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Maranatha Christian School

VCE & VCAL Course Information

2017

TABLE OF CONTENTS

VICTORIAN CERTIFICATE OF EDUCATION (VCE) GENERAL INFORMATION ABOUT VCE...........

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) GENERAL INFORMATION ABOUT VCAL........................................................................................................................................................

POLICY MATTERS CONCERNING THE VCE and VCAL....................................................................10

VCE UNITS EXPECTED TO BE OFFERED IN 2017............................................................................15

VCE ASSESSMENT..............................................................................................................................16

VET SUBJECTS OFFERED BY TAFE INSTITUTES AND/OR OTHER.................................................

SCHOOLS IN THE LOCAL AREA.........................................................................................................18

GLOSSARY OF VCE TERMS...............................................................................................................19

ACCOUNTING.......................................................................................................................................22

BIOLOGY...............................................................................................................................................26

CHEMISTRY..........................................................................................................................................32

ENGLISH...............................................................................................................................................38

FOOD STUDIES....................................................................................................................................48

HEALTH AND HUMAN DEVELOPMENT..............................................................................................51

HISTORY...............................................................................................................................................56

INFORMATION TECHNOLOGY............................................................................................................59

LEGAL STUDIES...................................................................................................................................63

LOTE - INDONESIAN............................................................................................................................68

MATHEMATICS.....................................................................................................................................71

FOUNDATION MATHEMATICS - Units 1 & 2.......................................................................................76

MATHEMATICAL METHODS CAS – Units 1 & 2..................................................................................77

GENERAL MATHEMATICS – Units 1 & 2.............................................................................................79

FURTHER MATHEMATICS –Units 3 & 4..............................................................................................80

MATHEMATICAL METHODS - CAS Units 3 & 4...................................................................................81

SPECIALIST MATHEMATICS – Units 3 & 4.........................................................................................82

MEDIA....................................................................................................................................................84

MUSIC PERFORMANCE.......................................................................................................................8

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OUTDOOR AND ENVIRONMENTAL STUDIES................................................................................... 94

PHYSICAL EDUCATION...................................................................................................................... 99

PHYSICS............................................................................................................................................ 105

PRODUCT DESIGN & TECHNOLOGY (WOOD/ METAL).................................................................111

PSYCHOLOGY....................................................................................................................................114

RELIGION & SOCIETY........................................................................................................................119

SOCIOLOGY.......................................................................................................................................124

STUDIO ART......................................................................................................................................128

THEATRE STUDIES…………………………………………………………………...……………………..131

VISUAL COMMUNICATION DESIGN................................................................................................131

VICTORIAN CERTIFICATE OF EDUCATION (VCE) GENERAL INFORMATION ABOUT VCE

Students usually complete the VCE (Victorian Certificate of Education), over a minimum of two years. The Victorian Curriculum and Assessment Authority (VCAA) is the governing authority responsible for the administration of the VCE and this authority must approve each student’s program.

Each subject in the VCE is divided into four semester length units. Units 1 and 2 are normally taken at Year 11 level and Units 3 and 4 at Year 12 level; however, it is possible for students in Year 11 to take a Unit 3 and 4 subject and students in Year 12 to study Units 1 and 2. Units 3 and 4 must be studied as a sequence. Each student’s two-year program of study normally comprises 22 units of work but fewer or more units may be studied.

To successfully complete the m i n i m u m requirements for the VCE, students must achievesatisfactory completion of a total of not less than 16 units, which must include:

three units from the English group with at least one at the Unit 3 or 4 level (outlined below) three sequences of Units 3 and 4 studies other than English, which can include VCE VET

sequences.

It must be noted, however, that satisfactory completion merely confirms that a number of set tasks have been completed satisfactorily and does not give a measure of how well the candidate has performed.

Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s ATAR, satisfactory completion of both Units 3 and 4 of an English study is required.

VCE Vocational Education & Training (VET) qualifications with revised requirements normally have a sequence at Unit 3 and 4 level. The 16 units mentioned above may include an unlimited number of these revised units of Vocational Education and Training.

ENGLISH REQUIREMENTS: The English GroupAt Maranatha Christian School the studies being offered in the English group are English Units 1 to 4 and English EAL Units 3 and 4.

An English sequence will count as a sequence other than English when:

(a) it is additional to a student satisfying three units from the English group, or(b) the student has satisfied more than one sequence from the English group.

Students may not obtain credit for both English Units 3 and 4 and English EAL Units 3 and 4.

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Only one of English and English EAL can be used in the best six in the calculation of the ATAR. No more than two sequences at Units 3 and 4 of the English group of studies (English and English EAL) can be included in the ‘primary four’.

EAL STATUSA student is eligible for EAL status if:

1. The student has been a resident in Australia for no more than seven calendar years immediately prior to 1 January of the year in which the study is undertaken as Units 3 and 4 (for students in 2017, that means 1 January 2010), and2. English has been the student’s major language of instruction for a total period of not more than seven years prior to the year in which the study is being undertaken as Units 3 and 4. If both these conditions are met, the student will be granted EAL status.

Students with EAL status may enrol in English (EAL) Units 3 and 4. Flagging a student as EAL does not automatically enrol the student in English (EAL). A student with EAL status may choose to enrol in either English Units 3 and 4 or English (EAL) Units 3 and 4.

Students who have resided and studied in Singapore or India

VASS disables EAL approval for students whose country of origin is Singapore or India, even though the student may have resided in Australia for less than seven years. A message on VASS will appear, stating ‘EAL eligibility for this country of origin can only be approved by the VCAA’. The school must forward the applications to the VCAA for a thorough assessment. These applications need to include supporting school documentation and passport stamp and/or International Movement Records, to determine whether the student is eligible for EAL. If the application is reviewed by the VCAA, and the approval granted, it will be entered on VASS and the school will be able to enrol the student in EAL.

STUDIES TO BE OFFERED IN 2017In 2017, Maranatha Christian School expects to offer the following studies:

Accounting - Units 1, 2, 3, & 4Biology - Units 1, 2, 3 & 4Chemistry - Units 1, 2, 3 & 4Computing – Units 1 & 2Food Studies - Units 1, 2, 3 & 4Foundation Mathematics – Units 1 & 2Further Mathematics - Units 3 & 4General Mathematics - Units 1 & 2Health & Human Development – Units 1, 2, 3 & 4History - Units 1, 2, 3 & 4Indonesian (LOTE) - Units 1, 2, 3 & 4Informatics – Units 3 & 4Legal Studies - Units 1, 2, 3 & 4Mathematical Methods - Units 1, 2, 3 & 4Media - Units 1, 2, 3 & 4Music Performance - Units 1, 2, 3 & 4Outdoor and Environmental Studies - Unit 1 & 2Physical Education - Units 1, 2, 3 & 4

Physics - Units 1, 2, 3 & 4Product Design & Technology (Wood/Metal) - Units 1, 2, 3 & 4Psychology - Units 1, 2, 3 & 4Religion & Society – Units 1 & 2Sociology - Unit 1, 2, 3 & 4Specialist Mathematics - Units 3 & 4Theatre Studies – Units 1, 2, 3 & 4Visual Communication Design - Units 1, 2, 3 & 4

It is very important that students consider selections for the total two-year program and not just theYear 11 program.

In selecting subjects each student must consider the VCAA’S requirements and also consider carefully the subjects that may be needed for entry to tertiary institutions or particular careers.

VCE UNITSIn each study, a set of two to four Unit Outcomes is associated with each VCE Unit. A Unit Outcome is an activity or assignment, which is set, supervised and assessed by the School according to guidelines provided by the Victorian Curriculum and Assessment Authority (VCAA). These Unit Outcomes are referred to as SACs (School Assessed Course-work) or SATs (School Assessed Tasks). Satisfactory completion of all unit outcomes will gain an ‘S’ (satisfactory) result for the Unit. If any unit outcome is not completed satisfactorily, the result for that Unit is an ‘N’ (not satisfactory).

The numerical examination scores for each study are not reported individually, but are used to calculate an overall study score which is then normalised so that the distribution of marks among all students taking that study is the same for each study. This is then converted into a study score (relative position), which is reported. It shows the student’s performance in that study, relative to the performances of all students taking it across the State.

GENERAL ACHIEVEMENT TEST (GAT)Students taking Unit 3 and 4 studies must complete the General Achievement Test (GAT) during the year. This is a general knowledge test and is designed to measure the level of general achievement a student has accomplished across three broad areas:

Written Communication Mathematics, Science and Technology Humanities, Arts and Social Sciences.

GAT results will be used to monitor school assessment and to gauge whether schools are marking school assessed course-work and tasks on a fair and uniform basis. VCAA will only use the GAT to verify grades where it will improve the reliability of the process.

The result of this test is not released to anyone except the student and is used by VCAA to assist in verifying the grades awarded.

TERTIARY SELECTIONThe minimum requirement for the award of the VCE will not be sufficient for tertiary selection. This isbased on performance in Units 3/4 in the examinations or SATs of at least four studies and on any

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other selection procedures that the various tertiary courses may nominate for use. The study scores (relative position) are scaled and converted, using a rather complicated process, to an Australian Tertiary Admission Rank (ATAR).

This is done by the Victorian Tertiary Admissions Centre (VTAC), which provides a central selection system for undergraduate courses on behalf of all the Victorian Universities and Institutes of TAFE. While the course authorities make the actual selections, VTAC acts as a data collection and processing organisation, providing course selection staff with information on students who have included the course in their lists of preferences. VTAC also produces and distributes application materials including an annual Guide to University and TAFE Courses. This guide lists and summarises the courses to be offered by the participating Institutions in the following year, with their prerequisite studies, special entrance requirements and middle-band selection criteria.

Another booklet c a l l e d V T A C Year 10 Guide outlines how a student shou ld go about se lect ing a VCE program and gives information on other matters such as the scoring procedures, the two-stage selection model and middle-band selection criteria which will be used for tertiary selection in that year. Copies of the entrance requirement booklets are available for reference in the Careers Room. (Available late July). This document also refers to other useful information found on the VTAC web site.

CALCULATION OF THE AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)Studies counted first when creating an ATAR, namely English plus the next three highest scaled scoring studies are referred to as the ‘primary four’. Additional points are given for the 5 th and 6 th studies taken at Unit 3/4 level, amounting to 10% of each scaled VCE study score achieved.

Approved VCE VET Units 3 and 4 sequences will include scored assessments from which a study score for the sequence will be calculated. A maximum of one VCE VET Units 3 and 4 sequence with a study score may be counted in the primary four for the ATAR. Units 3 and 4 VCE VET sequences which do not have study scores available may be used for fifth and/or sixth study increments for the ATAR, the increment being 10% of the average of the primary four.

The score for

English or

EAL

Units 3 and 4

+

The next best three scores in other Unit 3 and 4 sequences, one of which can be the graded score from a recognised VET program

+

10% of the fifth score in any Unit 3 and 4 sequence that is available

or

10% of a score from a recognised VET program. This could be either 10% of a graded score, or, where no score is available, 10% ofthe average of English or EAL and the next

+

10% of the sixth score in any Unit 3 and 4 sequence that is available

or

10% of a score from a recognised VET program. This could be either 10% of a graded score, or, where no score is available, 10% of the average of English or EAL and the next

best three scaledstudies

The ATAR is calculated from the student’s scaled study scores. The scaling process is designed to avoid students being advantaged by taking a study that has attracted a higher proportion of less able students, or disadvantaged by taking a study that has attracted a higher proportion of more able students. This is achieved by comparing the results in any one study with

those in all the studies of students taking thatstudy. If this group does well in all studies, the results in the study under review are adjusted upwards. If, on the other hand, the students do comparatively poorly in all their studies, the results in the study concerned are adjusted downward. The extent to which the study is adjusted up or down depends on the scaled average score of the group in all the studies taken by its members.

The scaled study scores are not reported, but are used to calculate the relative position of each student among all students. This is reported as a percentile known as the Australian Tertiary Admission Rank (ATAR).

MAXIMISING THE ATAREntry to tertiary institutions will continue to be very competitive. This means that each mark is vital.Students wishing to improve their ATAR and hence their prospects are advised to:

do as well as possible in all the examinations, the GAT and SACs/SATs take a total of at least six subjects at Unit 3/4 level in order to have two subjects over and

above the ‘primary four’ to attract the full number of increments complete or sit all the examinations or SACs/SATs; no study score is awarded where a

student has not presented in more than one examination read the VTAC Tertiary Entrance Requirements for the year you expect to begin tertiary

studies, giving special attention to the Middle-Band Selection criteria and the courses in which you may be interested; take the subjects mentioned there as being relevant – they usually attract favourable consideration in the re- ranking process

take subjects you enjoy, need and are good at; a subject should never be chosen only because it is likely to be scaled up

take a LOTE if you can.

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VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) GENERAL INFORMATION ABOUT VCAL

VCAL is a hands-on, vocation educational track which students choose to do as an alternative to VCE. At the Intermediate and Senior level, VCAL is made up of the following four educational strands.

Literacy and Numeracy Skills Strand: (offered at school)The literacy component aims to develop skills, knowledge and attitudes in literacy that allows progression in the main social contexts of family, employment, further learning and citizenship. Literacy outcomes include language used for self-expression, for practical purposes, for knowledge and for public debate. Literacy includes reading, writing and oral communication skills

The numeracy component aims to develop an ability to use mathematical skills to carry out purposes and functions within society related to designing, measuring, constructing, using graphical information, money, time and travel, and the underpinning skills and knowledge for further study in mathematics or related fields.

Industry Specific Skills Strand: (a VET Certificate course offered at TAFE level)This strand aims to develop industry specific skills, knowledge and attitudes related to vocational contexts for further learning or employment.

Personal Development Skills Strand: (offered at school)This strand aims to develop personal development skills, knowledge and attitudes that lead toward social responsibility, building community, working for the benefit of others and positive self-identity.

Work Related Skills: (work placement)Students work one day a week at a work place either as Structured Work placement or SchoolBased Apprenticeship.

Assessment in each strand is competency based. Competency must be achieved for the learning outcomes specified in each strand

POLICY MATTERS CONCERNING THE VCE and VCALMaranatha Christian School offers as broad a range of subjects for students to study at Years 11 and 12, catering for students with varying interests and vocational pursuits. However, financial restraints necessitate certain criteria being met before a subject can operate, e.g. as a general rule, a minimum of 10 students are required for Units 1 and 2 to operate, and a minimum of 5 students are required for Units 3 and 4.

PROGRESSIONPromotion to the next year level is dependent on achieving an overall average of 50% and having an attendance rate of above 80% (a student taking a VCE subject must also score an S as part of the requirement to progress). House Coordinators and Faculty Team Leaders will work together, in discussion with parents, to decide on progression of students who are in danger of falling below either benchmark. In elective subjects, a student who scores an overall mark lower than 50% in a specific subject may be withheld from progressing to the same subject at the next level. All faculties will use this same standard.

Faculty Team Leaders and House Coordinators have the opportunity to take other aspects into consideration in making a decision, in particular, a student's level of effort as demonstrated through their approach to learning on their reports. The number of VCE subjects a student may attempt above their level is still governed by the eligibility policy. With regards to a specific VCE subject, the following Progression Policy applies:

For progression into a VCE Unit 1, 2 or 3, students are expected to achieve a minimum of 50% on all assessments and SACs score and an overall result of 50% on their report in order to progress to the next Unit 1, 2 or 3. A student must also attain a satisfactory result for a unit in order to progress to the next unit. In some cases, for example some Mathematics subjects, faculties may increase the minimum progression standard for certain higher levels of Mathematics.

As always, teachers are encouraged to communicate with parents on a regular basis regarding the progress of their child at school.

House Coordinators will have progression meetings with parents at the end of Semester 1 and Semester 2 to discuss students who are in jeopardy of not meeting the criteria to progress to the next year level.

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2017 VCE and VCAL COURSE ELIGIBILITY

Year 11Year 11 VCE students must take at least 12 units of study (6 subjects), of which English/EAL Units 1 and 2 are compulsory. A student’s course selection may be made up of all Year 11 subjects or a combination of Year 11 and 12 subjects according to their eligibility outlined below. The six subjects may include a VET/TAFE subject, a VCE accredited external language or a Distance Education subject. Probation students in Year 11 cannot be accelerated to a Year 12 subject.All Year 11 students have the option of taking VCAL as their preferred Year 11 course. VCAL students follow a separate program of study that includes numeracy, literacy, work related skills and personal development components relevant to industry related experiences.

Year 12Year 12 VCE students must take a minimum of 10 units of study (5 subjects) of which English Units 3 and 4 are compulsory. These five subjects may include a VET/TAFE subject, a VCE accredited external language, a university enhancement course or a Distance Education subject. As in Year 11, all Year 12 students have the option of taking VCAL as their preferred Year 12 course.

Eligibility for AccelerationYear 10 and 11 students may accelerate into one or two subjects according to the eligibility criteria set out below.An overall percent average will be calculated for each student based on subject results from both semesters. Using these percentages, the following policy will apply:

Level 4 Student: Year 10 students who average above 90% (in Year 9) can apply in writing to the Director of Studies for consideration in order to take two Year 11 subjects (or their equivalent*).Year 11 students who average above 90% (in Year 10) can apply in writing to the Director of Studies for consideration in order to take two Year 12 subjects (or their equivalent*).

The application must include a cover letter requesting consideration, copies of the previous two year’s reports and Year 7 and 9 NAPLAN results. The applicant must also state their intention to complete five Year 12 subjects in their final year of school.

Level 3 Student: Year 10 students who average between 71% - 90% (in Year 9) are eligible to take one Year 11 subject (or its equivalent*).Year 11 students who average between 71% - 90% (in Year 10) are eligible to take one Year 12 subject (or its equivalent*). All Year 11 students who complete a Year 12 subject must agree to complete five Year 12 subjects in their final year of school.

Level 2 Student: Students who average between 50% - 71 are not eligible for acceleration into a subject above their Year level.

Level 1 Student: Students who have an average below 50% are required to discuss future options with their House Coordinator and Faculty Team Leaders. Options including repeating a year of study or undertaking VCAL will be discussed.

ELIGIBILITY TABLE

Level 1 Level 2 Level 3 Level 4Average < 50% 50% - 70% 71% - 90% >90%

AvailableCourse

Discussions with House Coordinator and FTL’s

Qualify to takeVCE or VCAL



EligibilityNot eligible foracceleration

Not eligible for acceleration

Eligible for oneaccelerated

subjectfrom the Year

level above (or its equivalent*)

Application can be made for two

accelerated subjects from the Year level above

(or its equivalent*)

* VET/TAFE subject, distance ed. subject, university enhancement course or VCE accredited foreign language.

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ATTENDANCEThe Victorian Curriculum Assessment Authority (VCAA) has set an attendance requirement for eachstudy. Unsatisfactory attendance can result in the failure of a unit. Students, therefore, are expected to attend all timetabled classes, excursions School and Year Level assemblies and be punctual at all times. A class roll will be marked by all subject teachers during each lesson.

All student absences in VCE must be supported by a parent note, and/ medical certificate, and/or statutory declaration.

The minimum class attendance for each study is 90%. Once a student’s attendance drops below 90%, all absences must be accompanied by a

statutory declaration or a medical certificate. Students need to attend sufficient class time to complete coursework done mainly in class

necessary for authentication. Where students have completed work but there is a substantive breach of class attendance, the

student may be awarded an N (Not Satisfactory). If a student is absent for School Assessed Coursework, or a School Assessed Task, the student

must attach a doctor’s note and/or a statutory declaration.

As most coursework is to be completed mainly in class time, full attendance is vital in fulfilling the Outcomes and completing the coursework.

It is the responsibility of any student who is absent to find out what work was covered during his or her absence and what work may have been set in that time. The excuse, "I didn't know because I was away" is unacceptable.

COURSE SELECTIONStudents may select any Unit 1, Unit 2 or Unit 3/4 sequence included in this booklet, however, students will be allocated to Units according to the extent to which their selections are compatible with timetable blocking of subjects.

When selecting subjects, students should take into account performance in previous years in that subject (or related subjects) and career pathway options.

DISTANCE EDUCATIONStudents may wish to consider distance education. The cost of the program is borne by the student. This is only available to the following groups of students: students who have studied a particular language not offered by Maranatha students who have an unsolvable clash within the VCE blocking students taking a subject not offered by Maranatha

CAREER ADVICEAfter reading this booklet and discussing subject choices with staff and parents, students may wish to arrange for an interview with the Careers Coordinator in Term 3. Parents are encouraged to attend these interviews. Students are advised to ask the following questions and obtain appropriate answers prior to such interviews:

What requirements do I have to meet in order to complete my VCE? What Units are available? What pre-requisite and recommended studies do I need to undertake for a particular career

pathway? What advice have I received from parents, teachers, Careers’ Coordinator and friends? What Units or combination of Units are going to be the most interesting and rewarding?

While the Careers Coordinator is available, by appointment, for both students and parents to discuss career options, the onus is on the students to verify details. There are a number of very useful resources and references available electronically and in hard copy. The Careers Coordinator has literature (handbooks, course leaflets) available for students and parents to read. The earlier a student begins to think about and plan the options available to him/her after Year 12, the greater the chance he/she will have of making a realistic and informed decision.

All VCE students are advised to attend Open Days, which are organised by tertiary institutions throughout the year. These are an invaluable source of information for students. Information relating to Open Days is published in Careers bulletins, which are distributed to students on a regular basis, available on the VTAC website as well as individual university or TAFE websites..

SELECTING A VCE PROGRAM

Listed on the following page of this booklet are the VCE studies on offer to students at Maranatha.

Students will need to plan a course of study for each of the four semesters of their two-year

course,although changes may be made to Units 3/4 selection at the end of Year 11. In each semester we plan to offer both Year 11 (Unit 1 and 2) and Year 12 (Unit 3 and 4) subjects to all students. Therefore, it will be possible for students in Year 11 to choose to study one Unit 3/4 sequence as well as for a Year 12 student to choose Units at Semester 1 and 2 level.

As mentioned in the General Information section of this booklet, students must remember that theVictorianCurriculum Assessment Authority (VCAA) has set the following regulations:

All students must take 4 units of the English studies offered Units 3 and 4 are linked and must be studied in sequence In order to receive the VCE Certificate, students must SATISFACTORILY COMPLETE at least16 Units in all. (These 16 units must include at least 3 Units of English and 3 Unit 3/4 sequences other than English. Units other than English may include an unlimited number of units of Vocational Education and Training).

N.B. At Maranatha Christian School we require students to do at least 4 x Unit 3/4 sequences other than English, (i.e. 5 Unit 3/4 sequences) as we believe students should have a “safety margin” in their program). Satisfactory completion of the VCE does not ensure entry into tertiary courses.

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The “normal” workload of a student will be 22 units over two years.

Below is a student program table that students should complete for their personal records.

YEAR 11 YEAR 12

Semester One Semester Two

Semester One & Semester Two

Compulsory English English English

Student Choice

Yr 11 students must choose 5 more subjects.

Yr 12 students must choose 4 more subjects.

VCE UNITS OFFERED IN 2017

COMPULSORY STUDY

Year 11 - English Units 1 and 2.Year 12 - English/EAL Units 3 and 4

Y E AR 1 1 Y E AR 1 2

Accounting Units 1 & 2Biology Units 1 & 2Chemistry Units 1 & 2Computing Units 1 & 2Food Studies Units 1 & 2General Mathematics Units 1 & 2Health & Human Development Units 1 & 2History Units 1 & 2Indonesian Units 1 & 2Legal Studies Units 1 & 2Mathematical Methods Units 1 & 2Media Units 1 & 2Music Performance Units 1 & 2Outdoor & Environmental Studies Units 1 & 2Physical Education Units 1 & 2Physics Units 1 & 2Product Design & Tech (Wood/Metal) Units 1 &2Psychology Units 1 & 2Religion & Society Units 1 & 2Sociology Units 1 & 2Studio Arts Units 1 & 2Theatre Studies Units 1 & 2Visual Communication Design Units 1 & 2

Accounting Units 3 & 4Biology Units 3 & 4Chemistry Units 3 & 4Food Studies Units 3 & 4Further Mathematics Units 3 & 4Health & Human Development Units 3 & 4History Units 3 & 4Indonesian Units 3 & 4Informatics Units 3 & 4Legal Studies Units 3 & 4Mathematical Methods Units 3 & 4Media Units 3 & 4Music Performance Units 3 & 4Outdoor and Environmental Studies Units 3 & 4Physical Education Units 3 & 4Physics Units 3 & 4Product Design & Tech (Wood/ Metal) Units 3 & 4Psychology Units 3 & 4Sociology Unit 3 & 4Specialist Mathematics Units 3 & 4Studio Arts Units 3 & 4Theatre Studies Units 3 & 4Visual Communication Design Units 3 & 4

Year 11 students may take Year 12 subjects according to the eligibility criteria already mentioned.

Students must take one of the English subjects. We strongly recommend that students do not just focus on, say Maths/Science or Creative Arts subjects, but realise that other subjects give a wide range of skills and should be considered when selecting a program.

CHANGES TO A SELECTED COURSE1. Students cannot change from Unit 1, 2 or 3 in one subject to Unit 1, 2 or 3 in another subject without the written consent of their parents or guardian and the consent of the Director of Studies. Such changes may only be made within the first two weeks of each semester.

2. A student cannot change from Unit 3 in one subject to Unit 4 in another subject in any circumstances.

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VCE ASSESSMENTSchool Assessed Coursework (SAC) is made up of a number of assessment tasks specified in the Study Design that are used to assess the learning outcomes. School Assessed Coursework is designed to reduce workload in a number of ways:

the assessment tasks are part of the regular teaching and learning program, they must be completed mainly in class time, and they are to be completed in a limited time frame.

Achievement of an outcome means: the work meets the required standard the work was submitted on time the work is clearly the student’s own there has been no substantive breach of rules.

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

All studies will continue to have both school-assessment and examination(s).

A small number of studies will have School Assessed Tasks (SATs). These SATs will be used in studies such as Studio Arts, Media, Visual Communication & Design, Product Design & Technology (Wood), and Food & Technology where products and models are assessed.

SATISFACTORY COMPLETION OF VCE UNITS Units 1 and 2 can be completed as single Units. Units 3 and 4 must be completed as a sequence.

For satisfactory completion of a unit, a student must demonstrate achievement of each of the outcomes for that unit as outlined in the Study Design. This decision will be based on the teacher’s judgment of the student’s performance on assessment tasks designated for the unit. The key knowledge and skills and the Advice for Teachers included in the Study Design will assist teachers in making this judgment.

A student will be awarded an N if: Work is not of the required standard based on a teacher's professional judgment Student has failed to meet deadlines Work cannot be authenticated as the student's work There has been a breach of rules such as attendance rules

If a student is in danger of being awarded an N as judged by the teacher, the teacher must inform parents, Faculty Team Leader (FTL) and House Coordinator (HC) immediately. A letter / email will be used to communicate with parents as well a phone call or meeting. The teacher, FTL and HC will make a joint decision if students will be awarded an N.

The School, in accordance with VCAA requirements, determines satisfactory completion of Units.

UNFAIR ADVANTAGEOn most occasions it is not possible for a subject, for which there is more than one class, to set SACs at the exact same time. Students are forbidden to share information from a SAC which gives other students an unfair advantage. Students who gain an unfair advantage over other students by prematurely finding out information on a SAC will be awarded a zero for the SAC. A zero will also be awarded to any student who has divulged information which gives another student an advantage.

VCE REPORTINGEach Year 11 student will be issued with a VCE Statement of Results from the Victorian Curriculum and Assessment Authority (VCAA) at the end of the year as well as a School Report at the end of Semester 1 and Semester 2.

Each Year 12 student will be issued with a VCE Statement of Results, a GAT result, a VCE Certificate, and a School Reference. Year 12 students will receive a School Report only for Unit 3 at the end of Semester One.

From the students’ results an ATAR (Australian Tertiary Admission Rank) will be calculated by VTAC. This ranking allows students to be offered a place in a tertiary institution.

VOCATIONAL EDUCATION AND TRAININGVocational Education and Training (VET) Certificate courses may be taken in Years 11 and 12 concurrently with the student’s VCE subjects, each VET course taking the place of one VCE subject. Except for VCAL students, the cost of the program is borne by the student

Along with English, students may include an unlimited number of accredited VET units in their course of study.

All VET courses are nationally accredited and give specialised skills and knowledge useful for specific courses or occupations. Most VET subjects will be awarded a mark out of 50 in the same way a VCE subject is marked, and thus will contribute points to the student’s ATAR. By studying a VET Certificate course concurrently with VCE, the students will obtain their VCE and ATAR as well as nationally accredited modules towards a Certificate or Diploma.

For all VET courses, students will be required to attend TAFE or other provider Schools to complete modules of work. The TAFE sector operates on a user pays system and the parents must meet the cost unless the student is enrolled in the VCAL program. The cost varies according to the particular course.

The School offers the opportunity to study a VET course for those students who might be considering pursuing a Certificate or Diploma course after completing the VCE, or those undertaking an apprenticeship. The courses are not offered for students wishing to pursue a special interest or hobby.

Students wishing to take VET courses are advised to seek information from and discuss requirements with the Careers / VET Coordinator.

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VET SUBJECTS OFFERED BY TAFE INSTITUTES AND/OR OTHER SCHOOLS IN THE LOCAL AREA

Certificate II in Automotive (Technology Studies) Certificate II in Animal StudiesCertificate II in Building and Construction Certificate II in Business Administration Certificate III in Children’s ServicesCertificate III in Concept Development for Clothing Products (Fashion) Certificate III in Community ServicesCertificate IV in Christian Ministry (partial completion)Certificate II in ElectronicsCertificate II in Electro-technologyCertificate III in Electro-technologyCertificate II in Engineering Studies Certificate II in Equine Industry Certificate II in HorticultureCertificate II/III in HospitalityCertificate II in Information Technology (Units 1 & 2 only)Certificate III in Information Technology (3 streams)Certificate III in MultimediaCertificate II in Music Industry Skills (Units 1 & 2 only)Certificate III in Music Industry SkillsCertificate II in Sport and Recreation (3 streams)

All certificates have a Unit 1 to 4 structure unless otherwise specified. VET studies may only be chosen if they are held at an appropriate time and do not unreasonably clash with the student’s VCE classes at Maranatha Christian School.

Details on VET providers are available from the Career’s Counsellor.

GLOSSARY OF VCE TERMSAUSTRALIAN TERTIARY ADMISSION RANK (ATAR)The overall ranking on a scale of 0.05 to 99.95 that you receive based on your Study Scores. The ATAR is used by universities and TAFE institutes to select students for their courses.

GENERAL ACHIEVEMENT TEST (GAT)The test that is completed by all students doing a Unit 3 & 4 sequence. It is used by VCAA to check that schools are marking school assessment tasks to the same standard and as part of statistical moderation of coursework. It does not count towards your VCE graduation, but your GAT results are reported to you with your Statement of Results.

INCREMENTSAdditional points are given for the 5th and 6th studies taken at Unit 3 & 4 level, amounting to 10% ofeach scaled VCE study score achieved. An approved Tertiary (Enhancement) study may count in the ATAR in lieu of a sixth study.

OUTCOMESWhat you must know, or be able to do, by the time you have finished the Unit of study.

MIDDLE-BAND SELECTIONMiddle-band selection criteria are specified in VTAC publications for each course offered by every institution. These criteria include offering additional marks for particular studies, more detailed consideration of VCE results, and whatever other factors may be specified as being relevant for middle- band selection. The number selected from the middle-band in many cases is 20%. The percentage for each course is stated in the VTAC Guide.

PREREQUISITE STUDIESFor many un i ve rs i t y courses, certain Unit 3 & 4 studies must be satisfactorily completed with a minimum study score achieved. For example, ‘must have a study score of at least 25 in Maths Methods, Chemistry’ before students can be considered for that course. Most prerequisites are at Unit 3 & 4 level, though there are a few at Unit 1 & 2 level. Prerequisites may be listed in the TertiaryEntrance Requirements booklets as specific studies or as a range of studies from which students may choosea stated minimum number. Students who do not satisfy the prerequisites for a particular course are automatically excluded from consideration for that course.

Students should think of their VCE studies in terms of ‘adequate preparation’ and ‘presumed knowledge’ for the course they have in mind, for these are the important factors in determining prerequisites. For example, most science-based courses require some combination of Chemistry, Physics, Biology and Mathematics.

PRIMARY FOURStudies that will be counted first when creating an ATAR, namely any English (or EAL) plus the next three highest scaled-scoring studies.

SATISFACTORY COMPLETIONThis means you have achieved the outcomes for the unit. You achieve an ‘S’ for the satisfactory completion of a unit. If you do not satisfactorily complete a unit, you get an ‘N’.

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SCHOOL ASSESSED COURSEWORK (SAC)Small assessment tasks, completed in class time, to establish how you are performing in a unit of study. The tasks must conform to the Study Design.

SCHOOL ASSESSED TASK (SAT)A task done in school in some VCE Art and Technology studies to assess how you are performing in Unit 3 & 4, set and marked by teachers according to VCAA specifications.

SEMESTEROne half of the academic year. Most units last for one semester.

SEQUENCEThe order in which you do your units, for example a Unit 3 & 4 sequence. (All Unit 3 & 4 studies must be completed in sequence.)

STATEMENT OF RESULTSA set of documents that formally state the results you achieved in the VCE, and whether you have graduated.

SPECIAL PROVISIONVCAA’s policy of Special Provision is to provide all students with the maximum opportunity to participate in and complete their senior secondary studies. A student is eligible for special provision where he or she is significantly adversely affected by illness (physical or psychological), by any factors related to the environment or by other serious cause, disadvantaged by a disability or impairment (including learning disabilities).

In these circumstances there are four forms of Special Provision which can apply: Curriculum delivery and student programs School based assessment Special arrangements for exams (eg extra time, providing a laptop, etc) The use of derived exam scores

The VCAA is responsible for determining the eligibility and the nature of provisions granted. Students who feel they are eligible for Special Provision for Unit 1 & 2 or 3 & 4 studies should see the House Coordinator.

STATISTICAL MODERATIONThe process used to adjust each school’s coursework scores for each study to match the level and spread of the combined examination and GAT scores for the students in that school doing that study.

STUDIESThe subjects available in the VCE.

STUDY DESIGNThe description of the content of a study, and how students’ work is assessed. A Study Design for each VCE study is published by the Victorian Curriculum and Assessment Authority. Schools and other VCE providers must adhere to the Study Designs.

STUDY SCOREA score from zero to 50 which shows how you performed in a study, relative to all other students doing that same study. It is based on your results in school assessments and examinations.

TWO-STAGE SELECTION MODELThe ATARs, in conjunction with other factors such as the quotas of available places, are used by authorities to sort applicants into:1. Upper band: applicants clearly to be selected whose ATARs are above a particular rank2. Lower band: applicants clearly to be rejected whose ATARs are below another particular rank3. Middle band: applicants whose ATARs are between the two particular ranks and for whom additional information needs to be considered before it is determined whether they will receive an offer.

The two stages of the selection process are:1. The course authorities establish which applicants are in the upper and lower bands and make offers accordingly2. The course authorities consider those applicants in the middle band, re-rank them according to predetermined criteria and decide on which should be made offers.

UNITSThe semester-long parts of a study. There are usually four units in a study, numbered 1, 2, 3 and 4.

VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY (VCAA)This Victorian State Government agency is responsible to the Minister of Education for assessment and for the development and review of VCE Studies.

VICTORIAN TERTIARY ADMISSIONS CENTRE (VTAC) Unit 3 & 4 studiesThe organisation responsible for the administration of the application and selection system for undergraduate courses on behalf of Victorian Universities, TAFE, and Private Providers. VTAC does not select applicants. This is the task of the Selection Officer for each course at each University or TAFE institute.

VOCATIONAL EDUCATION AND TRAINING (VET)This refers to an expanding range of nationally recognised vocational subjects which may be chosen as part of a student’s VCE.

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ACCOUNTING

UNIT 1: Establishing and Operating a Service BusinessThis unit 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.

Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business.

AREAS OF STUDY1. Going into business – students will investigate the reasons for establishing a small business,

factors that lead to success or failure, sources of finance and how pre-operational decisions are made.

2. Recording financial data and reporting accounting information – students will investigate the role of accounting in the generation of financial data and information for the owner of a service business.

OUTCOMESOn completion of this unit students should be able to:1. Describe the resources required, and explain and discuss the knowledge and skills

necessary, to set up a small business.

2. Identify and record the financial data, and report and explain accounting information, for a sole proprietor of a service business.

ASSESSMENT TASKS Folio of exercises (manual and ICT-based) Tests (manual and ICT-based) Classroom presentations (oral or multimedia) Reports (written, oral and multimedia)

Students will use ICT in at least two of the selected assessment tasks.

UNIT 2: Accounting for a Trading BusinessThis unit extends the accounting process from a service business and 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 a business.

Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports.

AREAS OF STUDY1. Recording financial data and reporting accounting information – students record

financial data and report accounting information for a single activity sole trader using the single entry accounting system.

2. ICT in accounting – students develop an understanding of the role of ICT in the accounting process.

Students use a commercial accounting software package to record financial data and report accounting information for a single activity sole trader, and to demonstrate their understanding of the importance of ICT in the accounting process.

3. Evaluation of business performance – students focus on the evaluation of the performance of a business using particular criteria such as stock and debtors. Students discuss strategies that may improve business performance.

OUTCOMESOn completion of this unit students should be able to:1. Record financial data and report accounting information for a sole trader.

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.

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 TASKS Exercise/s using an accounting computer software package Folio of exercises (manual and ICT-based). Tests (manual and ICT-based)

Students must use ICT in at least two of the selected assessment tasks.

UNIT 3: Recording and Reporting for a Trading BusinessThis unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is used.

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AREAS OF STUDY1. Recording of financial data – students record data using double entry accounting to provide

the owner with accounting information, enabling the owner to make informed decisions about the operation of the business.

2. Balance day adjustments and reporting and interpreting accounting information – students complete the accounting processes required at balance day and apply the accrual method of accounting in the preparation of accounting reports.

OUTCOMESOn completion of this unit students should be able to:1. Record data using double entry accounting to provide the owner with accounting information,

enabling the owner to make informed decisions about the operation of the business.

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

ASSESSMENT TASKSAssessment tasks may include the following: Structured questions Folio of exercises (manual and ICT-based)

At least 30 marks must be allocated to ICT-based assessment. School assessed course work for Unit 3 will contribute 25% to the study score.

UNIT 4: Control and Analysis of Business PerformanceThis unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system.

Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business.

AREAS OF STUDY1. Extension of recording and reporting – students build on their knowledge of the accounting

system developed in Unit.

They explore alternative depreciation methods in the recording and reporting process.

2. Financial planning and decision-making – students focus on preparing budgeted accounting reports and analysing financial and non-financial information for a single activity sole trader. Students evaluate this information and suggest strategies to the owner on how to improve the performance of the business.

OUTCOMESOn completion of this unit students should be able to:1. Record financial data using double entry accounting and report accounting information using

an accrual-based system for a single activity sole trader, and discuss the function of various aspects of this accounting system.

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

ASSESSMENT TASKSAssessment tasks may include the following: Structured questions Folio of exercises (manual and ICT-based)

At least 30 marks must be allocated to ICT assessment.School assessed coursework for Unit 4 will contribute 25% to the study score.

END OF YEAR EXAMINATIONStudents will be required to answer a set of structured questions relating to all areas of study in both Units 3 and 4. Students will not be required to use ICT and will not be required to calculate financial indicators or prepare graphical representations in the examination. The task will be 2 hours in length. The examination contributes 50% to the final assessment.

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BIOLOGY

UNIT 1 – How do living things stay alive?In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population.

PREREQUISITES/ELIGIBILITY

There are no prerequisites for Units 1 & 2 but the Year 10 Science unit on Biology is strongly recommended.

AREAS OF STUDY1. How do organisms function? Students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. Although the internal structure of a cell varies, all cells require a relatively stable internal environment for optimal functioning. Whether life forms are unicellular or multicellular, or heterotrophic or autotrophic, whether they live in a deep ocean trench, a tropical rain forest, an arid desert or on the highest mountain peak, all individual organisms are faced with the challenge of obtaining nutrients and water, exchanging gases, sourcing energy and having a means of removal of waste products.

2. How do living systems sustain life? Students examine the structural, physiological and behavioural adaptations of a range of organisms that enable them to survive in a particular habitat and to maintain a viable population size over time. Students consider the distinction between the external and internal environment of an organism and examine how homeostatic mechanisms maintain the internal environment within a narrow range of values for factors including temperature,

blood glucose and water balance. They explore the importance and implications of organising and maintaining biodiversity and examine the nature of an ecosystem in terms of the network of relationships within a community of diverse organisms. Students identify a keystone species, explore an organism’s relationship to its habitat and evaluate the impact of abiotic factors on the distribution and abundance of organisms within the community. Factors affecting population size and growth are analysed.

3. Practical investigation Students design and conduct a practical investigation into the survival of an individual or a species. The investigation requires the student to develop a question, plan a course of action to answer the question, undertake an investigation to collect the appropriate primary qualitative and/or quantitative data, organise and interpret the data and reach a conclusion in response to the question.

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OUTCOMESOn completion of this unit students should be able to:1. Investigate and explain how cellular structures and systems function to sustain life.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.

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 TASKSSelection of Assessment tasks include: Practical Activities and Reports Tests Research Tasks Media Responses Data Analysis Scientific Posters Examination

UNIT 2 – How is continuity of life maintained?In this unit students investigate particular sets of biotic and abiotic factors that operate in different places in the biosphere, and how these factors influence the kinds of organisms that live there. Students examine how organisms in their particular habitats are part of the integrated and naturally self-sustaining systems in which energy flows and matter is cycled between the living and non-living components of the environment.Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

AREAS OF STUDY1. How does reproduction maintain the continuity of life? Students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement. They examine the main events of the cell cycle in prokaryotic and eukaryotic cells. Students become familiar with the key events in the phases of the cell cycle, and focus on the importance of the processes involved in a cell’s preparation for cell division. Students investigate and use visualisations and modelling to describe the characteristics of each of the phases in mitosis. Cytokinesis is explained for both plant and animal cells. Students describe the production of gametes in sexual reproduction through the key events in meiosis and explain the differences between asexual and sexual reproduction in terms of the genetic makeup of daughter cells. Students consider the role and nature of stem cells, their differentiation and the consequences for human prenatal development and their potential use to treat injury and disease.

2. How is inheritance explained? Students build on their understanding of the nature of genes and the use of genetic language to read and interpret patterns of inheritance and predict outcomes of genetic crosses. They gain an understanding that a characteristic or trait can be due solely to one gene and its alleles, or due to many genes acting together, or is the outcome of genes interacting with external environmental or epigenetic factors. Students apply their genetic knowledge to consider the social and ethical implications of genetic applications in society including genetic screening and decision making regarding the inheritance of autosomal and sex-

linked conditions.

3. Investigation of an issue Students apply and extend their knowledge and skills developed in Areas of Study 1 and/or 2 to investigate an issue involving reproduction and/or inheritance. They communicate the findings of their investigation and explain the biological concepts, identify different opinions, outline the legal, social and ethical implications for the individual and/or species and justify their conclusions.

OUTCOMESOn completion of this unit students should be able to: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.

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.

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

ASSESSMENT TASKSSelection of Assessment tasks include: Practical Activities and Reports Tests Research Tasks Media Responses Data Analysis Examination

UNIT 3 – How do cells maintain life?The cell is a dynamic system of interacting molecules that define life. An understanding of the workings of the cell enables an appreciation of both the capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. The convergence of cytology, genetics and biochemistry makes cell biology one of the most rapidly evolving disciplines in contemporary biology. In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules. Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

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1. Following completion of Units 1 & 2.A minimum result of 50% for all SACs and examinations in Units 1 & 2 is required.

2. Without completion of Units 1 & 2.A minimum result of 60% for all tests and examinations in Year 10 Science (Biology Unit) is required.

AREAS OF STUDY1. How do cellular processes work? Students focus on the cell as a complex chemical system. They examine the chemical nature of the plasma membrane to compare how hydrophilic and hydrophobic substances move across it. They model the formation of DNA and proteins from their respective subunits. The expression of the information encoded in a sequence of DNA to form a protein is explored and the nature of the genetic code outlined. Students use the lac operon to explain prokaryotic gene regulation in terms of the ‘switching on’ and ‘switching off’ of genes. Students learn why the chemistry of the cell usually takes place at relatively low, and within a narrow range of, temperatures. They examine how reactions, including photosynthesis and cellular respiration, are made up of many steps that are controlled by enzymes and assisted by coenzymes. Students explain the mode of action of enzymes and the role of coenzymes in the reactions of the cell and investigate the factors that affect the rate of cellular reactions.

2. How do cells communicate? Students focus on how cells receive specific signals that elicit a particular response. Students apply the stimulus-response model to the cell in terms of the types of signals, the position of receptors, and the transduction of the information across the cell to an effector that then initiates a response. Students examine unique molecules called antigens and how they elicit an immune response, the nature of immunity and the role of vaccinations in providing immunity. They explain how malfunctions in signalling pathways cause various disorders in the human population and how new technologies assist in managing such disorders.

OUTCOMESOn completion of this unit students should be able to:1. Explain the dynamic nature of the cell in terms of key cellular processes including regulation,

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

2. Apply a stimulus-response model to explain how cells communicate with each other, outline human responses to invading pathogens, distinguish between the different ways that immunity may be acquired, and explain how malfunctions of the immune system cause disease.

ASSESSMENT TASKSOutcome 1A report related to at least two practical activities from a practical logbook

Outcome 2At least one task selected from: a report of a practical activity, annotations of activities or investigations from a practical logbook, a graphic organizer, a bioinformatics exercise, an evaluation of research, media response, data analysis, a response to a set of structured questions, problem solving involving biological concepts, skills and/or issues or a reflective learning journal/blog related to selected activities or in response to an issue.

The student’s level of achievement in Unit 3 will be determined by school-assessed course work.

School assessed course work for Unit 3 will contribute 16% to the study score while the end of-year examination will contribute 60% to the study score.

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UNIT 4 – How does life change and respond to challenges over time?In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species.Students examine change in life forms using evidence from paleontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.


Students must complete Unit 3 before undertaking Unit 4.

AREAS OF STUDY1. How are species related? Students focus on changes to genetic material over time and the

evidence for biological evolution. They investigate how changes to genetic material lead to new species through the process of natural selection as a mechanism for evolution. Students examine how evolutionary biology and the relatedness of species is based upon the accumulation of evidence. They learn how interpretations of evidence can change in the light of new evidence as a result of technological advances, particularly in molecular biology. The human fossil record is explored to identify the major biological and cognitive trends that have led to a complex interrelationship between biology and culture.

2. How do humans impact on biological processes? Students examine the impact of human culture and technological applications on biological processes. They apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students describe gene technologies used to address human issues and consider their social and ethical implications. Scientific knowledge can both challenge and be challenged by society. Students examine biological challenges that illustrate how the reception of scientific knowledge is influenced by social, economic and cultural factors.

3. Practical investigation A student-designed or adapted investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4.

OUTCOMESOn completion of this unit students should be able to:1. Analyse evidence for evolutionary change, explain how relatedness between species is

determined, and elaborate on the consequences of biological change in human evolution.2. Describe how tools and techniques can be used to manipulate DNA, explain how biological

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

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

ASSESSMENT TASKSThis will consist of the following work:

Outcome 1:A report using primary or secondary data

Outcome 2:A response to an issue OR A report of a laboratory investigationOutcome 3:A structured scientific poster according to the VCAA template

School-assessed Coursework for Unit 4 will contribute 24 per cent to the study score.

END OF YEAR EXAMINATIONThe level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score.

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Chemistry

UNIT 1 – How can the diversity of materials be explained?The development and use of materials for specific purposes is an important human endeavor. 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.

PREREQUISITES/ELIGIBILITYThe Year 10 Science Unit on Chemistry & Physics is strongly recommended.Students undertaking Chemistry should also be taking a Mathematics study.

AREAS OF STUDY1. How can knowledge of elements explain the properties of matter?In this area of study students focus on the nature of chemical elements, their atomic structure and their place in the periodic table. They review how the model of the atom has changed over time and consider how spectral evidence led to the Bohr model and subsequently to the Schrödinger model. Students examine the periodic table as a unifying framework into which elements are placed based upon similarities in their electronic configurations. In this context students explore patterns and trends of, and relationships between, elements with reference to properties of the elements including their chemical reactivity. Students investigate the nature of metals and their properties, including metallic nanomaterials. They investigate how a metal is extracted from its ore and how the properties of metals may be modified for a particular use. Students apply their knowledge of the electronic structures of metallic elements and non-metallic elements to examine ionic compounds. They study how ionic compounds are formed, explore their crystalline structures and investigate how changing environmental conditions may change their properties. Fundamental quantitative aspects of chemistry are introduced including the mole concept, relative atomic mass, percentage abundance and composition by mass and the empirical formula of an ionic compound.

2. How can the versatility of non-metals be explained?Students investigate the relationship between the electronic configurations of non-metallic atoms and the resultant structures and properties of a range of molecular substances and covalent lattices. They compare how the structures of these non-metallic substances are represented and analyse the limitations of these representations. Students study a variety of organic compounds and how they are grouped into distinct chemical families. They apply rules of systematic nomenclature to each of these chemical families. Students investigate useful materials that are made from non-metals, and relate their properties and uses to their structures. They explore the modification of polymers and the use of carbon-based nanoparticles for specific applications. Students apply quantitative concepts to molecular compounds, including mole concept and percentage composition by mass, and determine the empirical and molecular formulas of given compounds.

3. Research investigationIn this area of study students apply and extend their knowledge and skills developed in Area of Study 1 and/or Area of Study 2 to investigate a selected question related to materials. They apply critical and creative thinking skills, science inquiry skills and communication skills to conduct and present the findings of an independent investigation into one aspect of the discoveries and research that have underpinned the development, use and modification of useful materials or chemicals

OUTCOMES1. On completion of this unit the student should be able to relate the position of elements in the periodic table to their properties, investigate the structures and properties of metals and ionic compounds, and calculate mole quantities.

2. On completion of this unit the student should be able to 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.

3. On completion of this unit the student should be able to 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.


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.

AREAS OF STUDY

1. How do substances interact with water?In this area of study students focus on the properties of water and the reactions that take place in water including acid-base and redox reactions. Students relate the properties of water to the water molecule’s structure, polarity and bonding. They also explore the significance of water’s high specific heat capacity and latent heat of vaporisation for living systems and water

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supplies. Students investigate issues associated with the solubility of substances in water. Precipitation, acid-base and redox reactions that occur in water are explored and represented by the writing of balanced equations. Students compare acids with bases and learn to distinguish between acid strength and acid concentration. The pH scale is examined and students calculate the expected pH of strong acids and strong bases of known concentration.2. How are substances in water measured and analysed?In this area of study students focus on the use of analytical techniques, both in the laboratory and in the field, to measure the solubility and concentrations of solutes in water, and to analyse water samples for various solutes including chemical contaminants. Students examine the origin and chemical nature of substances that may be present in a water supply, including contaminants, and outline sampling techniques used to assess water quality. They measure the solubility of substances in water, explore the relationship between solubility and temperature using solubility curves and learn to predict when a solute will dissolve or crystallise out of solution. The concept of molarity is introduced and students measure concentrations of solutions using a variety of commonly used units. Students apply the principles of stoichiometry to gravimetric and volumetric analyses of aqueous solutions and water samples. Instrumental techniques include the use of colorimetry and/or UV-visible spectroscopy to estimate the concentrations of coloured species in solution, atomic absorption spectroscopy data to determine the concentration of metal ions in solution and high performance liquid chromatography data to calculate the concentration of organic compounds in solution.

3. Practical investigationSubstances that are dissolved in water supplies may be beneficial or harmful, and sometimes toxic, to humans and other living organisms. They may also form coatings on, or corrode, water pipes. In this area of study students design and conduct a practical investigation into an aspect of water quality.

OUTCOMES1. On completion of this unit the student should be able to relate the properties of water to its structure and bonding, and explain the importance of the properties and reactions of water in selected contexts.

2. On completion of this unit the student should be able to measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases.

3. On completion of this unit the student should be able to design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data.


UNIT 3 – How can chemical processes be designed to optimise efficiency?

PREREQUISITES/ELIGIBILITYA minimum result of 50% for all SACs and examinations in Units 1 & 2 is required.Students undertaking Chemistry should also be taking a Mathematics study.

The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context they use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems, including to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena.

AREAS OF STUDY1. What are the options for energy production?In this area of study students focus on analysing and comparing a range of energy resources and technologies, including fossil fuels, biofuels, galvanic cells and fuel cells, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. Students use the specific heat capacity of water and thermochemical equations to determine the enthalpy changes and quantities of reactants and products involved in the combustion reactions of a range of renewable and non-renewable fuels. Students conduct practical investigations involving redox reactions, including the design, construction and testing of galvanic cells, and account for differences between experimental findings and predictions made by using the electrochemical series. They compare the design features, operating principles and uses of galvanic cells and fuel cells, and summarise cell processes by writing balanced equations for half and overall cell processes.

2. How can the yield of a chemical product be optimised?In this area of study students explore the factors that increase the efficiency and percentage yield of a chemical manufacturing process while reducing the energy demand and associated costs. Students investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. They explain reactions with reference to the collision theory including reference to Maxwell-Boltzmann distribution curves. The progression of exothermic and endothermic reactions, including the use of a catalyst, is represented using energy profile diagrams. Students explore homogeneous equilibrium systems and apply the equilibrium law to calculate equilibrium constants and concentrations of reactants

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and products. They investigate Le Chatelier’s principle and the effect of different changes on an equilibrium system and make predictions about the optimum conditions for the production of chemicals, taking into account rate and yield considerations. Students represent the establishment of equilibrium and the effect of changes to an equilibrium system using concentration-time graphs. Students investigate a range of electrolytic cells with reference to their basic design features and purpose, their operating principles and the energy transformations that occur. They examine the discharging and recharging processes in rechargeable cells, and apply Faraday’s laws to calculate quantities in electrochemistry and to determine cell efficiencies.

OUTCOMES1. On completion of this unit the student should be able to compare fuels quantitatively with

reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic cells, and evaluate energy resources based on energy efficiency, renewability and environmental impact.

2. On completion of this unit the student should be able to apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised, and explain how electrolysis is involved in the production of chemicals and in the recharging of batteries.

ASSESSMENT TASKSSchool-assessed Coursework for Unit 3 will contribute 16 per cent to the study score

UNIT 4 – How are organic compounds categorised, analysed and used?The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context the role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.



AREAS OF STUDY1.How can the diversity of carbon compounds be explained and categorised?In this area of study students explore why such a vast range of carbon compounds is possible. They examine the structural features of members of several homologous series of compounds, including some of the simpler structural isomers, and learn how they are represented and named. Students investigate trends in the physical and chemical properties of various organic families of compounds. They study typical reactions of organic families and some of their reaction pathways, and write balanced chemical equations for organic syntheses. Students learn to deduce or confirm

the structure and identity of organic compounds by interpreting data from mass spectrometry, infrared spectroscopy and proton and carbon-13 nuclear magnetic resonance spectroscopy.

2. What is the chemistry of food?

Food contains various organic compounds that are the source of both the energy and the raw materials that the human body needs for growth and repair. In this area of study students explore the importance of food from a chemical perspective. Students study the major components of food with reference to their structures, properties and functions. They examine the hydrolysis reactions in which foods are broken down, the condensation reactions in which new biomolecules are formed and the role of enzymes, assisted by coenzymes, in the metabolism of food. Students study the role of glucose in cellular respiration and investigate the principles of calorimetry and its application in determining enthalpy changes for reactions in solution. They explore applications of food chemistry by considering the differences in structures of natural and artificial sweeteners, the chemical significance of the glycaemic index of foods, the rancidity of fats and oils, and the use of the term ‘essential’ to describe some amino acids and fatty acids in the diet.

3. Practical investigation

The investigation requires the student to identify an aim, develop a question, formulate a hypothesis and plan a course of action to answer the question and that complies with safety and ethical requirements. The student then undertakes an experiment that involves the collection of primary qualitative and/or quantitative data, analyses and evaluates the data, identifies limitations of data and methods, links experimental results to science ideas, reaches a conclusion in response to the question and suggests further investigations which may be undertaken. Findings are communicated in a scientific poster format according to the template provided.

A practical logbook must be maintained by the student for record, authentication and assessment purposes.

OUTCOMES1. On completion of this unit the student should be able to compare the general structures and reactions of the major organic families of compounds, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules

2. On completion of this unit the student should be able to distinguish between the chemical structures of key food molecules, analyse the chemical reactions involved in the metabolism of the major components of food including the role of enzymes, and calculate the energy content of food using calorimetry.

3. On the completion of this unit the student should be able to design and undertake a practical investigation related to energy and/or food, and present methodologies, findings and conclusions in a scientific poster.


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ENGLISHThe aim in the study of English is to ensure that all students are able to critically assess and evaluate issues inherent in an increasingly complex society. This study aims to enable students to develop their critical understanding and control of the English language in order to make informed judgements and choices, articulate reasons for accepting a Christian lifestyle, and more importantly, to be able to defend their convictions. In order to do this, students need to enhance their literacy skills. The aim is to integrate all aspects of language into a cohesive whole - the acquisition of skills is an integrated process where skills of reading and the study of texts, the craft of writing and effective oral communication and listening are all developed.

We see the study of language within the Biblical worldview, and aim to develop an appreciation for God’s gift of language. We aim to develop in students the responsibility to use language wisely and precisely (James 3:12).The gift of language (the ability to think rationally and communicate our thoughts) is one way man is set apart from other creatures, i.e. created in God’s image (Col. 1:15-17, 2:3). Students will also be alerted to the view that persuasive language and rhetorical techniques are given to do good, but may be used for evil or for good (Matt 12:37, Prov. 12:6).

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

AREAS OF STUDY

Reading and creating texts In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read. The texts set as the focus of this area of study should have literary merit and be worthy of close study. These texts may be fiction or non-fiction and presented in written, spoken or multimodal forms. Students consider the similarities and differences between texts, developing awareness that some features are specific to texts, while others are similar across texts. Students are encouraged to draw on prior knowledge and supplementary material to broaden and deepen their understanding of texts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. Students develop the ability to respond to texts in written and spoken and/or multimodal forms. They develop analytical responses dealing with the ways in which texts convey meaning and various points of view on key issues. They use planning and drafting to test and clarify their ideas, and editing for clear and coherent expression. They include textual evidence appropriately and craft their writing for convincing and effective presentation. In developing creative responses to texts, students explore how purpose and audience affect the choices they make as writers in developing ideas and planning work, making choices about structure, conventions, and language to develop voice and style. They practise the skills of revision, editing and refining for accuracy and stylistic effect.

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Analysing and presenting argumentIn this area of study students focus on the analysis and construction of texts that attempt to influence an audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore the use of language for persuasive effect and the structure and presentation of argument. They consider different types of persuasive language, including written, spoken, and visual, and combinations of these, and how language is used to position the reader. Students consider the contention of texts; the development of the argument including logic and reasoning, tone and bias; and the intended audience. Students consider how authors craft texts to support and extend the impact of an argument. In considering the presentation of arguments in oral form, students also learn about the conventions of oral communication for persuasive purposes. Students consider the persuasive impact of tone, diction and audience engagement in the presentation of a viewpoint. They practise their listening and speaking skills through discussion and debate, developing their own arguments and critiquing the arguments of others. Suitable texts may be drawn from a variety of sources and may be written, spoken or multimodal. Appropriate texts could include editorials, letters to the editor, opinion and comment pieces, reviews, speeches or transcripts of speeches, advertisements, essays, radio or television excerpts, cartoons and other forms of print and digital media. Students practise written analysis of the presentation of argument and the use of language to position the intended audience. They craft and present reasoned, structured and supported arguments and experiment with the use of language to position audiences. In developing an argument or analysis, they draft, revise and edit to clarify and critique their thinking, and for technical accuracy, coherence, persuasive effect and quality of evidence.

OUTCOMESOutcome 1 On completion of this unit the student should be able to produce analytical and creative responses to texts. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.Outcome 2 On completion of this unit the student should be able to analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

ASSESSMENT TASKSAll assessments at Units 1 and 2 are school-based.Suitable tasks for assessment in this unit are: • 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.

Assessment tasks for Outcome 1 must include at least one analytical and one creative response to set texts. One assessment task, but no more than one task, in Unit 1 must be in oral or multimodal form.

For EAL students at least one text provided for the assessment of Outcome 2 should be in spoken form or have a spoken component to allow for the assessment of listening skills.

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

AREAS OF STUDYReading and comparing texts: In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. The texts set as the focus of this area of study should have literary merit, be worthy of close study and facilitate comparative study. Students produce a written comparison of selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. They develop an understanding of the choices available to writers and creators of texts, and the ways in which comparing texts can offer an enriched understanding of ideas, issues or themes. They use the features of written analysis and textual evidence soundly and appropriately, dealing in detail with the ideas encountered in the texts. They draft, revise, edit and refine for technical accuracy, and for clear, coherent and effective presentation of the insights gained through comparison.

Analysing and presenting argument In this area of study students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience. Students practise developing and presenting reasoned points of view on issues of contemporary social relevance. In constructing arguments students focus on the logical development of their own ideas, and select evidence and language to support their arguments. In addition to developing critical analysis of the use of language and the presentation of argument in texts, students practise presenting arguments and points of view in writing. They draft, revise and edit their writing to clarify and critique their thinking, and for precision and coherence in argument and quality of evidence. They craft for persuasion using a range of language features intended to position an audience to share the point of view expressed. They use the features of texts appropriately and include accurate referencing and acknowledgment.

OUTCOMESOutcome 1 On completion of this unit the student should be able to compare the presentation of ideas, issues and themes in two texts.To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

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Outcome 2 On completion of this unit the student should be able to 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.To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

ASSESSMENT TASKSFor this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit are: • a 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.

Assessments tasks for Outcomes 1 and 2 must be in written form.

For EAL students at least one text provided for assessment of Outcome 2 should be in spoken form or have a spoken component to allow for the assessment of listening skills.

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

AREAS OF STUDYReading and creating textsIn this area of study students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts. Students prepare sustained analytical interpretations of selected texts, discussing how features of the texts create meaning and using textual evidence to support their responses. They use planning and drafting to test and clarify their ideas, and editing to produce clear and coherent expression. They craft their writing for convincing and effective presentation. Students present sustained creative responses to selected texts, demonstrating their understanding of the world of the texts and how texts construct meaning. In developing a creative response they explore issues of purpose and audience and make key choices about structure, conventions and language. They develop a credible and effective voice and style and use the chosen features of the selected text, for example characters, narrative or dialogue, to offer an interpretation of the selected text. They produce and share drafts, practising the skills of revision, editing and refining for stylistic and imaginative effect.

Analysing argument In this area of study students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. Considering information about the purpose, audience and context of a text, students explore the argument of a persuasive piece, and the way written, spoken and visual language is used.

In considering these, students examine the ways that persuasive language is used to express an argument and how this may strengthen or detract from the intended impact of a text. Students develop written and spoken critical analyses of the use of argument and language in written, spoken, and/or multimodal texts, including analysis of the quality of the reasoning presented and the use of features intended to position audiences. They compare different written texts presenting argument on similar ideas or issues, considering different ways authors use language to express arguments. They produce drafts and practise the skills of revision and editing for clarity and coherence in analysis and accuracy in the use of language.Area of Study 3 – EAL students only Listening to texts In this area of study students develop and refine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts. Listening skills are developed in the context of Areas of Study 1 and 2 and specific speaking and listening activities. Students develop skills to understand spoken texts on a literal and inferential level, demonstrating an understanding of how spoken texts construct meaning for a variety of listeners. This understanding includes the relationship between the speaker/s and their audience, the purpose of the spoken text and the speaker’s views and attitudes and how these affect the structure and language of the spoken text. Spoken texts refer to texts from a range of contexts, such as conversations, narratives, speeches, interviews, lectures, radio. Some spoken texts may be supported by written or visual material, such as television news reports. Students use information about the context to support their understanding of the spoken text. Students demonstrate their understanding through a range of spoken, written and visual forms, including class discussion, note-taking, graphic organisers and responses to short-answer questions.

OUTCOMESOutcome 1 On completion of this unit the student should be able to produce an analytical interpretation of a selected text, and a creative response to a different selected text. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Outcome 2 On completion of this unit the student should be able to analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Outcome 3 - EAL students onlyOn completion of this unit the student should be able to comprehend a spoken text. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3.

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

English students

Outcomes Marks allocated* Assessment tasksOutcome 1 Produce an analytical interpretation of a selected text, and a creative response to a different selected text.

30

30

An analytical interpretation of a selected text in written form.

and

A creative response to a selected text in written or oral form with a written explanation of decisions made in the writing process and how these demonstrate understanding of the text.

Outcome 2Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

40An analysis and comparison, in written form, of argument and the use of persuasive language in two to three texts that present a point of view on an issue. Texts must include written and visual material and have appeared in the media since 1 September of the previous year.

Total marks 100

*School-assessed Coursework for Unit 3 contributes 25 per cent.

EAL students

Outcomes Marks allocated* Assessment tasksOutcome 1 Produce an analytical interpretation of a selected text, and a creative response of a different selected text.

40An analytical interpretation of a selected text in written form or A creative response to a selected text in written or oral form with a written explanation of creative decisions and how these demonstrate understanding of the text.

Outcome 2 Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

10

30

A demonstration of understanding of two to three texts that present a point of view on an issue through: • short-answer responses • note form summaries.

An analysis and comparison of argument and the use of persuasive language in the same two to three texts, in written form. Texts must include written and visual material and have appeared in the media since 1 September of the previous year.

Outcome 3 Comprehend a spoken text. 20

Comprehension of a spoken text through: • short-answer responses • note-form summaries.

Total marks 100*School-assessed Coursework for Unit 3 contributes 25 per cent.

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UNIT 4

In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

AREAS OF STUDYReading and comparing texts In this area of study students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. Through discussion and preparatory drafting they compare in detail the ideas encountered in the texts and the features of the texts on which the comparison is based. They use planning and drafting to test and clarify their ideas, and edit for clear and coherent expression of them. They apply the conventions of written analysis and textual evidence. They draft, revise and edit for clarity, coherence and technical accuracy, and refine for effective presentation of the insights gained through comparison.

Presenting argument In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. This area of study focuses on the construction of persuasive texts. Students use their understanding of argument and language as the basis for the development of an oral presentation of their points of view. Students draw on their knowledge to express their viewpoints through arguments and persuasive language selected specifically to position an audience. Students use discussion and writing to clarify their thinking and develop a viewpoint on an issue, to plan and prepare an argument and its supporting evidence, and to develop and prepare any materials to support an oral presentation. Students identify approaches to positioning the audience that are appropriate to the issue. Students also consider how oral conventions may be used to influence the audience and refine these through rehearsal. Students develop, test and practise argument, critically analysing their own developing text. Students reflect on their intentions in positioning the reader and consider how their use of language expresses their argument. They explore options for language use for audience engagement and persuasive effect. They use the conventions of spoken texts appropriately, draw on evidence soundly and include accurate acknowledgment.

Creating and Responding: The focus in this area of study is on reading and writing and their interconnection. .Students will read selected texts in order to identify, discuss and analyse ideas and/or arguments associated with the selected Context. They will reflect on the ideas and/or arguments suggested by these texts, explore the relationship between purpose, form, audience and language, and examine the choices made by authors in order to construct

meaning. Students will then draw on the ideas and/or arguments they have gained from the texts studied to construct their own texts. They write for a specified audience and purpose and draw on their experience of exploring texts to explain their own decisions about form, purpose, language, audience and context.

OUTCOMES

Outcome 1 On completion of this unit the student should be able to produce a detailed comparison which analyses how two selected texts present ideas, issues and themes. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Outcome 2 On completion of this unit the student should be able to construct a sustained and reasoned point of view on an issue currently debated in the media. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

ASSESSMENT TASKSSchool-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

All students

Outcomes Marks allocated* Assessment tasksOutcome 1 Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes.

60A detailed comparison in written form of how two selected texts present ideas, issues and themes.

Outcome 2 Construct a sustained and reasoned point of view on an issue currently debated in the media.

10

30

A written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language.

A point of view presented in oral form using sound argument and persuasive language. The point of view should relate to an issue

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that has appeared in the media since 1 September of the previous year. The issue does not have to be the same as the issue selected for study in Outcome 2, Unit 3.

Total marks 100

*School-assessed Coursework for Unit 4 contributes 25 per cent.

External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent.

The duration of this examination will be three hours and will be marked by a panel appointed by theVictorian Curriculum and Assessment Authority. All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.

FOOD STUDIES

(Formally Food and Technology)PLEASE NOTE: This course is currently undergoing reaccreditation and the revised Study Design has yet to be released in its final form. The outline below is based on the existing Study Design and should be used as a guide only. Maranatha will be offering Units 1, 2, 3 and 4 of the new Study Design.

VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view. The study enables students to develop a theoretical understanding of the relationship between food and technology, as they develop skills in food preparation. Technology plays an important role in food product development and innovation of food products in response to social, economic and environmental needs, and new product development, and the way food is produced, processed, packaged and marketed. Students are challenged to make links between food processing, nutrition, health and well-being and the choices in selecting, storing, purchasing, preparing and consuming foods to contribute to a healthy life style.

Food and Technology students develop an understanding of the classification of food and explore the functional, sensory, physical and chemical properties of food, and knowledge and skills for safe and hygienic work practices, food preparation techniques and independent and cooperative learning skills. Students use the design process, critical thinking and problem- solving skills to develop products to meet specific situations. The study may also provide a foundation for exciting pathways to food science and technology, consumer science, home economics education, child care and education, hospitality and food manufacturing industries, nutrition and health sciences.

UNIT 1 – Food Safety and Properties of FoodStudents study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning and apply these practices in food preparation for use in a small-scale operation (for example, a home situation) The students also examine the links between classification of foods and their properties, and examine changes in properties when different preparation and processing techniques are used. The students apply this knowledge when preparing food and utilise the design process to meet the requirements of the design brief to maximise the qualities of key foods.

AREAS OF STUDY1. Keeping Food Safe

Safe work practices in a small-scale food operation Causes of food spoilage and food poisoning Principles of food hygiene and safe food handling and storage Food storage practices to ensure safety and maximise quality of food Safe and hygienic use of tools and equipment to produce quality outcomes

2. Food Properties and PreparationThe design process and its role in planning, preparing and processing food to maximise qualityNutritional composition, structure and origin of key foods (fruit, vegetables, cereals, meats, seafood, nuts, legumes, dairy foods and eggs)

Key foods; plant and animal origin Sensory properties of key foods Changes in the physical and chemical properties of food during preparation and processing Functional properties of key foods and their role in food preparation Considerations in food selection including quality and ethical issues.

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OUTCOMESOn completion of this unit the student should be able to:1. Explain and apply safe and hygienic work practices when storing, preparation and processing food2. Analyse the physical, sensory, chemical and functional properties of key foods, and select, prepare, and process foods safely and hygienically to optimise these properties using the design process

ASSESSMENT TASKSAssessment tasks may be selected from the following:

Production and record of productionDesigning and developing a solution in response to a design brief including production workTestsPractical testsShort written reportsOral reports supported by visual presentationOnline publication/communication ( example, blog/wiki/website/podcast/vodcast)

UNIT 2 – Planning and Preparation of FoodThis unit provides students with the opportunity to investigate the most appropriate tools and equipment to produce optimum results, including the latest developments in food technology. Students research, analyse and apply the most suitable food preparation, processing and cooking techniques to optimise the physical, chemical and sensory properties of food for optimum results and to prepare meals for a range of situations. Students work both independently and as team members to research and implement solutions to a design brief and also to prepare food for a range of contexts responding to various considerations such as social and cultural factors, nutritional needs, and resources available and environmental factors when planning meals.

AREAS OF STUDY1. Tools, equipment, preparation and processing

Safe, hygiene and appropriate use of tools and equipment in food preparation Food preparation and techniques of cooking that optimise properties of food Suitability of various methods of food preparation for different key foods Technological developments in tools and equipment and latest advances in these

for domestic use Presentation techniques to optimise sensory properties.

2. Planning and Preparing mealsThe design process and its role in planning and evaluating meals in small-scale operations

Safe and hygienic food preparation and processing in meal preparation Nutritional considerations when planning and special nutritional requirements Modification of methods of food preparation techniques and ingredients for specific

purposes Social and cultural factors that impact in meal planning Impact of resources on planning. Environmental consideration to minimise waste Methods of evaluating planning and production activities

OUTCOMESOn completion of this unit the student should be able to:1. Use a range of tools and equipment to demonstrate skills and implement processes in food preparation of key foods2. Plan, prepare and evaluate meals for a range of contexts either individually or as a team member

ASSESSMENT TASKSAssessment tasks may be selected from the following: Production work and record of planning and production Designing and developing a solution in response to a design brief, including production work Tests Short written reports Oral reports supported by visual presentations (for example multimedia) Online publication/communication ( example, blog/wiki/website/podcast/vodcast)

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HEALTH AND HUMAN DEVELOPMENT

UNIT 1 – The health and development of Australia’s youthIn this unit students are introduced to the concepts of health and individual human development. The World Health Organization (WHO) defines health as ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’ (World Health Organization, 1946). The WHO’s definition is still widely used today, despite the identification of a number of limitations.

Individual human development is a lifelong continuous process beginning at conception and ending with death and is perceived as involving a series of orderly and predictable changes, which can be classified as physical, social, emotional and intellectual.

This unit focuses on the health and individual human development of Australia’s youth. For the purposes of this study,‘youth’ is defined as twelve to eighteen years of age; however, it should be acknowledged that some agencies may use differing age classifications for the stage of youth. There are many factors that influence health and individual human development of youth, including the importance of nutrition for the provision of energy and growth as well as food behaviours and their impact on youth health and individual human development, including the importance of nutrition.

The health status of Australia’s youth is good and continues to improve as demonstrated by reductions in morbidity and mortality from communicable diseases, chronic diseases, suicide, motor vehicle accidents and other injuries. However, Australia’s youth still experiences a range of health issues that impact on both their immediate and longer term health and individual human development.

In this unit students identify issues that impact on the health and individual human development of Australia’s youth. Students investigate one health issue in detail and analyse personal, community and government strategies or programs that affect youth health and individual human development.

PREREQUISITES/ELIGIBILITYThere are no prerequisites set for Units 1 & 2 Health & Human Development.

AREAS OF STUDY1. Understanding youth health and human development: In this area of study students develop understanding of the concepts of youth health and individual human development, and explore the interrelationships that existwithin and between them. Students become aware of the differing methods for measuring health status and develop a greater understanding of the health status of youth.2. Youth issues: In this area of study students develop understanding of a range of determinants and their ability to influence youth health and individual human development. Students explore the importance of nutrition and the developmental functions it performs in the body, including the consequences of nutritional imbalance on the health and individual human development of youth.Students investigate in detail one health issue relevant to youth. They explore the impact of this health issue on all dimensions of youth health and individual human development. They develop an understanding of how determinants of health act as risk and/or protective factors in relation to their selected health issue. Students form conclusions about personal, community and government strategies and programs designed to influence and promote youth health and individual human development.

OUTCOMESOn completion of this unit, students should be able to:

1. Describe the dimensions of, and the interrelationships within and between, youth health and individual human development, and analyse the health status of Australia’s youth using appropriate measurements.

2. Describe and explain the factors that have an impact on the health and individual human development of Australia’s youth, outline health issues relevant to Australia’s youth and, in relation to a specific health issue, analyse strategies or programs that have an impact on youth health and development.

ASSESSMENT TASKSLearning Outcomes will be assessed through: Data Analyses Media Analyses Reports – Written and Oral Case Study Analyses Structured Questions and Tests

Assessment will include an examination at the completion of Unit 1.

UNIT 2 - Individual human development and health issuesIndividual human development involves a series of orderly and predictable changes, which can be classified as physical, social, emotional and intellectual. Over the lifespan, individuals accumulate life experiences that affect both their health and individual human development.

This unit focuses on the health and individual human development for the lifespan stages of prenatal, childhood and adulthood. The prenatal stage is characterised as the most rapid time of growth and physical development during the human lifespan. During this stage the health and development of the embryo/foetus is shaped by a range of determinants, which in turn can have an impact on future health and development.

Health and development during childhood has also been identified as having a significant impact on both health and development throughout the rest of the lifespan. There are many determinants of health and development of Australia’s children; however, social factors such as family and community are crucial, as children develop through their relationships with others.

The lifespan stage of adulthood represents a period of great diversity. The period of adulthood commonly spans a time frame of over sixty years. The health and individual human development of this group can vary considerably and is influenced by a range of determinants, which include physical environment, biological, behavioural and social.

In this unit students identify issues that affect the health and individual human development of Australia’s mothers and babies, children and adults. Students investigate health issues in detail and analyse personal, community and government strategies and programs that affect the health and individual human development of mothers and babies, children and adults.

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AREAS OF STUDY1. Prenatal health and individual development: In this area of study students develop understanding of the health and individual human development of Australia’s unborn children. Students study the physical changes that occur from conception to birth.Students investigate how determinants, including physical environment, biological, behavioural and social, influence prenatal health and individual human development.

2. Child health and individual development: The focus of this area of study is the development of students’ understanding of the health and individual human development of Australia’s children. Students study the period from birth to approximately twelve years. They explore the physical, social, emotional and intellectual changes that occur from birth to late childhood.Students investigate how determinants, including physical environment, biological, behavioural and social, influence child health and development.

3. Adult health and individual development: The focus of this area of study is the development of students’ understanding of the health and individual human development of Australia’s adults, including older adults. Students explore the physical, social, emotional and intellectual changes that occur during adulthood. They describe the health status of Australia’s adults, including the various determinants that have an impact on health and individual human development.

OUTCOMESOn completion of this unit, students should be able to:1. Describe and explain factors that affect the health and individual human development during the prenatal stage.2. Describe and explain factors that affect the health and individual human development of Australia’s children.3. Describe and explain the factors that affect the health and individual human development of Australia’s adults.

ASSESSMENT TASKSLearning Outcomes will be assessed through: Data Analyses Media Analyses Reports – Written and Oral Case Study Analyses Structured Questions and Tests

Assessment will include an examination at the completion of Unit 2.

UNIT 3 – Australia’s Health

PREREQUISITES/ELIGIBILITYThere are no prerequisites set for Unit 3 Health & Human Development.

AREAS OF STUDY1. Understanding Australia’s Health: Students will develop an understanding of the health status of Australians by investigating the burden of disease and the health of population groups in Australia. Students use key health measures to compare health in Australia with other developed countries, and analyse how various factors contribute to variations in health status. Students will also examine the development of the NHPAs and analyse initiatives designed to promote health relevant to the NHPAs In an effort to come to understand that nutrition is an important factor for a number to health.

Promoting Health in Australia: Students will examine different models of health and health promotion and investigate the roles and responsibilities of governments in addressing health needs and promoting health. Students will also examine the role of government and non-government organisations in providing programs and support for the promotion of healthy eating.

OUTCOMESOn completion of this unit students should be able to:1. Compare the health status of Australia’s population with other developed countries, explain variations in health status of population groups in Australia and discuss the role of the National Health Priority Areas in improving Australia’s health status.

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

ASSESSMENT TASKSOutcome 1:A response on the relative health status of Australians and A response on the National Health Priority Areas in two of the following: Case study or data analysis Visual presentation Multimedia presentation Oral presentation Test Written response

Outcome 2:One of the following: Case study or data analysis Visual presentation Multimedia presentation Oral presentation Test Written response

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School-assessed Coursework for Unit 3 will contribute 25 per cent to the final assessment.


UNIT 4 – Global Health and Development

AREAS OF STUDY1. Introducing Global Health and Human Development: Student will explore global health, human development and sustainability and their interdependencies, and identify and analyse similarities and differences in the health status of people living in developing countries and Australians. Students will also investigate the role of the U.N. Millennium Development Goals in relation to achieving improvements in health status and human development.

2. Promoting Health and Development Globally: Students explore the role of international organisations in achieving sustainable improvements in health and human development. Students also consider strategies designed to promote health and sustainable human development globally, as well as Australia’s contribution to international health programs.

OUTCOMESOn completion of this unit students should be able to:1. Analyse factors contributing to variations in health status between Australia and developing countries, evaluate progress towards the United Nations’ Millennium Development Goals.

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

ASSESSMENT TASKSOutcome 1:A response on the variations in health status between developing countries and Australia and a response on the contribution of the Millennium Development Goals to global health and sustainable human development in two of the following: Case study or data analysis Visual presentation Multimedia presentation Oral presentation Test Written response

Outcome 2:One of the following: Case study or data analysis Visual presentation Multimedia presentation Oral presentation Test

School-assessed Coursework for Unit 3 will contribute 25 per cent to the final assessment.

END OF YEAR EXAMINATIONThe level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score. The examination will consist of short answer

question.

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HISTORY

UNIT 1 – Twentieth Century History (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.

AREAS OF STUDY1. Ideology and Conflict: Students explore the events, ideologies and movements of the period after World War One; the emergence of conflict; and the causes of World War Two. They investigate the impact of the treaties which ended the Great War and which redrew the map of Europe and broke up the former empires of the defeated nations. They consider the aims, achievements and limitations of the League of Nations.

2. Social and Cultural Change: Students focus on the social life and cultural expression in the 1920s and 1930s and their relation to the technological, political and economic changes of the period. Students explore particular forms of cultural expression from the period in one or more of the following contexts: Italy, Germany, Japan, USSR and/ or USA.

OUTCOMESOn completion of this unit students should be able to: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.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 TASKSThere will be a range of assessment tasks selected from the following: a historical inquiry an analysis of primary sources an analysis of historical interpretations an essay

UNIT 2 – Twentieth Century History (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.

AREAS OF STUDY1. Competing Ideologies students focus on causes and consequences of the Cold War; the competing ideologies that underpinned events, the effects on people, groups and nations, and the reasons for the end of this sustained period of ideological conflict.

2. Challenge and Change - students focus on the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts during the period 1945 to 2000. Students explore the causes of significant political and social events and movements, and their consequences for nations and people.

OUTCOMESOn completion of this unit students should be able to: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.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.

ASSESSMENTS TASKSThere will be a range of assessment tasks selected from the following: a historical inquiry an analysis of primary sources an analysis of historical interpretations an essay

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UNITS 3 & 4: RevolutionsRevolutions provides a framework in which to explore the causes and consequences of the Russian Revolution (1917) and the Chinese Revolution (1949). As political revolutions involve a violent break with the past by destroying the old regime (government), both the Soviet Union and China were radically transformed.Some historians have judged the Russian Revolution as the single most important event of the twentieth century and pointed to the revolution’s massive impact on world history, particularly after World War Two. Both Joseph Stalin (Soviet Union) and Chairman Mao (China) were responsible for more deaths in peacetime than any other leaders of the twentieth century.

AREAS OF STUDY1. Causes of Revolution: Students analyse the long-term causes and short-term triggers of revolution. They evaluate how revolutionary outbreaks are caused by the interplay of significant events, ideas, individuals and popular movements and assess how these were directly or indirectly influenced by the social, political, economic and cultural conditions. Students analyse significant events and evaluate how particular conditions profoundly influenced and contributed to the outbreak of revolution. 2. Consequences of Revolution Students analyse the consequences of the revolution and evaluate the extent to which it brought change to society. The success of the revolution was not inevitable; therefore, students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. Furthermore, they evaluate the success of the new regime’s responses to these challenges and the extent to which the consequences of revolution resulted in dramatic and wide reaching social, political, economic and cultural change, progress or decline.

OUTCOMESOn completion of this unit students should be able to:1. Analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements.2. Analyse the consequences of revolution and evaluate the extent of change brought to society.

ASSESSMENTS TASKSThere will be a range of assessment tasks selected from the following: a historical inquiry an analysis of primary sources an analysis of historical interpretations an essay

Both Unit 3 and Unit 4 contribute 25% to the final assessment for school-assessed course work (50% in all).

EXAMINATIONStudents will be required to complete a 2 hour externally set examination which contributes 50% to the final assessment.

INFORMATION TECHNOLOGY

UNIT 1 – ComputingIn 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.

AREAS OF STUDY1. Graphic and Data - In this area of study students conduct an investigation into an issue,

practice or event and through the systematic collection, interpretation and manipulation of primary data they create a graphic solution, such as an infographic, that represents their findings. Examples of investigations include the social networking habits of people of different age groups, the heritage of a class of students to three generations and music preferences by genre and favourite artists within each. Graphic solutions could include charts, flowcharts, diagrams, images, hierarchies, animations, maps and timelines.

2. NetworksIn this area of study students investigate how networks with wireless capability allow data and information to be exchanged locally and within the global environment. Students examine the hardware and software components and procedures required to connect and maintain a wireless network. They focus on ways in which the security of exchanged and stored data and information can be compromised in wireless networks, in order to understand ways of controlling the networked devices they use. Students apply this technical knowledge to create the design for a network with wireless capability that meets a need or opportunity, identifying its components and how data and information are transmitted. Students use a software tool to depict the components of their network and its interactions.

3. Collaboration and Communication - In this area of study students examine how the use of particular information systems within specified contexts can cause tensions and conflicts between different stakeholders. Students develop the ability to critically appraise how information systems are used and how individuals can be empowered to shape their use. Students use web authoring software to create a website, designed for viewing on a mobile device, which presents an overview of an issue associated with one field.

OUTCOMESOn completion of this unit the student should be able to:1. Acquire, secure and interpret data, and design and develop a graphic solution that communicates the findings of an investigation.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.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.

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ASSESSMENT TASKSAssessment tasks may include the following:• using digital systems and techniques, create a solution in response to a need• visual presentations• oral presentations• written reports

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

AREAS OF STUDY1. Programming- In this area of study students focus on using a programming or scripting language that can support object-oriented programming to create working software modules. These languages provide users with greater flexibility than application software, as specific sets of instructions can be implemented to create solutions that are purpose designed. Flexibility exists regarding the specific language studied.

2. Data Analysis and Visualisation - In this area of study students learn to use software tools to access, select and, where appropriate, manipulate authentic data from large data repositories, and to present the key aspects of the data in an appropriate visual form. Once the data has been isolated and checked for its integrity, students create data visualisations that assist in reducing the complexity of data by using designs that illustrate patterns, connections and structure. These visualisations should minimise the effort required by readers to interpret complex data and they need to be clear, usable and relevant. Some data visualisation tools allow presentations to be dynamic and/or interactive. Appropriate visualisation forms include graphs, charts, spatial relationships, maps, histograms and network diagrams (nodes and edges).

3. Data Management - In this area of study students are introduced to the structure of databases and their applicability in a range of settings. Databases underpin many applications such as borrowing and booking systems, medical records and social media websites. Students develop an understanding of the purposes of databases by exploring the data and information they supply to and receive from systems such as banking, membership, online purchasing and voting systems. They apply systems thinking skills when considering the effects of their interactions with information systems that use databases.

OUTCOMESOn completion of this unit students should be able to:1. Design working modules in response to solution requirements, and use a programming or scripting language to develop the modules.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.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 TASKSAssessment tasks may include the following:• using digital systems and techniques, create a solution in response to a need or opportunity• visual presentations• oral presentations• written reports

UNIT 3 – InformaticsIn Informatics Units 3 and 4 students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution.

AREAS OF STUDY1. Organisations and Data Movement – In this area of study students investigate why organisations acquire data online for transaction processing and how they structure their data-gathering processes to support these transactions. Students also develop and apply skills in using a relational database management system (RDBMS) to manipulate data typically sourced through interactive online solutions, such as websites and applications (apps). Students examine how value can be added to this data through the careful structuring of data and the application of functions, such as queries, searches and reports that identify patterns and relationships between data sets.

2. Data Analytics: Drawing Conclusions- In this area of study students focus on data analytics, in particular selecting, referencing, organising, manipulating and interpreting relevant data to draw valid conclusions about a hypothesis. Students initially frame a hypothesis within a chosen field such as entertainment, sport, science/medicine, business and education, and undertake an analysis to determine the multiple data sets needed to support their claim, the scope of the hypothesis and any constraints.

OUTCOMESOn completion of this unit students should be able to:1. Design a solution, develop it using a relational database management system, and diagrammatically represent how users interact with an online solution when supplying data for a transaction.2. Use a range of appropriate techniques and processes to acquire, prepare, manipulate and interpret complex data to confirm or refute a hypothesis, and formulate a project plan to manage progress.

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Units 3 & 4 will be examined externally with the examination contributing 50% to the study score. School assessed course work for Unit 3 will contribute 25% to the study score.

UNIT 4 – InformaticsIn this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project.

AREAS OF STUDY1. Data Analytics: Presenting the Findings - In this area of study students draw on the conclusion they formed to their hypothesis in Unit 3, Outcome 2, and design and develop a multimodal online solution that communicates and substantiates this conclusion. Students evaluate the effectiveness of the solution in communicating the conclusion.

2. Information management - This area of study focuses on information management and its importance to organisations. Students develop knowledge about the components of an information system and the role of these components in managing information. They investigate how different organisations store and dispose of their data and information. Students examine the threats to this data and information, whether accidental, deliberate or technical, and consider the potential consequences to organisations of ineffective information management strategies.

OUTCOMESOn completion of this unit students should be able to:1. Design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of the project plan in managing progress.2. Compare and contrast the effectiveness of information management strategies used by two organisations to manage the storage and disposal of data and information, and recommend improvements to their current practices.


Units 3 & 4 will be examined externally with the examination contributing 50% to the study

score. School assessed course work for Unit 4 will contribute 25% to the study score.

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LEGAL STUDIES

UNIT 1 – Criminal Law in ActionThis unit examines the need for and nature of laws. It touches on law making by Parliament. In examining criminal law, the role of police, their investigative powers and the processes and sanctions used by the courts are covered. Students also explore the nature of the types of crime and their related defences. In addition, students also explore the notion of justice and fairness within the criminal justice system.

AREAS OF STUDY1. Law in Society – all societies have rules and laws that govern the behaviour of individuals and groups so that order is maintained and individual rights are protected. Students develop an understanding of the role of the law and the need for effective laws, as well as the concept that the law confers rights and responsibilities on members of society in their dealings with each other. Students investigate the difference between legal and non-legal rules through a consideration of who makes, interprets and enforces rules and to whom they apply. Students gain an understanding of the role of parliament and subordinate authorities in law-making, and the types of laws each creates.

2. Criminal Law – Criminal law regulates conduct in society in order to protect the community, as well as sanction those who commit crimes. Students develop an appreciation of the importance of criminal law by investigating its principles, types of crimes and their enforcement, and possible outcomes. Students consider a range of illustrative criminal cases to assist them in their understanding of different categories of crime and the related defences. Students investigate the individual’s rights and responsibilities in dealing with the police. Students discuss the purposes of sanctions, the types of sanctions that may be imposed and sentencing trends and approaches. They compare one aspect of sentencing in Victoria with that of an international jurisdiction. Throughout this area of study students apply principles of criminal law to relevant cases and issues.

3. The criminal courtroom – criminal cases are heard across a number of courts in the Victorian court hierarchy and these are subject to specific processes and procedures. Students investigate procedures that are used prior to bringing a criminal case to trial, as well as the role and jurisdiction of the courts in hearing criminal cases. The adversarial nature of criminal courts is examined, as well as a consideration of the role and operation of juries in criminal cases. Students focus on the concept of a fair trial or hearing and the rights in criminal proceedings protected by the Victorian Charter of Rights and Responsibilities. Students discuss the extent to which features of the criminal justice system contribute to the achievement of justice.

OUTCOMESOn completion of this unit the student should be able to:1. Explain the need for effective laws and describe the main sources and types of law in society.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.3. Describe the processes for the resolution of criminal cases, and discuss the capacity of these processes to achieve justice.

ASSESSMENT TASKSAssessment tasks for this unit will be selected from the following:

Structured assignmentEssayMock court or role playFolio and reportCase studyTestReport (written, visual, oral or multimedia)

UNIT 2 – Issues in Civil LawThis unit focuses on effective resolution of civil disputes and the process and procedures involved in civil litigation and the possible defences available to enforce civil rights. This unit also examines alternative dispute resolution methods and their effectiveness. It provides students with an opportunity to study one area of law in detail.

AREAS OF STUDY1. Civil law - civil law protects the rights of individuals, groups and organisations in society. Such rights establish responsibilities regarding conduct. Students gain an insight into the importance of civil law in their lives andlearn to distinguish between civil and criminal law. They also examine how a situation can result in both criminal and civil action. Students develop an understanding of the process of lawmaking by judges and courts throughthe operation of the doctrine of precedent and through statutory interpretation. They explore torts and their related defences. Throughout this area of study students apply civil law principles to relevant cases and issues.

2. The civil law in action - when an individual, a group or an organisation feels that their civil rights have been infringed, they may seek a resolution to the problem. Students investigate the role and operation of dispute resolution bodies and the methods employed in resolving civil disputes. For those disputes that proceed to court, students examine the purpose and operation of civil pre-trial procedures and the adversarial nature of a civil trial, and evaluate the methods of dispute resolution. Students investigate available remedies and examine their effectiveness. They consider the difficulties faced by parties when attempting to resolve disputes.

3. The law in focus - civil law protects a wide range of rights that exists between parties. The extent and principles of civil rights and responsibilities need to develop along with changes in society, and this creates issues for the law. Students undertake a detailed investigation of a specific area of the law. To develop knowledge and understanding about contemporary issues in the law and their resolution, students consider one or more of the following areas of law:• Contract law• Family law• Consumer protection laws• Workplace laws• Wills and inheritance• Sports and the law• Tenancy law• Environmental law• Any other relevant area of civil law.

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4. A question of rights - Individuals can make an impact on the legal system in a number of ways, one of which is the pursuit of cases through the courts. In this area of study students examine an instance where an individual or group has suffered an abuse of their rights and sought redress through the court system. Students investigate an Australian case and develop an understanding of ways in which individuals can shape the law, and examine instances of people being empowered by the legal system. Students discuss the impact of this case on the legal system and the rights of individuals.

OUTCOMESOn completion of this unit students should be able to:

1. Explain the principles of civil law, law-making by courts, and elements of torts, and apply these to relevant cases.2. Explain and evaluate the processes for the resolution of civil disputes.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.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 TASKSAssessment tasks for this unit will be selected from the following:

Structured assignmentEssayMock court or scripted role playFolio and reportCase studyTestReport (written, visual, oral or multimedia)

UNIT 3 – Law-makingThe purpose of this unit is to enable students to develop an understanding of the institutions that determine laws and the processes by which laws are made. It considers the impact of Australian Constitution on law-making and human rights. Students evaluate the effectiveness of institutions and their processes.

AREAS OF STUDY1. Parliament and the Citizen – This area of study focuses on the principles of the Australian parliamentary system and the passage of a bill through Parliament. Students examine the effectiveness of law making by Parliament. An investigation of how and why laws change provides students with an insight into the flexibility of Australian law- making institutions.

2. Constitution and Protection of Rights – Students examine the Constitution and its role in giving and restricting the law-making powers of the Commonwealth Parliament. They will examine methods used to change the Constitution and the significance of these changes. Students will examine the Constitution in the context of protecting basic human rights.

3. Role of the Courts – Students appreciate and evaluate law-making by courts including an awareness of the need for and nature of the interpretation of statutes by judges.

OUTCOMESOn completion of this unit the students should be able to:1. Explain the structure and role of parliament, including its processes and effectiveness as a law-making body, describe why legal change is needed, and the means by which such change can be influenced.2. Explain the role of the Commonwealth Constitution in defining law-making powers within a federal structure, analyse the means by which law-making powers may change, and evaluate the effectiveness of the Commonwealth Constitution in protecting human rights.3. Describe the role and operation of courts in law-making, evaluate their effectiveness as law-making bodies and discuss their relationship with parliament.

ASSESSMENT TASKSAssessment tasks for this unit will be one or a combination of the following: Structured questions A test An essay

School-assessed course work for Unit 3 contributes 25% to the final assessment.

UNIT 4 –Resolution and JusticeThe purpose of this unit is to enable students to develop an understanding of the mechanisms by which legal disputes of both a criminal and a civil nature can be resolved in a fair and just manner. Dispute resolution bodies such as courts and tribunals employ a range of means and processes that enables the resolution of legal disputes.

AREAS OF STUDY1. Dispute resolution methods - There is a range of methods by which legal disputes can be resolved.Criminal cases are determined through the courts, whereas civil disputes can be resolved through a range of methods in courts and tribunals. Students investigate the jurisdictions of selected courts in the Victorian court hierarchy, and develop an understanding of the need for a hierarchy of courts. They examine the methods of dispute resolution used by courts and the Victorian Civil and Administrative Tribunal (VCAT) as a means of resolving civil disputes, and the way the institutions operate to resolve the disputes. Throughout their investigation, students compare and evaluate the operation of these dispute resolution methods.

2. Court processes and procedures and engaging in justice - dispute resolution through courts operating under the adversary system of trial is characterised by formal processes and procedures that must be adhered to by all parties involved with the case. Students investigate the major features of the adversary system of trial, and aided by a comparison with the inquisitorial system of trial, evaluate the adversarial approach to dispute resolution. They also examine criminal and civil pre-trial and post-trial procedures. Students investigate the role of criminal and civil juries, consider their strengths and weaknesses, and suggest reforms and alternatives applicable to the current jury system. Throughout their investigation of court processes and procedures, students assess the extent to which these processes contribute to an effective legal system.

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OUTCOMESOn completion of this unit students should be able to:1. Describe and evaluate the effectiveness of institutions and methods for the determination of criminal cases and the resolution of civil disputes.2. Explain the processes and procedures for the resolution of criminal cases and civil disputes, and evaluate their operation and application, and evaluate the effectiveness of the legal system.

ASSESSMENT TASKSAssessment tasks for this unit will be: Structures questions A test An essay

School-assessed course work for Unit 4 will contribute 25% to the final assessment.

END OF YEAR EXAMINATIONThe end of year examination, which will contribute 50% to the final assessment, will also assess the level of achievement for Units 3 & 4.

The examination will be two hours, with all areas of the course examinable.

LOTE - INDONESIANThe study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities that use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

The study of Indonesian develops students’ ability to understand and use the language of a country which is one of Australia’s closest neighbours and is one of the most populous countries in the world. Links between Australia and Indonesia have been strengthened in recent decades, in particular, in areas such as business, tourism and education. The study of Indonesian promotes the strengthening of these links.

UNIT 1 – Geography, Climate and Music

AREAS OF STUDYThe areas of study will include:1. Geography, Climate and Environment: In this area of study students will be taught necessary language to discuss weather patterns and lifestyles in the seasons in Indonesia and explore all the main islands of Indonesia.2. Music: In this area of study students will explore types of music including traditional Indonesian music. Students will have the opportunity to experience playing traditional Indonesian music and learn about its importance in society.

OUTCOMESStudents should be able to:1. Establish and maintain a spoken or written exchange related to personal areas of experience on travelling around Indonesia.2. Listen to, read and obtain information from written and spoken texts.3. Produce a personal response to a text focusing on real or imaginary experience.

ASSESSMENT TASKSOutcome 1:Students will take part in a conversation with the teacher discussing the geography of Indonesian islands.

Outcome 2:Students should listen to a spoken text on a musician to obtain information to complete notes.

Outcome 3:Students should write a short story focusing on a real or imaginary experience.

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UNIT 2 - Travel, Ceremonies, Celebrations and Indonesian Lifestyles

AREAS OF STUDYThe areas of study will include:1. Visiting Indonesia: In this area of study students will be taught necessary language to arrange a holiday in Indonesia.2. Ceremonies and Celebrations: In this area of study students will study cultural aspects of several religious ceremonies and celebrations in Indonesia.3. Indonesian Lifestyles:In this area of study students will take a look at living in the city compared to living in the country. Students will watch a video called ‘My Sky, My Home’, and comment on the experiences of two young Indonesians.

OUTCOMESStudents should be able to:1. Participate in a spoken or written exchange related to making arrangements and completing transactions, by writing a formal letter to an Indonesian school.2. Listen to, read, and extract and use information and ideas from spoken and written texts.3. Students should be able to give expression to real or imaginary experience in written or spoken form.

ASSESSMENT TASKSOutcome 1:Students should write a formal letter to an Indonesian school, thanking them for their hospitality.

Outcome 2:Listen to spoken texts (e.g. conversations, interviews, broadcasts)andRead written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in Indonesia or English.

Outcome 3:Students will write a short play or story, which tells about an outing or excursion to a scenic location.Examination.

UNIT 3AREAS OF STUDYThe areas of study for this unit will be based on the topics of The Individual, The Indonesian-speaking communities and The Changing World. Sub-topics will include: Customs and Traditions, Environmental Issues, Visiting Indonesia and Women’s Role in Indonesia.

In the sub-topic Social Issues, students will explore different ethnic and religious groups in Indonesia. In the study of Environmental Issues, students will look at logging and conservation. The study of Visiting Indonesia allows students to find accommodation and obtain assistance or advice in Indonesian.

OUTCOMESStudents should be able to:1. Express ideas through the production of original texts.2. Analyse and use information from spoken texts.3. Exchange information, opinions and experiences.

ASSESSMENT TASKSOutcome 1:A 250 word personal or imaginative written piece.

Outcome 2:A response to specific questions, messages or instructions, extracting and using information requested.

Outcome 3:A 3-4 minute role-play, focusing on the resolution of an issue.


UNIT 4The areas of study for this unit will be based on the topics of the Indonesian-speaking Communities, the Changing World and the Individual. Sub-topics will include: Western influences on Indonesian Culture, Social Issues and Education and Aspirations.

In the sub-topic, Social Issues, students will explore the role of women in Indonesian culture. Western influences on Indonesian culture will be the main focus of the study on Social Issues and will be the detailed study for the semester, which will be discussed in the oral at the end of the year. The final topic studied, Education and Aspirations, will enable students to search for work and apply for a job in Indonesian.

OUTCOMESStudents should be able to:1. Analyse and use information from written texts.2. Respond critically to spoken and written texts, which reflect aspects of the language and culture of Indonesian-speaking communities.

ASSESSMENT TASKSOutcome 1:A response to specific questions, messages or instructions, extracting and using information requested.

Outcome 2:A 250-300 word informative, persuasive or evaluative written response, for example, report, comparison or review and a 3 to 4 minute interview on an issue.


END OF YEAR EXAMINATION Oral examination – will contribute 12.5% to the final assessment.

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Written examination – will contribute 37.5% to the final assessment.

MATHEMATICS

Christian schools should have the goal of teaching all subjects as part of an integrated whole with the Scriptures at the centre. Included in these subjects is Mathematics. In no way should Christians believe the lie that, though history, literature, science, and other subjects can be successfully integrated with the Christian worldview, Mathematics is somehow worldview neutral. On the contrary, Mathematics is a very theological science, being an expression of the numeric aspect of God’s character and of the logic that is in Him. Mathematics seeks to discover, examine and apply those fundamental laws by which God gives order to his creation.

The foundation of all truth, including the truths of Mathematics, is the God of Scripture. The various spheres of Mathematics are expressions of His logical character and His creative, sustaining power (Gen 1:1, 8:22; Prov. 8:22-31; Job 38-41).

First, God Himself has a numerical nature. He is one God in three Persons: Father, Son, and Holy Spirit. The unity of God is declared in Deuteronomy 6:4, “Hear, O Israel: The Lord our God, the Lord is one!” The plurality of God is declared in passages such as 2 Cor. 13:14, “The grace of the Lord Jesus Christ, and the love of God, and the communion of the Holy Spirit be with you all. Amen.”

Because God has a plural nature, creation reflects that plurality. The ultimate reality is not one, but one and many. Creation is real, and really has distinguishable, countable particulars. As King David said, “O Lord, how manifold are Your works! In wisdom you have made them all” (Ps.104:24).

God created all things such that the creation reflects some of His attributes. Thus, we have a trustworthy basis for Mathematical concepts. Briefly, the countable attributes of God provide a foundation for arithmetic. God is present in space (cf. Ps. 139:7), thus there is true measure and a foundation for geometry. The infinity and immensity of God (Ps. 90:2; 1 Kings 8:27) also gives us a foundation for the concept of infinity used in calculus.

As we study Mathematics, we should, as Christians, expect to see God’s handiwork everywhere (Ps.19:1-6). We should not be surprised to discover Mathematical regularity in physics, astronomy, chemistry, and other sciences. Indeed, we should expect the Mathematical formulas we derive to have application to the real world, because God has given Mathematics as a tool for extending godly dominion over creation (Gen 1:28, 9:1).

BIBLICAL WORLDVIEW STATEMENTS ON MATHEMATICS

A biblical worldview of Maths should recognize that:

. . . Mathematics is given by God and discovered by man; it is not man made (Col. 1:17, Prov. 2:6).

. . . Mathematics has its origin in God’s unchanging, orderly, beautiful, triune nature (Heb. 13:8, I Cor. 14:33, Matt. 28:19, Psalm 27:4).

. . . Some Mathematical principles describe God’s active governance of His creation (Heb. 1:3, Col.1:17).

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. . . Some Mathematical principles, such as those found in geometry, represent the God-given order which is seen in creation (Gen. 1:31).

. . . God has given Mathematics as a tool by which we may be held accountable to each other and to God (Gen. 1:28, Exod. 21:35, 23:10-12; Deut. 14:22).

. . . Mathematics can be properly understood only when studied from a Christian worldview (Prov.1:7).

. . . Like all other subjects, Mathematics should be studied to glorify God (Ps. 111:2, I Cor. 10:31).

PHILOSOPHY OF MATHEMATICSMathematics, being an expression of the order seen in nature, and nature being an expression of the logic t hat is in God, it follows that Mathematics will show the logic and order of God. Maths goes past the outer "layers" of creation to the fundamental laws God has used to give order. Therefore, Mathematics, like science, "sees" God through creation. The difference is that Mathematics only looks at the parts that are so well understood they can be reduced to an equation.

GENERAL AIMSThe general aims of all mathematical study are to enable students to:

Appreciate Mathematics as an intellectual and enjoyable activity based on numerical order which in turn reflects the order of God’s creation.Understand God’s unchanging attributes through the unchanging and logical mathematical systems He gave to man through his gift of reason. Develop mathematical knowledge and skillsApply this knowledge while analysing, investigating, modelling and solving problems in a variety of situations.Use technology as an effective support for these activities.

GENERAL INFORMATIONThis study is made up of the following units:Units 1 and 2 Foundation Mathematics General Mathematics Mathematical Methods - CAS

Units 3 and 4 Further Mathematics Mathematical Methods CAS Specialist Mathematics

The structure is summarised below:A student may choose ONE of the following options (in Year 11)(a) General Mathematics only(b) General Mathematics along with Mathematical Methods - CAS (c) Mathematical Methods - CAS only(d) Mathematical Methods CAS and Further Mathematics

A student may choose ONE of the following options (in Year 12)(a) Further Mathematics only(b) Further Mathematics along with Mathematical Methods CAS(c) Mathematical Methods CAS(d) Mathematical Methods CAS along with Specialist Mathematics

TERMS OF ENTRY1. Units 3 & 4 of a study are to be taken in sequence.2. Enrolment in Specialist Mathematics Units 3 & 4 assumes a current enrolment in, or previous completion of Mathematical Methods - CAS Units 3 & 4.3. To ensure that students are undertaking the most appropriate Maths course, the Faculty has arrived at the following progression requirements for 2017. Students who fall short of the requirement by a few marks will be treated on a case by case basis. The school reserves the right to test any student as it deems necessary to ascertain their suitability for a particular Mathematics course.

VCE Mathematics Progression Minimum Requirements 2017The marks below may be taken from either the Overall Weighted Percentage mark as shown on the Semester Report or the Semester Examination mark, whichever is higher.11 Foundation Mathematics

Minimum prerequisite – Year 9 Mathematics11 General Mathematics

Minimum requirement – 50% in 10 Intermediate/Fast Track Mathematics Minimum requirement for Year 10 Students - 80% in 9 Intermediate/Fast Track

Mathematics. Entry from Year 11 Foundation Mathematics by interview and on probation for Semester

1. Not recommended11 Mathematical Methods CAS

Provisional Entry – previously enrolled in Year 10 Pre-Methods. Automatic Entry – at least 50% in Year 10 Pre-Methods and 85% in Pre-General

12 Further Mathematics Minimum requirement for Year 12 Students - 50% in 11 General Mathematics or previous

enrolment in 11 Mathematical Methods CAS.12 Mathematical Methods CAS

Minimum requirement - 50% in 11 Mathematical Methods CAS. Recommended level of attainment – at least 70% in 11 Mathematical Methods CAS.

12 Specialist Mathematics Minimum Requirement – 80% in 11 Mathematical Methods CAS. Recommended level of attainment - at least 90% in 11 Mathematical Methods CAS.

LEVELS OF ACHIEVEMENT UNITS 1 & 2

The assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement of these units will not be reported to the VCAA. However, the school will report levels of achievement using grades and descriptive statements in the end of Semester reports.

These will be selected from: Periodic assignments Periodic tests Summary or review notes Projects Short written responses

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Problem-solving tasks Modelling tasks

UNITS 3 & 4

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 & 4. The student’s level of achievement will be assessed through school- assessed course work and examinations as follows:

Further Mathematics:Unit 3 & 4 school-assessed course work: - 34%Units 3 & 4 examination (Facts, skills and applications) -33%Units 3 & 4 examination (Analysis task) - 33%

Specialist Mathematics and Mathematical Methods - CAS:Unit 3 & 4 school-assessed course work - 34%Units 3 & 4 examination (Facts, skills and applications) - 22% Units 3& 4 examination (Analysis task) - 44%

CALCULATORS AND TEXTBOOKSAll VCE Mathematics with the exception of Foundation Mathematics require the TI-Nspire CAS calculators.Students who are entering Year 10 in 2017 are required to purchase their calculator in time for the Early Commencement Program in Term 4 of 2016 and by the start of 2017 at the latest. Order form from our supplier Abacus will be available in early Term 4 for students to order their calculator. Abacus usually gives our students a small discount and extended warranty. Parents need to make their own arrangement if they wish to purchase a second hand TI-Nspire CAS calculator.

TECHNOLOGY ENABLED Tests and EXAMINATIONS means the following:• Students are permitted to bring into the room: pens, pencils, highlighters, erasers, sharpeners, rulers, a protractor, set-squares, aids for curve sketching, one bound reference, one approved CAS calculator (memory DOES NOT need to be cleared) and, if desired, one scientific calculator.• Students are NOT permitted to bring into the room: blank sheets of paper and/or white out liquid/tape.

TECHNOLOGY FREE Tests and EXAMINATIONS means the following:• Students are permitted to bring into the room: pens, pencils, highlighters, erasers, sharpeners, rulers.• Students are NOT permitted to bring into the examination room: notes of any kind, blank sheets of paper, white out liquid/tape or a calculator of any type.

MATHEMATICS COURSE OPTIONS

1. Engineering, Science Engineering Courses

Units 1 & 2

Mathematical Methods – CAS and General Mathematics

Units 3 & 4

Mathematical Methods - CASand

Specialist Mathematics

2. Economics, Accounting, Business, Science Courses

Units 1 & 2

Mathematical Methods – CAS and

General Mathematics

Units 3 & 4

Mathematical Methods - CASand/or

Further Mathematics

Units 1 & 2

Mathematical Methods – CAS

Units 3 & 4

Mathematical Methods - CASand/or

Further Mathematics

3. General Courses

Units 1 & 2

General Mathematics

Units 3 & 4

Further Mathematics

4. Terminal Course

Units 1 & 2

Foundation Mathematics

NOTE: Units 1 and 2 Mathematical Methods CAS must precede Units 3 & 4 Mathematical Methods CAS. It is the student’s responsibility to determine what mathematics subjects are prerequisites for their desired course.

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1. Sport and fitness 4.Mathematics of alcoholic 2. Landscaping 5. Budgeting3. The environment

Unit Two1. Interest 4.Travelling in Australia2. Mathematics of gambling 5.Mathematics of underwater diving3. Statistics

FOUNDATION MATHEMATICS - Units 1 & 2This subject is usually undertaken by Year 10 students who had great difficulty with the Year 9 Intermediate Mathematics course, or those who will be entering VCAL in Year 11. There is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use appropriate technology in all areas of their study.

TERMS OF ENTRYStudents who have not reached successful outcomes in mainstream Year 9 Mathematics classes may be requested to enroll in VCE Foundation Mathematics at Year 10 level. In such cases parents of relevant students will be contacted by letter toward the end of the school year.Students who have completed VCE Foundation Mathematics in Year 10 may be able to take a Year 11 Mathematics course if their results in VCE Foundation Mathematics are adequate.

AREAS OF STUDYIn each semester, the following areas of study will be addressed by focusing on a series of topics:1. Space, shape and design2. Patterns and number3. Handling data4. Measurement

CURRICULUM FOCUS

Unit One

LEARNING OUTCOMESOn completion of this unit, students should be able to: Use confidently and competently mathematical skills and concepts from the areas of study of

‘Space and Shape’, ‘Patterns in Number’, ‘Handling Data’, and ‘Measurement and Design’ Apply and discuss basic mathematical procedures in contexts relating to familiar situations,

personal work and study Select and use technology to apply mathematics to a range of practical contexts.

ASSESSMENT TASKS1. For each topic, two SACs (School Assessed Coursework) in the form of:

(a) Project/investigation/assignment(b) Test2. An examination at the completion of Unit 1 and Unit 2.

For each unit, the contribution to the final score is: School assessed coursework: 70% Examination: 30%

MATHEMATICAL METHODS CAS – Units 1 & 2Mathematical Methods CAS Units 1 and 2 can be taken alone or in conjunction with General Mathematics Units 1 and 2. Taken on its own it will serve as the prerequisite for Mathematical Methods CAS Units 3 and 4, which is intended to be a suitable preparation for students intending to study mathematically based science subjects at tertiary level. Taken in conjunction with General Mathematics Units 1 and 2, it is intended for students who have above average mathematical ability and are contemplating undertaking Mathematical Methods Units 3 and 4 with a possibility of Specialist Mathematics Units 3 and 4.

TERMS OF ENTRYAutomatic EntryTo gain automatic entry to Mathematical Methods 1 and 2 students should have achieved at least an overall score of 50% for Year 10 P r e - M e t h o d s a n d a s c o r e o f a t l e a s t 8 5 % f o r P r e - G e n e r a l M a thematics. Students who study Foundation Mathematics and those who achieve results below the previously stated scores in Pre-Methods or Pre-General Mathematics in Year 10 are not permitted to take 11 Mathematical Method CAS.

Provisional EntryThose who have achieved an overall score in Year 10 Pre-Methods Mathematics of below 50% and believe that their mark does not reflect their true ability may gain provisional entry to course provided that they are successful with their application through the Director of Studies.

This student must then attain at least 60% in their first SAC in Unit 1 Mathematical Methods at the beginning of Term One. This first SAC will be on the work that they will do during the Early Commencement Program and the summer break. Students who failed to attain this required mark will not be permitted to continue with this course.

COMPUTER ALGEBRA SYSTEMS (CAS) CALCULATORStudents must have access to a CAS calculator which is the main technology used in this course. This is a technology with integrated numerical, graphical and symbolic functionality. Since 2010, an approved CAS has been the required technology for Units 1 & 2 as stated by VCAA. The CAS calculator that will be used in these units is the TI Nspire CAS calculator.

AREAS OF STUDYUNIT 11. Functions and graphs (includes co-ordinate geometry)2. Algebra (includes rearrangement of formulae, polynomials, factorisation, quadratic and cubic equations).3. Probability

UNIT 21. Rates of change in relation to gradient; and application in motion graphs.2. Circular Functions3. Calculus (includes differentiation and anti-differentiation of polynomials of degree no higher than three).4. Introductory probability.5. Applications of combinatorics to probability, discrete probability distributions

GENERAL OUTCOMESOn completion of each unit students should be able to:1. Define and explain key concepts in relation to the topics from the selected areas of study, and apply a range of related mathematical routines and procedures.

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2. Apply mathematical processes in non-routine contexts and analyse and discuss these applications of Mathematics.3. Use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.ASSESSMENT TASKS - UNITS 1 AND 2The following will be the School Assessed Coursework (SAC) for Units 1 and 2 in MathematicalMethods:

Unit 1 -Tests (Technology Enabled as well as Technology Free components), Problem solving /Investigations and Examinations

Unit 2 -Tests (Technology Enabled as well as Technology Free components), Problem solving /Investigations and Examinations

GENERAL MATHEMATICS – Units 1 & 2General Mathematics provides a course of study for diverse groups of students and may be implemented to suit a range of students entering the study. Some students will not study Mathematics beyond Units 1 and 2, while others will intend to study Further Mathematics Units 3 and 4. The General Mathematics course will be organised to suit the range of students by selecting material from six Areas of Study following rules specified by VCAA.

AREAS OF STUDY

Topics will include the following:

Arithmetic Financial Arithmetic and its Applications Sequences

Measurement Perimeter and Area Total Surface Area Volume and Capacity

Statistics Univariate Data Bivariate Data

Trigonometry Trigonometric Ratios and their Applications

Algebra Linear Graphs and Modelling Simultaneous Equations Variation

Discrete Mathematics Matrices Graphs and networks

OUTCOMESOn completion of this unit students should be able to:1. Define and explain key terms and concepts as specified in the context from the areas of study, and use this knowledge to apply related mathematical procedures to solve routine application problems.2. Use mathematical concepts and skills developed in the ‘data-analysis’ study to analyse a practical and extended situation and interpret the outcomes of this analysis in relation to key features of that situation.3. Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem solving, modelling or investigation techniques or approaches in the ‘data-analysis’ study and the selected module from the ‘Applications’ study.

ASSESSMENT TASKS - UNITS 1 AND 2The following will be possible assessment tasks for all Units 1 and 2 in General Mathematics:Unit 1 – Assignments, Tests, Analysis tasks and ExaminationUnit 2 – Assignments, Tests, Problem-solving tasks, Examination

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FURTHER MATHEMATICS – Units 3 & 4

AREAS OF STUDY1. Data Analysis (compulsory core) & Recursion and Financial Modelling (compulsory core)2. Applications (module material) which consists of two modules: Module 1: Geometry and Trigonometry & Module 2: Graphs and Relations

UNIT 3On completion of this unit students should be able to:1. Define and explain key terms and concepts as specified in the context from the areas of study, and use this knowledge to apply related mathematical procedures to solve routine application problems.

2. Use mathematical concepts and skills developed in the ‘data-analysis’ study to analyse a practical and extended situation and interpret the outcomes of this analysis in relation to key features of that situation.

3. Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem solving, modelling or investigation techniques or approaches in the area of study‘data-analysis’ and the selected module from the ‘Applications’ area of study.

UNIT 41. As in Unit 3.2. The student should be able to apply mathematical processes in contexts related to the‘Applications’ area of study and to analyse and discuss these applications of mathematics.3. As in Unit 3.

ASSESSMENT (INTERNAL)Unit 3:1. Application Task on Data Analysis - 40 marks (2 weeks)2. Analysis Task 1 on Recursion and Financial Modelling – 20 marks (1 week)Unit 4:1. Analysis Task 2 on Graphs and Relations – 20 marks (1 week)2. Analysis Task 3 on Geometry and Trigonometry – 20 marks (1 week)

EXAMINATION DETAILSExamination 1 (Facts, skills and applications task) consists of multiple-choice questions from all areas of study and assumes student access to an approved graphics calculator. The exam time will be for 1½ hours and will be in the November examination period. A reference book may be brought into the examination. The students are provided with criteria concerning this book. A panel appointed by the Board of Studies will mark the test.

Examination 2 (Analysis task) consists of four extended answer questions, all of which are compulsory, as each is from one chosen area of study. All other examination conditions are as in examination 1.

MATHEMATICAL METHODS - CAS Units 3 & 4

AREAS OF STUDY1. Co-ordinate Geometry (includes graphs of polynomial functions, exponential and logarithmic functions and their inverse functions).

2. Calculus (includes differentiation and anti-differentiation and their applications to maximum/minimum problems; and the use of integration to calculate the area under a curve and between curves)

3. Algebra (includes polynomials, functions and their inverses, logarithm laws, exponential and logarithmic equations and the binomial theorem)

4. Trigonometry (includes circular functions and solutions of trigonometric equations)

5. Statistics and probability (includes discrete random variables, binomial distributions, hypergeometric distribution normal distributions and empirical treatment)

OUTCOMESOn completion of each unit students should be able to:1. Identify and explain key terms and concepts as specified in the context from ‘Co-ordinate Geometry’, ‘Calculus’, ‘Algebra’ ‘Trigonometry’, and ‘ Probability’, and to apply a range of related mathematical routines and procedures.

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

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

ASSESSMENT (INTERNAL)Unit 3 – Applications & Investigative Task (2 weeks)Unit 4 – 2 Problem Solving/Modelling Tasks (1 week each)

EXAMINATION DETAILSExamination 1 (Facts and skills) consists of short answer questions from all areas of study and will be calculator free. The time will be for one hour and will be in the November examination period. A panel appointed by the VCAA will set and mark the test.

Examination 2 (Facts, skills and analysis tasks) consists of multiple choice and extended answer questions, all of which are compulsory. The length of the exam will be two hours. An examination panel using criteria published annually by the VCAA will set and mark the task. Students may bring in approved notes, as specified by VCAA. Students will need to have access to an approved CAS calculator and there will be an emphasis on technology-based questions in examination 2

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SPECIALIST MATHEMATICS – Units 3 & 4

AREAS OF STUDY1. Co-ordinate Geometry2. Circular (trigonometric) functions3. Complex numbers4. The complex plane5. Differential Calculus6. Integral Calculus7. Differential Equations8. Kinematics9. Vectors10. Vector Calculus11. Mechanics12. Linear combinations of random variables 13. Hypothesis testing

Familiarity with sequence and series notation and related simple applications, the use of sine and cosine rules in non-right-angled triangles and a detailed knowledge of geometric properties of triangles, polygons (in particular parallelograms) and circles is assumed.

The following topics already outlined in Mathematical Methods will be dealt with in greater detail: Co-ordinate Geometry (including ellipses and hyperbolas) Circular (trigonometric functions) [including identities and properties to do with sec A, cosec A

and cot A] Algebra [including complex numbers and partial fractions, and representation of relations and

regions in the complex plane] Calculus [including calculus of inverse circular functions, double differentiation and volumes of

solids of revolution].

New topics, only done in Specialist Mathematics, will be: Vectors and Vector Calculus [including position vectors and use of vectors in geometric

proofs] Mechanics [including force and mass, equations of motion, friction and equilibrium] and

Kinematics. Implicit Differentiation

OUTCOMESOn completion of each unit students should be able to:1. Identify and explain key terms and concepts as specified in the context from the ‘Co-ordinate geometry’, ‘Circular (trigonometric) functions’, ‘Calculus’, ‘Algebra’ ‘ Vectors in two and three dimensions’ and ‘Mechanics’ areas of study, and to apply a range of related mathematical routines and procedures.

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

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

ASSESSMENT (INTERNAL)Unit 3 – Applications & Investigative Task (2 weeks)Unit 4 – 2 Problem Solving/Modelling Tasks (1 week each)

EXAMINATION DETAILSExamination 1 (Facts and skills) consists of short answer questions from all areas of study and will be calculator free. The time will be for one hour and will be in the November examination period. A panel appointed by the VCAA will set and mark the test.

Examination 2 (Facts, skills and analysis tasks) consists of multiple choice and extended answer questions, all of which are compulsory. The length of the exam will be two hours. An examination panel using criteria published annually by the VCAA will set and mark the task. Students may bring in approved notes, as specified by VCAA. Students will need to have access to an approved CAS calculator and there will be an emphasis on technology-based questions in examination 2

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MEDIA

The media entertain, educate, inform and provide channels of communication. VCE Media provides students with the opportunity to analyse media products and concepts in an informed and critical way. Students consider media texts, technologies and processes from various perspectives, including an analysis of structure and features. They examine industry production and distribution context, audience reception and the media’s contribution to and impact on society. This aspect of the study is integrated with the individual and collaborative design and production of media representations and products. VCE Media supports students to develop and refine their analytical, critical, creative thinking and expression. Students strengthen their communication skills and technical knowledge.

Media provides a theoretical approach to a variety of media forms (film, photography, advertising, television and print). These media forms are experienced by all students in their daily lives but often uncritically, yet media awareness is crucial for all vocations today and especially in careers in any media form, such as the Film Industry, the television industry, journalism, industrial and commercial photography, advertising, graphic design, publication, newspapers, radio, computer art, and multimedia.

UNIT 1 – Representation and Technologies of RepresentationThe main purpose of this unit is to enable students to develop an understanding of the relationship between the media, technology and the representations present in media forms.

AREAS OF STUDY1. Representation2. Technologies of Representation3. New Media


1. Describe the construction of specific media representations and explain how the process of representation reproduces the world differently from direct experience of it.

2. Construct media representations in two or more media forms and compare these representations that are produced by the application of different media technologies.

3. Discuss creative and cultural implications of new media technologies for the production and consumption of media products.

ASSESSMENT TASKSAssignment on the nature of codes and conventions and representations within the context of

values such as those related to gender, culture and socioeconomic statusRepresentation Test Folio, Film Trailer & Film PosterNew Media Research ReportExamination

UNIT 2 – Media Production and the Media IndustryIn this unit students develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students participate in specific stages of a media production, developing practical skills in their designated role. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

AREAS OF STUDY1. Media Production2. Media Industry Production3. Australian Media Organisations


1. Demonstrate specialist production skills within collaborative media productions, and explain and reflect on the media production process.

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

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

ASSESSMENT TASKS Assignment on behind the scenes of a feature film production Folio and Short Film Australian Media Organisations oral presentation with handouts for the class Examination

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UNIT 3 – Narrative and Media Production DesignIn this unit students develop an understanding of film through production and story elements to recognise the role and significance of narrative organisation in fictional media texts. Students examine how production and story elements work together to structure meaning in narratives to engage audiences. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They complete a media production design plan for a specific media form and audience. They present the relevant specifications as a written planning document, with visual representations that employ media planning conventions appropriate to the media form in which the student chooses to work.

AREAS OF STUDY1. Narrative2. Media production skills3. Media production design


1. Analyse the nature and function of production and story elements in narrative media texts, and discuss the impact of these elements on audience engagement.

2. Use a range of technical equipment, applications and media processes and evaluate the capacity of these to present ideas, achieve effects and explore aesthetic qualities in media forms (photography, print, film or animation).

3. Prepare and document a media production design plan in a selected media form for a specified audience. The practical work will be undertaken in Unit 4.

ASSESSMENT TASKS1. Narrative SAC (test)2. Two practical exercises with documented statement of intention and evaluation3. Media production design plan – School Assessed Task (folio)

UNIT 4 – Media: Process, Influence and Society’s ValuesIn this unit students further develop practical skills in the production of media products to realise the production design plan completed during Unit 3. Organisational and creative skills are refined and applied throughout each stage of the production process. Students analyse the relationship between media texts, social values and discourses in the media. The nature and extent of media influence, the relationship between the media, media audiences and media regulation are also critically analysed in this unit.

AREAS OF STUDY1. Media Process2. Media texts and society’s values3. Media influence


1. Produce a media product for an identified audience from the media production design plan prepared in Unit 3.

2. Discuss and analyse the construction, distribution and interpretation of society’s values as represented in media texts.

3. Analyse and present arguments about the nature and extent of media influence.

ASSESSMENT TASKS1. Media product (including production design plan) – School Assessed Task2. Social Values Test3. Media Influence Test

Percentage contributions to the final assessment for Units 3 and 4 are:1. School Assessed Coursework for Unit 3 (Outcome 1) 6%2. School Assessed Coursework for Unit 4 (Outcomes 2 and 3) 12%3. School Assessed Task (Outcome 2 and 3 in Unit 3 and Outcome 1 in Unit 4) 37%4. End of Year Examination 45%

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MUSIC PERFORMANCE

Whilst it is not compulsory, it is strongly recommended that any student choosing Music Performance as a subject have regular (weekly) instrumental lessons with a qualified music tutor. Arrangements can be made for this to occur at School with one of our music tutors. Should an instrumental tutor be not available at school, the Head of Music Faculty can be available to suggest other arrangements.

Units 1 and 2 are designed to develop the skills of performance and musicianship - skills that are common to all styles of music. Units 3 and 4 cater for a different emphasis in music performance.

STRUCTURE OF THE STUDYThis study consists of the following four units:

Unit 1 Unit 2 Unit 3 Unit 4Music Performance Music Performance Music Performance Music Performance

In previous years, students would choose in Units 3 and 4 whether they would undertake Group or Solo Performance. This choice is still offered in an external examination at the end of Unit 4, however the coursework is now the same for what was previous two different Units.

SELECTION OF INSTRUMENT AND PRESCRIBED WORKSThe term ‘instrument’ as used in this Study Design includes voice.

The choice of instrument may vary within a unit or between units. Students who work with more than one instrument should select a main instrument should they choose to focus on Solo Performance in Unit 3 and 4.

In Units 1 and 2 there are no Prescribed Works, however students may refer to the prescribed list to choose repertoire of an appropriate standard in preparation for Units 3 and 4. However, these works may only be presented once in School Assessed Coursework (SAC) and cannot be assessed again until the Unit 4 external examination.

In Unit 3 and 4 the program should include contrasting works representing a range of musical styles and diversity of character, including music composed since 1910. The program must be based on requirements for the end-of-year performance examination for group and solo contexts, in the Prescribed List of Group Works or the Prescribed List of Notated Solo Works for the selected instrument as published annually on the Victorian Curriculum and Assessment Authority website. Students wishing to perform on an alternative instrument and use a suitable program of works for that alternative instrument must receive prior approval.

Should a student wish to undertake the final performance as a member of a group, the group should have between two and eight members (the number of assessed performers may range from one to six).

UNIT 1 – Music PerformanceThis unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to enhance their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to overcome these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and

analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.

AREAS OF STUDY1. Performance: This area of study focuses on knowledge and skills that students use to present musically engaging performances in a variety of different contexts.

2. Performance Technique: This area of study focuses on the development of techniques for group and/or solo performance, practise relevant technical work, and discover various approaches to unprepared performances (sight reading).

3. Musicianship: This area of study focuses on aural perception, music theory and analysis.Students study concepts in as separate foci and then in the contexts of performing and listening. This approach develops students’ general musicianship ability and enables them to apply their learning to rehearsal and performance.

OUTCOMESOn completion of this unit the student should be able to:1. Prepare and perform a practised program of group and solo works.2. Demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance.3. Identify, re-create, notate and transcribe elements of music, and describe ways in which expressive elements of music may be interpreted.

ASSESSMENT TASKS Outcome 1• Performances of three works including at least one group work and one solo work with accompaniment as appropriate.Outcome 2• A demonstration of technical work and exercises, for example an assessment task that includes a test or other performance context.• An explanation of how selected technical work and exercises support the student’s development as an instrumentalist and their preparation of works performed for Outcome 1.• A performance of unprepared material in a test or other performance context.Outcome 3• Aural, written and practical tasks.

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UNIT 2 – Music PerformanceIn this unit students continue to build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis. They also study strategies to continue developing technical and expressive performance skills.

Students will study specific concepts to build their musicianship knowledge and skills. Students also devise an original composition or improvisation.

AREAS OF STUDY1. Performance: Students develop knowledge and skills that are required to present music performances in a group and as a soloist. Through regular performance they explore ways to expressively shape their chosen works and build on their ability to communicate artistic intentions convincingly to an audience.

2. Performance Technique: This area of study focuses on continuous development of techniques for group and solo performance. Students trial different rehearsal strategies and identify those that achieve the most effective outcomes. They research and trial performance and interpretation strategies used by other performers and apply approaches to optimise their own performances.

3. Musicianship: In this area of study students build their knowledge and skills in music theory, aural comprehension and music analysis. Students build on their knowledge and skills through systematic study of aural and theoretical concepts in isolation and in the context of performing or listening. They investigate and comment on a variety of ways in which elements of music can be interpreted to achieve expressive outcomes in the performance of music works.

4. Organisation of Sound: This area of study focuses on devising original work as a composition or an improvisation. As part of the process of generating music ideas, students analyse works they are preparing for performance. They identify characteristics that can be used in their composition or improvisation and relevant influences on composers/performers. Where possible, students should practise notating music on manuscript to develop their skill in writing notation. Information and communications technology tools should be used for keying-in (sequencing), review, playback and refinement, as appropriate.

OUTCOMESOn completion of this unit the student should be able to:1. Prepare and perform a musically engaging program of group and solo works.2. Demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance.3. Identify, re-create, notate and transcribe elements of music, and describe how selected elements of music have been interpreted in performance.4. Devise a composition or an improvisation that uses music language evident in work/s being prepared for performance.

ASSESSMENT TASKS Outcome 1• Performances of three works including at least one group work and one solo work with accompaniment as appropriate.Outcome 2• A demonstration of technical work and exercises, for example an assessment task thatincludes a test or other performance context.• An explanation of how selected technical work and exercises support the student’s development as an instrumentalist and their preparation of works performed for Outcome 1.Outcome 3• Aural, written and practical tasksOutcome 4• Composition and/or improvisation exercises and accompanying documentation that describes use of music language in the exercise/s.

UNIT 3 AND 4 – Music Performance

Performance ExaminationStudents choose whether they will present their external end-of-year performance examination program as a member of a group OR as a soloist.

Works selected for StudyIn Unit 3 the program should include contrasting works representing a range of musical styles and diversity of character, including music composed since 1910. The program must be based on requirements for the end-of- year performance examination for group and solo contexts, in the Prescribed List of Group Works or the Prescribed List of Notated Solo Works

For students who have elected to perform their end-of-year performance examination as a member of a group, solo work/s for Outcome 1 may, but are not required to, be selected from the Prescribed List of Notated Solo Works. For students who have elected to perform their end-of-year performance examination as a soloist, group works for Outcome 1 may, but are not required to, be selected from the Prescribed List of Group Works.

UNIT 3 – Music PerformanceThis unit prepares students to present convincing performances of group and solo works. In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis.

AREAS OF STUDY1. Performance: In this area of study students develop knowledge and skills required to present musically engaging performances of music works. Students select a program of contrasting group and solo works that demonstrate a range of music styles, diversity of character and a range of technical, stylistic and interpretative demands. Students develop their ability to present performances of groupand solo works in a variety of performance contexts. They develop effective ensemble performance skills through rehearsal with other musicians. They present performances throughout the unit to develop their ability to communicate their artistic intentions to an audience.

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2. Performance technique: In this area of study students develop knowledge and skills to achieve consistency and control of idiomatic instrumental and performance techniques in group and solo performances. Students practise a range of technical work and exercises selected to extend and improve command of instrumental and performance techniques. They develop an understanding of the relevance of technique to their performance of selected group and solo works. Students also systematically develop skills in unprepared performance, including improvisation and/or sight reading.

3. Musicianship: In this area of study students systematically develop music theory knowledge and skills in aural comprehension and analysis. They apply this knowledge to their analysis of ways in which Australian performers have interpreted a variety of works by Australian composers/songwriters that have been created after 1910.

OUTCOMESOn completion of this unit the student should be able to:1. Present an informed, accurate and expressive performance of a program of group and solo works.2. Demonstrate performance techniques, technical work, exercises, and describe their relevance to the performance of selected group and/or solo works, and present an unprepared performance.3. Identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

ASSESSMENT Outcome 2• A demonstration of technical work and exercises, for example an assessment task that includes a test or other performance context.• An explanation of how selected technical work and exercises support the student’s development as an instrumentalist and their preparation of works performed for Outcome 1.Outcome 3• Aural, written and practical tasks

School-assessed Coursework for Unit 3 contributes 20% to the final assessment.

UNIT 4 – Music PerformanceIn this unit students refine their ability to present performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Students also continue to study ways in which Australian performers interpret works that have been created since 1910 by Australian composers/songwriters.

AREAS OF STUDY1. Performance: In this area of study students prepare a program of works and refine their

ability to present musically engaging performances to an audience. They select a program of contrasting group and solo works that represent a range of styles and diversity of character and complement works selected for Unit 3. The works should allow students to demonstrate a range of technical, stylistic and interpretative demands in performance. Students enhance their understanding of the need for appropriate balance between relevant personal,

ensemble, stylistic, practical, technological, historical and cultural influences in shaping interpretations of their chosen group and solo works.

2. Performance Technique: In this area of study students refine their ability to consistently control use of idiomatic instrumental and performance techniques. Students practise a range of technical work and exercises chosen to consolidate and refine command of instrumental and performance techniques as relevant to selected group and solo works. They build and refine their understanding of the relevance of technique to their performance of selected group and solo works. Students continue to systematically develop skills in unprepared performance.3. Musicianship: In this area of study students consolidate knowledge and skills developed in Unit 3 Outcome 3. Students continue systematic work to develop skills in theory, aural comprehension and analysis. They further develop and refine their ability to identify, recognise, notate and transcribe short music excerpts, as well as to re-create short sections of music. They develop a more sophisticated understanding of ways in which expressive elements of music can be interpreted in music works. They apply this knowledge to their analysis of ways in which Australian performers have interpreted works by Australian composers/ songwriters created after1910.

OUTCOMESOn completion of this unit the student should be able to:1. Prepare and present accurate and expressive performances of informed interpretations of a program/s of group and solo works.2. Demonstrate performance techniques, and technical work and exercises, and discuss their relevance to the performance of selected group and/ or solo works, and present an unprepared performance.3. Identify, re-create, notate and transcribe short excerpts of music, and analyse the interpretation of expressive elements of music in pre-recorded works.

ASSESSMENTOutcome 2: A demonstration of performance techniques, technical work and exercises and a discussion of how selected performance techniques, technical work and exercises support the student’s development as an instrumentalist and their preparation of works for Outcome 1.

*School-assessed Coursework for Unit 4 contributes 10% to the final assessment.

End-of-year examinationsThe level of achievement for Units 3 and 4 is also assessed by an end-of-year performance examination that contributes 50 per cent, and an end-of-year aural and written examination that contributes 20 per cent.

Group performance examinationStudents will present a live performance of at least four contrasting works that represent a range of styles and diversity of character. At least two works in the program must be selected from the Units 3 and 4 Prescribed List of Group Works published annually on the Victorian Curriculum and Assessment Authority website. Details of examination and program requirements are published in the prescribed list.

Solo performance examinationStudents will present a live performance of works selected from the Units 3 and 4 Prescribed List of

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Notated Solo Works published annually on the Victorian Curriculum and Assessment Authority website. Details of examination and program requirements specific to each instrument including the number of works to be performed are published in the prescribed list.

OUTDOOR AND ENVIRONMENTAL STUDIES

UNIT 1- Exploring outdoor experiencesThis unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments.Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments.Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Students understand the links between practical experiences and theoretical investigations, gaining insight into a variety of responses to, and relationships with, nature.

AREAS OF STUDY1. Motivations for outdoor experiences: In this area of study, students examine motivations for and responses to nature and outdoor experiences. They investigate a range of contemporary uses and meanings of the term ‘nature’, and examine a variety of different types of outdoor environments. Students are introduced to a cultural perspective on the ways humans relate to nature. They evaluate how their personal responses are influenced by media portrayals of outdoor environments and perceptions of risk in outdoor experiences. Students learn to plan for and engage in safe participation in outdoor experiences and develop practical skills related to minimal impact travelling and living. Students use these experiences as the basis for reflection and analysis.2. Experiencing outdoor environments: This area of study broadens the focus of students from personal responses to the ways in which others respond to, understand and value outdoor experiences and outdoor environments. Through investigations of specific outdoor environments, students analyse different ways of experiencing and knowing outdoor environments. Practical outdoor experiences provide students with the opportunity to observe and experience various ways of encountering and understanding nature. Students consider factors that affect access to outdoor experiences, and describe the effect of different technologies on outdoor experiences, examining how all of these influence the ways humans understand nature.

OUTCOMESOn completion of this unit the student should be able to:1. Describe motivations for participation in and personal responses to outdoor environments, with reference to specific outdoor experiences.2. Describe ways of knowing and experiencing outdoor environments and evaluate factors that influence outdoor experiences, with reference to specific outdoor experiences.

ASSESSMENTAssessment tasks for this unit are selected from the following:• a journal/report of outdoor experiences• a case study analysis• oral presentations• practical reports in a non-text format such as multimedia, audio podcasts, annotated visual

display• data analysis• tests• written responses, including essays, short answers, weblogs, web discussion forums.

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UNIT 2- Discovering outdoor environmentsThis unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise human impact on outdoor environments. Students are provided with practical experiences as the basis for comparison between outdoor environments and reflection to develop theoretical knowledge about natural environments.

AREAS OF STUDY1. Investigating outdoor environments: This area of study introduces students to the characteristics of a variety of outdoor environments, including those visited during practical outdoor experiences. Students investigate different types of outdoor environments from a number of perspectives. Students undertake case studies of different types of outdoor environments so they can observe and experience how changes to nature affect people. They develop appropriate practical skills for safe and sustainable participation in outdoor experiences and for investigations into various outdoor environments. Students use these experiences as the basis for reflection and analysis of the theoretical knowledge of natural environments2. Impacts on outdoor environments: In this area of study students focus on human activities undertaken in outdoor environments and their impacts on those environments. Although environmental impacts include both natural and human induced changes on components of the environment, the focus here is on human impact – both positive and negative. Students investigate and model individual and group responsibilities for activities in outdoor environments, including codes of conduct for recreational activities and community-based environmental action to promote positive impacts on outdoor environments. Practical outdoor experiences enable students to develop skills related to minimal impact travelling and living, and to experience the impact of technology on outdoor environments. Students use these experiences as the basis for reflection and analysis of theoretical knowledge about natural and human induced impacts on outdoor environments.

OUTCOMESOn completion of this unit the student should be able to:1. Describe the characteristics of different outdoor environments and analyse a range of understandings of these environments, with reference to specific outdoor experiences.2. Evaluate human impacts on outdoor environments and analyse procedures for promoting positive impacts, with reference to specific outdoor experiences.

ASSESSMENTAssessment tasks for this unit are selected from the following:• a journal/report of outdoor experiences• a case study analysis• oral presentations• practical reports in a non-text format such as multimedia, audio podcasts, annotated visual display• data analysis• tests• written responses, including essays, short answers, weblogs, web discussion forums.

Unit 3: Relationships with outdoor environments The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence contemporary relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific natural environments.

AREAS OF STUDY

1. Historical relationships with outdoor environments: This area of study explores how Australians have understood and interacted with outdoor environments over time. Students examine the unique nature of Australian outdoor environments and investigate a range of human relationships with outdoor environments, from various Indigenous cultural experiences, through to the influence of a number of major events and issues subsequent to European settlement. Case studies are used to analyse the role of environmental movements in changing human relationships with outdoor environments. Students must study the role of at least one environmental movement in changing relationships with outdoor environments. Students engage in practical outdoor experiences that enable them to investigate human relationships with specific outdoor environments.2. Contemporary relationships with outdoor environments: In this area of study students examine current relationships between humans and outdoor environments. They examine a number of ways outdoor environments are portrayed in different media; the dynamic nature of relationships between humans and their environment; and the social, cultural, economic and political factors that influence these relationships. Students engage in practical outdoor experiences that enable them to collect information about, and reflect on and analyse, contemporary relationships with outdoor environments. For the purposes of this study, ‘contemporary’ refers to events and interactions within the last ten to fifteen years.OUTCOMESOn completion of this unit the student should be able to:1. On completion of this unit the student should be able to explain and evaluate how relationships with Australian outdoor environments have changed over time, with reference to specific outdoor experiences.2. On completion of this unit the student should be able to analyse and evaluate the factors influencing contemporary societal relationships with outdoor environments, with reference to specific outdoor experiences.

ASSESSMENT

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Outcome 1 Explain and evaluate how relationships with Australian outdoor environments have changed over time, with reference to specific outdoor experiences. (50 marks)

Outcome 2 Analyse and evaluate the factors influencing contemporary societal relationships with outdoor environments, with reference to specific outdoor experiences. (50 marks)

Unit 4: Sustainable outdoor relationships In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current agreements and environmental legislation, as well as management strategies and policies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop and apply theoretical knowledge about outdoor environments.

AREAS OF STUDY

1. Healthy outdoor environments: This area of study explores the contemporary state of environments in Australia and the importance of natural environments for individuals and society. Students examine the nature of sustainability and, using key indicators, evaluate the health of outdoor environments. They investigate current and potential impacts of damage to outdoor environments. Practical outdoor experiences enable students to further develop and apply their practical knowledge and skills for safe and sustainable interaction with outdoor environments.

2. Sustainable outdoor environments: In this area of study students focus on the sustainability of environments in order to support the future needs of ecosystems, individuals and society, and the skills needed to be an environmentally responsible citizen. Students investigate at least two case studies of conflicts of interest between people involved in uses of outdoor environments, and develop a clear understanding of the methods and processes commonly used to resolve these conflicts. Students develop an understanding that management strategies and policies, together with legislation and agreements, contribute to maintaining the health and sustainability of outdoor environments in contemporary Australian society.Students use their outdoor experiences to reflect on the actions taken by individuals and groups in contemporary Australia to maintain the health of outdoor environments.

OUTCOMES

1. On completion of this unit the student should be able to evaluate the contemporary state of Australian outdoor environments, and analyse the importance of healthy outdoor environments and

sustainability for individuals and society, with reference to specific outdoor experiences.

2. On completion of this unit the student should be able to analyse conflicts of interest over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences.ASSESSMENT TASKS1. Evaluate the contemporary state of Australian outdoor environments, and analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specific outdoor experiences.

2. Analyse conflicts of interest over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences.

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PHYSICAL EDUCATION

UNIT 1 – The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.AREAS OF STUDY1. How does the musculoskeletal system work to produce movement? In this area of study students examine the musculoskeletal system of the human body and how the muscles and bones work together to produce movement. Through practical activities they explore the major components of the musculoskeletal system and their contributions and interactions during physical activity, sport and exercise. Students evaluate the social, cultural and environmental influences on movement, and how the capacity and functioning of the muscular and skeletal systems may act as an enabler or barrier to participation in physical activity. Sedentary behaviour, overtraining and participation at the elite and recreational level are investigated as possible causes of illness and injury to the musculoskeletal system. Students consider a variety of legal and illegal practices and substances used to enhance performance from an ethical and a biophysical perspective

2. How does the cardiorespiratory system function at rest and during physical activity? In this area of study students examine the cardiovascular and respiratory systems of the human body and how the heart, blood vessels and lungs function at rest and during physical activity. Through practical activities students explore the structure and function of the cardiorespiratory system and their contributions and interactions during physical activity, sport and exercise. Enablers and barriers to the capacity and functioning of the cardiovascular and respiratory systems are investigated from a sociocultural, environmental and physical perspective. Students explore the ethical and performance considerations of the use of a variety of legal and illegal practices and substances specific to each system.

OUTCOMES1. On completion of this unit students should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the musculoskeletal system functions and its limiting conditions, and evaluate the ethical and performance implications of the use of practices and substances that enhance human movement.

2. On completion of this unit students should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the cardiovascular and respiratory systems function and the limiting conditions of each system, and discuss the ethical and performance implications of the use of practices and substances to enhance the performance of these two systems.

ASSESSMENT TASKSThe core assessment task for Outcomes 1 and 2 is: • a written report analysing participation in at least four physical activities that demonstrate how the musculoskeletal and cardiorespiratory systems work together to produce movement. Additionally, at least one task for the assessment of each of Outcomes 1 and 2 is to be selected from the following: • a practical laboratory report linking key knowledge and key skills to a practical activity or practical activities • a case study analysis • a data analysis • a critically reflective folio/diary of participation in practical activities • a visual presentation such as a graphic organiser, concept/mind map, annotated poster, presentation file • a multimedia presentation, including two or more data types (for example, text, still and moving images, sound) and involving some form of interaction or simulation • a physical simulation or model • an oral presentation such as podcast, debate • a written report • structure questions.

UNIT 2 – Physical activity, sport and society

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity.

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AREAS OF STUDY1. What are the relationships between physical activity, sport, health and society? In this area of study students focus on the role of physical activity, sport and society in developing and promoting healthy lifestyles and participation in physical activity across the lifespan. Students explore the social, cultural and historical influences on participation in various forms of physical activity, including sport. They investigate at the individual and population levels the physical, social, mental and emotional benefits of participation in regular physical activity and the potential negative physical, social, mental and emotional consequences of physical inactivity and sedentary behaviour, including hypokinetic diseases such as Type 2 diabetes and obesity. Students investigate sociocultural factors that influence physical activity and consider opportunities and barriers to participation for various population groups and settings. They develop an understanding of the use of subjective and objective methods for assessing physical activity and sedentary behaviour at the individual and population level and compare these to physical activity and sedentary behaviour guidelines. Students identify and describe the components of a social-ecological model and/or the Youth Physical Activity Promotion Model to assist in the critique and creation of strategies aimed at increasing physical activity and/or reducing sedentary behaviour within a given population. Students create and implement an individual activity plan that meets the physical activity and sedentary behaviour guidelines.2. What are the contemporary issues associated with physical activity and sport? In this area of study students focus on a range of contemporary issues associated with physical activity and/or sport at the local, national and global level. They investigate in detail one issue relevant to physical activity and/ or sport. Possible issues suitable for investigation include declining levels of physical activity across the lifespan, active transport, gender equity in physical activity and sport, cultural diversity and inclusion in physical activity, risk management and safety in physical activity and sport, children and competitive sport, the community and recreation, access to physical activity for population groups such as children, rural and remote communities, cultural groups, Aboriginal and Torres Strait Islanders and people with disabilities.

Students select and explore one issue from a social-ecological perspective to evaluate the affect of individual, social, policy and physical environmental factors on participation in physical activity. Students develop an understanding of the historical, and current perspectives of the issue and forecast future trends. They form conclusions in relation to the impact these factors have on physical activity and sport in society.

OUTCOMES1. On completion of this unit the student should be able to collect and analyse data related to individual and population levels of participation in physical activity and sedentary behaviour to create, undertake and evaluate an activity plan that meets the physical activity and sedentary behaviour guidelines for an individual or a specific group.

2. On completion of this unit the student should be able to apply a social-ecological framework to research, analyse and evaluate a contemporary issue associated with participation in physical activity and/or sport in a local, national or global setting.

ASSESSMENT TASKSThe assessment task for Outcome 1 is: • a written plan and a reflective folio demonstrating participation in a program designed to either increase physical activity levels and/or reduce sedentary behaviour based on the physical activity and sedentary behaviour guidelines for an individual or a selected group. Suitable tasks for assessment of Outcome 2 may be selected from the following: • a visual presentation such as a graphic organiser, concept/mind map, annotated poster, presentation file • a multimedia presentation, including two or more data types (for example, text, still and moving images, sound) and involving some form of interaction or simulation • an oral presentation

• a written report.

UNIT 3 – Physical Activity Participation and the Physiological PerformanceThis unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the social-ecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.

AREAS OF STUDY1. Monitoring and Promotion of Physical Activity: On completion of this unit the student should be able to analyse individual and population levels of sedentary behaviour and participation in physical activity, and evaluate initiatives and strategies that promote adherence to the National Physical Activity Guidelines.

2. Physiological Response to Physical Activity: In this area of study students explore the various systems and mechanisms associated with the energy required for human movement. They consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They examine the way in which energy for activity is produced via the three energy systems and the associated fuels used for activities of varying intensity and duration. Students also consider the many contributing factors to fatigue as well as recovery strategies used to return to pre- exercise conditions. Through practical activities students explore the relationship between the energy systems during physical activity.

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

ASSESSMENT TASKSOutcome 1: A response in one or more of the following forms, which focuses on strategies aimed at increasing physical activity levels (40 marks): a practical laboratory report a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a visual presentation a multimedia presentation.

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Outcome 2: A response in one or more of the following forms, which focuses on the acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body (20 marks): a practical laboratory report a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a visual presentation a test AND

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

School-assessed course work for Unit 3 contributes 25% to the final assessment.

UNIT 4 – Enhancing PerformanceImprovements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition.

AREAS OF STUDY1. Planning, implementing and evaluating a training program: This area of study focuses on the components of fitness and assessment of fitness from a physiological perspective. Students consider the manner in which fitness can be improved by the application of appropriate training principles and methods. Students conduct an activity analysis of an elite athlete to determine the fitness requirements of a selected sport. They participate in fitness testing and an individual training program and evaluate this from a theoretical perspective.

2. Performance enhancement and recovery practices: This area of study explores nutritional, physi2.logical and psychological strategies used to enhance performance. Students examine legal and illegal substances and methods of performance enhancement and develop an understandingof different anti-doping codes. Students consider strategies used to promote recovery, including nutritional, physiological and psychological practices.

OUTCOMESOn completion of this unit students should be able to:1. Plan, implement and evaluate training programs to enhance specific fitness components.2. Analyse and evaluate strategies designed to enhance performance or promote recovery.

ASSESSMENT TASKSOutcome 1: A written report that includes a plan and evaluation of a six-week training program with reference to an activity analysis, fitness testing and a training diary, designed to enhance specific fitness components (40 marks).ANDA response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance (20 marks): a case study analysis a data analysis a critically reflective folio/diary of participation in practical activities a practical laboratory report a visual presentation a test

Outcome 2: A response in one or more of the following formats, which identifies and evaluates various strategies andpractices that are used to enhance performance (40 marks): a practical laboratory report a case study analysis a data analysis a media analysis a test.

*School -assessed course work for Unit 4 contributes 25% to the final assessment.

END OF YEAR EXAMINATIONDescription of TaskAll outcomes in Unit 3 and Unit 4 will be examined. All key knowledge and skills that underpin theoutcomes in Units 3 and 4 are examinable. The examination contributes 50% to the final assessment.

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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.

PREREQUISITES/ELIGIBILITYThe Year 10 Science Unit on Chemistry & Physics is strongly recommended.Students undertaking Physics should also be taking a Mathematics study.

AREAS OF STUDY1. How can thermal effects be explained?In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Students examine the environmental impacts of Earth’s thermal systems and human activities with reference to the effects on surface materials, the emission of greenhouse gases and the contribution to the enhanced greenhouse effect. They analyse the strengths and limitations of the collection and interpretation of thermal data in order to consider debates related to climate science.

2. How do electric circuits work?Modelling is a useful tool in developing concepts that explain physical phenomena that cannot be directly observed. In this area of study students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits.

3. What is matter and how is it formed?In this area of study students explore the nature of matter, and consider the origins of atoms, time and space. They examine the currently accepted theory of what constitutes the nucleus, the forces within the nucleus and how energy is derived from the nucleus.

OUTCOMES1. On completion of this unit the student should be able to apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in selected contexts, and describe the environmental impact of human activities with reference to thermal effects and climate science concepts.

2. On completion of this unit the student should be able to investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community.

3. On completion of this unit the student should be able explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.


UNIT 2 – What do experiments reveal about the physical world?In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

AREAS OF STUDY1. How can motion be described and explained?In this area of study students observe motion and explore the effects of balanced and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and transformations, and apply mathematical models during experimental investigations of motion. Students model how the mass of finite objects can be considered to be at a point called the centre of mass. They describe and analyse graphically, numerically and algebraically the motion of an object, using specific physics terminology and conventions.

2. OptionsTwelve options are available for selection in Area of Study 2. Each option is based on a different observation of the physical world. One option is to be selected by the student from the following: • What are stars? • Is there life beyond Earth’s Solar System? • How do forces act on the human body? • How can AC electricity charge a DC device? • How do heavy things fly?

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• How do fusion and fission compare as viable nuclear energy power sources? • How is radiation used to maintain human health? • How do particle accelerators work? • How can human vision be enhanced?• How do instruments make music? • How can performance in ball sports be improved? • How does the human body use electricity?

3. Practical investigation Systematic experimentation is an important aspect of physics inquiry. In this area of study students design and conduct a practical investigation related to knowledge and skills developed in Area of Study 1 and/or Area of Study 2. The investigation requires the student to develop a question, plan a course of action that attempts to answer the question, undertake an investigation to collect the appropriate primary qualitative and/or quantitative data, organise and interpret the data, and reach a conclusion in response to the question. The student designs and undertakes an investigation involving two independent variables one of which should be a continuous variable. A practical logbook must be maintained by the student for recording, authentication and assessment purposes.

OUTCOMES1. On completion of this unit the student should be able to investigate, analyse and mathematically model the motion of particles and bodies

2. On completion of this unit the student should be able to measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases.

3. On completion of this unit the student should be able to design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data.


UNIT 3 – How do fields explain motion and electricity?PREREQUISITES/ELIGIBILITYA minimum result of 50% for all SACs and examinations in Units 1 & 2 is required.Students undertaking Chemistry should also be taking a Mathematics study.

In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. Students design and undertake investigations involving at least two continuous independent variables.

AREAS OF STUDY1. How do things move without contact? In this area of study students examine the similarities and differences between three fields: gravitational, electric and magnetic. Field models are used to explain the motion of objects when there is no apparent contact. Students explore how positions in fields determine the potential energy of an object and the force on an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles.

2. How are fields used to move electrical energy? The production, distribution and use of electricity has had a major impact on human lifestyles. In this area of study students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems.

3. How fast can things go? In this area of study students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond. At very high speeds, however, these laws are insufficient to model motion and Einstein’s theory of special relativity provides a better model. Students compare Newton’s and Einstein’s explanations of motion and evaluate the circumstances in which they can be applied. They explore the relationships between force, energy and mass. OUTCOMES4. On completion of this unit the student should be able to analyse gravitational, electric and

magnetic fields, and use these to explain the operation of motors and particle accelerators and the orbits of satellites.

5. On completion of this unit the student should be able to analyse and evaluate an electricity generation and distribution system.

6. On completion of this unit the student should be able to investigate motion and related energy transformations experimentally, analyse motion using Newton’s laws of motion in one and two dimensions, and explain the motion of objects moving at very large speeds using Einstein’s

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theory of special relativity.


UNIT 4 – How can two contradictory models explain both light and matter? A complex interplay exists between theory and experiment in generating models to explain natural phenomena including light. Wave theory has classically been used to explain phenomena related to light; however, continued exploration of light and matter has revealed the particle-like properties of light. On very small scales, light and matter – which initially seem to be quite different – have been observed as having similar properties. In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables.



AREAS OF STUDY1. How can waves explain the behaviour of light? In this area of study students use evidence from experiments to explore wave concepts in a variety of applications. Wave theory has been used to describe transfers of energy, and is important in explaining phenomena including reflection, refraction, interference and polarisation. Do waves need a medium in order to propagate and, if so, what is the medium? Students investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave. They apply quantitative models to explore how light changes direction, including reflection, refraction, colour dispersion and polarisation.

2. How are light and matter similar? In this area of study students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter. When light and matter are probed they appear to have remarkable similarities. Light, which was previously described as an electromagnetic wave, appears to exhibit both wave-like and particle-like properties. Findings that electrons behave in a wave-like manner challenged thinking about the relationship between light and matter, where matter had been modelled previously as being made up of particles.

3. Practical investigationA student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work.

The investigation requires the student to identify an aim, develop a question, formulate a hypothesis and plan a course of action to answer the question and that complies with safety and ethical requirements. The student then undertakes an experiment that involves the collection of primary qualitative and/or quantitative data, analyses and evaluates the data, identifies limitations of data and methods, links experimental results to science ideas, reaches a conclusion in response to the question and suggests further investigations which may be undertaken. Findings are communicated in a scientific poster format according to the template provided.

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A practical logbook must be maintained by the student for record, authentication and assessment purposes.

OUTCOMES1. On completion of this unit the student should be able to apply wave concepts to analyse, interpret and explain the behaviour of light

2. On completion of this unit the student should be able to provide evidence for the nature of light and matter, and analyse the data from experiments that supports this evidence.

3. On completion of this unit the student should be able to design and undertake a practical investigation related to waves or fields or motion, and present methodologies, findings and conclusions in a scientific poster


END OF YEAR EXAMINATIONThe level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score

PRODUCT DESIGN & TECHNOLOGY

UNIT 1 – Designing within a teamDesign often involves the refinement and improvement of existing products. This unit focuses on the analysis, modification and improvement of product design. It provides a structured approach towards the design process, looks at examples of design practice used by a designer, and the analysis and evaluation of a design. The design and production work students complete will need to include three points of difference to improve an existing design/product.

AREAS OF STUDY1. Product re-design for improvement – provides students with the opportunity to examine how a designer investigates a need and explores a design problem.

2. Producing and evaluating a re-designed product – referring to their materials/components lists and production plans, students apply a range of techniques and processes and develop practical skills to safely use materials, tools, equipment and machines to make the product designed in the first area of study in this unit.

OUTCOMESOn completion of this unit the student should be able to:1. Describe the methods used by a designer to design a product, and apply similar processes to document the redesigning of an existing product.

2. Use and evaluate materials, tools, equipment and processes to make the product redesigned in Outcome 1 and compare the finished product with the original design.

ASSESSMENT TASKSThe award for satisfactory completion of this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This could include such tasks as: Design Folios, Production Work, Production Records, Multimedia Presentations and Short Written Reports.

UNIT 2 – Collaborative DesignIn this unit each student works as a member of a team to design and develop a product range or contribute to the design and production of a group project. This mirrors professional design practise where designers often work within a multi- disciplinary team to develop solutions to design problems. Therefore, students work both individually and as a member of a small design team to address a problem, need or opportunity that requires a product within a product range or based on a theme, or component of a group project.

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AREAS OF STUDY1. Designing within a team – This area of study focuses on a clearly defined need, problem, or technological challenge, outlined in a design scenario. This will set the scene for the collaborative design project.

2. Producing and evaluating a collaboratively designed product – Students apply techniques and processes to manufacture and assemble their team projects designed in Outcome 1.

OUTCOMESOn completion of this unit the student should be able to:1. Individually and as a member of a team, identify a need and collaboratively develop design options and production planning in response to a design brief for a product range based on a common theme.

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

ASSESSMENT TASKSThe award for satisfactory completion of this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This could include such tasks as: Design Folios, Production Work, Production Records, Multimedia Presentations, Short Written Reports and an Examination.

UNIT 3 – Applying the Product design processIn this unit, students investigate a client or end-user’s needs, prepare a design brief, devise evaluation criteria, carry out research and propose a series of design options. They justify the choice of a preferred design option, develop a work plan and commence production of the product, which will be completed and evaluated in Unit 4.

AREAS OF STUDY1. The designer, client and end-user in product development – This area of study focuses on the role of the designer and the relationship between a designer, client and end-user/s of a product resulting from design and production activities.

2. Product development in Industry: This area of study focuses on the factors that influence the design and development of products within industrial/commercial settings.

3. Designing for others – This area of study focuses on the procedures used by the designer to meet the needs of a client or the requirements of an end-user.

OUTCOMESOn completion of this unit the student should be able to:1. Explain and demonstrate the role of a designer by writing a design brief, developing evaluation criteria and identifying and explaining areas for research and methods that would be used to develop design ideas.

2. Explain the factors that influence the design, development and manufacture of products within industrial/commercial settings.

3. Present a folio that documents the procedure and decision-making processes used while working as a designer to meet the needs of a client or end-user, and commence production of the designed product.

ASSESSMENT TASKSThe award for satisfactory completion of this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This could include such tasks as: Design Folios, Production Work, Production Records, Multimedia Presentations and Short Written Reports.

UNIT 4 – Product development and evaluationIn this unit, students use comparative analysis and evaluation methods to make judgements about product design and development.

AREAS OF STUDY1. Product analysis and comparison – In this area of study, students examine factors that are used to determine the successes of commercially available products in the context of comparison with similar types.

2. Product manufacture – This area of study focuses on the skills, production techniques and processes used to make a product to suit the needs of a client or end-user/s.

3. Product evaluation – This area of study focuses on how evaluation criteria and client or end-user feedback are used to determine how well the product meets the needs and requirements outlined in the design brief developed in Unit 3, Outcome 3.

OUTCOMESOn completion of this unit the student should be able to:1. Analyse similar product types through a comparison of innovative features, functions, aesthetic and visual appeal, and any economic, social and environmental benefits and costs.

2. Competently and safely apply a range of production skills and processes to implement the production plan, make the product designed in Unit 3, Outcome 3, and manage time and resources efficiently.

3. Evaluate the outcomes of the design and production activities, and promote the product’s design features to the client and/or end-user.

ASSESSMENT TASKSThe award for satisfactory completion of this unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This could include such tasks as: Design Folios, Production Work, Production Records, Multimedia Presentations and Short Written Reports and the end of year examination.

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PSYCHOLOGYUNIT 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, feelingsand behaviours.

PREREQUISITES/ELIGIBILITYStudents may choose to accelerate into this subject in year 10.

AREAS OF STUDY1. How does the brain function? Advances in brain research methods have led to new ways of understanding the relationship between the mind, brain and behaviour. In this area of study students examine how our understanding of brain structure and function has changed over time and how the brain enables us to interact with the external world around us. They analyse the roles of specific areas of the brain and the interactions between different areas of the brain that enable complex cognitive tasks to be performed. Students explore how brain plasticity and brain damage can affect a person’s functioning.In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Students examine the environmental impacts of Earth’s thermal systems and human activities with reference to the effects on surface materials, the emission of greenhouse gases and the contribution to the enhanced greenhouse effect. They analyse the strengths and limitations of the collection and interpretation of thermal data in order to consider debates related to climate science.

2. What influences psychological development? The psychological development of an individual involves complex interactions between biological, psychological and social factors. In this area of study students explore how these factors influence different aspects of a person’s psychological development. They consider the interactive nature of hereditary and environmental factors and investigate specific factors that may lead to development of typical or atypical psychological development in individuals, including a person’s emotional, cognitive and social development and the development of psychological disorders.

3. Student-directed research investigation.In this area of study students apply and extend their knowledge and skills developed in Areas of Study 1 and/or 2 to investigate a question related to brain function and/or psychological development. Students analyse the scientific evidence that underpins the research in response to a question of interest. They then communicate the findings of their research investigation and explain the psychological concepts, outline contemporary research and present conclusions based on the evidence

OUTCOMES1. On completion of this unit the student should be able to 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.

2. On completion of this unit the student should be able to 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.

3. On completion of this unit the student should be able explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.


UNIT 2 – 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.

AREAS OF STUDY1. What influences a person’s perception of the world?

Human perception of internal and external stimuli is influenced by a variety of biological, psychological and social factors. In this area of study students explore two aspects of human perception – vision and taste – and analyse the relationship between sensation and perception of stimuli. They consider how biological, psychological and social factors can influence a person’s perception of visual and taste stimuli, and explore circumstances where perceptual distortions of vision and taste may occur..

2. How are people influenced to behave in particular ways? A person’s social cognition and behaviour influence the way they view themselves and the way they relate to others. In this area of study students explore the interplay of biological, psychological and social factors that shape the behaviour of individuals and groups. They consider how these factors can be used to explain the cause and dynamics of particular individual and group behaviours, including attitude formation, prejudice, discrimination, helping behaviour and bullying. Students examine the findings of classical and contemporary research as a way of theorising and explaining individual and group behaviour.

3. Student-directed practical investigation In this area of study students design and conduct a practical investigation related to external

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influences on behaviour. The investigation requires the student to develop a question, plan a course of action to answer the question, undertake an investigation to collect the appropriate primary qualitative and/or quantitative data, organise and interpret the data and reach a conclusion in response to the question. The investigation relates to knowledge and skills developed in Areas of Study 1 and/or 2 and is undertaken by the student using either quantitative or qualitative methods, including experiments, surveys, questionnaires, observational studies and/or rating scales..

OUTCOMES1. On completion of this unit the student should be able to compare the sensations and perceptions of vision and taste, and analyse factors that may lead to the occurrence of perceptual distortions.

2. On completion of this unit the student should be able to identify factors that influence individuals to behave in specific ways, and analyse ways in which others can influence individuals to behave differently.

3. On completion of this unit the student should be able to design and undertake a practical investigation related to external influences on behaviour, and draw conclusions based on evidence from collected data.

ASSESSMENT TASKSSelection of Assessment tasks include: Practical Activities and Reports Tests Blog writing/Journal entries Research Tasks Media Responses Data Analysis Examination

UNIT 3 – How does experience affect behaviour and mental processes?

The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory.

AREAS OF STUDY

1. How does the nervous system enable psychological functioning? In this area of study, students explore the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli. They explore the specialised structures and functioning of neurons that allow the nervous system to transmit neural information. Students evaluate how biological, psychological and social factors can influence a person’s nervous system functioning. In particular, they consider the ways in

which stress can affect the mind and body, the role that the nervous system plays in these processes and how stress can be managed.

2. How do people learn and remember? Memory and learning are core components of human identity: they connect past experiences to the present and shape futures by enabling adaption to daily changes in the environment. In this area of study students study the neural basis of memory and learning and examine factors that influence the learning of new behaviours and the storage and retention of information in memory. They consider the influence of biological, psychological and social factors on the fallibility of memory.

OUTCOMES7. On completion of this unit the student should be able to explain how the structure and function

of the human nervous system enables a person to interact with the external world and analyse the different ways in which stress can affect nervous system functioning. On completion of this unit the student should be able to analyse and evaluate an electricity generation and distribution system.

8. On completion of this unit the student should be able to apply biological and psychological explanations for how new information can be learnt and stored in memory, and provide biological, psychological and social explanations of a person’s inability to remember information


UNIT 4 – How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s

mental functioning and wellbeing.



AREAS OF STUDY1. How do levels of consciousness affect mental processes and behaviour?

Differences in levels of awareness of sensations, thoughts and surroundings influence individuals’ 126

interactions with their environment and with other people. In this area of study students focus on states of consciousness and the relationship between consciousness and thoughts, feelings and behaviours. They explore the different ways in which consciousness can be studied from physiological and psychological perspectives and how states of consciousness can be altered. Students consider the nature and importance of sleep and apply biological, psychological and social factors to analyse the effects of sleep disturbances on psychological functioning, including mood, cognition and behaviour.

2. What influences mental wellbeing? In this area of study, students examine what it means to be mentally healthy. They explore the concept of a mental health continuum and factors that explain how location on the continuum for an individual may vary over time. Students apply a biopsychosocial approach to analyse mental health and mental disorder, and evaluate the roles of predisposing, precipitating, perpetuating and protective factors in contributing to a person’s mental state. Specific phobia is used to illustrate how a biopsychosocial approach can be used to explain how biological, psychological and social factors are involved in the development and management of a mental disorder. Students explore the concepts of resilience and coping and investigate the psychological basis of strategies that contribute to mental wellbeing.

3. Practical investigationThe investigation requires the student to identify an aim, develop a question, formulate a research hypothesis including operationalised variables and plan a course of action to answer the question and that takes into account safety and ethical guidelines. Students then undertake an experiment that involves the collection of primary qualitative and/or quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to science ideas, reach a conclusion in response to the question and suggest further investigations which may be undertaken. Results are communicated in a scientific poster format according to the template suggested. A practical work folio must be maintained by the student for record, authentication and assessment purposes.

OUTCOMES1. On completion of this unit the student should be able to explain consciousness as a continuum, compare theories about the purpose and nature of sleep, and elaborate on the effects of sleep disruption on a person’s functioning.

2. On completion of this unit the student should be able to explain the concepts of mental health and mental illness including influences of risk and protective factors, apply a biopsychosocial approach to explain the development and management of specific phobia, and explain the psychological basis of strategies that contribute to mental wellbeing.

3. On completion of this unit the student should be able to design and undertake a practical investigation related to mental processes and psychological functioning, and present methodologies, findings and conclusions in a scientific poster.


END OF YEAR EXAMINATIONThe level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score

RELIGION AND SOCIETY - Units 1 & 2

SCOPE AND SEQUENCEThe beliefs, practices, principles and codes of religions provide ways in which individuals can answer questions about the meaning and purpose of life. In Religion and Society, religion is defined as a community organised around beliefs related to ultimate reality and the consequent beliefs, practices, principles and codes for behaviour. Adherence to particular beliefs, practices, principles and codes can form an important part of individual identity. They can determine membership of the religion and the transmission of meaning, both individual and collective, from generation to generation. Within each religious tradition, groups and individuals exhibit diversity of commitment and belief; some people do not identify with the generalised portrayal of their religious tradition, whereas others become strict adherents. Religious traditions develop and evolve over time through the participation and contribution of members and through interactions with society. Throughout history, religion and society have interacted with each other in broad ways in response to a range of important issues. Some religious traditions continue to thrive while others have declined, disappeared or parts of them have been assimilated into other religions, which allow their ideas to live on in some form. New religious movements can develop into religious traditions. In VCE Religion and Society, students undertake a general study of religion and its interaction with society in the past and the present. They study specific religious traditions or denominations in societies where multiple worldviews coexist and consider individual experiences of members as they engage with their religion. This study respects and encourages an open and objective inquiry, without partiality towards any one religion.

RATIONALERationale VCE Religion and Society enables students to understand the complex interactions between religion and society over time. Religion has played and continues to play a significant role in the development and maintenance of society. Students come to appreciate that religion can be a positive force of power, authority and justice. However, religious institutions have not always interacted positively with society at large and have at times supported the unethical behaviour of other power structures in society and of individuals. The study of religion and society can assist students in reaching a deeper, balanced understanding of societies and cultures in which multiple worldviews coexist. Students explore how such societies and their religious traditions negotiate significant ethical issues. Religious traditions offer value systems that guide their interactions with society and influence society’s decision making. This study offers an insight into the religious beliefs and other aspects of religion that express these value systems. Students study the role of religions in supporting adherents to grapple with the big questions of human existence and to respond to significant life experiences. Through the study of VCE Religion and Society students come to acknowledge the role of religion in shaping historical and present events. They explore times when

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religion dominated societies and the shifting role of religion in societies today in which multiple worldviews coexist and religion may be seen to have a lesser role. This study fosters an appreciation of the complexity of societies where multiple worldviews coexist and develops skills in research and analysis, helping students to become informed citizens and preparing them for work and further study in fields such as anthropology, theology, philosophy, sociology, journalism, politics and international relations.

AIMS This study enables students to: • understand the nature and purpose of religion • explain the ongoing interaction between society and religion, and their influence upon each other, including in debate about important religious, cultural, political, social and ethical issues • understand the interplay between society and individual identity formation through membership of religious traditions • reflect on the interaction between society and the collective identity engendered by religious traditions • reflect on the capacity of religion to provide ways of making meaning of significant life experiences for individuals • develop an understanding of, and respect for, the religious beliefs of others, and acknowledge their freedom and right to hold those religious beliefs.

STRUCTUREThe study is made up of four units. Unit 1: The role of religion in society Unit 2: Religion and ethics Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

Unit 1: The role of religion in society In this unit students explore the origins of religions and the role of religions in the development of society, identifying the nature and purpose of religion over time. They investigate the contribution of religion generally to the development of human society. They also focus on the role of religious traditions over time in shaping personal and group identity. Students examine how individuals, groups and new ideas have affected and continue to affect religious traditions. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas and religious traditions broadly and in the Australian society in which they live.

A range of examples are studied throughout the unit. For all areas of study, students explore detailed examples from more than one religion. These may be from one or more than one of the groups below. In addition, for Areas of Study 1 and 2 further shorter illustrative examples should be selected for study from across all the groups below.

• Spiritual and religious ideas in Prehistory (associated with, for example, Lascaux, Gobekli Tepe, Stonehenge, Jericho) • Religions of ancient civilisations (for example, Sumerian, Mesopotamian, Babylonian, Egyptian, Canaanite, Roman, Greek) • Asian religions (for example, Buddhism, Hinduism, Sikhism, Jainism, Taoism, Confucianism, Shintoism) • Abrahamic religions (for example, Judaism, Christianity and Islam). Students consider the aspects of religion when investigating selected religions and religion in general.

Areas of Study: 1. The nature and purpose of religion

In this area of study students are introduced to the nature and purpose of religion in general, exploring the role of religion in shaping and giving expression to spiritual experience. They identify the aspects common to religions, explore the interrelation of these aspects generally and explain why these aspects are common to all religions studied. They also explore how these aspects may vary between religions.

2. Religion through the ages In this area of study students investigate how society and religion influence each other, and the roles of religion in society. They consider the factors that influence these roles and the effect that developments in society might have on religion.

Spirituality and religion have been an integral part of the development of human societies as cultural knowledge and understanding is passed from generation to generation through a process of socialisation. As people spread across the globe they encountered and exchanged religious and cultural ideas. Over time, religious traditions have encountered challenging philosophical and spiritual movements, political regimes, legal structures, scientific ideas, colonisation, national myths, globalisation, secularisation, technological developments and historical events. These encounters have led to religious traditions taking various roles to endorse, modify or resist the spread of ideas and movements in society.

At times in history some religions have lost the authority and power to explain crises for their society and have been abandoned; other religions have adapted and been resilient or were re-established in a different form. Some religions have been able to adopt and adapt beliefs, ideas and practices from other religions while retaining their distinctiveness.

3. Religion in Australia In this area of study students consider religions in Australia, past and present, and the influences on Australian religious composition, in particular migration and secularisation. They explore how the communities and later institutions of these religions perceived themselves and expressed their collective identity in Australia. This expression of collective identity may have been cohesive or diverse, with different religious communities and their distinctive identities contributing to the whole identity of the religious tradition. Students also examine the influence of religion on the personal identity of members. They explore the influence of religions on the development of social infrastructure in Australia, and consider factors such as the laws governing the provision of education and welfare. This exploration should include the interfaith and ecumenical initiatives between and within religions in Australia.

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Unit 2: Religion & EthicsHow do we know what is good? How do we make decisions in situations where it is unclear what is good or not good? Do we accept what society defines as good? Do we do what feels right? Or do we rely on a definition of what is good from a religious tradition? What are the principles that guide decision making? Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments. An important influence on ethical perspective is the method of ethical decision-making, made up of concepts, principles and theories. Ethical questions that demand practical moral judgment are raised at the personal, family, local, wider community, national and global level. Family, community and traditional connections tie people together and provide an ethical background to guide what individuals choose to do, approving of some choices and disapproving of others. This ethical background is enmeshed with the dominant religious and philosophical traditions of the times within a culture at a certain point in time.

Areas of Study:

1. Ethical decision-making and moral judgmentIn this area of study students are introduced to the nature of ethical decision-making in societies where multiple worldviews coexist. Ethical decision-making involves the selection of methods which have guiding concepts, principles and theories. Students explore concepts that underpin ethical decision-making and influences on practical moral judgment. Methods of ethical decision-making such as ‘ought’ ethics, character ethics and outcome ethics are discussed, as well as theories leading to and derived from these methods. These methods and their supporting theories are based on various sources of ethical authority. Ethical methods and practical moral judgment are subject to varying emphases on factors such as duties, outcomes, laws (secular and religious), divinity, social order and social norms, tradition, reason, love, fear, absolutism, relativism, subjectivism, emotionalism, social justice, institutions, the common good, natural law, poetic justice, anarchy, ‘scientism’, and pragmatism.

2. Religion and ethics In this area of study students examine religious ethical perspectives and other influences on moral judgments of at least two religious traditions in societies where multiple worldviews coexist. They also explore the philosophical traditions which have contributed to each religion’s understanding of ethics. Certain authorities, values, norms, ideas, and ethical principles inform broad ethical perspectives and in turn moral judgments within religious and philosophical traditions. Other aspects of religion, in particular beliefs and texts, inform the decision-making process for religious traditions.

3. Ethical issues in society In this area of study students build on the knowledge explored in Areas of Study 1 and 2. Focusing on two or more ethical issues, students apply this knowledge to an examination of debates about ethical issues conducted in the public arena of societies in which multiple religious and non-religious worldviews coexist. The analysis should explain why the issue is regarded as an ethical issue, identify contributors to the debate, including religious traditions, consider the influence of participants’ contributions, and investigate the basis of ethical perspectives and moral judgments used in the debates, including the ethical methods involved in the decision-making process.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes.

The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for course design and the development of learning activities and assessment tasks.

Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited timeframe.

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit.

Suitable tasks for assessment may be selected from the following: • reports • debates • identification exercises • analytical exercises • an essay • written exercises • annotated charts. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand.

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SOCIOLOGY

UNIT 1- Youth and FamilyThis unit uses sociological methodology to explore the social categories of youth and adolescence and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of its composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures works unit explores expressions of culture and ethnicity within Australian society in two different contexts.

AREAS OF STUDY1. Category and Experience of Youth: In this area of study students are introduced to the discipline of sociology and the nature of sociological inquiry through the study of youth. 2. The Family: This area of study explores different definitions of the family and how families have changed overtime.

OUTCOMESOn completion of this unit the student should be able to:1. On completion of this unit the student should be able to describe the nature of sociological inquiry and discuss in an informed way youth and adolescence as social categories.2. On completion of this unit the student should be able to analyse the institution of family.

ASSESSMENTOutcome 1Assessment tasks for this unit are selected from the following:• an interview and a report• an essay• a research report• a test• a written report• a film analysis• a representation analysis• a review of youth or family specific journals or magazines• an annotated media file• a multimedia presentation.

Outcome 2Assessment tasks for this unit are selected from the following:• an interview and a report• an essay• a research report• a test• a written report• a film analysis• a representation analysis• a review of youth or family specific journals or magazines• an annotated media file• a multimedia presentation.School-assessed Coursework for Unit 1 will contribute 50 per cent.

UNIT 2- Social Norms: Breaking the CodeIn this unit students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and socioeconomic status.

AREAS OF STUDY1. Deviance: This area of study focuses on the concept of deviance, including how what is considered deviant may differ according to age and social status and across time and space. 2. Crime: In this area of study students develop an understanding of the concept of crime.

OUTCOMESOn completion of this unit the student should be able to:1. On completion of this unit the student should be able to analyse a range of sociological theories explaining deviant behaviour and the impact of moral panic on those considered deviant.2. On completion of this unit the student should be able to discuss crime in Australia and evaluate the effectiveness for shaping human behaviour and methods of punishment in the judicial system.

ASSESSMENTOutcome 1Assessment tasks for this unit are selected from the following:• an interview and a report• an essay• a research report• a test• a written report• a film analysis• a representation analysis• a review of youth or family specific journals or magazines• an annotated media file• a multimedia presentation.

Outcome 2Assessment tasks for this unit are selected from the following:• an interview and a report• an essay• a research report• a test• a written report• a film analysis• a representation analysis• a review of youth or family specific journals or magazines• an annotated media file• a multimedia presentation.

School-assessed Coursework for Unit 3 will contribute 50 per cent.

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UNIT 3- Culture and EthnicityThis unit explores expressions of culture and ethnicity within Australian society in two different contexts– Australian Indigenous culture, and ethnicity in relation to migrant groups. Culture and ethnicity refer to groups connected by shared customs, culture or heritage. Students learn how these classifications can define inequality and opportunity, shape cultural activities and provide a sense of purpose.

AREAS OF STUDY1. Australian Indigenous culture: In this area of study students explore the meaning of culture and the distinction between material and non-material culture.2. Ethnicity: In this area of study students examine the sociological concepts of race and ethnicity.

OUTCOMESOn completion of this unit the student should be able to:1. Analyse and evaluate changes in public awareness and perception of Australian Indigenous culture.2. Identify and analyse experiences of ethnicity within Australian society.

ASSESSMENTOutcome 1One or more of the following:• an analysis of text-based or visual representation/s• a multimedia presentation• a report• a test• an extended response• a film analysis.

Outcome 2One or more of the following:• an analysis of text-based or visual representation/s• a multimedia presentation• a research report• a test• an extended response.


UNIT 4 - Community, Social movements and Social changeIn this unit students explore the ways sociologists have thought about the idea of community and how the various forms of community are experienced. They examine the relationship between social movements and social change. In Area of Study 1 students examine the changing definitions and experiences of community and the challenges posed by political, social, economic and technological change. Students examine a range of theoretical understandings of the concept of community with particular reference to the theories of Tonnies and Castells.

AREAS OF STUDY1. Community: Sociologists refer to the concept of community as a group of people who share social relationships through being geographically close to each other and/or being in regular contact with each other, and through having similarities such as mutual interests or shared ideology.2. Social movements and social change: In this area of study students investigate the concept of power used by sociologist Max Weber.

OUTCOMESOn completion of this unit the student should be able to:1. Explain the experience of community and analyse and evaluate a specific example with reference to the theories of Tonnies and Castells.2. Analyse the nature of social movements and evaluate their influence on social change.

ASSESSMENTOutcome 1One or more of the following:• a multimedia presentation• a research report• a test• an extended response.

Outcome 2One or more of the following:• a multimedia presentation• an essay• a report• a test.


END-OF-YEAR EXAMINATIONAll the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.

The examination will contribute 50 per cent.

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STUDIO ARTUNIT 1: Artistic Inspiration and TechniquesThis unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range of materials and techniques as tools for communicating ideas, observations and experiences through art making.

Students also explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks.

AREAS OF STUDY1. Developing Art IdeasThis area of study focuses on developing distinct ideas from inspiration, observation and experiences through artworks. Students explore a variety of art making practices and sources to communicate and develop innovative concepts as starting points for the making of artworks. These skills will be enhanced by reflective written work that focuses on personal experiences, observation and reflection.

2. Materials and Techniques This area of study focuses of the use of materials and techniques in the production of artworks. Students explore a range of materials and techniques and investigate specific characteristics and properties of materials to experiment and manipulate and create a range of visually aesthetic effects. Reflective annotations will consolidate this knowledge and develop an understanding of the health and safety in the handling of art materials.

3. Interpretation of art ideas and use of materials and techniquesThis area of study focuses on the way artists from different times and cultures have interpreted ideas. This will look at artistic expression and how artists use materials and techniques, source information, use their own life experiences and view the world around them and interpret this information to create. Students research, compare and contrast and analyse a range of artists and resources becoming familiar with art language and terminology.

UNIT 2: Design and Exploration of ConceptsThis unit focuses on students establishing and using a design process to produce artworks. The design process includes the formulation and use of an individual approach to locating sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand the artists’ ideas and how they have created aesthetic qualities and identifiable styles.

AREAS OF STUDYDesign ExplorationThis area of study requires students to develop a series of ideas based on a shared theme that evolves into a finished artwork. The exploration of this process will explore a variety of ideas and emotions and demonstrate an analytical understanding. Students should experiment with materials and techniques and use the elements of art including line, tone, shape, colour, texture and other elements such as sound and light to produce aesthetic qualities. Students learn to generate a range of directions, and analyse and evaluate these before the production of artworks.

Ideas and Styles in ArtworkThis area of study focuses on analysing the work of other artists and how they see the world. Art and artwork from different times and cultures are viewed and analysed in order to understand how art elements and principles are used to tell stories and communicate ideas. Students further develop how signs, symbols and images were used and explore the function of art throughout history. Art terminology and research skill will be enhanced throughout this learning process.

Unit 3: Studio Production and Professional Art PracticesThis unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4. Students investigate and analyse the response of artists and explore professional art practices of artists in relation to particular artworks and art form/s and identify the development of styles in artworks.

AREAS OF STUDYExploration ProposalThis area of study focuses on the development of an exploration proposal that creates a framework for the individual design process. The exploration proposal is prepared prior to the design process, and may be expanded upon during the initial stages of the design process. The exploration proposal is developed on an individual basis and sets out the student’s own creative responses to formulating the content and parameters of the design process.

Design processThis area of study focuses on an individual design process that has been documented in the exploration proposal. The design process is developed in sufficient breadth and depth to support the student to produce a range of creative potential directions. A selection of these potential directions form the basis for the production of a folio of finished artworks completed in Unit 4.Students present a range of potential directions that will be used to generate artworks in Unit 4 for the production of a cohesive folio. Professional art practices and stylesThis area of study focuses on professional art practices in relation to particular art form/s and the development of styles in artworks. Students investigate the ways in which artists have interpreted subject matter, influences, cultural contexts, and communicated ideas and meaning in making artworks.

Unit 4: Studio Production and Art Industry ContextsThis unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the folio of finished artworks. These artworks should reflect the skilful application of materials and techniques, and the resolution of ideas and aesthetic qualities.

This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the preparation, presentation and conservation of artworks. Students examine a range of environments for the presentation of artworks exhibited in contemporary settings. Students are expected to visit at least two different exhibition spaces in their current year of study.

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AREAS OF STUDYFolio of artworksThis area of study focuses on the production of a cohesive folio of finished artworks developed from the selected potential directions that have been identified in the individual design process in Unit 3. The production of artworks is supported by the focus, reflection and evaluation process. In this area of study the folio demonstrates identified relationships between the artworks that are interpreted through aesthetics, themes, concepts and/or materials and techniques.

Focus, reflection and evaluationThis area of study requires students to reflect on their folio and produce an evaluation of the finished artworks. Students provide visual and written documentation of the selected potential directions that were used as the basis for the final artworks. The documentation must identify the refined focus of the production of the folio, including the reasons why specific potential directions, developed in the design process. At the completion of the folio, students examine and reflect on the communication of ideas, the use of materials and techniques, the resolution of aesthetics and the relationships that have been formed in the folio.

Art industry contextsThis area of study focuses on the analysis of requirements and conditions of environments where artworks are presented. Students examine a variety of exhibition spaces and review the methods and considerations involved in the preparation, presentation and conservation of artworks. As part of this requirement, students visit at least two different exhibition spaces in their current year of study.

THEATRE STUDIES

UNIT 1 – Pre-Modern TheatreThis unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. They also study theatrical and performance analysis and apply these skills to the analysis of a play in performance.

AREAS OF STUDY

1. Pre- Modern Theatre Students study playscripts from at least three distinct theatrical periods. They learn about contexts, cultural origins, and theatrical styles, use of stagecraft and performance possibilities for each of the selected playscripts.

2. Interpreting Play Scripts: This area of study focuses on the presentation of playscripts from the pre-modern era of theatre. Students apply acting and other stagecraft to interpret playscripts from at least three distinct theatrical periods from the pre-modern era.

3. Analysing a play in performance: This area of study focuses on an analysis of a professional performance of a playscript.

OUTCOMES

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

1. Identify and describe the distinguishing features of pre-modern theatre playscripts.2. Apply acting and other stagecraft to interpret playscripts from the pre-modern era.3. Analyse a performance of a playscript.

ASSESSMENT TASKS

Assessment tasks for this unit are selected from the following:

• performance of playscripts from the pre-modern era

• oral/visual/multimedia reports/presentations

• responses to structured questions

• research report.

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UNIT 2 – Modern TheatreIn this unit students study theatrical styles and stagecraft through working with playscripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with playscripts from the modern era, focusing on works from the 1920s to the present. They study theatrical analysis and production evaluation and apply these skills to the analysis of a play in performance.

AREAS OF STUDY

1. Modern Theatre: This area of study focuses on an exploration of three playscripts from the modern era of theatre. Students learn about the contexts, origins, theatrical styles, production processes, use of stagecraft and performance possibilities of each playscript.

2. Interpretation through stagecraft: In this area of study students apply stagecraft to realise playscripts from at least three distinct theatrical movements from the modern era. They also learn how stagecraft is informed by and contributes to the development of different theatrical styles, and consider ways the application of stagecraft is itself shaped by the contexts of the playscripts. Through working collaboratively, students gain an understanding of how stagecraft is applied in a production process to interpret playscripts.

3. Analysing a play in performance: This area of study focuses on observation and analysis of a student’s own performance work.

OUTCOMES

On completion of this unit the student should be able to:1. describe the factors that influenced the development of the theatre movement.2. apply stagecraft to interpret playscripts from the modern era.3. analyse and evaluate stagecraft in a performance of a playscript.

ASSESSMENT TASKS

Demonstration of achievement of outcome 1 and 2 must be based on the following assessment tasks: Performance of three different types of modern theatre Documentation of the processes used to create this performance and the production tasks of their

choice

Demonstration of achievement of outcomes 3 will be based on the student’s performance on a selection of the following assessment tasks: Analytical journal Research assignment Oral presentations Examination

UNIT 3 Playscript interpretation

In this unit students develop an interpretation of a playscript through the stages of the theatrical production process: planning, development and presentation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a playscript. They use knowledge they develop from this experience to analyse the ways stagecraft can be used to interpret previously unseen playscript excerpts. Students also attend a performance selected from the prescribed VCE Theatre Studies Unit 3 Playlist.

Area of Study

1. Production process: This area of study focuses on the development of skills that contribute to the interpretation of a playscript. Students work collaboratively to contribute to the development of a production. As a member of the production team, students undertake exercises and tasks throughout the stages of the production process leading to the development of a playscript.

2. Theatrical interpretation: In this area of study students explore how stagecraft can be applied across the stages of the production process to interpret the theatrical possibilities of excerpts from a playscript. Students interpret previously unseen playscript excerpts and other stimulus material, formulating and justifying possible theatrical responses and documenting their interpretation.

3. Production analysis: In this area of study students analyse and evaluate an interpretation of a playscript in a production from the prescribed VCE Theatre Studies Unit 3 Playlist.

Outcomes


1. Apply stagecraft to interpret a playscript for performance to an audience.2. Document an interpretation of excerpts from a playscript and explain how stagecraft can be

applied in the interpretation.3. Analyse and evaluate the interpretation of a written playscript in production to an audience.

Assessment Tasks

Written Analysis Practical performance

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Unit 4 : Performance InterpretationIn this unit students study a scene and associated monologue from the Theatre Studies Stagecraft Examination Specifications published annually by the Victorian Curriculum and Assessment Authority, and develop a theatrical treatment that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret a monologue from within a specified scene using selected areas of stagecraft to realise their interpretation.

1. Monologue interpretation: This area of study focuses on the interpretation of a monologue from a playscript selected from the monologue list in the Theatre Studies Stagecraft Examination Specifications.

2. Scene interpretation: In this area of study students develop a theatrical treatment that outlines an interpretation of a monologue and a prescribed scene

3. Performance Analysis: In this area of study students focus on the analysis and evaluation of the acting and design in a production selected from the prescribed VCE Theatre Studies Unit 4 Playlist.

Outcomes


1. Interpret a monologue from a playscript and justify their interpretive decisions.2. Develop a theatrical treatment that presents an interpretation of a monologue and its

prescribed scene.3. Analyse and evaluate acting in a production.

Assessment Tasks

Written Analysis Practical performance – externally Marked Examination

VISUAL COMMUNICATION DESIGN

UNIT 1 – Introduction to Visual Communication DesignThis unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Through experimentation and exploration of the relationship between design elements anddesign principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design.

AREAS OF STUDY1. Drawing as a Means of Communication: Drawing undergirds the design process as ideas are generated, developed and refined. It is a way of communicating design thinking and students use observation, visualisation and presentation drawing to depict their ideas and concepts. They analyse an object’s function, aesthetics, and by extension, study the designer’s decision making when drawing from observation, utilising different media and materials. Students utilise orthogonal and paraline drawings to depict three dimensional objects in proportion.

Students use these observational drawings as the starting point of their own design ideas, and use freehand visualisation drawing techniques to generate a number of different ideas utilising different media.

Students refine their use of media and materials to produce polished presentation drawings showed resolved design ideas.

2. Design elements and design principles: Students experiment with all of the design elements and principles using freehand drawing methods as well as photography, digital photography, printmaking and collage to experiment with how the manipulation of elements and principles can alter meaning. Through investigation of these elements and principles students discover how their application can affect the purpose of visual communication.

3. Visual Communication Design in Context: Students utilise a case study approach in order to investigate how visual communications have been influenced by the values and events of a society and historical era. Students consider the works of key designers in terms of visual language and the use of materials, methods, media, design elements, design principles and presentation formats.

OUTCOMESOn completion of this unit students should be able to:1. Complete Instrumental drawings using a range of paraline drawing systems, freehand drawings from observation, and presentation drawings.2. Explore and apply a range of design elements and principles to satisfy a set purpose/design brief.3. Describe and analyse contemporary and historical examples of visual communications and explain how they communicate ideas, present information and reflect influences.

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ASSESSMENT TASKSOutcome 1: Folio of instrumental and freehand observational drawings as well as a refined rendered presentation drawing.Outcome 2: Folio of visual communications that use design elements and principles to satisfy stated purpose.Outcome 3: Written response, supported by visual material, which describes and analyses contemporary and historical examples of visual communications.

UNIT 2 – Communication in ContextStudents use design knowledge, design thinking, and drawing methods to create visual communications which meet specific purposes in designated fields of design. They investigate how typography is used in visual communication and use presentation drawing methods, including instrumental drawing to communicate ideas associated with environmental or industrial design.

AREAS OF STUDY1. Technical Drawing in Context: Students learn presentation drawing techniques associated with the fields of environmental design (architecture, interior or landscape design) or industrial/product design (appliances/homewares, packaging, tools and transport). Students use manual and/or freehand methods to generate drawings in both 2 and 3 dimensions.

2. Type and Imagery: Students develop knowledge and skills in manipulating type and imagery involved in communication design. Students can focus on graphic design, packaging/surface design or brand/identity design. They investigate the affects type can have on style and mood as well as the historical and contemporary factors which have influenced the style and layout of print and screen- based layouts.

3. Applying the Design Process: Students utilise the design process to organise their thinking about different approaches to solving design problems and presenting design ideas. They respond to a set brief by engaging in research and using this as stimulus for generating and developing their own ideas. Students then refine and produce their final visual communication presentation.

OUTCOMESOn completion of this unit students should be able to:1. Use instrumental drawings to develop images that represent and communicate form.2. Describe and analyse contemporary and historical examples of type and use Adobe Illustrator to manipulate typefaces to present information.3. Apply a design process to develop a visual communication solution to a set task.

ASSESSMENT TASKSOutcome 1: Folio of instrumental drawings and freehand observational drawings.Outcome 2: A timeline (poster or pdf) depicting the origins of typefaces incorporating AdobeIllustrator type manipulation.Outcome 3: A practical design task utilising stages of the design process.

Examination

UNIT 3 – Design Thinking and PracticeStudents learn design thinking skills in order to effectively communicate their ideas to clients, audiences, other designers and other specialist professionals. They analyse existing visual communications in order to gain understanding of design decisions made in relation to elements and principles of design as well as media, materials and methods. Students use design from other historical periods and diverse styles to provide starting points for their own creative work and undertake research to generate their own ideas. They use observational and visualization drawing to generate ideas.

AREAS OF STUDY1. Analysis and Practice in Context: Students view visual communications in the fields of environmental, communication and industrial design in order to gain insight into the decisions and design thinking of the designers. They use these visual communications as stimuli for their own practical work, experimenting with both manual and digital methods as well as media and materials to create their own 3D and/or 2D presentation drawings.

2. Design Industry Practice: Students develop an understanding of the processes and practices used to support collaboration between clients, designers and specialists when designing and producing these visual communications. Contemporary Australian and international designers from environmental, communication, and industrial design fields are considered. Students also study the implications of intellectual property ramifications for a designer and client working in industry.

3. Developing a Brief and Generating Ideas: This area of study focuses on developing a brief, researching and generating initial ideas. Students construct a brief which addresses two design needs for a real or imaginary client. They undertake research to gain inspiration for their design work, and analyse these potential starting points through annotations and sketches which depict how ideas from their research might be incorporated into their design work.

OUTCOMESOn completion of this unit students should be able to:1. Apply the design process to produce a final visual communication presentation that satisfies a specified communication need2. Analyse and evaluate the effectiveness of a range of visual communications.3. Discuss the roles and relationships involved in the design and production of visual communications in the context of professional practice.

ASSESSMENT TASKSOutcome 1: A written response to a number of visual communications, as well as a portfolio of presentation drawings.Outcome 2: An oral report on the use of the design process by design professionals.Outcome 3: A design brief, as well as a portfolio of research with analytical sketches and annotations.

School-assessed course work for Unit 3 contributes 33% to the final assessment.UNIT 4 – Design Development and PresentationHaving completed their brief and generated ideas in Unit 3, students continue the design processby developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the

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application of design elements and design principles creates different communication messages with their target audience.

Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client.

AREAS OF STUDY1. Development of Design Concepts: Students use the design process to develop and refine ideas in order to meet the needs set out in their brief from Unit 3. Students apply design thinking techniques and use mock- ups to test and evaluate the suitability of each design concept. For each selected concept they further refine it in preparation for the final presentation. Students apply techniques to acquire feedback and to reflect and record the design thinking behind their decision making.

2. Final Presentations: Students present two final presentations which are refinements of work from Outcome 1, and address the needs set out in the design brief. They explore ways of attracting and engaging their target audience.

3. Evaluation and Explanation: Students devise a pitch to present and explain their visual communications. Their pitch is informed by an evaluation of the ways that the final visual communications meet the requirements of the brief and the design decisions made throughout the design process. They draw on their annotations and reflections assembled during the design process to evaluate the effectiveness of their design solutions in relation to the requirements of the brief.

OUTCOMESOn completion of this unit students should be able to:1. Develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief.2. Produce final visual communication presentations that satisfy the requirements of the brief.3. Devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief.

ASSESSMENT TASKSOutcome 1: A portfolio of design developments and refinements which address the design brief.Outcome 2: Two distinct visual communication presentations.Outcome 3: A pitch delivered in front of the student’s teacher and classmates.

This school-assessed task contributes 33% to the final assessment.

EXAMINATIONStudents will be required to answer a series of questions related to Units 3 and 4. This will include tasks requiring understanding of drawing methods, including orthogonal, paraline and perspective systems, rendering skills and the ability to apply the design process to produce visual communications. In addition, students will be required to analyse visual communications and describe the design process used in professional practice.

This examination contributes 34% to the final assessment.

section 1 - maranatha christian school - melbourne ... · web viewphysics 105 product design...

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