VCE ENVIRONMENTAL SCIENCE
Summary of proposed changes to the study design
This table provides detailed information about proposed changes to the VCE Environmental
Science study design.
General changes
Feature
Current study design
Proposal for revised study design
Systems
thinking
framework

Earth systems (atmosphere,
biosphere, hydrosphere,
lithosphere) are defined and
examined in Unit 1 Area of
Study 1

Environmental issues and
projects are considered from an
Earth systems perspective across
Units 1 to 4 in terms of
considering interactions between
the atmosphere, biosphere,
hydrosphere, lithosphere
Sustainability

Sustainability and ecologically
sustainable development are
included in general terms across
Units 1 to 4

More explicit inclusion of
sustainability across Units 1 to 4,
with specific principles included in
Units 3 and 4
©VCAA, August 2014
VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Specific changes
Section
Current study design
Proposal for revised study design
Scope of study
A single Rationale covers both
proposed Scope of study and
Rationale
Explains aspects of the broad field of
environmental science that is
included in VCE Environmental
Science
Rationale
Explains the importance of studying
VCE Environmental Science,
including post-secondary pathways
Aims
Includes a set of eight VCE
Environmental Science aims
Proposes a set of two aims specific to
VCE Environmental Science and a
set of seven generic aims which apply
to all VCE sciences (Biology,
Chemistry, Environmental Science,
Physics and Psychology)
Key science
skills
A set of key skills is listed specific to
each Area of Study
A set of key science skills is
described under seven general
headings which apply to all VCE
sciences across Units 1 to 4, with
elaborations specific to VCE
Environmental Science
Unit questions
Unit titles
 Unit 1: The environment
 Unit 2: Monitoring the
environment
 Unit 3: Ecological issues: energy
and biodiversity
 Unit 4: Ecological sustainability
Unit questions designed to link
concepts and ideas across the unit
and to reflect the inquiry nature of
science
 Unit 1: How are Earth systems
connected?
 Unit 2: Is pollution avoidable?
 Unit 3: How can Earth systems be
managed?
 Unit 4: Can Earth systems adapt
to change?
Area of study
questions
Area of study has short phrases as
titles
Area of study has questions as titles
which are designed to enable
exploration of the concepts and ideas
related to the topics within the area of
study
Key knowledge
sub-headings
Key knowledge listed as a set of dot
points
Key knowledge dot points listed under
sets of sub-headings
©VCAA, August 2014
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Unit 1
Area of Study 1
The environment
How does Earth sustain life?
Topics:
 concepts of environment,
ecosystem, components and
 Earth’s major systems
processes
 processes for creating the
 the Sun as a source of energy for
essential conditions for life on
life
Earth
 components and structures of
 inputs for life
the hydrosphere, lithosphere,
 outputs of life
atmosphere and biosphere
Content is similar to current content in
 biogeochemical cycles
Unit 1 Area of Study 1:
 stronger focus on the
connections between Earth’s four
systems
 expected key knowledge is more
specific
Unit 1
Area of Study 2
Environmental change
 characteristics and distribution,
causes and effects of humaninduced environmental changes
 human-induced changes that
contribute to the conservation
and remediation of the
environment
©VCAA, August 2014
Proposal for revised study design
Does Earth change in predictable
ways?
Topics:
 systems thinking
 environmental factors that affect
Earth over time
Content is similar to Unit 1 Area of
Study 2 and Area of Study 3, except
that:
 there is a stronger focus on the
connections between Earth’s four
systems.
 Victorian ecosystem characteristics
have been deleted
 time-frames for environmental
change have been specified, and
medium-term effects have been
included
 students will study selected
examples of change over different
timeframes
 distinction between open, semipermeable and closed systems is
included
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Proposal for revised study design
Unit 1
Area of Study 3
Ecosystems
 interactions between organisms
 distinguishing characteristics of
Victorian ecosystems
 natural short-term cyclic
environmental changes
 natural long-term cyclic
environmental changes
 natural random environmental
changes
Practical investigation into the
monitoring of ecosystems or their
components and/or change in
ecosystems
 new area of study with a skills
focus
 investigation question relates to
content in Unit 1 Areas of Study 1
and/or 2
 student designed and conducted
 laboratory and/or practical work
Unit 2
Area of Study 1
Environmental indicators
 types of environmental indicators
for pollution and ecological
health of ecosystems
 ecological niche
 physical, chemical, biological
environmental indicators for an
ecosystem or environmental
issue
When does pollution become a
hazard?
Topics:
 characteristics, sources and
transport mechanisms of
pollutants
 measurement and monitoring of
pollutants
 treatment of pollutants
Content is similar to current Unit 4
Area of Study 1 except that:
 there is a focus on differentiating
between wastes, pollutants and
contaminants, and understanding
how pollutants cause adverse
effects on living and environmental
systems
 students select a bioaccumulant
and a water- or air-borne pollutant
as a focus study
 new inclusion related to
contemporary technologies that
reduce pollution
©VCAA, August 2014
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Proposal for revised study design
Unit 2
Area of Study 2
Using environmental indicators
 characteristics, distribution,
causes and effects of a selected
local example of environmental
degradation or environmental
issue
 environmental indicators used to
monitor environmental
degradation or environmental
issue
 role of monitoring program on
environmental degradation or
environmental issue
 role of government policies and
regulatory bodies in pollution
control
 use of indicators by governments
and regulatory bodies, and in
State of the Environment
reporting
How is pollution managed?
Students choose a question related to
each of:
 air pollution
 water pollution
 soil pollution
They compare sources, properties,
movement through Earth’s spheres,
measuring and monitoring, effects on
living things and the environment, and
treatment and management options.
The focus is on pollution at national
and global levels.
The content is related to current
elements of Unit 2 Area of Study 2 in
terms of environmental monitoring,
but applies specifically to pollution
management. However, there is a
decreased focus on examining
government and regulatory body
policies.
Related content from Unit 4 Area of
Study 1 related to mechanisms of
pollutant action is also included.
Unit 2
Area of Study 3

Case study involving the management
of a selected pollutant of local interest.
This is similar to the current
requirement in Unit 4 Area of Study 1
Unit 3
Area of Study 1
Energy and global warming
 definitions and applications of
scientific concepts and principles
of energy
 fossil and non-fossil fuel
resources
 renewable and non-renewable
energy sources
 natural and enhanced
greenhouse effect, greenhouse
gases
 contribution of human activities
to enhanced greenhouse effect,
impacts and mitigation strategies
©VCAA, August 2014
Not included
Is maintaining biodiversity worth a
sustained effort?
Topics:
 importance of biodiversity
 biodiversity change over time
 measuring changes in biodiversity
 threats to biodiversity
 production and restoration of
biodiversity
Content is similar to that of the current
Unit 3 Area of Study 2. Specific
sustainability principles have been
included.
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Proposal for revised study design
Unit 3
Area of Study 2
Diversity in the biosphere
 types, significance and value of
biodiversity
 conservation categories
 assessment of biodiversity
 threats to biodiversity
 assessment of threat in
determining conservation
categories
 methods of protecting
environments and managing
populations
 use of scientific data to establish
biodiversity treaties, agreements
and regulatory frameworks
 environmental impact
assessment
 precautionary principle
Is development sustainable?
Pollution and health
 general characteristics of
mercury and sulfur dioxide as
pollutants
 characteristics of one pollutant
(excluding mercury and sulfur
dioxide)
Will Earth run out of energy?
Topics:
 fossil fuels
 comparison of different energy
sources
 use of science to reduce the
impacts of energy use
Unit 4
Area of Study 1
Students use principles related to
sustainability and environmental
management to evaluate a selected
environmental science project.
Content is similar to that of the current
Unit 4 Area of Study 2, except that:

different definitions of
sustainability and ecologically
sustainable development are
explored

specific sustainability principles
are included
Content similar to current Unit 3 Area
of Study 1 except that:
 greenhouse effects not considered
as part of this area of study, since
it is part of the proposed Unit 4
Area of Study 2
 specific sustainability principles
are included
 new content includes
environmental rehabilitation of
sites where energy sources are
extracted, strategies for increasing
energy conversion efficiency,
projections of future energy needs
©VCAA, August 2014
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Proposal for revised study design
Unit 4
Area of Study 2
Applied environmental science
 assessment of environmental
risks and impacts of a selected
environmental science project
 ecologically sustainable
development
 environmental management
tools and strategies
 influence and consequences of
regulatory frameworks
 roles of community, media,
environmental interest groups,
non-government and/or
government agencies in
encouraging responsible
environmental practices
Is climate predictable?
Topics:
 major factors that alter Earth’s
atmosphere
 measurements of the atmosphere
that give useful information about
changes in the climate
 consequences of changing the
composition of gases in the
atmosphere

Practical investigation related to
biodiversity or energy use from an
environmental management
perspective
 new area of study with a skills
focus
 investigation question relates to
content in Units 3 and/or 4
 may be undertaken in either
Unit 3, Unit 4 or across both
Units 3 and 4
 student designed and conducted
 may involve collection of primary
and/or secondary data
 results presented as a scientific
poster
 may be undertaken in either Unit
3, Unit 4 or across both Units 3
and 4
Unit 4
Area of Study 3
©VCAA, August 2014
Not included
Much of the content of this area of
study is new, but includes greenhouse
effects as is currently in Unit 3 Area of
Study 1
A new focus includes the
interpretation of climate data and the
associated uncertainties associated
with predictions
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Section
Current study design
Proposal for revised study design
Units 3 and/or 4
scientific poster
template
Not included
Scientific poster template provided
which includes identified sections and
suggested marking scheme
Practical
logbook
Not included
Students are required to maintain a
practical logbook for record,
authentication and assessment
purposes
Schoolassessed
Course
School-assessed Coursework is
weighted across four outcomes
Proposed School-assessed
Coursework is equally weighted
across 5 outcomes
©VCAA, August 2014
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VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
ASSESSMENT
Units 1 and 2
Assessment tasks in the current and proposed study designs are similar. Some have been
updated to reflect current assessment practice and the nature of the discipline, while more
specific tasks are prescribed for some outcomes.
Current Unit 1 assessment tasks
Proposed Unit 1 assessment tasks
Assessment tasks for this unit are:
• fieldwork and reports
• oral presentations
• practical activities
• practical reports
• reports in multimedia and/or poster
format
• tests.
Assessment tasks for this unit are:
For Outcomes 1 and 2:
A selection from the following:
 fieldwork report
 report of a practical activity involving the
collection of primary data
 annotations of a practical work folio of
activities or investigations
 research investigation involving the collection
of secondary data
 model of an aspect of Earth systems
 logbook of practical activities
 analysis of data/results including
generalisations/conclusions
 media analysis/response
 problem solving involving environmental
science concepts, skills and/or issues
 test comprising multiple choice and/or short
answer and/or extended response
 reflective learning journal/blog related to
selected activities or in response to an issue
The assessment tasks may be written, oral or
multi-modal.
and
For Outcome 2:
 case study that demonstrates how changes
have affected a specific area over different
time scales, showing the interrelationships
and interactions of processes that occur over
different time scales at a location.
The assessment task may be written, oral or
multi-modal.
©VCAA, August 2014
9
VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Current Unit 2 assessment tasks
Proposed Unit 1 assessment tasks
Assessment tasks for this unit are:
• fieldwork and reports
• oral presentations
• practical activities
• practical reports
• reports in multimedia and/or
poster format
• tests.
For Outcomes 1 and 2:
A selection from the following:
 report of a fieldwork exercise
 report of a practical activity involving the collection of
primary data
 research investigation involving the collection of
secondary data
 annotations of a practical logbook of activities or
investigations
 analysis of data/results including
generalisations/conclusions
 model of an aspect of Earth systems
 media analysis/response
 problem solving involving environmental concepts,
skills and/or issues
 test comprising multiple choice and/or short answer
and/or extended response
 reflective learning journal/blog related to selected
activities or in response to an issue
and
For Outcome 2:
 a comparison of the sources, nature, transport
mechanism, effects and treatment of three selected
pollutants, with reference to their actions in the
atmosphere, biosphere, hydrosphere and lithosphere.
The assessment task may be written, oral or multi-modal.
and
For Outcome 3:
 a report of a case study involving the management of
a selected pollutant of local interest.
 The assessment task may be written, oral or multimodal.data analysis
 test comprising multiple choice and/or short answer
and/or extended response.
The assessment tasks may be written, oral or multimodal.
and
For Outcome 3:
• a report of a student-designed quantitative laboratory
investigation using an appropriate format, for
example, digital presentation, oral communication,
scientific poster or written report.
©VCAA, August 2014
10
VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Proposed Unit 3 Assessment
The nature of assessment tasks in the current and proposed study designs is similar, although
some assessment tasks have been updated to reflect current assessment practice and the
nature of the discipline. The number of mandated tasks has been reduced from four to two. An
indication of time for the task is intended to provide greater comparability in the scope of the
tasks across classes and schools, and to reduce School-assessed Coursework load for
teachers and students.
Outcomes
Outcome 1
Explain the importance of Earth’s
biodiversity, analyse the threats to
biodiversity, and evaluate
management strategies to maintain
biodiversity in the context of one
selected threatened endemic
species.
Outcome 2
Apply the principles of ecologically
sustainable development and
environmental management to
evaluate environmental science
projects, including a focus on one
selected environmental science
project.
Total marks
Marks allocated*
50
50
Assessment tasks
A report on the conservation of one
selected threatened native species
The assessment task may be written or
multi-modal.
(up to 1000 words)
An evaluation of a selected
environmental science project.
The assessment task may be written,
oral or multi-modal.
(approximately 50 minutes)
100
*School-assessed Coursework for Unit 3 contributes 20 per cent.
©VCAA, August 2014
11
VCE ENVIRONMENTAL SCIENCE
SUMMARY OF PROPOSED CHANGES
Proposed Unit 4 Assessment
The nature of proposed assessment tasks has been broadened for Outcomes 1 and 2. An
indication of time or word limits for the tasks is intended to provide greater comparability in the
scope of the tasks across classes and schools, and to reduce School-assessed Coursework
load for teachers and students.
The proposed Outcome 3 task may be undertaken in Unit 3, Unit 4, or across Unit 3 and Unit 4,
but will be reported as part of Unit 4 School-assessed Coursework. A template has been
constructed for production of the associated scientific poster task to assist in staged completion
and authentication of student work.
Outcomes
Outcome 1
Compare the advantages and
disadvantages of a range of energy
sources, evaluate the sustainability
of their use, and discuss the
impacts of their use on society and
the environment.
Outcome 2
Explain the causes and effects of
changes to Earth’s climate,
compare methods of measuring
and monitoring atmospheric
changes, and discuss the impacts
of atmospheric changes on living
things and the environment
Marks allocated*
30
30
Assessment tasks
At least one task selected from:
 annotations of at least two practical
activities from a practical logbook
 report of a student investigation
 model of energy concepts
 evaluation of research
 media analysis/response
 analysis of data including generalisations
and conclusions
 response to structured questions
 reflective learning journal/blog related to
energy concepts
(approximately 50 minutes)
At least one task selected from:
 annotations of at least two practical
activities from a practical logbook
 report of a student investigation
 model of climate concepts
 evaluation of research
 media analysis/response
 analysis of data including generalisations
and conclusions
 response to structured questions
 reflective learning journal/blog elated to
climate concepts
(approximately 50 minutes)
continued
©VCAA, August 2014
12
VCE ENVIRONMENTAL SCIENCE
Outcome 3
Design and undertake an
investigation related to biodiversity
or energy use from an
environmental management
perspective, and present
methodologies, findings and
conclusions as a scientific poster.
Total marks
SUMMARY OF PROPOSED CHANGES
30
Structured scientific poster according to
VCAA template
(not exceeding 1000 words)
90
*School-assessed Coursework for Unit 4 contributes 30 per cent.
©VCAA, August 2014
13