vce course information - mullauna.vic.edu.au

VCE COURSE

INFORMATION

Mullauna College

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CONT ENT S Welcome to theVCE 3

WhorunstheVCE? 3

ThestructureoftheVCE 3

VCEcourserequirements 4

Satisfactorycompletion 4

VCEAssessment 4

ATAR 4

Constructingyour course 5

Readinglist 6

Whotoask forhelp 6

VCE Subjects offered at Mullauna 7

SubjectDescriptions 8

Practice VCE unit selections 45

VETInformation 46

This edition published June 2021

Mullauna College VCE Course Information 2022

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WEL COMETOTHEV CETheVictorianCertificateofEducationisachallengingexperience.Itisalsoanenjoyableandmaturingexperience.Mostpeoplewhoattemptitsucceedinsatisfactorilycompletingitsrequirements.Thishandbookisdesignedtohelpyoumakeagoodstart.Itintroducesyoutothestructure/requirementsoftheVCEandsubjects/coursesofferedatMullaunasothatyoucandesigntherightcourseforyourneeds.Thehandbookisasmallbutimportantpartoftheinformationyou’llreceivethisyear-soreaditcarefully.Donotbeafraidtoaskquestions.Goodluckwithyourdecision-makingandwelcometotheVCE.

WHO RUNS THE V CE ?WhiletheCollegeadministerstheVCEattheschoollevel,atthestateleveltheVictorianCurriculumandAssessmentAuthority(VCAA)isthebodythatsetsdownalltherequirementsfortheVCE.TheCollegecannotvarytheserequirements.WhenyouenrollintheVCEatMullaunayouwillalsoenrollwiththeVCAAandindoingsoyouwillagreetofollowallofitsregulations,aswellasthoseoftheCollege.StudentswillreceiveaVCEStudentHandbookoutliningtheseregulations.

THEST R UCTUR EOFT HEV CETheVCEisatwo-yearcourseofstudy:Year11

InYear11studentsatMullaunamustattempt12unitsofstudyovertheyearasfollows:•SixUnit1studiesinSemester1•SixUnit2*studiesinSemester2

*WhileitispossibletochangestudiesattheendofUnit1itisexpectedthatstudentswillfollowthroughtoUnit2ineachstudy.

Year12InYear12,studentsmaycomplete12unitsbutmostattempt10unitsovertheyearasfollows:

• FiveUnit3studiesinSemester1• FiveUnit4studiesinSemester2• YoumustdoUnits3+4ofanEnglishplus4other3+4studies,i.e.FiveUnit3+4sequences.• TheminimumnumberofstudiesyoucandoinYear12isanEnglishUnits3+4plusthreeotherUnit3+4

studies,i.e.FourUnit3+4sequences.AnylessandyoucannotachieveyourVCEoranAustralianTertiaryAdmissionRanking(ATAR).

• AllUnit3+4studiesaresequential(i.e.youcannotdothemindividually)

ThismeansthatmoststudentsatMullaunawillattempt22unitsoverthetwoyears.

AcceleratedVCESubjects

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


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VCECOUR SER EQU I R EMENT SThecourseovertwoyearsmustincludefourunitsofEnglishorEAL.Theremainingchoicesareuptoyou.

SAT I SFACT ORYCOMPL ET I ONInordertogainyourVCEyoumustmeetthefollowingrequirementsovertwoyears:

• Obtainan“S”in16unitsofstudy(rememberyouwillattempt22unitsofstudy)

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

Thedecisionstoawardan“S”or“N”aretotallyschoolbased.

VCEA SSE SSMENT

Units1and2Outcomesareassessedatschoollevelbyyourteachers,usingassessmenttasksandmarkingsystemsdecidedonbythecollege(usingadvicefromtheVCAA).ItisCollegepolicytohaveinternalexaminationsatYear11.

Units3and4SchoolAssessmentOutcomesareassessedatschoollevelbyyourteachers,usingdesignatedSchoolAssessedCourseworkandSchoolAssessedTaskswhicharesetdownbytheVCAA.OutcomesandtheSchoolAssessedCourseworkusedtoassessthemareallocatedmarksbytheVCAAaddingupto100formostunits(3+4).

Unit3and4ExaminationsExternalExamsareanimportantpartoftheVCE.Eachstudyincludesoneexamination.Examinationsmaycontributeatleast50%tothestudyscore.Aswellasbeingapartofyourstudyscore,examswillbeusedtomoderateyoursubject’sschoolresultsalongwiththeGAT.

GeneralAchievementTest(GAT)TheGATisatestofgeneralabilitywhichallUnit3+4studentsareexpectedtocomplete.TheVCAAissuesabookletforUnit3+4studentsexplainingthedetailsoftheGATeachyear.YouwillreceiveGATpracticeatschoolpriortothetest.TheCollegealsotimetablesapracticeGATforallstudentsundertakingaUnit3/4subject.

ATAR

TheVictorianTertiaryAdmissionsCentre(VTAC)calculatestheATAR,anditisusedbyuniversitiesandTAFECollegestoselectstudentsforcourses.Itisanumberbetween0and100basedonUnit3+4studyscoresafterscalingbyVTAC.Itiscomplextoexplainhowitiscalculatedbutifyou’reinterestedtheVTACwebsiteprovidesmoreinformation.


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CONSTRUCTINGYOURCOURSE NowyouhaveanunderstandingoftheVCEyoucanstart constructingyourownVCEcourse.

1. BeginwithYourself

YourInterestsWhichstudieshaveyouenjoyedthemostinthepast,whathobbiesdoyouhavewhichmightbereflectedinVCEstudiesandwhatstudiesdoyouthinkwouldmatchyourinterests?YourabilitiesWhichstudieshaveyouperformedbestat?Yourresultsareagoodindicatorhere.Itisusefultodrawupalistofstudiesyouhavedonewellinandconsiderwhetherthesearetheonesyouwishtogofurtherwith.YourneedsWhichstudiesdoyouneedforjobsand/oruniversityorTAFEcoursesthatyouhopetogoontoafterleavingschool?Ifyoudonotknowwhatyouwanttodoyoushoulddosomethinkingandsomeresearchinordertomakeyourmindup.Onceyouhavemadeabroaddecisionthenyoucanfindouttheprerequisites,orcompulsorystudiesyouneedtogetintoyourchosenarea.Ifyouarestillnotsurethengowiththosestudieswhichreflectyourinterestsandabilities.

2. What theCollegeOffersExaminethelistofstudiesthatMullaunaoffersonpage7.Selectfromthelistthestudiesyouareinterestedinandthenturntopages8to44(theyareinalphabeticalorder)tofindmoredetailoneachone.NowuseahighlighterpentomarkthestudiesthatyoumightconsideraspartofyourVCEcourse.Inthiswayyouwilldesignyourowncourseorprogramsubjectbysubject.3. VocationalEducationandTraining(VET)CoursesOneofthemajorchangesinrecentyearsintheVCEistheincorporationofVETintothemainstreamVCE.MullaunaCollegeisofferingaVETprogramthroughtheMullumVETCluster.Moreinformationcanbefoundontheirwebsite:http://www.mullumvetcluster.com.au/Theseprogramsofferstudents:

• StudywhichcancounttowardscompletingtheVCE• AnationallyaccreditedCertificateintheparticularvocationalarea.• ScoredVETstudiesmaybeincludedintheprimaryfourcomponentoftheATAR.

4. OtherVitalInformation4.1Therearesomestudieswiththesametitlethatusedifferentmaterials.ForthesestudiesyoucangetcreditonceonlyintheVCE.4.2AsyouselectyourstudiesbeawarethatmanyTertiarycoursesgivebonusesorincrementsforcertainstudies.Therearesomanyandtheyvarysomuchthatitisimpossibletolistthemhere.SimplybeawareofthesestudieswhenyouinvestigatetheTertiarydestinationsyouareaimingat.InformationrelatingtobonusesorincrementsisavailablefromtheCareersOffice.4.3AblestudentsareencouragedtotakesixUnit3+4StudiestomaximisetheirATAR.ThebestwaytodothisistotakeoneUnit3+4StudyinYear11.InadditiontoenhancingyourATARthisalsointroducesyoutotheassessmentprocessesrelatedtoUnit3+4Studies.4.4AblestudentsinYear10areencouragedtoattemptoneUnit1+2study.Thereisaselectionprocessforthisattheendofyear9.InadditiontointroducingtheassessmentprocessesrelatedtotheVCE,thisoptionalsopreparesstudentsfortakingaUnit3+4studyinYear11,thusenhancingtheirATARscoreinYear12.


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5. Information for theCollegePromotionPolicy

PromotiontoYear11InordertogainpromotionfromYear10to11,astudentmustsatisfactorilycompleteaminimumof12unitsoutofthetotalof14semesterunitsundertakeninYear10.Unitssatisfactorilycompletedmustinclude:

• TwounitsofEnglishPromotiontoYear12InordertogainpromotionfromYear11toYear12,studentsmustsuccessfullycompleteaminimumof8ofthetotalof12semesterunitsundertakeninYear11.

R EADI NG LI STThefollowingresourcesprovidemoreinformationontertiarycourseprerequisites

• 2022JobGuide.• VTACcoursesearch(vtac.edu.au).• Institutionwebsites• TertiaryEntranceRequirementsasprintedindailynewspapers:

§ Year10publishedlateJulyfor3yearshence.§ Year11publishedlateJulyfor2yearshence.

WHOTOASKFORHEL P1. TherewillbeplannedactivitiessuchastheYear10InformationNight,VCEInformationNightand

Counsellingsessionsinwhichyouwillreceivehelptodesignyourcourse.Thesewillbesubjecttoguidelinesaroundlargegroupgatheringsandmayoccuronavirtualplatformin2021.

2. Classroomteachersshouldbethefirstpeopleyoutalktoaboutyourpotentialinparticularstudies.

3. Thefollowingstaffareavailableforanyspecifichelpyouneed:• Years10,11,12Coordinators.• PennyNevill-VETcoordinator• NikSmith–CareersCoordinator.


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V CE AT MUL L AUNA COL L EGE

VCERequirementsThefollowingconditionsmustbemetwhenstudentsselecttheirVCEsemesterunitsforYears11(Units1+2)and12(Units3+4):• Studentsmustdo4unitsofEnglishorEAL

• StudentsmusthaveaUnit3&4EnglishorEALsequence

• Studentsmusthave3othersequencesofunits3+4intheirVCE.ThefollowingVCEsubjects*areoffered:AccountingBiologyBusinessManagementChemistryDrama(1+2)FoodStudies(1+2)

German

Health & Human Development

History -ModernHistory(1+2)Revolutions(3+4)LegalStudies(1+2)Mathematics (1+2)- FoundationMathematics- GeneralMathematicsor- MathematicalMethodsMathematics (3+4)- FurtherMathematics- MathematicalMethods- SpecialistMathematics(deliveredbyVVLN) Media(1+2)PhysicalEducationPhysics(1+2)PsychologyStudioArtsVisualCommunicationDesign

Pleasenote:*Subjectscanrunonlyifselectedbysufficientstudents.*IntheeventualitythatthereisstudentinterestinasubjectwhichspansacrossUnits1&2andUnits3&4,butinsufficientnumberstorunseparateclasses,thecollegemayoffertheoptionofcombiningtheseUnitsintooneclassratherthantotallycancellingthesubject.Importantly,allstudentswillbeindividuallycounselledregardingthisoption.


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ACCOUNTI NG (accreditation period 2019-2024) Units1+2CourseDescriptionThissubjectfocuseson:

• Theroleofaccountinginbusiness.• Ethicalconsiderationsindecisionmaking.• Howtransactionsarerecordedandreported.• Howperformanceisevaluatedusingthefinancialandnon-financialindicatorsofperformance.• ICTisutilisedinallunitsofAccounting.(Excelbeingthefocus)

Unit1–TheroleofaccountingIndividualsshouldconsiderarangeoffactorsbeforecommittingtoorcontinuinginabusinessventure.Inthisareaofstudystudentsinvestigatethereasonsforestablishingabusiness,andpossiblealternativestooperatingabusiness.Theyexploretypesofbusinessownership,factorsthatleadtothesuccessorfailureofabusiness,sourcesofbusinessfinanceandethicalconsiderations.Theydevelopanunderstandingoftheroleandimportanceofaccountinginoperatingabusiness,andconsiderhowaccountingisusedtoprovideinformationformakingoperationalandinvestmentdecisions.OutcomesInthisunityouwill:

• Describetheresourcesrequiredtoestablishandoperateabusinessandselectanduseaccountingreportsandotherinformationtodiscussthesuccessorotherwiseofthebusiness.

• Identifyandrecordfinancialdata,reportandexplainaccountinginformationforaservicebusiness,andsuggestandapplyappropriatefinancialandnon-financialindicatorstomanagebusinessperformance.

Unit2–Recordingfinancialdata&reportingaccountinginformationforaservicebusinessStudentsinvestigatetheroleofaccountingingeneratingfinancialdataandaccountinginformation.Theyusetheaccrualmethodfordeterminingprofitforaservicebusinessoperatingasasoleproprieterwithcashandcredittransactions.BothmanualmethodsandICTareusedtorecordfinancialdataandreportaccountinginformation.Theyapplyaccountingassumptionsandqualitativecharacteristics,andusebusinessdocumentsandindicatorstomeasurebusinessperformanceinordertoconsiderthesuccessorfailureofthebusiness.OutcomesInthisunityouwill:

• Recordandreportforinventoryanddiscusstheeffectofrelevantfinancialandnon-financialfactors,andethicalconsiderations,ontheoutcomeofbusinessdecisions.

• Reportandreportforaccountsreceivableandaccountspayable,andanalyseanddiscusstheeffectofrelevantdecisionsontheperformanceofthebusinessincludingtheinfluenceofethicalconsiderations.

• Recordandreportfornon-currentassetsanddepreciation.


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ACCOUNTI NG (accreditation period 2019-2024) Units3+4CourseDescriptionThissubjectfocuseson:

• Doubleentryrecording.• Ethicalconsiderationsindecisionmaking.• Inventory,NoncurrentAsset,GSTandBudgetingmanagementmeasures.• GeneralLedgerandGeneralJournal.• Financialandnon-financialinformationwhichassistsinterestedpartiesindecisionmaking.• ICTisutilisedinallunitsofAccounting.(Excelbeingthefocus)

Unit3–FinancialaccountingforatradingbusinessStudentsfocusonidentifyingandrecordingfinancialdataforabusiness.Theyusedoubleentryaccountingtorecorddataandgenerateaccountinginformationintheformofaccountingreportsandgraphicalrepresentations.Thisinformationisusedtoassisttheownerinmakinginformeddecisionsabouttheoperationofthebusiness.Studentsshouldalsoconsiderstrategiestoimprovetheperformanceofthebusiness,takingintoaccounttheethicalconsiderationsrelevanttothebusinessowner.OutcomesInthisunityouwill:

• Recordfinancialdatausingadoubleentrysystem;explaintheroleoftheGeneralJournal,GeneralLedgerandinventorycardsintherecordingprocess;anddescribe,discussandanalysevariousaspectsoftheaccountingsystem,includingethicalconsiderations.

• Recordtransactionsandprepare,interpretandanalyseaccountingreportsforatradingbusiness.Unit4–Recording,reporting,budgetinganddecisionmakingStudentsfurtherdeveloptheirunderstandingofaccountingforatradingbusinessownedbyasoleproprietorandtheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdata,andpreparereportsusingtheaccrualbasisofaccountingandtheperpetualmethodofinventoryrecording.BothmanualmethodsandICTareusedtorecordandreport.Studentsextendtheirunderstandingoftherecordingandreportingprocesswiththeinclusionofbalancedayadjustmentsandalternativedepreciationmethods.Theyinvestigateboththeroleandimportanceofbudgetingindecision-makingforabusiness.Theyanalyseandinterpretaccountingreportsandgraphicalrepresentationstoevaluatetheperformanceofabusiness.Fromthisevaluation,studentssuggeststrategiestobusinessownerstoimprovebusinessperformance.OutcomesInthisunityouwill:

• Recordfinancialdataandbalancedayadjustmentsusingadoubleentrysystem,reportaccountinginformationusinganaccrual-basedsystemandevaluatetheeffectofbalancedayadjustmentsandalternativemethodsofdepreciationonaccountingreports.

• Preparebudgetedaccountingreportsandvariancereportsforatradingbusinessusingfinancialandotherrelevantinformation,andmodel,analyseanddiscusstheeffectofalternativestrategiesontheperformanceofabusiness.


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BI OL OGY (accreditation period 2022-2026) Units1+2CourseDescriptionBiologyUnit1+2explorestheprocessesoflife,fromthemolecularworldofthecelltothatofthewholeorganismandhowlifeismaintained.Itcoversthedynamicrelationshipsbetweenorganismsandtheirinteractionswiththenon-livingenvironment.Unit1-Howdoorganismsregulatetheirfunctions?Thisunitfocuseson:

• Cellsize,structureandfunction.• Crossingtheplasmamembrane.• Astudyofaselectedfunctioningsysteminamammalandinaplant.• Survivalthroughadaptationsandregulation.• Relationshipsbetweenorganismswithinanecosystem.• Cellcycleandcellgrowth.• Specialisationofcells.

OutcomesInthisunityouwill:

• Explainandcomparecellularstructureandfunctionandanalysethecellcycleandcellgrowth,deathanddifferentiation.

• Investigateandcomparehowcellsarespecializedandorganizedinplantsandanimals,andanalysehowspecificsystemsinplantsandanimalsareregulated.

• Designandundertakeaninvestigationrelatedtothesurvivalofanorganizeorspecies,anddrawconclusionsbasedonevidencefromcollecteddata.

Unit2:Howiscontinuityoflifemaintained?Thisunitfocuseson:

• Asexualandsexualreproduction.• Genomes,genesandchromosomes.• Genotypesandphenotypes.• Geneticinheritanceandgeneticdecision-making.• Adaptionsanddiversity.


• Explainandcomparechromosomes,genomes,genotypesandphenotypes,andanalyseandpredictpatternsandinheritance.

• Analyseadvantagesanddisadvantagesofreproductivestrategies,andevaluatehowadaptionsandinterdependenciesenhancethesurvivalofspecieswithinanecosystem.

• Identify,analyseandevaluateabioethicalissueingenetics,reproductivescienceoradaptionsbeneficialforsurvival.


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BI OL OGY (accreditation period 2022-2026) Units3+4CourseDescriptionUnit3+4Biologydrawsonincreasinglyspecialisedfieldsofbiosciencesuchasbiochemistry,neuroscience,genetics,evolutionarybiology,andmolecularbiology.Unit3:Howdocellsmaintainlife?Thisunitfocuseson:

• TheroleofnucleicacidsandproteinsinmaintaininglifeincludingDNAmanipulationsandtechniques.• Keymoleculesandbiochemicalpathwaysinvolvedincellularprocessesbothwithinthecellandbetweencells.• BiotechnologicalapplicationsofbiochemicalpathwayssuchastheuseofCRISPR-Cas9technologies.


• Analysetherelationshipbetweennucleicacidsandproteins,andevaluatehowtoolsandtechniquescanbeusedandappliedinthemanipulationofDNA.

• Analysethestructureandregulationofbiochemicalpathwaysinphotosynthesisandcellularrespiration,andevaluatehowbiotechnologycanbeusedtosolveproblemsrelatedtotheregulationofbiochemicalpathways.

Unit4:Howdoeslifechangeandrespondtochallengesovertime?Thisunitfocuseson:

• Howorganismsrespondtopathogensincludingdiseasechallengesandstrategies• ThecontinualchangeandchallengestowhichlifeonEarthhasbeensubjectedbyexaminingchangeinlife

forms,investigatingtherelatednessbetweenspeciesandconsidertheimpactofvariouschangeeventsonapopulation’sgenepool.

• Thestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.


• Analysetheimmuneresponsetospecificantigens,comparethedifferentwaysthatimmunitymaybeacquiredandevaluatechallengesandstrategiesinthetreatmentofdisease.

• Analysetheevidenceforgeneticchangesinpopulationsandchangesinspeciesovertime,analysetheevidenceforrelatednessbetweenspecies,andevaluatetheevidenceforhumanchangeovertime.

• Designandconductascientificinvestigationrelatedtothecellularprocessesand/orhowlifechangesandrespondstochallenges,andpresentanaim,methodologyandmethod,results,discussionandaconclusioninascientificposter.


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BUSI NESS MANAGEMENT (accreditation period 2017-2022) Units1+2CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit1–PlanningabusinessThisunitfocuseson:

• Howbusinessideasarecreated• Howconditionscanbefosteredfornewbusinessideastooccur• Gapsinthemarket,technologicaldevelopmentsandchangingcustomerneeds


• Describehowandwhybusinessideasarecreatedanddeveloped,andexplainthemethodsbywhichacultureofbusinessinnovationandentrepreneurshipmaybefosteredinanation

• Describetheexternalenvironmentofabusinessandexplainhowthemacroandoperatingfactorswithinitmayaffectbusinessplanning.

• Describetheinternalbusinessenvironmentandanalysehowfactorsfromwithinitmayaffectbusinessplanning.

Unit2–EstablishingasmallbusinessThisunitfocuseson:

• Thelegalandfinancialconsiderationsthatarevitaltoestablishingabusiness• Theimplicationsforthebusinessiftheserequirementsarenotmet• Theessentialfeaturesofeffectivemarketing• Applyingkeyknowledgetocontemporarybusinesscasestudies


• Explaintheimportancewhenestablishingabusinessofcomplyingwithlegalrequirementsandfinancialrecordkeeping,andestablishingeffectivepoliciesandprocedures

• Explaintheimportanceofestablishingacustomerbaseandamarketingpresencetoachievetheobjectivesofthebusiness,analyseeffectivemarketingandpublicrelationsstrategiesandapplythesestrategiestobusiness-relatedcasestudies.

• Discussthestaffingneedsforabusinessandevaluatethebenefitsandlimitationsofmanagementstrategiesinthisareafrombothanemployerandanemployeeperspective.


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BUSI NESS MANAGEMENT (accreditation period 2017-2022) Units3+4CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit3–ManagingabusinessThisunitfocuseson

• Thekeycharacteristicsofbusinessesandtheirstakeholders• Thepotentialconflictsbetweenandthedifferentdemandsofstakeholdersonabusiness• Arangeofmanagementstylesandmanagementskillsthatmaybeused• Applyingtheseconceptstocontemporarybusinesscasestudies


• Discussthekeycharacteristicsofbusinessesandstakeholders,andanalysetherelationshipbetweencorporateculture,managementstylesandmanagementskills.

• Explaintheoroesofmotivationandapplythemtoarangeofcontexts,andanalyseandevaluatestrategiesrelatedtothemanagementofemployees.

• Analysetherelationshipbetweenbusinessobjectivesandoperationsmanagement,andproposeandevaluatestrategiestoimprovetheefficiencyandeffectivenessofbusinessoperations.

Unit4–TransformingabusinessThisunitfocuseson:

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


• Explainthewaybusinesschangemaycomeabout,usekeyperformanceindicatorstoanalysetheperformanceofabusiness,discussthedrivingandrestrainingforcesforchangeandevaluatemanagementstrategiestopositionabusinessforthefuture.

• Evaluatetheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeanddiscusstheeffectofchangeonthestakeholdersofabusiness.


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CHEMI ST RY (accreditation period 2017-2022) Units1+2CourseDescriptionThissubjectfocuseson:

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

Unit1–Howcanthediversityofmaterialsbeexplained?Thisunitfocuseson:

• Elements,matterandthePeriodicTable• Covalentmolecules• ResearchInvestigation


• Relatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.

• Investigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.

• Investigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemicalandcommunicateasubstantiatedresponsetothequestion.

Unit2–Whatmakeswatersuchauniquechemical?Thisunitfocuseson:

• Water• PracticalInvestigation


• Relatethepropertiesofwatertoitsstructureandbondingandexplaintheimportanceofthepropertiesandreactionsinwaterinselectedcontexts.

• Measuretheamountofdissolvedsubstancesinwaterandanalysewatersamplesforsalt,organiccompounds,acidsandbases.

• Designandundertakeaquantitativelaboratoryinvestigationrelatedtowaterqualityanddrawconclusionsbasedonevidencefromcollecteddata.


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CHEMI ST RY (accreditation period 2017-2022) Units3+4CourseDescriptionThissubjectfocuseson:

• Theoptionsforenergyproduction• Optimisingtheyieldofachemicalproduct.• Explainingandcategorisingcarboncompounds• Thechemistryoffood

Unit3:Howcanchemicalprocessesbedesignedtooptimiseefficiency?Thisunitfocuseson:

• Chemicalenergyresources• Electrolyticreactions• Analysisofmanufacturingprocesses


• Comparefuelsquantitativelywithreferencetocombustionproductsandenergyoutputs,applyknowledgeoftheelectrochemicalseriestodesign,constructandtestgalvaniccells,andevaluateenergyresourcesbasedonenergyefficiency,renewabilityandenvironmentalimpact.

• Applyrateandequilibriumprinciplestopredicthowtherateandextentofreactionscanbeoptimised,andexplainhowelectrolysisisinvolvedintheproductionofchemicalsandintherechargingofbatteries.

Unit4:Howareorganiccompoundscategorised,analysedandused?Thisunitfocuseson:

• Organiccompounds• Foodmolecules• Astudentdesignedpracticalinvestigation


• Comparethegeneralstructuresandreactionsofthemajororganicfamiliesofcompounds,deducestructuresoforganiccompoundsusinginstrumentalanalysisdata,anddesignreactionpathwaysforthesynthesisoforganicmolecules.

• Distinguishbetweenthechemicalstructuresofkeyfoodmolecules,analysethechemicalreactionsinvolvedinthemetabolismofthemajorcomponentsoffoodincludingtheroleofenzymes,andcalculatetheenergycontentoffoodusingcalorimetry.

• Designandundertakeapracticalinvestigationrelatedtoenergyand/orfood,andpresentmethodologies,findingsandconclusionsinascientificposter.


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DRAMA (accreditation period 2019-2024)

Units1+2CourseDescriptionThissubjectfocusesonthecreationandperformanceofcharactersandstoriesthatcommunicateideas,meaningandmessages.Studentsusecreativeprocesses,arangeofstimulusmaterialandplay-makingtechniquestodevelopandpresentdevisedwork.Theperformancestheycreatewillgobeyondtherealityoflifeasitislivedandmaypasscommentonorrespondtoaspectsoftherealworld.Studentsalsoanalysethedevelopmentoftheirownworkandperformancesbyotherdramapractitioners.Unit1:IntroducingperformancestylesThisunitfocuseson:

• Thestudyofdramastylesfromarangeofsocial,historicalandculturalcontexts• Examiningdramatraditionsofritualandstorytelling• Creating,presentingandanalysingadevisedperformance• Manipulatingexpressiveandperformanceskillsinthecreationandpresentationofcharacters• Analysingaprofessionaldramaperformance


• Deviseanddocumentsoloand/orensembledramaworksbasedonexperiencesand/orstories• Performdeviseddramaworkstoanaudience• Analysethedevelopment,andtheperformancetoanaudience,oftheirdevisedwork• Analysethepresentationofideas,storiesandcharactersinadramaperformancebyprofessionalorother

dramapractitionersUnit2:AustralianidentityThisunitfocuseson:

• UsingstimulasmaterialfromacontemporaryorhistoricalAustraliancontexttocreateaperformance• Presentingandanalysingadevisedperformance• Furtherdevelopmentofknowledgeoftheconventionsoftransformationofcharacter,timeandplaceandthe

applicationofsymbol• Howconventionsmaybemanipulatedtocreatemeaning• AnalysinganAustraliandramaperformance


• DeviseanddocumenttheprocessesusedtocreatesoloorensembleperformancethatreflectsanaspectoraspectsofAustralianidentityandcontemporarydramapractice

• PresentadevisedperformancethatreflectsaspectsofAustralianidentityandcontemporarydramapractice• Analysethedevelopment,andperformancetoanaudience,oftheirdevisedwork• AnalyseandevaluateaperformanceofadramaworkbyAustralianpractitioners

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ENGL I SH (accreditation period 2017-2022) Units1+2CourseDescriptionThestudyofEnglishcontributestothedevelopmentofliterateindividualscapableofcriticalandcreativethinking.Studentsengagewithtextsfromthecontemporaryworldandfromthepast,andusingtextsfromAustraliaandfromothercultures,studentsfurtherdevelopasenseofthemselves,theirworldandtheirplacewithinit.Englishhelpsequipstudentsforparticipationinademocraticsocietyandtheglobalcommunity.Thisstudyalsodevelopsstudents’abilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Thisunitfocuseson:

• Readingandrespondingtotextsanalyticallyandcreatively;• Analysingargumentsandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Developingskillsincreatingwritten,spokenandmultimodaltexts.


• Produceanalyticalandcreativeresponsestotexts.• Analysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntexts

intendedtopositionaudiences.

Unit2Thisunitfocuseson:

• Comparingthepresentationofideas,issuesandthemesintexts• Analysingargumentspresentedandtheuseofpersuasivelanguageintexts• Creatingtextsintendedtopositionaudiences• Developingskillsincreatingwritten,spokenandmultimodaltexts.


• Comparethepresentationofideas,issuesandthemesintwotexts.• Identifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluencean

audience,andcreateatextwhichpresentsapointofview.


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ENGL I SH (accreditation period 2017-2022) Units3+4CourseDescriptionTheEnglishlanguageiscentraltothewayinwhichstudentsunderstand,critiqueandappreciatetheirworld.InthesubjectofEnglish,studentsrefinetheirlanguageskillsthroughthinking,reading,writing,speakingandlistening.StudentsextendtheircompetenceinusingStandardAustralianEnglishtomeetthedemandsoffurtherstudy,theworkplace,andtheirownneedsandinterests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarangeofaudiences.Unit3Thisunitfocuseson:

• Readingandrespondingtotextsanalyticallyandcreatively;• Analysingargumentsandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Explainingchoicestheyhavemadeasauthors;• Analysinghowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe

interpreted;• Applyingtheconventionsoforalpresentationinthedeliveryofspokentexts;• Developingskillsincreatingwritten,spokenandmultimodaltexts.


• Produceananalyticalinterpretationofaselectedtext,andacreativeresponsetoadifferentselectedtext.• Analyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofviewonan

issuecurrentlydebatedinthemedia.Unit4Thisunitfocuseson:

• Comparingthepresentationofideas,issuesandthemesintexts• Understandingthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant

metalanguage• Analysingargumentspresentedandtheuseofpersuasivelanguageintexts• Creatingtextsintendedtopositionaudiences• Developingskillsincreatingwritten,spokenandmultimodaltexts.


• Produceadetailedcomparisonwhichanalyseshowtwoselectedtextspresentideas,issuesandthemes.• Constructasustainedandreasonedpointofviewonanissuecurrentlydebatedinthemedia.


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ENGL I SH AS AN ADDI T I ONAL L ANGUAGE (accreditation period 2017-2022) Units1+2CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.Thecoursesupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.TheEALcurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Thisstudyalsodevelopsstudent’sabilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Thisunitfocuseson:

• Readingandrespondingtotextsanalyticallyandcreatively;• Analysingargumentsandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Developingskillsincreatingwritten,spokenandmultimodaltexts;• Developinglisteningskillsandcomprehensionofspokentexts.


• Produceanalyticalandcreativeresponsestotexts.• Analysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntexts

intendedtopositionaudiences.Unit2Thisunitfocuseson:

• Comparingthepresentationofideas,issuesandthemesintexts;• Analysingargumentspresentedandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Developingskillsincreatingwritten,spokenandmultimodaltexts;• Developinglisteningskillsandcomprehensionofspokentexts.


• Comparethepresentationofideas,issuesandthemesintwotexts.• Identifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluencean

audience,andcreateatextwhichpresentsapointofview.


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ENGL I SH AS AN ADDI T I ONAL L ANGUAGE (accreditation period 2017-2022) Units3+4CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.EALsupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.Thecurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarrangeofaudiences.Unit3Thisunitfocuseson:

• Readingandrespondingtotextsanalyticallyandcreatively;• Analysingargumentsandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Explainingchoicestheyhavemadeasauthors;• Analysinghowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe

interpreted;• Applyingtheconventionsoforalpresentationinthedeliveryofspokentexts;• Developingskillsincreatingwritten,spokenandmultimodaltexts• Developinglisteningskillsandcomprehensionofspokentexts.


• Produceananalyticalinterpretationofaselectedtext,andacreativeresponsetoadifferentselectedtext.• Analyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofviewonan

issuecurrentlydebatedinthemedia.• Comprehendaspokentext.


• Comparingthepresentationofideas,issuesandthemesintexts;• Understandingthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant

metalanguage;• Analysingargumentspresentedandtheuseofpersuasivelanguageintexts;• Creatingtextsintendedtopositionaudiences;• Developingskillsincreatingwritten,spokenandmultimodaltexts;


• Produceadetailedcomparisonwhichanalyseshowtwoselectedtextspresentideas,issuesandthemes.• Constructasustainedandreasonedpointofviewonanissuecurrentlydebatedinthemedia.


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FOOD STUDIES (accreditation period 2017-2022) Units1+2

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

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


• Identifyandexplainmajorfactorsinthedevelopmentofaglobalisedfoodsupply,anddemonstrateadaptationsofselectedfoodfromearliercuisinesthroughpracticalactivities.

• DescribepatternsofchangeinAustralia’sfoodindustriesandcultures,andusefoodsindigenoustoAustraliaandthoseintroducedthroughmigrationinthepreparationoffoodproducts.

Unit2–FoodmakersThisunitfocuseson:

• CommercialfoodproductioninAustralia,encompassingprimaryproductionandfoodprocessingandmanufacturing.

• Exploringfoodproductiononadomesticandsmallscale.


• DescribeAustralia’smajorfoodindustries,analyserelationshipsbetweenfoodsuppliersandconsumers,discussmeasuresinplacetoensureasafefoodsupplyanddesignabriefandafoodproductthatdemonstratestheapplicationofcommercialprinciples.

• Compareandevaluatesimilarfoodspreparedindifferentsettings,explaintheinfluencesoneffectivefoodprovisionandpreparationinthehome,anddesignandcreateafoodproductthatillustratespotentialadaptationinacommercialcontext.


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FOUNDATION MATHEMATI CS (accreditation period 2016-2022) Unit1&2CourseDescriptionFoundationMathematicsprovidesforthecontinuingmathematicaldevelopmentofstudentsenteringVCEandwhodonotnecessarilyintendtoundertakeUnit3and4studiesinVCEMathematicsinthefollowingyear.ThiscourseisdesignedtocomplementGeneralMathematicsandMathematicalMethods.StudentscompletingthiscoursewouldneedtoundertakeadditionaltargetedmathematicalstudyinordertoattemptFurtherMathematicsUnits3and4.InFoundationMathematicsthereisastrongemphasisontheuseofmathematicsinpracticalcontextsencounteredineverydaylifeinthecommunity,atworkandatstudy.Unit1Thisunitfocuseson:

• Space,shapeanddesign• Patternsandnumber


• Data• Measurement

OutcomesInthissubjectyouwill:

• Useandapplyarangeofmathematicalconcepts,skillsandproceduresfromselectedareasofstudytosolveproblemsbasedonarangeofeverydayandreal-lifecontexts.

• Applymathematicalprocedurestosolvepracticalproblemsinbothfamiliarandnewcontexts,andcommunicatetheirresults.

• Selectandusetechnologytosolveproblemsinpracticalcontexts.


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FURTHER MATHEMATI CS (accreditation period 2016-2022) Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedGeneralMathematicsorMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.Thissubjectfocuseson:

• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmeticanddataanalysis.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.


• Dataanalysis• Financialmodeling


• Geometryandmeasurement• NetworksandDecisionMathematics


• Defineandexplainkeyconceptsandapplyrelatedmathematicaltechniquesandmodelsinroutinecontexts.• Selectandapplythemathematicalconcepts,modelsandtechniquesinarangeofcontextsofincreasing

complexity.• Selectandappropriatelyusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologyto

developmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.


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GENERAL MATHEMATICS (accreditation period 2016-2022) Unit1&2CourseDescription

• ThiscourseisforstudentswhorequireareallifeunderstandingofMathematics.• EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10Mathematics.• ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.

Thissubjectfocuseson:

• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmetic,dataanalysis,measurementandgraphing.

• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytosolveproblems.


• ComputationalArithmetic• DataAnalysisandStatistics• FinancialArithmetic• Sequences• Algebra


• Shapeandmeasurement• ApplicationsofTrigonometry• Bivariatedata• GraphsandNetworks• InequalitiesandLinearProgramming


• Defineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.

• Selectandapplymathematicalfacts,concepts,modelsandtechniquesfromthetopicscoveredintheunittoinvestigateandanalyseextendedapplicationproblemsinarangeofcontexts.

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


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GERMAN (accreditation period 2019-2024) Units1+2CourseDescriptionThestudywilldevelopthestudentsabilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy,aswellasakeylanguageinthefieldsofscience,medicine,engineering,architecture,economicsandtechnology.German-speakingcountrieshaveemergedasstronginternationalleadersintrade,commerce,politics,environmentandsustainability.Thissubjectfocuseson:

• CommunicatingwithothersinGermanininterpersonal,interpretiveandpresentationalcontexts;• Understandingtherelationshipbetweenlanguageandculture;• Comparingculturesandlanguagesandenhancingculturalawareness;• UnderstandingandappreciatingtheculturalcontextsinwhichGermanisspoken;• Learningaboutlanguageasasystemandthemselvesaslanguagelearners;• Makingconnectionsbetweendifferentlanguages,knowledgeandwaysofthinking;• Becomingpartofmultilingualcommunitiesbyapplyinglanguagelearningtosocialandleisure

activities,life-longlearningandtheworldofwork.

Unit1–outcomesInthisunityouwill:

• Exchangemeaninginaspokeninteraction.• InterpretinformationfromtwotextsonthesamesubtopicpresentedinGerman,andrespondinwritingin

GermanandinEnglish.• Presentinformation,concepts,ideasinwritinginGermanontheselectedsubtopicandforaspecific

audienceandpurpose.

Unit2-outcomesInthisunityouwill:

• RespondinwritinginGermantospoken,writtenorvisualtextspresentedinGerman.• Analyseanduseinformationfromwritten,spokenorvisualtextstoproduceanextendedwrittenresponse

inGerman.• Explaininformation,ideasandconceptsorallyinGermantoaspecificaudienceaboutanaspectofculture

withincommunitieswhereGermanisspoken. Duetothenatureofthissubject,enrolmentisconditionaluponapprovalbythePrincipal.


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GERMAN (accreditation period 2019-2024) Units3+4

CourseDescriptionThestudywilldevelopthestudentsabilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy,aswellasakeylanguageinthefieldsofscience,medicine,engineering,architecture,economicsandtechnology.German-speakingcountrieshaveemergedasstronginternationalleadersintrade,commerce,politics,environmentandsustainability.Thissubjectfocuseson:

• CommunicatingwithothersinGermanininterpersonal,interpretiveandpresentationalcontexts;• Understandingtherelationshipbetweenlanguageandculture;• Comparingculturesandlanguagesandenhancingculturalawareness;• UnderstandingandappreciatingtheculturalcontextsinwhichGermanisspoken;• Learningaboutlanguageasasystemandthemselvesaslanguagelearners;• Makingconnectionsbetweendifferentlanguages,knowledgeandwaysofthinking;• Becomingpartofmultilingualcommunitiesbyapplyinglanguagelearningtosocialandleisure

activities,life-longlearningandtheworldofwork.Unit3-outcomesInthisunityouwill:

• ParticipateinaspokenexchangeinGermantoresolveapersonalissue.• InterpretinformationfromtextsandwriteresponsesinGerman.• Expressideasinapersonal,informativeorimaginativepieceofwritinginGerman.

Unit4-outcomesInthisunityouwill:

• Shareinformation,ideasandopinionsinaspokenexchangeinGerman.• Analyseinformationfromwritten,spokenandviewedtextsforuseinawrittenresponseinGerman.• Presentinformation,conceptsandideasinevaluativeorpersuasivewritingonanissueinGerman.

Duetothenatureofthissubject,enrolmentisconditionaluponapprovalbythePrincipal.


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HEALTH AND HUMAN DEVELOPMENT (accreditation period 2018-2023) Units1+2CourseDescriptionThissubjectfocuseson:

• Understandingthecomplexnatureofhealthandwellbeing,andhumandevelopment• Developingabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual

dimensions,andbiological,socioculturalandenvironmentalfactors• Examininghowhealthandwellbeingmaybeinfluencedacrossthelifespanbytheconditionsintowhichpeople

areborn,grow,live,workandage• Developinghealthliteracytoevaluatehealthinformationandtakeappropriateandpositiveactiontosupport

healthandwellbeingandmanagerisks• DevelopingunderstandingoftheAustralianhealthcaresystemandthepoliticalandsocialvaluesthatunderpin

itUnit1–UnderstandinghealthandwellbeingThisunitfocuseson:

• Abroad,multidimensionalapproachtohealthandwellbeing• Factors,suchas,age,culture,religion,genderandsocioeconomicstatuswhichinfluencehealthandwellbeing• Measurableindicatorsofpopulationhealth,andthehealthstatusofAustralians• Variationsandinequalitiesinthehealthstatusofyouth


• Explainmultipledimensionsofhealthandwellbeing,explainindicatorsusedtomeasurehealthstatusandanalysefactorsthatcontributetovariationsinhealthstatusofyouth.

• Applynutritionknowledgeandtoolstotheselectionoffoodandtheevaluationofnutritioninformation.• Interpretdatatoidentifykeyareasforimprovingyouthhealthandwellbeing,andplanforactionbyanalysing

oneparticularareaindetail.Unit2–ManaginghealthanddevelopmentThisunitfocuseson:

• Changesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood• Theapplicationofhealthliteracyskillsthroughtheexaminationofadulthoodasatimechange• TheAustralianhealthcaresystemandtheabilitytoaccessandanalysehealthinformation


• Explaindevelopmentalchangesinthetransitionfromyouthtoadulthood,analysefactorsthatcontributetohealthydevelopmentduringprenatalandearlychildhoodstagesofthelifespanandexplainhealthandwellbeingasanintergenerationalconcept.

• DescribehowtoaccessAustralia’shealthsystem,explainhowitpromoteshealthandwellbeingintheirlocalcommunity,andanalysearangeofissuesassociatedwiththeuseofnewandemerginghealthproceduresandtechnologies.


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HEALTH AND HUMAN DEVELOPMENT (accreditation period 2018-2023) Units3+4CourseDescriptionThissubjectfocuseson:

• Understandingthecomplexnatureofhealthandwellbeing,andillness• Developingabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual

dimensions,andbiological,socioculturalandenvironmentalfactors• Applyingsocialjusticeprinciplestoidentifyhealthandwellbeinginequitiesandanalysinghealthandwellbeing

interventions• ApplyingtheobjectivesoftheUnitedNations’SustainableDevelopmentGoalstoevaluatetheeffectivenessof

healthandwellbeinginitiativesandprograms• Proposingandimplementingactiontopositivelyinfluencehealthandwellbeing,andhumandevelopment

outcomesatindividual,local,nationaland/orgloballevelsUnit3–Australia’shealthinaglobalizedworldThisunitfocuseson:

• Health,wellbeingandillnessasamultidimensionalanddynamicglobalconcept• Thefundamentalconditionsrequiredforhealthimprovement• VariationsinthehealthstatusofAustralians• HealthpromotionandimprovementsinpopulationhealthovertimeinAustraliaandwithinaglobalcontext


• Explainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus

• Explainchangestopublichealthapproaches,analyseimprovementsinpopulationhealthovertimeandevaluatehealthpromotionstrategies

Unit4–HealthandhumandevelopmentinaglobalcontextThisunitfocuseson:

• Healthandwellbeing,andhumandevelopmentinaglobalcontext• Changesinburdenofdiseaseovertime• Theimpactofsustainabilityandhumandevelopmentonglobalhealth• Globalactiontoimprovehealthandwellbeingandhumandevelopment


• Analysethesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontributetodifferencesinhealthandwellbeing

• AnalyserelationshipsbetweentheSDGsandtheirroleinthepromotionofhealthandhumandevelopment,andevaluatetheeffectivenessofglobalaidprograms


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HISTORY – MODERN HISTORY (accreditation period 2022-2026) Units1+2

CourseDescriptionModernHistoryprovidesyouwithanopportunitytoexplorethesignificantevents,ideas,individualsandmovementsthatshapedthesocial,political,economicandtechnologicalconditions,aswellasthedevelopmentsthathavedefinedourmodernworldUnit1–ChangeandconflictInUnit1studentswillinvestigatethenatureofsocial,political,economicandculturalchangeinthelaterpartofthe19thcenturyandthefirsthalfofthe20thcentury.Thisunitfocuseson:

• Challengestoexistingempires,alongsidegrowingmilitarismandimperialism• ThesignificanceofWorldWarOneasaturningpointinmodernhistory• Thewaysinwhich1920sand1930swerecharacterisedbysignificantsocial,political,economicandcultural

andtechnologicalchange• Thestrategiesthatnewfascistgovernmentsusedtoimposecontrolsonthewaypeoplelived


• Explainhowsignificantevents,ideologiesandindividualscontributedtopoliticalandeconomicchangesinthefirsthalfofthe20thcentury,andanalysehowthesecontributedtothecausesofWorldWarTwo

• Explainpatternsofsocialandculturalchangesineverydaylifeinthefirsthalfofthe20thcentury,andanalysetheconditionswhichinfluencedthesechanges

Unit2–ThechangingworldorderInUnit2studentswillinvestigatethenatureandimpactoftheColdWarandchallengesandchangestosocial,politicalandeconomicstructuresandsystemsofpowerinthesecondhalfofthetwentiethcenturyandthefirstdecadeofthetwenty-firstcentury.Thisunitfocuseson:

• TheestablishmentoftheUnitedNations(UN)in1945• ColdWar,competingideologiesofdemocracyandcommunismandproxywars• Theriseofsocialmovementsthatchallengedexistingvaluesandtraditions,suchasthecivilrightsmovement,

feminismandenvironmentalmovements• Theimpactofthechangingworldorderandfurtheradvancementsintechnologyandsocialmobilityonaglobal

scale• Themajorthreatofterrorism,itsinfluenceonpolitics,socialdynamicsandmigrationofpeopleacrossthe

worldOutcomesInthisunityouwill:

• ExplainthecausesoftheColdWarandanalyseitsconsequencesonnationsandpeople• Explainthechallengestosocial,politicaland/oreconomicstructuresofpowerandevaluatetheextenttowhich

continuityandchangeoccurred


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HISTORY – REVOLUTIONS (accreditation period 2022-2026) Units3+4

CourseDescriptionRevolutionsrepresentgreatrupturesintimeandareamajorturningpointthatbringaboutthecollapseanddestructionofanexistingpoliticalorder,resultinginachangethatpermeatesthroughoutsociety.InstudyingUnits3and4Revolutions,studentsinvestigatethesignificanthistoricalcausesandconsequencesofpoliticalrevolution.TheyevaluatethenatureofthenewsocietiesthatwerecreatedbytheAmericanandRussianrevolutions,aswellashistoricalinterpretationsaboutthecausesandconsequencesofeachrevolutionandtheeffectsofchangeinstigatedbythenewordersinthosecountries.Unit3–TheAmericanRevolutionof1776ThisunitwillexaminetheAmericanRevolutionof1776indetail,whatcauseditandwhatitledto.Thetimeframeisfrom1754until4thJuly1776.Thisunitfocuseson:

• ThesignificantcausesofrevolutioninAmericain1776• Howpopularmovements(eg.SonsandDaughtersofLiberty)andparticularindividuals(eg.JohnHancockand

BenjaminFranklin)contributedtothetriggeringoftherevolution• Theextentthatsocialtensionsandideologicalconflictscontributedtotheoutbreakofrevolution• Thenatureofthepost-revolutionGovernmentanditschallenges.

Unit4–TheRussianRevolutionof1896toOctober1917ThisunitwillexaminetheRussianRevolutionof1917indetail,whatcauseditandwhatitledto.Thetimeframestudiedisfromthe1896CoronationofTsarNicholasIItotheannouncementoftheSovietgovernmenton26October1917.Thisunitfocuseson:

• Theeventsandconditionsthatcontributedtotheoutbreakofrevolution,includinginstitutionalweaknessesandtensionsinTsaristRussia,economicandsocialinequalities.

• TheRusso-JapaneseWar,BloodySunday,theOctoberManifesto,theFundamentalLaws,limitationsoftheDumas.

• WorldWarOne,theFebruaryRevolution,theeffectivenessoftheProvisionalGovernments,TheDualAuthority.• Lenin’sreturnandhisAprilTheses,theJulyDays,theKornilovAffair,andtheeventsofOctober1917.


• Analysethecausesofrevolution,andevaluatethecontributionofsignificantideas,events,individualsandpopularmovements.

• Analysetheconsequencesofrevolutionandevaluatetheextentofcontinuityandchangeinthepost-revolutionarysociety.


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L EGAL STUD I ES (accreditation period 2018-2023) Units1+2

CourseDescriptionLegalStudiesUnit1&2focusesonwhylawsareneededandwherelawscomefrom.Studentsalsoexaminethevariouskeyconceptssurroundingcriminalandcivillaw.Unit1:GuiltandliabilityThisunitfocuseson:

• Legalfoundations,suchasthedifferenttypesandsourcesoflawandtheexistenceofacourthierarchyinVictoria.• Keyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenarios• Anappreciationofthewayinwhichlegalprinciplesandinformationareusedinmakingreasonedjudgmentsand

conclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.OutcomesInthisunityouwill:

• Describethemainsourcesandtypesoflaw,andassesstheeffectivenessoflaws.• Explainthepurposesandkeyconceptsofcriminallaw,anduselegalreasoningtoarguethecriminalculpability

ofanaccusedbasedonactualand/orhypotheticalscenarios.• Explainthepurposesandkeyconceptsofcivillaw,andapplylegalreasoningtoarguetheliabilityofapartyin

civillawbasedonactualand/orhypotheticalscenarios.Unit2:Sanctions,remediesandrightsThisunitfocuseson:

• Theenforcementofcriminal lawandcivil law,themethodsandinstitutionsthatmaybeusedtodetermineacriminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and theireffectiveness.

• Adetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.

• ThewayrightsareprotectedinAustraliaandinanothercountry,andpossiblereformstotheprotectionofrights.TheyexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.


• Explainkeyconceptsinthedeterminationofacriminalcase,anddiscusstheprinciplesofjusticeinrelationtothedeterminationofcriminalcases,sanctionsandsentencingapproaches.

• Explainkeyconceptsintheresolutionofacivildispute,anddiscusstheprinciplesofjusticeinrelationtotheresolutionofcivildisputesandremedies.

• EvaluatethewaysinwhichrightsareprotectedinAustralia,comparethisapproachwiththatadoptedbyanothercountryanddiscusstheimpactofanAustraliancaseontherightsofindividualsandthelegalsystem.


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MATHEMATI CAL METHOD S (accreditation period 2016-2022) Unit1&2CourseDescriptionThiscourseisforstudentswhorequireahighlevelunderstandingofabstractMathematics.EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10MathematicswithhighscoresinAlgebra.ThiscoursemaybetakenbyitselforinconjunctionwithGeneralMathematics.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.


• Functionsandgraphs• Algebra• Calculus• Probabilityandstatistics

Unit2ThisunitfocusesonthesametopicsasUnit1buttoagreaterdegreeofunderstanding.



• Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.

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

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


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MATHEMATI CAL METHOD S (accreditation period 2016-2022) Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithFurtherMathematics.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.


• Functionsandgraphs• Algebra• Calculus




• Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.


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


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MED IA (accreditation period 2018-2023) Units1+2CourseDescriptionVCEMediaprovidesstudentswiththeopportunitytoanalysemediatextsandconceptsinaninformedandcriticalway.Studentsexplorethestructure,contentandtechniquesusedinmediatextsandintegratethisknowledgeintopracticalwork,producingarangeofcreativemediaproductsandrepresentationsforanintendedpurposeandaudience.Unit1–Mediaforms,representationsandAustralianstoriesThisunitfocuseson:

• Theanalysisofmediarepresentationsinarangeofmediaformsandtexts;• Practicalskillsandcreativetechniquesintheuseofmediaequipmentandapplicationstocreatemediaproducts

forspecificaudiences;and,• TheanalysisofAustralianfictionandnon-fictionnarrativesandhowtheyarestructuredtoengageaudiences.• Theuseofmediaterminologytoanalyseandexplainhowmediaproductsareconstructedtocommunicate

ideas.OutcomesInthisunityouwill:

• Explainhowmediarepresentationsinarangeofmediaproductsandforms,andfromdifferentperiodsoftime,locationsandcontexts,areconstructed,distributed,engagedwith,consumedandreadbyaudiences.

• Usethemediaproductionprocesstodesign,produceandevaluatemediarepresentationsforspecifiedaudiencesinarangeofmediaforms.

• AnalysehowthestructuralfeaturesofAustralianfictionalandnon-fictionalnarrativesintwoormoremediaformsengage,andareconsumedandreadby,audiences.

Unit2–NarrativeacrossmediaformsThisunitfocuseson:

• Analyzingtheintentionsofmediacreatorsandproducersandtheinfluenceofnarrativesonaudiences• Understandingmediaproductionprocessesandtherolesandresponsibilitiesrequiredindifferentstagesofthe

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


• Analysetheintentionsofmediacreatorsandproducersandtheinfluencesofnarrativesontheaudienceindifferentmediaforms.

• Applythemediaproductionprocesstocreate,developandconstructnarratives.• Discusstheinfluenceofnewmediatechnologiesonsociety,audiences,theindividual,mediaindustriesand

institutions.


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PHYSI CAL EDUCAT I ON (accreditation period 2017-2023) Units1+2CourseDescriptionThissubjectfocuseson:

• Theinterrelationshipsbetweenanatomical,biomechanical,physiologicalandskillacquisitionprinciplesandtheirroleinproducingandrefiningmovement

• Examiningbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivity

• Practicalactivitiesexaminingthecoreconceptsthatunderpinmovementandthatinfluenceperformanceandparticipationinphysicalactivity,sportandexercise

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

• Collectandanalyseinformationfrom,andparticipatein,avarietyofpracticalactivitiestoexplainhowthemusculoskeletalsystemfunctionsanditslimitingconditions,andevaluatetheethicalandperformanceimplicationsoftheuseofpracticesandsubstancesthatenhancehumanmovement.

• Collectandanalyseinformationfrom,andparticipatein,avarietyofpracticalactivitiestoexplainhowthecardiovascularandrespiratorysystemsfunctionandthelimitingconditionsofeachsystem,anddiscusstheethicalandperformanceimplicationsoftheuseofpracticesandsubstancestoenhancetheperformanceofthesetwosystems.

Unit2–Physicalactivity,sportandsocietyInthisunitstudents’areintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.Studentsinvestigatehowparticipationinphysicalactivityvariesacrossthelifespan.Studentsinvestigateindividualandpopulation-basedconsequencesofphysicalinactivityandsedentarybehaviourandcreateandparticipatein,anactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesrelevanttotheparticularpopulationgroupbeingstudied.OutcomesInthisunityouwill:

• Collectandanalysedatarelatedtoindividualandpopulationlevelsofparticipationinphysicalactivityandsedentarybehaviourtocreate,undertakeandevaluateanactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesforanindividualoraspecificgroup.

• Applyasocial-ecologicalframeworktoresearch,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivityand/orsportinalocal,nationalorglobalsetting.


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PHYSI CAL EDUCAT I ON (accreditation period 2017-2023) Units3+4CourseDescriptionThissubjectfocuseson:

• Developinganunderstandingoftheanatomical,biomechanical,physiologicalandskillacquisitionprinciples,andofbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivityacrossthelifespan

• Applyingrelevanttrainingprinciplesandmethodstoimproveperformancewithinphysicalactivityatanindividual,clubandelitelevel.

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

• Collectandanalyseinformationfrom,andparticipatein,avarietyofphysicalactivitiestodevelopandrefinemovementskillsfromacoachingperspective,throughtheapplicationofbiomechanicalandskillacquisitionprinciples.

• Usedatacollectedinpracticalactivitiestoanalysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefactorscausingfatigueandsuitablerecoverystrategies.

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

• Analysedatafromanactivityanalysisandfitnessteststodetermineandassessthefitnesscomponentsandenergysystemrequirementsoftheactivity.

• Participateinavarietyoftrainingmethods,anddesignandevaluatetrainingprogramstoenhancespecificfitnesscomponents.


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PHYSI CS (accreditation period 2017-2022) Units1+2CourseDescriptionThissubjectfocuseson:

• Understandingandexplainingthephysicalworld• Examiningmodelsandideasusedtomakesenseoftheworld• Lookingatthewaymatterandenergyinteractthroughobservations,measurementsandexperiments

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

• Applythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergyinselectedcontexts,anddescribetheenvironmentalimpactofhumanactivitieswithreferencetothermaleffectsandclimatescienceconcepts.

• InvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectricalsystems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.

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

• Investigate,analyseandmathematicallymodelthemotionofparticlesandbodies.• Applyphysicsconceptstooneoftwelveoptionsbasedonadifferentobservationofthephysicalworld.• Designandundertakeaninvestigationofaphysicsquestionrelatedtothescientificinquiryprocessesofdata

collectionandanalysis,anddrawconclusionsbasedonevidencefromcollecteddata.


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PSYCHOL OGY (accreditation period 2017-2022) Units1+2CourseDescriptionThissubjectfocuseson:

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


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


• Describehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.

• Identifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.

• Investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.


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


• Comparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.

• Identifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.

• Designandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehaviour,anddrawconclusionsbasedonevidencefromcollecteddata.


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PSYCHOL OGY (accreditation period 2017-2022) Units3+4CourseDescriptionThissubjectfocuseson:

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

functioning.• Understandingandapplyingethicalprincipleswhenconductingresearch.


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


• Explainhowthestructureandfunctionofthehumannervoussystemenablesapersontointeractwiththeexternalworldandanalysethedifferentwaysinwhichstresscanaffectnervoussystemfunctioning.

• Applybiologicalandpsychologicalexplanationsforhownewinformationcanbelearntandstoredinmemory,andprovidebiological,psychologicalandsocialexplanationsofaperson’sinabilitytorememberinformation.


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


• Explainconsciousnessasacontinuum,comparetheoriesaboutthepurposeandnatureofsleep,andelaborateontheeffectsofsleepdisruptiononaperson’sfunctioning.

• Explaintheconceptsofmentalhealthandmentalillnessincludinginfluencesofriskandprotectivefactors,applyabiopsychosocialapproachtoexplainthedevelopmentandmanagementofspecificphobia,andexplainthepsychologicalbasisofstrategiesthatcontributetomentalwellbeing.

• Designandundertakeapracticalinvestigationrelatedtomentalprocessesandpsychologicalfunctioning,andpresentmethodologies,findingsandconclusionsinascientificposter.


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SPECI AL I ST MATHEMATI CS (VVLN) (accreditation period 2016-2022) Units3+4CourseDescriptionEntrytothiscourserequiresstudentstohavecompletedMathematicalMethodsUnit1&2toahighstandard.ThiscourseshouldbetakeninconjunctionwithMathematicalMethods.Therewillbesomepriorlearningneededbeforestudentscanundertakethissubject.ThissubjectisrunthroughtheVictorianVirtualLearningNetwork.Studentsundertakingthissubjectshouldhavehigh-levelskillsoforganizationandself-regulation.Thissubjectfocuseson:

• Developinganabilitytosolveproblemsalgebraicallyandabstractly;• Developinganabilitytoworkandcommunicatemathematically;• Developinganabilitytoproblemsolve.


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


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


• Defineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.


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

Duetothenatureofthissubject,enrolmentisconditionaluponapprovalbythePrincipal.


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ST UD IO ART S (accreditation period 2017-2022)

Units1+2CourseDescriptionThissubjectfocuseson:

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

developingindividualideas.• Theproductionandevaluationofyourownartwork.• Thestudyandinvestigationofartistsfromdifferenttimesandcultures.

Unit1–StudioInspirationandTechniquesThisunitfocuseson:

• Theinvestigationofavarietyofsourcesofinspiration-fromspecificartiststoimagesinthemedia.• Theexplorationofarangeofartmaterialsandtechniques.• Theworkofspecificartistsfromdifferenttimesandlocations.


• Identifysourcesofinspirationandartisticinfluencesandoutlineindividualideas,artformsandaestheticqualities,andtranslatetheseintovisuallanguage.

• Produceatleastonefinishedartworkandprogressivelyrecordthedevelopmentoftheirstudiopractice,conveyingindividualideasthroughtheexplorationofmaterialsandtechniquesintheselectedartform/s.

• Discusstheartisticpracticeofartistsfromdifferenttimesandcultures,theirsourcesofinspiration,materialsandtechniquesforatleasttwoartworksbyeachartist.

Unit2–StudioExplorationandConceptsThisunitfocuseson:

• Establishingandusingstudiopracticetoproduceartworks• Explorationanddevelopmentofideasandsubjectmatterandcreationofaestheticqualities• Thestudyofartmovementsandstylesanddevelopmentofskillsinvisualanalysisofartworks• Theexhibitionofartworksincludingdifferentenvironmentsandhowartworksarepresentedtoan

audienceOutcomesInthisunityouwill:

• Developanindividualexplorationproposaltoformthebasisofastudioprocess,andfromthisproduceanddocumentavarietyofpotentialdirectionsinavisualdiaryforatleastoneartwork

• Comparearangeofhistoricalandcontemporaryartperiods,stylesormovements,andanalysethewaysinwhichartistscommunicateideas,developstylesanddemonstrateaestheticqualitiesinartworks.


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ST UD IO ART S (accreditation period 2017-2022)

Units3+4CourseDescriptionThissubjectfocuseson:

• Thestudyandinvestigationofartistsandartworksfromdifferenttimesandcultures,includingtheirworkingmethods,communicationofideasanddevelopmentofaestheticqualities.

• Thedevelopmentofspecialisedskillsinspecificartforms.• Explorationofarangeofmaterialsandtechniquesinartpractice• Theproductionandevaluationofstudentsownartwork.

Unit3–StudioPracticesandProcessesThisunitfocuseson:

• Thedevelopmentanduseofanexplorationproposaltodefineanareaofcreativeexploration.• Collatinginspirationfromavarietyofsourcesincludingrelevantartists.• Trialingavarietyofmaterialsandtechniques.• Refininganddevelopingaselectionof‘PotentialDirections’• Thestudyandinvestigationofartistsandtheirworkpracticesandprocesses


• Prepareanexplorationproposalthatformulatesthecontentandparametersofanindividualstudioprocessincludingaplanofhowtheproposalwillbeundertaken.

• Progressivelypresentanindividualstudioprocessrecordedinwrittenandvisualformthatproducesarangeofpotentialdirections,andreflectstheconceptsandideasdocumentedintheexplorationproposalandworkplan.

• Examinethepracticeofatleasttwoartists,withreferencetotwoartworksbyeachartist,referencingthedifferenthistoricalandculturalcontextofeachartwork.

Unit4–StudioPracticeandArtIndustryContextsThisunitfocuseson:

• TheproductionofafolioofartworksthatlinkscohesivelyaccordingtotheideasresolvedinUnit3.

• Refinementandskillfulapplicationofmaterialsandtechniquesandaestheticqualities.• Artists’involvementintheartindustryfocusingonatleast2differentexhibitionsvisitedduring

theyearandconsiderationsrelatingtothepresentationandconservationofartworksOutcomesInthisunityouwill:

• Presentatleasttwofinishedartworksbasedonselectedandevaluatedpotentialdirectionsdevelopedthroughthestudioprocess,whichdemonstraterefinementandapplicationofmaterialsandtechniques,andthatrealiseandcommunicatethestudent’sideasexpressedintheexplorationproposal.

• Providevisualandwrittendocumentationthatidentifiesandevaluatestheextenttowhichtheartworksreflecttheselectedpotentialdirections,andeffectivelydemonstratesacohesiverelationshipbetweentheworks.

• Comparethemethodsusedbyartistsandconsiderationsofcuratorsinthepreparation,presentation,conservationandpromotionofspecificartworksinatleasttwodifferentexhibitions.


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VI SUAL COMMUNI CAT I ON D ESI GN (accreditation period 2018-2023) Units1+2CourseDescriptionThisstudyfocusesonusingvisuallanguagetoconveyideas,informationandmessagesinthefieldsofcommunication,environmentalandindustrialdesign.Studentsdevelopskillsinbothfreehandandtechnicaldrawingandexploretheapplicationofdesignelements,designprinciplesandarangeofmedia,methodsandmaterials.Theyapplydesignthinkingskillsastheyfollowthedesignprocesstodevelopdesignsappropriatefordifferentpurposesandaudiences.Unit1–IntroductiontoVisualCommunicationDesignThisunitfocuseson:

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


• Createdrawingsfordifferentpurposesusingarangeofdrawingmethods,mediaandmaterials.• Selectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystated

purposes.• Describehowvisualcommunicationsinadesignfieldhavebeeninfluencedbypastandcontemporary

practices,andbysocialandculturalfactors.Unit2–ApplicationsofVisualCommunicationWithinDesignFieldsThisunitfocuseson:

• Thefieldsofenvironmental,industrialandproductdesign.• Technicaldrawingmethods.• Digitaldesignskills.• Theroleoftypeandimagesincommunicationdesign.• Theapplicationofthevisualcommunicationdesignprocess.• Thedevelopmentofvisualcommunicationstomeetsetbriefs.


• Createpresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.

• Manipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen-basedpresentations.• Applystagesofthedesignprocesstocreateavisualcommunicationappropriatetoagivenbrief.


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VI SUAL COMMUNI CAT I ON AND D ESI GN (accreditation period 2018-2023) Units3+4 CourseDescriptionThisstudyexplorestheprocessdesignersusetocommunicatewithclients,targetaudiencesandotherdesigners,andtoproduceeffectivevisualcommunications.Studentsanalyseexistingvisualcommunicationsandstudythepracticesofprofessionaldesigners,toexploredesignsinthecommunication,industrialandenvironmentaldesignfields.Studentsusethisunderstandingtoapplythedesignprocessanddeveloptheirownvisualcommunicationsappropriatetoasetbrief.Unit3–VisualCommunicationDesignPracticesThisunitfocuseson:

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


• Createvisualcommunicationsforspecificcontexts,purposesandaudiencesthatareinformedbytheiranalysisofexistingvisualcommunicationsinthethreedesignfields.

• Discussthepracticesofacontemporarydesignerfromeachofthedesignfieldsandexplainfactorsthatinfluencethesepractices.

• Applydesignthinkinginpreparingabriefwithtwocommunicationneedsforaclient,undertakingresearchandgeneratingarangeofideasrelevanttothebrief.

Unit4–VisualCommunicationDesignDevelopment,EvaluationandPresentationThisunitfocuseson:

• Theapplicationofthevisualcommunicationdesignprocess.• Applyingthedesignelementsanddesignprinciples.• Applyingarangeofmedia,methodsandmaterials.• Thedevelopmentandrefinementofdesignideas.• Developmentoffinalpresentationsthatmeetasetbrief.• Evaluationandexplanationofdesignwork.


• Developdistinctlydifferentconceptsforeachcommunicationneedanddeviseapitchtopresentconceptstoanaudience,evaluatingtheextenttowhichtheseconceptsmeettherequirementsofthebrief.

• Produceafinalvisualcommunicationpresentationforeachcommunicationneedthatsatisfiestherequirementsofthebrief.


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MullaunaCollege2022VCECoursePlanningForm

STEP1:CompletebelowtableMycareerdirectionis

Mystrongestsubjectsare

Myfavouritesubjectsare

STEP2:Planyoursubjects

Year Level Study 1 Study 2 Study 3 Study 4 Study 5 Study 6

11 Yr 11 Study Yr 11 Study Yr 11 Study Yr 11 Study Yr 11 Study Yr 11 Study English

Units 1 & 2

12 Yr 12 Study Yr 12 Study Yr 12 Study Yr 12 Study Yr 12 Study English

Units 3 & 4

STEP3:Pleaselisttherequirednumberofpreferencesbelow.Preferenceorderisimportant.

STEP4:List3reservepreferencesbelow.Preferenceorderisimportant.

ReservePreferences

1.ReserveChoice 2.ReserveChoice 3.ReserveChoice

2021SubjectPreferences1.English 4.FreeChoice

2.FreeChoice 5.FreeChoice

3.FreeChoice 6.FreeChoice


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MULTI PLY YOUR OPPORTUNITES VocationalEducationandTraining(VET)CertificateCoursesVETcoursesatMullaunaCollegeaimtohelpyoudevelopcompetenciesandskillstoobtainacredentialthatisrecognisedthroughoutAustralia.ThiscanbeachievedthroughschoolandTAFE.

Manyofthecompetenciescanbetransferredtoworkplaces,schools,TAFEandindustries,sothatyouarenotlockingyourselfintooneindustry:youcouldtransferthecompetenciesintoanothervocationorareaoflearning.VETcoursesatMullaunaCollegearepartofyourVCE.TheVCE/VETcoursesofferedatMullaunaCollegemaygivedirectscoresorbonusincrementstoyourAustralianTertiaryAdmissionRank(ATAR)andthusimproveyourchancestogainentryintouniversityorTAFE.EntryintoaVETcourseatMullaunaCollegeisnotautomatic.Youmayhavetoattendaninterview,andifsuccessful,applicantsarerequiredtoparticipateinanOrientationProgram.ConsideryouroptionsandfindoutwhichVCE/VETstudiesbestequipyouforyourfuturecareer.FormoreinformationseetheVCE/VETCo-ordinatororCareersTeacher.FeesandCosts:TherewillbeanEnrolmentFeeandMaterialsFeewhichvariesbetweencourses;theremayalsobeaTAFEServiceFeewhichwilldependonstudenthoursandmaterials/equipmentcosts.Note:WhenstudentsareinattendanceataVETprogramtheywillberecordedasattendingVETbyclassroomteachersandwillnotaffecttheirattendancerecordattheCollege.AustralianQualificationsandTrainingFramework:Thequalificationgained isa certificateat level IIor IIIwithin theAustralianQualificationFramework (AQTF).It ispossibletoprogressthroughpartofthisnationallyrecognisedqualificationsystemwhileyouarestillatMullaunaCollegeandobtainyourVCEatthesametime.Note:StudentsundertakingaVETcoursearerequiredtoattainthefullsequence-Unit1-4

VETsubjects2022ThefollowingVETsubjectswereavailableforMullaunastudentstoundertakein2021,howeverVETofferingsfor2022arestilltobeconfirmed.Forfurtherinformation,pleasecontacttheVETcoordinator.

• CertIIIAppliedFashion• BuildingandConstruction–Carpentry• CertIIHospitality• CertIIKitchenOperations• CertIIIMusicIndustry(SoundProduction)

VETenrolmentApplicationsforVETprogramsmustbeindicatedonyourVCEsubjectselectionform.YoucannotenroldirectlythroughtheMullumCluster.MullaunaCollegestudentswillonlybeacceptedintoVETiftheycandemonstrateanabilitytosafelytraveltoandfromotherlocations,handlemissingsomeoftheirclasstimeanddemonstrateabenefittotheirpathway.


vce course information - mullauna.vic.edu.au

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