vermont secondary · pdf filefolio of exercises (manual and ict) exercises on accounting...

YEAR 11 HANDBOOK – VCE UNITS 1 & 2

1

VERMONT SECONDARY COLLEGE

YEAR 11

COURSE STUDY

DESCRIPTIONS 2018


2

UNIT 1 / UNIT 2

SUBJECT DESCRIPTIONS - 2018

1 Accounting 1 & 2

2 Biology 1 & 2

3 Business Management 1 & 2

4 Chemistry 1 & 2

5 Classical Studies 1 & 2

6 Computing 1 & 2

7 Drama 1 & 2

8 Economics 1 & 2

9 English 1 & 2

10 English EAL 1 & 2

11 English Language 1 & 2

12 Food Studies 1 & 2

13 French 1 & 2

14 General Mathematics 1 & 2

15 Geography 1 & 2

16 German 1 & 2

17 Health & Human Development 1 & 2

18 History (20th Century) 1 & 2

19 Legal Studies 1 & 2

20 Literature 1 & 2

21 Mathematical Methods 1 & 2

22 Music Performance 1 & 2

23 Outdoor and Environmental Studies 1 & 2

24 Physical Education 1 & 2

25 Physics 1 & 2

26 Product Design & Technology Textiles 1 & 2

27 Product Design & Technology Wood, Metal 1 & 2

28 Psychology 1 & 2

Science Pathways at VSC

29 Specialist Mathematics 1 & 2

30 Studio Arts 1 & 2

31 Visual Communication Design 1 & 2

32 VCE Mentoring 1 & 2

33 VETis Studies 1 -4

34 External Language Studies Units 1 -4

35 External VCE Subject Units 1 -4

Where to Now? 2018

HTTP://WWW.VCAA.VIC.EDU.AU/DOCUMENTS/WTN/WHERETONOW_2018_WEB.PDF

The VTAC Year 10 Guide provides a snapshot of the tertiary system for year 10 students,

explains the terms they need to be familiar with and debunks some of the myths commonly

associated with choosing subjects by using real life examples. It can also be downloaded

from the VTAC website: http://ow.ly/5ecs302DAOz

http://www.vcaa.vic.edu.au/Documents/wtn/WhereToNow_2018_Web.pdf

http://ow.ly/5ecs302DAOz


3

ACCOUNTING

UNIT 1 ESTABLISHING AND OPERATING A SERVICE

BUSINESS

UNIT 2 ACCOUNTING FOR A TRADING BUSINESS

This 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, recording, reporting and analysing financial data and information used by internal and external users. Recording and reporting is restricted to the cash basis. Students examine the role of accounting in the decision-making process using single entry recording of financial data and information for the owner of a service business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information. AREAS OF STUDY 1. Going into business 2. Recording and reporting accounting data and

information. LEARNING OUTCOMES On completion of this unit the student should be able to:

Outcome 1 Describe the resources required and explain the knowledge and skills necessary to set up a small business.

Outcome 2 Identify, record, report and explain the financial data and information for the owner of a service business, using a combination of manual and ICT methods. ASSESSMENT The award of satisfactory completion for this unit is based on a selection of assessment tasks including

Folio of exercises (manual and ICT)

Assignments

Case Studies

Classroom Presentations

Tests

This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions. They use financial and non-financial information to evaluate the performance of a business. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. AREAS OF STUDY 1. Recording and reporting accounting data and

information 2. ICT in accounting 3. Evaluation of business performance LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1 Record and report financial data and information for a sole trader. Outcome 2 Record and report financial data and information using an accounting software package for a single activity sole trader, and discuss the role of ICT in the accounting process. Outcome 3 Select and use financial and non-financial information to evaluate a business and discuss strategies that will improve business performance. ASSESSMENT The award of satisfactory completion for this unit is based on a selection of assessment tasks including

Folio of exercises (manual and ICT)

Exercises on accounting computer software package

Case Studies

Assignments

Classroom Presentations

Tests


4

BIOLOGY

UNIT 1 HOW DO THINGS STAY ALIVE?

UNIT 2

HOW IS CONTINUITY OF LIFE MAINTAINED?

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.

AREAS OF STUDY 1. How do organisms function? 2. How do living systems sustain life? 3. Practical investigation. LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1 To investigate and explain how cellular structures and

systems function to sustain life.

Outcome 2 To explain how various adaptations enhance the survival of

an individual organism, investigate the relationships

between organisms that form a living community and their

habitat, and analyse the impacts of factors that affect

population growth.

Outcome 3 To design and undertake an investigation related to the

survival of an organism or species, and draw conclusions

based on evidence from collected data.

ASSESSMENT Demonstration of achievement of Outcomes 1, 2 & 3 must be made on the student’s performance on a selection of assessment tasks, which may include:

practical activities

questions and problems

tests

presentation of practical reports in non-text formats such as poster, multimedia

oral presentation

end of unit examination

ENTRY There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

In this unit students focus on cell reproduction and the

transmission of biological information from generation to

Generation. They examine the process of DNA replication

and compare cell division in both prokaryotic and eukaryotic

organisms. The mechanisms of asexual and sexual

reproductive strategies, and consider the advantages and

disadvantages of these two types of reproduction. The role of

stem cells and their potential use in medical therapies is

considered.

Students use genetics to explain the inheritance of

characteristics, and predict outcomes of genetic crosses.

They explore the relationship between genes, the

environment.

They consider the role of genetic knowledge in decision

making about genetic conditions. In this context the uses of

genetic screening and its social and ethical issues are

examined.

AREAS OF STUDY 1. How does reproduction maintain the continuity of life? 2. How is inheritance explained? 3. Investigation of an issue. LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1 Compare the advantages and disadvantages of asexual and

sexual reproduction, explain how changes within the cell

cycle may have an impact on cellular or tissue system

function and identify the role of stem cells in cell growth and

cell differentiation and in medical therapies.

Outcome 2 Compare the advantages and disadvantages of asexual and

sexual reproduction, explain how changes within the cell

cycle may have an impact on cellular or tissue system

function and identify the role of stem cells in cell growth and

cell differentiation and in medical therapies.

Outcome 3 To investigate and communicate a substantiated response

to a question related to an issue in genetics and/or

reproductive science ASSESSMENT Demonstration of achievement of Outcomes 1 and 2 must be based on the student’s performance on a selection of assessment tasks which may include

practical activities

questions and problems

tests

presentation of structured written reports of field trips

oral presentations

presentation of practical reports in non-text formats such as poster, multimedia

end of unit examination


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BUSINESS MANAGEMENT

UNIT 1 PLANNING A BUSINESS

UNIT 2 ESTABLISHING A BUSINESS

Businesses of all sizes are major contributors to the economic

and social wellbeing of a nation. Therefore how businesses

are formed and the fostering of conditions under which new

business ideas can emerge are vital for a nation’s wellbeing.

Taking a business idea and planning how to make it a reality

are the cornerstones of economic and social development. In

this unit students explore the factors affecting business ideas

and the internal and external environments within which

businesses operate, and the effect of these on planning a

business.

Areas of Study

1. The business idea

2. External Environment

3. Internal Environment

Learning Outcomes

On completion of this unit students should be able to:

1. Describe how and why business ideas are created

and developed, and explain the methods by which a

culture of business innovation and entrepreneurship

may be fostered in a nation.

2. Describe the external environment of a business and

explain how the macro and operating factors within

it may affect business planning.

3. Describe the internal business environment and

analyse how factors from within it may affect

business planning.

Assessment

Satisfactory completion of this unit is awarded when the

student demonstrates achievement of Outcomes One, Two

and Three. This will be based on performance of tasks

which may include:

- case studies

- development of business plans

- research reports

- folio of tasks

This unit focuses on the establishment phase of a business’s

life. Establishing a business involves complying with legal

requirements as well as making decisions about how best to

establish a system of financial record keeping, staff the

business and establish a customer base. In this unit students

examine the legal requirements that must be satisfied to

establish a business. They investigate the essential features of

effective marketing and consider the best way to meet the

needs of the business in terms of staffing and financial record

keeping. Students analyse various management practices in

this area by applying this knowledge to contemporary

business case studies from the past four years.

Areas of Study

1. Legal requirements and financial considerations

2. Marketing a business

3. Staffing a business

Learning Outcomes


1. Explain the importance when establishing a business

of complying with legal requirements and financial

record keeping, and establishing effective policies

and procedures.

2. Explain the importance of establishing a customer

base and a marketing presence to achieve the

objectives of the business, analyse effective

marketing and public relations strategies and apply

these strategies to business-related case studies.

3. Discuss the staffing needs for a business and

evaluate the benefits and limitations of management

strategies in this area from both an employer and an

employee perspective.

Assessment

Satisfactory completion of this unit is awarded when the

student demonstrates achievement of Outcomes One, Two

and Three. This will be based on performance of tasks

which may include:

- case studies

- a school-based business activity

- research reports

- folio of tasks


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CHEMISTRY

VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials. In VCE Chemistry students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-related issues, and communicate their views from an informed position

UNIT 1 – How can the diversity of materials be explained

UNIT 2 – What makes water such a unique chemical?

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 into which elements are placed based upon similarities in their electronic configurations. 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. Students apply their knowledge of the electronic structures of metallic elements and non-metallic elements to examine ionic compounds. 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. AREAS OF STUDY 1. How can the knowledge of elements explain

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

explained? LEARNING OUTCOMES On completing this unit students should be able to:

Outcome 1 Explain how knowledge of elements can explain the properties of matter. Outcome 2 Explain how the versatility of non-metals can be explained. Question 3 Research investigation ASSESSMENT Demonstration of achievement of Outcomes 1, 2 and 3 is necessary for satisfactory completion of this unit. This will be based on performance on a selection of tasks including:

Practical Reports

Problem solving activities and questions

Modelling activities

Tests

End of unit examination

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.

AREAS OF STUDY 1. How do substances react with water? 2. How are substances in water measured?

LEARNING OUTCOMES On completing this unit students should be able to:

Outcome 1 Relate the properties of water to its structure and bonding, and explain the importance of the properties and reactions of water. Outcome 2 Analytical techniques, both in the laboratory and in the field, used to measure the solubility and concentrations of solutes in water Question 3 Research investigation ASSESSMENT Demonstration of achievement of Outcomes 1, 2 and 3 is necessary for satisfactory completion of this unit. This will be based on performance on a selection of tasks including:

Practical Reports

Problem solving activities and questions

Modelling activities

Tests

End of unit examination.


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CLASSICAL STUDIES

UNIT 1

MYTHICAL WORLDS UNIT 2

CLASSICAL IMAGINATIONS This unit explores the myths of ancient Greece and/or ancient Rome. Mythic narratives were used to explain the physical world, the foundation of institutions and aspects of daily life. The wrath of Achilles & the epic voyages of Odysseus and Aeneas are tales that have entranced countless generations. Women such as Helen, Clytemnestra and Dido hold enduring fascination. Greek and Roman myths combine love and war, the monstrous and the human. They examine the nature of the individual and key aspects of society. As archaeological methods developed over time, sites such as Troy were explored by pioneers of archaeology for evidence to explain the possible historical basis of particular myths. Myths were commonly represented in a range of forms including epic, sculpture, tragedy, and wall painting and mosaics. They were transmitted through festivals, religious rituals, art and architecture. In this unit, teachers select the classical works and secondary sources to be used by the students. Areas of Study 1. Heroes and Monsters 2. Myth and Archeology 3. Myths in Art and Literature Learning Outcomes Outcome 1: On completion of this unit the student should be able to explain the nature of myth in ancient Greece and/or Rome. Outcome 2: On completion of this unit the student should be able to explain the relationship between myth and archaeology. Outcome 3: On completion of this unit the student should be able to recognise and discuss the representation of a Greek and/or Roman myth. Assessment: analysis of visual & written sources

oral presentations

Essays

responses to literature

tests and an examination

This unit examines classical works across time. It begins with the study of classical Greek and/or Roman society through an exploration of intellectual and material culture. Classical works offer a means of exploring social and political life in classical antiquity. What does Homer reveal about the heroic code? What do works of architecture such as the Parthenon and the Colosseum reveal about the societies in which they were produced? The reception of these classical works extends beyond antiquity into the present. The cultural achievements of the classical world have fired the imagination for centuries. The works of classical artists and writers have provided reference points for subsequent generations to emulate, transform or react against. In this way, classical works are subject to constant re-imagining. In this unit, teachers select the classical works and secondary sources to be used by the students. Areas of Study 1. Society through culture 2. Classics through time Learning outcomes Outcome 1: On completion of this unit the student should be able to analyse the ways in which a classical work or classical works present aspects of classical Greek and/or Roman society. Outcome 2: On completion of this unit the student should be able to discuss the relationship between classical works and a work from a later period. Assessment: analysis of visual & written sources

oral presentations

Essays

responses to literature

tests and an examination


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COMPUTING

UNIT 1

IT IN ACTION

UNIT 2

IT PATHWAYS

This unit focuses on how data, information and networked digital

systems can be used to meet a range of users’ current and future

needs.

AREAS OF STUDY

Data and graphic solutions

In this area of study students conduct an investigation into an

issue, practice or event generating primary data. Students

develop and apply a detailed understanding of data, including its

types, characteristics, sources and methods of acquisition. When

acquiring this data, students consider risks associated with using

data owned by other people or organisations. Students apply

computational thinking skills when extracting meaning from data

and apply design thinking knowledge and skills to create graphic

information for the purpose of informing, educating or

persuading an audience.

Networks

In this area of study students investigate how networks with

wireless capability allow data and information to be exchanged

locally and within the global environment. They focus on ways

in which the security of exchanged and stored data and

information can be compromised in wireless networks. Students

apply this technical knowledge to create the design for a network

with wireless capability. Students use a software tool to depict

the components of their network and its interactions.

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. Working in virtual

or face-to-face teams, students use web authoring software to

create a website. Project plans are prepared to support an

organised approach to problem solving. Students publish the

team’s opinions about the issue and propose actions that can be

taken to shape how information systems are used. Students use

visualising thinking tools to analyse content, online collaborative

tools to support sharing of ideas, and techniques to assist in

forming team opinions.

LEARNING OUTCOMES

Outcome 1

On completion of this unit the student should be able to acquire,

secure and interpret data, and design and develop a graphic

solution that communicates the findings of an investigation.

Outcome 2

On completion of this unit the student should be able to design a

network with wireless capability that meets an identified need or

opportunity, explain its configuration and predict risks and

benefits for intended users.

Outcome 3

On completion of this unit the student should be able to design

and develop a website collaboratively with others that presents

an analysis of a contemporary issue and the team’s point of view

on the issue.

Assessment

Students are required to demonstrate achievement of three

outcomes. The award of satisfactory completion for a unit is

based on whether the student has demonstrated achievement of

the set of outcomes specified for the unit.

Unit 2 – Computing

In this unit students focus on data and how the application of

computational, design and systems thinking skills support the

creation of solutions that automate the processing of data.

AREAS OF STUDY

Programming

In this area of study student’s focus on using a programming or

scripting language that can support object-oriented programming

to create working software modules. Students also apply

computational and design thinking skills when preparing design

specifications and transforming them into working modules

through the use of programming or scripting languages.

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. 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). In

response to design briefs, students apply all stages of the

problem-solving methodology.

Data management

In this area of study students are introduced to the structure of

databases and their applicability in a range of settings. Students

develop and apply knowledge and skills in determining data

types required to solve specific problems, and in organising and

storing data. Where appropriate, students apply mathematical

calculations to the data and may create macros to automate

repetitive tasks. Students devise a need or opportunity for a

solution and collect relevant data for manipulation by database

management software.

LEARNING OUTCOMES

Outcome 1


working modules in response to solution requirements, and use a

programming or scripting language to develop the modules.

Outcome 2

On completion of this unit the student should be able to apply the

problem-solving methodology and use appropriate software

tools to extract relevant data and create a data visualisation that

meets a specified user’s needs.

Outcome 3

On completion of this unit the student should be able to 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

Students are required to demonstrate achievement of three

outcomes. The award of satisfactory completion for a unit is

based on a decision that the student has demonstrated

achievement of the set of outcomes specified for the unit.


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DRAMA UNIT 1

DRAMATIC STORYTELLING UNIT 2

CREATING AUSTRALIAN DRAMA This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Students examine storytelling through the creation of solo and/or ensemble devised performance/s and manipulate expressive skills in the creation and presentation of characters. They develop an awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance style/s. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts. This unit also involves analysis of a student’s own performance work and analysis of a performance by professional and other drama practitioners. In this unit students use performance styles from a range of contexts associated with naturalism and non-naturalism. Descriptions of the terms such as naturalism, non-naturalism and stimulus material, dramatic elements, stagecraft, theatrical conventions, expressive skills and performance styles are provided in the Glossary. Outcome 1

On completion of this unit the student should be able to use play-making techniques to devise solo and/or ensemble drama work/s based on experiences and/or stories, as well as describe the dramatic processes used to shape and develop this performance work/s. Outcome 2

On completion of this unit the student should be able to use expressive skills, theatrical conventions and stagecraft to perform stories and characters to an audience. Outcome 3

On completion of this unit the student should be able to analyse the development and performance of work created and presented in Outcomes 1 & 2. Outcome 4

On completion of this unit the student should be able to identify and evaluate use of performance styles, and describe use of theatrical conventions, stagecraft and dramatic elements, as well as analyse the portrayal of stories and characters in a drama performance. Assessment Satisfactory Completion

Demonstrated achievement of the set of outcomes specified for the unit.

This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. Students use a range of stimulus material in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical conventions appropriate to the selected performance styles are also explored. Student’s knowledge of how dramatic elements are enhanced or manipulated through performance is further developed in this unit. This unit also involves analysis of a student’s own performance work as well as the performance of an Australian work. An Australian work might: • be written, adapted or devised by Australian writers or

theatre-makers; • reflect aspects of the Australian identity, for example the

indigenous voice, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, the urban and bush perspectives.

In this unit, students use performance styles from a range of historical, cultural and social contexts including styles associated with non-naturalism. Descriptions of the terms such as naturalism, non-naturalism and stimulus material, dramatic elements, stagecraft, theatrical conventions, expressive skills and performance styles are provided in the Glossary. Outcome 1

On completion of this unit the student should be able to use a range of stimulus material to create a solo or ensemble performance work as well as document and record the play-making techniques used to shape and develop this performance work. Outcome 2

On completion of this unit the student should be able to demonstrate the effective use and manipulation of dramatic elements, theatrical conventions and stagecraft in the presentation of a performance work to an audience. Outcome 3

On completion of this unit the student should be able to analyse and evaluate the creation, development and performance of characters, as well as the use and manipulation of theatrical conventions, stagecraft and dramatic elements as applied to the performance style/s of the student’s own performance work. Outcome 4

On completion of this unit the student should be able to identify use of theatrical conventions, describe performance style/s and analyse and evaluate how dramatic elements have been used in a drama performance. Assessment Satisfactory Completion

Demonstrated achievement of the set of outcomes specified for the unit.


10

ECONOMICS

UNIT 1

ECONOMICS - CHOICES AND CONSEQUENCES

UNIT 2 ECONOMIC CHANGE -

ISSUES AND CHALLENGES The focus of this unit is the study of markets, economic decision-making and issues of importance to the Australian economy. AREA OF STUDY 1:

A Market System

Outcome 1: On completion of this unit the student should be able to explain how markets work and how economic decisions are made in the Australian economy, and be able to apply economic decision-making to solve economic problems.

AREA OF STUDY 2:

Economics Issues Outcome 2: On completion of this unit the student should be able to describe the nature of economic growth and sustainable development and one other contemporary economic issue, explain how these issues are affected by the actions of economic decision-makers, and evaluate the impact of these issues on living standards. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the outcomes specified for the unit. Assessment tasks for this unit are:

analysis of written, visual and statistical evidence;

a folio of exercises using print or electronic materials;

report of an investigation;

case studies;

an essay;

tests;

AREAS OF STUDY 1: Population, Employment and Change This area of study focuses on the changing nature of population and demographics, the labour market and other related factors influencing the level of economic prosperity in the country.

Outcome 1: On completion of this unit the students should be able to describe the factors that influence Australia’s population and labour markets, and analyse how changes in these areas may impact upon living standards. AREA OF STUDY 2:

Global Economic Issues Issues exist in economics that have an impact on living standards and on the stability of the economy. Students consider two of the contemporary global economic issues in light of how the economic decisions made by domestic and international households businesses, governments, and other relevant groups influence the Australian and international economies.

Outcome 2: On completion of this unit the student should be able to describe the nature of two contemporary global economic issues, explain how each issues is affected by the actions of economic decision-makers, and evaluate the impact of the issue on living standards. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the students overall performance on assessment tasks designated for the unit. Assessment tasks for this unit are chosen from:

analysis of written, visual and statistical evidence

a folio of applied economic exercises

problem solving tasks

a folio of annotated media commentaries using print or electronic materials

report of an investigation

case studies

a debate

an essay

a presentation (oral, multimedia, visual)

a web page

economic simulation activities

a test


11

ENGLISH

UNIT 1 UNIT 2

The focus of this unit is on the reading of a range of texts,

particularly narrative and persuasive texts, in order to

comprehend appreciate and analyse the ways in which texts

are constructed and interpreted. Students will develop

competence and confidence in creating written, oral and

multimodal texts. The term ‘set text’ refers to texts chosen

by the school for the achievement of Outcomes 1 and 2.

AREAS OF STUDY

Reading and creating texts

Analysing and presenting argument

LEARNING OUTCOMES

On completion of this unit the student should be able to:

Outcome 1:

Produce analytical and creative responses to texts

Outcome 2:

Analyse how argument and persuasive language can be used

to position audiences, and create their own texts intended to

position audiences.

ASSESSMENT

Satisfactory completion

For this unit students are required to demonstrate

achievement of two outcomes. As a set these outcomes

encompass all areas of study for the unit and will be based on

a selection of tasks which may include:

analytical responses to text in written under test

conditions

written creative responses to text produced under

test conditions

persuasive oral presentations

written analysis of media texts

finished writing that shows evidence of planning and

revision

The focus of this unit is on reading and responding to an

expanded range of text types and genres in order analyse ways

in which they are constructed and interpreted, and on the

development of competence and confidence in creating

written, oral or multimodal texts. The term ‘set text’ refers to

texts chosen by the school for the achievement of Outcomes

1 and 2.

AREAS OF STUDY

Reading and comparing texts

Creating and presenting

Using language to persuade

LEARNING OUTCOMES


Outcome 1:

Compare the presentation of ideas, issues and themes in two

texts.

Outcome 2:

Identify and analyse how argument and persuasive language

are used in text/s that attempt to influence an audience, and

create a text which presents a point of view.

ASSESSMENT

Satisfactory completion For this unit students are required to demonstrate


encompass all areas of study for the unit and will be based on

a selection of tasks which may include:

A comparative response to texts in written form under

test conditions

persuasive writing

analysis of media texts

finished writing that shows evidence of planning and

revision

LEVELS OF ACHIEVEMENT will be determined by

School-assessed Coursework, mid-year and end-of-year

examinations.


12

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

UNIT 1 UNIT 2

In 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 own skills in creating written, spoken and

multimodal texts.

AREAS OF STUDY

Reading and creating texts


LEARNING OUTCOMES


Outcome 1:

Produce analytical and creative responses to texts.

Outcome 2:

Analyse how argument and persuasive language can be

used to position audiences, and create their own texts

intended to position audiences.

ASSESSMENT

Satisfactory completion



encompass all areas of study for the unit and will be

based on a selection of tasks which may include:

analytical responses text in written or oral form,

some under test conditions

written creative pieces based on context established

by specific texts for particular audiences and

purposes

oral presentations

persuasive writing

leadership of discussion groups


listening and note-taking

finished writing that shows evidence of planning

and revision


School-assessed coursework, mid-year and end-of-year

examinations.

In 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 STUDY

Reading and comparing texts


LEARNING OUTCOMES


Outcome 1:

Compare the presentation of ideas, issues and themes in

two texts.

Outcome 2:

Identify and analyse how argument and persuasive

language are used in text/s that attempt to influence and

audience.

Create a text which presents a point of view.

ASSESSMENT

Satisfactory completion For this unit students are required to demonstrate

achievement of three outcomes. As a set these outcomes

encompass all areas of study for the unit and will be

based on a selection of tasks which may include:

journal entries and oral presentations

analytical comparisons of text in written or oral

form, some under test conditions

written creative pieces based on context established

by specific texts for particular audiences and

purposes

persuasive writing and speaking

leadership of discussion groups


listening and note-taking

finished writing that shows evidence of planning

and revision


School-assessed coursework, mid-year and end-of-year

examinations.


13

ENGLISH LANGUAGE

UNIT 1 LANGUAGE & COMMUNICATION

UNIT 2 LANGUAGE CHANGE

The focus of this unit is language and its use in

communication. The use of language is an essential aspect of

human behaviour, the means by which individuals relate

themselves to the world, to each other, and to the community

of which they are members. This unit is concerned with the

nature and functions of language itself, the way language is

organised so that it provides its users with the means by which

they can make sense of their experience and have contact with

others. It enables students to explore the informational and

expressive functions of language; the nature of language as a

highly elaborate system of signs; the development of

language in an individual; and the relationship between

speech and writing as the dominant modes of use.

AREAS OF STUDY

1. The nature and functions of language

2. Language acquisition

LEARNING OUTCOMES


Outcome 1

Identify and describe primary aspects of the nature and

functions of human language

Outcome 2

Analyse what children learn when they acquire language and

to examine a range of perspectives on how language is

acquired

ASSESSMENT

Demonstration of achievement of the 2 outcomes is necessary

for satisfactory completion of this unit. This will be based on

performance on a selection of tasks which may include

a folio

a report of an investigation

a test

short answer questions

an analytical of spoken and/or written text

an essay

a case study

a written or an oral analysis of data

an oral presentation or a data show

In this unit, the focus is on language change as an inevitable

and a continuous process. Students consider factors

contributing to change over time in the English language and

factors contributing to the spread of English. They explore

texts from the past and from the present, considering how all

subsystems of the language system are affected. Attitudes to

language change vary considerably and these are also

considered. In addition to developing an understanding of

how English has been transformed over the centuries,

students explore the various possibilities for the future of

English. They consider how the global spread of English has

led to a diversification of the language and to English now

being used by more people as an additional or a foreign

language than as a first language. Students consider the

cultural repercussions of the spread of English.

AREAS OF STUDY

1. English across time

3. English in contact

LEARNING OUTCOMES


Outcome 1

Describe language change as represented in a range of texts

and analyse a range of attitudes to language change.

Outcome 2

Describe and explain the effects of the global spread of

English in terms of both conformity and diversity, through a

range of spoken and written texts.

ASSESSMENT

Demonstration of achievement of the 3 outcomes is necessary

for satisfactory completion of this unit. This will be based on

performance on a selection of tasks which may include

· an investigative report

· short answer questions

· an essay

· an oral presentation or data show

· a folio

· an essay

· a case study

· a test

· a written or an oral analysis of data

· an analysis of a spoken and/or written text


14

FOOD STUDIES UNIT 1

FOOD ORIGINS

UNIT 2 FOOD MAKERS

This unit focuses on food from historical and cultural

perspectives. Students investigate the origins and roles of

food through time and across the world. In Area of Study 1

students explore how humanity has historically sourced its

food, examining the general progression from hunter-gatherer

to rural-based agriculture, to today’s urban living and global

trade in food. Students consider the origins and significance

of food through enquiry into particular food-producing

regions of the world. In Area of Study 2 students focus on

Australia. They look at Australian indigenous food prior to

European settlement and how food patterns have changed

since, particularly through the influence of food production,

processing and manufacturing industries and immigration.

Students investigate cuisines that are part of Australia’s

identity today and reflect the concept of an Australian cuisine.

They consider the influence of technology and globalisation

on food patterns. Throughout this unit students complete

topical and contemporary practical tasks to enhance,

demonstrate and share their leaning with others.

AREAS OF STUDY

1. Food around the world

2. Food in Australia.

OUTCOMES

On completion of the unit students should be able to:

Outcome 1

Identify and explain major factors in the development of a

globalised food supply, and demonstrate of selected food

from earlier cuisines through practical activities.

Outcome 2

Describe patterns of change in Australia’s food industries and

cultures, and use foods indigenous to Australia and those

introduced through migration in the preparation of food

products.

ASSESSMENT

The award of satisfactory completion for a unit is based on a

decision that the student has demonstrated achievement of the

set of outcomes specified for the unit.

In this unit students investigate food systems in contemporary

Australia. Area of Study 1 focuses on commercial food

production industries, while Area of Study 2 looks at food

production in small-scale domestic settings, as both a

comparison and complement to commercial production.

Students gain an insight into the significance of food

industries to the Australian economy and investigate the

capacity of industry to provide safe, high-quality food that

meets the needs of consumers.

Students use practical skills and knowledge to produce foods

and consider a range of evaluation measures to compare their

foods to commercial products. They consider the effective

provision and preparation of food in the home, and analyse

the benefits and challenges of developing and using practical

skills in daily life. In demonstrating their practical skills,

students design new food products and adapt recipes to suit

particular needs and circumstances. They consider the

possible extension of their role as small-scale food producers

by exploring potential entrepreneurial opportunities.

AREAS OF STUDY

1. Food industries.

2. Food in the home.

OUTCOMES

On completion of the unit students should be able to:

Outcome 1

Describe Australia’s major food industries, analyse

relationships between suppliers and consumers, discuss

measures in place to ensure a safe food supply and design a

brief and a food product that demonstrates the application of

commercial principles.

Outcome 2

Compare and evaluate similar foods prepared in different

settings, explain the influences on effective food provision

and preparation in the home, and design and create a food

product that illustrates potential adaptation in a commercial

context.

ASSESSMENT



set of outcomes specified for the unit.

COSTS INVOLVED

There will be a cost for this unit that is not covered by the normal college levies. The cost will cover the majority of food used in

productions and the maintenance of equipment throughout the semester. Students will be advised of any special production

requirements as the need arises.


15

FRENCH

UNITS 1 AND 2 UNIT 1

AIMS

This study is designed to enable students to:

use French to communicate with others

understand and appreciate the cultural contexts in which

French is used

understand their own culture (s) through the study of

other cultures

understand language as a system

make connections between French and English and/or

other languages

apply French to work, further study, training or leisure

Students enter VCE language study with varied experience

and competence in the Languages. The study design

promotes development of the language capacity of all

students. Each unit is designed to extend students’

knowledge and skills in understanding, speaking, reading

and writing the language.

AREAS OF STUDY

The areas for study comprise themes and topics, grammar,

text types, vocabulary and kinds of writing. They are

common to all four units of the study and are designed to be

drawn upon in an integrated way.

For units 1 & 2 there are three prescribed themes with three

prescribed sub-topics each. They are:

The individual

Personal world

Education and aspirations

Personal opinions and values

The French speaking communities

Lifestyles

Historical perspectives

Arts & Entertainment

The changing world

Social issues

The world of work

Scientific and technological issues


achievement of three outcomes.

Outcome 1

Establish and maintain a spoken or written exchange related

to personal areas of experience.

Outcome 2

Listen to, read and obtain information from written and

spoken texts.

Outcome 3

Produce a personal response to a text focusing on real or

imaginary experience.

ASSESSMENT

Satisfactory Completion

The student must demonstrate achievement of the set

outcomes based on the teacher’s assessment of the student’s

overall performance on assessment tasks which will include

a range of oral and written tasks.

UNIT 2



Outcome 1

Participate in a spoken or written exchange related to

making arrangements and completing transactions.

Outcome 2

Listen to, read and extract and use information and ideas

from spoken and written texts.

Outcome 3

Be able to give expression to real or imaginary experience in

spoken or written form.

ASSESSMENT






LEVELS OF ACHIEVEMENT

Units 1 & 2

Procedures for the assessment of levels of achievement in

Units 1 & 2 are a matter for school decision.


16

GENERAL MATHEMATICS

UNIT 1 UNIT 2

This unit is designed for students who intend to study Further

Mathematics Units 3 and 4.

Material for this unit covers four or more topics from at least

three different areas of study.

A suitable course is provided for the study to continue to

General Mathematics Unit 2, then Further Mathematics.

The use of technology to support and develop the learning of

mathematics is incorporated throughout the unit. This

includes the use of a CAS graphics calculator and suitable

computer technology.

AREAS OF STUDY

1. Algebra and structure

2. Arithmetic and number

3. Discrete mathematics

4. Geometry, measurement and trigonometry

5. Graphs of linear and non-linear relations

6. Statistics

LEARNING OUTCOMES


Outcome 1

Define and explain key concepts as specified in the selected

content from the areas of study, and apply a range of related

mathematical routines and procedures.

Outcome 2

Select and apply the mathematical facts, concepts, models

and techniques from the topics covered in the unit to

investigate and analyse extended application problems in a

range of contexts.

Outcome 3

Select and use numerical, graphical, symbolic and statistical

functionalities of technology to develop mathematical ideas,

produce results and carry out analysis in situations requiring

problem-solving, modelling or investigative techniques or

approaches.

ASSESSMENT

The student must demonstrate achievement of Learning

Outcomes 1, 2 and 3. This is based on the student’s overall

performance on assessment tasks which may include:

Tests

Summary or review notes

Application tasks

Analysis tasks

Set exercises

Examination

Assessment tasks must be mainly completed in class and

within a limited timeframe. They will incorporate the use of

technology in contexts related to the areas of study.

This unit is designed for students who intend to study Further

Mathematics Units 3 and 4.

Material for this unit covers four or more topics from at least

three different areas of study.

A suitable course is provided for the study to continue to

Further Mathematics Units 3 and 4.

The use of technology to support and develop the learning of

mathematics is incorporated throughout the unit. This

includes the use of a CAS graphics calculator and suitable

computer technology.

AREAS OF STUDY

1. Algebra and structure

2. Arithmetic and number

3. Discrete mathematics

4. Geometry, measurement and trigonometry

5. Graphs of linear and non-linear relations

6. Statistics

LEARNING OUTCOMES

On completion of this unit the student should be

able to:

Outcome 1

Define and explain key concepts as specified in the selected

content from the areas of study, and apply a range of related

mathematical routines and procedures.

Outcome 2

Select and apply the mathematical facts, concepts, models

and techniques from the topics covered in the unit to

investigate and analyse extended application problems in a

range of contexts.

Outcome 3

Select and use numerical, graphical, symbolic and statistical

functionalities of technology to develop mathematical ideas,

produce results and carry out analysis in situations requiring

problem-solving, modelling or investigative techniques or

approaches.

ASSESSMENT

The student must demonstrate achievement of Learning

Outcomes 1, 2 and 3. This is based on the student’s overall

performance on assessment tasks which may include:

Tests


Application tasks

Analysis tasks

Set exercises

Examination

Assessment tasks will incorporate the use of technology in

contexts related to the areas of study. They must be mainly

completed in class and within a limited timeframe.


17

GEOGRAPHY

In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards represent the potential to cause harm to people and or the environment whereas disasters are judgments about the impacts of hazard events. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Area of Study 1 - Characteristics of hazards In this area of study students undertake a study of at least two specific hazards ranging from local to global scales. Examples could include coastal hazards, biological hazards, storms, floods or oil spills. Area of Study 2 - Response to hazards and disasters In this area of study students explore the nature and effectiveness of specific measures to respond to hazards. They study natural and human factors influencing the nature of human responses, including the consideration of the scale of the hazard, the levels of risk, past experiences of similar hazards, the economic choices available to governments and the available technological resources to prevent or respond to the hazard. ASSESSMENT Satisfactory Completion The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Levels of Achievement Demonstration of Outcomes 1 and 2 is based on the student’s performance on a selection of assessment tasks including.

Fieldwork Analysis of geographic data Structured questions Written research reports Tests

In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. Students will study contrasting examples of tourism from within Australia and elsewhere in the world. Tourism is defined as the movement of people travelling away from and staying outside of their usual environment for more than 24 hours but not more than one year. Over one billion tourists per year cross international boundaries with even greater numbers involved as domestic tourists within their own countries. The scale of tourist movements since the 1950s and its predicted growth has had and continues to have a significant impact on local, regional and national environments, economies and cultures. Area of Study 1 - Characteristics of tourism In this area of study students examine the characteristics of tourism, the location and distribution of different types of tourism and the factors affecting different types of tourism. Students will study contrasting examples from within Australia and elsewhere in the world. They investigate in detail at least one tourism location using appropriate fieldwork techniques, and one other location elsewhere in the world. Area of Study 2 - Impact of tourism In this area of study students explore the environmental, economic and socio-cultural impacts of different types of tourism. They investigate at least one tourism location, using appropriate fieldwork techniques, and another elsewhere in the world. Students evaluate the effectiveness of measures taken to enhance the positive impacts and/or to minimise the negative impacts at these locations. ASSESSMENT Satisfactory Completion The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Levels of Achievement Demonstration of Outcomes 1 and 2 is based on the student’s performance on a selection of assessment tasks including.

Fieldwork Analysis of geographic data Structured questions Written research reports Tests

UNIT ONE HAZARDS & DISASTERS

UNIT TWO TOURISM


18

GERMAN

UNITS 1 AND 2 UNIT 1

AIMS

This study is designed to enable students to:

use German to communicate with others

understand and appreciate the cultural contexts in which

German is used

understand their own culture(s) through the study of

other cultures

understand language as a system

make connections between German and English and/or

other languages

apply German to work, further study, training or leisure

Students enter VCE language study with varied experience

and competence in the Languages. The study design

promotes development of the language capacity of all

students. Each unit is designed to extend students’

knowledge and skills in understanding, speaking, reading and

writing the language.

AREAS OF STUDY

The areas for study comprise themes and topics, grammar,

text types, vocabulary and kinds of writing. They are

common to all four units of the study and are designed to be

drawn upon in an integrated way.

For units 1 – 4 there are three prescribed themes with three

prescribed sub-topics each. They are:

The individual

Personal identity

School and aspirations

Leisure and Lifestyles

The German-speaking communities

People and places

Past and Present

Arts & Entertainment

The changing world

The world of work

Youth issues

Tourism

LEARNING OUTCOMES



Outcome 1

Establish and maintain a spoken or written exchange related

to personal areas of experience.

Outcome 2

Listen to, read and obtain information from written and

spoken texts.

Outcome 3

Produce a personal response to a text focusing on real or

imaginary experience.

ASSESSMENT






UNIT 2



Outcome 1

Participate in a spoken or written exchange related to making

arrangements and completing transactions.

Outcome 2

Listen to, read and extract and use information and ideas from

spoken and written texts.

Outcome 3

Be able to give expression to real or imaginary experience in

spoken or written form.

ASSESSMENT




overall performance on assessment tasks which will include a

range of oral and written tasks.

LEVELS OF ACHIEVEMENT

Units 1 & 2

Procedures for the assessment of levels of achievement in

Units 1 & 2 are a matter for school decision.


19

HEALTH & HUMAN DEVELOPMENT

UNIT 1 UNDERSTANDING HEALTH AND WELLBEING

UNIT 2 MANAGING HEALTH AND DEVELOPMENT

In this unit students are introduced to the concepts of health and individual human development. It focuses on the factors that influence health and individual human development of Australia’s youth such, as puberty and nutrition. Students identify issues such as mental health, lifestyle choices, drugs and alcohol that have an impact on the health and individual human development of Australia’s youth. AREA OF STUDY 1 UNDERSTANDING YOUTH HEALTH AND HUMAN DEVELOPMENT Students develop an understanding of the concepts of youth health and individual human development, and explore the interrelationships that exist within 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. AREA OF STUDY 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. ASSESSMENT Selection of tasks such as: • case study analysis / data analysis • test • written response, such as a research assignment or written report. • visual or oral presentation, such as a concept/mind map, poster / presentation file/debate or podcast

This unit focuses on the health and individual human development for the lifespan stages of prenatal, childhood and adulthood. 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 these groups. AREA OF STUDY 1 PRENATAL HEALTH AND INDIVIDUAL DEVELOPMENT 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. AREA OF STUDY 2 CHILD HEALTH AND INDIVIDUAL DEVELOPMENT 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. Computerized babies are used to explore the relevant issues. AREA OF STUDY 3 ADULT HEALTH AND INDIVIDUAL DEVELOPMENT 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. ASSESSMENT Assessment tasks for this unit will be selected from the following: • case study analysis / data analysis • visual or oral presentation, such as a concept/mind map, poster / presentation file/debate or podcast • test • written response, such as a research assignment or written report.


20

HISTORY - TWENTIETH CENTURY HISTORY

UNIT 1 TWENTIETH CENTURY (1918-1939)

UNIT 2 TWENTIETH CENTURY (1945 - 2000)

World War One dragged the world into the Twentieth Century. Its aftermath heralded the death of empires and the rise of new fascist governments and totalitarian regimes. These changes had widespread and global impacts. This unit examines the interwar years, in particular the use of the military, education, propaganda and controls on the way people lived. Areas of Study 1. Ideology And Conflict

The impact of the end of World War One treaties on the post war world. The rise of new ideologies and how they led to the development of World War Two 2.Social And Cultural Change

Change and continuity in social and cultural life in this period, and how they reflected and challenged the prevailing political, economic and social circumstances. Learning Outcomes

For this unit students will: Outcome 1

Analyse and explain the development and impact of the peace treaties that ended World War One and analyse the events that led to World War Two Outcome 2

Explain and discuss patterns of social life and analyse the factors that influenced changes in patterns of social life. Assessment – Will include at least two of the following

Historical inquiry

Analysis of primary sources

Analysis of historical interpretations

An essay

The second half of the twentieth century was dominated by the Cold War. Democracy and communism were contested by the two Superpowers the USA and USSR, significantly affecting the Americas, Asia and Africa. This also led to the escalation of old conflicts and the rise of international terrorism. At the same time social and political movements such as civil rights, the UN, and feminism challenged existing values and traditions. Areas of Study 1. Competing Ideologies

The causes, characteristics and impact of the Cold War. How the Cold War was resolves and its aftermath. 2.Challenge and Change

The causes of significant challenges and changes to existing social and political orders. The contributions and impacts of significant individuals and movements for social change. Learning Outcomes

For this unit students will: Outcome 1

Explain the divisions of the post-war period and analyse the nature, development and impact of the Cold War on nations and people. Outcome 2

Explain the causes and nature of challenges and change in relation to two contexts in the area of study. Assessment – Will include at least two of the following

Historical inquiry

Analysis of primary sources

Analysis of historical interpretations

An essay


21

LEGAL STUDIES

In this unit students develop an understanding of legal

foundations, such as the different types and sources of law and

the existence of a court hierarchy in Victoria. Students

investigate key concepts of criminal law and civil law and

apply these to actual and/or hypothetical scenarios to

determine whether an accused may be found guilty of a crime,

or liable in a civil dispute.

AREAS OF STUDY:

1. Legal Foundations 2. Presumption of Innocence 3. Civil Liability

LEARNING OUTCOMES

On completion of the unit the student should be able to:

Outcome 1 Explore the role of individuals, laws and the legal system in

achieving social cohesion and protecting the rights of

individuals; consider the characteristics of an effective law,

and sources and types of law; examine the relationship

between parliament and the courts, and the reasons for a court

hierarchy in Victoria, and develop an appreciation of the

principles of justice.

Outcome 2

Develop an understanding of key concepts in criminal law and

types of crime, and investigate two criminal offences in detail

and use legal reasoning to determine possible culpability and

explain the impact of the offence on individuals and society.

Outcome 3

Develop an understanding of key concepts in civil law and

investigate two areas of civil law in detail including

negligence, defamation, trespass or contract and apply legal

reasoning to determine possible liability for a breach of civil

law and explain the impact of a breach of civil law on the

parties.

ASSESSMENT The award of satisfactory completion for a unit is based on a


set of outcomes, specified for the unit.

Demonstration of achievement of Outcomes 1, 2 and 3 must

be based on the student’s performance on a selection of

assessment tasks.

Assessment tasks for this unit may include:

structured assignment

essay

mock court or role-play

case study

test

folio and report

This unit focuses on the enforcement of criminal law and civil

law, the methods and institutions that may be used to

determine a criminal case or resolve a civil dispute, and the

purposes and types of sanctions and remedies and their

effectiveness.

Students undertake a detailed investigation of two criminal

cases and two civil cases from the past four years to form a

judgment about the ability of sanctions and remedies to

achieve the principles of justice. Students develop their

understanding of the way rights are protected in Australia and

in another country, and possible reforms to the protection of

rights. They examine a significant case in relation to the

protection of rights in Australia. AREAS OF STUDY: Sanctions Remedies Rights

LEARNING OUTCOMES On completion of the unit the student should be able to: Outcome 1

Explain key concepts in the determination of a criminal case,

and discuss the principles of justice in relation to the

determination of criminal cases, sanctions and sentencing

approaches.

Outcome 2

Students develop an appreciation of key concepts in the

resolution of a civil case, including the methods used and

institutions available to resolve disputes, and the purposes and

types of remedies. Through an investigation of two civil cases

from the past four years, either decided or still being decided,

students explore the extent to which the principles of justice

were or could be achieved.

Outcome 3

Examine the ways in which rights are protected in Australia

and compare this approach with that of another country. Based

on this comparison, they consider possible reforms to the ways

rights are protected in Australia. Students investigate an

Australian case that had an impact on the protection of rights

in Australia and develop their understanding of the role of an

individual in taking a case to court. ASSESSMENT


decision that the student has demonstrated achievement of

the set of outcomes, specified for the unit.

Demonstration of achievement of Outcomes 1, 2, 3 and 4

must be based on the student’s performance on a selection of

assessment tasks. Assessment tasks for this unit may

include:

structured assignment folio and report

essay mock court role-play

structured assignment case study

annotated visual display

Legal Studies helps students to know their legal rights and responsibilities and to understand the operation of the legal system, including the courts and role of police. Students who study Units 1 & 2 Legal Studies may have the opportunity to witness the law in action via excursions to Parliament, the Courts or Barwon Prison.

UNIT 1 GUILT AND LIABILITY

UNIT 2 SANCTIONS, REMEDIES AND RIGHTS

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22

LITERATURE

UNIT 1 UNIT 2 This unit enables students to develop effective reading strategies, to examine the ideas and views of life which are presented in the literature studied and relate what they read to their own lives and social contexts. Students develop an understanding of, and a critical response to the ways texts represent human experience, and analyse and interpret texts for a variety of purposes. AREAS OF STUDY 1. Readers and their Responses 2. Ideas and Concerns 3. Interpreting Non-print texts TEXT SELECTION

The course should be based on a range of texts selected in accordance with the focus of this unit, and include at least one Australian text. The texts studied should include at least:

one prose text (collection of short stories, novel, biography, autobiography, collection of memoirs or letters)

four poems

one play for stage or screen, preferably in live performance

one film, television or multimedia text LEARNING OUTCOMES


Outcome 1

Discuss how personal responses to literature are developed and justify their own responses to one or more literary texts.

Outcome 2

Analyse and respond both critically and creatively to the ways in which one or more texts reflect or comment on the concerns and ideas of individuals and particular groups in society.

Outcome 3

Analyse the construction of a film (fictional), television, multimedia or radio text and comment on the ways in which it presents an interpretation of ideas and experiences. ASSESSMENT

Demonstration of achievement for the 3 outcomes from 3 different texts is necessary for satisfactory completion of this unit, which may include Comparative, interpretive, analytical or discursive essay Debate Journal entries A close analysis of selected passages An original piece of writing responding to a text studied Oral or written review Multimedia presentation Participation in an online discussion Performance and commentary

The focus of this unit is on developing creative and critical responses to literature. Students will also deepen their understanding of particular aspects of texts, notably style, characterisation, language and structure. Students understand the ways their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. AREAS OF STUDY 1. The text, the reader and their contexts 2. Comparing texts TEXT SELECTION

The course should be based on a range of texts selected in accordance with the focus of this unit, therefore one must be from a past era. The texts studies should include at least:

one prose text (collection of short stories, novel, biography, autobiography, collection of memoirs or letters)

four poems

one play for stage or screen, preferably in live performance

one text selected by the student LEARNING OUTCOMES


Outcome 1

Analyse and respond both critically and creatively to the ways in which a text produced in an earlier historical period than their own, reflects or comments on the concerns and ideas of individuals and groups at that time.

Outcome 2

Produce an extended comparative piece of interpretive writing with a particular focus; for example, form, theme, genre, author, period,social or cultural context. ASSESSMENT

Demonstration of achievement of the Two Outcomes is necessary for satisfactory completion of a selection of tasks which may include:

Comparative, interpretive, analytical or discursive essay

Debate

Journal entries

A Close analysis of selected passages

An original piece of writing responding to a text studied

Oral or written review

Multimedia presentation

Participation in an online discussion

Performance and commentary


23

MATHEMATICS – SELECTION OVERVIEW

MATHEMATICS OFFERINGS

UNITS 1 & 2 (in 2018) UNITS 3 & 4 (in 2019)

General Mathematics Further Mathematics

Mathematical Methods Specialist Mathematics

Mathematical Methods Specialist Mathematics

MATHEMATICS PATHWAYS DIAGRAM (in order of increasing difficulty)

YEAR 10 YEAR 11 YEAR 12

Mathematics in Careers

NIL

General Mathematics

General Mathematics or Nil

Further Mathematics or Nil

Mathematical Methods

General Mathematics



Mathematical Methods Units 1 & 2







Mathematical Methods Units 3 & 4 AND Further Mathematics 3 & 4


Mathematical Methods Units 1 & 2 AND Specialist Mathematics





MATHEMATICS IN CAREERS in Year 10 is not a sufficient background for any VCE Mathematics course, but could lead into VCAL.

GENERAL MATHEMATICS (Year 11) and FURTHER MATHEMATICS (Year 12) involve the study of non-calculus based topics such as data analysis, linear relations and financial mathematics.

MATHEMATICAL METHODS (Years 11/12) includes the study of algebra, functions and graphs, co-ordinate geometry, trigonometry and circular functions, probability and calculus.

SPECIALIST MATHEMATICS Units 1 & 2 can only be studied in conjunction with MATHEMATICAL METHODS Units 1 & 2.

SPECIALIST MATHEMATICS Units 3 & 4 is designed to be taken in conjunction with Mathematical Methods Units 3 & 4 and assumes students have completed both Mathematical Methods and Specialist Mathematics Units 1 & 2.


24

MATHEMATICAL METHODS

UNIT 1 UNIT 2 This course is designed for students who intend to study Mathematical Methods Units 2, 3 & 4 and, in some cases, Specialist Mathematics Units 3 & 4. The appropriate use of technology to support and develop the learning of mathematics is incorporated throughout the unit. This includes the use of CAS graphics calculators and suitable computer technology. AREAS OF STUDY 1. Functions and Graphs 2. Algebra 3. Calculus 4. Probability and statistics LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1 Define and explain key concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures. Outcome 2 Apply mathematical processes in non-routine contexts, including situations requiring problem-solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of mathematics. Outcome 3 Select and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT The student must demonstrate achievement of Learning Outcomes 1, 2 and 3. This is based on the student’s overall performance on assessment tasks designated for the unit. Assessment tasks must be mainly completed in class and within a limited timeframe. Assessment tasks may be

Topic tests


Problem solving tasks

Modelling tasks

Application tasks

Analysis tasks

Set exercises

Examination Assessment tasks incorporate the effective and appropriate use of technology.

This course is designed for students who intend to study Mathematical Methods Units 3 & 4 and, in some cases, Specialist Mathematics Units 3 & 4. The appropriate use of technology to support and develop the learning of mathematics is incorporated throughout the unit. This includes the use of CAS graphics calculators and suitable computer technology. AREAS OF STUDY 1. Functions and Graphs 2. Algebra 3. Calculus 4. Probability and statistics LEARNING OUTCOMES On completion of this unit the student should be able to: Outcome 1 Define and explain key concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures. Outcome 2 Apply mathematical processes in non-routine contexts, including situations requiring problem-solving, modelling or investigative techniques or approaches, and analyse and discuss these applications of mathematics. Outcome 3 Select and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT The student must demonstrate achievement of Learning Outcomes 1, 2 and 3. This is based on the student’s overall performance on assessment tasks designated for the unit. Assessment tasks must be mainly completed in class and within a limited timeframe. Assessment tasks may be

Topic tests


Problem solving tasks

Modelling tasks

Application tasks

Analysis tasks

Set exercises

Examination Assessment tasks incorporate the effective and appropriate use of technology.


25

MUSIC PERFORMANCE

The VCE Music Performance course is for students who are experienced at playing an instrument or singing. It provides an opportunity for students to gain credits towards their VCE for their music performance ability. Admission to this course is through an audition and interview

with the Director of Music. Students are expected to have significant practical experience on their chosen instrument.

UNIT 1 UNIT 2 This unit focuses on performance in solo and group contexts, studying approaches to performance and performing, and developing skills in aural comprehension. Students will present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. AREAS OF STUDY 1. Performance skill development. 2. Music craft. 3. Music language for performance. LEARNING OUTCOMES On completion of this unit students should be able to: Outcome 1 Perform a program(s) consisting of contrasting solo and group works, selected solo technical work and work that demonstrates unprepared performance skills. Outcome 2 Analyse and evaluate selected influences on works being prepared for performance and approaches that can be used to optimise performance of those works. Outcome 3 Describe how instruments are used in combination using selected elements of music, and recognise, sing and write scales, intervals, chords and rhythms, using conventions in music notation. ASSESSMENT Demonstration of achievement of Outcomes 1, 2 and 3 is necessary for satisfactory completion of this unit. This will be based on performance of the following assessment tasks: Outcome 1

A solo technique test; and

A solo performance of at least two works; and

A group performance of at least two works; and

A performance of unprepared material. Outcome 2 A report in one of the following formats: - written - aural and written - multimedia Outcome 3

A test including written, aural and practical components.

This unit further develops skills in practical music and performance in solo and group contexts. Students present a prepared program(s) of solo and group works, demonstrate prepared technical work, perform previously unseen music and develop skills in aural comprehension. Selected works are analysed to enhance performance interpretation and to understand their context, influences, characteristics and styles. This unit also focuses on music language that is relevant to performance and used to analyse, compose or improvise music. AREAS OF STUDY 1. Performance skill development. 2. Contextual issues and analysis of works. 3. Music language for performance. 4. Creative organisation of sound. LEARNING OUTCOMES On completion of this unit students should be able to: Outcome 1 Demonstrate developing performance and presentation skills in performing a program of contrasting solo and group works, selected technical work and work that demonstrates unprepared performance.

Outcome 2 Discuss the contextual issues and describe the characteristics and styles represented in the works, the structure of the works, and expressive features relevant to performance of works selected for performance or other works in a similar style.

Outcome 3 Recognise, sing and write scales, intervals and chords, transcribe rhythms and melodies; use conventions in music notation; and describe how instruments are used in combination.

Outcome 4 Devise a composition or improvisation that uses music language drawn from analysis of selected works being prepared for performance. ASSESSMENT Demonstration of achievement of Outcomes 1, 2, 3 and 4 is necessary for satisfactory completion of this unit. This will be based on performance of the following assessment tasks: Outcome 1

A solo technique test; and

A solo performance of at least two works; and

A group performance of at least two works; and

A performance of unprepared material. Outcome 2 A report in one of the following formats: Written; Aural and Written; Multimedia Outcome 3 A test including written, aural and practical components. Outcome 4 A folio of composition and/or improvisation exercises and accompanying documentation that describes the use of music language in one of the exercises.


26

OUTDOOR AND ENVIRONMENTAL STUDIES PRACTICAL PROGRAM - UNITS 1 & 2

Outdoor and environmental studies aim to provide the skills and knowledge to safely participate in activities in outdoor environments so that the environment is respected and appreciated by the participants. Outdoor recreation activities are undertaken to create learning experiences that enable students to understand how human-nature relationships have, over time, been constructed. The activities selected enable students to develop critiques of human-nature relationships and a sympathetic understanding of nature, and make informed contributions to discussions on environmental issues. A course fee will be required to cover the cost of practical activities which may include a camp, overnight hike, cycling,

canoeing/kayaking, rock climbing, visits to appropriate venues, guest speakers or other. Students wishing to take Unit 1 and 2 Outdoor and Environmental Studies will be required to pay the FULL FEE before submitting their application forms.

UNIT 1

EXPLORING OUTDOOR EXPERIENCES

UNIT 2

DISCOVERING OUTDOOR ENVIRONMENTS

This 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 STUDY 1. Motivations for Outdoor Experience 2. Experiencing Outdoor Environments

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement of two outcomes. As a set these outcomes encompass both areas of study for the unit. The achievement of the outcomes involves participation in outdoor experiences. On completion of this unit the student should be able to: Outcome 1

Describe motivations for participation in and personal responses to outdoor environments, with reference to specific outdoor experiences. Outcome 2

Describe ways of knowing and experiencing outdoor environments and evaluate factors that influence outdoor experiences, with reference to specific outdoor experiences.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievements of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designed for the unit:

Journal / report of outdoor experiences

Case study analysis and data analysis

Oral presentations and tests

Practical reports in non-text format, such as multimedia, annotated visual display;

Written responses, including essays, weblogs, etc.

This 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 STUDY

Investigating Outdoor Environments

Impacts on Outdoor Environments

LEARNING OUTCOMES

For this unit students are required to demonstrate achievement of two outcomes. As a set these outcomes encompass both areas of study for the unit. The achievement of the outcomes involves participation in outdoor experiences. On completion of this unit the student should be able to: Outcome 1

Describe the characteristics of different outdoor environments and analyse a range of understandings of these environments with reference to specific outdoor experiences. Outcome 2

Evaluate human impacts on outdoor environments and analyse procedures for Promoting positive impacts, with reference to specific outdoor experiences. ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievements of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designed for the unit:

Journal / report of outdoor experiences

Case study analysis and data analysis

Oral presentations and tests

Practical reports in non-text format, such as multimedia, annotated visual display;

Written responses, including essays, weblogs, etc.


27

PHYSICAL EDUCATION

UNIT 1 THE HUMAN BODY IN MOTION

UNIT 2 PHYSICAL ACTIVITY, SPORT AND SOCIETY

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. AREA OF STUDY 1 How does the musculoskeletal system work to produce movement? Outcome 1

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. AREA OF STUDY 2 How does the cardiorespiratory system function at rest and during physical activity? Outcome 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

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The 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 will be selected from the following: • a practical laboratory report • a case study analysis • a data analysis • a written report • structured questions.

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Through practical activities, students experience and explore different types of physical activity promoted in 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. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. Students apply various methods to assess physical activity and sedentary behaviour levels 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 regular physical activity. AREA OF STUDY 1 What are the relationships between physical activity, sport, health and society? Outcome 1

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. AREA OF STUDY 2 What are the contemporary issues associated with physical activity and sport?

This area of study focuses on the range of physical activity options in the community. Outcome 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

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. The 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. Tasks for assessment of Outcome 2 will be selected from the following: • a visual presentation • a multimedia presentation • an oral presentation • a written report.


28

PHYSICS

UNIT 1 UNIT 2 This unit focuses on the study of physics as a human endeavour in which observations and ideas about the physical world are organised and explained. Students learn about the use of conceptual models to describe and explain observed physical phenomena. These models are developed within contexts that are familiar to students and relevant to their experiences. In studying this unit, students should gain an understanding of the ways in which knowledge in physics advances and is applied. As well, they should develop the confidence and skills to communicate their knowledge of physics effectively. The development of practical skills in investigating physical phenomena is an essential part of the unit. AREAS OF STUDY 1. Electricity 2. Nuclear and radioactivity physics 3. ONE of three detailed studies:

Astronomy Medical Physics Energy from the nucleus

LEARNING OUTCOMES For this unit students are required to demonstrate achievement of three outcomes. Outcome 1 On completion of this unit the student should be to apply a basic DC circuit model to simple battery operated devices, car and household (AC) electrical systems; and describe the safe effective use of electricity by individuals and the community. On completion of this unit the student should be able to describe a wave model of energy transfer and apply it to light phenomena. Outcome 2

On completion of this unit the student should be able to describe the uses and effects of nuclear reactions and radioactivity in industry, the environment and the general community.

Detailed Study: (one of the following Outcomes) Outcome 3.1 - Astronomy On completion of this unit the student should be able to use observations to explain the motions of stars and planets, and describe models of planetary motion. Outcome 3.2 – Medical Physics On completion of this unit the student should be able to describe and explain applications of radioisotopes, optical fibres, waves and lasers to medical diagnosis and treatment and describe the production and/or simple interpretation of images of the human body produced by the processes of CT, ultrasound or X-rays. Outcome 3.3 – Energy from the Nucleus On completion of this unit the student should be able to describe and explain typical fission and fusion reactions, and energy transfer and transformation phenomena of importance in stars in the use of nuclear energy. ASSESSMENT Demonstration of achievement of Outcomes 1, 2, and one of 3.1, 3.2 or 3.3 is based on the student’s performance on a selection of assessment tasks which may include: Practical investigation (student designed or adapted) and a selection from the following:

an annotated folio of practical activities

a data analysis

a multimedia or web page presentation

a response to a media article

a summary report of selection practical investigations including maintenance of a logbook and a written report

a test (short answer and extended response)

The student’s understanding of physics is further developed through the application of models to more complex phenomena. Unit 2 consists of two prescribed areas of study: Movement; Electricity; and a third area of study to be chosen from one of three detailed studies: Astrophysics, Investigations: aerospace, or Investigations: alternative energy sources. Students continue to undertake extensive and regular experimental work in the laboratory. They design and undertake more complex investigations. Students record raw qualitative and quantitative data and present processed data appropriately (including correct use of units). They select and use appropriate materials, apparatus and measurement procedures to ensure reliability in their data. They take into account sources of error and uncertainty and evaluate limitations of techniques and equipment. Computer and/or graphics calculator programs are used in the analysis of data. AREAS OF STUDY 1. Movement 2. Wave-like properties of light 3. ONE of three detailed studies:

Astrophysics Investigations: Aerospace Investigations: Alternative Energy Sources

Outcome 1 On completion of this unit the student should be able to describe and explain movement of particles and bodies in terms of Aristotelian, Galilean and Newtonian theories. Outcome 2 On completion of this unit the student should be able to describe a wave model of energy transfer and apply it to light phenomena. Detailed Study: (one of the following Outcomes) Outcome 3.1 - Astrophysics On completion of this unit the student should be to describe and explain methods used to gather information about stars and other astronomical objects and relate this information to models of the nature and origin of the Universe.

Outcome 3.2 – Investigations: Aerospace On completion of this unit the student should be to design an experimental investigation into an aspect of aerospace technology, and report on the investigation and conclusions using Newton’s and Bernoulli’s theories.

Outcome 3.3 – Investigations: Alternative Energy Sources On completion of this unit the student should be to use concepts of energy transfer and transformations to design and report on an experimental investigation into an aspect of alternative energy. ASSESSMENT Demonstration of achievement of Outcomes 1, 2, and one of 3.1, 3.2 or 3.3 is based on the student’s performance on a selection of assessment tasks which may include: Practical investigation (student designed, adapted or extended) and a selection from the following:

an annotated folio of practical activities

a data analysis

a multimedia or web page presentation

a response to a media article

a summary report of selection practical investigations including maintenance of a logbook

a written report

a test (short answer and extended response)


29

PRODUCT DESIGN AND TECHNOLOGY

TEXTILES

UNIT 1 PRODUCT RE-DESIGN AND SUSTAINABILITY

UNIT 2 COLLABORATIVE DESIGN

This unit focuses on the analysis, modification and improvement of

a product design with consideration of the materials used and

issues of sustainability. Students consider the use of materials

from a sustainable viewpoint. Students learn about intellectual

property (IP), its implications related to product design and the

importance of acknowledging the IP rights of the original designer.

AREA OF STUDY

Product re-design for improvement

Students examine how an existing product currently fulfils the need

of a user. They consider how the product could be improved.

Students write a design brief for a product’s modification and

improvement by altering at least three points of the original design,

ensuring the primary purpose of the original product remains.

Producing and evaluating a re-designed product

Students are introduced to the methods used to critically analyse

and evaluate re-designed products. They use previously developed

evaluation criteria to compare the features of their re-designed

product with the original design. They judge the success of their

design improvements and the changed sustainability status.

Outcome 1

On completion of this unit the student should be able to re-design a

product using suitable materials with the intention of improving

aspects of the product’s aesthetics, functionality or quality,

including consideration of sustainability.

Outcome 2

On completion of this unit the student should be able to use and

evaluate materials, tools, equipment and processes to make a re-

designed product or prototype, and compare the finished product

or prototype with the original design.

Assessment


Demonstrated achievement of the set of outcomes specified for the

unit.

Design folio containing design brief, evaluation criteria,

research and design options, working drawings, production

plan, and evaluation report

product and records of production and modifications

Short written report that includes materials testing or trialing

activities, industry visits, technical reports.

In this unit students work in teams to design and develop an item in

a product range or contribute to the design, planning and

production of a group product. They focus on factors including:

human needs and wants; function, purpose and context for product

design; aesthetics; materials and sustainability; and the impact of

these factors on a design solution.

AREA OF STUDY

Designing within a team

Individually and in teams, students develop evaluation criteria that

are used to determine the success of the collaboration and the

individual contributions. Students justify the criteria and devise a

checking method for the finished product to determine if each

criterion has been met.

Producing and evaluating a collaboratively designed product

Students record production processes and modifications to

production plans. They evaluate materials, tools, equipment,

machines, techniques and processes used in transforming design

options into a product range. Products are tested and evaluated to

determine how well each meets the design brief. Students evaluate

their own and others’ contributions to the team. They evaluate the

social, economic and environmental factors related to the materials

and the products.

Outcome 1

On completion of this unit the student should be able to design and

plan a product range in response to a design brief based on a

common theme, both individually and within a team.

Outcome 2

On completion of this unit the student should be able to justify,

manage and use appropriate production processes to safely make

a product and evaluate it individually and as a member of a team

against the design brief.

Assessment


Demonstrated achievement of the set of outcomes specified for the

unit.

design folio that contains a design brief, evaluation criteria,

research, visualisations and design options, working

drawings, production plan, and evaluation report

Product and records of production and modifications

Short written report that includes materials testing or trialing

activities, industry visits, technical reports


30

PRODUCT DESIGN AND TECHNOLOGY

WOOD/METAL

UNIT 1 SUSTAINABILE PRODUCT REDEVELOPMENT

UNIT 2 COLLABORATIVE DESIGN

This unit focuses on the analysis, modification and

improvement of a product design with consideration of

sustainability. Students consider the sustainability of an

existing product, such as the impact of sourcing materials,

manufacture, distribution, use and likely disposal. They

consider how a redeveloped product should attempt to solve

a problem related to the original product. Where possible,

materials and manufacturing processes used should be

carefully selected to improve the overall sustainability of the

redeveloped product.

AREA OF STUDY Sustainable redevelopment of a product This area of study introduces students to the product design

process, lifecycle analysis/assessment (LCA), IP and the

product design factors, with an emphasis on sustainability.

Students consider contemporary practices of designers who

claim to incorporate sustainable practices.

Outcome 1


and plan the redevelopment of a product with the intention of

developing a different product with consideration of

sustainability issues.

Producing and evaluating a redeveloped product This area of study focuses on the implementation of the

design and planning completed in Area of Study 1. Students

refer to their working drawings and scheduled production

plan, and apply a range of techniques and processes safely to

make a redeveloped product. Outcome 2 On completion of this unit the student should be able to select

and apply materials, tools, equipment and processes to make

a redeveloped product, and compare this with the original

product.

Assessment Satisfactory Completion Demonstrated achievement of the set of outcomes specified

for the unit.

Design folio containing design brief, evaluation criteria,

research and design options, working drawings,

production plan, and evaluation report

product and records of production and modifications

Short written report that includes materials testing or

trialing activities, industry visits, technical reports.

In this unit students work in teams to design and develop an

item in a product range or contribute to the design, planning

and production of a group product. They focus on factors

including end-user/s’ needs and wants; function, purpose and

context for product design; aesthetics; materials and

sustainability; and the impact of these factors on a design

solution.

AREA OF STUDY Designing within a team This area of study enables students to apply the product

design process collaboratively and individually. Each student

works in a design team to generate one design brief

collaboratively from a scenario, based around a theme and

contributes to the design, planning and production of a group

product. Individual roles and responsibilities are allocated.

Students develop evaluation criteria for the finished product

to determine if each criterion has been met through testing

and feedback.

Outcome 1 On completion of this unit the student should be able to design

and plan a product or range of products collaboratively in

response to a design brief.

Producing and evaluating within a team In this area of study students apply knowledge, skills,

techniques and processes, including risk management, to

make their product, designed in Area of Study 1, in

accordance with the team requirements. To ensure

consistency throughout production, the team refers to the

historical or contemporary cultural design movement or style

that inspired their designs. To facilitate communication,

students may use digital and project management tools.

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

justify, manage and use appropriate production processes

to make a product safely and evaluate individually and as a

member of a team, the processes and materials used and the

suitability of a product or components of a group product/s

against the design brief.

Assessment Satisfactory Completion Demonstrated achievement of the set of outcomes specified

for the unit.

design folio that contains a design brief, evaluation

criteria, research, visualisations and design options,

working drawings, production plan, and evaluation

report

Product and records of production and modifications

Short written report that includes materials testing or

trialing activities, industry visits, technical reports


31

PSYCHOLOGY Unit 1:

How are behaviour and mental processes shaped?

Unit 2: How do external factors influence behaviour and mental processes?

Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. A student-directed research investigation related to brain function and/or development is undertaken in this unit.

Area of Study 1: 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. Area of Study 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.

Area of Study 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.

ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. A student practical investigation related to internal and external influences on behaviour is undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

Area of Study 1: 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.

Area of Study 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.

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


32

Possible Pathways For Science at VSC Year 10 Year 11 Year 12

Biology to Year 12

Year 10

Biology OR

Physics & Chemistry for life

Recommended: Both above units should be undertaken

Unit 1 & 2 Biology

Recommended: A VCE maths Unit 1 & 2

Unit 3&4 Biology

Recommended: A VCE maths Unit 3 & 4

Advanced placement in

Biology

Unit 1 & 2

Biology

&

10 Physics & Chemistry for life

Optional: Forensic

Science

Unit 3&4 Biology

Unit 1&2 Chemistry

And / or Unit 1&2 Physics

Unit 3&4 Chemistry

And / or Unit 3&4 Physics

Recommended:

Unit 3&4 Math Methods and/or Unit

3&4 Specialist Math

Chemistry to Year 12

Physics & Chemistry for life

Recommended: 10 Math Methods

Optional: Forensic

Science

Unit 1 & 2 Chemistry

Recommended

Unit 1 & 2 Math Methods

Unit 3 & 4 Chemistry

Recommended:


3&4 Specialist Math

Physics to Year 12

Year 10

Physics & Chemistry for life Recommended: 10 Math Methods

Optional:10 Cosmos

Unit 1 & 2 Physics

Recommended: Unit 1&2 Math Methods

Unit 3 & 4 Physics Recommended Unit 3 & 4 Math Methods


Physics

Sem 1: 10 Physics & Chemistry for life &

Unit 1&2 Physics Recommended: 10 Math Methods

Unit 3&4 Physics

Recommended: Unit 1&2

Math Methods and/or Unit

1&2 Specialist Math

Optional

Unit 1&2 Chemistry

Unit 3&4 Chemistry

Recommended:


3&4 Specialist Math

Psychology to Year 12

Year 10 Introduction to

Psychology

Unit 1&2

Psychology

Unit 3&4

Psychology


Psychology

Unit 1&2

Psychology

Unit 3&4

Psychology Optional:

Unit 1&2 Biology

Recommended:

A VCE maths Unit 1 & 2

Optional:

Unit 3&4 Biology

Recommended:

A VCE maths Unit 3 & 4


33

SPECIALIST MATHEMATICS

UNIT 1 UNIT 2 This unit is designed for students who are also studying Mathematical Methods Units 1 & 2 and intend to study Mathematical Methods Units 3 & 4 and, in some cases, Specialist Mathematics Units 3 & 4. Material for this unit covers four or more topics from at least three different areas of study. The use of technology to support and develop the learning of mathematics is incorporated throughout the unit. This includes the use of CAS graphics calculators and suitable computer technology. AREAS OF STUDY 1. Algebra and structure

Logic and algebra

Transformations, trigonometry and matrices 2. Arithmetic and number

Number systems and recursion

Principles of counting 3. Discrete mathematics

Graph theory 4. Geometry, measurement and trigonometry

Geometry in the plane and proof

Vectors in the plane 5. Graphs of linear and non-linear relations

Graphs of non-linear relations

Kinematics 6. Statistics

Simulation, sampling and sampling distributions

LEARNING OUTCOMES

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

Apply mathematical processes in non-routine contexts, and analyse and discuss these applications of mathematics in at least three areas of study. Outcome 3

Use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches in at least three areas of study. ASSESSMENT

The student must demonstrate achievement of Learning Outcomes 1, 2 and 3. This is based on the student’s overall performance on assessment tasks designated for the unit. Assessment tasks must be completed in class and within a limited timeframe. Assessment tasks may include

Tests


Application tasks

Analysis tasks

Set exercises

Examination Assessment tasks will incorporate the use of technology in contexts related to the areas of study.

This unit is designed for students who are also studying Mathematical Methods Units 1 & 2 and intend to study Mathematical Methods Units 3 & 4 and, in some cases, Specialist Mathematics Units 3 & 4. Material for this unit covers four or more topics from at least three different areas of study. The use of technology to support and develop the learning of mathematics is incorporated throughout the unit. This includes the use of CAS graphics calculators and suitable computer technology. AREAS OF STUDY 1. Algebra and structure

Logic and algebra

Transformations, trigonometry and matrices 2. Arithmetic and number

Number systems and recursion

Principles of counting 3. Discrete mathematics

Graph theory 4. Geometry, measurement and trigonometry

Geometry in the plane and proof

Vectors in the plane 5. Graphs of linear and non-linear relations

Graphs of non-linear relations

Kinematics 6. Statistics

Simulation, sampling and sampling distributions

LEARNING OUTCOMES

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

Apply mathematical processes in non-routine contexts, and analyse and discuss these applications of mathematics in at least three areas of study. Outcome 3

Use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches in at least three areas of study. ASSESSMENT

The student must demonstrate achievement of Learning Outcomes 1, 2 and 3. This is based on the student’s overall performance on assessment tasks designated for the unit. Assessment tasks must be completed in class and within a limited timeframe. Assessment tasks may include

Tests


Application tasks

Analysis tasks

Set exercises

Examination Assessment tasks will incorporate the use of technology in contexts related to the areas of study.


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STUDIO ARTS

UNIT 1 STUDIO INSPIRATION & TECHNIQUES

UNIT 2 STUDIO EXPLORATION & CONCEPTS

Students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. AREAS OF STUDY 1. Researching and recording ideas 2. Studio Practice 3. Interpreting art ideas and use of materials and techniques LEARNING OUTCOMES For this unit students are required to demonstrate achievement of three outcomes. Outcome 1 On completion of this unit the student should be able to identify sources of inspiration and artistic influences and outline individual ideas, art forms and aesthetic qualities, and translate these into visual language. Outcome 2 On completion of this unit the student should be able to produce at least one finished artwork and progressively record the development of their studio practice, conveying individual ideas through the exploration of materials and techniques in the selected art form/s. Outcome 3 On completion of this unit the student should be able to discuss the artistic practice of artists from different times and cultures, their sources of inspiration, materials and techniques for at least two artworks by each artist. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Assessment tasks for Outcome 1 and 2:

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

a selection of exploratory work and a visual diary, showing sources of ideas and inspiration translated into visual form through the use of a variety of materials and techniques

a presentation of at least one finished artwork. Assessment tasks for Outcome 3 include: • an extended response; • short-answer responses.

Students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Analysis is used to understand the artists’ ideas and how they have created aesthetic qualities and subject matter. Comparisons of contemporary art with historical art styles and movements should be encouraged. AREAS OF STUDY 1. Exploration of studio practice and development of artworks 2. Ideas and styles in artworks LEARNING OUTCOMES For this unit students are required to demonstrate achievement of two outcomes. Outcome 1 On completion of this unit the student should be able to develop an individual exploration proposal to form the basis of a studio process, and from this produce and document a variety of potential directions in a visual diary for at least one artwork. Outcome 2 On completion of this unit the student should be able to compare a range of historical and contemporary art periods, styles or movements, and analyse the ways in which artists communicate ideas, develop styles and demonstrate aesthetic qualities in artworks. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Assessment tasks for Outcome 1: • undertaking an exploration proposal • undertaking studio process • producing at least one artwork. Assessment tasks for Outcome 2 include: • an extended response; • short-answer responses.


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VISUAL COMMUNICATION DESIGN

UNIT 1 INTRODUCTION TO VISUAL COMMUNICATION DESIGN

UNIT 2 APPLICATIONS OF VISUAL COMMUNICATION DESIGN

This 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 practise 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. AREAS OF STUDY 1 Design as a means of communication 2. Design elements and design principles 3. Visual communication design in context LEARNING OUTCOMES For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study for the unit. Outcome 1 On completion of this unit the student should be able to create

drawings for different purposes using a range of drawing

methods, media and materials.

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

and apply design elements and design principles to create

visual communications that satisfy stated purposes. Outcome 3 On completion of this unit the student should be able to

describe how visual communications in a design field have

been influenced by past and contemporary practices, and by

social and cultural factors.

ASSESSMENT Assessment tasks for this unit are selected from the following:

• folio of observational, visualisation and presentation

drawings created using manual and/or digital methods

• final presentations created using manual and/or digital

methods

• written report of a case study

• annotated visual report of a case study

• oral report of a case study supported by written notes and/or

visual materials.

This unit focuses on the application of visual communication

design knowledge, design thinking and drawing methods to

create visual communications to meet specific purposes in

designated design fields. Students use presentation drawing

methods that incorporate the use of technical drawing

conventions to communicate information and ideas associated

with the environmental or industrial fields of design. They also

investigate how typography and imagery are used in these fields

as well as the communication field of design. They apply design

thinking skills when exploring ways in which images and type

can be manipulated to communicate ideas and concepts in

different ways in the communication design field. Students

develop an understanding of the design process detailed on pages

10 and 11 as a means of organising their thinking about

approaches to solving design problems and presenting ideas. In

response to a brief, students engage in the stages of research,

generation of ideas and development and refinement of concepts

to create visual communications.

AREAS OF STUDY 1. Technical drawing in context 2. Type and imagery in context 3. Applying the design process LEARNING OUTCOMES For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study for the unit. Outcome 1 On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field. Outcome 2 On completion of this unit the student should be able to

manipulate type and images to create visual communications

suitable for print and screen-based presentations, taking into

account copyright.

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

stages of the design process to create a visual communication

appropriate to a given brief.

ASSESSMENT Assessment tasks for this unit are selected from the following:

• folio of typography and image ideas and concepts created

using manual and digital methods

• folio of technical drawings created using manual and/or

digital methods

• written and/or oral descriptions and analysis of historical

and contemporary design examples

• folio demonstrating the design process created using manual

and/or digital methods

• final presentations of visual communications


36

VCE VET PROGRAM UNITS 1-4 FOR 2018

VET refers to Vocational Education and Training (VET) programs.

FEATURES OF VET DELIVERED TO SECONDARY STUDENTS

• VET combines senior school studies and accredited vocational education and training

• It enables students to complete a nationally recognised vocational qualification (e.g. Certificate II in Hospitality) and a senior school certificate (VCE/ VCAL) at the same time

• It allows a student to go directly into employment or receive credit towards further vocational training

• It develops students’ employability and industry-specific skills

• It is a vocationally oriented school program designed to meet the needs of industry

HOW DOES VET WORK?

A VET program is usually made up of Units of Competency and Structured Workplace Learning.

(i) Unit of Competency

Delivered by a Registered Training Organisation (RTO), at their venue, the students’ school, or another school close by.

(ii) Structured Workplace Learning (SWL)

SWL involves an employer accepting a student on a one day a week basis or a week block basis, enabling the student to

demonstrate acquired skills and knowledge in an industry setting. During the work placement, a student will have specific

tasks to undertake in order to demonstrate competence. They will be regularly monitored and may be assessed on the job.

VET CONTRIBUTION TO THE VCE

With the exception of English, there is no limit on the VET programs that may contribute to satisfactory completion of the

VCE.

VET may be fully incorporated into the VCE as VCE VET or Block Credit Program.

(i) VCE VET Programs

• Are fully recognized within the Units 1 – 4 structure of the VCE

• Have equal status with other VCE studies

• May offer scored assessment and provide a study score (selected programs only)

Furthermore, all three sequences other than English can be approved VCE VET Units 3 & 4 sequences, with study scores.

Scored VCE VET programs contribute directly to the ATAR in the primary four or as a 5th or 6th study increment.

(ii) Block Credit VET Programs

Students who undertake VET programs not included in the suite of approved VCE VET programs may be eligible for credit

towards their VCE. VTAC may award students who receive a Units 3 & 4 sequence through Block Credit recognition a 10%

increment towards their ATAR.

Please note VCE and VCE VET results will take precedence over Block Credit results. Block Credit can still be used in the

calculation of the ATAR. However, it can only be used in the calculation of an ATAR if there are fewer than six VCE or VCE

VET studies available. If there are six or more VCE or VCE VET studies available, a Block Credit result cannot be used.

VET INCREASES STUDENTS’ LEARNING POTENTIAL

VET programs broaden VCE/VCAL options and develops students’ capacity to make decisions and solve problems. It

helps students to gain confidence and improve communication and interpersonal skills, through learning in an adult

environment.

VET also fosters positive feedback by enabling students to demonstrate specific skills and competency and matches

student interests and career directions through the provision of strong pathways.

VET GIVES NATIONAL QUALIFICATIONS AND SKILLS

Upon successful completion of the program, students are awarded a nationally accredited vocational training Certificate or

Statement of Attainment. VET qualifications may articulate directly into further education and training at TAFE or with

private RTOs.


37

VET also provides access to a range of different technologies related to industry and place work.

VET PREPARES STUDENTS FOR THE WORKFORCE

Participating in a VET program provides students with the opportunity to trial a potential career and multiplies their post-

school options and employment prospects.

VET programs help students to explore possible areas of interest, which promote further study and work choices and allows

students to develop strong links with industry and local employers.

Students will also gain knowledge of employers’ expectations, real working conditions, and develop their capacity for cooperation, team work and leadership skills development Students undertaking a VCE VET program have the opportunity to receive both a senior secondary certificate (VCE or VCAL) and a nationally portable VET qualification. The following link provides a summary of the VCE VET programs available for enrolment in 2018 on VASS in certificate type ‘VES’.

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx.

Students entering Year 10 - 12 who wish to study a VETis program must: apply, each year in addition to

submission of Web Preferences.

(i) Register & attend the VSC VETis Information Night. Late August, 2017.

(ii) All VETis applications must have school approval in the first instance Students may not apply

directly.

(iii) Apply & complete a separate VETis application form available at VETis Information Night & from

the Pathways. Team directly, after information Night.

(iv) Return VETis Application Form to the Head of Pathways & Transitions before due date.

(v) Include the VETis study on their Web Preferences Application.

(vi) Pay the designated application fee include receipt with Web Receipt.

(vii) Some VET programs have additional equipment, material, and uniform costs, which are paid

directly to the provider. Details of these costs may be obtained from The Pathways Team.

FOR MORE INFORMATION PLEASE ATTEND VSC VETIS INFORMATION NIGHT CONTACT HEAD OF

PATHWAYS AND TRANSITIONS, VIA [email protected]

HTTP://WWW.VCAA.VIC.EDU.AU/DOCUMENTS/WTN/WHERETONOW_2018_WEB.PDF

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx.

mailto:[email protected]

http://www.vcaa.vic.edu.au/Documents/wtn/WhereToNow_2018_Web.pdf

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx


38

VCE External Studies - Language Courses & VCE Studies 2018

Can I study external VCE units? Yes! Provided that the subject is NOT offered at Vermont Secondary College. Please keep in mind that if a subject is offered at VSC, you are expected to take that subject here at school. Students gain credit for any VCE studies that are satisfactorily completed at an approved VCE Provider. Many of our students have already undertaken the study of a VCE Language Other Than English (LOTE) at weekend school through VSL and many will continue with that study next year. A small number of students have taken other VCE Units that are not offered at this school (for example: Dance, Italian). Students who choose to include their external study within their program must study at an approved VCE provider. Include the details of this subject during the VSC Web preference subject selection period online. You will also need to obtain a copy of the ‘Assessing School Enrolment Notification’ form from Head of Pathways & Transitions to take to your external study provider to have signed.. This form must be returned to VSC at the start of the school year in order for enrolment to be confirmed. These providers must be an VSC approved VCE RTO provider,Victorian School of Languages (VSL) schools, not an independent LOTE schools. If you think this may apply to you, please see the Head of Pathways & Transitions, who co-ordinates external enrolments

Students entering Year 10 - 12 who wish to study an external subject (LOTE,or Distant ED) program must:

apply, each year in addition to submission of Web Preferences.

(i) Register & attend the VSC External Language Information Night. early October, 2017.

(ii) All External Language applications must have school approval in the first instance Students may

not apply directly, without signed preapproval from Head of pathways & Transitions.

(iii) Apply & complete a separate External Language application form available at Information Night &

from the Pathways. Team directly, after information Night.

(iv) Return External Language Application Form to the Head of Pathways & Transitions before due

date.in October, 2017.

(v) Include the External Language study /External VCE Subject choice on their Web

Preferences Application.

The Victorian School of Languages (VSL) The Victorian School of Languages (VSL) is a government school with a strong history of commitment to the provision of language programs for students in Years 1 to 12 who do not have access to the study of those languages in their mainstream schools. The school`s language program is delivered through face-to-face teaching in language Centres across the state and through Distance Education mode.Currently the VSL offers over 40 languages around Victoria to 13,000 students in face-to-face classes and 1400 students in distance education. The VSL is a DET Safe School. For more information please see the DET Child Safe Policy

www.vsl.vic.edu.au

CRICOS Provider Code: 00861K

Training Organisation Identifier (TOID): 21269

https://www.vsl.vic.edu.au/PDF/ChildSafePolicy.PDF

https://www.vsl.vic.edu.au/PDF/ChildSafePolicy.PDF

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