Introduction 01

VCEStudiesonOffer 02

TheStructureoftheVCECertificate 03

MathsPathways 06

SciencePathways 07

UnitDescriptions 08

Accounting 08

Art 10

Biology 12

BusinessManagement 14

Chemistry 15

Dance 17

Drama 18

Economics 20

English/EnglishAsAnAdditional

Language 22

EnvironmentalScience 24

ExtendedInvestigation 26

FoodStudies 27

Geography 29

HealthandHumanDevelopment 30

History 32

IndustryandEnterprise 34

InformationTechnology-Applied

Computing 36

InformationTechnology-DataAnalytics 37

InformationTechnology-Software 38

Development 38

Languages–Italian 39

Languages–JapaneseSecondLanguage 39

LegalStudies 40

Literature 42

FoundationMathematics(1&2) 44

FurtherMathematics(3&4) 45

SpecialistMathematics(1&2) 45

SpecialistMathematics(3&4) 46

GeneralMathematics (1&2) 46

MathematicalMethods(1&2) 47

MathematicalMethods(3&4) 47

UniversityMathematics(Year12) 48

Media 49

MusicPerformance 51

MusicInvestigation 52

OutdoorandEnvironmentalStudies 53

Philosophy 55

PhysicalEducation 57

Physics 58

ProductDesignandTechnology 60

-Materials

-Textiles

Psychology 62

StudioArts 64

SystemsEngineering 66

TheatreStudies 68

VisualCommunicationDesign 69

UnitCosts 71

Glossary 72

C O N T E N T S

AtRosehillSecondaryCollegeweaimtofosterthetalentsandnurturetheaspirationsofall

seniorstudents.

Choosingyourprogramofstudyisamajorandimportantdecisioninyourlife,andyouneedto

researchyouroptionscarefully.Startbyaskingyourselfquestionssuchas:

•WhatamIgoodat?

•WhatsubjectsdoIenjoymost?

•WhatcareergoalsdoIhave?

•WhatsubjectsandskillswillIneedtoachievethesecareergoals?

•WhatlevelofschooleducationwillIneed?

•WhatfurthereducationortrainingwillIneed?

OverthenextfewweeksyouwillbesupportedbyyourHomeGroupTeachers,theSenior

SchoolStaffandtheCareersAdvisorandyourparents,asyouaddressthesequestionswhilst

investigatingcareeroptionsandpre-requisitesubjectstoenableyoutoconstructacourseof

studywhichwillequipyouforyourfuturepathway.

StudentswhoarevocationallyorientedmayconsiderenrollingintheVCALprogram.More

informationonVCAListobefoundintheVCALHandbook.YoushouldalsotalktotheVCAL

Coordinator.Someparticularlywell-organisedstudentsmayopttoincludeaVETprogramin

theirsubjectchoices.Anapplicationprocessisrequiredforbothoftheseoptions.

ThecourseselectionprocessforYear11studentsisoftenquitesimple,asstudentswillusually

choosetosimplyomittheirleastimportantorleastfavouredYear11subjectfromtheirYear12

program.However,itcannotbestressedhighlyenoughtheneedforallstudentstocheckpre-

requisitesubjectsforfurtherstudyintheVICTERGuide(2019forcurrentYear10students,2018

forcurrentYear11students).

Studentsshouldtakethetimeandmaketheefforttofollowthesubjectselectionprocess

carefully.Remember,therearemanypeopleintheCollegewhocanhelpyouatthisimportant

time.

1

I N T R O D U C T I O N

VCE-2020

V C E S T U D I E S O N O F F E R

2

TheHumanities

•Accounting

•BusinessManagement

•Economics

•ExtendedInvestigation

•Geography

•History

•IndustryandEnterprise

•LegalStudies

•Philosophy

TheArts

•Art

•Dance

•Drama

•Media

•MusicPerformance

•MusicInvestigation

•StudioArts

•TheatreStudies

•VisualCommunicationDesign

English

•English

•EnglishasanAdditionalLanguage(EAL)

•Literature

Technologies

•FoodStudies

•InformationTechnology-AppliedComputing1&2

•InformationTechnology-DataAnalytics3&4

•InformationTechnology-Software

Development3&4

•ProductDesignandTechnology-Materials

•ProductDesignandTechnology-Textiles

•SystemsEngineering

Science

•Biology

•Chemistry

•Physics

•Psychology

•EnvironmentalScience

HealthandPhysicalEducation

•HealthandHumanDevelopment

•OutdoorandEnvironmentalStudies

•PhysicalEducation

Mathematics

•FoundationMathematics1&2

•FurtherMathematics3&4

•GeneralMathematics1&2

•MathematicalMethods1,2,3&4

•SpecialistMathematics1,2,3&4

•UniversityMathematicsYear12

Languages

•Italian

•JapaneseSecondLanguage

VCE-2020

3

RosehillSecondaryCollegeaimstodeliveracomprehensiveVCEprogram,withappropriatespecialisations,thatprovidesallstudentswithapathwayintofurtherstudyortheworkforce.

R O S E H I L L S E N I O R P A T H W A Y S

TheVictorianCertificateofEducation(VCE)isgenerallycompletedoveratwoyearperiod.However,flexibilitywithintheVCEallowsstudentstocompleteitoveranextendedperiodifrequiredbypersonalcircumstancessuchasillness.

Thereare44studiestoselectfromtomakeupyourVCEprogramatRosehillSecondaryCollege.Eachstudyismadeupofatleasttwosemester(orhalf-year)lengthunitsofstudy.

Usually,Units1and2areundertakeninYear11whileUnits3and4areundertakeninYear12.Units1and2maybetakenseparately.Units3and4mustbetakentogetherasasequencewithinoneyear,unlessspecialpermissionisgrantedbytheVictorianCurriculumandAssessmentAuthority(VCAA).

Itistheoreticallypossible,althoughnotalwaysadvisable,toentermanystudiesatUnits2or3withouthavingstudiedthepreviousunit(s).

OverthetwoyearsoftheVCEfull-timestudentsatRosehillSecondaryCollegewillundertaketwenty-twosemester-lengthunits.StudentsattempttwelveunitsinYear11andtenunitsinYear12.

VCERequirements

DuringyourVCEstudiesyoumustundertake:• FourEnglishUnits(twoinYear11andtwoinYear12)• FiveotherstudiesinYear11• FourotherstudiesinYear12(generallyyouwillcontinuewithfourofthefivestudiesundertakeninYear11)Theideaistoselectaprogramthatmeetstheaboverequirements,whilesuitingyourinterestsandaspirationsfortertiarystudy,trainingandemployment.Itisalsoimportanttoselectstudiesthatyouenjoyoraregoodat.

SatisfactoryCompletionoftheVCE

TobeawardedtheVCE,studentsmustachievesatisfactorycompletionofallOutcomesinatleastsixteenunits.Asaminimumthismustinclude:

1.ThreeunitsofEnglishorEnglishasanAdditionalLanguage(EAL)orLiterature,includingaUnit3-4sequence.

Notes:•ThethreeunitsmaybeselectedfromVCEEnglishUnits1–4,VCEEnglishasanAdditionalLanguage(EAL)Units3-4andVCELiteratureUnits1–4.•NomorethantwounitsatUnits1and2levelmaycounttowardstheEnglishrequirement.•StudentsmaynotobtaincreditforbothEnglishUnits3and4andEnglishasanAdditionalLanguage(EAL)Units3and4.

PLUS

2.ThreesequencesofUnits3–4studiesotherthanEnglish.Note:•UptoeightoftheunitsmaybeVCEVETUnitsthatareobtainedacrossuptotwoapprovedVETprograms.

T H E V C E

VCE-2020

4

AssessmentandtheVCE

OutcomesEachunitwillhavesetworkandassignmentscalled‘Outcomes’.AnOutcomeistheknowledgeorskillsthatyoumustknoworbeabletodemonstratewhenyoufinishaunit.

EachVCEunitinvolvesbetweentwoandfourOutcomes.TheawardofsatisfactorycompletionofaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofallOutcomes.

ForUnits1–4,satisfactoryachievementofallOutcomesisthedecisionoftheschool.Outcomesareinternallyassessed.‘S’or‘N’resultsarerecordedontheVictorianAssessmentSoftwareSystem(VASS)forallunits.

SchoolAssessment–Units1&2InUnits1&2levelsofachievementwillbemeasuredaccordingtoperformanceinoneormoremethodsofassessment;i.e.‘AssessmentTasks’.ThesetasksaremodelledonYear12assessmenttasksandarepartiallydesignedtopreparestudentsfortherequirementsofYear12.GradesrangingfromA-UGwillbeawardedforAssessmentTasksatYear11;thesedonot,however,contributetotheATARscore.

SchoolAssessment–Units3&4Therewillbetwoformsofschoolassessmentforlevel3&4sequences:School-AssessedCourseworkandSchool-AssessedTasks(inArtsandTechnologystudies).Eachstudywillhavethreeassessmentcomponents:twoschoolassessmentsandoneexamination.

School-AssessedCoursework(SACs)Thisisbasedonassessmentofeachstudent’soveralllevelofachievementontheassessmenttasksdesignatedintheStudyDesign.School-assessedcourseworkmustbepartoftheregularteachingandlearningprogramandmustbecompletedmainlyinclasstime.

School-AssessedTasks(SATs)ThesearetaskscompletedatschoolinsomestudiestoassessperformanceinUnits3&4.TheyaresetandmarkedbyteachersaccordingtoVictorianCurriculumandAssessmentAuthority(VCAA)specifications.TheywilloccurinMedia,Art,StudioArts,SystemsEngineering,ProductDesignandTechnology,FoodandTechnologyandVisualCommunicationDesign.

VCEReportingForeachsequenceofUnits3&4,students’levelofachievementwillbeassessedusingbothschoolbasedassessmentandexternalexaminations.TheassessmentswillbereportedasgradesAtoE/UG.

VCAAwillissuestudentswitha‘StatementofResults’attheendofeachyear.

TheCollegewillprovidedescriptivereportsforUnits1,2and3.InadditionparentsandcarerswillreceiveresultsinInterimReportsissuedeachterm.

VCAAwillprovideadetaileddescriptionofyourachievementsatthecompletionofUnits2and4.EligiblestudentswillalsoreceiveaprintedstatementcontainingtheirATARscoreattheconclusionofYear12.

S T R U C T U R E O F T H E V C E

VCE-2020

5

TheATARscoreWhenyoucompleteanapprovedsequenceofYear12studiesyouwillreceiveanAustralianTertiaryAdmissionRank(ATAR)score.Thisisacompetitive‘ranking’whichshowshowyouperformedinrelationtoeveryotherYear12studentinthestate.Initssimplestformitisapercentage;forexampleanATARscoreof70showsthatyouperformedaswellas,orbetterthan,70%ofVictorianYear12students.

TheATARisthemain(butnottheonly)entrancerequirementformosthighereducationcourses.ItisimportanttobeawareofthefactthatmanyTAFEcourses,generallyCertificateIVandabove,arerelyingincreasinglyontheATARscoretoselectstudents.

CalculationoftheATARscoreAstudentwillreceiveascaledStudyScoreoutof50foreachYear12studywhichissuccessfullycompleted.TheaggregatescoreiscalculatedbyaddingtheStudyScoresforEnglish(orapprovedYear12Englishsequence)tothenextbestthreestudyscores.Thesebecomethe‘primaryfour’studies.10%ofthescoresforany5thor6thstudiesarethenaddedtotheprimaryfourtogiveanaggregatescore,whichisthenrankedbytheVictorianTertiaryAdmissionsCentre(VTAC)tobecomeanATARscore.

RepeatPenaltyThereisnopenaltyforrepeatingasubject,butitwillbecountedonlyonceincalculationoftheATARscore.

VCE-2020

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VCE-2020

TheaccountingproceduresdevelopedineachareaofstudyshouldincorporatetheapplicationoftheConceptualFramework,financialindicatorstomeasurebusinessperformance,aswellastheethicalconsiderationsofbusinessownerswhenmakingdecisions,includingfinancial,socialandenvironmental.

ICTisanessentialaspectofbusinessoperationsincreasinglyusedtocapture,analyseandconveyinformation.Studentsarerequiredtobeawareoftheuseofspreadsheets,theinternetand

multimediasoftwareinrelationtoaccounting.Unit1-RoleofAccountinginBusiness

Thisunitexplorestheestablishmentofabusinessandtheroleofaccountinginthedeterminationofbusinesssuccessorfailure.Inthis,itconsiderstheimportanceofaccountinginformationtostakeholders.Studentsanalyse,interpretandevaluatetheperformanceofthebusinessusingfinancialandnon-financialinformation.Theyusetheseevaluationstomakerecommendationsregardingthesuitabilityofabusinessasaninvestment.

Studentsrecordfinancialdataandpreparereportsforservicebusinessesownedbysoleproprietors.

Outcome 1Describetheresourcesrequiredtoestablishandoperateabusiness,andselectanduseaccountingreportsandotherinformationtodiscussthesuccessorotherwiseofthebusiness.

Outcome 2Identifyandrecordfinancialdata,reportandexplainaccountinginformationforaservicebusiness,andsuggestandapplyappropriatefinancialandnon-financialindicatorstomeasurebusinessperformance.

Unit2-AccountingandDecision- MakingforaTradingBusiness

Inthisunitstudentsdeveloptheirknowledgeoftheaccountingprocessforsoleproprietorsoperatingatradingbusiness,withafocusoninventory,accountsreceivable,accountspayableandnon-currentassets.StudentsusemanualprocessesandICT,includingspreadsheets,topreparehistoricalandbudgetedaccountingreports.

Studentsanalyseandevaluatetheperformanceofthebusinessrelatingtoinventory,accountsreceivable,accountspayableandnon-currentassets.Theyuserelevantfinancialandotherinformationtopredict,budgetandcomparethepotentialeffectsofalternativestrategiesontheperformanceofthebusiness.Usingtheseevaluations,studentsdevelopandsuggesttotheownerstrategiestoimprovebusinessperformance. Outcome 1Recordandreportforinventoryanddiscusstheeffectofrelevantfinancialandnon-financialfactors,andethicalconsiderations,ontheoutcomeofbusinessdecisions.

Outcome 2Recordandreportforaccountsreceivableandaccounts,andanalyseanddiscusstheeffectofrelevantdecisionsontheperformanceofthebusinessincludingtheinfluenceofethicalconsiderations.Outcome 3Recordandreportfornon-currentassetsanddepreciation.Unit3-FinancialAccountingforaTradingBusiness

Thisunitfocusesonfinancialaccountingforatradingbusinessownedbyasoleproprietor,andhighlightstheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdataandpreparereportsusingtheaccrualbasisofaccountingandtheperpetualmethodofinventoryrecording.

Studentsdeveloptheirunderstandingoftheaccountingprocessesforrecordingandreportingandconsidertheeffectofdecisionsmadeontheperformanceofthebusiness.Theyinterpretreportsandinformationpresentedinavarietyofformatsandsuggeststrategiestotheownertoimprovetheperformanceofthebusiness.

Outcome 1Recordfinancialdatausingadoubleentrysystem;explaintheroleoftheGeneralJournal,GeneralLedgerandinventorycardsintherecordingprocess;anddescribe,discussandanalysevariousaspectsoftheaccountingsystem,includingethicalconsiderations.

Outcome 2Recordtransactionsandprepare,interpretandanalyseaccountingreportsforatradingbusiness.

8

A C C O U N T I N G

VCE-2020

Unit4-Recording,Reporting,BudgetingandDecision-Making

Inthisunitstudentsfurtherdeveloptheirunderstandingofaccountingforatradingbusinessownedbyasoleproprietorandtheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdata,andpreparereportsusingtheaccrualbasisofaccountingandtheperpetualmethodofinventoryrecording.BothmanualmethodsandICTareusedtorecordandreport.

Studentsextendtheirunderstandingoftherecordingandreportingprocesswiththeinclusionofbalancedayadjustmentsandalternativedepreciationmethods.Theyinvestigateboththeroleandimportanceofbudgetingindecision-makingforabusiness.Theyanalyseandinterpretaccountingreportsandgraphicalrepresentationstoevaluatetheperformanceofabusiness.Fromthisevaluation,studentssuggeststrategiestobusinessownerstoimprovebusinessperformance.

Outcome 1Recordfinancialdataandbalancedayadjustmentsusingadoubleentrysystem,reportaccountinginformationusinganaccrual-basedsystemandevaluatetheeffectofbalancedayadjustmentsandalternativemethodsofdepreciationonaccountingreports.

Outcome 2Preparebudgetedaccountingreportsandvariancereportsforatradingbusinessusingfinancialandotherrelevantinformation,andmodel,analyseanddiscusstheeffectofalternativestrategiesontheperformanceofabusiness.

Assessment Atleast30marksmustbeallocatedtoICT-basedassessment.School-assessedCourseworkforUnit3willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4willcontribute25percenttothestudyscore.End-of-yearexamination,willcontribute50percenttothestudyscore.

9 VCE-2020

Artexploresthelinksbetweenartpracticeandartanalysis.Artallowsstudentstodeveloptheirartskillsthroughtheproductionofacomprehensivefolioandavarietyoffinishedartworks,usingboth2Dand3Dartforms.

Studentslearnhowtodevelopafolio,throughtheexplorationandexperimentationofmaterials,techniquesandconcepts.Theywillalsolearnhowtoincorporatetheinfluencesofotherartistsintotheirownworkwhilstsimultaneouslydevelopingandimplementingtheirownideas.Studentsselectfromoneormoreofthefollowingmediums:painting,drawing,mixedmedia,sculpture,digitalphotography,installationorprintmaking.

InUnits3and4studentsexploreathemeoftheirchoiceandexplorearangeofconceptsandideas,resultingintheproductionoftwomajorfinalpieces.

Artisdesignedtosupportafineartordesignbasedpathwaybyallowingstudentstocreateafoliothatisusefulfortertiaryfolioentrance,includingarchitecture,fineart,fashion,interiordesign,teaching,curatorialstudies,industrialdesignandgraphicdesign.

TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.

Unit1Artworks,experienceand meaning

Inthisunitstudentsfocusonartworksasobjectsandexaminehowartelements,artprinciples,materialsandtechniquesandartisticprocessescommunicatemeaning.Theyexamineartistsindifferentsocietiesandcultures,andhistoricalperiods,anddeveloptheirownviewpointsaboutthemeaningsandmessagesofartworks.Thissubjectinvolvesstudentscreatingacomprehensiveartfoliowheretheylearntouseandexperimentwithanumberofmaterials,techniquesandprocesses.Studentsalsolearnhowtoprofessionallypresentafolioandincorporatetheinfluenceofmajorartistsintotheirwork.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalyseandinterpretavarietyofartworksusingtheStructuralFrameworkandthePersonalFramework.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstocreatevisualresponsesthatdemonstratetheirpersonalinterestsandideas.

Unit2Artworksandcontemporary culture

Thisareafocusesonthewaysinwhichartreflectsandcommunicatesthevalues,beliefsandtraditionsforwhichitwascreated.Studentswillbeexposedtoavarietyofdifferentculturesandrespondtothemusingavarietyofmethods.Thisareafocusesontheexplorationofareasofpersonalinterestrelatedtoculturalexpression.Instudents’ownartisticpractice,theycontinuetousetheartprocessandvisuallanguagetoexploreandexperimentwithmaterialsandtechniquesandtodeveloppersonalandcreativeresponses.Theyexplorethewayculturalcontextsandcontemporaryideasandapproachestoarthaveinfluencedtheirartwork.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodiscussandcompareartworksfromdifferentculturesandtimesusingtheCulturalFrameworkandtheContemporaryFramework.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstoproduceatleastonefinishedartworkthatexploressocialand/orpersonalideasorissues.

Assessment•InbothUnits1&2thefirstoutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheOutcomes.•Thesecondoutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•InUnit2assessmentincludesatleastonefinishedartwork.

10

AspartoftheVCEVisualArtsprogram,allArtstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.

A R T

VCE-2020

Unit3Artworks,ideasandvalues

Inthisunit,studentsapplyimaginationandcreativitytodeveloptheirideasthroughtheartprocessandvisuallanguage.Theirartmakingissupportedthroughinvestigation,explorationandapplicationofavarietyofmaterials,techniquesandprocesses.StudentsdevelopconfidenceinusingthelanguageandcontentoftheAnalyticalFrameworksintheirreflectionofthestructural,personal,culturalandcontemporaryaspectsoftheirowndevelopingartworks.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletousetheAnalyticalFrameworkstoanalyseandinterpretartworksproducedbefore1990andsince1990,andcomparethemeaningsandmessagesoftheseartworks.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstoproduceatleastoneartwork,andusetheAnalyticalFrameworkstodocumentandevaluatetheprogressivedevelopmentandrefinementoftheirartisticpractice.

Unit4Artworks,ideasandviewpoints

Inthisunit,studentsstudyartworksanddevelopandexpanduponpersonalpointsofview.Theybuildtheirlearningandconceptualunderstandingaroundthediscussionofbroadthemes,ideasandissuesrelatedtotheroleofartinsocietyandconsiderhowideasandissuesarecommunicatedthroughartworks.Inrelationtotheirdevelopingartwork,studentscontinuetobuildupontheideasandconceptsbeguninUnit3andfurtherdeveloptheirartisticpractice.Theyfocusonthedevelopmentofabodyofworkusingtheartprocessthatdemonstratescreativityandimagination,theevolutionandresolutionofideasandtherealisationofappropriateconcepts,knowledgeandskills.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoexamineandanalyseanartideaanditsrelatedissuestoinformtheirviewpoint.2.Oncompletionofthisunit,thestudentshouldbeabletoapplytheartprocesstoprogressivelycommunicateideas,directionsandpersonalconceptsinabodyofworkthatincludesatleastonefinishedartworkanduseselectedaspectsoftheAnalyticalFrameworkstounderpinreflectionsontheirartmaking.

Assessment•Units3and4School-assessedCoursework:20%•Units3and4School-assessedTask:50%•End-of-yearexamination:30%

11

AspartoftheVCEVisualArtsprogram,allArtstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.

VCE-2020

Biologyisthestudyoflivingorganisms,oflifeprocessesandofthedifferentlevelsoforganisation.Units1&2Biologyexaminehowlivingthings(plantsandanimals)function,fromtheindividualcellleveltotheirinteractionswithintheecosystem.Studentswillstudyindetailspecificcellularprocessesandtheindividualsystemsinsidethewholeorganismthatmaintainlife.Studentswillalsoexplorethevariousfeaturesandbehavioursthatorganismspossessthatconferasurvivaladvantage.

Unit1:Howdolivingthingsstayalive?Areas of study1.Howdoorganismsfunction?2.Howdolivingsystemssustainlife?3.Practicalinvestigation.

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Investigateandexplainhoworganismsonbothacellularandsystemlevelmaintaintheirrequirementsforlife.2.Explainhowvariousadaptationsenhancethesurvivalofanindividualorganism,investigatetherelationshipsbetweenorganismsthatformalivingcommunityandtheirhabitat,andanalysetheimpactsoffactorsthataffectpopulationgrowth.3.Designandundertakeaninvestigationrelatedtothesurvivalofanorganismorspecies,anddrawconclusionsbasedonevidencefromcollecteddata.

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B I O L O G YUnit2:Howiscontinuityoflifemaintained?

Areas of study1.Howdoesreproductionmaintainthecontinuityoflife?2.Howisinheritanceexplained?3.Investigationofanissue.

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Comparetheadvantagesanddisadvantagesofasexualandsexualreproduction,explainhowchangeswithinthecellcyclemayhaveanimpactoncellularortissuesystemfunctionandidentifytheroleofstemcellsincellgrowthanddifferentiationandinmedicaltherapies.2.Applyanunderstandingofgeneticstodescribepatternsofinheritance,analysepedigreecharts,predictoutcomesofgeneticcrossesandidentifytheimplicationsoftheusesofgeneticscreeninganddecisionmakingrelatedtoinheritance.3.Investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtoanissueingeneticsand/orreproductivescience. AssessmentInUnits1and2,achievementofoutcomes1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Practicalactivities•Scientificreportsonfieldwork•Bioinformaticsexercise•Mediaresponse•Dataanalysis•Problemsolvingchallenges•Tests•Oralpresentations

Achievementofoutcome3willbemeasuredbyperformanceinthefollowingtask:Reportonaninvestigation,presentedinoneofthefollowingformats:•Scientificposter•Practicalreport•Oralpresentation•Digitalpresentation

VCE-2020

Units3and4Biologylookatthecellasadynamicsystemofinteractingmoleculesthatdefinelife.Anunderstandingoftheworkingsofthecellenablesanappreciationofboththecapabilitiesandthelimitationsoflivingorganismswhetheranimal,plant,fungusormicroorganism.Theconvergenceofcytology,geneticsandbiochemistrymakescellbiologyoneofthemostrapidlyevolvingdisciplinesincontemporarybiology.Studentsexaminethestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.Thebiologicalconsequences,andsocialandethicalimplications,ofmanipulatingtheDNAmoleculeandapplyingbiotechnologiesisexploredforboththeindividualandthespecies.Studentsneedtodevelopandapplytheseskillsinabiologicalcontext.Thesekeyskillsinclude:investigateandinquirescientifically,applybiologicalunderstandingandcommunicatebiologicalinformation.Unit3-Howdocellsmaintainlife?

Areas of study 1.Howdocellularprocesseswork?2.Howdocellscommunicate?

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explainthedynamicnatureofthecellintermsofkeycellularprocessesincludingregulation,photosynthesisandcellularrespiration,andanalysefactorsthataffecttherateofbiochemicalreactions.2.Applyastimulus-responsemodeltoexplainhowcellscommunicatewitheachother,outlinehumanresponsestoinvadingpathogens,distinguishbetweenthedifferentwaysthatimmunitymaybeacquired,andexplainhowmalfunctionsoftheimmunesystemcausedisease.

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Unit4-Howdoeslifechangeandrespondtochallengesovertime?

Areas of study1.Howarespeciesrelated?2.Howdohumansimpactonbiologicalprocesses?3.PracticalInvestigation

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Analyseevidenceforevolutionarychange,explainhowrelatednessbetweenspeciesisdetermined,andelaborateontheconsequencesofbiologicalchangeinhumanevolution.2.DescribehowtoolsandtechniquescanbeusedtomanipulateDNA,explainhowbiologicalknowledgeisappliedtobiotechnicalapplications,andanalysetheinterrelationshipbetweenscientificknowledgeanditsapplicationsinsociety.3.Designandundertakeaninvestigationrelatedtocellularprocessesand/orbiologicalchangeandcontinuityovertime,andpresentmethodologies,findingsandconclusionsinascientificposter

AssessmentSchool-AssessedCourseworkwillcontribute40%ofthefinalassessmentandwillconsistof:

Unit3 Outcome1:Twopracticalreports Outcome2:Onepracticalreportorapresentation,dataanalysis,awrittenresponsetoquestions.

Unit4 Outcome1:Onepracticalreport Outcome2:Onepracticalreportorresponse toanissueOutcome3:Scientificposter

Anend-of-yearexaminationonalloutcomesinUnits3and4willcontribute60%ofthefinalassessment.

VCE-2020

VCEBusinessManagementexaminesthewaysbusinessesmanageresourcestoachieveobjectives.TheVCEBusinessManagementstudydesignfollowstheprocessfromthefirstideaforabusinessconcept,toplanningandestablishingabusiness,throughtotheday-to-daymanagementofabusiness.Italsoconsiderschangesthatneedtobemadetoensurecontinuedsuccessofabusiness.Studentsdevelopanunderstandingofthecomplexityofthechallengesfacingdecisionmakersinmanagingtheseresources.BusinessManagementisrelevanttotertiarystudiesinBusiness,Finance,Commerce,Accounting,Arts,HumanitiesandSocialWork.

Unit1-Planningabusiness

Thisunitisthestudyofhowbusinessesareformedandhowthefosteringofconditionsunderwhichnewbusinessideascanemergearevitalforanation’swellbeing.Takingabusinessideaandplanninghowtomakeitarealityarethecornerstonesofeconomicandsocialdevelopment.Inthisunitstudentsexplorethefactorsaffectingbusinessideasandtheinternalandexternalenvironmentswithinwhichbusinessesoperate,andtheeffectoftheseonplanningabusiness.

Outcomes1.Describehowandwhybusinessideasarecreatedanddeveloped,andexplainthemethodsbywhichacultureofbusinessinnovationandentrepreneurshipmaybefosteredinanation..2.Describetheexternalenvironmentofabusinessandexplainhowthemacroandoperatingfactorswithinitmayaffectbusinessplanning.3.Describetheinternalbusinessenvironmentandanalysehowfactorsfromwithinitmayaffectbusinessplanning.

Unit2-Establishingabusiness

Thisunitfocusesontheestablishmentphaseofabusiness’slife.Establishingabusinessinvolvescomplyingwithlegalrequirementsaswellasmakingdecisionsabouthowbesttoestablishasystemoffinancialrecordkeeping,staffthebusinessandestablishacustomerbase.Inthisunitstudentsexaminethelegalrequirementsthatmustbesatisfiedtoestablishabusiness.Theyinvestigatetheessentialfeaturesofeffectivemarketingandconsiderthebestwaytomeettheneedsofthebusinessintermsofstaffingandfinancialrecordkeeping.Studentsanalysevariousmanagementpracticesinthisareabyapplyingthisknowledgetocontemporarybusinesscasestudiesfromthepastfouryears.

B U S I N E S S M A N A G E M E N TOutcomes1.Explaintheimportancewhenestablishingabusinessofcomplyingwithlegalrequirementsandfinancialrecordkeeping,andestablishingeffectivepoliciesandprocedures.2.Explaintheimportanceofestablishingacustomerbaseandamarketingpresencetoachievetheobjectivesofthebusiness,analyseeffectivemarketingandpublicrelations3.Discussthestaffingneedsforabusinessandevaluatethebenefitsandlimitationsofmanagementstrategiesinthisareafrombothanemployerandanemployeeperspective.AssessmentTheawardofsatisfactorycompletionforaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.

Assessmenttasksfortheseunitsareselectedfromthefollowing:•Acasestudyanalysis•Abusinessresearchreport•Developmentofabusinessplanand/orfeasibilitystudy•Aninterviewandareportoncontactwithbusiness•Aschool-based,short-termbusinessactivity•Abusinesssimulationexercise•Anessay•Abusinesssurveyandanalysis•Amediaanalysis.•Structuredquestions

Unit3-Managingabusiness

Inthisunitstudentsexplorethekeyprocessesandissuesconcernedwithmanagingabusinessefficientlyandeffectivelytoachievethebusinessobjectives.Studentsexaminethedifferenttypesofbusinessesandtheirrespectiveobjectives.Theyconsidercorporateculture,managementstyles,managementskillsandtherelationshipbetweeneachofthese.Studentsinvestigatestrategiestomanagebothstaffandbusinessoperationstomeetobjectives.

Outcomes1.Discussthekeycharacteristicsofbusinessesandstakeholders,andanalysetherelationshipbetweencorporateculture,managementstylesandmanagementskills.2.Explaintheoriesofmotivationandapplythemtoarangeofcontexts,andanalyseandevaluatestrategiesrelatedtothemanagementofemployees.3.Analysetherelationshipbetweenbusinessobjectivesandoperationsmanagement,andproposeandevaluatestrategiestoimprovetheefficiencyandeffectivenessofbusinessoperations.

Unit4-Transformingabusiness

Inthisunitstudentsstudyatheoreticalmodeltoundertakechange,andconsideravarietyofstrate-giestomanagechangeinthemostefficientandef-fectivewaytoimprovebusinessperformance.Theyinvestigatetheimportanceofleadershipinchangemanagement.Usingacontemporarybusinesscasestudyfromthepastfouryears,studentsevaluatebusinesspracticeagainsttheory.

Outcomes1.Explainthewaybusinesschangemaycomeabout,usekeyperformanceindicatorstoanalysetheperformanceofabusiness,discussthedrivingandrestrainingforcesforchangeandevaluatemanagementstrategiestopositionabusinessforthefuture.2.Evaluatetheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeanddiscusstheeffectofchangeonthestakeholdersofabusiness.

AssessmentSchool-assessedCourseworkforUnit3(acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4(acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.Anend-of-yearexaminationheldinNovemberwillexaminethekeyknowledgeandkeyskillsthatunderpintheoutcomesinUnits3and4.Theexaminationwillcontribute50%tothestudyscore.

ChemistryexploresandexplainsthecompositionandbehaviourofmatterandthechemicalprocessesthatoccuronEarthandbeyond.Chemicalmodelsandtheoriesareusedtodescribeandexplainknownchemicalreactionsandprocesses.Chemistryunderpinstheproductionanddevelopmentofenergy,themaintenanceofcleanairandwater,theproductionoffood,medicinesandnewmaterials,andthetreatmentofwastes.

Unit1–Howcanthediversityofmaterialsbeexplained?

Areas of study 1.Howcanknowledgeofelementsexplainthepropertiesofmatter?–Inthisareaofstudystudentsfocusonthenatureofchemicalelements,theiratomicstructureandtheirplaceintheperiodic

table.Studentsinvestigatethenatureofmetalsandtheirproperties,includingmetallicnanomaterials.Fundamentalquantitativeaspectsofchemistryareintroduced.2.Howcantheversatilityofnon-metalsbeexplained?–Studentsexploreawiderangeofsubstancesandmaterialsmadefromnon-metalsincludingmolecularsubstances,covalentlattices,carbonnanomaterials,organiccompoundsandpolymers.3.ResearchInvestigation–InthisareaofstudystudentsapplyandextendtheirknowledgeandskillsdevelopedinAreaofStudy1and/or2toinvestigateaselectedquestionrelatedtomaterials.

Outcomes Oncompletionofthisunitstudents:1.Willbeabletorelatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.2.Willbeabletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.3.Willhaveappliedandextendedtheirknowledgeandskillstoinvestigateaselectedquestionrelatedtomaterials.Theywillhaveappliedcriticalandcreativethinking,scienceinquiryandcommunicationskillstoconductandpresentthefindingsofanindependentinvestigation.

Unit2:Whatmakeswatersucha uniquechemical?

Areas of study 1.Howdosubstancesinteractwithwater?–Thisareaofstudyfocusesontheuseofanalyticaltechniques,bothinthelaboratoryandinthefield,tomeasurethesolubilityandconcentrationsofsolutesinwater,andtoanalysewatersamplesforvarioussolutesincludingchemicalcontaminants.2.Howaresubstancesinwatermeasuredandanalysed?–Thisareafocusesontheinteractionbetweenlivingthingsandgasesoftheatmosphere.Studentsusekinetictheorytoexplainandpredictthebehaviourofgasesandexplorestate,nationalandglobalissuesassociatedwiththeimpactofhumanactivitiesontheatmosphere.3.PracticalInvestigation–Thistaskrequiresthestudenttodevelopaquestion,planacourseofactionthatattemptstoanswerthequestion,undertakeaninvestigationtocollecttheappropriateprimaryqualitativeand/orquantitativedata(whichmayincludingcollectingwatersamples),organiseandinterpretthedataandreachaconclusioninresponsetothequestion.

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Outcomes Oncompletionofthisunitthestudentshouldbeableto:1.Relatethepropertiesofwatertoitsstructureandbonding,andexplaintheimportanceofthepropertiesandreactionsofwaterinselectedcontexts.2.Measureamountsofdissolvedsubstancesinwaterandanalysewatersamplesforsalts,organiccompoundsandacidsandbases.

AssessmentInUnits1and2,achievementofalloutcomeswillbemeasuredbyperformanceinaselectionofthefollowing:•SchoolAssessmentTasks•Tests•Exam

Unit3:Howcanchemicalprocessesbedesignedtooptimisetheirefficiency?

Areas of study 1.Whataretheoptionsforenergyproduction?–Studentsfocusonanalysingandcomparingarangeofenergyresourcesandtechnologies,includingfossilfuels,biofuels,galvaniccellsandfuelcells,withreferencetotheenergytransformationsandchemicalreactionsinvolved,energyefficiencies,environmentalimpactsandpotentialapplications.2.Howcantheyieldofachemicalproductbeoptimised?–Studentsexplorethefactorsthatincreasetheefficiencyandpercentageyieldofachemicalmanufacturingprocesswhilereducingtheenergydemandandassociatedcosts.Homogeneousequilibriumsystemsandelectrolyticcellsareexamined.3.PracticalInvestigation–Relatedtoenergyand/orfoodisundertakeneitherinUnit3orUnit4withthefindingsoftheinvestigationpresentedinascientificposterformat.

Outcomes Oncompletionofthisunitthestudentshouldbeableto:1.Comparefuelsquantitativelywithreferencetocombustionproductsandenergyoutputs,applyknowledgeoftheelectrochemicalseriestodesign,constructandtestgalvaniccells,andevaluateenergyresourcesbasedonenergyefficiency,renewabilityandenvironmentalimpact.2.Applyrateandequilibriumprinciplestopredicthowtherateandextentofreactionscanbeoptimised,andexplainhowelectrolysisisinvolvedintheproductionofchemicalsandintherechargingofbatteries.

Unit4:Howareorganiccompoundscategorised,analysedandused?

Areas of study 1.Howcanthediversityofcarboncompoundsbeexplainedandcategorised?–Studentsinvestigatetrendsinthephysicalandchemicalpropertiesofvariousorganicfamiliesofcompounds.Theystudytypicalreactionsoforganicfamiliesandsomeoftheirreactionpathways,andwritebalancedchemicalequationsfororganicsyntheses.2.Whatisthechemistryoffood?–Studentsfocusonthemajorcomponentsoffoodwithreferencetotheirstructures,propertiesandfunctions.Theyexaminethehydrolysisreactionsinwhichfoodsarebrokendown,thecondensationreactionsinwhichnewbiomoleculesareformedandtheroleofenzymes,assistedbycoenzymes,inthemetabolismoffood.

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Comparethegeneralstructuresandreactionsofthemajororganicfamiliesofcompounds,deducestructuresoforganiccompoundsusinginstrumentalanalysisdata,anddesignreactionpathwaysforthesynthesisoforganicmolecules.2.Distinguishbetweenthechemicalstructuresofkeyfoodmolecules,analysethechemicalreactionsinvolvedinthemetabolismofthemajorcomponentsoffoodincludingtheroleofenzymes,andcalculatetheenergycontentoffoodusingcalorimetry.

AssessmentSchool-AssessedCourseworkforUnits3and4willcontribute40%ofthefinalassessmentandwillconsistoffiveassessmenttasksselectedfromthefollowing:areportonalaboratoryinvestigation,aresponsetoasetofstructuredquestions,andastructuredscientificposteraccordingtotheVCAAstandardtemplate.

Anend-of-yearexaminationwillcontribute60%ofthefinalassessment.

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Outcome1–Danceperspectives-Oncompletionofthisunitthestudentshouldbeabletoanalyseuseofthemovementcategoriesandelementsofmovementinselecteddancetraditions,stylesand/orworks.

Outcome2–Choreographyandperformance.Oncompletionofthisunitthestudentshouldbeabletocompletestructuredimprovisationsandchoreographandperformasolo,duoorgroupdancework.

Outcome3–Dancetechniqueandperformance.Oncompletionofthisunitthestudentshouldbeabletosafelyandsecurelyperformalearntsolo,duoorgroupdanceworkwithartistry,andreportontherealisationofthedancework.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeoftasksselectedfromthefollowinglist:1.Writtenreport.2.Soloorgroupdanceworkcomposedandperformedbythestudent.3.Oralpresentation. 4.Performanceofagroupdanceworklearntfromanother.

Unit3

Inthisunitstudentschoreograph,rehearseandperformasolodanceworkthatallowsthemtoexecuteadiverserangeofphysicalskillsandactionsdrawnfromallmovementcategories.Studentscontinueregularandsystematicdancetraining,andlearnandperformaduoorgroupdanceworkcreatedbyanotherchoreographer.Theycontinuetodeveloptheirabilitytosafelyexecutemovementvocabularyandperformwithartistry.Studentsanalysetherealisationoftheirsoloandthelearntduoorgroupdancework,focusingontheprocessesofchoreographingorlearning,rehearsing,preparingforperformanceandperforming.Thisanalysisconnectseachstudent’sworkasachoreographertotheworkofprofessionalchoreographers.Outcome1–Danceperspectives.Oncompletionofthisunitthestudentshouldbeabletoanalysetwoselecteddanceworks.

Outcome2–Choreography,performanceandanalysisofaskills-basedsolodanceworkOncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformaskills-basedsolodanceworkandanalysetheprocesses

Unit1

Inthisunitstudentsexplorethepotentialofthebodyasaninstrumentofexpressionandcommunicationinconjunctionwiththeregularandsystematicdevelopmentofphysicaldanceskills.Studentsdiscoverthediversityofexpressivemovementandpurposesfordancingindancesfromdifferenttimes,places,cultures,traditionsand/orstyles.Theycommencetheprocessofdevelopingapersonalmovementvocabularyandbeginthepracticesofdocumentingandanalysingmovement.Throughthiswork,theydevelopunderstandingofhowotherchoreographersusethesepractices.

Outcome1–Danceperspectives-Oncompletionofthisunitthestudentshouldbeabletodescribeanddocumentfeaturesofotherchoreographers’danceworks.

Outcome2–Choreographyandperformance.Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasolo,duoand/orgroupdanceworkandcompletestructuredimprovisations.

Outcome3–Dancetechniqueandperformance.Oncompletionofthisunitthestudentshouldbeabletosafelyandexpressivelyperformalearntsolo,duoorgroupdancework.

Outcome4–Thebody:physiologyandmaintenance.Oncompletionofthisunitthestudentshouldbeabletodescribekeyapproachestowellbeingandhealthpracticesfordancersandessentialaspectsofphysiology,anddemonstratethesafeuseandmaintenanceofthedancer’sbody.

Unit2

Inthisunitstudentsextendtheirpersonalmovementvocabularyandskillinusingachoreographicprocessbyexploringelementsofmovement(time,spaceandenergy),themanipulationofmovementthroughchoreographicdevicesandthetypesofformusedbychoreographers.Studentsusethechoreographicprocesstodevelopandlinkmovementphrasestocreateadancework.Theyapplytheirunderstandingoftheprocessesusedtorealiseasoloorgroupdancework–choreographingand/orlearning,rehearsing,preparingforperformanceandperforming.

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Outcome3–Dancetechnique,performanceandanalysisofaLearntWork-Oncompletionofthisunitthestudentshouldbeabletolearn,rehearseandprepareforperformance,andperformaduoorgroupdanceworkbyanotherchoreographerand

analysetheprocessesused.Unit4

Inthisunitstudentschoreograph,rehearseandperformasolodanceworkwithacohesivestructure.Whenrehearsingandperformingthisdanceworkstudentsfocusoncommunicatingtheintentionwithaccurateexecutionofchoreographicvariationsofspatialorganisation.Theyexplorehowtheycandemonstrateartistryinperformance.Studentsdocumentandanalysetherealisationofthesolodanceworkacrosstheprocessesofchoreographing,rehearsing,preparingtoperformandperformingthedancework.Studentscontinuetodeveloptheirunderstandingofthechoreographicprocessthroughanalysisofagroupdanceworkbyatwentiethortwenty-firstcenturychoreographer.Thisanalysisfocusesonwaysinwhichtheintentionisexpressedthroughthemanipulationofspatialrelationships.Studentsanalysetheuseofgroupstructures(canon,contrast,unison,andasymmetricalandsymmetricalgroupingsandrelationships)andspatialorganisation(direction,level,focusanddimension)andinvestigatetheinfluencesonchoicesmadebychoreographersintheseworks.

Outcome1–Danceperspectives.Oncompletionofthisunitthestudentshouldbeabletoanalyseaselectedgroupdancework.

Outcome2–Choreography,performanceanddance-makinganalysis.Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearse,performandanalysetheirrealisationofasolodancework.

Assessment•Unit3school-assessedcoursework:15%•Unit4school-assessedcoursework:10%•End-of-yearperformanceexamination:50%•End-of-yearwrittenexamination:25%

Unit1-IntroducingPerformanceStyles

Inthisunitstudentsstudythreeormoreperformancestylesfromarangeofsocial,historicalandculturalcontexts.Theyexaminedramatraditionsofritualandstorytellingtodeviseperformancesthatgobeyondre-creationand/orrepresentationofreallifeasitislived.Thisunitfocusesoncreating,presentingandanalysingadevisedsoloand/orensembleperformancethatincludesrealorimaginedcharactersandisbasedonstimulusmaterialthatreflectspersonal,culturaland/orcommunityexperiencesandstories.Thisunitalsoinvolvesanalysisofastudent’sownperformanceworkandaworkbyprofessionaldramaperformers.

Outcomes1.Deviseanddocumentsoloand/orensembledramaworksbasedonexperiencesand/orstoriesinafolioorjournalformat.2.Performdeviseddramaworkstoanaudience.3.Analysethedevelopment,andtheperformancetoanaudience,oftheirdevisedworkinshortanswerquestions.4.Analysethepresentationofideas,storiesandcharactersinadramaperformancebyprofessionalorotherdramapractitionersinaperformanceanalyseessayformat.

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Unit2-AustralianIdentity

InthisunitstudentsstudyaspectsofAustralianidentityevidentincontemporarydramapractice.Thismayalsoinvolveexploringtheworkofselecteddramapractitionersandassociatedperformancestyles.Thisunitfocusesontheuseanddocumentationoftheprocessesinvolvedinconstructingadevisedsoloorensembleperformance.Studentscreate,presentandanalyseaperformancebasedonaperson,anevent,anissue,aplace,anartwork,atextand/oraniconfromacontemporaryorhistoricalAustraliancontext.Increatingtheperformance,studentsusestimulusmaterialthatallowsthemtoexploreanaspectoraspectsofAustralianidentity.Theyexamineselectedperformancestylesandexploretheassociatedconventions.Studentsfurtherdeveloptheirknowledgeoftheconventionsoftransformationofcharacter,timeandplace,theapplicationofsymbol,andhowtheseconventionsmaybemanipulatedtocreatemeaninginperformanceandtheuseofdramaticelementsandproductionareas.

Outcomes1.DeviseanddocumenttheprocessesusedtocreateasoloorensembleperformancethatreflectsanaspectoraspectsofAustralianidentityandcontemporarydramapracticeeitherinfolioorjournalformat.2.PresentadevisedperformancethatreflectsaspectsofAustralianidentityandcontemporarydramapractice.Performancetoanaudience.3.Analysethedevelopment,andperformancetoanaudience,oftheirdevisedworkinshortanswerquestions.4.AnalyseandevaluateaperformanceofadramaworkbyAustralianpractitionersinaperformanceanalysisessay.

Assessment AlloutcomesinUnit1and2willbeassessedbyarangeoftakstakenfromthislist•Folio/Journal•Performance•ShortAnswerQuestions•Essays•WrittenExam

Unit3-DevisedEnsemblePerformance

Inthisunitstudentsexploretheworkofdramapractitionersanddrawoncontemporarypracticeastheydeviseensembleperformancework.Studentsexploreperformancestylesandassociatedconventionsfromadiverserangeofcontemporaryand/ortraditionalcontexts.Theyworkcollaborativelytodevise,developandpresentanensembleperformance.Studentscreateworkthatreflectsaspecificperformancestyleoronethatdrawsonmultipleperformancestylesandisthereforeeclecticinnature.Theyuseplay-makingtechniquestoextractdramaticpotentialfromstimulusmaterial,thenapplyandmanipulateconventions,dramaticelements,expressiveskills,performanceskillsandproductionareas.Throughoutdevelopmentoftheworktheyexperimentwithtransformationofcharacter,timeandplace,andapplicationofsymbol.Studentsdeviseandshapetheirworktocommunicatemeaningortohaveaspecificimpactontheiraudience.Inaddition,studentsdocumentandevaluatestagesinvolvedinthecreation,developmentandpresentationoftheensembleperformance.

Outcomes1.Developandpresentcharacterswithinadevisedensembleperformancethatgoesbeyondarepresentationofreallifeasitislived.Performworktoanaudience.2.Analysetheuseofprocesses,techniquesandskillstocreateandpresentadevisedensembleperformanceinashortanswertask.3.Analyseandevaluateaprofessionaldramaperformanceinaperformanceanalysisessay.

Unit4-Devisedsoloperformance

Thisunitfocusesonthedevelopmentandthepresentationofdevisedsoloperformances.Studentsexplorecontemporarypracticeandworksthatareeclecticinnature;thatis,theydrawonarangeofperformancestylesandassociatedconventionsfromadiverserangeofcontemporaryandtraditionalcontexts.Studentsdevelopskillsinextractingdramaticpotentialfromstimulusmaterialanduseplay-makingtechniquestodevelopandpresentashortsoloperformance.Theyexperimentwithapplicationofsymbolandtransformationofcharacter,timeandplace.Theyapplyconventions,dramaticelements,expressiveskills,performanceskillsandperformancestylestoshapeandgivemeaningtotheirwork.Studentsfurtherdevelop

VCE-2020

Economicsisthestudyofhowresourcesareallocatedtomeettheneedsandwantsofsociety.Itattemptstoexplainhowandwhyindividualsbehavethewaytheydoandtheconsequencesoftheirdecisionmaking.StudyingEconomicsasasocialscienceenablesstudentstogainvaluableinsightintotheeconomicproblemsthattheymayfaceonanindividualbasisandcollectivelyasasocietytomeettheneedsandwantsofcitizens,andmaythereforeassisttheminmakingmoreinformedandresponsibledecisions.EconomicsisrelevanttotertiarystudiesinBusiness,Finance,Commerce,Accounting,Arts,HumanitiesandSocialWork.

Unit1-TheBehaviourofConsumersandBusinessesThisunitisthestudyofthewayhumansbehaveandthedecisionsmadetomeettheneedsandwantsofsociety.Inthisunitstudentsexploretheirroleintheeconomy,howtheyinteractwithbusinessesandthewayeconomicmodelsandtheorieshavebeendevelopedtoexplainthecausesandeffectsofhumanaction.Studentsexploresomefundamentaleconomicconcepts.

Outcomes1.Describethebasiceconomicproblem,discusstheroleofconsumersandbusinessesintheeconomyandanalysethefactorsthatinfluencedecisionmaking.2.Explaintheroleofrelativepricesandothernon-pricefactorsintheallocationofresourcesinamarket-basedeconomy.

Unit2-ContemporaryEconomicIssues

Thisunitisastudyofeconomicsasasocialscienceandlooksatcontemporaryissueswheretherearewidedifferencesofopinionandconstantdebate.Inmostinstancesthedecisionsmadebyconsumers,businessesandgovernmentsmaybenefitsomestakeholdersbutnotothers.Trade-offs,wheretheachievementofoneeconomicorpublicpolicygoalmaycomeattheexpenseofanother,arethesubjectofmuchdebateineconomiccircles.Studentsfocusonthepossibletrade-offbetweenthepursuitofgrowthinincomesandproductionandthegoalofenvironmentalsustainabilityandlong-termeconomicprosperity.

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andrefinetheseskillsastheycreateaperformanceinresponsetoaprescribedstructure.Theyconsidertheuseofproductionareastoenhancetheirperformanceandtheapplicationofsymbolandtransformations.Studentsdocumentandevaluatethestagesinvolvedinthecreation,developmentandpresentationoftheirsoloperformance.

Outcomes1.Demonstrate,inresponsetogivenstimulusmaterial,applicationofsymbolandtransformationofcharacter,timeandplace,anddescribethetechniquesusedinashortanswertask.2.Create,developandperformasoloperformanceinresponsetoaprescribedstructure.3.Analyseandevaluatethecreation,developmentandpresentationofasoloperformancedevisedinresponsetoaprescribedstructureinanessayformat.

AssessmentSchool-assessedcourseworkforUnit3–30%School–assessedcourseworkforUnit4–10%FinalPerformance–SoloExamination–35%FinalWrittenExam–25%

Outcomes1.Explainthefactorsandpoliciesthatmayinfluenceeconomicgrowthandenvironmentalsustainability,andanalysethepotentialtrade-off.2.Explainthefactorsandpoliciesthatmayinfluenceequityinthedistributionofincomeandefficiencyofresourceallocation,andanalysethepotentialtrade-off.3.Explainthefactorsthatmayinfluenceaglobaleconomicissue/sandevaluatepotentialconsequencesassociatedwithactionstoaddresstheissue/s.

AssessmentTheawardofsatisfactorycompletionforaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.

Assessmenttasksfortheseunitsareselectedfromthefollowing:•Ananalysisofwritten,visualandstatisticalevidence•Afolioofappliedeconomicexercises•Problem-solvingtasks•Ablogofmediacommentariesusingprintorelectronicmaterials•Areportofaninvestigationoraninquiry•Casestudies•Adebate•Mediaanalyses•Anessay/astructuredreport•Structuredquestions•Apresentation(oral,multimedia,visual)•Awebpage•Economicsimulationactivities.

Unit3-Australia’sEconomicProsperity

Inthisunitstudentsdevelopanunderstandingofthemacroeconomy.TheyinvestigatethefactorsthatinfluencethelevelofaggregatedemandandaggregatesupplyintheeconomyandusemodelsandtheoriestoexplainhowchangesinthesevariablesmightinfluencetheachievementoftheAustralianGovernment’sdomesticmacroeconomicgoalsandaffectlivingstandards.

Outcomes1.Explainhowmarketsoperatetoallocateresources,anddiscusstheeffectofgovernmentinterventiononmarketoutcomes.2.AnalysekeycontemporaryfactorsthatmayhaveinfluencedtheAustralianGovernment’sdomesticmacroeconomicgoalsoverthepasttwoyearsanddiscusshowachievementofthesegoalsmayaffectlivingstandards.3.ExplainthefactorsthatmayinfluenceAustralia’sinternationaltransactionsandevaluatehowinternationaltransactionsandtradeliberalisationmayinfluencethecurrentaccountbalance,theAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandardsinAustralia.

Unit4-ManagingtheEconomy

InthisunitstudentsdevelopanunderstandingofhowtheAustralianGovernmentcanalterthecompositionandlevelofgovernmentoutlaysandreceiptstodirectlyandindirectlyinfluencethelevelofaggregatedemandandtheachievementofdomesticmacroeconomicgoals.

Outcomes1.DiscussthenatureandoperationofaggregatedemandpoliciesandanalysehowthepoliciesmayinfluencetheAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandards.2.DiscussthenatureandoperationofaggregatesupplypoliciesandanalysehowthepoliciesmayinfluencetheAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandards.

AssessmentSchool-assessedCourseworkforUnit3(afolioofappliedeconomicexercises,acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4(afolioofappliedeconomicexercisesorstructuredquestions)willcontribute25percenttothestudyscore.Anend-of-yearExaminationheldinNovemberwillexaminethekeyknowledgeandkeyskillsthatunderpintheoutcomesinUnits3and4.Theexaminationwillcontribute50%tothestudyscore.

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Unit1-English

Inthisunitstudentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1: Reading and Creating TextsInthisareaofstudystudentsexplorehowmeaningiscreatedinatext.Studentsidentify,discussandanalysedecisionsauthorshavemade.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceanalyticalandcreativeresponsestotexts.

Area Of Study 2: Analysing and Presenting ArgumentInthisunitstudentsfocusontheanalysisandconstructionoftextsthatattempttoinfluenceanaudience.Studentsreadarangeoftextsthatattempttopositionaudiencesinavarietyofways.Theyexploretheuseoflanguageforpersuasiveeffectandthestructureandpresentationofargument.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntextsintendedtopositionaudiences.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

ForEALstudentsatleastonetextprovidedfortheassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

Unit2-English

Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Area Of Study 1: Reading and Comparing TextsInthisareaofstudystudentsexplorehowcomparingtextscanprovideadeeperunderstandingofideas,issuesandthemes.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletocomparethepresentationofideas,issuesandthemesintwotexts.

Area Of Study 2: Analysing and Presenting ArgumentInthisareaofstudystudentsbuildontheirunderstandingofargumentandtheuseofpersuasivelanguageintextsthatattempttoinfluenceanaudience.Studentsconsiderarangeoftextswheretheprimarypurposeistoconvinceanaudiencetoshareapointofview.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoidentifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluenceanaudience,andcreateatextwhichpresentsapointofview.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

ForEALstudentsatleastonetextprovidedforassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.

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E N G L I S H / E N G L I S H A S A N A D D I T I O N A L L A N G U A G EItisessentialthatallstudentsbegineachsemesterhavingreadallthesettexts

VCE-2020

Unit4-English

Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.

Area Of Study 1: Reading and Comparing TextsInthisareaofstudystudentsexplorethemeaningfulconnectionsbetweentwotexts.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceadetailedcomparisonwhichanalyseshowtwoselectedtextspresentideas,issuesandthemes.

Area Of Study 2: Presenting ArgumentInthisareaofstudystudentsbuildtheirunderstandingofboththeanalysisandconstructionoftextsthatattempttoinfluenceaudiences.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoconstructasustainedandreasonedpointofviewonanissuecurrentlydebatedinthemedia.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

AssessmentSchoolAssessedCourseworkforUnit3willcontribute25%tothetotalstudyscore.SchoolAssessedCourseworkforUnit4willcontribute25%tothetotalstudyscore.Theend-of-yearthree-hourexaminationexternallymarkedbyassessorsappointedbyVCAAwillcontributeto50%tothetotalstudyscore.

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Unit3-English

Inthisunitstudentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintexts.

Area Of Study 1: Reading and Creating TextsInthisareaofstudystudentsidentify,discussandanalysehowthefeaturesofselectedtextscreatemeaningandhowtheyinfluenceinterpretation.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceananalyticalinterpretationofaselectedtext,andacreativeresponsetoadifferentselectedtext.

Area Of Study 2: Analysing ArgumentInthisareaofstudystudentsanalyseandcomparetheuseofargumentandlanguageintextsthatdebateatopicalissue.ThetextsmusthaveappearedinthemediasinceSeptember1ofthepreviousyear.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofviewonanissuecurrentlydebatedinthemedia.

EAL STUDENTS ONLYArea Of Study 3: Listening to TextsInthisareaofstudyEALstudentsdevelopandrefinetheirlisteningskills.Theylistentoarangeofspokentextsanduseactivelisteningstrategiestounderstandinformation,ideasandopinionspresentedintexts.

Outcome 3OncompletionofthisunittheEALstudentshouldbeabletocomprehendaspokentext.

Assessment Theawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

VCE-2020

Unit1:HowareEarth’ssystemsconnected?

InthisunitstudentsexamineEarthasasetofinteractingsystemsandexplorethephysicalrequirementsforlife.Theyinvestigatethephysicalenvironmentanditscomponents,theinteractionsthatoccurinecosystemsandtheeffectsofnaturalandhuman-inducedchangesinecosystems.Astudentpracticalinvestigationrelatedtoecosystemmonitoring(abioticandbioticfactors)and/orecosystemchangeisundertakeninthisunit.

Outcomes1.ComparetheprocessesandtimeframesforobtaininglifeonEarthandexplainhowEarth’sfoursystemsinteracttosustainlife.2.Describetheflowofmatterandenergy,nutrientexchangeandenvironmentalchangesinecosystems.3.Designandundertakeaninvestigationrelatedtoecosystemmonitoringand/orchange,anddrawaconclusionbasedonevidencefromcollecteddata.

Unit2:Howcanpollutionbemanaged?

InthisunitstudentsexploretheconceptofpollutionandassociatedimpactsonEarth’sfoursystemsthroughglobal,nationalandlocalperspectives.Theyexplorethesignificanceoftechnology,governmentinitiatives,communitiesandindividualsinredressingtheeffectsofpollutants,andconsiderhowvalues,beliefsandevidenceaffectenvironmentaldecisionmaking.Studentsundertakeanin-depthcasestudyofthemanagementstrategiesthatapplytoapollutantoflocalconcernrelatedtoecosystemmonitoringand/orchange.

Outcomes1.Compareaselectedpollutantthatresultsinbioaccumulationwithanair-orwater-bornepollutant,explainhowtheycanbemeasuredandmonitored,anddescribetreatmentoptions.2.Comparethreeselectedpollutants,withreferencetotheiractionsintheatmosphere,biosphere,hydrosphereandlithosphere.3.Investigateandcommunicateasubstantiatedresponsetoanissueinvolvingthemanagementofaselectedpollutantoflocalinterest.

Students are expected to attend all field trips, which will cost approximately $200 for the year.

AssessmentAchievementofalloutcomesforbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Afieldworkreport•Areportofastudent-designedand/orextendedinvestigation•Areportofacasestudy•Acomparativestudyofthreeselectedpollutants•Areportofapracticalactivityinvolvingthecollectionofprimarydata•Aresearchinvestigationinvolvingthecollectionofsecondarydata•AmodelofanaspectofEarthsystems•Analysisofdata/resultsincludinggeneralisations/conclusions•Mediaanalysis/response•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue

Unit3-Howcanbiodiversityanddevelopmentbesustained?

Inthisunitstudentsfocusonenvironmentalmanagementthroughtheexaminationandapplicationofsustainabilityprinciples.Theyexplorethevalueandmanagementofthebiospherebyexaminingtheconceptofbiodiversityandtheservicesprovidedtoalllivingthings.Theyanalysetheprocessesthatthreatenbiodiversityandapplyscientificprinciplesinevaluatingbiodiversitymanagementstrategiesforaselectedthreatenedendemicspecies.

Outcomes1.ExplaintheimportanceofEarth’sbiodiversity,analysethethreatstobiodiversity,andevaluatemanagementstrategiestomaintainbiodiversityinthecontextofoneselectedthreatenedendemicspecies.2.Explaintheprinciplesofsustainabilityandenvironmentalmanagementandanalyseandevaluateaselectedenvironmentalsciencecasestudy.

E N V I R O N M E N T A L S C I E N C E

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Unit4-Howcantheimpactsofhumanenergyusebereduced?

Outcomes1.Comparetheadvantagesanddisadvantagesofarangeofenergysources,evaluatethesustainabilityoftheiruse,andexplaintheimpactsoftheiruseonsocietyandtheenvironment.2.ExplainthecausesandeffectsofchangestoEarth’sclimate,comparemethodsofmeasuringandmonitoringatmosphericchanges,andexplaintheimpactsofatmosphericchangesonlivingthingsandtheenvironment.3.AstudentpracticalinvestigationrelatedtobiodiversityorenergyusefromanenvironmentalmanagementperspectiveisundertakenineitherUnit3orUnit4,oracrossbothUnits3and4,andisassessedinUnit4,Outcome3.

AssessmentSchool-AssessedCourseworkforUnits3and4willcontribute50%ofthefinalassessmentandwillinclude:Writtenreportdrawingondatacollectedfromfieldworkorothersources;multimodalpresentation;writtenresponsetoasetofquestions;annotationsofatleasttwopracticalactivitiesfromapracticallogbook;reflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue.Studentswillalsodesignandundertakeapracticalinvestigationrelatedtobiodiversityorenergyusefromanenvironmentalmanagementperspective,andpresentmethodologies,findingsandconclusionsinascientificposter.

Anend-of-yearexaminationwillcontribute50%ofthefinalassessment.

Students are expected to attend all field trips, which will cost approximately $200 for the year.

VCE-2020

E X T E N D E D I N V E S T I G A T I O NVCEExtendedInvestigationisofferedonlyasaUnit3&4subjectbyVCAA.ExtendedInvestigationenablesstudentstocarryoutaninvestigationthatfocusesonarigorousresearchquestionoftheirchoosing.Theinvestigationmaybeanextensionofanareaofcurriculumalreadyundertakenbythestudentoritmaybecompletelyindependentofanyotherstudyinthestudent’sVCEprogram.Theclasswillallowthemtodevelop,refineandextendknowledgeandskillsinindependentresearch.

ExtendedInvestigationdevelopsstudents’understandingofwhatconstitutesagoodresearchquestion.Theydevelopanethical,robust,disciplinedandrationalapproachtogathering,interpretingandevaluatingevidenceinordertoanswertheresearchquestion.Inthisstudy,studentsconsiderhowresearchquestionsaredevelopedandrefinedtoenabletheresearchertoaddressthekeyissuesproposedbytheresearchwithinthelimitsthattimeandresourcesimpose.Studentsconductareviewofrelevantliterature,developresearchprojectmanagementknowledgeandskills,anddevelopwaysofeffectivelypresentingandcommunicatingresearchfindings.Studentsareintroducedtoabroadrangeofresearchmethodsandexploretheircomparativesuitabilityfortheinvestigationofparticularquestions.Theskillsthatstudentsdevelopinthisstudyaretransferabletoanyhighereducationcourseorvocationaleducationandtrainingprogram.

Studentswillberequiredtobringalaptoptoeachclass.

Unit3–DesigninganExtended Investigation

Inthisunitstudentsdevelopskillsinquestionconstructionanddesign,explorethenatureandpurposeofresearch,andidentifyaspecificresearchquestion.StudentsusetheirExtendedInvestigationJournaltorecordtheprogressiverefinementofaselectedareaofinterestdistilledintoanindividualresearchquestion.

Underpinningthestudent’spreparatoryworkfortheirinvestigationisthedevelopmentandapplicationofcriticalthinkingskills.WhilethecriticalthinkingcomponentofthisstudyislocatedinAreaofStudy3,itisassumedandexpectedthatstudentswilldeveloptheseskillsthroughoutUnit3inthecontextoftheirindividualinvestigation.StudentsundertakeinitialresearchanddocumenttheirprogressintheirExtendedInvestigationJournal.

Outcomes1.Writtenrational(800words)-designandjustifyaresearchquestion.2.Writtenresearchplan(1000words)andoralreport(12–16minutespresentationincludingquestionandanswersegment)-writearesearchplan,beginresearchandpresentanoralreporttoanon-specialistaudiencethatexplainstheinvestigationandjustifiestheselectedresearchmethods.3.CriticalThinkingtest–developandapplytheskillsofcriticalthinking.

Unit4–PresentinganExtendedInvestigation

Thisunitiscomprisedoftwopartsthattogetherconstitutethestudent’scompletionoftheirExtendedInvestigation.TheresultsoftheExtendedInvestigationarepresentedinafinalwrittenreportandinanoralpresentationtoanon-specialistpanel.Thefinalwrittenreportissubmittedandincludesthestudent’sevaluationoftheresearchmethodsandfindings,andprovidestheirresponsetotheresearchquestion.

Studentsalsopresenttheirinvestigationasanoralpresentationtoanon-specialistpanelanddefendtheirfindings,respondingtoquestionsandchallengesfromthepanel.

WhileundertakingUnit4,studentsaresupportedandmonitoredtomaintainthedimensionsandscopeoftheirinvestigationandtomeetthemilestonesestablishedinUnit3.TheExtendedInvestigationJournalisusedtorecordtheprogressoftheirinvestigationandtheassistancetheyreceivefromsupervisingteachers,academicmentorsandothers.

Outcomes1.Writtenreportincludingevaluation(4000words)-completeawrittenreportforanon-specialistaudiencethatpresentsandevaluatestheresultsoftheextendedinvestigation.2.Oralpresentationincludingresponsetopanelquestions(15–20minutes)-explaintheinvestigation,criticallyevaluatetheresearchprocessused,anddefendresearchfindingsinapresentationtoaneducatednon-specialistaudience.

AssessmentSchool-assessedcourseworkforUnit3Outcomes1and2–30%CriticalThinkingTestforUnit3Outcome3–10%Externally-assessedtasksforUnit4Outcomes–60%

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Unit1-FoodOrigins

Studentsfocusonfoodfromhistoricalandculturalperspectives.Theyinvestigatetheoriginsandrolesoffoodthroughtime,andacrosstheworld.Studentswillexplorehowhumanityhashistoricallysourceditsfood,examininggeneralprogressionfromhunter-gatherertorural-basedagriculture,totoday’surbanliving,andglobaltradeinfood.

StudentsexploreAustralianindigenousfoodpriortoEuropeansettlementandhowfoodpatternshavechangedsince,particularlythroughtheinfluenceoffoodproduction,processingandmanufacturingindustriesandimmigration.StudentsinvestigatecuisinesthatarepartofAustralia’sculinaryidentitytodayandreflectontheconceptofanAustraliancuisine.

Throughoutthisunitstudentscompletetopicalandcontemporarypracticaltaskstoenhance,demonstrateandsharetheirlearningwithothers.

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Identifyandexplainmajorfactorsinthedevelopmentofaglobalizedfoodsupply,anddemonstrateadaptationsofselectedfoodfromearliercuisinesthroughpracticalactivities.2.DescribepatternsofchangeinAustralia’sfoodindustriesandcultures,andusefoodsindigenoustoAustraliaandthoseintroducedthroughmigrationinthepreparationoffoodproducts.

F O O D S T U D I E SUnit2-FoodMakers

StudentsinvestigatefoodsystemsincontemporaryAustralia.Theywillfocusoncommercialfoodproductionindustriesandfoodproductioninsmall-scaledomesticsettings,asbothacomparisonandcomplementtocommercialproduction.StudentsgaininsightintothesignificanceoffoodindustriestotheAustralianeconomyandinvestigatethecapacityofindustrytoprovidesafe,high-qualityfoodthatmeetstheneedsofconsumers.

Studentsusepracticalskillsandknowledgetoproducefoodsandconsiderarangeofevaluationmeasurestocomparetheirfoodstocommercialproducts.Indemonstratingtheirpracticalskills,studentsdesignnewfoodproductsandadaptrecipestosuitparticularneedsandcircumstancesandexplorepotentialentrepreneurialopportunities.

Outcomes Oncompletionofthisunitstudentsshouldbeableto:1.DescribeAustralia’smajorfoodindustries,analyserelationshipsbetweenfoodsuppliersandconsumers,discussmeasuresinplacetoensureasafefoodsupplyanddesignabriefandafoodproductthatdemonstratestheapplicationofcommercialprinciples.2.Compareandevaluatesimilarfoodspreparedindifferentsettings,explaintheinfluencesoneffectivefoodprovisionandpreparationinthehome,anddesignandcreateafoodproductthatillustratespotentialadaptationinacommercialcontext.

AssessmentAssessmentsforUnits1and2areselectedfromthefollowing:•Productionworkandrecordsofproduction•Designinganddevelopingasolutioninresponsetoadesignbrief,includingproductionwork•Tests(shortand/orextendedanswer)•Practicaltests•Shortwrittenreports(forexample,mediaanalysis,reportorcomparativeanalysisonafoodtestingactivity,industryvisits,orproductevaluation)•Oralreportssupportedbyvisualpresentations(forexample,multimedia)•Onlinepublication/communication(forexample,blog/wiki/website/podcast/vodcast)•Designfolio

VCE-2020

Unit4-FoodIssues,ChallengesandFutures

StudentsexaminedebatesaboutglobalandAustralianfoodsystems.Theywillfocusonissuesabouttheenvironment,ecology,ethics,farmingpractices,thedevelopmentandapplicationoftechnologies,andthechallengesoffoodsecurity,foodsafety,foodwastage,andtheuseandmanagementofwaterandland.Studentsresearchaselectedtopic,seekingclarityoncurrentsituationsandpointsofview,consideringsolutionsandanalyzingworkundertakentosolveproblemsandsupportsustainablefutures.

Studentswillfocusonindividualresponsestofoodinformationandmisinformationandthedevelopmentoffoodknowledge,skillsandhabitstoempowerconsumerstomakediscerningfoodchoices.Studentsconsiderhowtoassessinformationanddrawevidence-basedconclusions.Theyapplythismethodologytonavigatecontemporaryfoodfads,trendsanddiets.Theypracticeandimprovetheirfoodselectionskillsbyinterpretingfoodlabelsandanalyzingthemarketingtermsusedonfoodpackaging.

Thepracticalcomponentprovidesstudentswithopportunitiestoapplytheirresponsestoenvironmentalandethicalfoodissues,andtoextendtheirfoodproductionrepertoirereflectingtheAustralianDietaryGuidelinesandtheAustralianGuidetoHealthyEating.

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explainarangeoffoodsystemissues,respondtoaselecteddebatewithanalysisofproblemsandproposalsforfuturesolutions,applyquestionsofsustainabilityandethicstotheselectedfoodissueanddevelopandcreateafoodrepertoirethatreflectspersonalfoodvaluesandgoals.2.Explainavarietyoffoodinformationcontexts,analysetheformationoffoodbeliefs,evaluateaselectedfoodtrend,fadordietandcreatefoodproductsthatmeettheAustralianDietaryGuidelines.

AssessmentPercentagecontributionstothestudyscoreinVCEFoodandTechnologyareasfollows:Unit3School-assessedcoursework-30%Unit4school-assessedcoursework-30%End-of-yearexamination-40%

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Unit3-FoodinDailyLife

Studentsexplorethescienceoffood:ourphysicalneedforitandhowitnourishesandsometimesharmsourbodies.Studentsinvestigatethephysiologyofeatingandappreciatingfood,andthemicrobiologyofdigestion.Theyalsoinvestigatethefunctionalpropertiesoffoodandthechangesthatoccurduringfoodpreparationandcooking.TheyanalysethescientificrationalebehindtheAustralianDietaryGuidelinesandtheAustralianGuidetoHealthyEatinganddeveloptheirunderstandingofdiversenutrientrequirements.

Studentswillfocusontheinfluencesonfoodchoice:howcommunities,familiesandindividualschangetheireatingpatternsovertimeandhowourfoodvaluesandbehavioursdevelopwithinsocialenvironments.Theyinvestigatebehaviouralprinciplesthatassistintheestablishmentoflifelong,healthydietarypatterns.

Thepracticalcomponentofthisunitenablesstudentstounderstandfoodscienceterminologyandtoapplyspecifictechniquestotheproductionofeverydayfoodthatfacilitatestheestablishmentofnutritiousandsustainablemealpatterns.

OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explaintheprocessesofeatinganddigestingfoodandabsorptionofmacronutrients,explaincausesandeffectsoffoodallergies,foodintolerancesandfoodcontamination,analysefoodselectionmodels,andapplyprinciplesofnutritionandfoodscienceinthecreationoffoodproducts.2.Explainandanalysefactorsaffectingfoodsuccessandchoice,analysetheinfluencesthatshapeanindividual’sfoodvalues,beliefsandbehaviours,andapplypracticalskillstocreatearangeofhealthymealsforchildrenandfamilies.

VCE-2020

InGeographystudentsexplore,analyseandunderstandthecharacteristicsofplaces,eventsandprocessesthatmakeupourworld.Studentsexporeandanalyseusingfieldworkandinvestigationofawiderangeofsecondarysources.Thesemethodsenablestudentstoappreciatethecomplexity,thediversityandinteractionofitsenvironments,economiesandcultures,andtheprocessesthat

helpedformandtransformthem.Unit1-HazardsandDisasters

Inthisunitstudentsundertakeanoverviewofhazardsbeforeinvestigatingtwocontrastingtypesofhazardsandtheresponsestothembypeople.Itinvestigateshowpeoplehaverespondedtospecifictypesofhazards,includingattemptstoreducevulnerabilityto,andtheimpactof,hazardevents.

Outcomes1.Analyse,describeandexplainthenatureofhazardsandimpactsofhazardeventsatarangeofscales.2.Analyseandexplainthenature,purposeandeffectivenessofarangeofresponsestoselectedhazardsanddisasters.

Unit2-Tourism

Inthisunitstudentsinvestigatethecharacteristicsoftourism,withparticularemphasisonwhereithasdeveloped,itsvariousforms,howithaschangedandcontinuestochangeanditsimpactsonpeople,placesandenvironments.StudentsselectcontrastingexamplesoftourismfromwithinAustraliaandelsewhereintheworldtosupporttheirinvestigations.

Outcomes1.Analyse,describeandexplainthenatureoftourismatarangeofscales.2.Analyseandexplaintheimpactsoftourismonpeople,placesandenvironmentsandevaluatetheeffectivenessofstrategiesformanagingtourism.

AssessmentAlloftheoutcomesinbothunits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.•Casestudy•Areport•Structuredquestions•Afolioofexercises•Afieldworkreport

StudentsundertakecompulsoryfieldworkinUnits1and2.Studentsproduceafieldworkreportfor

assessmentinbothUnits1and2.Unit3-ChangingtheLand

Thisunitfocusesontwoinvestigationofgeographicalchange:changetolandcoverandchangetolanduse.Landcoverincludesbiomessuchasforest,grassland,tundraandwetlands,aswellaslandcoveredbyiceandwater.Studentsinvestigatethreemajorprocessesthatarechanginglandcoverinmanyregionsoftheworld:deforestation,desertification,andmeltingglaciersandicesheets.

Outcomes1.Analyse,describeandexplainlandusechangeandassessitsimpacts.2.Analyse,describeandexplainprocessesthatresultinchangestolandcoveranddiscusstheimpactsandresponsesresultingfromthesechanges.

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G E O G R A P H Y

VCE-2020

ThestudyofHealthandHumanDevelopmentisbasedonthepremisethathealthandhumandevelopmentneedstobepromotedatanindividuallevel,withinthefamily,communityandatnationallevels.Thestudyalsopromotestheunderstandingthatourbehavioursandenvironmentplayamajorroleininfluencingbothhealthstatusandindividualhumandevelopment.

Unit1-UnderstandingHealthandWellbeing

Thisunitlooksathealthandwellbeingasaconceptwithvariedandevolvingperspectivesanddefinitions.Ittakestheviewthathealthandwellbeingaresubjecttoawiderangeofcontextsandinterpretations,withdifferentmeaningsfordifferentpeople.Asafoundationtotheunderstandingofhealth,studentsshouldinvestigatetheWorldHealthOrganization’s(WHO)definitionandalsoexploreotherinterpretations.Wellbeingisacomplexcombinationofalldimensionsofhealth,characterisedbyanequilibriuminwhichtheindividualfeelshappy,healthy,capableandengaged.Forthepurposesofthisstudy,studentsshouldconsiderwellbeingtobeanimplicitelementofhealth.

Outcomes1.Studentsshouldbeabletoexplainmultipledimensionsofhealthandwellbeing,explainindicatorsusedtomeasurehealthstatusandanalysefactorsthatcontributetovariationsinhealthstatusofyouth.2.Studentsshouldbeabletoapplynutritionknowledgeandtoolstotheselectionoffoodandtheevaluationofnutritioninformation.3.Studentsshouldbeabletointerpretdatatoidentifykeyareasforimprovingyouthhealthandwellbeing,andplanforactionbyanalysingoneparticularareaindetail.

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H E A L T H A N D H U M A N D E V E L O P M E N T

VCE-2020

Unit4-Humanpopulation–TrendsandIssues

Inthisunitstudentsinvestigatethegeographyofhumanpopulations.Theyexplorethepatternsofpopulationchange,movementanddistribution,andhowgovernments,organisationsandindividualshaverespondedtothosechangesindifferentpartsoftheworld.Studentsstudypopulationdynamicsbeforeundertakinganinvestigationintotwosignificantpopulationtrendsarisingindifferentpartsoftheworld.Theyexaminethedynamicsofpopulationsandtheireconomic,social,politicalandenvironmentalimpactsonpeopleandplaces.

Outcomes1.Analyse,describeandexplainpopulationdynamicsonaglobalscale.2.Analyse,describeandexplainthenatureofsignificantpopulationissuesandchallengesinselectedlocationsandevaluateresponses.

AssessmentAllassessmentsatUnits3and4areschool-based.ProceduresforassessmentoflevelsofachievementinUnits3and4areamatterforschooldecision.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

StudentsundertakefieldworkinUnit3.StudentsproduceafieldworkreportforassessmentinUnit3.

H E A L T H A N D H U M A N D E V E L O P M E N TUnit2-ManagingHealthand Development

Thisunitinvestigatestransitionsinhealthandwellbeing,anddevelopment,fromlifespanandsocietalperspectives.Studentslookatchangesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood.Thisunitpromotestheapplicationofhealthliteracyskillsthroughanexaminationofadulthoodasatimeofincreasingindependenceandresponsibility,involvingtheestablishmentoflong-termrelationships,possibleconsiderationsofparenthoodandmanagementofhealth-relatedmilestonesandchanges.

Outcomes1.Studentsshouldbeabletoexplaindevelopmentalchangesinthetransitionfromyouthtoadulthood,analysefactorsthatcontributetohealthydevelopmentduringprenatalandearlychildhoodstagesofthelifespanandexplainhealthandwellbeingasanintergenerationalconcept.2.StudentsshouldbeabletodescribehowtoaccessAustralia’shealthsystem,explainhowitpromoteshealthandwellbeingintheirlocalcommunity,andanalysearangeofissuesassociatedwiththeuseofnewandemerginghealthproceduresandtechnologies.

AssessmentAlloftheoutcomesforbothunit1and2willbeassessedthroughtasksselectedfrom:•Casestudyanalysis•Dataanalysis•Visualpresentation(concept/mindmap,posterororalpresentation)•Writtenreports•Structuredquestions

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Unit3-Australia’sHealthinaGlobalisedWorldThisunitlooksathealth,wellbeingandillnessasmultidimensional,dynamicandsubjecttodifferentinterpretationsandcontexts.Studentsbegintoexplorehealthandwellbeingasaglobalconceptandtotakeabroaderapproachtoinquiry.Astheyconsiderthebenefitsofoptimalhealthandwellbeinganditsimportanceasanindividualandacollectiveresource,theirthinkingextendstohealthasauniversalright.

Outcomes1.Studentsshouldbeabletoexplainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus.2.Studentsshouldbeabletoexplainchangestopublichealthapproaches,analyseimprovementsinpopulationhealthovertimeandevaluatehealthpromotionstrategies.

Unit4-HealthandHumanDevelopmentinaGlobalContextThisunitexamineshealthandwellbeing,andhumandevelopmentinaglobalcontext.Studentsusedatatoinvestigatehealthstatusandburdenofdiseaseindifferentcountries,exploringfactorsthatcontributetohealthinequalitiesbetweenandwithincountries,includingthephysical,socialandeconomicconditionsinwhichpeoplelive.

Outcomes1.Studentsshouldbeabletoanalysesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontribute.todifferencesinhealthandwellbeing2.StudentsshouldbeabletoanalyserelationshipsbetweentheSustainableDevelopmentGoalsandtheirroleinthepromotionofhealthandhumandevelopment,andevaluatetheeffectivenessofglobalaid.

AssessmentThestudent’slevelofachievementwillbedeter-minedbySchool-assessedCoursework(threeSACsperunit)andanEnd-of-yearExamination.ContributiontofinalassessmentUnit3School-assessedCoursework–25%Unit4School-assessedCoursework–25%End-of-yearExamination–50%VCE-2020

Unit1-TwentiethCenturyHistory1918-1939

Inthisareaofstudystudentsexploretheevents,ideologiesandmovementsoftheperiodafterWorldWarOne;theemergenceofconflict;andthecausesofWorldWarTwo.TheyinvestigatetheimpactofthetreatieswhichendedtheGreatWarandwhichredrewthemapofEuropeandbrokeuptheformerempiresofthedefeatednations.Theyconsidertheaims,achievementsandlimitationsoftheLeagueofNations.

Studentsfocusonthesociallifeandculturalexpressioninthe1920sand1930sandtheirrelationtothetechnological,politicalandeconomicchangesoftheperiod.Studentsexploreparticularformsofculturalexpressionfromtheperiodinoneormoreofthefollowingcontexts:Italy,Germany,Japan,USSRand/orUSA.

Outcomes1.ExplaintheconsequencesofthepeacetreatieswhichendedWorldWarOnetheimpactofideologiesonnationsandtheeventsthatledtoWorldWarTwo.2.Explainpatternsofsociallifeandculturalchangeinoneormorecontexts,andanalysethefactorswhichinfluencedchangestosociallifeandculture,intheinter-waryears.

Unit2-TwentiethCenturyHistory1945–2000

InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.

Inthisareofstudystudentsfocusonthewaysinwhichtraditionalideas,valuesandpoliticalsystemswerechallengedandchangedbyindividualsandgroupsinarangeofcontextsduringtheperiod1945to2000.Studentsexplorethecausesofsignificantpoliticalandsocialeventsandmovements,andtheirconsequencesfornationsandpeople.

Outcomes1.Explaintheideologicaldivisionsinthepost-warperiodandanalysethenature,developmentandimpactoftheColdWaronnationsandpeople,inrelationtooneormoreparticularconflictsintheperiod.

2.Explainthecausesandnatureofchallengeandchangeinrelationtotwoselectedcontextsinthesecondhalfofthetwentiethcenturyandanalysetheconsequencesfornationsandpeople.

AssessmentAlloftheoutcomesinbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.AssessmenttasksoverUnits1and2shouldincludethefollowing:•Ahistoricalinquiry•Ananalysisofprimarysources•Ananalysisofhistoricalinterpretations•Anessay

Unit3-Australianhistory:Transformations:ColonialSocietytoNation

InthisunitstudentsexplorethetransformationofthePortPhillipDistrictfromthe1830sthroughtotheendofthegoldrushdecadein1860.StudentsexaminetransformationsinthewayoflifeoftheAboriginalpeoplesandtotheenvironmentastheEuropeansocietyconsolidateditself.StudentsalsoexplorethetypeofsocietyAustraliansattemptedtocreateintheearlyyearsofthenewlyfederatednation.

Outcomes1.AnalysethenatureofchangeinthePortPhillipDistrict/Victoriaintheperiod1834–18602.Analysethevisionsandactionsthatshapedthenewnationfrom1890to1920,andthechangesandcontinuitiestothesevisionsthatresultedfromparticipationinWorldWarOne.

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Unit4-Australianhistory:Transformations:OldCertaintiesandNewVisions

Inthisunitstudentsinvestigatethecontinuingdevelopmentofthenationintheearlypartofthetwentiethcenturyandthedramaticchangesthatoccurredinthelatterpartofthecentury.Studentsalsoexploresocial,economicandpoliticalchangesinthelatterpartofthetwentiethcenturythatcollectivelychallengedand/oroverturnedmuchofAustralia’searliercarefullyconstructedsocialandeconomicfabric.Studentsexaminetwochangesdrawnfrom:Australia’sinvolvementintheVietnamWar,Aboriginallandrights,equalityforwomen,newpatternsofimmigrationand/orglobaleconomy.

Outcomes1.Analysethesocial,economicandpoliticalconsequencesofacrisisonthenation.2.Analyseandevaluatetwokeysocial,economicandpoliticalchangesinlatetwentiethcenturyAustralia.

AssessmentAllassessmentsatUnits1and2areschool-based.ProceduresforassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Unit3and4-EachofthefollowingfourassessmenttasksmustbecompletedoverUnits3and4:ahistoricalreport,ananalysisofprimarysources,ananalysisofhistoricalinterpretationsandanessay.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%

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VCEIndustryandEnterpriseinvestigatesworkanditsplaceinworksettings,industriesandsociety.Thestudyexploresthevocational,economic,socialandculturalaspectsofworkandencouragesstudentstoundertakeatheoreticalandpracticalinvestigationoftheseaspectsthroughoutthefourunits.StudentsinvestigatetrendsandpatternsinAustralianworkplacesandindustriesandsignificantissuesaffectingAustralianindustries,andanalysetheindustryresponsestotheseissues.AkeyfeatureofVCEIndustryandEnterpriseisthestructuredworkplacelearningthatstudentsarerequiredtoundertake.Integraltothisstudyarework-relatedskills,whichcoverarangeofskillsthatareseenasbeingimportantforentry-levelemployeestodevelopandforlifegenerally.Studentsdevelopwork-relatedskillsacrossarangeofpersonal,communityandworksettings.

Unit1-Workplaceparticipation

Thisunitpreparesstudentsforeffectiveworkplaceparticipation.Theirexplorationoftheimportanceofwork-relatedskillsisintegraltothisunit.Studentsdevelopwork-relatedskillsbyactivelyexploringtheirindividualcareergoalsandpathways.

Outcomes1.Investigatecareerpathwaysandanalysecurrentandfutureworkoptions.2.Explaintheentry-levelrequirementsforobtainingworkinaselectedindustry,anddiscusstheimportanceofdevelopingpersonalwork-relatedskills.3.Explainawork-relatedissueforaselectedoccupationinaspecificworkplace,anddiscusswaysthatwork-relatedskillsmaybeusedtodealwiththisissue.

Unit2-Beingenterprising

Inthisunitstudentsexplorethedevelopmentofenterprisingbehaviour,leadershipandinnovationindifferentsettingswithinindustryandinthecontextofsignificantissuesfacedbyindustry.

Outcomes1.Identifyanddiscussenterprisingbehaviourinindividualsandexplaintherelationshipbetweenenterprisingbehaviourandleadership.2.Describethecharacteristicsofaselectedindustry,evaluatetheextenttowhichenterprisingbehavioursareappliedinselectedworksettingswithinthisindustry,andexplaintheroleofwork-relatedskillsinsupportinginnovationintheindustry.3.Analysetheimpactofoneormoresignificantissue/sonanAustralianindustryanddiscusshowtheindustryhasrespondedtotheissue/sinanenterprisingway.

AssessmentDemonstrationofachievementofOutcomes1,2and3mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.

Assessmenttasksforthisunitareselectedfromthefollowing:•anindustryinvestigationandprofile•aninterviewandapersonalprofile•awork-relatedskillsportfolio•aself-assessment•aworkplaceinvestigation•aworkplacelearningreport•amultimediapresentation•anessay•atest•acasestudy

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Unit3-Enterpriseculture

Inthisunitstudentsfocusonthedevelopmentofenterprisecultureincommunityand/orworksettingsandwithinAustralianindustries.ThefutureofAustralianindustryreliesontheongoingdevelopmentofasuccessfulenterpriseculture.WorksettingswithinAustralianindustriesarecontinuallyaffectedbyongoingforcesforchangeandtosucceedtheyneedtorespondinenterprisingways.Integraltounderstandingenterprisecultureisthestudents’explorationoftheimportanceofwork-relatedskills.

Outcomes1.Describeanddiscussenterprisecultureinacommunityand/orworksetting,andexplainhowthedevelopmentofwork-relatedskillsbyindividualscontributestoanenterpriseculture.2.Discusstheroleofthemanagementofquality,workplaceflexibility,technology,andtrainingandworkplacelearningindevelopinganenterprisecultureinworksettingsinoneormoreindustries.

Unit4-Industrychangeandinnovation

Australianindustryisfacedwithongoingpressuresandopportunitiesforchange:theroleofgovernment;internationalcompetitiveness;changingsocietalvaluesandattitudes;andenvironmentalsustainability.InthisunitstudentsinvestigatetheenterprisingresponsesbyindustrytothesepressuresandopportunitiesandhowthesearetransformingtheAustralianworkplace.

Outcomes1.Describeandanalysepressuresandopportunitiesforchange,evaluateresponsestochangeinanAustralianindustry,anddiscusshowdevelopmentofwork-relatedskillsassiststheindustryinrespondingtochange.2.DiscusstheextenttowhichinnovationisoccurringinaselectedAustralianindustry,evaluatetheextenttowhichinnovationisoccurringinoneormoreworkplaceswithinthatindustry,anddiscusstherelationshipbetweeninnovationandanenterpriseculture.

AssessmentThestudent’slevelofachievementinUnit3&4willbedeterminedbySchool-assessedCoursework.School-assessedCourseworkforUnit3willcontribute25percent.School-assessedCourseworkforUnit4willcontribute25percent.

Thestudent’sperformanceoneachoutcomeisassessedusingoneormoreofthefollowing:•areport(writtenormultimedia)•acasestudy•anessay•atestThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.

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Unit1-AppliedComputing

Inthisunitstudentsareintroducedtothestagesoftheproblem-solvingmethodology.Studentsfocusonhowdatacanbeusedwithinsoftwaretoolssuchasdatabasesandspreadsheetstocreatedatavisualisations,andtheuseofprogramminglanguagestodevelopworkingsoftwaresolutions.InAreaofStudy1,asanintroductiontodataanalytics,studentsrespondtoateacher-providedanalysisofrequirementsanddesignstoidentifyandcollectdatainordertopresenttheirfindingsasdatavisualisations.Theypresentworkthatincludesdatabase,spreadsheetanddatavisualisationssolutions.InAreaofStudy2,studentsselectanduseaprogramminglanguagetocreateaworkingsoftwaresolution.Studentsprepare,documentandmonitorprojectplansandengageinallstagesoftheproblem-solvingmethodology.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Databasesoftware,spreadsheetsoftwareanddatavisualisationsoftware.Anappropriateprogramminglanguage.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementsanddesigns,collectandmanipulatedata,analysepatternsandrelationships,anddevelopdatavisualisationstopresentfindings.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementstodesign,developandevaluateasoftwaresolutionusingaprogramminglanguage.

Unit2-AppliedComputing

Inthisunitstudentsfocusondevelopinginnovativesolutionstoneedsoropportunitiesthattheyhaveidentified,andproposestrategiesforreducingsecurityriskstodataandinformationinanetworkedenvironment.InAreaofStudy1studentsworkcollaborativelyandselectatopicforfurtherstudytocreateaninnovativesolutioninanareaofinterest.Theinnovativesolutioncanbepresentedasaproofofconcept,aprototypeoraproduct.Studentsengageinallareasoftheproblem-solvingmethodology.InAreaofStudy2,asanintroductiontocybersecurity,studentsinvestigatenetworksandthethreats,vulnerabilitiesandriskstodataandinformation.Theyproposestrategiestoprotectthedataaccessedusinganetwork.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anysoftwaretoolsusedtocreateaninnovativesolution,forexampleaprogramminglanguage,spreadsheetsoftware,web-authoringsoftware,presentationsoftware,toolforplanningaproject.Asoftwaretooltorepresentanetwork.

Outcome 1Oncompletionofthisunitthestudentshouldbeableto,incollaborationwithotherstudents,analyse,design,developandevaluateaninnovativesolutiontoanidentifiedneedoropportunityinvolvingadigitalsystem.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoexaminethecapabilitiesandvulnerabilitiesofanetwork,designanetworksolution,discussthethreatstodataandinformation,andproposestrategiestoprotectthesecurityofdataandinformation.

AssessmentAchievementofOutcomes1and2ineachofUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•UsingDigitalSystemsandTechniques•Createasolutioninresponsetoaneedoropportunity•VisualPresentations•OralPresentations•WrittenReports

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Unit3-DataAnalytics

Inthisunitstudentsapplytheproblem-solvingmethodologytoidentifyandextractdatathroughtheuseofsoftwaretoolssuchasdatabase,spreadsheetanddatavisualisationsoftwaretocreatedatavisualisationsorinfographics.Studentsdevelopanunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodology.InAreaofStudy1studentsrespondtoteacher-providedsolutionrequirementsanddesigns.Studentsdevelopdatavisualisationsanduseappropriatesoftwaretoolstopresentfindings.Appropriatesoftwaretoolsincludedatabase,spreadsheetanddatavisualisationsoftware.InAreaofStudy2studentsproposearesearchquestion,prepareaprojectplan,collectandanalysedata,anddesigninfographicsordynamicdatavisualisations.AreaofStudy2formsthefirstpartoftheSchool-assessedTask(SAT)thatiscompletedinUnit4,AreaofStudy1.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Databasesoftware,spreadsheetsoftwareanddatavisualisationsoftware.Atleastonedatamanipulationtoolandonevisualisationtool,forexampledatabasesoftware,spreadsheetsoftware,datavisualisationsoftware,toolforplanningaproject.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletorespondtoteacher-providedsolutionrequirementsanddesignstoextractdatafromlargerepositories,manipulateandcleansedataandapplyarangeoffunctionstodevelopsoftwaresolutionstopresentfindings.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoproposearesearchquestion,formulateaprojectplan,collectandanalysedata,generatealternativedesignideasandrepresentthepreferreddesignforcreatinginfographicsordynamicdatavisualisations.

Unit4-DataAnalyticsInthisunitstudentsfocusondeterminingthefindingsofaresearchquestionbydevelopinginfographicsordynamicdatavisualisationsbasedonlargecomplexdatasetsandonthesecuritystrategiesusedbyanorganisationtoprotectdataandinformationfromthreats.

InAreaofStudy1studentsapplytheproblem-solvingstagesofdevelopmentandevaluationtodeveloptheirpreferreddesignpreparedinUnit3,AreaofStudy2,intoinfographicsordynamicdatavisualisations,andevaluatethesolutionsandprojectplan.AreaofStudy1formsthesecondpartoftheSchool-assessedTask(SAT).InAreaofStudy2studentsinvestigatesecuritypracticesofanorganisation.Theyexaminethethreatstodataandinformation,evaluatesecuritystrategiesandrecommendimprovedstrategiesforprotectingdataandinformation.

Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Atleastonedatamanipulationtoolandonevisualisationtool,forexampledatabasesoftware,spreadsheetsoftware,datavisualisationsoftware,toolforplanningaproject.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodevelopandevaluateinfographicsordynamicdatavisualisationsthatpresentfindingsinresponsetoaresearchquestion,andassesstheeffectivenessoftheprojectplaninmonitoringprogress.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoinvestigatethecurrentdataandinformationsecuritystrategiesofanorganisation,examinethethreatstothesecurityofdataandinformation,andrecommendstrategiestoimprovecurrentpractices.

Assessment SchoolAssessedTasks–30%SchoolAssessedCourseworkUnit3-10%SchoolAssessedCourseworkUnit4–10%EndofYearExamination50%

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Unit3-SoftwareDevelopment

Inthisunitstudentsapplytheproblem-solvingmethodologytodevelopworkingsoftwaremodulesusingaprogramminglanguage.Studentsdevelopanunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodology.

InAreaofStudy1studentsrespondtoteacher-providedsolutionrequirementsanddesignsanddevelopasetofworkingmodulesthroughtheuseofaprogramminglanguage.Studentsexamineasimplesoftwarerequirementsspecificationandarangeofsoftwaredesigntoolsinordertoapplyspecificprocessingfeaturesofaprogramminglanguagetocreateworkingmodules.InAreaofStudy2studentsanalyseaneedoropportunity,selectanappropriatedevelopmentmodel,prepareaprojectplan,developasoftwarerequirementsspecificationanddesignasoftwaresolution.AreaofStudy2formsthefirstpartoftheSchool-assessedTask(SAT)thatiscompletedinUnit4,AreaofStudy1.

Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anappropriateprogramminglanguage.UnifiedModellingLanguage(UML)andUMLtoolstocreateusecases.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementsanddesigns,andapplyarangeoffunctionsandtechniquesusingaprogramminglanguagetodevelopandtestworkingsoftwaremodules.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseanddocumentaneedoropportunity,justifytheuseofanappropriatedevelopmentmodel,formulateaprojectplan,generatealternativedesignideasandrepresentthepreferredsolutiondesignforcreatingasoftwaresolution.

Unit4-SoftwareDevelopment

Inthisunitstudentsfocusonhowtheinformationneedsofindividualsandorganisationsaremetthroughthecreationofsoftwaresolutions.Theyconsidertheriskstosoftwareanddataduringthesoftwaredevelopmentprocess,aswellasthroughouttheuseofthesoftwaresolutionbyanorganisation.

InAreaofStudy1studentsapplytheproblem-solvingstagesofdevelopmentandevaluationtodeveloptheirpreferreddesignpreparedinUnit3,AreaofStudy2,intoasoftwaresolutionandevaluatethesolution,chosendevelopmentmodelandprojectplan.AreaofStudy1formsthesecondpartoftheSchool-assessedTask(SAT).InAreaofStudy2studentsexaminethesecuritypracticesofanorganisationandtheriskstosoftwareanddataduringthedevelopmentanduseofthesoftwaresolutions.Studentsevaluatethecurrentsecuritypracticesanddevelopariskmanagementplan.

Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anappropriateprogramminglanguage.Thefollowingtableindicatesthesoftwaretoolthatstudentsarerequiredtouse,butnotrequiredtostudy,inthisunit.Appropriatetoolfordocumentingprojectplans.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletodevelopandevaluateasoftwaresolutionthatmeetsrequirements,evaluatetheeffectivenessofthedevelopmentmodelandassesstheeffectivenessoftheprojectplan.Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoexaminethecurrentsoftwaredevelopmentsecuritystrategiesofanorganisation,identifytherisksandtheconsequencesofineffectivestrategiesandrecommendariskmanagementplantoimprovecurrentsecuritypractices.

AssessmentSchoolAssessedTasks–30%SchoolassessedCourseworkUnit3-10%SchoolassessedCourseworkUnit4–10%EndofYearExamination-50%

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Unit1-Languages

Studentswilldevelopanunderstandingofthelanguageandculture/sofItalian/Japanese-speakingcommunitiesthroughthestudyofthreeormoretopics.StudentswilluseItalianorJapanesetomeetthreeoutcomes:

Outcomes1.Exchangemeaninginaspokeninteractioninthetargetlanguage.2.InterpretinformationfromtwotextsonthesametopicsandrespondinwritinginthetargetlanguageandinEnglish.3.Presentinformation,conceptsandideasinwritingontheselectedtopicandforaspecificaudienceandpurpose.

Unit2-Languages

ThesecoursesbuildontheknowledgeandskillsdevelopedinUnit1,allowingstudentstogather,interpretandconveyinformation,ideasandopinions.

Outcomes1.Respondinwritinginthetargetlanguagetospoken,writtenorvisualtextspresentedinthetargetlanguage.2.Analyseanduseinformationfromwritten,spokenorvisualtextstoproduceanextendedwrittenresponseinthetargetlanguage.3.Explaininformation,ideasandconceptsorallyinthetargetlanguagetoaspecificaudienceaboutanaspectofculturewithincommunitieswherethetargetlanguageisspoken.

AssessmentTheCollegewillassesslevelsofperformancethroughfourtasksperunitselectedfrom:

•Article•Conversation•Email•Essay•Formalletter•Interview•Journalentry•Personalaccount/blogpost•Personalletter•Report•Review•Role-play•Speech(script)•Story

Unit3-Languages

Units3and4willcontinuetodeveloplistening,speaking,readingandwritingskillsthroughtheprescribedthemesandtopics.InUnit3therearethreeoutcomes:

Outcomes1.Participateinaspokenexchangeinthetargetlanguagetoresolveapersonalissue.2.Interpretinformationfromtextsandwriteresponsesinthetargetlanguage.3.Expressideasinapersonal,informativeorimaginativepieceofwritinginthetargetlanguage.

Unit4-Languages

Inthisunitstudentsalsocompletethreeoutcomes:

Outcomes1.Shareinformation,ideasandopinionsinaspokenexchangeinthetargetlanguage.2.Analyseinformationfromwritten,spokenandviewedtextsforuseinawrittenresponseinthetargetlanguage.3.Presentinformation,conceptsandideasinevaluativeorpersuasivewritingonanissueinthetargetlanguage. AssessmentSchool-assessedCoursework(50%)andtwoend-of-yearexaminations(50%),onewrittenandoneoral,willdeterminestudents’levelofachievement.

NOTES•UponentrytoaVCELanguages,studentsshouldhavesuccessfullycompletedfiveunitsofItalianorJapaneseuptoYear10.•ItisrecommendedthatstudentsenteringaLanguagehavepreviouslystudiedthelanguageinYears7to10orbeabletoread,writeandspeakthelanguageathome.•IfyouwishtostudyalanguagenottaughtattheCollegeyoushouldtalktoMrHayakawaaboutenrollingintheVictorianSchoolofLanguages(VSL)andattendingaVSLCentreonSaturdayorcompletingthestudyonline.•BonuspointsforyourATARmaybeawardedforthecompletionofUnits3and4.

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Unit1-Literature

Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.Studentsrespondtoarangeoftextspersonally,criticallyandcreatively.Thisvarietyofapproachestoreadinginvitesquestionsabouttheideasandconcernsofthetext.Whiletheemphasisisonstudents’closeengagementwithlanguagetoexploretexts,studentsalsoinformtheirunderstandingwithknowledgeoftheconventionsassociatedwithdifferentformsoftext,forexamplepoetry,prose,dramaand/ornon-printtext.

Outcomes1.Discusshowpersonalresponsestoliteraturearedevelopedandjustifytheirownresponsestooneormoretexts.2.Analyseandrespondbothcriticallyandcreativelytothewaysinwhichoneormoretextsreflectorcommentontheinterestsandideasofindividualsandparticulargroupsinsociety.3.Analysetheconstructionofafilm,television,multimediaorradiotextandcommentonthewaysinwhichitrepresentsaninterpretationofideasandexperiences.

Thecostforthisunitwillbe$10

VCE-2020

Unit1-GuiltandLiability

Thisunitdevelopsanunderstandingoflegalfoundations,suchasthedifferenttypesandsourcesoflawandtheexistenceofacourthierarchyinVictoria.Studentsinvestigatekeyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenariostodeterminewhetheranaccusedmaybefoundguiltyofacrime,orliableinacivildispute.Indoingso,studentsdevelopanappreciationofthewayinwhichlegalprinciplesandinformationareusedinmakingreasonedjudgmentsandconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.

Thisunitalsoinvestigateshowcriminallawandcivillawaimtoachievesocialcohesionandprotecttherightsofindividuals.Criminallawisaimedatmaintainingsocialorderandinfringingcriminallawcanresultincharges.Civillawdealswiththeinfringementofaperson’sorgroup’srightsandbreachingcivillawcanresultinlitigation.

Outcomes1.Describethemainsourcesandtypesoflaw,andassesstheeffectivenessoflaws.2.Explainthepurposesandkeyconceptsofcriminallaw,anduselegalreasoningtoarguethecriminalculpabilityofanaccusedbasedonactualand/orhypotheticalscenarios.3.Explainthepurposesandkeyconceptsofcivillaw,andapplylegalreasoningtoarguetheliabilityofapartyincivillawbasedonactualand/orhypotheticalscenarios.

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Unit2-Sanctions,Remediesand Rights

Thisunitfocusesontheenforcementofcriminallawandcivillaw,themethodsandinstitutionsthatmaybeusedtodetermineacriminalcaseorresolveacivildispute,andthepurposesandtypesofsanctionsandremediesandtheireffectiveness.Studentsundertakeadetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.StudentsdeveloptheirunderstandingofthewayrightsareprotectedinAustraliaandinanothercountry,andpossiblereformstotheprotectionofrights.TheyexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.

Outcomes1.Explainkeyconceptsinthedeterminationofacriminalcase,anddiscusstheprinciplesofjusticeinrelationtothedeterminationofcriminalcases,sanctionsandsentencingapproaches.2.Explainkeyconceptsintheresolutionofacivildispute,anddiscusstheprinciplesofjusticeinrelationtotheresolutionofcivildisputesandremedies.3.EvaluatethewaysinwhichrightsareprotectedinAustralia,comparethisapproachwiththatadoptedbyanothercountryanddiscusstheimpactofanAustraliancaseontherightsofindividualsandthelegalsystem.

AssessmentDemonstrationofachievementofoutcomesinbothUnits1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.Assessmenttasksforbothunitsareselectedfromthefollowing:•Structuredquestions•Adebate•Arole-play•Afolioofexercises•Questionandanswersession•Aclassroompresentation•Areport

VCE-2020

Unit3-RightsandJustice

ThepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheVictorianjusticesystem,theinstitutionsthatdeterminelawsandtherolesofkeyparticipantsTheVictorianjusticesystem,whichincludesthecriminalandciviljusticesystems,aimstoprotecttherightsofindividualsandupholdtheprinciplesofjustice:fairness,equalityandaccess.Inthisunitstudentsexaminethemethodsandinstitutionsinthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.StudentsconsidertheMagistrates’Court,CountyCourtandSupremeCourtwithintheVictoriancourthierarchy,aswellasotherVictorianlegalinstitutionsandbodiesavailabletoassistwithcases.Studentsexplorematterssuchastherightsavailabletoanaccusedandtovictimsinthecriminaljusticesystem,therolesofthejudge,jury,legalpractitionersandtheparties,andtheabilityofsanctionsandremediestoachievetheirpurposes.Studentsinvestigatetheextenttowhichtheprinciplesofjusticeareupheldinthejusticesystem.Theydiscussrecentreformsfromthepastfouryearsandrecommendedreformstoenhancetheabilityofthejusticesystemtoachievetheprinciplesofjustice.Throughoutthisunit,studentsapplylegalreasoningandinformationtoactualand/orhypotheticalscenarios.

Outcomes1.Explaintherightsoftheaccusedandofvictimsinthecriminaljusticesystem,discussthemeansusedtodeterminecriminalcasesandevaluatetheabilityofthecriminaljusticesystemtoachievetheprinciplesofjustice.2.Analysethefactorstoconsiderwheninitiatingacivilclaim,discusstheinstitutionsandmethodsusedtoresolvecivildisputesandevaluatetheabilityoftheciviljusticesystemtoachievetheprinciplesofjustice.

Unit4-ThePeopleandtheLawThepurposeofthisunitistoenablestudentstodevelopanunderstandingofAustralia’slawsandlegalsystem.Thisinvolvesanunderstandingofinstitutionsthatmakeandreformourlaws,andtherelationshipbetweentheAustralianpeople,theAustralianConstitutionandlaw-makingbodies.Inthisunit,studentsexplorehowtheAustralianConstitutionestablishesthelaw-makingpowersoftheCommonwealthandstateparliaments,andprotectstheAustralianpeoplethroughstructuresthatactasacheckonparliamentinlaw-making.StudentsdevelopanunderstandingofthesignificanceoftheHighCourtinprotectingandinterpretingtheAustralianConstitution.Theyinvestigateparliamentandthecourts,andtherelationshipbetweenthetwoinlaw-making,andconsidertherolesoftheindividual,themediaandlawreformbodiesininfluencinglawreform.Throughoutthisunit,studentsapplylegalreasoningandinformationtoactualscenarios.

Outcomes1.DiscussthesignificanceofHighCourtcasesinvolvingtheinterpretationoftheAustralianConstitutionandevaluatethewaysinwhichtheAustralianConstitutionactsasacheckonparliamentinlaw-making.2.Discussthefactorsthataffecttheabilityofparliamentandcourtstomakelaw,evaluatetheabilityoftheselaw-makerstorespondtotheneedforlawreform,andanalysehowindividuals,themediaandlawreformbodiescaninfluenceachangeinthelaw.

AssessmentSchoolassessedcourseworkwillcontribute50%oftheassessmentforthewholeoftheUnits3and4sequence(25%perunit).Thestudent’sperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:acasestudy,structuredquestions,atest,anessay,areportinwrittenformat,areportinmultimediaformatandafolioofexercises.Theend-of-yearexaminationwillfocusontheinterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4andwillcontributeto50%oftheoverallassessmentstudyscore.

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Unit2:ContextsandConnections

Inthisunitstudentsexplorethewaysliterarytextsconnectwitheachotherandwiththeworld.Theydeepentheirexaminationofthewaystheirowncultureandtheculturesrepresentedintextscaninfluencetheirinterpretationsandshapedifferentmeanings.

Area Of Study 1: The Text, The Reader And Their ContextsInthisareaofstudystudentsfocusontheinterrelationshipsbetweenthetext,readersandtheirsocialandculturalcontexts.

Outcome 1Oncompletionofthisunitthestudentshouldbeabletoanalyseandrespondcriticallyandcreativelytothewaysatextfromapasteraand/oradifferentculturereflectorcommentontheideasandconcernsofindividualsandgroupsinthatcontext.

Area Of Study 2: Exploring Connections Between textsInthisareaofstudystudentsfocusonthewaysthattextsrelatetoandinfluenceeachother.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletocomparetextsconsideringthedialogicnatureoftextsandhowtheyinfluenceeachother.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

Studentstakingthisstudyatanylevelareexpectedtohaveaninterestinreadingandanabilitytoaccuratelyandfluentlyexpressideasinwriting.

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Unit1-ApproachesToLiterature

Area Of Study 1: Reading PracticesInthisareaofstudystudentsconsiderhowlanguage,structureandstylisticchoicesareusedindifferentliteraryformsandtypesoftexts(bothprintandnon-print).

Outcome 1Oncompletionofthisunitthestudentsshouldbeabletorespondtoarangeoftextsandreflectoninfluencesshapingtheseresponses.

Area Of Study 2: Ideas And Concerns In TextsInthisareaofstudystudentsinvestigatetheideasandconcernsraisedintextsandthewayssocialandculturalcontextsarerepresented.

Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysethewaysinwhichaselectedtextreflectsorcommentsontheideasandconcernsofindividualandparticulargroupsinsociety.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

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Unit3-FormAndTransformation

Inthisunitstudentsconsiderhowtheformofatextaffectsmeaning,andhowwritersconstructtheirtexts.

Area Of Study 1: Adaptations and Transformations

Inthisareaofstudystudentsfocusonhowtheformoftextcontributestothemeaningofthetext.

Outcome 1 Oncompletionofthisunitthestudentshouldbeabletoanalysetheextenttowhichmeaningchangeswhenatextisadaptedtoadifferentform.

Area Of Study 2: Creative Responses To TextsInthisareaofstudystudentsfocusontheimaginativetechniquesusedforcreatingandrecreatingaliterarywork.

Outcome 2 Oncompletionofthisunitthestudentshouldbeabletorespondcreativelytoatextandcommentontheconnectionsbetweenthetextandtheresponse.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

Unit4-InterpretingTextsInthisunitstudentsdevelopcriticalandanalyticresponsestotexts.

Area Of Study 1: Literary PerspectivesInthisareaofstudystudentsfocusonhowdifferentreadingsoftextsmayreflecttheviewsandvaluesofbothwriterandreader.

Outcome 1 Oncompletionofthisunitstudentsshouldbeabletoproduceaninterpretationofatextusingdifferentliteraryperspectivestoinformtheirview.

Area Of Study 2: Close Analysis Inthisareaofstudystudentsfocusondetailedscrutinyofthelanguage,style,concernsandconstructionoftexts.

Outcome 2 Oncompletionofthisunitthestudentshouldbeabletoanalysefeaturesoftextsanddevelopandjustifyinterpretationsoftexts.

AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.

ASSESSMENTSchoolAssessedCourseworkforUnit3willcontribute25%tothetotalstudyscore.SchoolAssessedCourseworkforUnit4willcontribute25%tothetotalstudyscore.Theend-of-yeartwo-hourexaminationexternallymarkedbyassessorsappointedbyVCAAwillcontributeto50%tothetotalstudyscore.

VCE-2020

Units1&2

FoundationMathematicsisdesignedforstudentswhoneedmathematicalskillstosupporttheirotherstudies.ItisforstudentswhodonotintendtoundertakeUnit3and4Mathematicsinthefollowingyear.

Thereisastrongemphasisonpracticalmathematicsrelatingtoeverydaylife,personalworkandstudy.TheseunitswillbeespeciallyusefultostudentsundertakingVETstudies.TheareasofstudyareSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.

Outcomes1.ConfidentlyandcompetentlyusemathematicalskillsandconceptsfromtheareasofstudyofSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.2.Applyanddiscussbasicmathematicalproceduresrelatingtofamiliarsituations,personalworkandstudy.3.Selectandusetechnologytoapplymathematicstoarangeofpracticalcontexts.

Assessment•Topictests•Assignmentsandreports•InvestigationsandProjects•.SummaryorReviewNotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

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Units3&4ThiscoursemayonlybechosenbystudentswhohaveobtainedasatisfactorypassinYear11GeneralMathematicsand/orcompletedYear11MathematicalMethods.ThecoursefollowstheareasofstudycompletedinYear11GeneralMathematics.

FurtherMathematicsconsistsoftwoareasofstudy:

AreaofStudy1(Core)–completedinUnit3•DataAnalysis•Recursionandfinancialmodelling

AreaofStudy2(Applications)–completedinUnit4Aselectionoftwofromthefollowingfourmodules:•GraphsandRelations•GeometryandMeasurement•Matrices•NetworksandDecisionMathematics

Outcomes1.Defineandexplainkeytermsandconceptsandusethisknowledgetoapplyrelatedmathematicaltechniquesandmodelsinaroutinemanner.2.Selectandapplythemathematicalconcepts,modelsandtechniquesasspecifiedintheCoreandModulesinarangeofcontextsofincreasingcomplexity.3.Selectandappropriatelyusenumerical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.

Assessment•School-assessedCourseworkwillcontribute34%towardstheStudyScore.School-assessedCourseworkconsistsofOneApplicationTask(completedinUnit3)andthreeModellingorProblemSolvingTasks(completedinUnits3and4)•Examination1(MultipleChoicequestions)willcontribute33%towardstheStudyScore.•Examination2(WrittenResponsequestions)willcontribute33%towardstheStudyScore•TopicTeststhroughouttheunits

F U R T H E R M A T H E M A T I C S

Units1&2

ThiscoursecanonlybechoseninconjunctionwithMathematicalMethods1&2.ThemajorpartofthecourseisdesignedtobestudiedinparallelwithMathematicalMethods1&2.InordertogivestudentsthebestopportunityforsuccessinMathematicalMethodsinYear12.ApartofthecourseisaimedatthosestudentswhohaveshowntheabilitytostudySpecialistMathematicsinYear12.TheseunitscoverLinearRelations,GraphsEquations,Univariate&BivariateData,NumberSystems,ShapeandMeasurement,Trigonometry,SequencesandSeries,CoordinateGeometryandVariation,PolynomialFunctionsandProbability.YourMathematicsTeacherwillhavemadearecommendationastothemostappropriateMathematicschoice/sforyou.CheckwithyourteacherifyouareunsureofwhichMathematicsunitstochoose.

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Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextsandanalyseanddiscusstheseapplicationsinatleastthreeoftheareasofstudy.3.Usetechnologytocarryoutanalysesofsituationsrequiringproblemsolving,modellingorinvestigationinatleastthreeoftheareasofstudy.

Assessment •Topictests•Assignments•Summaryorreviewnotes•Projects–Shortwrittenresponses,problemsolvingtasks,modellingtasks.•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

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G E N E R A L M A T H E M A T I C SUnits1&2

ThiscourseisdesignedforstudentswhohaveperformedwellinYear10Mathematics(General)andwhowishtocontinuetheirstudyofMathematicsinyear12.ThesuccessfulcompletionofGeneralMathematicsUnits1&2allowsentryintothestudyofFurtherMathematicsUnits3&4atyear12.

ThiscoursecoversthefollowingsixAreasofStudy:

AlgebraandStructure-Linearrelationsandequations

ArithmeticandNumber-Financialarithmetic

DiscreteMathematics-Recursion

Geometry,MeasurementandTrigonometry-Shapeandmeasurement,Applicationsoftrigonometry

Graphsoflinearandnon-linearrelations-Lineargraphsandmodels,Inequalitiesandlinearprogramming

Statistics-Investigatingandcomparingdatadistributions,Investigatingtherelationshipbetweentwonumericalvariables

Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Selectandapplymathematicalfacts,concepts,modelsandtechniquestoinvestigateandanalyseextendedapplicationproblemsortasksinarangeofcontexts.3.Selectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytocarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment•Topictests•Assignments•Modellingorproblemsolvingtasksandmathematicalinvestigations•.Summaryorreviewnotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork

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Outcomes1.DefineandexplainkeytermsandconceptsintheCoordinateGeometry,CircularFunctions,Algebra,Calculus,VectorsinTwoandThreeDimensionsandMechanicsareasofstudyandapplyrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocesseswithanemphasisongeneralcases,innon-routinecontextsandanalyseanddiscusstheseapplicationsofmathematics.3.Appropriatelyusetechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysesrequiringproblemsolving.Modellingorinvestigatetechniquesorapproaches.

Assessment•School-assessedCoursework–OneApplicationTask,TwoAnalysisTasks,TwoTests–34%TwoEnd-of-yearExaminations•Examination1–Facts,skillsandapplications–22%•Examination2–Analysistasks-44%•TopicTeststhroughouttheunits

Units3&4

ThisisahighlyacademiccourseandcanonlybeattemptedbystudentswhoarealsostudyingMathematicalMethods3&4.Itisforstudentsrequiringahighlevelofmathematicsforcareersinareassuchasthephysicalsciencesandengineeringfields.Studentsundertakethefollowingareasofstudy:CoordinateGeometry,Circular(Trigonometric)Functions,Algebra,Calculus,VectorsintwoandthreeDimensions,MechanicsandProbability.

VCE-2020

Units1&2

Studentswillneedtobemotivated,determinedandhardworkingtocompletetheseunits.ItisrecommendedthatstudentsalsostudySpecialistMathematicsinordertopreparethemforYear12Mathematics.InorderforstudentstobesuccessfullyenrolledinthiscoursetheyneedtobepartofthetopAdvancedMathematicsgroupandhavecompletedatleastoneoftheTrigonometry&CalculuselectivesduringYear10.

Theseunitsinvolvethefollowingareasofstudy

Function&Graphs-coversgraphicalrepresentationofalgebraicfunctionsandthekeyfeaturessuchasaxisintercepts,domain,range,stationarypoints,asymptoticbehaviourandsymmetry.

Algebra-coversthesolutionprocessesofpolynomialequationsandsimultaneouslinearequationsnumerically,graphicallyandalgebraically.

Calculus-coverstheconstantandaverageratesofchangeandanintroductiontoinstantaneousrateofchangeofafunction.

Probability&Statistics-coverstheconceptsofevent,frequency,probabilityandrepresentationoffinitesamplespacesandeventsusingvariousformssuchaslists,grids,venndiagrams,karnaughmaps,tablesandtreediagrams.Thisincludesconsiderationofimpossible,certain,complementary,mutuallyexclusive,conditionalandindependenteventsinvolvingone,twoorthreeevents,includingrulesforcomputationofprobabilitiesforcompoundevents.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment•TopicTests•ApplicationTask•Modelling&ProblemSolvingTasks•SummaryNotes•IncorporationofICTintheachievementofOutcomes1&2

Units3&4

ThiscoursecanonlybechosenifstudentshavepassedYear11MathematicalMethodswithanaboveaverageassessmentgrade.

AssumedknowledgeandskillsforMathematicalMethodsUnits3and4arecontainedinMathematicalMethodsUnits1and2,andwillbedrawnon.ForUnit3aselectionofcontentwouldtypicallyincludetheareasofstudy‘Functionsandgraphs’and‘Algebra’,andapplicationsofderivativesanddifferentiation,andfromthe‘Calculus’areaofstudy.ForUnit4,thecontentfromthe‘Calculus’areaofstudywouldincludethetreatmentofanti-differentiation,integration,therelationbetweenintegrationandtheareaofregionsspecifiedbylinesorcurvesdescribedbytherulesoffunctions,andthestudyofrandomvariables,discreteandcontinuousprobabilitydistributionsandthedistributionofsampleproportions.

Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.

Assessment•SchoolAssessedCourseworkwillcontribute34%towardsthestudyscore.Itconsistsof(i)oneApplicationTask(Unit3)(ii)twomodellingorproblemsolvingtasks(Unit4)

•TwoendofyearExaminations(i)Exam1Shortanswerstylequestions22%(ii)Exam2Multiplechoiceandapplicationquestions44%•TopicTeststhroughouttheunits

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U N I V E R S I T Y O F M E L B O U R N E E X T E N S I O N P R O G R A M A T R O S E H I L L S E C O N D A R Y C O L L E G E ( Y E A R 1 2 )

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TheUniversityofMelbourneExtensionProgramprovidesanopportunityforhighachievingstudentstoundertakefirstyearUniversitystudieswhilecompletingtheirVCE.SuccessfulcompletionoftheExtensionProgramcanaddanincrementof3.0,3.5,4.0,4.5or5.0pointstothestudents’ATARaggregate.SuccessfulstudentscanalsoreceivecreditforsubjectscompletedthroughtheExtensionProgramuponenrolmentinanundergraduatedegreeatTheUniversityofMelbourne.

NextyearRosehillSecondaryCollegewillofferExtensionProgramMathematicsclassesasanExtensionProgramSchoolCentre.ExtensionProgramMathematicsisdesignedforstudentswhoenjoymathematicsandaremathematicallytalentedandassuchminimumentryrequirementsapply.TopicsbuildonthoseinSpecialistMathematicsandprovidestudentswiththeopportunitytoextendtheirknowledge,aswellastoexperienceandappreciatesomeofthedepthandcomplexbeautyofhigherlevelmathematics.

ExtensionProgramMathematicsclassesatRosehillSecondaryCollegewillbeheldafterregularschoolhourstoallowasmanyeligiblestudentsaspossibletoattend.ClasseswillrunduringtheschooltermandwillbedeliveredbyanexperiencedteacherfromRosehillwhohasreceivedtraininginthissubjectfromTheUniversityofMelbourneacademics.ApplicationsforExtensionProgramMathematicsaresubmitteddirectlytoTheUniversityofMelbournebetweenAugust–November.

FormoreinformationonExtensionProgramentryrequirementsandtheapplicationprocessvisittheExtensionProgramwebsite:www.futurestudents.unimelb.edu.au/umep

FormoreinformationonExtensionMathematicsatRosehillpleasecontactMrAbdullahFord.

VCE-2020

Thisstudyprovidesstudentswiththeopportunitytoexaminethemediainbothhistoricalandcontemporarycontextswhiledevelopingskillsinmediadesignandproductioninarangeofmediaforms.VCEMediaprovidesstudentswiththeopportunitytoanalysemediaconcepts,formsandproductsinaninformedandcriticalway.Studentsconsidernarratives,technologiesandprocessesfromvariousperspectivesincludingananalysisofstructureandfeatures.Theyexaminedebatesaboutthemedia’sroleincontributingtoandinfluencingsociety.Studentsintegratetheseaspectsofthestudythroughtheindividualdesignandproductionoftheirmediarepresentations,narrativesandproducts.

Unit1-Mediaforms,representationsandAustralianstories Inthisunit,studentsanalysehowrepresentations,narrativeandmediacodesandconventionscontributetotheconstructionofthemediarealitiesaudiencesengagewithandread.Studentsgainanunderstandingofaudiencesasproducersandconsumersofmediaproducts.Throughanalysingthestructureofnarratives,studentsconsidertheimpactofmediacreatorsandinstitutionsonproduction.Theydevelopresearchskillstoinvestigateandanalyseselectednarrativesfocusingontheinfluenceofmediaprofessionalsonproductiongenreandstyle.StudentsdevelopanunderstandingofthefeaturesofAustralianfictionalandnon-fictionalnarrativesindifferentmediaforms.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoexplainhowmediarepresentationsinarangeofmediaproductsandforms,andfromdifferentperiodsoftime,locationsandcontexts,areconstructed,distributed,engagedwith,consumedandreadbyaudiences.Usethemediaproductionprocesstodesign,produceandevaluatemediarepresentationsforspecifiedaudiencesinarangeofmediaforms.2.Oncompletionofthisunit,thestudentshouldbeabletousethemediaproductionprocesstodesign,produceandevaluatemediarepresentationsforspecifiedaudiencesinarangeofmediaforms.3.Oncompletionofthisunit,thestudentshouldbeabletoanalysehowthestructuralfeaturesofAustralianfictionalandnon-fictionalnarrativesintwoormoremediaformsengage,andareconsumedandreadby,audiences.

Unit2–Narrativeacrossmediaforms

Inthisunit,studentsfurtherdevelopanunderstandingoftheconceptofnarrativeinmediaproductsandformsindifferentcontexts.Studentsanalysetheinfluenceofdevelopmentsinmediatechnologiesonindividualsandsociety,examininginarangeofmediaformstheeffectsofmediaconvergenceandhybridisationonthedesign,productionanddistributionofnarrativesinthemediaandaudienceengagement,consumptionandreception.Studentsundertakeproductionactivitiestodesignandcreatenarrativesthatdemonstrateanawarenessofthestructuresandmediacodesandconventionsappropriatetocorrespondingmediaforms.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalysetheintentionsofmediacreatorsandproducersandtheinfluencesofnarrativesontheaudienceindifferentmediaforms.Applythemediaproductionprocesstocreate,developandconstructnarratives.2.Oncompletionofthisunit,thestudentshouldbeabletoapplythemediaproductionprocesstocreate,developandconstructnarratives.3.Oncompletionofthisunit,thestudentshouldbeabletodiscusstheinfluenceofnewmediatechnologiesonsociety,audiences,theindividual,mediaindustriesandinstitutions.Assessment•InbothUnits1&2thefirstoutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheoutcomes.•Thesecondoutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•Thethirdoutcomewillbeassessedthroughanalysistasks.

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Unit3-Medianarrativesandpre-production

Inthisunit,studentsexplorestoriesthatcirculateinsocietythroughmedianarratives.Theyconsidertheuseofmediacodesandconventionstostructuremeaning,andhowthisconstructionisinfluencedbythesocial,culturalandinstitutionalcontextsofproduction,distributionandreception.Studentsassesshowaudiencesfromdifferentperiodsoftimeandcontextsareengagedby,consumeandreadnarrativesusingappropriatemedialanguage.Studentsusethepre-productionstageofthemediaproductionprocesstodesigntheproductionofamediaproductforaspecifiedaudience.Theyinvestigateamediaformthatalignswiththeirinterestsandintent,developinganunderstandingofthemediacodesandconventionsappropriatetoaudienceengagement,consumptionandreceptionwithintheselectedmediaform.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalysehownarrativesareconstructedanddistributed,andhowtheyengage,areconsumedandarereadbytheintendedaudienceandpresentdayaudiences.Researchaspectsofamediaformandexperimentwithmediatechnologiesandmediaproductionprocessestoinformanddocumentthedesignofamediaproduction.2.Oncompletionofthisunit,thestudentshouldbeabletoresearchaspectsofamediaformandexperimentwithmediatechnologiesandmediaproductionprocessestoinformanddocumentthedesignofamediaproduction.3.Oncompletionofthisunit,thestudentshouldbeabletodevelopanddocumentamediaproductiondesigninaselectedmediaformforaspecifiedaudience.

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Unit4:Mediaproductionandissuesinthemedia

Inthisunit,studentsfocusontheproductionandpost-productionstagesofthemediaproductionprocess,bringingthemediaproductiondesigncreatedinUnit3toitsrealisation.Theyrefinetheirmediaproductioninresponsetofeedbackandthroughpersonalreflection,documentingtheirproductionastheyworktowardscompletion.Studentsexploretherelationshipbetweenthemediaandaudiences,focusingontheopportunitiesandchallengesaffordedbycurrentdevelopmentsinthemediaindustry.Theyconsiderthenatureofcommunicationbetweenthemediaandaudiences,explorethecapacityofthemediatobeusedbygovernments,institutionsandaudiences,andanalysetheroleoftheAustraliangovernmentinregulatingthemedia.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoproduce,refineandresolveamediaproductdesignedinUnit3.Discussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience.2.Oncompletionofthisunitthestudentshouldbeabletodiscussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience.

Assessment•Units3and4School-assessedCoursework:20%•Units3and4School-assessedTask:40%•End-of-yearexamination:40%

Studentsmusthavepreviouslyhadatleasttwoyearsofinstrumentaltuitionandexperienceontheirchoseninstrument.AnauditionmustbeundertakenifthestudenthasnotundertakenYear10ClassroomMusic.

Unit1–MusicPerformance

Thisunitfocusesonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Studentsstudyaural,theoryandanalysisconceptstodeveloptheirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.

Outcomes1.PerformancePrepareandperformapractisedprogramofgroupandsoloworks.2.PreparingforPerformanceDemonstrateinstrumentaltechniquesusedinperformanceofselectedworksanddescribeinfluencesontheirapproachtoperformance.3.MusicLanguageIdentify,re-create,notateandtranscribeelementsofmusic,anddescribewaysinwhichexpressive

elementsofmusicmaybeinterpreted.

Unit2–MusicPerformance

Studentsfurtherbuildontheirperformanceandmusicianshipskills.Theypresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Studentsstudytheworkoftheirperformersthroughlisteningandanalysisandusespecificstrategiestooptimisetheirownapproachtoperformance.Theyalsostudystrategiesfordevelopingtechnicalandexpressiveperformanceskills.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractiserelatedtechnicalwork.Theystudyspecificconceptstobuildtheirmusicianshipknowledgeandskills.Studentsalsodeviseanoriginalcompositionorimprovisation.

M U S I C P E R F O R M A N C EOutcomes1.PerformancePrepareandperformamusicallyengagingprogramofgroupandsoloworks.2.PreparingforPerformanceDemonstrateinstrumentaltechniquesusedinperformanceofselectedworksanddescribeinfluencesontheirapproachtoperformance.3.MusicLanguageIdentify,re-create,notateandtranscribeelementsofmusic,anddescribehowselectedelementsofmusichavebeeninterpretedinperformance.4.Organisationofsound.Deviseacompositionoranimprovisationthatusesmusiclanguageevidentinwork/sbeingpreparedforperformance. Assessment•Performancesofworksinbothgroupandsolo withaccompanimentasappropriate•Ademonstrationofselectedtechnicalworkand exercises•Performancejournalcontainingexplanationsof howselectedtechnicalworksandexercisessupporttheirchosenworks•Aural,writtenandpracticaltasksCompositionand/orimprovisationexercises

Unit3–MusicPerformance

Thisunitpreparesstudentstopresentconvincingperformancesofgroupandsoloworks.Inthisunitstudentsselectaprogramofgroupandsoloworksrepresentingarangeofstylesanddiversityofcharacterforperformance.Theydevelopinstrumentaltechniquesthatenablethemtointerprettheworksandexpressivelyshapetheirperformances.Theyalsodevelopanunderstandingofperformanceconventionstheycanusetoenhancetheirperformances.Studentsdevelopskillsinunpreparedperformance,auralperceptionandcomprehension,transcription,musictheoryandanalysis.ThefocusforanalysisisworksandperformancesbyAustralianmusicians.

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Unit3–MusicInvestigation

InthisunitstudentsselectaworkfromaprescribedlistasthebasisforaninvestigationofaFocusArea.TheyexploretheFocusAreathroughthreecomplementaryareasofstudy:Investigation,Composition/Arrangement/ImprovisationandPerformance.Together,theseareasofstudyrequirestudentstoapplyextensiveskillsinperformance,auralawareness,transcription,musictheoryandanalysis.

Outcomes1.Investigation-Todemonstrateunderstandingofperformancepractices,context/sandinfluencesonmusicworks.2.Composition/Improvisation/ArrangementTocompose,improviseand/orarrangeanddiscussmusiccharacteristicsandperformancepractices.3.Performance-TopresentaperformanceofmusicworksthatcommunicatesunderstandingoftheFocusArea.Unit4–MusicInvestigation

InthisunitstudentscontinuetheexplorationwithintheFocusAreatheybeganinUnit3.InUnit4theInvestigationinvolvesthepreparationofprogramnotestoaccompanytheirend-of-yearperformanceprogram.AreaofStudy2involvescreatingandperformingacomposition,improvisationorarrangementthatdrawsonmusicalcharacteristicsoftheFocusArea.StudentsrehearseandperformworksforinclusioninaperformanceprogramofworksthatrelatestotheFocusArea.Theycontinuetouseskillsinauralawareness,transcription,musictheoryandmusicanalysistosupporttheirwork.

Outcomes1.Investigation-Toevaluateandpresentonesinterpretiveapproachtoaprogramofmusicworks.2.Composition/improvisation/arrangementTocompose/improvise/arrangeandperformamusicworkanddiscusstheuseofmusiccharacteristics,instrumentaltechniques,performancetechniquesandconventionsinthework.3.Performance-DemonstrateartisticintentandunderstandingoftheFocusAreainacohesiveandengagingperformanceofmusicworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%School-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%

MusicInvestigationwillonlyruninconsultationwithMs.Bonett.

VCE-2020

Outcomes1.Performance-Topresentaninformed,accurateandexpressiveperformanceofaprogramofgrouporsoloworks.2.PreparingforPerformance-Demonstrateperformancetechniques,technicalworkandexercises,anddescribetheirrelevancetotheperformanceofselectedgroupand/orsoloworks.3.MusicLanguage-Identify,re-create,notateandtranscribeshortexcerptsofmusic,anddiscusstheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

Unit4–MusicPerformance

Studentsrefinetheirabilitytopresentconvincingperformancesofgroupandsolowork.StudentsselectgroupandsoloworksthatcomplementworksselectedinUnit3.Theyfurtherdevelopandrefineinstrumentalandperformancetechniquesthatenablethemtoexpressivelyshapetheirperformanceandcommunicatetheirunderstandingofthemusicstyleofeachwork.Studentscontinuetodevelopskillsinauralperceptionandcomprehension,transcription,theory,analysisandunpreparedperformance.StudentscontinuetostudywaysinwhichAustralianperformersinterpretworksthathavebeencreatedsince1910byAustraliancomposers/songwriters.

Outcomes1.Performance-Toprepareandpresentaccurateandexpressiveperformancesofinformedinterpretationsofaprogram/sofgroupandsoloworks.2.PreparingforPerformance-Todemonstrateperformancetechniques,andtechnicalworkandexercises,anddiscusstheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicLanguage-Identify,re-create,notateandtranscribeshortexcerptsofmusic,andanalysetheinterpretationofexpressiveelementsofmusicinpre-recordedworks.

AssessmentLiveperformanceasamemberofagroupORasasoloist–50%AuralandwrittenExamination–20%School-assessedCoursework–30%

OutdoorandEnvironmentalStudiesisabouttherelationshipshumanshavewithoutdoorenvironments,bothpastandpresent,andthewaytheserelationshipsimpactbothpeopleandoutdoorenvironments.Studentslearnthroughacombinationoftheoryclassesandpracticaltrips.Practicaloutdoorexperiencesprovidestudentswiththeopportunitytoobserveandexperiencevariouswaysofencountering,understandingandmanagingoutdoorenvironments.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Unit1–ExploringOutdoorEnvironments

Studentsareintroducedtothecharacteristicsofavarietyofoutdoorenvironmentsandinvestigatedifferenttypesofoutdoorenvironmentsfromanumberofperspectives.Studentsundertakecasestudiessotheycanobserveandexperiencehowchangestonatureaffectpeople.Thefocusisthenbroadenedfrompersonalresponsestothewaysinwhichothersrespondto,understandandvalueoutdoorexperiencesandoutdoorenvironments.Throughinvestigationsofspecificoutdoorenvironments,studentsanalysedifferentwaysofexperiencingandknowingoutdoorenvironments.

Outcome 1 – Motivations for Outdoor ExperiencesStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Experiencing Outdoor EnvironmentsStudentsdescribewaysofknowingandexperiencingoutdoorenvironmentsandevaluatefactorsthatinfluenceoutdoorexperiences,withreferencetospecificoutdoorexperiences.

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Unit2–DiscoveringOutdoorEnvironments

Thisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellasthehumanimpactsonoutdoorenvironments.Studentsalsolookatnature’simpactonhumans,aswellastheecological,socialandeconomicimplicationsofhumanimpactonoutdoorenvironments.Studentsdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments,aswellasinvestigatingandmodellingindividualandgroupresponsibilitiesforactivitiesinoutdoorenvironments,includingenvironmentalactiontopromotepositiveimpactsonoutdoorenvironments.

Outcome 1 – Investigating outdoor environmentsStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.

Outcome 2 - Impacts on outdoor environmentsStudentsevaluatehumanimpactsonoutdoorenvironmentsandanalyseproceduresforpromotingpositiveimpacts,withreferencetospecificoutdoorexperiences.

AssessmentTheoutcomesforbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•Journal/reportofoutdoorexperiences•Casestudyanalysis•Oralpresentations•Multimedia,annotatedvisualdisplay•Dataanalysis•Tests•Writtenresponses

VCE-2020

Unit3-RelationshipswithOutdoor Environments

ThisunitexploreshowAustralianshaveunderstoodandinteractedwithoutdoorenvironmentsovertime.StudentsexaminetheuniquenatureofAustralianoutdoorenvironmentsandinvestigatearangeofhumanrelationshipswithoutdoorenvironments,fromvariousIndigenousculturalexperiences,throughtotheinfluenceofanumberofmajoreventsandissuessubsequenttoEuropeansettlement.Casestudiesareusedtoanalysetheroleofenvironmentalmovementsinchanginghumanrelationshipswithoutdoorenvironments.Studentsalsoexaminecurrentrelationshipsbetweenhumansandoutdoorenvironmentsincludingthewaysoutdoorenvironmentsareportrayedindifferentmedia;thedynamicnatureofrelationshipsbetweenhumansandtheirenvironment;andthesocial,cultural,economicandpoliticalfactorsthatinfluencetheserelationships.

Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.

Outcome 1 – Historical relationships with outdoor environmentsStudentsexplainandevaluatehowrelationshipswithAustralianoutdoorenvironmentshavechangedovertime,withreferencetospecificoutdoorexperiences.

Outcome 2 - Contemporary relationships with outdoor environmentsStudentsanalyseandevaluatethefactorsinfluencingcontemporarysocietalrelationshipswithoutdoorenvironments,withreferencetospecificoutdoorexperiences.

Assessment of levels of achievementThestudent’slevelofachievementinUnit3willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.

Unit4-TheFutureofHuman-Nature Interactions

Inthisunitstudentsexplorethesustainableuseandmanagementofoutdoorenvironments.TheyexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesinrelationtothecapacityofoutdoorenvironmentstosupportthefutureneedsoftheAustralianpopulation.Studentsexaminetheimportanceofdevelopingabalancebetweenhumanneedsandtheconservationofoutdoorenvironmentsandconsidertheskillsneededtobeenvironmentallyresponsiblecitizens.Theyinvestigatecurrentagreementsandenvironmentallegislation,aswellasmanagementstrategiesandpoliciesforachievingandmaintaininghealthyandsustainableenvironmentsincontemporaryAustraliansociety.

Outcome 1 – Healthy outdoor environmentsStudentsevaluatethecontemporarystateofAustralianoutdoorenvironments,andanalysetheimportanceofhealthyoutdoorenvironmentsandsustainabilityforindividualsandsociety,withreferencetospecificoutdoorexperiences.

Outcome 2 - Sustainable outdoor environmentsStudentsanalyseconflictsofinterestovertheuseofoutdoorenvironments,andevaluatepracticesandstrategiesforsustainingoutdoorenvironments,withreferencetospecificoutdoorexperiences.

AssessmentSchool-assessedCourseworkforeachoutcomeofunit3and4willcontribute25%,itwillbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•acasestudy•amultimediapresentation•writtenanalysisandevaluation•anoralpresentation•atest•dataanalysis•writtenanalysisandevaluation

ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50%

54VCE-2020

Philosophyistheoldestacademicdiscipline.Itisbroadlyconcernedwithethics,epistemology(philosophyofknowledge)andmetaphysics.Itisthefoundingdisciplineoflogic,andcontinuestodevelopandrefinethetoolsofcriticalreasoning,influencingapproachesinMathematics,ScienceandtheHumanities.

VCEPhilosophyexploressomeofthemostenduringandinfluentialideasthatunderpinsomeofsociety’sgreatestachievementsinethics,scienceandthearts.This,togetherwithlearningtothinkcriticallyandwithanopenmind,fostersthereflectionnecessaryfordeepinsightsandethicaldecision-makingatalllevelsofsociety.

VCEPhilosophyisachallengingandstimulatingstudy,whichnurturescuriosity,problem-solvingskills,open-mindednessandintellectualrigour.Doingphilosophyinvolvesexplicitlydevelopingthehabitsofclarifyingconcepts,analysingproblems,andconstructingreasonedandcoherentarguments.Itencouragesstudentstoreflectcriticallyontheirownthinkingandhelpsthemtodevelopasophisticatedandcoherentworldview.

InPhilosophystudentswillexploreargumentsforandagainsttheexistenceofthedivineandthepossiblenatureofthedivine.Studentswillseektoanswerwhetherhumanshavefreewillorwhetherournatureispredetermined.Additionally,studentswillexplorethenatureofscientificknowledgeandthepossibilityofobjectivetruth.Studentswillfocusonthestudyofethics.Theywillaskwhatisrightandwrong,explorethephilosophyofhumanrightsandstudythephilosophicalunderpinningsofourcurrentpoliticalandlegalsystem.

Unit1:Existence,KnowledgeandReasoning

Inthisunitstudentsfocusonquestionsthathavechallengedhumansformillenniaandunderpinongoingendeavoursinareasasdiverseasscience,justiceandthearts.Thisunitengagesstudentswithfundamentalphilosophicalquestionsthroughactive,guidedinvestigationandcriticaldiscussionoftwokeyareasofphilosophy:epistemologyandmetaphysics.Asstudentslearntothinkphilosophically,appropriateexamplesofphilosophicalviewpointsandarguments,bothcontemporaryandhistorical,areusedtosupport,stimulateandenhancetheirthinkingaboutcentralconceptsandproblems.Studentsinvestigaterelevantdebatesinappliedepistemologyandmetaphysics,andconsiderwhetherthephilosophicalbasesofthesedebatescontinuetohaverelevanceincontemporarysocietyandoureverydaylives.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalysemetaphysicalproblems,evaluateviewpointsandargumentsarisingfromthese,andidentifyphilosophicalproblemsinrelevantcontemporarydebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyseepistemologicalproblems,evaluateviewpointsandargumentsarisingfromthese,andanalysephilosophicalproblemsinrelevantcontemporarydebates.3.Oncompletionofthisunitthestudentshouldbeabletoapplymethodsofphilosophicalinquirytotheanalysisofphilosophicalviewpointsandarguments,includingthoseinmetaphysicsandepistemology.

Unit2:QuestionsofValue

Thisunitinvitesstudentstoexplorequestionsinrelationtodifferentcategoriesofvaluejudgmentwithintherealmsofmorality,politicalandsocialphilosophyandaesthetics.Studentsalsoexplorewaysinwhichviewpointsandargumentsinvaluetheorycaninformandbeinformedbycontemporarydebates.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalyseproblemsinethicsandmoraltheoryandrelatedcontemporarydebates,evaluateviewpointsandargumentsinresponsetotheseproblems,anddiscusstheinterplaybetweenphilosophicalthinkingandcontemporaryethicalandmoraldebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyseselectedproblemsinvaluetheory,evaluateviewpointsandargumentsinresponsetotheseproblems,anddiscussphilosophicalissuesinthecontextofrelevantcontemporarydebates.3.Oncompletionofthisunitthestudentshouldbeabletoapplymethodsofphilosophicalinquirytotheanalysisofphilosophicalviewpointsandarguments,includingthoseinvaluetheory.

Assessments for Unit 1•AssignmentonLogicandReasoning•AssignmentonGodandTime•AssignmentonKnowledgeandTruth•Exam

Assessments for Unit 2•AssignmentonRightsandFreedoms•AssignmentonEthics•Exam

P H I L O S O P H Y

Unit3:Minds,bodiesandpersons

Thisunitconsidersbasicquestionsregardingthemindandtheself.Studentscriticallycomparetheviewpointsandargumentsputforwardinsettextsfromthehistoryofphilosophytotheirownviewsonthesequestionsandtocontemporarydebates.Studentslearnthatargumentsmakeaclaimsupportedbyreasonsandreasoning,whereasaviewpointmakesaclaimwithoutnecessarilysupportingitwithreasonsorreasoning.Philosophicaldebatesencompassphilosophicalquestionsandassociatedviewpointsandargumentswithinotherspheresofdiscoursesuchasreligion,psychology,sociologyandpolitics.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletodiscussconceptsrelatingtothemind,psycheandbody,andanalyseandevaluateviewpointsandargumentsconcerningtherelationshipbetweenthemindandbody,andpsycheandbody,foundwithinandacrossthesettextsandincontemporarydebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyse,compareandevaluatetheoriesofpersonalidentityinthesettextsanddiscussrelatedcontemporarydebates.

Unit4:Thegoodlife

Thisunitconsidersthecrucialquestionofwhatitisforahumantolivewell.Whatdoesanunderstandingofhumannaturetellusaboutwhatitistolivewell?Whatistheroleofhappinessinawelllivedlife?Ismoralitycentraltoagoodlife?Howdoesoursocialcontextimpactonourconceptionofagoodlife?Inthisunit,studentsexploretextsbybothancientandmodernphilosophersthathavehadasignificantimpactoncontemporarywesternideasaboutthegoodlife.

Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalyse,compareandevaluatethephilosophicalviewpointsandargumentsinthesettextsinrelationtothegoodlife.2.Oncompletionofthisunitthestudentshouldbeabletodiscusscontemporarydebatesrelatedtothegoodlifeandtheinterplaybetweensocialandtechnologicaldevelopmentsandconceptionsofthegoodlife.

AssessmentThestudent’slevelofachievementforUnit4willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.School-assessedCourseworkforUnit4willcontribute25percent.ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.

56VCE-2020

Unit1-TheHumanBodyinMotion

Inthisunitstudentsexplorehowthemusculoskeletalandcardiorespiratorysystemsworktogethertoproducemovement.Throughpracticalactivitiesstudentsexploretherelationshipsbetweenthebodysystemsandphysicalactivity,sportandexercise,andhowthesystemsadaptandadjusttothedemandsoftheactivity.

Outcomes1.Explainhowthemusculoskeletalsystemfunctions,andevaluatetheethicalandperformanceimplicationsoftheuseofpracticesandsubstancesthatenhancehumanmovement.2.Explainhowthecardiovascularandrespiratorysystemsfunctionanddiscusstheethicalandperformanceimplicationsoftheuseofpracticesandsubstancestoenhancetheperformanceofthesetwosystems.

Unit2-PhysicalActivity,SportandSociety

Thisunitdevelopsstudents’understandingofphysicalactivity,sportandsocietyfromaparticipatoryperspective.Studentsareintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.

Outcomes1.Studentscollectandanalysedatarelatedtoindividualandpopulationlevelsofparticipationinphysicalactivityandsedentarybehaviourtocreate,undertakeandevaluateanactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesforanindividualoraspecificgroup.2.Studentsapplyasocial-ecologicalframeworktoresearch,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivityand/orsportinalocal,nationalorglobalsetting.

AssessmentAlloftheoutcomesforbothunit1and2willbeassessedthroughtasksselectedfrom:•Writtenreports•Structuredquestions•Laboratoryreports•Tests•Oralreports•Casestudyanalysis

Unit3-MovementSkillsandEnergyforPhysicalActivity

Thisunitintroducesstudentstothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproduction.Studentsuseavarietyoftoolsandtechniquestoanalyseandrefinemovementinphysicalactivity,sportandexercise.

Outcomes1.Studentscollectandanalyseinformationfrom,andparticipatein,avarietyofphysicalactivitiestodevelopandrefinemovementskillsfromacoachingperspective,throughtheapplicationofbiomechanicalandskillacquisitionprinciples.2.Studentsusedatacollectedinpracticalactivitiestoanalysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefactorscausingfatigueandsuitablerecoverystrategies.

Unit4-TrainingtoImprove Performance

Inthisunitstudentsanalysemovementskillsfromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformance.Inparticular,principlesrelatingtofitnessandtheabilityofthecoachtogain,applyandevaluateknowledgeandunderstandingoftraining.

Outcomes1.Studentsanalysedatafromanactivityanalysisandfitnessteststodetermineandassessthefitnesscomponentsandenergysystemrequirementsoftheactivity.2.Studentsparticipateinavarietyoftrainingmethods,anddesignandevaluatetrainingprogramstoenhancespecificfitnesscomponents.

AssessmentSchool-assessedcourseworkforUnit3contributes25%tothestudyscore,asdoesthecourseworkforUnit4.Thiswillconsistofanumberofresponsesinthefollowingformats:writtenreports,acasestudyanalysis,multimediapresentation,tests,laboratoryreport,structuredquestionsoramediaanalysis.

TherewillbeanEnd-of-yearExaminationrelatingtothecontentofUnits3and4.Thiswillaccountfor50%ofthefinalassessment.

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VCE-201757 VCE-2020

Physicsisthestudyofthenaturallawsoftheuniverseandthewayinwhichtheygovernthestructure,behaviourandinteractionofmatterandenergy.Itisabasicscience,thefoundationuponwhichengineeringandtechnologyisbuilt.Itisconcernedwiththefarthestreachesofspaceandtheincredibletinyworldofatomsandmolecules.VCEPhysicsprovidesstudentswithopportunitiestoexplorequestionsrelatedtothenaturalandconstructedworld.Unit1-Whatideasexplainthephysicalworld?

Areas of study 1.Howcanthermaleffectsbeexplained?2.Howdoelectriccircuitswork?3.Whatismatterandhowisitformed?

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Applythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergyinselectedcontexts,anddescribetheenvironmentalimpactofhumanactivitieswithreferencetothermaleffectsandclimatescienceconcepts.2.InvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectricalsystems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.3.Explaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms.

Unit2-Whatdoexperimentsrevealaboutthephysicalworld?

Areas of study 1.Howcanmotionbedescribedandexplained?2.Twelveoptionsareavailableforselection.Eachoptionisbasedonadifferentobservationofthephysicalworld.Optionsare:•Whatarestars?•IstherelifebeyondEarth’sSolarSystem?•Howdoforcesactonthehumanbody?•HowcanACelectricitychargeaDCdevice?•Howdoheavythingsfly?•Howdofusionandfissioncompareasviablenuclearenergypowersources?•Howisradiationusedtomaintainhumanhealth?•Howdoparticleacceleratorswork?•Howcanhumanvisionbeenhanced?•Howdoinstrumentsmakemusic?•Howcanperformanceinballsportsbeimproved?•Howdoesthehumanbodyuseelectricity?3.Practicalinvestigation

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Investigate,analyseandmathematicallymodelthemotionofparticlesandbodies.2.Thisoutcomevarieswiththeoptionselectedforareaofstudy2.3.Designandundertakeaninvestigationofaphysicsquestionrelatedtothescientificinquiryprocessesofdatacollectionandanalysis,anddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentAchievementofeachoutcomeinUnit1,andoutcomes1and2inUnit2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Anannotatedfolioofpracticalactivities•Dataanalysis•Design,building,testingandevaluationofadevice•Anexplanationoftheoperationofadevice•Areportofaselectedphysicsphenomenon•Amodellingactivity•Amediaresponse•Asummaryreportofselectedpracticalinvestigations•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.•End-of-semesterexaminations

Achievementofoutcome3inUnit2willbemeasuredbyperformanceinastructuredscientificposternotexceeding1000words.

P H Y S I C S

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59 VCE-2020

Physicsseekstounderstandandexplainthephysicalworld.Itexaminesmodelsandideasusedtomakesenseoftheworldandwhicharesometimeschallengedasnewknowledgedevelops.Bylookingatthewaymatterandenergyinteractthroughobservations,measurementsandexperiments,physicistsgainabetterunderstandingoftheunderlyinglawsofnature.Unit3:Howdofieldsexplainmotionandelectricity?

Areas of study 1.Howdothingsmovewithoutcontact?2.Howarefieldsusedtomoveelectricalenergy?3.Howfastcanthingsgo?

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Analysegravitational,electricandmagneticfields,andusethesetoexplaintheoperationofmotorsandparticleacceleratorsandtheorbitsofsatellites.2.Analyseandevaluateanelectricitygenerationanddistributionsystem.3.Investigatemotionandrelatedenergytransformationsexperimentally,analysemotionusingNewton’slawsofmotioninoneandtwodimensions,andexplainthemotionofobjectsmovingatverylargespeedsusingEinstein’stheoryofspecialrelativity.

Unit4:Howcantwocontradictorymodelsexplainbothlightandmatter?

Areas of study 1.Howcanwavesexplainthebehaviouroflight?2.Howarelightandmattersimilar?3.PracticalInvestigation.

OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Applywaveconceptstoanalyse,interpretandexplainthebehaviouroflight.2.Provideevidenceforthenatureoflightandmatter,andanalysethedatafromexperimentsthatsupportsthisevidence.3.Designandundertakeapracticalinvestigationrelatedtowavesorfieldsormotion,andpresentmethodologies,findingsandconclusionsinascientificposter.AssessmentSchool-assessedCourseworkwillcontribute40%ofthefinalassessment.AchievementofeachoutcomeinUnit3andoutcomes1and2inUnit4willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Annotationsofatleasttwopracticalactivitiesfromapracticallogbook•Areportofastudentinvestigation•Areportofaphysicsphenomenon•Dataanalysis•Mediaanalysis/response•Design,building,testingandevaluationofadevice•Anexplanationoftheoperationofadevice•Aproposedsolutiontoascientificortechnologicalproblem•Aresponsetostructuredquestions•Areflectivelearningjournalorblogrelatedtoselectedactivitiesorinresponsetoanissue•Atest(shortanswerandextendedresponse)Achievementofoutcome3inUnit4willbemeasuredbyperformanceinastructuredscientificposternotexceeding1000words.

Anend-of-yearexaminationwillcontribute60%ofthefinalassessment.

Thisstudyisforstudentswishingtostudydesignandproductdevelopment,manufacturingmethodsandtheuseofprocessedandunprocessedmaterialsinthedesignandplanningprocess,usingavarietyofmaterials.Studentswillapplypracticalskillsrelatedtodesign,safeuseofequipmentandmachinery.

Studentscanchoosefrom:ProductDesignandTechnology-Materials

OR

ProductDesignandTechnology-Textiles

Unit1-ProductRe-Designand Sustainability Thisunitfocusesonthetools,processes,techniques,knowledgeandskillsthedesignersusetodevelopasolutiontoaproblem.Studentsinvestigatemethodsandprocessesusedtoexaminetheneedanddefinetheproblembygeneratinganappropriatedesignbrief.Theyconsidermethodsandinformationthedesignerusestogenerateandcommunicateideasanddeterminethesuitabilityofappropriatematerialsandprocesses.Studentslearnabouttheproductiontechniquesusedtomaketheproductandhowitisevaluatedagainsttheneedsandrequirementsoutlinedinthedesignbrief.Usingthisprocessasamodel,thestudentmodifiesthedesignofasimilarproduct.Considerationisgiventoprotectionofintellectualpropertyimplicationsrelatedtodesign.

Outcomes1.Describethemethodsusedbyadesignertodesignaproduct,andapplysimilarprocessestodocumentthere-designingofanexistingproduct.2.Useandevaluatematerials,tools,equipmentandprocessestomaketheproductdesignedinOutcome1,andcomparethefinishedproductwiththeoriginaldesign.

Unit2-CollaborativeDesign

Inthisunit,thestudentworksbothindividuallyandasamemberofasmalldesignteamtoaddressaproblem,needoropportunitythatrequiresaproductwithinaproductrangeorbasedonatheme,orcomponentofagroupproduct.Thisprovidesthestudentwiththeopportunitytoworkwithotherswhiletakingresponsibilityforparticularaspectsofthedesignandproductionprocesses.

Outcomes1.Individuallyandasamemberofateam,identifyaneedandcollaborativelydevelopdesignoptionsandproductionplanninginaresponsetoadesignbriefforaproductrangebasedonacommonthemeoragroupproductwithcomponentparts.2.Justify,manageanduseappropriateproductionprocessestomakeaproductandevaluate,individuallyandasamemberofateam,theprocessesandmaterialsused,andthesuitabilityofaproductorcomponentsofagroupprojectagainstthedesignbrief.

AssessmentAlloftheOutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•DesignFolios•Tests(shortandopenbook)•ProductionPlans•ShortWrittenReports(materialstestingproductevaluation)•ProductionTasks•OralReports•AnnotatedVisualDisplays•PracticalDemonstrations

P R O D U C T D E S I G N A N D T E C H N O L O G Y

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Unit3-Design,TechnologicalInnovationandManufacture

Inthisunit,studentsinvestigateanend-user’sneeds,prepareadesignbrief,deviseevaluationcriteria,carryoutresearchandproposeaseriesofdesignoptions.Theyjustifythechoiceofapreferreddesignoptionanddevelopaworkplan,andcommenceproductionoftheproduct,whichwillbecompletedandevaluatedinUnit4.Thisunitalsoexamineshowarangeoffactorsinfluencethedesignanddevelopmentofproductswithinindustrial/commercialsettings.

Outcomes1.Explaintheroleofadesignerbywritingadesignbrief,evaluationcriteriaandidentifyingandexplainingareasforresearchandmethodsthatwouldbeusedtodevelopdesignideas.2.Explainthefactorsthatinfluencethedesign,developmentandmanufactureofproductswithinindustrial/commercialsettings.3.Presentafoliothatdocumentstheprocedureanddecisionmakingprocessesusedwhileworkingasadesignertomeettheneedsofaclientorenduserandcommenceproductionofthedesignedproduct.

Unit4-ProductDevelopment,EvaluationandPromotion

StudentscontinuetodevelopandmanufacturetheproductdesignedinUnit3–Outcome3andrecordtheproductionprocessesandmodificationstotheworkplanandproduct.Theyevaluatetheeffectivenessandefficiencyoftechniquestheyusedandthequalityoftheirproductwithreferencetoevaluationcriteria.Studentsmakejudgementsaboutpossibleimprovements.Theypromotetheirworkbyhighlightingtheproduct’sfeaturestotheclientand/orenduser.

Outcomes1.Analyseproducttypesthroughacomparisonofinnovativefeatures,function,aestheticandvisualappearance,andexamineeconomic,socialandenvironmentalbenefitsandcosts.2.Competentlyandsafelyapplyarangeofproductionskillsandprocessestoimplementtheproductionplan,maketheproductdesignedinOutcome3andmanagetimeandresourcesefficiently.3.Evaluatetheoutcomesofthedesignandpromotetheproduct’sdesignfeaturestotheclientorenduser.

AssessmentDesignandTechnologythestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework,aSchool-assessedTaskandanEnd-of-yearExamination.PercentagecontributionstothestudyscoreinDesignandTechnologyareasfollows:Unit3School-assessedCoursework–12%Unit4School-assessedCoursework–8%School-assessedTask–50%End-of-yearExamination–30%

Unit1:Howarebehaviouralandmentalprocessesshaped?

Areas of study1.Howdoesthebrainfunction?2.Whatinfluencespsychologicaldevelopment?3.Student-directedresearchinvestigation.

Outcomes1.Describehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.2.Identifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.3.Investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.

Unit2:Howdoexternalfactorsinfluencebehaviourandmentalprocesses?

Areas of study1.Whatinfluencesaperson’sperceptionoftheworld?2.Howarepeopleinfluencedtobehaveinparticularways?3.Student-directedpracticalinvestigation.

Outcomes1.Comparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.2.Identifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.3.Designandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehavioranddrawconclusionsbasedonevidencefromcollecteddata.

AssessmentInUnits1and2,achievementofalloutcomeswillbemeasuredbyperformanceinatleastthreeofthefollowing:•Areportofapracticalactivityinvolvingcollectionofdata•Researchinvestigationinvolvingcollectionofsecondarydata•Abrainstructuremodellingactivity•Analysisofdataresults

•Mediaanalysis/response•Atestcomprisingofmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•Reportofaninvestigationintothebrainfunctionand/ordevelopmentthatcanbepresentedinvariousformatse.g.digitalpresentation,writtenreport.

Unit3:Howdoesexperienceaffect behaviourandmentalprocesses?Inthisunitstudentsexaminefunctioningofthenervoussystemtoexplainhowthehumannervoussystemenablesapersontointeractwiththeworldaroundthem.Theyexplorehowstressmayaffectaperson’spsychologicalfunctioningandconsiderthecausesandmanagementofstress.Studentsinvestigatehowmechanismsofmemoryandlearningleadtotheacquisitionofknowledge,thedevelopmentofnewcapacitiesandchangedbehaviours.Theyconsiderthelimitationsandfallibilityofmemoryandhowmemorycanbeimproved.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmadetotheunderstandingofthestructureandfunctionofthenervoussystem,andtotheunderstandingofbiological,psychologicalandsocialfactorsthatinfluencelearningandmemory.

Outcomes1.Explainhowthestructureandfunctionofthehumannervoussystemenablesapersontointeractwiththeexternalworldandanalysethedifferentwaysinwhichstresscanaffectnervoussystemfunctioning.2.Applybiologicalandpsychologicalexplanationsforhownewinformationcanbelearntandstoredinmemory,andprovidebiological,psychologicalandsocialexplanationsofaperson’sinabilitytorememberinformation.

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Unit4:Howiswellbeingdeveloped andmaintained?

Inthisunitstudentsexaminethenatureofconsciousnessandhowchangesinlevelsofconsciousnesscanaffectmentalprocessesandbehaviour.Theyconsidertheroleofsleepandtheimpactthatsleepdisturbancesmayhaveonaperson’sfunctioning.Studentsexploretheconceptofamentalhealthcontinuumandapplyabiopsychosocialapproach,asascientificmodel,toanalysementalhealthanddisorder.Theyusespecificphobiatoillustratehowthedevelopmentandmanagementofamentaldisordercanbeconsideredasaninteractionbetweenbiological,psychologicalandsocialfactors.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmadetotheunderstandingofconsciousness,includingsleep,andthedevelopmentofanindividual’smentalfunctioningandwellbeing.

Outcomes1.Explainconsciousnessasacontinuum,comparetheoriesaboutthepurposeandnatureofsleep,andelaborateontheeffectsofsleepdisruptiononaperson’sfunctioning.2.Explaintheconceptsofmentalhealthandmentalillnessincludinginfluencesofriskandprotectivefactors,applyabiopsychosocialapproachtoexplainthedevelopmentandmanagementofspecificphobia,andexplainthepsychologicalbasisofstrategiesthatcontributetomentalwellbeing.3.Designandundertakeapracticalinvestigationrelatedtomentalprocessesandpsychologicalfunctioning,andpresentmethodologies,findingsandconclusionsinascientificposter.

StudioArtsaimstoencourageandsupportstudentstorecognisetheirindividualpotentialasartmakers.Intheirartpractices,studentsapplyanindividualstudioprocesstoproduceafolioofartworks.Studentslearntouseresearchandindependentenquiryintheanalysisofarangeofartworks;andinvestigatehowartistssourceideasanddevelopstyles.Studentswillalsoexploreartists’useofmaterials,techniquesandprocessesaswellasmethodsofpresentationinthemakingofartworks.

Studentsselectfromoneormoreofthefollowingstudioforms:painting,drawing,mixedmedia,sculpture,digitalphotographyandprintmaking.StudioArtsisdesignedtosupportavisualartorindustrybasedpathwaybyallowingstudentstocreateafoliothatisusefulfortertiaryfolioentry.Thissubjectsupportspathwaystodomainssuchasarchitecture,finearts,graphicdesignandcuratorialstudies.

TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.

Unit1-StudioInspirationand Techniques

Inthisunit,studentsfocusondevelopinganindividualunderstandingofthestagesofthestudiopractice,usingsourcesofinspirationsuchas:personalexperiences,ideas,issuesandobservationstodevelopindividualartworks.Studentsalsoexploreandresearchthewaysinwhichartistsfromdifferenttimesandcultureshaveinterpretedideas,sourcesofinspirationanduseofmaterialsandtechniquestoproduceartworks.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoidentifysourcesofinspirationandartisticinfluencesandoutlineindividualideas,artformsandaestheticqualities,andtranslatetheseintovisuallanguage.2.Oncompletionofthisunit,thestudentshouldbeabletoproduceatleastonefinishedartworkandprogressivelyrecordthedevelopmentoftheirstudiopractice,conveyingindividualideasthroughtheexplorationofmaterialsandtechniquesintheselectedartforms.3.Oncompletionofthisunit,thestudentshouldbeabletodiscusstheartisticpracticeofartistsfromdifferenttimesandcultures,theirsourcesofinspiration,materialsandtechniquesforatleasttwoartworksbyeachartist.

Unit2-StudioExplorationand Concepts

Inthisunit,studentsfocusonestablishingandusingastudiopracticetoproduceartworks.Theyundertakeanindividualapproachtoinvestigateideas,directionsandsolutionsandexperimentwithmaterialsandtechniques.Studentsstudyhistoricalandcontemporaryartmovementsandstylestounderstanddevelopmentsinstudiopractice.Studentsexploreandinterprethowartistsdevelopideas,createaestheticqualitiesandsubjectmatter.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodevelopanindividualexplorationproposaltoformthebasisofastudioprocess,andfromthisproduceanddocumentavarietyofpotentialdirectionsinavisualdiaryforatleastoneartwork.2.Oncompletionofthisunit,thestudentshouldbeabletocomparearangeofhistoricalandcontemporaryartperiods,stylesormovements,andanalysethewaysinwhichartistscommunicateideas,developstylesanddemonstrateaestheticqualitiesinartworks.

AssessmentAssessmenttasksforbothUnit1and2focusonthedevelopmentoffolios,researchworkandexams.

AspartoftheVCEVisualArtsprogram,allStudioArtsstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.

S T U D I O A R T S

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Unit3-StudioPracticesand Processes

Inthisunit,studentsfocusontheimplementationofanindividualstudioprocessleadingtotheproductionofarangeofpotentialdirections.Studentsdevelopanduseanexplorationproposaltodefineanareaofcreativeexploration.Theyplanandapplyastudioprocesstoexploreanddeveloptheirindividualideas.AnalysisoftheseexplorationsandthedevelopmentofthepotentialdirectionsisanintrinsicpartofthestudioprocesstosupportthemakingoffinishedartworksinUnit4.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoprepareanexplorationproposalthatformulatesthecontentandparametersofanindividualstudioprocessincludingaplanofhowtheproposalwillbeundertaken.2.Oncompletionofthisunit,thestudentshouldbeabletoprogressivelypresentanindividualstudioprocessrecordedinwrittenandvisualformthatproducesarangeofpotentialdirections,andreflectstheconceptsandideasdocumentedintheexplorationproposalandworkplan.3.Oncompletionofthisunit,thestudentshouldbeabletoexaminethepracticeofatleasttwoartists,withreferencetotwoartworksbyeachartist,referencingthedifferenthistoricalandculturalcontextofeachartwork.

Unit4-StudioPracticeandArt IndustryContexts

Inthisunit,studentsfocusontheplanning,productionandevaluationrequiredtodevelop,refineandpresentartworksthatlinkcohesivelyaccordingtotheideasresolvedinUnit3.Tosupportthecreationofartworks,studentspresentvisualandwrittenevaluationthatexplainswhytheyselectedarangeofpotentialdirectionsfromUnit3toproduceatleasttwofinishedartworksinUnit4.Thedevelopmentoftheseartworksshouldreflectrefinementandskilfulapplicationofmaterialsandtechniques,andtheresolutionofideasandaestheticqualitiesdiscussedintheexplorationproposalinUnit3.Oncetheartworkshavebeenmade,studentsprovideanevaluationaboutthecohesiverelationshipbetweentheartworks.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletopresentatleasttwofinishedartworksbasedonselectedandevaluatedpotentialdirectionsdevelopedthroughthestudioprocess,whichdemonstraterefinementandapplicationofmaterialsandtechniques,andthatrealiseandcommunicatethestudent’sideasexpressedintheexplorationproposal.2.Oncompletionofthisunit,thestudentshouldbeabletoprovidevisualandwrittendocumentationthatidentifiesandevaluatestheextenttowhichtheartworksreflecttheselectedpotentialdirections,andeffectivelydemonstratesacohesiverelationshipbetweentheworks.3.Oncompletionofthisunit,thestudentshouldbeabletocomparethemethodsusedbyartistsandconsiderationsofcuratorsinthepreparation,presentation,conservationandpromotionofspecificartworksinatleasttwodifferentexhibitions.

AssessmentUnit3and4SchoolassessedCoursework:10%Unit3and4SchoolassessedcourseworkTask:60%Endofyearexamination:30%

AspartoftheVCEVisualArtsprogram,allStudioArtsstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies

Thisstudyprovidesanopportunitytodevelopcapabilitiesinandknowledgeofdesign,operation,construction,assembly,maintenance,repairandevaluationofelectrical/electronicormechanicalsystems.Itprovidesasound,systemsorientatedbasisfortertiarytechnologycoursesandforemploymentintechnologicalenterprises.Itisdesignedforstudentsinterestedinelectronicsorautomotiveareasofstudy.

Unit1-MechanicalEngineering Fundamentals

Thisunitfocusesonmechanicalengineeringfundamentalsasthebasisofunderstandingtheunderlyingprinciplesandthebuildingblocksthatoperateinthesimplesttomorecomplexmechanicaldevices.Thisunitcontainsthefundamentalphysicsandtheoreticalunderstandingofmechanicalsystemsandhowtheywork,butthemainfocusisontheconstructionofasystemwhichdrawsheavilyupondesignandinnovationwithintheinterrelatedappliedlearningactivities.

Studentsstudyfundamentalmechanicalengineeringprinciples.Theunitallowsforahands-onapproach,asstudentsapplytheirknowledgeandconstructfunctionalsystemswhichcanbepurelymechanicalorhavesomelevelofintegrationwithelectro-technologysystems.Studentsexplorehowthesesystemsuseorconverttheenergysuppliedtothem,andrelatedwiderenvironmentalandsocialissues.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofmechanicalsystems.2.Useappropriateprocessesindesigning,planning,manufacturing,documenting,performancetesting,faultdiagnosisandevaluationofafunctionalsystem.3.Analysetheoperation,function,energyuseandsocialandenvironmentalimplicationsofatechnologicalsystem.

Unit2-Electrotechnology EngineeringFundamentals

Thisunitfocusesonbuildingunderstanding,ofthefundamentalprinciplesofelectricalandelectroniccircuits,collectivelyandcommonlyreferredtoaselectrotechnology.

Studentsstudyfundamentalengineeringprinciplesaimingtoproducebasicoperationalsystemsandtechnicalreportswhichemployalevelofintegrationbetweenmechanicalandelectroniccomponents.Themainfocusremainsontheconstructionofelectrotechnologysystems.Studentsstudyfundamentalelectrotechnologyprinciplesincludingappliedelectricaltheory,representationofelectroniccomponentsanddevices,elementaryappliedphysicsinelectricalcircuits,andmathematicalcalculationsthatcanbeappliedinordertodefineandexplainelectricalcharacteristicsofcircuits.

Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofelectro-technologysystems.2.Design,plan,produceandevaluateafunctionalintegratedsystemwithreferencetorelevantAustralianStandards,andapplydiagnosticfaultfinding,repairandmaintenancetechniquesinproductionactivities.3.Explainhownewandemergingtechnologiesinfluencetheselectionanddevelopmentofaprocess,materialorcomponent,andimpactonthedesignandultimatefunctionoftechnologicalsystems.

AssessmentAssessmentofalltheoutcomesofbothUnits1&2willbebasedonaselectionfromthefollowingtasks:•ProductionWork•Planning/ProductionRecords•Tests•ShortWrittenReports(materialstesting,productevaluation)

S Y S T E M S E N G I N E E R I N G

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Unit3-SystemsEngineeringand Energy

Inthisunit,studentsstudytheengineeringprinciplesthatareusedtoexplainthephysicalpropertiesofintegratedsystemsandhowtheywork.Thisisunderpinnedbythestudyofhumanendeavourinwhichobservationsandideasaboutthephysicalworldareorganisedandexplained.Throughtheapplicationoftheirknowledge,studentsproduceanintegratedoperationalsystem.Studentsalsoapplytheirknowledgeandskillstoresearch,produceandpresenttechnicalreports.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesofcontrolledintegratedtechnologicalsystems.2.Design,plan,constructanddocumentanintegratedsystemandeffectivelyusediagnosticproceduresforthesystem.3.Analyseandcomparetheenvironmentalbenefitsandimplicationsofusingdifferentenergysourcesandhowsuchenergysourcesaffectthedesign,performanceanduseoftechnologicalsystems.

Unit4-IntegratedandControlled SystemsEngineering

Thisunitcombinesthecontemporaryfocusofsystemscontrolandprovidesopportunitiesforstudentstobuildontheirunderstandingandapplyittopracticalsolutionsthroughtheconstructionofcontrolledintegratedsystems.Inrecenttimes,commercialintegratedsystemshaveincreasedfunction,controlandinternalmonitoringsubsystemswithinthem.

Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesandfunctioningofcontrolledintegratedtechnologicalsystems.2.Selectcomponentsfor,construct,diagnose,adjustandrepairthetechnologicalsystemanditscontroldevicescommencedinUnit3,andprovideanevaluationofthesystem,itsperformanceandthemanagementoftheproject.

AssessmentUnit3School-assessedCoursework–10%Unit4School-assessedCoursework–10%School-assessedTask–50%End-of-yearExamination–30%

Unit1-TheatricalStylesofthe Pre-ModernEra

Thisunitfocusesontheapplicationofactingandotherstagecraftinrelationtotheatricalstylesofthepre-modernera.Studentsworkwiththeplay-scriptsfromthepre-moderneraoftheatre,focusingonworkspriortothe1880’sinboththeirwrittenformandinperformance.Theyalsostudytheatricalandperformanceanalysisandapplytheseskillstotheanalysisofaplayfromthepre-modernerainperformance.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthepre-modernera.2.Applyactingandotherstagecrafttointerpretplay-scriptsfromthepre-modernera.3.Analyseaperformanceofaplay-scriptfromthepre-modernerainperformance.

Unit2-TheatricalStylesofthe ModernEra

Thisunitfocusesonstudyingtheatricalstylesandstagecraftthroughworkingwithplay-scriptsinboththeirwrittenformandinperformancewithanemphasisontheapplicationofstagecraft.Studentsworkwithplay-scriptsfromthemodernerafocusingonworksfromthe1880’stothepresent.Studentsstudytheatricalanalysisandproductionevaluationandapplytheseskillstotheanalysisofaplayinperformancefromthemodernera.

Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthemoderneraoftheatre.2.Applystagecrafttointerpretplay-scriptsfromthemodernera.3.Analyseandevaluatestagecraftinaperformanceofaplay-scriptfromthemodernera.

AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeofselectedtasksfromthefollowinglist:•Essays •MultimediaProductions •TheatreHistoryReports•OralPresentations•Tests•AnalyticalExercises•AnnotatedVisualReports •InterpretationandPerformanceofPlay-scripts

Unit3-ProductionDevelopment

Thisunitfocusesonaninterpretationofaplay-scriptthroughthefourdesignatedstagesofproduction:planning,productiondevelopment,productionseason,andproductionevaluation.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluatetheinterpretationoftheplay-scriptintheperformance.

OutcomesStudentsshouldbeableto:1.Applystagecrafttointerpretaplay-scriptforperformanceanddemonstrateunderstandingoftheproductionprocess.2.Analyseuseofstagecraftinthedevelopmentofaplay-scriptforproduction,incorporatingthespecificationsappropriateforeachstageoftheproductionprocess.3.Analyseandevaluatewaysinwhichawrittenplay-scriptselectedfromtheprescribedplay-listisinterpretedinitsproductiontoanaudience.

Unit4-PerformanceInterpretation

InthisunitstudentsstudyasceneandassociatedmonologuefromtheTheatreStudiesPerformanceExamination(monologuelist)anddevelopatheatricalbriefthatincludesthecreationofacharacterbyanactor,stagecraftpossibilities,andappropriateresearch.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluateactingintheproduction.

Outcomes1.Abletoperformaninterpretationofamonologuefromaplay-script.2.Developatheatricalbriefthatpresentsaninterpretationofascene.3.Analyseandevaluateactinginaproductionfromtheprescribedplay-list.

AssessmentAllOutcomesinUnits3and4willbeassessedfromarangeofselectedtasksfromthefollowing:School-assessedCourseworkUnit3–30% FinalPerformance(Solo)Examination–25%School-assessedCourseworkUnit3–15% FinalWrittenExamination–30%

T H E A T R E S T U D I E S

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TheVisualCommunicationDesignstudyexaminesthewayvisuallanguagecanbeusedtoconveyideas,informationandmessagesinthefieldsofcommunication,environmentalandindustrialdesign.Designerscreateandcommunicatethroughvisualmeanstoinfluenceeverydaylifeforindividuals,communitiesandsocieties.VisualCommunicationDesignisdesignedtosupportavisualartorindustrybasedpathwaysbyrequiringstudentstocreateafoliothatisusefultotertiaryfolioentrycourses.Thissubjectsupportspathwaysindomainsincluding:communication,multimedia,web,industrialdesign,interiordesign,finearts,architectureandfashion.

TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.Unit1–IntroductiontoVisual CommunicationDesign

Thisunitfocusesonusingvisuallanguagetocommunicatemessages,ideasandconcepts.Thisinvolvesacquiringandapplyingdesignthinkingskillsaswellasdrawingskillstocreatemessages,ideasandconcepts,bothvisibleandtangible.Studentspractisetheirabilitytodrawwhattheyobserveandtheyusevisualisationdrawingmethodstoexploretheirownideasandconcepts.Studentsdevelopanunderstandingoftheimportanceofpresentationdrawingstoclearlycommunicatetheirfinalvisualcommunications.

Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletocreatedrawingsfordifferentpurposesusingarangeofdrawingmethods,mediaandmaterials.2.Oncompletionofthisunit,thestudentshouldbeabletoselectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystatedpurposes.3.Oncompletionofthisunit,thestudentshouldbeabletodescribehowvisualcommunicationsinadesignfieldhavebeeninfluencedbypastandcontemporarypractices,andbysocialandculturalfactors.

Unit2–ApplicationofVisualDesign withinDesignFields.

Thisunitteachesstudentstousetechnicaldrawingstocommunicateinformationandideasassociatedwiththeenvironmentalorindustrialfields.Studentsinvestigatehowtypeandimageryareusedincommunicationdesign.Studentsdevelopanunderstandingofhowthedesignprocessisusedasameansoforganisingtheirthinkingaboutapproachestosolvingdesignproblemsandpresentingideas.

Outcomes1.Oncompletionofthis,unitthestudentshouldbeabletocreatepresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.2.Oncompletionofthisunit,thestudentshouldbeabletomanipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen-basedpresentations,takingintoaccountcopyright.3.Oncompletionofthisunit,thestudentshouldbeabletoapplystagesofthedesignprocesstocreateavisualcommunicationappropriatetoagivenbrief.

AssessmentFoliooffinalpresentationdrawings,typographyandtechnicaldrawings,writtenand/ororaldescriptionsofanalysisincludingannotations.

V I S U A L C O M M U N I C A T I O N D E S I G N

AspartoftheVCEVisualArtsprogram,allVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.

Unit4–VisualCommunication,DesignDevelopment,Evaluation&Presentation

Thisunitfocusesonthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationsthatmeetthebrief.HavingcompletedtheirbriefandgeneratedideasinUnit3,studentscontinuethedesignprocessbydevelopinganddesigningconceptswithintheparametersofthebrief.Theyevaluatetheirvisualcommunicationsanddeviseapitchtocommunicatetheirdesignthinkinganddecisionmaking.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodevelopdistinctlydifferentconceptsforeachcommunicationneedanddeviseapitchtopresentconceptstoanaudience,evaluatingtheextenttowhichtheseconceptsmeettherequirementsofthebrief.2.Oncompletionofthisunit,thestudentshouldbeabletoproduceafinalvisualcommunicationpresentationforeachcommunicationneedthatsatisfiestherequirementsofthebrief.

Assessment•Unit3School-assessedCoursework:25%•Units3and4School-assessedTask:40%•End-of-yearexamination:35%

AspartoftheVCEVisualArtsprogram,allVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.

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Unit3–VisualCommunicationDesign PracticesThisunitenablesstudentstodevelopanunderstandingofVisualCommunicationproductionthroughtheapplicationofthedesignprocesstosatisfyspecificcommunicationneeds.StudentsconsiderexistingVisualCommunicationsandusethesetoinformtheirownwork.TheyinvestigatetheproductionofVisualCommunicationinaprofessionalsettingandexaminethenatureofprofessionalpracticeinthedesignandproduction.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletocreatevisualcommunicationsforspecificcontexts,purposesandaudiencesthatareinformedbytheiranalysisofexistingvisualcommunicationsinthethreedesignfields.2.Oncompletionofthisunit,thestudentshouldbeabletodiscussthepracticesofacontemporarydesignerfromeachofthedesignfieldsandexplainfactorsthatinfluencethesepractices.3.Oncompletionofthisunit,thestudentshouldbeabletoapplydesignthinkinginpreparingabriefwithtwocommunicationneedsforaclient,undertakingresearchandgeneratingarangeofideasrelevanttothebrief.

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U N I T C O S T S Subject Unit1&2Charges Unit3&4Charges

Accounting $10 $10

Art $100 $100

Art-ArtKit $100 $100

Biology $25 $25

BusinessManagement $10 $10

Chemistry $30 $30

Dance $30 $30

Drama $30 $30

Economics $10 $10

English $30 $30

EnglishAsAnAdditionalLanguage(EAL) $30 $30

EnvironmentalScience $30 $30

ExtendedInvestigation - $50

FoodStudies $120 $120

Geography $20 $20

HealthandHumanDevelopment $20 $20

History $10 $10

IndustryandEnterprise $10 $10

InformationTechnology-Computing $10

InformationTechnology-SoftwareDevelopment/DataAnalytics - $10

Languages–Italian $20 $20

Languages–JapaneseSecondLanguage $20 $20

LegalStudies $10 $10

Literature $30 $30

-GuestSpeaker - $20

FoundationMathematics (1&2) $20 -

FurtherMathematics(3&4) - $20

SpecialistMathematics $20 $20

GeneralMathematics(1&2) $20 -

MathematicalMethods $20 $20

UniversityMathematics(Year12) - $20

Media $50 $50

MusicPerformance $30 $30

MusicInvestigation $30 $30

InstrumentalMusic $225 $225

OutdoorandEnvironmentalStudies $20 $20

EquipmentHire,ExcusrsionandCamps +$500 +$500

Philosophy $15 $15

PhysicalEducation $20 $20

Physics $25 $25

ProductDesignandTechnology/Textiles/Materials $80 $80

Psychology $10 $10

StudioArts $100 $100

StudioArts-ArtKit $100 $100

SystemsEngineering $50 $50

TheatreStudies $30 $30

VisualCommunicationDesign $100 $100

VisualCommunicationDesign-DesignKit $100 $100

Australian Youth Allowance–FinancialsupportprovidedbytheFederalGovernmenttostudents16yearsandover,enrolledinfulltimestudy,toencourageandassistthemtocontinuetheirstudies.

Campus–Mosttertiaryinstitutionshavemorethanoneteachingsite.Eachsiteiscalleda‘campus’eg.VictoriaUniversityhascampusesatMelton,Footscray,WerribeeandStAlbans.

Credit Transfer–ThisisasystemwherepartsofyourVCEworkcanbecountedaspartofyourstudiestowardsaVETCertificateandviceversa.

Degree–ACourseofStudy,usuallyofthreeorfouryearsfulltimestudy,completedafterVCE,ataCollegeorUniversity.

ATAR–StandsforAustralianTertiaryAdmissionRank.Theoverallrankingonascaleofzeroto99.95thatastudentreceivesbasedonhis/herstudyscores.TheATARiscalculatedbyuniversitiesandTAFEinstitutestoselectstudentsforcourses.FormerlyknownasEquivalentNationalTertiaryEntranceRank(ENTER).

GAT–GeneralAchievementTest.AllstudentsundertakingoneormoreLevel3/4subjectsmustsitforthistestinJuneeveryyear.Itspurposeistoprovideameasureofhowwellyourteachersareassessingyourworkinschoolbasedassessment.ItmayalsobeusedtohelpinthestatisticalmoderationofcourseworkinLevel3/4units.Itisnotmeanttomeasureyourability,unlessyouneedtoapplyforaDerivedExaminationScore.

Commonwealth Supported Place (CSP)–referstothepaymenttertiarystudentsmaketowardsthecostofatertiarycourse.Paymentcanbedeferreduntilaftergraduation.

Open Days–MostColleges,UniversitiesandTAFEInstitutesareopentothepublicforinspectiononatleastonedayoftheyear.Manyconductguidedtours,havepubliclecturesanddisplays.

Outcome–ShortforLearningOutcome,thisiswhatyoumustknoworbeabletodowhenyoufinishaunit.Tosatisfactorilycompleteaunityoumustsatisfactorilyachieveallofitsoutcomes.

G L O S S A R YPrerequisite–Thisisaunitorunitsyoumustpassinordertobeeligibleforadmissiontoacourse.

School-assessed Coursework–ThisisworkthatisprescribedbyVCAAtobecompletedinUnit3/4LevelUnits.Itisassessedbyyourteachersbutis‘moderated’byastatisticalmethodthatcomparesthestudents’schoolresultswiththeirindividualassessment.School-assessedTasksarecompletedinTechnologyandStudioArtssubjects.

TAFE–StandsforTechnicalandFurtherEducationandtherearemanyTAFEInstitutesthroughoutVictoria.TAFEoffersshortcourses,apprenticeshiportraineeshiptraining,andarangeofcoursesrangingfromCertificate1toAdvancedDiplomaCourses.

VCAA–VictorianCurriculumandAssessmentAuthority.TheorganisationresponsibleforthecurriculumandadministrationoftheVCE–http://www.vcaa.vic.eud.au/

VICTER–ThisisshortforVictorianTertiaryEntranceRequirements.TheVictorianTertiaryAdmissionsCentreprintsalistoftheseeachyear.Thelistsetsouttheentrancerequirementsforhighereducationtwoyearsinadvance.InJuly,2017theyprintthe2018VictorianTertiaryEntranceRequirements.

VTAC–StandsforVictorianTertiaryAdmissionsCentre,whichorganisestheprocessbywhichstudentsapplyandareselectedfortertiaryandTAFEDiplomaCourses–http://www.vtac.edu.au/

VTAC Guide–ThisisabookletforYear12VCEstudentsandcontainsadescriptionofeachVictorianUniversityandTAFEInstitutesDiplomaCourse.ItispublishedinAugustofeachyear.

VET–VocationalEducationandTraining–AsetofcertificatecoursesthatcanbecompletedalongwiththeVCE.VETcoursesgenerallyinvolvespendingonedayeachweekataTAFEInstitute.

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Some Non-School Courses

Advanced Certificates–Thesepreparestudentsforsupervisorypositionsinlargerorganisations,runningsmallbusinesses,assistingprofessionalsoroperatinginahighleveltechnicalcapacity.TheyareusuallycompletedintwoyearspostYear11oroneyearpostYear12viafull-timeorequivalentpart-timestudy.

Apprenticeships–Theseareawaytolearnatradeorvocationandtobepaidwhilelearning.Theyareusuallyofthreetofouryearduration,combiningonthejobandTAFEtraining.

Certificate Courses–Theseareskillsbasedandqualifypeopletoundertakeworkthatoftenrequirescomplexskills.TheyareusuallycompletedinsixmonthstooneyearpostYear10study,orequivalentpart-timestudy.

Traineeships–TheGovernmentsubsidisesthetrainingofanumberofyoungpeopletoenablethemtobepart-timeemployedandtrainedonthejob;andpart-timetostudyinaTAFEInstitute.PreferenceisgiventopeoplewhohavenotsuccessfullycompletedYear12.ThetotalleadstotheawardofaCertificateofVocationalStudies.Theyareoftwelvemonthsduration.