysing of accounting information by internal and external users. The cash basis of recording and

reporting is used throughout this unit.

Unit 2 focuses on accounting for a sole proprietor of a single activity trading business. Students use a single

entry recording system for cash and credit transactions and the accrual method for determining profit. They

analyse and evaluate the performance of the business using financial and non-financial information. Using

these evaluations, students suggest strategies to the owner on how to improve the performance of the

business.

UNIT 1

Areas of study:

1. Going into business

2. Recording financial data and reporting

accounting information

Outcomes:

Outcome 1: Describe the resources required

and explain and discuss the knowledge and

skills necessary to set up a small business.

Outcome 2: Identify and record the financial

data, and report and explain accounting

information for a sole proprietor of a service

business.

Assessment:

Assessment tasks for this unit are selected

from the following:

A folio of exercises (manual and ICT based)

Topic tests (manual and ICT based)

An assignment (manual and ICT based)

A case study (manual and ICT based)

A classroom presentation (oral and

multimedia)

A report (written, oral or multimedia)

Written examination

Students must use ICT in at least 2 of the

selected assessment tasks.

Written examination

UNIT 2

Areas of study:

1. Recording financial data and reporting

accounting information

2. ICT in accounting

3. Evaluation of business performance

Outcomes:

Outcome 1: Record financial data and report

accounting information for a sole trader.

Outcome 2: Record financial data and report

accounting information for a single activity sole

trader using a commercial accounting software

package, and discuss the use of ICT in the

accounting process.

Outcome 3: Select and use financial and non-

financial information to evaluate the

performance of a business and discuss strategies

that may improve business performance.

Assessment:

Assessment tasks for this unit are selected from

the following:

A folio of exercises (manual and ICT based)

Topic tests (manual and ICT based)

An assignment (manual and ICT based)

A case study (manual and ICT based)

A classroom presentation (oral and

multimedia)

A report (written, oral or multimedia)

Written examination

Students must use ICT in at least 2 of the

selected assessment tasks.

24

BIOLOGY UNIT 1: HOW DO LIVING THINGS STAY ALIVE?

In Unit 1 students are introduced to some of the challenges to an organism in sustaining life. Students

examine the cell as the structural and functional unit of life, from the single celled to the multicellular

organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse

types of adaptations that enhance the organism’s survival in a particular environment and consider the role

homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse

group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic

resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is

explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth

of a population.

A student practical investigation related to the survival of an organism or species is undertaken in Area of

Study 3. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

.

UNIT 1

Areas of Study:

1. How do organisms function?

2. How do living systems sustain life?

3. Practical investigation

Outcomes:

Outcome 1: Investigate and explain how cellular structures and systems function to sustain life.

Outcome 2: Explain how various adaptations enhance the survival of an individual organism, investigate

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

impacts of factors that affect population growth.

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.

Assessment:

Suitable tasks for assessment may be selected from the following:

For Outcomes 1 and 2

a report of a fieldwork activity

annotations of a practical work folio of activities or investigations

a bioinformatics exercise

media response

data analysis

problem solving involving biological concepts, skills and/or issues

a reflective learning journal/blog related to selected activities or in response to an issue

a test comprising multiple choice and/or short answer and/or extended response.

For Outcome 3

a report of a student-designed or adapted investigation related to the survival of an organism or a

species using an appropriate format, for example a scientific poster, practical report, oral

communication or digital presentation.

25

BIOLOGY UNIT 2: HOW IS CONTINUITY OF LIFE MAINTAINED?

In Unit 2 students focus on cell reproduction and the transmission of biological information from generation

to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They

examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic

organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the

advantages and disadvantages of these two types of reproduction. The role of stem cells in the

differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in

medical therapies is considered. Students use chromosome theory and terminology from classical genetics to

explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict

outcomes of genetic crosses. They explore the relationship between genes, the environment and the

regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision

making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions.

In this context the uses of genetic screening and its social and ethical issues are examined.

A student-directed research investigation into, and communication of, an issue related to genetics and/or

reproductive science is to be undertaken in Area of Study 3. The investigation draws on content from Area of

Study 1 and/or Area of Study 2.

UNIT 2

Areas of Study:

1. How does reproduction maintain the continuity of life?

2. How is inheritance explained?

3. Investigation of an issue

Outcomes:

Outcome 1: Compare the advantages and disadvantages of asexual and sexual reproduction, explain how

changes within the cell cycle may have an impact on cellular or tissue system function and identify the role

of stem cells in cell growth and cell differentiation and in medical therapies.

Outcome 2: apply an understanding of genetics to describe patterns of inheritance, analyse pedigree

charts, predict outcomes of genetic crosses and identify the implications of the uses of genetic screening

and decision making related to inheritance.

Outcome 3: Investigate and communicate a substantiated response to a question related to an issue in

genetics and/or reproductive science.

Assessment:



a report of a fieldwork activity


a bioinformatics exercise

media response

data analysis

problem solving involving biological concepts, skills and/or issues



For Outcome 3

a report of an investigation into genetics and/or reproductive science using an appropriate format, for

example, digital presentation, oral communication or written report.

26

BUSINESS MANAGEMENT

UNIT 1: Planning a Business

UNIT 2: Establishing a Business

In Unit 1 students explore the factors affecting business ideas and the internal and external

environments within which businesses operate, and the effect of these on planning a business.

In Unit 2 students examine the legal requirements that must be satisfied to establish a business.

They investigate the essential features of effective marketing and consider the best way to meet the

needs of the business in terms of staffing and financial record keeping. Students analyse various

management practices in this area by applying this knowledge to contemporary business case

studies from the past four years.

UNIT 1

Areas of study:

1. The business idea

2. External environment

3. Internal environment

Outcomes:

Outcome 1: Describe how and why business

ideas are created and developed, and explain the

methods by which a culture of business

innovation and entrepreneurship may be

fostered in a nation.

Outcome 2: Describe the external environment

of a business and explain how the macro and

operating factors within it may affect business

planning.

Outcome 3: Describe the internal business

environment and analyse how factors from

within it may affect business planning.

Assessment:

Suitable tasks for assessment may be selected

from the following:

• a case study analysis

• a business research report

• development of a business plan and/or

feasibility study

• an interview and a report on contact with

business

• a school-based, short-term business activity

• a business simulation exercise

• an essay

• a business survey and analysis

• a media analysis.

UNIT 2

Areas of study:

1. Legal and financial considerations.

2. Marketing a business

3. Staffing a business

Outcomes:

Outcome 1: Explain the importance when

establishing a business of complying with legal

requirements and financial record keeping, and

establishing effective policies and procedures.

Outcome 2: Explain the importance of

establishing a customer base and a marketing

presence to achieve the objectives of the

business, analyse effective marketing and public

relations strategies and apply these strategies to

business-related case studies.

Outcome 3: Discuss the staffing needs for a

business and evaluate the benefits and

limitations of management strategies in this area

from both an employer and an employee

perspective.

Assessment:

Suitable tasks for assessment may be selected

from the following:

• a case study analysis

• a business research report

• development of a business plan and/or

feasibility study

• an interview and a report on contact with

business

• a school-based, short-term business activity

• a business simulation exercise

• an essay

• a business survey and analysis

• a media analysis.

27

CHEMISTRY UNIT 1: HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

The development and use of materials for specific purposes is an important human endeavour. In this unit

students investigate the chemical properties of a range of materials from metals and salts to polymers and

nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the

relationships between properties, structure and bonding forces within and between particles that vary in size

from the visible, through nanoparticles, to molecules and atoms. Students examine the modification of

metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic

substances from molecules to polymers and giant lattices and relate their structures to specific applications.

Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their

knowledge to determine the relative masses of elements and the composition of substances. Throughout the

unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations

to represent and explain observations and data from experiments, and to discuss chemical phenomena.

A research investigation is undertaken in Area of Study 3 related to one of ten options that draw upon and

extend the content from Area of Study 1 and/or Area of Study 2.

UNIT 1

Areas of Study:

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

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

3. Research investigation

Outcomes:

Outcome 1: Relate the position of elements in the periodic table to their properties, investigate the

structures and properties of metals and ionic compounds, and calculate mole quantities.

Outcome 2: Investigate and explain the properties of carbon lattices and molecular substances with

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

explain how polymers can be designed for a purpose.

Outcome 3: Investigate a question related to the development, use and/or modification of a selected

material or chemical and communicate a substantiated response to the question.

Assessment:




a report of a practical activity or investigation

a modelling activity

media response

problem-solving involving chemical concepts, skills and/or issues


data analysis


For Outcome 3

a report of an independent investigation of a topic selected from Area of Study 1 and/or Area of Study

2, using an appropriate format, for example digital presentation, oral communication or written report.

28

CHEMISTRY UNIT 2: WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?

Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical

properties of water, the reactions that occur in water and various methods of water analysis. Students

examine the polar nature of a water molecule and the intermolecular forces between water molecules. They

explore the relationship between these bonding forces and the physical and chemical properties of water. In

this context students investigate solubility, concentration, pH and reactions in water including precipitation,

acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental

procedures, and apply these to determine concentrations of different species in water samples, including

chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to

represent and explain observations and data from experiments, and to discuss chemical phenomena. Students

explore the solvent properties of water in a variety of contexts and analyse selected issues associated with

substances dissolved in water.

A practical investigation into an aspect of water quality is undertaken in Area of Study 3. The investigation

draws on content from Area of Study 1 and/or Area of Study 2

UNIT 2

Areas of Study:

1. How do substances interact with water?

2. How are substances in water measured and analysed?


Outcomes:

Outcome 1: Relate the properties of water to its structure and bonding, and explain the importance of the

properties and reactions of water in selected contexts.

Outcome 2: Measure amounts of dissolved substances in water and analyse water samples for salts,

organic compounds and acids and bases.

Outcome 3: Design and undertake a quantitative laboratory investigation related to water quality, and


Assessment:




a report of a practical activity or investigation

a modelling activity

media response

problem solving involving chemical concepts, skills and/or issues


data analysis


For Outcome 3

a report of a student-designed quantitative laboratory investigation using an appropriate format, for

example digital presentation, oral communication, scientific poster or written report.

29

GLOBAL POLITICS

UNIT 1: THE NATIONAL CITIZEN

UNIT 2: THE GLOBAL CITIZEN

In unit 1, students are introduced to the study of politics as the exercise of power by individuals, groups and

nation-states. Students examine the reasons why people seek political power, the characteristics of successful

political activists and leaders, and the political ideas that motivate them. The ways in which political power

is exercised and how that power is challenged and resisted by others is explored. Students also examine the

role and influence of social and political movements as methods of organising political ideas and action.

Unit 2 focuses on the contemporary international community. Students debate the existence of the ‘global

citizen’. They explore how their lives have been affected by globalisation. In addition, students consider the

extent to which the notion of an international community exists, and investigate its ability to manage areas of

global cooperation and respond to issues of global conflict and instability.

UNIT 1:

Areas of study:

1. Power, politics and democracy

2. Exercising and challenging power

Outcomes:

Outcome 1: Describe and analyse the nature and

purpose of politics and power in a broad sense

and in the context of contemporary Australian

democracy.

Outcome 2: Explain why people seek political

power and the major political ideologies that

influence political involvement and political

movements.

Assessment:

Assessment tasks will include a combination of

any of the following:

an analysis of visual materials, for example

cartoons, websites, posters, films, plays,

artwork

an audiovisual presentation short reports

an oral presentation

a written research report

a web-based presentation

a case study

a debate

an essay

a test

an interactive presentation

a campaign

role-plays, for example meetings,

conferences, interviews

written examination

UNIT 2:

Areas of study:

1. Global threads

2. Global cooperation and conflict

Outcomes:

Outcome 1: Identify the ways in which the lives

of citizens in the twenty-first century are

interconnected globally.

Outcome 2: Describe and analyse the extent to

which the international community is cohesive,

and whether it can effectively manage

cooperation, conflict and instability in relation to

selected case studies.

Assessment:

Assessment tasks will include a combination of

any of the following:

an analysis of visual materials, for example

cartoons, websites, posters, films, plays,

artwork

an audiovisual presentation short reports

an oral presentation

a written research report

a web-based presentation

a case study

a debate

an essay

a test

an interactive presentation

a campaign

role-plays, for example meetings,

conferences, interviews

written examination

30

HISTORY

UNIT 1: TWENTIETH CENTURY 1918-1939

In Unit 1 students explore the nature of political, social and cultural change in the period between

the world wars.

World War One is regarded by many as marking the beginning of twentieth century history since it

represented such a complete departure from the past and heralded changes that were to have an

impact for decades to come. The post-war treaties ushered in a period where the world was, to a

large degree, reshaped with new borders, movements, ideologies and power structures. These

changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic

instability caused by the Great Depression also contributed to the development of political

movements. Despite ideals about future peace, reflected in the establishment of the League of

Nations, the world was again overtaken by war in 1939.

The period after World War One was characterised by significant social and cultural change in the

contrasting decades of the 1920s and 1930s. New fascist governments used the military, education

and propaganda to impose controls on the way people lived, to exclude particular groups of people

and to silence criticism. In Germany, the persecution of the Jewish people became intensified. In the

USSR, millions of people were forced to work in state-owned factories and farms and had limited

personal freedom. Japan became increasingly militarised and anti-western. In the USA, the

consumerism and material progress of the 1920s was tempered by the Great Crash of 1929. Writers,

artists, musicians, choreographers and filmmakers reflected, promoted or resisted political,

economic and social changes.

UNIT 1:

Areas of study:

1. Ideology and conflict

2. Social and cultural change

Outcomes:

Outcome 1: Explain the consequences of the peace treaties which ended World War One, the

impact of ideologies on nations and the events that led to World War Two.

Outcome 2: Explain patterns of social life and cultural change in one or more contexts, and analyse

the factors which influenced changes to social life and culture, in the inter-war years.

Assessment:

Assessment tasks over Units 1 and 2 should include the following:

• a historical inquiry

• an analysis of primary sources

• an analysis of historical interpretations

• an essay

31

HISTORY

UNIT 2: TWENTIETH CENTURY 1945-2000

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to

existing political, economic and social arrangements in the second half of the twentieth century.

The establishment of the United Nations in 1945 was intended to take an internationalist approach

to avoiding warfare, resolving political tensions and addressing threats to human life and safety.

The Universal Declaration of Human Rights adopted in 1948 was the first global expression of

human rights.

Despite internationalist moves, the second half of the twentieth century was dominated by the

competing ideologies of democracy and communism, setting the backdrop for the Cold War.

The period also saw challenge and change to the established order in many countries. The

continuation of moves towards decolonisation led to independence movements in former colonies in

Africa, the Middle East, Asia and the Pacific. New countries were created and independence was

achieved through both military and diplomatic means. Old conflicts also continued and terrorism

became increasingly global. The second half of the twentieth century also saw the rise of social

movements that challenged existing values and traditions, such as the civil rights movement,

feminism and environmental movements.

UNIT 2:

Areas of study:

1. Competing ideologies

2. Challenge and change

Outcomes:

Outcome 1: Explain the ideological divisions in the post-war period and analyse the nature,

development and impact of the Cold War on nations and people, in relation to one or more

particular conflicts in the period.

Outcome 2: Explain the causes and nature of challenge and change in relation to two selected

contexts in the second half of the twentieth century and analyse the consequences for nations and

people.

Assessment:

Assessment tasks over Units 1 and 2 should include the following:

• a historical inquiry

• an analysis of primary sources

• an analysis of historical interpretations

• an essay

32

COMPUTING

UNIT 1: COMPUTING

In this unit students focus on how data, information and networked digital systems can be used to

meet a range of users’ current and future needs. In Area of Study 1 students collect primary data

when investigating an issue, practice or event and create a digital solution that graphically presents

the findings of the investigation. In Area of Study 2 students examine the technical underpinnings

of wireless and mobile networks, and security controls to protect stored and transmitted data, to

design a network solution that meets an identified need or opportunity. They predict the impact on

users if the network solution were implemented. In Area of Study 3 students acquire and apply their

knowledge of information architecture and user interfaces, together with web authoring skills, when

creating a website to present different viewpoints on a contemporary issue.

When creating solutions students need to apply relevant stages of the problem-solving methodology

as well as computational, design and systems thinking skills.

UNIT 1: Computing

Areas of Study:

1. Data and graphic solutions

2. Networks

3. Collaboration and communication

Outcomes:

Outcome 1: Acquire, secure and interpret data, and design and develop a graphic solution that

communicates the findings of an investigation.

Outcome 2: Design a network with wireless capability that meets an identified need or

opportunity, explain its configuration and predict risks and benefits for intended users.

Outcome 3: Design and develop a website collaboratively with others that presents an analysis of a

contemporary issue and the team’s point of view on the issue.

Assessment Tasks:

Suitable tasks for assessment in this unit may be selected from the following:

• using digital systems and techniques, create a solution in response to a need

• visual presentations

• oral presentations

• written reports.

33

COMPUTING

UNIT 2: COMPUTING

In this unit students focus on data and how the application of computational, design and systems

thinking skills support the creation of solutions that automate the processing of data. In Area of

Study 1 students develop their computational thinking skills when using a programming or scripting

language to create solutions. They engage in the design and development stages of the problem-

solving methodology. In Area of Study 2 students develop a sound understanding of data and how a

range of software tools can be used to extract data from large repositories and manipulate it to

create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area

of Study 3 students apply all stages of the problem-solving methodology to create a solution using

database management software and explain how they are personally affected by their interactions

with a database system.

UNIT 2: Computing

Areas of Study:

1. Programming

2. Data analysis and visualisation

3. Data management

Outcomes:

Outcome 1: Design working modules in response to solution requirements, and use a

programming or scripting language to develop the modules.

Outcome 2: Apply the problem-solving methodology and use appropriate software tools to extract

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

Outcome 3: Apply the problem-solving methodology to create a solution using database

management software, and explain the personal benefits and risks of interacting with a database.

Assessment Tasks:

Suitable tasks for assessment in this unit may be selected from the following:

• using digital systems and techniques, create a solution in response to a need or opportunity

• visual presentations

• oral presentations

• written reports.

34

LEGAL STUDIES

UNIT 1: CRIMINAL LAW IN ACTION

UNIT 2: ISSUES IN CIVIL LAW

In Unit 1 students examine the need for laws in society. They investigate the key features of criminal law,

how it is enforced and the impact of crime. Students consider the role of parliament and subordinate

authorities in law-making. They also explore the main features and operations of criminal courts and

consider the effectiveness of the criminal justice system in achieving justice.

In Unit 2 students develop an appreciation of the role of civil law in society and how it affects them as

individuals. The unit also focuses on the resolution of civil disputes through judicial determination and

alternative methods in courts, tribunals and independent bodies. Students examine these methods of dispute

resolution and evaluate their effectiveness. Individuals can influence a change in the law by taking a case to

court. Students focus on cases that have had a broader impact on the legal system and on the rights of

individuals. Students develop an appreciation of the role played by such cases and undertake an analysis of

relevant legal issues.

UNIT 1

Areas of Study:

1. Law in society

2. Criminal law

3. The criminal courtroom


Outcome 1: Explain the need for effective laws

and describe the main sources and types of law

in society.

Outcome 2: Explain the key principles and

types of criminal law, apply the key principles

to relevant cases, and discuss the impact of

criminal activity on the individual and society.

Outcome 3: Describe the processes for the

resolution of criminal cases, and discuss the

capacity of these processes to achieve justice.

Assessment:


the following:

• structured assignment

• essay

• mock court or role-play

• folio and report

• case study

• test

• report (written, visual, oral or multimedia)

• written examination

UNIT 2

Areas of Study:

1. Civil law

2. The civil law in action

3. The law in focus

4. A question of rights


Outcome 1: Explain the principles of civil law,

law-making by courts, and elements of torts, and

apply these to relevant cases.

Outcome 2: Explain and evaluate the processes

for the resolution of civil disputes.

Outcome 3: Explain one or more area/s of civil

law, and discuss the legal system’s capacity to

respond to issues and disputes related to the

selected area/s of law.

Outcome 4: Describe an Australian case

illustrating rights issues, and discuss the impact

of the case on the legal system and the rights of

individuals.

Assessment:


the following:

• structured assignment

• essay

• mock court or role-play

• folio and report

• case study

• test

• report (written, visual, oral or multimedia)

• written examination

35

ARABIC

UNIT 1

UNIT 2

The areas of study for Arabic comprise themes and topics, text types, kinds of writing, vocabulary and

grammar. They are common to all four units of the study, and they are designed to be drawn upon in an

integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit.

The themes and topics are the vehicle through which the student will demonstrate achievement of the

outcomes, in the sense that they form the activities and tasks the student undertakes. The text types, kinds of

writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. The common

areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as

well as develop knowledge and skills in new and more challenging areas.

UNIT 1

Areas of Study:

1. Themes and topics (the individual, in

particular, personal identity, family and

friends, and Arabic-speaking communities, in

particular, culture and traditions and the

changing world)

2. Text types

3. Kinds of writing

4. Vocabulary

5. Grammar


Outcome 1: Establish and maintain a spoken or

written exchange related to personal areas of

experience.

The student’s performance on the outcome will

be assessed using an informal conversation or a

reply to personal letter/email/fax.

Outcome 2: Listen to, read and obtain

information from spoken and written texts.


be assessed using a task that requires the student

to read written texts and listen to spoken texts to

obtain information to complete notes, charts or

tables in Arabic and English.

Outcome 3: Produce a personal response to a

text focusing on a real or imaginary experience.


be assessed using an oral presentation or review

or article.

Written examination

UNIT 2

Areas of Study:

1. Themes and topics (the individual, in

particular, education and aspiration, and the

changing world, in particular, the natural

world)

2. Text types

3. Kinds of writing

4. Vocabulary

5. Grammar


Outcome 1: Participate in a spoken or written

exchange related to making arrangements and

completing transactions.



to write or recite a formal letter, fax, email, role

play or interview in Arabic.

Outcome 2: Listen to, read and extract and use

information and ideas from spoken and written

texts.



to read written texts and listen to spoken texts to

reorganise information and ideas in a different

text type.

Outcome 3: Give expression to a real or

imaginary experience in spoken or written form.



to write or recite a journal entry, personal

account or short story in Arabic.

Written examination

36

TEXTS AND TRADITIONS

UNIT 1: TEXTS IN TRADITIONS

In Unit 1 students examine the place of texts and their literary forms within a religious tradition.

Story-telling is one of the major literary forms in religious traditions; other forms include law,

prophecy, sacred songs, reflection and instruction. Students explore the importance of texts at the

source of a tradition and how their meaning for the earlier and continuing tradition might be found

and described.

The process of searching for and giving expression to the meaning of text is called exegesis. This

unit introduces students to basic methods of exegesis to bring about a deeper awareness of how

texts came about, and the meaning of texts to the religious tradition. This unit also explores how

texts have been used by people both within and beyond the religious tradition to bring meaning to

issues or ideas in a new cultural setting.

This unit requires the study of texts in a variety of literary forms. The texts may come from one

religious tradition or from a range of religious traditions.

UNIT 1

Areas of Study:

1. Exploring literary forms

2. The formation and exegesis of text

3. Later uses and interpretations of sacred texts

Outcomes:

Outcome 1: Recognise and explain different literary forms and analyse their role within a

tradition’s scriptures.

Outcome 2: Apply basic exegetical methods against the background in which the texts are located.

Outcome 3: Discuss a range of understandings and interpretations of sacred text.

Assessment:


• summaries

• textual commentaries

• essays

• short reports, including ones based on interviews

• exegetical exercises

• comparative tables

• short-answer questions

Written Examination

37

TEXTS AND TRADITIONS

UNIT 2: TEXTS IN SOCIETY

In Unit 2 students study texts as a means of investigating social attitudes on issues such as justice,

care for the environment, racism and gender roles. Therefore the texts selected for study should be

potential sources of ideas about these or other issues in society. Some of the texts may call for

change in attitudes and values; others may call for changes in social, religious and political

institutions. Some texts may justify or support existing social, cultural, religious and political

institutions, works, attitudes and values.

Students consider the social context within which the texts were produced, the conditions under

which they are currently read, the reasons for reading them, and the kinds of authority attributed to

them by traditions and society in general. They also look at the ways in which the texts shape, and

are shaped by, the content of the message contained in them. Additionally, students compare how

texts from different religious traditions treat common social issues.

UNIT 2

Areas of Study:

1. Sacred texts in the past

2. Sacred texts today

3. Comparing religious traditions

Outcomes:

Outcome 1: Understand the origin and development of selected texts that express a tradition’s

relationship to its society.

Outcome 2: Understand the type of authority that a tradition currently attributes to its sacred texts,

how these texts affect the current tradition’s understanding of its relationship to society, and the

effects of the sacred text upon society today.

Outcome 3: compare the similarities and differences between the ways sacred texts of two or more

religious traditions present a particular social issue.

Assessment:


• summaries

• textual commentaries

• essays

• short reports, including ones based on interviews

• exegetical exercises

• comparative tables

• short-answer questions

Written Examination

38

MATHEMATICS

UNIT 1: GENERAL MATHEMATICS

UNIT 2: GENERAL MATHEMATICS

In undertaking these units, students are expected to be able to apply techniques, routines and

processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric

constructions, algebraic manipulation, equations and graphs with and without the use of technology.

They should have facility with relevant mental and by-hand approaches to estimation and

computation. The use of numerical, graphical, geometric, symbolic, financial and statistical

functionality of technology for teaching and learning mathematics, for working mathematically, and

in related assessment, is to be incorporated throughout each unit as applicable.

UNITS 1 & 2

Areas of Study:

1. Algebra and structure

2. Arithmetic and number

3. Discrete mathematics

4. Geometry, measurement and trigonometry

5. Graphs of linear and non-linear relations

6. Statistics


Outcome 1: Define and explain key concepts as specified in the selected content from the areas of study,

and apply a range of related mathematical routines and procedures.

Outcome 2: Select and apply mathematical facts, concepts, models and techniques from the topics covered

in the unit to investigate and analyse extended application problems in a range of contexts.

Outcome 3: Select and use numerical, graphical, symbolic and statistical functionalities of technology to

develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving,

modelling or investigative techniques or approaches.

Assessment tasks must include components to be completed with and without the use of technology as

applicable to the outcomes.

Demonstration of achievement of Outcome 1 should be based on the student’s performance on a selection of

the following assessment tasks:

• assignments

• tests

• summary or review notes

Demonstration of achievement of Outcome 2 should be based on the student’s performance on a selection of


• modelling tasks

• problem-solving tasks

• mathematical investigations

Demonstration of achievement of Outcome 3 should be based on the student’s performance on aspects of

tasks completed in demonstrating achievement of Outcomes 1 and 2 that incorporate opportunity for the

effective and appropriate use of technology.

Written Examination

39

PHYSICS UNIT 1: WHAT IDEAS EXPLAIN THE PHYSICAL WORLD?

Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the

detection, description and explanation of things that cannot be seen. In this unit students explore how physics

explains phenomena, at various scales, which are not always visible to the unaided human eye. They

examine some of the fundamental ideas and models used by physicists in an attempt to understand and

explain the world. Students consider thermal concepts by investigating heat, probe common analogies used

to explain electricity and consider the origins and formation of matter.

Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They

apply thermal laws when investigating energy transfers within and between systems, and assess the impact of

human use of energy on the environment. Students examine the motion of electrons and explain how it can

be manipulated and utilised. They explore current scientifically accepted theories that explain how matter

and energy have changed since the origins of the Universe.

Students undertake quantitative investigations involving at least one independent, continuous variable.

UNIT 1

Areas of Study:

1. How can thermal effects be explained?

2. How do electric circuits work?

3. What is matter and how is it formed?

Outcomes:

Outcome 1: Apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in

selected contexts, and describe the environmental impact of human activities with reference to thermal

effects and climate science concepts.

Outcome 2: Investigate and apply a basic DC circuit model to simple battery-operated devices and

household electrical systems, apply mathematical models to analyse circuits, and describe the safe and

effective use of electricity by individuals and the community

Outcome 3: Explain the origins of atoms, the nature of subatomic particles and how energy can be produced

by atoms.

Assessment:

Suitable tasks for assessment may be selected from the following: For Outcomes 1, 2 and 3

• an annotated folio of practical activities

• data analysis

• design, building, testing and evaluation of a device

• an explanation of the operation of a device

• a proposed solution to a scientific or technological problem

• a report of a selected physics phenomenon

• a modelling activity

• a media response

• a summary report of selected practical investigations

• a reflective learning journal/blog related to selected activities or in response to an issue

• a test comprising multiple choice and/or short answer and/or extended response.

40

PHYSICS

UNIT 2: WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?

In this unit students explore the power of experiments in developing models and theories. They investigate a

variety of phenomena by making their own observations and generating questions, which in turn lead to

experiments. Students make direct observations of physics phenomena and examine the ways in which

phenomena that may not be directly observable can be explored through indirect observations.

In the core component of this unit students investigate the ways in which forces are involved both in moving

objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology,

astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear

physics, optics, sound and sports science. The option enables students to pursue an area of interest by

investigating a selected question.

Students design and undertake investigations involving at least one independent, continuous variable. A

student designed practical investigation relates to content drawn from Area of Study 1 and/or Area of Study

2 and is undertaken in Area of Study 3.

UNIT 2

Areas of Study:

1. How can motion be described and explained?

2. Options (12 are available; one needs to be selected)


Outcomes:

Outcome 1: Investigate, analyse and mathematically model the motion of particles and bodies.

Outcome 2: Depends on the option selected by the subject teacher.

Outcome 3: Design and undertake an investigation of a physics question related to the scientific inquiry

processes of data collection and analysis, and draw conclusions based on evidence from collected data.

Assessment:

Suitable tasks for assessment may be selected from the following: For Outcomes 1, 2 and 3

• an annotated folio of practical activities

• data analysis

• design, building, testing and evaluation of a device

• an explanation of the operation of a device

• a proposed solution to a scientific or technological problem

• a report of a selected physics phenomenon

• a modelling activity

• a media response

• a summary report of selected practical investigations

• a reflective learning journal/blog related to selected activities or in response to an issue

• a test comprising multiple choice and/or short answer and/or extended response.

41

MATHEMATICS

UNIT 1: MATHEMATICAL METHODS (CAS)

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a

single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical

and theoretical contexts. The focus of Unit 1 is the study of simple algebraic functions, and the areas of study

are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’. At the end of Unit 1,

students are expected to have covered the content outlined in each area of study, with the exception of

‘Algebra’ which extends across Units 1 and 2.

In undertaking this unit, students are expected to be able to apply techniques, routines and processes

involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic

manipulation, equations, graphs and differentiation with and without the use of technology. They should

have facility with relevant mental and by-hand approaches to estimation and computation. The use of

numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and

learning mathematics, for working mathematically, and in related assessment, is to be incorporated

throughout the unit as applicable.

UNIT 1

Areas of Study:

1. Functions and graphs

2. Algebra

3. Calculus

4. Probability and statistics


Outcome 1: Define and explain key concepts as specified in the content from the areas of study, and apply

a range of related mathematical routines and procedures.

Outcome 2: Apply mathematical processes in non-routine contexts, including situations requiring problem-

solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of

mathematics.

Outcome 3: Use numerical, graphical, symbolic and statistical functionalities of technology to develop

mathematical ideas, produce results and carry out analysis in situations requiring problem-solving,


Demonstration of achievement of Outcome 1 should be based on the student's performance on a selection of


• assignments

• tests




• modelling tasks






Written Examination

42

MATHEMATICS

UNIT 2: MATHEMATICAL METHODS (CAS)

In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple algebraic

functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and

statistics’. At the end of Unit 2, students are expected to have covered the material outlined in each area of

study.

In undertaking this unit, students are expected to be able to apply techniques, routines and processes

involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic

manipulation, equations, graphs, differentiation and anti-differentiation with and without the use of

technology. They should have facility with relevant mental and by-hand approaches to estimation and

computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology

for teaching and learning mathematics, for working mathematically, and in related assessment, is to be

incorporated throughout the unit as applicable.

UNIT 2

Areas of Study:

1. Functions and graphs

2. Algebra

3. Calculus

4. Probability and statistics


Outcome 1: Define and explain key concepts as specified in the content from the areas of study, and apply

a range of related mathematical routines and procedures.

Outcome 2: Apply mathematical processes in non-routine contexts, including situations requiring problem-

solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of

mathematics.

Outcome 3: Use numerical, graphical, symbolic and statistical functionalities of technology to develop

mathematical ideas, produce results and carry out analysis in situations requiring problem-solving,




• assignments

• tests




• modelling tasks






Written Examination

43

PSYCHOLOGY UNIT 1: HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED

Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate

the structure and functioning of the human brain and the role it plays in the overall functioning of the human

nervous system. Students explore brain plasticity and the influence that brain damage may have on a

person’s psychological functioning. They consider the complex nature of psychological development,

including situations where psychological development may not occur as expected. Students examine the

contribution that classical and contemporary studies have made to an understanding of the human brain and

its functions, and to the development of different psychological models and theories used to predict and

explain the development of thoughts, feelings and behaviours.

A student-directed research investigation related to brain function and/or development is undertaken in this

unit. The research investigation draws on content from Area of Study 1 and/or Area of Study 2.

UNIT 1:

Areas of Study:

1. How does the brain function?

2. What influences psychological development?

3. Student directed research investigation

Outcomes:

Outcome 1: Describe how understanding of brain structure and function has changed over time, explain how

different areas of the brain coordinate different functions, and explain how brain plasticity and brain damage

can change psychological functioning.

Outcome 2: Identify the varying influences of nature and nurture on a person’s psychological development,

and explain different factors that may lead to typical or atypical psychological development.

Outcome 3: Investigate and communicate a substantiated response to a question related to brain function

and/or development, including reference to at least two contemporary psychological studies and/or research

techniques.

Assessment Tasks:



a report of a practical activity involving the collection of primary data

a research investigation involving the collection of secondary data

a brain structure modelling activity

a logbook of practical activities

analysis of data/results including generalisations/conclusions

media analysis/response

problem solving involving psychological concepts, skills and/or issues

a test comprising multiple choice and/or short answer and/or extended response


For Outcome 3

a report of an investigation into brain function and/or development that can be presented in various

formats, for example digital presentation, oral presentation, or written report.

44

PSYCHOLOGY UNIT 2: HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL

PROCESSES?

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and

social factors. In this unit students investigate how perception of stimuli enables a person to interact with the

world around them and how their perception of stimuli can be distorted. They evaluate the role social

cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students

explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They

examine the contribution that classical and contemporary research has made to the understanding of human

perception and why individuals and groups behave in specific ways.

A student practical investigation related to internal and external influences on behaviour is undertaken in this

unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

UNIT 2:

Areas of Study:

1. What influences a person’s perception of the world?

2. How are people influenced to behave in particular ways?

3. Student directed practical investigation

Outcomes:

Outcome 1: Compare the sensations and perceptions of vision and taste, and analyse factors that may lead to

the occurrence of perceptual distortions.

Outcome 2: Identify factors that influence individuals to behave in specific ways, and analyse ways in which

others can influence individuals to behave differently.

Outcome 3: Design and undertake a practical investigation related to external influences on behaviour, and


Assessment Tasks:



a report of a practical activity involving the collection of primary data

a research investigation involving the collection of secondary data

a logbook of practical activities

analysis of data/results including generalisations/conclusions

media analysis/response

problem solving involving psychological concepts, skills and/or issues

a test comprising multiple choice and/or short answer and/or extended response


For Outcome 3

a report of an investigation into internal and/or external influences on behaviour that can be presented in

various formats, for example digital presentation, oral presentation, scientific poster or written report.

45

STUDIO ARTS

UNIT 1: Studio inspiration and techniques

Unit one focuses on developing an individual understanding of the stages of studio practice and

learn how to explore, develop, refine, resolve and present artworks. Students explore sources of

inspiration, research artistic influences, develop individual ideas and explore a range of materials

and techniques related to specific art forms. Using documented evidence in a visual diary, students

progressively refine and resolve their skills to communicate ideas in artworks. Students also

research and analyse the ways in which artists from different times and cultures have developed

their studio practice to interpret and express ideas, source inspiration and apply materials and

techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are encouraged

to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and

examine how artworks are presented to an audience.

UNIT 1

Areas of Study:

1. Researching and recording ideas

2. Studio practice

3. Interpreting art ideas and use of materials and techniques

Outcomes:

Outcome 1: Identify sources of inspiration and artistic influences and outline individual ideas, art

forms and aesthetic qualities, and translate these into visual language.

Outcome 2: Produce at least one finished artwork and progressively record the development of

their studio practice, conveying individual ideas through the exploration of materials and

techniques in the selected art form/s.

Outcome 3: Discuss the artistic practice of artists from different times and cultures, their sources

of inspiration, materials and techniques for at least two artworks by each artist.

Assessment:

The assessment tasks for Outcomes 1 and 2 may be selected from the following:

• an outline of a proposed investigation of studio practice using visual language,

• a selection of exploratory work and a visual diary, showing sources of ideas and inspiration

translated into visual form through the use of a variety of materials and techniques, and

• a presentation of at least one finished artwork.

The assessment task for Outcome 3 can be selected from one of the following:

• an extended response,

• a short-answer responses,

• a presentation using digital technologies, or

• an oral presentation.

Written Examination

46

STUDIO ARTS

UNIT 2: Studio exploration and concepts

Unit two focuses on establishing and using a studio practice to produce artworks. The studio

practice includes the formulation and use of an individual approach to documenting sources of

inspiration, and experimentation with selected materials and techniques relevant to specific art

forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record

the development of the work in a visual diary as part of the studio process. Through the study of art

movements and styles, students begin to understand the use of other artists’ work in the making of

new artworks.

Students also develop skills in the visual analysis of artworks. Artworks made by artists from

different times and cultures are analysed to understand developments in studio practice. Using a

range of art periods, movements or styles, students develop a broader knowledge about the history

of art. Analysis is used to understand the artists’ ideas and how they have created aesthetic qualities

and subject matter. Comparisons of contemporary art with historical art styles and movements

should be encouraged. The exhibition of artworks is integral to Unit 2 and students are encouraged

to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and

examine how artworks are presented to an audience.

UNIT 2

Areas of Study:

1. Exploration of studio practice and development of artworks

2. Ideas and styles in artworks

Outcomes:

Outcome 1: Develop an individual exploration proposal to form the basis of a studio process, and

from this produce and document a variety of potential directions in a visual diary for at least one

artwork.

Outcome 2: Compare a range of historical and contemporary art periods, styles or movements, and

analyse the ways in which artists communicate ideas, develop styles and demonstrate aesthetic

qualities in artworks.

Assessment:

A suitable task for assessment includes:

Outcome 1

• undertaking an exploration proposal

• undertaking studio process

• producing at least one artwork.


Outcome 2

• an extended response

• short-answer responses

• a presentation using digital technologies

• an oral presentation

Written Examination

47

VISUAL COMMUNICATION DESIGN

UNIT 1: INTRODUCTION TO VISUAL COMMUNICATION DESIGN

UNIT 2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN

In unit 1, students are introduced to the design process. They develop an understanding of how design

elements and principles affect the visual message and the way information and ideas are read and perceived.

Students practise their ability to draw what they observe and they use visualisation drawing methods to

explore their own ideas and concepts.

Unit 2 focuses on the application of drawing methods to communicate information and ideas. Students

investigate how typography and imagery are used in visual communication design. They develop an

understanding of the design process as a means of organising their thinking about approaches to solving

design problems and presenting ideas.

UNIT 1

Areas of Study:

1. Drawing as a means of communication

2. Design Elements and Design Principles

3. Visual communication design in context

Outcomes:

Outcome 1: Create drawings for different

purposes using a range of drawing methods,

media and materials.

Outcome 2: Select and apply design elements

and design principles to create visual

communications that satisfy stated purposes.

Outcome 3: Describe how visual

communication has been influenced by past and

contemporary practices, and by social and

cultural factors.

Assessment Tasks:


the following:

a folio of observational, visualisation and

presentation drawings created using manual

and/or digital methods,

final presentations created using manual

and/or digital methods,

a written report of a case study,

an annotated visual report of a case study,

an oral report of a case study supported by

written notes and/or visual materials, and

a visual and written examination.

UNIT 2

Areas of Study:

1. Technical drawing in context

2. Type and imagery

3. Applying the design process

Outcomes:

Outcome 1: Create presentation drawings that

incorporate relevant technical drawing

conventions and effectively communicate

information and ideas for a selected design field.

Outcome 2: Manipulate type and images to

create visual communications suitable for print

and screen-based presentations, taking into

account copyright.

Outcome 3: Engage in stages of the design

process to create visual communications

appropriate to a given brief.

Assessment Tasks:


the following:

a folio of typography and image ideas and

concepts created using manual and digital

methods,

a folio of technical drawings created using

manual and/or digital methods,

written and/or oral descriptions and analysis

of historical and contemporary design

examples,

a folio demonstrating the design process

created using manual and/or digital methods,

final presentations visual communications,

and

a visual and written examination.

48

VCE Course Selection Interview Form

Student Name: ________________________________

An appointment will be made for you to discuss your VCE subject selection in early Term 3.

It is very important that you do some research into the types of occupations that you would like to

do and the related university courses that you will require to complete. In looking into university

courses ensure that you are aware of the prerequisite subjects that you must complete during your

VCE studies.

Please complete the following table and bring along to the interview.

Occupation/ Area of study that

are of interest to me

Related Courses Prerequisite Subjects and

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year 11 & 12 vce information book · 2017-03-16 · year 12 vce students will undertake five...

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