Curriculum Office and Career contacts:
Director of Senior School Curriculum:
Mr Ben Hanisch
Ph: 9865 7744
Email: bphanisch@mgs.vic.edu.au
VCE Coordinator:
Mr Andy Near
Ph: 9865 7590
Email: alnear@mgs.vic.edu.au
Senior School Curriculum Administrator:
Mrs Christine Ford
Ph: 9865 7529
Email: ceford@mgs.vic.edu.au
Curriculum Office Secretary:
Mrs Kerry Ryan
Ph: 9865 7673
Email: kmryan@mgs.vic.edu.au
Director of Career Development:
Ms Kirsten Larn
Ph: 9865 7798
Email: kelarn@mgs.vic.edu.au
Heads of Faculty:
Creative & Performing Arts:
Ms Cat Poljski
Email: cepoljski@mgs.vic.edu.au
English:
Mr Stephen Dessants
Email: srdessants@mgs.vic.edu.au
Health & Physical Education:
Mr Nat Coull
Email: njcoull@mgs.vic.edu.au
Humanities:
Dr Michael Adcock
Email: mcadcock@mgs.vic.edu.au
Languages:
Ms Lilette Jonas
Email: mljonas@mgs.vic.edu.au
Mathematics:
Mr Bruce Ruthven
Email: ebruthven@mgs.vic.edu.au
Science & Technology:
Mr Stuart Jamieson
Email: sdjamieson@mgs.vic.edu.au
Ms Leanne Forbes
Email: lfforbes@mgs.vic.edu.au
Social Sciences:
This VCE Curriculum Handbook was compiled in July 2015
TABLE OF CONTENTS
1 The Victorian Certificate of Education ..................................................................................... 2
Student Programs............................................................................................................................. 2
Vocational Education and Training (VET) ......................................................................................... 2
Enrolment in Additional Language Studies ...................................................................................... 3
Credit toward the VCE ...................................................................................................................... 3
Victorian Baccalaureate ................................................................................................................... 3
Special Provisions ............................................................................................................................. 3
Important VCE Dates ........................................................................................................................ 4
Course Selection Deadlines .............................................................................................................. 4
2 Selecting a VCE Course of Study for 2016 ................................................................................. 5
VCE Timetable for Years 11/12 ........................................................................................................ 5
Prospective Year 11 Students........................................................................................................... 6
Prospective Year 12 students ........................................................................................................... 7
3 VCE Assessment and Reporting ............................................................................................... 8
Satisfactory Completion ................................................................................................................... 8
VCE Attendance ................................................................................................................................ 8
School Assessment ........................................................................................................................... 8
Student absence from assessment tasks ......................................................................................... 9
General Achievement Test ............................................................................................................. 10
VCE Rules and Authentication ........................................................................................................ 10
Moderation of School Assessments ............................................................................................... 10
Safety checks for examinations...................................................................................................... 11
Study Scores ................................................................................................................................... 11
4 VCE Study Choice and Tertiary Selection ................................................................................ 12
Choice of VCE Studies for 2016 ...................................................................................................... 12
Personal Interest/Ability ................................................................................................................ 12
Teacher Advice ............................................................................................................................... 12
Prerequisite Studies ....................................................................................................................... 12
Tertiary Entrance ............................................................................................................................ 12
Minimum Entrance Requirements ................................................................................................. 13
Minimum Study Score .................................................................................................................... 13
Calculation of Australian Tertiary Admission Rank ........................................................................ 13
Increment ....................................................................................................................................... 13
Scaling............................................................................................................................................. 13
Two Stage Selection Model ............................................................................................................ 14
Tertiary Entrance 2017 ................................................................................................................... 14
Tertiary Entrance 2018 ................................................................................................................... 14
5 Computing Guidelines ........................................................................................................... 15
6 VCE Curriculum 2016 – Subjects offered at Melbourne Grammar School ................................ 16
7 Study Descriptions ................................................................................................................ 17
The 2016 VCE Curriculum Handbook is also available on the Melbourne Grammar School portal – VCE
Curriculum Handbook
School-Assessed Task (SAT)
Glossary of Terms
Assessment
A school-based assessment for a Unit 3 and 4 sequence and reported as a
grade. A School-Assessed Task is set by the Victorian Curriculum and
Assessment Authority and assessed by teachers in accordance with published
criteria. Tasks are subject to review by a panel appointed by the VCAA.
In Units 3 and 4 the student’s level of achievement is determined by a
combination of School-Assessed Coursework (SACs), School-Assessed Tasks (SATs)
and Examinations.
Semester
Assessment task
Sequence
A task set by the teacher to assess students’ achievements of unit outcomes (see
also Outcomes).
Units 3 and 4 are designed to be taken as a sequence at Year 12 level.
One half of the academic year. Most units are completed in one semester.
Special Provisions
Australian Tertiary Admission Rank (ATAR)
The overall ranking on a scale of 0 – 100 that a student receives, based on his or
her Study Scores. The ATAR is calculated by VTAC and used by universities and
TAFE institutes to select students for courses. Formerly known as Equivalent
National Tertiary Entrance Rank (ENTER).
Authentication
The process of ensuring that the work submitted by students for assessment is
their own.
Special arrangements that are made to allow students who are experiencing
significant hardship the maximum opportunity to demonstrate both what
they know and what they can do.
Statement of Marks
For each examination including the GAT, students can apply to the Victorian
Curriculum and Assessment Authority for a statement showing the marks they
obtained for each question/criteria and the maximum mark available.
Statement of Marks – Study Score
Chief Assessor
An expert appointed by the Victorian Curriculum and Assessment Authority in
each study to supervise the marking of the external examination(s) in that study.
A Statement is also available containing the scores for each of the graded
assessments and describing the calculation of the Study Score. See also
Statement of Results.
Coursework Assessment
Statement of Results
See School-Assessed Coursework.
The document(s) issued by the Victorian Curriculum and Assessment
Authority showing the results a student achieved in the VCE, and whether he
or she has graduated. See also VCE Certificate.
Equivalent Qualification
For applicants who have recognised qualifications at Year 12 level or above,
obtained either interstate or overseas, the Victorian Curriculum Assessment
Authority issues Statements of Equivalent Qualification to the VCE. The VCAA
also assesses interstate and overseas qualifications for their equivalency to Year
11.
Examinations
External assessments set and marked by the Victorian Curriculum and Assessment
Authority. All studies have at least one examination. Written examinations,
Performance and Oral examinations are held in October and November.
Statistical Moderation
The process used to ensure that schools’ assessments are comparable
throughout the State. It involves adjusting each school’s coursework scores
for each study to match the level and spread of the combined examination
and GAT scores for the students in that school doing that study.
Studies
The subjects available in the VCE.
Study Design
Extension Studies
First-year university studies recognised by the Victorian Curriculum and
Assessment Authority are available to VCE students who are very able
academically.
A study design for each VCE study is published by the Victorian Curriculum
and Assessment Authority. It specifies the content for the study and how
students’ work is to be assessed. Schools and other VCE providers must
adhere to the study designs.
General Achievement Test (GAT)
Study Score
The test that is done by all students doing a Unit 3 and 4 sequence. It is used by
the Victorian Curriculum and Assessment Authority to check that schools are
marking school-assessed tasks to the same standard and as part of statistical
moderation of coursework. It doesn’t count towards students’ VCE graduation,
but students’ GAT results are reported to them with their Statement of Results.
A score from zero to 50 which shows how a student performed in a study,
relative to all other students doing the same study. It is based on students’
results in school assessments and examinations.
Units
Graded Assessment
The components of a study. There are usually four units in a study, numbered
1, 2, 3 and 4.
All VCE studies have three graded assessments for each Unit 3 and 4 sequence.
Each study includes at least one examination, most have Coursework, and some
have School-Assessed Tasks.
VCE Certificate
The Certificate awarded to students who meet the requirements for
graduation of the VCE. See also Statement of Results.
Outcomes
What a student must know, or be able to do, in order to satisfactorily complete a
unit as specified in the study design.
Victorian Curriculum and Assessment Authority (VCAA)
The Victorian Government Authority responsible to the Minister of Education
for conducting the VCE, among other things.
Satisfactory Completion
The school’s decision that a student has demonstrated achievement of outcomes
for a unit. Students receive an ‘S’ for the satisfactory completion of a unit. If they
do not satisfactorily complete a unit, they receive an ‘N’ for it.
School-Assessed Coursework (SAC)
A school-based assessment which is reported as a grade for either a Unit 3 and 4
sequence or Unit 3 and Unit 4 individually. Coursework assessment consists of a
set of assessment tasks that assess students’ achievement of Unit 3 and 4
outcomes.
Vocational Education and Training (VET)
Nationally recognised vocational certificates now integrated within the VCE.
VTAC
Victorian Tertiary Admissions Centre acts on behalf of universities and TAFEs
coordinating the application process. It calculates and distributes the
Australian Tertiary Admission Rank (ATAR)
This VCE Curriculum Handbook 2016 is designed for Melbourne Grammar School students who will be starting or
continuing their VCE studies in 2016, and for their parents. It is intended primarily to provide all the information
students need to select a VCE program which most suits their needs. It should be used alongside the handbook VCE
Studies – A Summary Guide distributed by the Careers Department.
It contains details of all the VCE studies to be offered at Melbourne Grammar School in 2016 (and potentially in
2017). It is an integral part of the process of subject selection for 2016 and leads to the completion of the Online
Subject Selection Form which students use to select their VCE courses. The Handbook is distributed prior to the VCE
Information Evening held in July 2015 for those students who will be commencing the VCE in 2016. Other aspects of
the selection of a VCE course of study for 2016 are detailed in the contents.
The Melbourne Grammar School VCE Curriculum Handbook 2016 draws on information published by the Victorian
Curriculum and Assessment Authority (the Government body responsible for accrediting the VCE). This includes the
VCE Study Designs, the VCE Administrative Handbook published annually and the booklet Where to Now? Guide to
the VCE 2016. This Guide is distributed to all current and prospective VCE students at Melbourne Grammar School
and should be read in conjunction with the Handbook. Melbourne Grammar School will also publish the VCE
Curriculum Handbook Supplement early in 2016. This contains up-to-date information about matters such as
important VCE dates, special provisions and the most recent advice about other VCE matters received from the
VCAA. Other sources of information include the School Diary and the VCE Planner, both of which are distributed at
the beginning of the school year.
Any questions relating to the VCE curriculum at Melbourne Grammar School should be directed to the VCE
Coordinator, Mr Andy Near.
The Victorian Curriculum and Assessment Authority’s website at www.vcaa.vic.edu.au is a further source of
information about VCE matters.
1
1 The Victorian Certificate of Education
The Victorian Certificate of Education (VCE) is offered at Melbourne Grammar School as a two-year course designed
to be taken in Years 11 and 12. In 2016 forty-three studies, or subjects, will be available at Melbourne Grammar
School. These are listed in Section 6 and described in Section 7.
Studies are made up of Units numbered 1, 2, 3 or 4. Each unit is taken over a semester.
 Units 1 and 2 are designed to be taken by Year 11 students but they can be taken by students at either year
level. They may be taken separately or in sequence.
 Units 3 and 4 are designed to be taken by Year 12 students but they also can be taken by students at either
year level. Units 3 and 4 must be taken as a sequence.
There is no upper limit to the number of years over which results may be accumulated for the award of the VCE
although the expectation at this school is that the VCE will be completed over two years.
Student Programs
Students must enrol in a program of studies over the final two years of their schooling which will allow them to meet
the satisfactory completion requirements specified below. In some cases, VCE studies may be taken over more than
two years, with school approval.
To complete the Victorian Certificate of Education students must satisfactorily complete a minimum of 16 units of
study which include:
 a minimum of three units from the English group, with at least one unit at Units 3 and 4 level;
At Melbourne Grammar School we require all students to take the following:
Year 11: English 1 and 2 or Literature 1 and 2
Year 12: English 3 and 4 or English as an Additional Language 3 and 4 or Literature 3 and 4
 at least three sequences of Units 3 and 4 studies other than English, which may include any number of
English sequences once the English requirement has been met.
Note: The Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s Australian
Tertiary Admissions Rank (ATAR), satisfactory completion of both Units 3 and 4 of an English sequence is required.
At Melbourne Grammar School this leaves the student with a choice of a further 18 units for the two-year course.
The choice should be based on interest and ability in the study and should also take into account any requirements
of tertiary courses and career interests.
Over the two years of the VCE, most Melbourne Grammar students will study 22 - 24 units. In general the 24 units
will consist of 12-14 units taken in Year 11 followed by 10 units in Year 12. This includes the compulsory units from
the English group. Year 11 students have the choice of selecting 12 or 14 units, that is 6 or 7 subjects. Further details
of this option are given in Section 2.
All units are designed to take the same amount of study time; one semester or approximately 50 to 60 hours of class
time plus 40 to 50 hours of out of class time.
Students may enter studies at Units 1, 2 or 3. Units that must or are recommended to be studied as a sequence are
shown in Section 6. Students must undertake Unit 3 of a study before entering Unit 4 of the study.
Vocational Education and Training (VET)
VET programs are nationally recognised vocational certificates. The qualifications gained can provide the basis for
further study in the vocational education sector and the units completed are credited to the student’s VCE. Whilst
Melbourne Grammar School does not offer any of the VET programs, they are offered by accredited TAFE training
institutions and our students are able to enrol in VET studies off-site at nearby schools and TAFE institutes.
In previous years, Melbourne Grammar students have completed VET programmes in Agriculture, Aviation, Building
& Construction, Hospitality, Engineering and Furnishings, Community Recreation and Equine Studies. These and
other programmes are likely to be offered again in 2016. A full list of the programmes can be obtained from the
Careers Centre.
It is important for students and parents to understand some key factors:
2
1. VET programmes attract additional fees
2. Students must enrol for a full sequence of Units 1 &2 in Year 11 and Units 3 & 4 in Year 12.
3. As there are requirements in relation to managing timetables and working outside the school, the approval of
the student’s Head of House is critical.
4. Enrolment is conditional upon attendance at a compulsory orientation evening held in October.
5. Structured Workplace Learning is an integral key component of a VET program.
Students wishing to undertake VET studies can do so provided the VET studies can be successfully integrated with
the student’s VCE course of studies at this school. Any student who is interested in taking up a VET program should
discuss this with the Director of Career Development (Ms Kirsten Larn) and the VCE Coordinator (Mr Andy Near) at
the time of subject selection.
A booklet outlining the VET offerings and an expression of interest form can be obtained from the Careers Centre.
Enrolment in Additional Language Studies
Enrolment in English (EAL) at Units 3/4 level is available only to students who have been granted English as an
Additional Language (EAL) status. The Victorian Curriculum and Assessment Authority determines the criteria to be
used and in conjunction with the School administers the application process. Students wishing to apply for EAL
status should consult the Head of the English Department in the first instance.
Chinese (Second Language), Chinese (Second Language Advanced) and Japanese (Second Language) at Unit 3/4 level
cater for students who do not have a Chinese or Japanese background, that is, students who have learnt all the
Chinese or Japanese they know in an Australian school or similar environment. The Victorian Curriculum and
Assessment Authority determines the criteria to be used and in conjunction with the School administers the
application process. Students wishing to apply for Chinese (Second Language), Chinese (Second Language Advanced)
or Japanese (Second Language) do so initially through the Heads of the Chinese Department or the Japanese
Department.
Credit toward the VCE
Students enrolled in a VCE program may seek to obtain credit toward the VCE on the basis of equivalent study
undertaken elsewhere. All applications for credit toward the VCE must be made to the Victorian Curriculum and
Assessment Authority through the School and be accompanied by copies of statements of results or certificates.
Students eligible to apply for credit toward the VCE include:
 students with overseas qualifications
 Victorian students who have interrupted their VCE studies to participate in overseas exchange programs
 students from interstate
 students from within Victoria transferring into the VCE
Such students should seek assistance from the Curriculum Office.
Victorian Baccalaureate
To be awarded the VCE Baccalaureate students will be required to satisfactorily complete the requirements of the
VCE and
 Obtain a study score of at least 30 for English or Literature or at least 33 for English (EAL)
 Satisfactorily complete Units 3/4 in either Mathematical Methods or Specialist Maths
 Satisfactorily complete Units 3/4 in a VCE Language
This will be an extra award when students receive their VCE Certificate. They do not need to enrol or apply for it.
Special Provisions
Special provisions are made by the Victorian Curriculum and Assessment Authority and the school to allow students
undertaking the VCE who are experiencing significant hardship, the maximum opportunity to demonstrate both
what they know and what they can do. Special provisions are granted to students who are absent from school for
prolonged periods or have been unable to complete all the assessment tasks because of illness or other special
circumstances. Special provisions include the rescheduling of a SAC (School Assessed Coursework); an extension of
3
assessment time; a modified program of study; special arrangements to complete work; the use of a derived
SAC/SAT (School Assessed Task) score; special examination arrangements; and Derived Examination Score. Special
provisions may be determined by the school or by application to the VCAA.
Any student who may need special provisions during the VCE should consult the VCE Coordinator for advice. Full
details of the VCAA’s special provisions for the VCE in 2016 will be provided in the Melbourne Grammar School VCE
Curriculum Handbook 2016 Supplement which will be available early in 2016. The VCAA’s website at
www.vcaa.vic.edu.au also provides up-to-date information for parents and students about special provisions.
Important VCE Dates
A major responsibility of VCE students is to be aware of and to adhere to the various school-based deadlines (largely
determined by the Victorian Curriculum and Assessment Authority’s schedules) which operate throughout the
student’s progress through the VCE. These include the due dates for school-assessed coursework and other
assessment tasks, Year 11 and Year 12 examinations and the General Achievement Test.
Many of these external examination dates are not available until the beginning of 2016. They will be included in the
Melbourne Grammar School VCE Curriculum Handbook Supplement 2016. In addition each VCE student will receive
the Melbourne Grammar School VCE Planner for Semesters 1 and 2, at the beginning of 2016. The VCE Planner
helps students to organise their year’s work well in advance so that they are able to manage their VCE and other
commitments as well as possible. It is recommended that students pin-up the VCE Planner in their work area at
home and add SAC dates to it as they become known.
Course Selection Deadlines
Students undertaking the VCE officially enrol with the Victorian Curriculum and Assessment Authority in their chosen
units of study at the beginning of each semester. The VCE enrolments are made through the School. Any changes
made to student programs must be notified to the Curriculum Office which will in turn notify the Victorian
Curriculum and Assessment Authority by the VCAA’s specified due dates, early in each semester.
4
2 Selecting a VCE Course of Study for 2016
VCE Timetable for Years 11/12
In 2016, as in previous years, the School will operate a VCE timetable for Years 11/12 which allows Year 11 students
access to Year 12 courses.
The advantages of this arrangement are as follows:
The Australian Tertiary Admission Rank (ATAR) is calculated by taking into account, after scaling, the student’s VCE
study score in the English group subject and the student’s best three other study scores, and 10% of the student’s
next two best study scores. The VCE timetable makes it possible for a Year 11 student to take one Unit 3/4 study in
Year 11, continue on with five Unit 3/4 studies in the following year and thus be able to acquire a tertiary selection
score from a total of six studies, the maximum possible.
Those Year 11 students who have the ability to take a course which contains a Unit 3/4 study must move to a full
load of five further Unit 3/4 studies in the following year. Students at Melbourne Grammar School are required to
take five subjects (10 units) at Unit 3/4 level in Year 12 regardless of the number of Units 3/4 subjects taken in Year
11. Likewise, Melbourne Grammar School will require all boys who do an Extension Study at university to study five
core subjects in Year 12. Please note students will not be permitted to retake a Unit 3/4 study in Year 12 which
was studied in Year 11.
All students should follow the process outlines on the following page to discuss their subject choices. These choices
may include a study of a subject at Units 3 and 4.
In approving a Year 10 student to select a Unit 3/4 subject in 2016, a Head of House and Head of Faculty will be
looking at a student’s overall performance in Year 10. The usual expectation is that they will have at least a B+
average across ALL subjects.
5
Prospective Year 11 Students
When students in Year 10 select a course of study for Year 11 in 2016 they should:







select studies in which they are interested and in which they have done well in the past
be aware of the requirements for the award of the VCE
be aware of the implications of any requirements of tertiary courses or careers in which the student is
interested. (See Section 4)
be aware that the VCE timetable allows students to study a Unit 1/2, or a Unit 3/4 sequence at both Year 11
and Year 12 levels
be aware of teachers’ recommendations
be aware that they may choose to select either 6 or 7 studies in 2016
be aware that the course is a two-year course and hence plan ahead for 2017 (Note: students will not be
permitted to retake a Unit 3/4 in Year 12 that was taken in Year 11 and all Year 12 students must complete
five Unit 3/ 4 subjects).
All students who select six VCE studies in Year 11 may be required to undertake a short course in Personal
Development that will take place at times that are scheduled as study periods.
The process for a current Year 10 student selecting a course of study for 2016 will be as follows:
From Week 7, Term 2, 2015: Individual careers interviews at which the handbook “VCE Studies – A Summary Guide”
is distributed.
Week 1 of Term 3, 2015: VCE Curriculum Handbook 2016 will be available on the Melbourne Grammar School
website – www.mgs.vic.edu.au  Senior School  Senior School Curriculum Click here to see the Senior School
curriculum handbook.
Monday July 20: VCE Information Evening at school for Year 10 students and parents.
Students to consult with Heads of Department, Heads of Faculty, Head of House and other students about their
possible course of studies.
Monday August 10: The online VCE Subject Selection Form will be open to parents and students. Prior to Friday
September 4, students are to print their completed form and collect the appropriate signatures.
Monday August 24: Year 10 Parent/Teacher/Student Interview Evening.
Students to finalise their choices with their Head of House.
Friday September 4 (9.00am): The online VCE Subject Selection Form will close to parents and students. Students
return initial choice of subjects to Heads of House/tutors to act as a guide for the production of the 2016 timetable.
Please note that not all combinations of subjects will necessarily be available and that in some cases where the
demand for a subject is small it will not be offered for final selection.
Some students may need to alter their choice of subjects after discussions with their Head of House or the Director
of Career Development. There will be a confirmation of the subject selection process in Term 4 which will include
consideration of recommendations made by teachers to assist students and parents in making subject choices.
Changes can be made to choice of subjects during Term 4 or even at the start of 2016. This can be done provided
that the changes work within the timetable structure and that there is still availability in the subjects.
6
Prospective Year 12 students
Most students moving from Year 11 to Year 12 will have made decisions about their 2016 course at the start of
2015, but this will not be true for all. In addition, some students will want to change their minds after completing a
year of VCE studies.
Year 11 students will be aware of the flexibility of choice that the VCE offers and will also be aware that most, if not
all, combinations of studies can be accommodated by the School. However it would be wise to ensure that any
change that is contemplated is thoroughly discussed with both the Head of House and the Director of Careers
Development and the relevant subject teachers.
The process for a current Year 11 student selecting a course of study for 2016 will be as follows:
1.
Week 1 of Term 3, 2015: VCE Curriculum Handbook 2016 available online to parents and students as a pdf
file on the Melbourne Grammar School website – www.mgs.vic.edu.au  Senior School  Senior School
Curriculum  Click here to see the Senior School curriculum handbook
2.
School On-line Services to Parents link on the Melbourne Grammar School web page. A link to the VCE
Subject Selection Form can also be found at this online location.
3.
Monday August 10: The online VCE Subject Selection Form will be open to parents and students. Prior to
September 4, students are to print their completed form and collect the appropriate signatures.
4.
Friday September 4 (9.00am): The online VCE Subject Selection Form will close to parents and students.
Students return initial choice of subjects to Heads of House/tutors to act as a guide for the production of the
2016 timetable. Please note that not all combinations of subjects will necessarily be available and that in
some cases where the demand for a subject is small it will not be offered for final selection.
5.
Some students may wish to alter their choice of subjects during Term 4 or even at the start of 2016. This can
be done provided that the changes work within the timetable structure and that there is still availability in
the subjects.
7
3 VCE Assessment and Reporting
Satisfactory Completion
To obtain the VCE, students must satisfactorily complete the required units. Satisfactory completion will be based
on the student’s demonstrated achievement of learning outcomes. These outcomes are specified in the VCAA’s
Study Design for each study and are summarised in the subject descriptions in this Handbook. The outcomes
describe the knowledge and skills which the student should have achieved on completion of each unit. Each unit of
each study has between two and four outcomes. Each outcome must be satisfactorily completed for successful
completion of the unit.
The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s
overall performance on class attendance, participation as well as assessment tasks designed for the unit. This is
distinct from the assessment of levels of performance. The results in terms of an S (Satisfactory) or N (Not
Satisfactory) will be passed on to the Victorian Curriculum and Assessment Authority.
For Units 1 and 2, the S or N result is the only information required by the VCAA for satisfactory completion.
Additional information about levels of achievement based on graded school-based assessment tasks will be provided
for students and parents in the School Reports but will not be passed on the VCAA.
For Units 3 and 4, the S or N result is also passed on to the VCAA as the basis for satisfactory completion of the VCE.
In addition there are graded assessments in the form of school-based assessments and externally assessed
examinations. In order to receive a study score for a subject, a student must achieve an S (Satisfactory) for the
outcomes of both Unit 3 and Unit 4. This study score can then count towards the student’s Australian Tertiary
Admission Rank (ATAR).
VCE Attendance
Students are expected to attend all classes for which they are timetabled.
An unexplained absence constitutes a serious breach of the attendance policy. A VCE student may be awarded a Not
Satisfactory completion for a VCE Unit as a result of a substantial breach of the attendance policy. In this case an N
result for the unit is passed onto the VCAA and will appear on the student’s statement of VCE results.
At Melbourne Grammar School an unexplained absence is where no documentation that explains the absence is
provided, or documentation that is provided is not approved by the school. At Melbourne Grammar School a
substantial breach is defined as more than 10% unexplained absences from timetabled classes for the unit.
School Assessment
Units 1 and 2 Assessment
For Units 1 and 2 the only assessment information that the school will pass on to the VCAA will be the final result of
S (Satisfactory) or N (Not Satisfactory). The final decision to award an S or N is made at the end of the semester in
which the unit was taken. The outcomes form the basis of S/N results.
Melbourne Grammar School grades work, tests and examinations for internal purposes only to inform parents and
students about the student’s academic progress. Most of the work will be graded to indicate the level of
achievement. The grades will be based on a ten point scale A+, A, B+ etc to the lowest grade of E. The symbol NA is
used for work that has not been assessed. The Award of Academic Colours to students at the end of Year 11 is based
on their performance in their Unit 1 and 2 Exams.
The grading of students’ work, tests and examinations will also provide information relevant to any students
considering a subsequent course change and for Unit 3/4 selection for Year 12.
Units 3 and 4 Assessment
For Units 3 and 4 the School will pass on to the VCAA the final result of Satisfactory (S) or Not Satisfactory (N) based
on the satisfactory or not satisfactory completion of the outcomes associated with each unit. If one of the units is
deemed to be Not Satisfactory (N) then the Unit 3/4 sequence as a whole is automatically awarded an N status, and
no study score is obtained for that subject. The final decision to award an S or an N is made at the end of the
semester in which the unit is taken.
For Units 3 and 4 there are additional types of assessment reported to the Victorian Curriculum and Assessment
Authority for which students are awarded grades as well as an S or an N. These graded assessments are either
school assessments or examinations.
8
The School uses two forms of school-based assessment to make judgements about the achievement of outcomes in
the VCE studies. One of these is School-Assessed Coursework (commonly known as SACs). The second form of
assessment is called a School-Assessed Task (SAT). Of the VCE studies offered at Melbourne Grammar School in
2016 only five include Unit 3 and 4 School-Assessed Tasks (SATs): Art, Product Design and Technology, Media,
Studio Arts and Visual Communication and Design.
School-Assessed Coursework
Coursework assessment is part of the regular teaching and learning program and must be completed within a limited
timeframe and mainly in class time. In most studies the teachers select from a range of tasks designated for the
assessment of unit outcomes. In most cases all students do the same task. Where options are available, the
assessment tasks are of comparable scope and demand.
The amount of time allowed for each assessment task (SAC) is given to students in advance of the task, and specific
details of the task are communicated prior to the starting date for the task.
As most SACs are completed in class time, authentication problems will be minimised. Where work is completed out
of class, teachers must be able to authenticate the work.
The School is responsible for the initial assessment of coursework. The teacher will rate the student’s performance
in accordance with the VCAA’s specifications. The School will provide to the VCAA, marks representing the teacher’s
assessment of each student’s level of achievement on each of the set tasks. These marks will be used by the VCAA
to determine a graded level of achievement with an accompanying study score for the subject.
Teachers may give students their grades on individual coursework tasks, with the advice that students’ total
coursework scores may change following statistical moderation. It is the total scores for coursework which will be
moderated by the VCAA, not scores for individual tasks/outcomes. Further information regarding moderation of
school assessments is provided below.
School-Assessed Tasks
School-assessed tasks (SATs) will be used in the studies of Art, Product Design and Technology, Media, Studio Arts
and Visual Communication and Design. The specifications for each task will be set by the VCAA and will be the same
for every school. Assessment of students’ levels of achievement will be on the basis of teacher ratings on criteria
specified by the VCAA. The initial assessments made by the School will be passed on to the VCAA and after various
procedures have been completed will be returned to the student as graded levels of achievement with an
accompanying study score for the subject.
Student absence from assessment tasks
Students are required to meet the deadlines set by the school for assessment tasks. Where a student is unable to
meet a deadline because of illness or other special circumstances, the School may apply the VCAA Special Provisions
which most commonly will provide for a rescheduling of a task. The conditions under which a task can be
rescheduled are negotiated between the student, the teacher, the Head of Department and ultimately must be
approved by the VCE Coordinator. Failing to meet a school deadline may mean failing a unit. Sometimes a task
cannot be rescheduled and a derived score will be calculated for the task.
Illness/injury or Personal Trauma
The VCAA requires the following documentation to substantiate illness/injury or personal trauma for Assessments
Tasks:
Applications on the grounds of illness or injury must be substantiated with evidence from a registered, independent,
health professional (who must be a medical doctor, a psychologist or a physiotherapist).
In all circumstances, the person providing the evidence must have specific knowledge of the illness, injury, personal
trauma or serious intervening event; must not be related to or have a close personal relationship with the student,
and must have been professionally associated with the student’s situation.
Further information about the VCAA’s special provisions for students who have legitimate grounds through illness or
other special circumstances for not submitting work required for assessments will be published in the Melbourne
Grammar School VCE Curriculum Handbook 2016 Supplement which will be available early in 2016.
9
General Achievement Test
The General Achievement Test (GAT) is an essential part of the assessment process for the VCE. All students taking a
Unit 3/4 study are required to sit for the GAT in June. It is a 3-hour test measuring general achievement across three
broad areas: Written Communication; Mathematics, Science and Technology; and Humanities, the Arts and Social
Sciences. It does not test knowledge of a particular topic or subject but rather the general skills that students
develop during their work for the VCE.
Although GAT results do not count directly towards VCE results, they do play an important role in checking that
School-assessed Tasks, Coursework and examinations have been accurately assessed and that all schools are
marking to the same standard.
The VCAA will use GAT scores in the process of:





reviewing school assessments in School-assessed Tasks
requesting authentication checks by schools for particular students’ School-assessed Tasks
checking the accuracy of student scores in examinations
enhancing the statistical moderation of School-Assessed Coursework
calculating Derived Examination Scores where this special provision has been approved.
VCE Rules and Authentication
The Victorian Curriculum and Assessment Authority publishes rules which students must observe when preparing
work for assessment. All VCE students must sign a declaration that they will obey the rules and instructions for the
VCE and accept its disciplinary provisions.
The VCAA also lays down a policy regarding the students' responsibilities with the use of computers to produce work
for assessment.
The authentication of student work will continue to follow the VCAA's policy and procedures as published in the VCE
Administrative Handbook.
Further details about the VCE rules, students' responsibilities with regard to computer usage and the authentication
of students' work will be provided in the Melbourne Grammar School VCE Curriculum Handbook 2016 Supplement
which will be distributed to all VCE students early in 2016.
In addition there are rules regarding the conduct of examinations. These are published in the official VCAA’s
examination timetable booklet issued in Term 2 2016.
Moderation of School Assessments
School assessment of student work will continue to be monitored by the VCAA to ensure that all schools throughout
the State are marked to the same standard.
Melbourne Grammar School's coursework scores (marks) in each study are statistically moderated (adjusted) to
match the level and spread of the combined examination and GAT scores for the Melbourne Grammar School
students doing that study.
For School-Assessed Tasks (SATs) (Art, Product Design and Technology, Media, Studio Arts, Visual Communication
and Design only) the GAT is used to check each school's assessments. Where a school's assessments for a study
disagree with the school's GAT results by a large margin, the VCAA will review the school's assessments in that study.
10
Safety checks for examinations
The Victorian Curriculum and Assessment Authority uses three safety checks for Unit 3/4 examinations:
1.
The school provides the VCAA with an 'indicative grade' for every student sitting a particular examination.
This is the grade the school expects the student to achieve, based on work throughout the year. The
indicative grade is checked against the actual examination grade awarded. If there is a big difference,
usually of a grade level difference of two or more, then the exam script is sent to a Chief Assessor's Panel
which will check it and decide the final grade to be awarded.
2.
The second check is done against a student's GAT results. If there is a big difference between an
examination grade and the grade predicted for that student by the GAT result, then the exam script will be
sent to the Chief Assessor's Panel which will decide the final grade to be awarded.
3.
There is a third check which uses the student's results from School-Assessed Coursework tasks completed
earlier in the year. If there is a big difference between the examination grade and the student's grades for
other tasks in the same study then the exam script will be sent to a Chief Assessor's Panel which will
determine the final grade to be awarded.
Study Scores
For each student the Victorian Curriculum and Assessment Authority calculates a Study Score for each Unit 3/4 VCE
study which has been satisfactorily completed and for which the student has received grades for the various schoolassessed work components and the examinations. The Study Score is a score on a scale of 0 to 50 showing the
student's achievement relative to that of all other students doing a particular study. The Study Scores are
normalised to a mean of 30 and a standard deviation of 7. Scores of 23 – 37 indicate that the student is in the
middle range. A score above 37 is evidence that the student is in the top 15% of students taking this study. For
studies with large enrolments (1000 or more) the following table shows the approximate proportion of students
who will achieve a Study Score higher than the stated values. For studies with fewer enrolments, the proportion
may vary slightly.
Study Score
(Relative Position)
45
40
35
30
25
20
Percentage of students above
this position (approximate)
2
8
24
50
76
92
Study Scores are the starting points for the calculation of the Australian Tertiary Admission Rank (ATAR). Note that it
is the VCAA which calculates the Study Score and the Victorian Tertiary Admissions Centre which calculates the ATAR.
VCE Coordinator: Mr Andy Near
11
4 VCE Study Choice and Tertiary Selection
While the formal requirements for tertiary course selection should not be the only (or even the most important)
element of a student’s choice of studies in Years 11 and 12, students will want to consider carefully the implications
of their study choices for possible tertiary courses.
Choice of VCE Studies for 2016
In choosing studies for 2016, current Year 10 and Year 11 students should consider the following.
Personal Interest/Ability
The most important factors for any student planning VCE studies are personal interest and ability. You should think
about the subjects you have enjoyed (or believe that you would enjoy) and those in which you perform well. It is
likely that these will be the VCE studies that will bring not only personal satisfaction and involvement but your best
results. You should discuss subjects with current VCE students, perhaps in your House, and consider reviewing the
text book and other references used, look at notes and folios developed and past exams on the VCAA website.
Teacher Advice
Your subject teachers have a good idea of your ability and commitment in their subject and you should discuss your
plans with them. Any recommendations they make should be carefully considered. You should also make sure that
you consult your parents/guardian, Head of House and the advisers in the Careers Centre. You need to be aware of
all the implications of study choices. For current Year 10 students, your teachers will be asked to comment on your
likelihood of success in related studies at VCE level. These comments will be considered when your VCE subject
selections are discussed with the Careers Centre staff.
Prerequisite Studies
These are studies which must be satisfactorily completed before students can be considered for a particular tertiary
course. Usually these studies must be completed at Units 3/4 level, but sometimes they are required at Units 1/2
level. Prerequisites can be listed as specific studies or as a range of studies from which students can choose. Some
courses require a particular level of performance to be achieved before that study can be counted as a prerequisite.
Students need to think of their VCE studies in terms of “adequate preparation” and “presumed knowledge”, for
these are the important factors in the establishment of course prerequisites. This is evident in science based
courses where some combination of studies in Chemistry, Physics, Biology and Mathematics is usually a
prerequisite. Certain mathematics units are required by many courses in the business
/commerce/economics/information technology areas. Mathematics in particular is an area where all three of the
factors involved in study choice have to be carefully weighed. The booklet “Year 10 Guide to VCE Subject Selection
for University entrance in 2018” distributed to all Year 10 students early in Term 3 provides more details.
Pre-requisite studies for all Victorian university courses are set out in VTAC’s Victorian Tertiary Entrance
Requirements (VicTER) 2018.
It may be necessary to consider adding a study to your program in order to allow access to certain desired
courses. Alternatively, you may need to revise your tertiary options in the light of what you know about your ability
and/or interest in certain subjects which may be prerequisites.
During the subject selection period all Year 10 students will have an interview in the Careers Department to discuss
the implications of study choice. Year 11 students are advised to speak with the Careers staff to ensure that their
study choices take all the above factors into account.
Tertiary Entrance
VTAC (Victorian Tertiary Admissions Centre) is the organisation which administers a joint selection system for
undergraduate courses on behalf of the Victorian universities, TAFE colleges and some private colleges. VTAC does
not select tertiary students – this is done by the tertiary courses themselves. VTAC produces and distributes
application materials including the annual Tertiary Entrance Requirements (VicTER) booklet which prescribes
tertiary selection requirements two years in advance of the current year. This booklet summarises all institutional
entrance requirements, course prerequisites and other matters such as scoring procedures and the two stage
selection model which is used for tertiary selection. The Careers Centre has reference copies of this booklet for both
2017 and 2018 entry. A copy of the VicTER 2018, listing all tertiary entrance requirements for 2018 will be
distributed to all 2015 Year 10 students early in Term 3. These documents can also be found on the VTAC website
http://www.vtac.edu.au/careers/publications
Some key terms used in the tertiary selection process are explained below.
12
Minimum Entrance Requirements
To be eligible for entry into a tertiary institution in 2017 or 2018, students will need to have:



satisfactorily completed the VCE
satisfactorily completed the English requirement
satisfactorily completed three other Unit 3/4 sequences
This minimum requirement for completing a VCE will not be sufficient for tertiary selection. Selection will be based
on the work done in Year 12 in the school-assessed coursework and the examinations and any other selection
procedures the tertiary institutions decide to use.
The English Requirement
English studies required for satisfactory completion of the VCE are outlined in Section 1 of this Handbook.
The Unit 3/4 English group subjects which are offered at Melbourne Grammar School in 2016 are:



English
English as an Additional Language (EAL)
Literature
VTAC has advised that tertiary entrance requirements and ATAR calculations will be as follows:



For the calculation of student’s ATAR in 2016 and 2017, satisfactory completion of both Units 3 and 4 of an
approved sequence in a study in the English group is required. This sequence must be completed in the one
year.
Any of the approved Unit 3 and 4 sequence within the English Group will be counted in the ATAR but no
more than two will be permitted in the primary four.
The current policy of not allowing more than one of English and English (EAL) will continue.
Minimum Study Score
In some cases, before a study can be counted as a prerequisite, a minimum study score must be achieved. Where
this is the case, it will be stated in the course entry in “VICTER 2017” and “VICTER 2018”.
Calculation of Australian Tertiary Admission Rank
An Australian Tertiary Admissions Rank (ATAR) will be calculated in the following manner.
1. As mentioned earlier in this Handbook, a “study score” (out of 50) will be calculated by the Victorian
Curriculum and Assessment Authority and awarded for each Unit 3/4 study that a student attempts.
2. These scores will be scaled by VTAC and the scores for English the compulsory study and any three
other studies will be added to create the “Primary Four”. Ten percent of the scaled scores for up to
two other studies can then be added to the best four. The final figure is called the aggregate.
3. The aggregate score is then ranked from the highest to the lowest in the state with each student
receiving an ATAR. The highest possible ATAR will be 99.95 – indicating that the student achieved a
tertiary score which placed him/her in the top 0.05% of students in the State.
Increment
For a fifth and sixth study at Units 3/4 level, 10% of the score for each study will be added to the score for the best
four. Any study may be counted for this purpose. Some Vocational Education and Training (VET) studies do not
receive scored outcomes. In these cases, the student may receive an average of his performance on his primary four
as a 10% contribution to his ATAR score (see page 9 of VICTER 2018).
Scaling
Study scores will be scaled (adjusted) by VTAC for tertiary selection purposes only. This will be done so that all
studies are accorded the agreed weight in the calculation of a tertiary entrance score and will be included in the
calculation of the Equivalent Australian Tertiary Admissions Rank (ATAR). The ATAR will be reported to the students
by VTAC at the same time as the VCE results are sent by the VCAA.
13
Two Stage Selection Model
The formulation of ATARs, in conjunction with other factors such as course quotas, enables courses to sort
applicants into three groups.
i.
ii.
iii.
those to receive an offer (Clearly In)
those not to receive an offer
those just below the ‘Clearly In’ rank for whom additional information will need to be considered
before offers are determined.
The information above refers to courses which select primarily on ATAR score. Some courses rely on non-score
factors (folios, interviews, auditions etc.) as their major criteria for selection. Increasingly some courses that do not
state prerequisites, will off bonus ‘aggregate points’ for subjects studied that are relevant to the field of study.
Tertiary Entrance 2017
All 2015 Year 11 students should already have discussed the tertiary implications of their current studies with their
Heads of House and the Careers Guidance Department. Whilst the requirements published for entry in 2017
generally remain unchanged, some students may have developed different ideas on their VCE program or tertiary
courses since last year and it would be advisable to consult again with the Careers Centre before confirming choice
of studies for Units 3/4.
Tertiary Entrance 2018
Information about institutional entrance requirements and individual course prerequisites is set out in the VTAC
booklet Tertiary Entrance Requirements 2018. Each student’s preliminary subject selection will be checked by the
Head of House and the Careers Centre in relation to the suitability of planned studies to proposed (or possible)
tertiary courses. This checking process will take place in Term 4. However students and parents are welcome to
discuss course choices prior to initial selection.
Finally
Throughout the whole process of selecting studies in the final two years of secondary schooling, students should
make as much use as possible of the very extensive resources of the Careers Centre. Tertiary study is only one
option open to students when they leave school. Other opportunities include part-time or full-time employment,
deferment, and overseas exchange programs. The Careers Centre staff can give students a great deal of advice and
information. Heads of House, House Tutors, the Curriculum Office staff and others in this School can all offer
valuable advice if students seek it. Students are encouraged to attend tertiary Open Days from Year 10 onwards. A
full list of these is on the School portal, Careers section.
Director of Career Development: Mrs K Larn
14
5 Computing Guidelines
All students must be able to access the Melbourne Grammar School Network.
Students in Year 11 & 12 will use their notebooks or other devices to:




Access on-line resources provided by the Melbourne Grammar School Portal and Melbourne Grammar
School Library
Use the Melbourne Grammar School Internet service for research and email communication
Access the Melbourne Grammar School Portal resources, receive electronic assignments and submit work
to subject teachers. The Portal is also the remote access web based resource for students away from the
Melbourne Grammar School network.
Access network printing and photocopying.
It is a compulsory requirement that Year 11 & 12 students have the ability either via a working notebook or other
device which will enable them to access the Melbourne Grammar School Network. They must also have a network
account and valid password.
Each student in Year 11 & 12 has a network account, a personal storage folder, an internet and email account and a
Melbourne Grammar School Portal account. Boarders have access to the network from their bedrooms which is
controlled by Boarding House Staff and the policy of the respective houses.
All students must operate within the Acceptable Use Agreement and passwords must remain
confidential. Passwords may be changed on-line by students at any time.
On normal school days the Information Technology Department is staffed between 8:00am and 5:00pm. Support
and assistance is available to students:





Before school classes commence in the morning
Morning recess
Lunchtime
Afternoon recess
When school finishes up until 5.00pm
Assistance during class times will require the student to have a permission slip from their teacher.
Caution about protecting subject work
Students are provided with a personal data folder on the network on the student server. Personal data folders on
the student server are backed up nightly. It is strongly recommended that students regularly backup their notebook
files/documents to the student server. Students who work on a computer at home should also make backup copies
of their work.
Appropriate use of Melbourne Grammar School network services is a serious responsibility. Students must refer to
the student Diary, in particular the Information and Communication Technology (ICT) policy and the MGS Notebook
Computer User Guidelines.
Mobile Computing Program - General Information and Guidelines
All students are encouraged to use their current notebook computer as specified below or smartphone, tablet
device (eg iPad Android etc) in order to access the MGS network and communicate electronically with their
teachers. Please refer to each subject outline for other specific Information and Communication Technology
requirements.
The School’s Information Technology Department supports recommended notebooks that are under warranty and
that were purchased as part of the Melbourne Grammar School Notebook program from the approved vendors.
Notebook computers/devices able to be supported in 2016 include:
2016 - Melbourne Grammar School - recommended notebooks purchased through the School program - yet to be
determined
2015 - Melbourne Grammar School - recommended notebooks purchased through the School program - Apple iPad
Air, Apple MacBook Pro, Lenovo Yoga ThinkPad, Toshiba Satellite L40
2014 - Melbourne Grammar School - recommended notebooks purchased through the School program - Apple iPad
Air, Apple MacBook Pro, Acer B113, Lenovo Yoga Ultrabook
Director of Information Technology: Mr P Curtis
15
6 VCE Curriculum 2016 – Subjects offered at Melbourne Grammar School
SUBJECT
UNIT 1
UNIT 2
UNITS 3/4
The English Group
English (or English as an Additional Language)
Literature
Accounting
Art
Australian & Global Politics
Biology
Business Management
Chemistry
Chinese (or Chinese as a Second Language or Chinese as a
Second Language Advanced)
Classical Studies
Drama
Economics
Environmental Science
Extended Investigation
French
Geography
Global Politics
History - 20th Century
History - Australian
History - Revolutions
Information Technology - Informatics
Japanese (or Japanese as a Second Language)
Latin
Legal Studies
Mathematics - Further Mathematics
Mathematics - General Mathematics
Mathematics - Mathematical Methods (CAS)
Mathematics - Specialist Mathematics
Media
Music Performance
Music Investigation
Philosophy
Physical Education
Physics
Product Design & Technology
Psychology
Religion and Society
Studio Arts
Visual Communication and Design
*
*
N/A
*
N/A
*
*
*
*
*
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
*
*
N/A
N/A
N/A
N/A
N/A
*
*
*
*
*
N/A
*
*
Group/Solo*
*
*
*
N/A
N/A
Units which may be taken singly or in sequence
Units where a sequence of study is recommended
Units which must be done in sequence
* Units 3/4 which, after careful consideration and consultation, may be undertaken by Year 11 students*
16
*
*
*
*
*
7 Study Descriptions
Accounting Units 1, 2, 3 and 4 ......................................................................................18
Art Units 1, 2, 3 and 4 ...................................................................................................21
Australian & Global Politics Units 1, 2, 3 and 4 .............................................................24
Biology Units 1, 2, 3 and 4 ............................................................................................26
Business Management Units 1 and 2 ............................................................................29
Chemistry Units 1, 2, 3 and 4 ........................................................................................31
Chinese, Chinese as a Second Language and Chinese as an Second Language (Advanced)
Units 1, 2, 3 and 4 ........................................................................................................34
Classical Studies Units 1, 2, 3 and 4 ..............................................................................37
Drama 1, 2, 3 and 4 ......................................................................................................39
Economics Units 1, 2, 3 and 4 .......................................................................................42
English/English as an Additional Language Units 1, 2, 3 and 4 .......................................44
Environmental Science Units 1, 2, 3 and 4 ....................................................................47
Extended Investigation Units 3 and 4 ...........................................................................49
French Units 1, 2, 3 and 4 .............................................................................................50
Geography Units 1, 2, 3 and 4.......................................................................................52
History .........................................................................................................................55
History – Twentieth Century Units 1 and 2 ...................................................................56
History - Australian Units 3 and 4 .................................................................................58
History – Revolutions Units 3 and 4 ..............................................................................60
Information Technology – Informatics Units 3 and 4 ....................................................62
Japanese/Japanese as a Second Language Units 1, 2, 3 and 4 .......................................65
Latin Units 1, 2, 3 and 4 ................................................................................................68
Legal Studies Units 1, 2, 3 and 4 ...................................................................................70
Literature Units 1, 2, 3 and 4 ........................................................................................74
Mathematics Units 1, 2, 3 and 4 ...................................................................................77
Specialist Mathematics Units 1 and 2 ...........................................................................78
General Mathematics Units 1 and 2 .............................................................................79
Mathematical Methods (CAS) Units 1, 2, 3 and 4 ..........................................................80
Further Mathematics Units 3 and 4 ..............................................................................82
Specialist Mathematics Units 3 and 4 ...........................................................................84
Media Units 1, 2, 3 and 4 ..............................................................................................86
Music Performance Units 1 and 2 .................................................................................90
Music Performance Units 3 and 4 .................................................................................92
Music Investigation Units 3 and 4 .................................................................................94
Philosophy Units 1, 2, 3 & 4 ..........................................................................................96
Physical Education Units 1, 2, 3 and 4 ...........................................................................99
Physics Units 1, 2, 3 and 4 .......................................................................................... 103
Product Design and Technology Units 1, 2, 3 and 4 ..................................................... 106
Psychology Units 1, 2, 3 and 4 .................................................................................... 109
Religion and Society Units 3 and 4 .............................................................................. 113
Studio Arts Units 3 and 4 ............................................................................................ 115
Visual Communication and Design Units 1, 2, 3 and 4 ................................................. 118
17
Accounting Units 1, 2, 3 and 4
Rationale
Accounting is the process of recording, reporting, analyzing and interpreting financial data and information
which is then communicated to internal and external users of the information. It plays an integral role in
the successful operation and management of a small business. Many students will go on to further studies
in business and finance however, those that pursue other fields will also find this study very useful. All
professions and trades people are business people and use financial data on a daily basis.
Structure
The study is made up of four units:
Unit 1: Establishing and Operating a Service Business
This Unit focuses on the establishment of a small business and the accounting and financial management of
the business. Students are introduced to the processes of gathering, recording, reporting and analyzing
financial data and information used by internal and external users. Recording and reporting is restricted to
the cash basis.
Unit 2: Accounting for a Trading Business
This Unit focuses on accounting for a sole proprietor of a single activity trading business. Students use a
single entry recording system for cash and credit transactions and the accrual method for determining
profit. They analyse and evaluate the performance of the business using financial and non-financial
information. Using these evaluations students suggest strategies to the owner on how to improve the
performance of the business. Both manual and ICT methods of recording and reporting are used.
Unit 3: Recording and Reporting for a Trading Business
This Unit focuses on financial accounting for a single activity trading business as operated by a sole trader
and emphasises the role of accounting as an information system. Students use the double entry system of
recording financial data and prepare reports using the accrual basis of accounting. The perpetual method
of stock recording with the First In, First Out (FIFO) method is also used.
Unit 4: Control and Analysis of Business Performance
This Unit provides an extension of the recording and reporting processes from Unit 3 and the use of
financial and non-financial information in assisting management in the decision making process. Students
investigate the role and importance of budgeting for the business and undertake the practical completion
of budgets for cash, profit and financial position. Students interpret accounting information from
accounting reports and graphical representation, and analyse the results to suggest strategies to the owner
on how to improve the performance of the business.
Entry
There are no pre-requisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. It is
possible to enter the study at Units 2 and 3 levels, however the Head of Social Sciences must be consulted
before this can be arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to
undertake additional reading, preparation exercises and testing as prescribed by the Head of Accounting.
In view of the sequenced nature of the study, it is advisable that students undertake Units 1 to 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. describe the resources required, and explain and discuss the knowledge and skills necessary to
set up a small business.
2. identify and record the financial data, and report and explain accounting information, for a sole
Proprietor of a service business.
18
Accounting Units 1, 2, 3 and 4 continued
Unit 2
1. record financial data and report accounting information for a sole trader
2. record financial data and report accounting information for a single activity sole trader using a
commercial accounting software package and discuss the use of ICT in the accounting process.
3. select and use financial and non-financial information to evaluate the performance of a business
and discuss strategies that may improve business performance.
Unit 3
1. record financial data for a single activity sole trader using a double entry system, and discuss the
function of various aspects of this accounting system.
2. record balance day adjustments and prepare and interpret accounting reports.
Unit 4
1. record financial data using double entry accounting and report accounting information using the
accrual based system for a single activity sole trader, and discuss the function of various aspects of this
accounting system.
2. prepare budgets and variance reports, evaluate the performance of a business using financial and nonfinancial information and discuss strategies to improve the profitability and liquidity of the business.
Levels of Achievement
The Achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The school will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s level of achievement in
the VCE.
Levels of achievement in this study are based on a range of the following assessment tasks:
Unit 1 and 2
 Folio of exercises
 Tests
 Assignments
 Case studies
 Classroom presentation
 Reports (written and oral)
Students must use ICT in at least two of the selected assessment tasks.
Units 3 and 4
Unit 3 School-Assessed Coursework: 25%
The student’s performance on each outcome will be assessed using one or more of the following tasks:
 Structured questions
 A folio of exercises (manual and ICT)
 A case study (manual and/or ICT)
 A test (manual and/or ICT)
 A report (written, oral or multi media)
Unit 4 School-Assessed Coursework: 25%
19
Accounting Units 1, 2, 3 and 4 continued
Student’s performance on each outcome will be assessed using one or more of the following tasks:
 Structured questions
 A folio of exercises (manual and ICT)
 A case study (manual and/or ICT)
 A test (manual and/or ICT)
 A report (written, oral or multi media)
Unit 4 end-of-year examination: 50%
Information and Communication Technologies
Extensive use will be made of information technology methods throughout the course. Students will be expected to
be familiar with all aspects of Microsoft Office and specialised accounting software such as MYOB and Quicken.
Students must have a suitable computer able to run the accounting software.
Head of Social Science Faculty: Ms L Forbes
20
Art Units 1, 2, 3 and 4
Rationale
Art provides the opportunity for students to express themselves through a variety of visual means. It also
explores the way in which artists currently, as well as in other times and cultures, have expressed and
developed meaning through the production of artworks. This study encourages students to explore ideas
and to demonstrate effective working methods and a range of technical skills through investigation and
experimentation. In both the process of making and examining art, students can realise the power to
inspire change through imagination, creativity and innovation. Analytical frameworks are gradually
introduced across the study from Unit 1 through to Unit 4. The Art study challenges students to articulate
their understanding of the meanings and messages contained within artworks and to examine the effects of
artworks upon the viewer.
Structure
The study is made up of four units.
Unit 1 – Art & Meaning
This Unit encourages the imaginative exploration of materials, techniques and working methods,
demonstrating visual solutions to set tasks and studying the ways in which the art of the past and present
relates to the society for which it was created, using the Formal and Personal Framework.
Unit 2 – Art and Personal Meaning
This Unit focuses on the development of art works demonstrating effective working methods and studying
the roles of artists and their innovative and personal involvement in art, using the Formal and Cultural
Framework to interpret, compare and contrast artwork.
Unit 3 – Interpreting Art
Students explore personal ideas and concepts through a practical investigation, analysing and reflecting on
their own process using selected Analytical Frameworks. The study of two artists working before and after
1970 includes formal analysis, interpretation and comparison of artworks using the Analytical Frameworks.
Unit 4 – Discussing and Debating Art
Students progressively communicate ideas, directions and/or personal concepts in a body of artwork to
realise and resolve their finished artworks. The theoretical component of the unit enables students to
discuss and debate an art issue using selected artworks, commentaries and relevant aspects of the
Analytical Frameworks.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
It is possible to enter the study at Units 2 and 3 levels, however the Head of Creative and Performing Arts
must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or 2 may be
required to undertake additional reading, preparation exercises and testing as prescribed by the Head of
Art.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. analyse and interpret a variety of artworks using the Formal and Personal Framework.
2. present visual creative responses that demonstrate personal interests through trialling techniques,
materials and processes. Students employ the language of the appropriate Analytical Frameworks,
when reflecting upon and analysing their own artwork.
21
Art Units 1, 2, 3 and 4 continued
Unit 2
1. interpret, compare and contrast artworks from different cultures using the Formal and Cultural
Framework.
2. demonstrate technical and artistic development in the presentation of visual responses that include
one finished artwork through the exploration of selected media, materials and techniques
Unit 3
1. interpret different aspects of an artwork’s meanings and messages and compare artworks through the
application of interpretive frameworks
2. explore personal ideas and concepts through a conceptual and practical investigation that includes at
least one finished artwork. Selected Analytical Frameworks are used to reflect upon and annotate
their work.
Unit 4
1. discuss and debate an art issue using selected artworks, commentaries and relevant aspects of the
Analytical Frameworks to inform and support the discussion using one artist not included in Unit 3 and
a minimum of two artworks by that artist.
2. progressively communicate ideas, directions and/or personal concepts in a body of work that includes
at least one finished artwork. Selected Analytical Frameworks underpin the reflection on the art
making.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1

Practical work

Analysis of artworks

Ability to articulate ideas
Unit 2

Practical work

Analysis of artworks

Ability to articulate ideas
Units 3 and 4
Unit 3 School-Assessed Coursework: 10 %

Analysis of artworks

Written research paper(s)
Unit 4 School-Assessed Coursework: 10 %

Discussing and Debating Art

Written research paper(s)
Units 3 and 4 School-Assessed Task (subject to external review): 50 %
SAT
A body of work presenting explorations within selected art forms and/or media which clearly demonstrates
the development of the student’s thinking and work practices. The progressive realisation and resolution of
the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and
technical skills, with at least two finished artworks that resolve the student’s intentions.
22
Art Units 1, 2, 3 and 4 continued
Units 3 and 4 end-of-year examination: 30 %
Information and Communication Technologies
In Art the following Software is provided and used in conjunction with PCs in the classrooms.


Adobe CS5 Illustrator, Photoshop, In Design
Video editing with iMovie, Premier, Final Cut Pro
The Adobe Creative Suite is part of the Melbourne Grammar School image which is available to students
who are a part of the Melbourne Grammar School Notebook program.
Head of Creative and Performing Arts Faculty &
Head of Art Department: Ms C Poljski
23
Australian & Global Politics Units 1, 2, 3 and 4
Rationale
VCE Australian and Global Politics is the study of contemporary power at both national and global levels.
Through this study students explore, explain and evaluate national and global political issues, problems and
events, the forces that shape these and responses to them.
Global Politics is the study of the political, cultural and economic forces that shape interactions between
state and non-state actors in the 21st Century.
Structure
The study is made up of four units:
Unit 1: The National Citizen
This Unit introduces students to the study of politics as the exercise of power by individuals, groups and
nation-states. Students consider key concepts related to power and influence, types of power, political
ideology and values, political involvement and active citizenship. The nature of and philosophical ideas
behind democracy are studied, as well as the operation and nature of contemporary Australian
representative democracy. The ways in which political power is exercised and how that power is challenged
and resisted by others is explored. Students also examine the role and influence of social and political
movements as methods of organising political ideas and action.
Unit 2: The Global Citizen
This Unit focuses on the contemporary international community. Students examine their place within this
community through considering the debate over the existence of the ‘global citizen’. This unit is concerned
with contemporary issues and events and has two strands; globalisation and how the lives of citizens in the
21st Century are interconnected globally and secondly; global conflicts and global co-operation. Students
study conflicts in Cambodia, the war on terror and Afghanistan.
GLOBAL POLITICS 3/4
Unit 3: Global Actors
This Unit examines and investigates the power and the influence of the key actors within global politics in
the 21st Century such as the United Nations, the International Monetary Fund, the International Criminal
Court, global interest groups such as Amnesty International, organised religions, trans-national corporations
such as BP, organised crime syndicates and global terrorist organisations such as al Qaeda as well as the
sovereign nation state. Unit 3 also requires a study of the challenges facing state sovereignty in the 21 st
Century. A contextual examination of the use of power by one Asia Pacific state completes Unit 3.
Unit 4: Global Challenges
This Unit analyses and evaluates the effectiveness of how global actors have responded to global ethical
issues. Examples of possible case studies include the use of torture in combatting terrorism, people
trafficking in Eastern Europe, the work of the UNHCR in the Congo, fair trade or Iran’s nuclear weapons
program. Unit 4 also includes a study called Crises and Responses where students investigate the nature of
our crisis prone world in situations such as civil war in Darfur, EU-IMF bailouts in Greece and Ireland, Tamil
Tigers in Sri Lanka and the ongoing conflict in Afghanistan.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Humanities and Social
Science courses in Years 9 and 10 may consider taking Global Politics 3/4 in Year 11. It is possible to enter
the study at Units 2 and 3 levels, however the Head of Humanities must be consulted before this can be
arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional
reading, preparation exercises and testing as prescribed by the Head of Political Studies Department.
24
Australian & Global Politics Units 1, 2, 3 and 4 continued
Assessment
Satisfactory completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. describe and analyse the nature and purpose of politics and power in a broad sense and in the context
of contemporary Australian democracy.
2. explain why people seek political power, and the major political ideologies that influence political
involvement and political movements.
Unit 2
1. identify ways in which the lives of citizens in the twenty-first century are interconnected globally.
2. describe and analyse the extent to which the international community is cohesive, and whether it can
effectively manage the cooperation, conflict and instability in relation to selected case studies.
Unit 3
1. examine and investigate the power and influence of the key actors within global politics in the 21 st
Century.
complete a case-study analysis of the challenges of the State sovereignty in the 21 st Century.
Unit 4
1. analyse and evaluate the effectiveness of the global response to a global ethical issue.
2. investigate two global crises and an evaluation of the responses to these crises.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on the Victorian Curriculum and Assessment Authority the achievement of an
S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1, 2, 3 and 4

Essays

Tests

Visual/written/verbal reports

Interviews

Presentations

Role-plays

Debates

Case study
Unit 3 School-Assessed Coursework: 25%
Unit 4 School-Assessed Coursework: 25%
Unit 3 and 4 end-of-year Examination: 50%
Head of Humanities Faculty: Dr M Adcock
Head of Political Studies Department: Mrs H Lacey
25
Biology Units 1, 2, 3 and 4
Rationale
Modern Biology is the study of living things, and of the dynamic relationships between living things, their
interdependence, their interactions with the non-living environment, and the processes that maintain life
and ensure its continuity. It draws on increasingly specialised fields of biochemistry, neuroscience,
genetics, evolutionary biology, behavioural science and cell and molecular biology.
Students acquire knowledge and skills of inquiry that help them to examine critically issues that arise in
their own lives and in the public domain, to contribute to debate and to take part in making decisions about
their own health and wellbeing and that of society.
Structure
The study is made up of four units.
Unit 1: How do living things stay alive?
This Unit examines cell activities and specialised structures, the challenges of obtaining nutrients, the
disposal of wastes and reproduction. It explores the diversity of organisms, their adaptations to their
environments, and the nature and functioning of ecosystems.
Unit 2: How is continuity of life maintained?
This Unit looks at cell reproduction and the transmission of biological information from generation to
generation. A comparison of the various strategies organisms employ to achieve this transmission is made.
Molecular and classical genetics are also explored and used to explain the inheritance of characteristics.
Unit 3: Signatures of life
This Unit considers the molecules and biochemical processes that are indicators of life. It investigates the
structure of DNA and the roles in an organism’s tissues of proteins that have been coded for. It includes the
development of proteins for specific purposes such as proteomic medications, pharmaceuticals,
nutraceuticals and vaccines. Communication between cells in regulating activity, the immune responses
and the storage of biological information are also investigated.
Unit 4: Continuity and change
This Unit examines evidence for evolution of life forms over time. The study of genomics provides insight
into gene expression and regulation and relationships between species. Patterns of inheritance and
heritable variations are considered in relation to changes in species over time, speciation and extinction.
The interrelationships between biological, cultural and technological evolution and the application of
techniques that can change the genetic composition of individuals are considered.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Science course in
Years 9 and 10 may consider taking Biology 3/4 in Year 11. It is possible to enter the study at Units 2 and 3
levels, however the Head of Science and Technology must be consulted before this can be arranged.
Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional reading,
preparation exercises based on Unit 1 and Unit 2, in the areas of cell structure and homeostasis, as
prescribed by the Head of Biology. It is recommended that students have undertaken Biology Units 1 and 2
prior to Unit 3.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
26
Biology Units 1, 2, 3 and 4 continued
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. investigate and explain how cellular structures and systems function to sustain life.
2. explain how various adaptations enhance the survival of an individual organism, investigate the
relationships between organisms that form a living community and their habitat and analyse the
impacts of factors that affect population growth.
3. design and undertake an investigation related to the survival of an organism or species, and draw
conclusion based on evidence from collected data.
Unit 2
1. compare the advantages and disadvantages of asexual and sexual reproduction, explain how changes
within the cell cycle may have an impact on cellular or tissue system function and identify the role of
stem cells in cell growth and cell differentiation and in medical therapies.
2. apply an understanding of genetics to describe patterns of inheritance, analyse pedigree charts,
predict outcomes of genetic crosses and identify the implications of the uses of genetic screening and
decision making related to inheritance.
3. investigate and communicate a substantiated response to a question related to an issue in genetics
and/or reproductive science.
Unit 3
1. analyse and evaluate evidence from practical investigations related to biochemical processes.
2. describe and explain the use of the stimulus-response model in coordination and regulation and how
components of the human immune system respond to antigens and provide immunity.
Unit 4
1. analyse evidence for the molecular basis of heredity, and patterns of inheritance.
2. analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe
mechanisms for change including the effect of human intervention on evolutionary processes through
selective breeding and application of biotechnology.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
A selection of the following:
The design and implementation of field-based investigations

Tests

Response to media article

Data analysis

Response to questions and problems

Practical activities

Presentation of PowerPoint reports

Verbal presentations
27
Biology Units 1, 2, 3 and 4 continued
Units 3 and 4
Unit 3 School-Assessed Coursework: 20%
 Reports of practical activities:
An investigation of enzyme action
An investigation of the movement of substances across membranes
An investigation into photosynthesis and/or cellular respiration

A report of an investigation or simulation of a selected organism’s response to a specific chemical or
physical signal

A response to an issue or an aspect related to the immune response
Unit 4 School-Assessed Coursework: 20%






Reports of practical activities:
An investigation into cell reproduction
An investigation related to a genetic cross
An investigation using a DNA tool or manipulation technique
An oral or a written report that demonstrates evolutionary relationships using first or second-hand
data and a response to an issue related to human intervention in evolutionary processes
End-of-year examination: 60%
Head of Science and Technology Faculty: Mr S Jamieson
Head of Biology Department: Mr C Pyle
28
Business Management Units 1 and 2
Rationale
In contemporary Australian society, there is a wide variety of business organisations in terms of size,
ownership, objectives, resources and location. These organisations are managed by people who establish
systems and processes to achieve a range of objectives.
This Study examines the ways in which people at various levels within business organizations manage
resources to achieve the objectives of the organization.
Students develop an understanding of the complexity, challenges and rewards that come from business
management and gain an insight into the various ways resources can be managed in small, medium and
large scale organisations.
Structure
The study is made up of two units.
Unit 1:
Small businesses make up the large majority of businesses in Australia. The small business sector provides a
variety of goods and services for consumers and industries such as manufacturing, construction and retail.
This, combined with employment opportunities, makes the small business sector a vital component in the
success, growth and stability of the Australian economy. Such businesses are tangible to students as they
are visible and accessible.
Unit 2:
This Unit focuses on the importance of effective communication in achieving business objectives. Students
investigate communication, internal and external to the business. They develop knowledge of aspects of
business communication and are introduced to skills related to its effective use in different contexts. The
vital functions of marketing and public relations are considered, with students developing an understanding
of the important role these functions play in a business’ ultimate success.
Entry
There is no specific entry subject required prior to entry into this subject. A student who has completed one
or both of the Commerce electives at Years 9 and/or 10 will find it very useful, but not essential,
background to some of the concepts and terminology.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes for the Unit. Satisfactory completion of Units 1 & 2 is notified to
the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or an N (Not satisfactory) based on
the demonstrated achievement of outcomes specified for the Unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. explain a set of generic business characteristics and apply them to a range of businesses.
2. apply the decision making and planning skills to establish and operate a small business and evaluate
the management of an ethical and a socially responsible small business.
3. discuss one or more of the day to day operations associated with an ethical and a socially responsible
small business and apply the operations to a business situation
Unit 2
1. explain, apply and justify a range of effective communication methods used in business related
situations.
2. analyse effective marketing strategies and processes and apply these strategies and processes to
business related situations.
3. apply public relations strategies to business related situations and analyse their effectiveness.
29
Business Management Units 1 and 2 continued
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition, the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Assessment tasks will include:
 Case study analyses
 Business research ( print and online )
 Development of a business plan

Interview / report on a business
 Business simulation exercise
 Essay
 Test
 Analytical exercises
 Media analysis
 Computer applications and simulations
Information and Communication Technologies
Students may use their notebook computers for taking class notes and for accessing the Internet.
Head of Social Sciences Faculty: Ms L Forbes
30
Chemistry Units 1, 2, 3 and 4
Rationale
Chemistry is a key Science in explaining the workings of our universe through an understanding of the
properties of substances that make up matter. The development of modern society has been intimately
linked with the successful integration of chemical knowledge into new technologies such as biotechnology
and nanotechnology. Chemistry permeates numerous fields of endeavor, including architecture, art,
biochemistry, dietetics, engineering, environmental studies, food, forensic, horticulture, law, medicine,
oceanography, pharmacy, sports science and popular industries such as winemaking.
The chemistry undertaken in this study is representative of the discipline and the major ideas of Chemistry.
All students should become more informed, responsible decision-making citizens, able to use chemical
knowledge and scientific arguments in their everyday lives and to evaluate and debate contemporary issues
such as the future of our environment and its management.
Structure
The study is made up of four units.
Unit 1: How Can the Diversity of Materials Be Explained?
Students explore and explain the relationships between properties, structure and bonding forces within and
between particles that vary in size from the visible, through nanoparticles, to molecules and atoms.
Students examine the modification of metals, assess the factors that affect the formation of ionic crystals
and investigate a range of non-metallic substances. Students are introduced to quantitative concepts in
Chemistry including the mole concept. A research investigation is undertaken.
Unit 2: What Makes Water Such a Unique Chemical?
Students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base
and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental
procedures, and apply these to determine concentrations of different species in water samples, including
chemical contaminants. A practical investigation into an aspect of water quality is undertaken.
Unit 3: Chemical Pathways
Students investigate the scope of techniques available to the Analytical Chemist, gaining an understanding
of the chemistry involved as to how and why these techniques work. Students investigate organic reaction
pathways and the chemistry of particular organic molecules, important in the synthesis of new medicines,
and also the role of organic molecules in the generation of biochemical fuels and forensic analysis.
Unit 4: Chemistry at work
This Unit investigates the industrial production of chemicals and the energy changes associated with
chemical reactions. Students explore how an understanding of factors that affect chemical reactions are
used to obtain optimum conditions in the industrial production of a selected chemical. An investigation of
how energy is produced from available resources and the efficiencies, advantages and disadvantages of
each resource are considered. Students investigate operating principles of galvanic and electrolytic cells
and their uses in small scale appliances and larger scale systems.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. It is possible to enter the study at Units 2 and 3 levels, however the Head of Science and
Technology must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or
2 may be required to undertake additional reading, preparation exercises and testing as prescribed by the
Head of Chemistry. In view of the sequenced nature of the study, it is highly recommended that students
undertake Units 1 to 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
31
Chemistry Units 1, 2, 3 and 4 continued
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. relate the position of elements in the periodic table to their properties, investigate the structures and
properties of metals and ionic compounds, and calculate mole quantities
2. investigate and explain the properties of carbon lattices and molecular substances with reference to
their structures and bonding, use systematic nomenclature to name organic compounds, and explain
how polymers can be designed for a purpose
3. investigate a question related to the development, use and/or modification of a selected material or
chemical and communicate a substantiated response to the question
Unit 2
1. relate the properties of water to its structure and bonding, and explain the importance of the properties
and reactions of water in selected contexts
2. measure amounts of dissolved substances in water and analyse water samples for salts, organic
compounds and acids and bases
3. design and undertake a quantitative laboratory investigation related to water quality, and draw
conclusions based on evidence from collected data
Unit 3
1. evaluate the suitability of techniques and instruments used in chemical analyses
2. identify and explain the role of functional groups in organic reactions
3. construct reaction pathways using organic molecules
Unit 4
1. analyse the factors that determine the optimum conditions used in the industrial production of a
selected chemical
2. analyse chemical and energy transformations occurring in chemical reactions
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition, the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Assessment tasks will include:
 annotations of a practical work folio of activities or investigations
 a report of a practical activity or investigation
 a modelling activity
 media response
 problem-solving involving chemical concepts, skills and/or issues
 a reflective learning journal/blog related to selected activities or in response to an issue
 data analysis
 a test comprising multiple choice and/or short answer and/or extended response
 a report of a student-designed quantitative laboratory investigation using an appropriate format
32
Chemistry Units 1, 2, 3 and 4 continued
Units 3 and 4
Unit 3 School-Assessed Coursework: 20%
 An extended experimental investigation
AND
 A written report of one practical activity
AND
 A response to stimulus material in written format
Unit 4 School-Assessed Coursework: 20%
 A summary report including annotations of three practical activities
AND
 A written report of one practical activity
AND
 A response to stimulus material in written, oral or visual format
 End-of-year examination based on Unit 3 and Unit 4 work: 60%
Information and Communication Technologies
Students may use their notebook computers for taking class notes and for accessing the Internet. The notebook
computers will also be used for experimental work where there is a need for collection and analysis of results
particularly in conjunction with the use of pH, electrical conductivity and temperature probes. Where appropriate,
trends in physical and chemical properties, acid-base titrations, gas equilibria and other experimental phenomena
will be investigated using suitably advanced software.
Head of Science and Technology Faculty
& Head of Chemistry Department: Mr S Jamieson
33
Chinese, Chinese as a Second Language and Chinese as an Second Language
(Advanced) Units 1, 2, 3 and 4
First and Second Language studies
The VCE offers both First and Second Language studies at Units 3 and 4 levels in Chinese, Indonesian, Japanese and
Korean. At Melbourne Grammar School First and Second Language studies are offered in Chinese and Japanese.
Second Language studies are designed to cater for students who have learned all they know of the language in an
Australian school or similar environment. Those students with a native background of the language enrol in First
Language studies. All enrolments in VCE Second Language and Second Language Advanced studies Units 3 and 4
must be approved by the Victorian Curriculum and Assessment Authority. Details of the VCAA’s criteria and
application forms for enrolment are available from the Head of Chinese. The Unit 3 and 4 courses in First Language,
Second Language and Second Language Advanced studies are similar in most respects but have different assessment
requirements. Students wishing to undertake Chinese First Language 3 and 4 should consult the Head of the Chinese
to determine these differences.
Rationale
This study develops students’ ability to understand and use a language which is spoken by about a quarter
of the world’s population. Chinese is especially important in Australia because it is widely spoken in the
community and the study of it by Australians will contribute to the positive features of a culturally diverse
society. Studying a language other than English contributes to the overall education of students, particularly
in the area of communication, but also in cross-cultural understanding, cognitive development, and literacy.
Structure
The study is made up of four units:
Unit 1
The areas of study comprise themes and topics, grammar text types, vocabulary and kinds of writing. This
unit allows the student to establish and maintain a spoken or written exchange, listen to, read and obtain
information from written and spoken texts and produce a personal response to a text focusing on real or
imaginary experience.
Unit 2
The areas of study comprise themes and topics, grammar text types, vocabulary, kinds of writing and
translating. This unit allows the student to participate in a spoken or written exchange, listen to, read and
extract and use information and ideas from spoken and written texts, give expression to real or imaginary
experience in written or spoken form and translate part of the text(s) from characters into English.
Units 3 and 4
The areas of study comprise themes and topics, grammar text types, vocabulary, kinds of writing and
translating. In these units students undertake a detailed study of Language and Culture through texts.
Students learn to express ideas through the production of original texts, analyse and use information from
spoken or written texts and exchange information, opinions and experiences. They also learn to respond
critically to spoken and written texts which reflect aspects of the language and culture of Chinese-speaking
communities and translate part of the text(s) from character into English.
Entry
Chinese First Language is designed for students who typically, will have spent some time as a resident
and/or have had some experience of studying Chinese in a country in which Chinese is a major language of
communication. Chinese Second Language is designed for students who do not have a Chinese
background, that is students who have learnt all the Chinese they know in an Australian school or similar
environment. Students must undertake Unit 3 prior to undertaking Unit 4. It is possible to enter the study
at Units 2 and 3 levels, however the Head of Languages must be consulted before this can be arranged.
Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional reading,
preparation and testing as prescribed by the Head of Chinese. In view of the sequenced nature of the
study, it is highly advisable that students undertake Units 1 to 4.
34
Chinese, Chinese as a Second Language and Chinese as Second Language
(Advanced) Units 1, 2, 3 and 4 continued
Students must complete the Victorian Curriculum and Assessment Authority’s application form giving
details of their background in Chinese if they wish to enrol in Chinese as a Second Language and Second
Language Advanced. The application forms will be available from the Head of Chinese in Term 3, in the year
before enrolling to take Units 3 and 4, and must be submitted to the Victorian Curriculum and Assessment
Authority by the due closing date.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes specified for the unit. Satisfactory completion of Units 1, 2, 3 and
4 is notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not
Satisfactory) based on the demonstrated achievement of outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. establish and maintain a spoken or written exchange related to personal areas of experience, or to an
issue of interest or concern
2. listen to, read and obtain or reorganise information from written and spoken texts
3. produce a personal response to a text focusing on real or imaginary experience, or to a fictional text
Unit 2
1. participate in a spoken or written exchange related to making arrangements and completing
transactions, or focusing on the resolution of an issue
2. listen to, read and extract and use or compare information and ideas from spoken and written texts,
and translate part of the text(s) from characters into English
3. give expression to real or imaginary experience in written or spoken form
Unit 3
1. express ideas through the production of original texts analyse and use information from spoken texts
2. exchange information, opinions and experiences
Unit 4
1. analyse and use information from written texts and translate part of the text(s) into English
2. respond critically to spoken and written texts which reflect aspects of the language and culture of
Chinese-speaking communities
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1
 Oral presentations
 Text-based responses
Unit 2
 Oral presentations

Text-based responses and translation

Folio writing
35
Chinese, Chinese as a Second Language and Chinese as a Second Language
(Advanced) Units 1, 2, 3 and 4 continued
Unit 3
Unit 3 school assessed coursework: 25%
 A 500 – 600 character imaginative written response (First Language)
 A 150 - 200 character personal or imaginative written piece (Second Language)
 A 200 – 250 character personal or imaginative written piece (Second Language Advanced)
 A response to a spoken text
 A 4-5 minute interview on an issue related to texts studied (First Language)
 A 3-4 minute role play, focusing on the resolution of an issue (Second Language)
 A 4 minute role play, focusing on the resolution of an issue (Second Language Advanced)
Unit 4
Unit 4 school assessed coursework: 25%
 A response to a written text translating part of the text(s) into English (Second Language and Second
Language Advanced)
 A 500 – 600 character persuasive or evaluative written response, for example, report, essay, article or
Review (First Language)
 A 250 character informative, persuasive or evaluative written response, for example, report,
comparison or review (Second Language)
 A 300 - 350 character informative, persuasive or evaluative written response, for example, report,
comparison or review (Second Language Advanced)
 A 4-5 minute interview on an issue related to texts studied (First Language)
 A 3-4 minute interview on an issue related to texts studied (Second Language)
 A 4 minute interview on an issue related to texts studied (Second Language Advanced)
Units 3 and 4 end-of-year examinations:
50%
 An oral examination (10 minutes for First Language, 15 minutes for Second Language)
 A 2 hour written examination
Information and Communication Technologies
Students will be given use of the Microsoft Word Processing system “Chinese Language Input” and each student will
be encouraged to submit appropriate work in characters generated on computer. Sound Recorder and PowerPoint
demonstrations will also be used.
Head of Languages Faculty: Ms L Jonas
Head of Chinese Department: Miss W Zhao
36
Classical Studies Units 1, 2, 3 and 4
Rationale
Classical Studies (formerly ’Classical Societies and Cultures’) is the branch of Humanities comprising the
literature, philosophy, history, art, archaeology and other culture of Ancient Greece and Ancient Rome. The
study uses the literary and material remains of the period to form a picture of ancient society and thought.
Units 3 and 4 focus in particular on the literary expression of the ideas of the time. As Classical Studies is a
multidisciplinary study students develop skills in textual and art analysis, constructing arguments,
challenging assumptions and thinking creatively. These skills are valuable for further study and work as they
are readily transferable across a range of disciplines.
Structure
This study is made up of four units:
Unit 1: Mythical Worlds
This unit explores the myths of ancient Greece and ancient Rome. Mythic narratives were used to explain
the physical world, the foundation of institutions and aspects of daily life. As archaeological methods
developed over time, sites such as Troy and Knossos were explored by pioneers of archaeology for evidence
to explain the possible historical basis of particular myths.
Unit 2: Classical Imaginations
This unit examines classical works across time. It begins with the study of classical Greek society through an
exploration of intellectual and material culture. Classical works offer a means of exploring social and
political life in classical antiquity. Students explore the ancient Athenian and Spartan societies, and also
discover that the reception of these classical works extends beyond antiquity into the present.
Unit 3 and 4: Classical Worlds
Units 3 and 4 have two identical areas of study and outcomes. Students undertake a detailed study of
selected Classical works, with an emphasis of works of Classical literature. These units enable student
classicists to engage with the intellectual and material culture of classical Greece and Rome. Students work
with translations rather than the original language. Analysis of individual works enables students to engage
with ideas that are explored by particular writers and artists. Students evaluate the techniques used to
present these concepts. They evaluate the relationship between the work and its socio-historical context.
Through comparison of classical works, students consider ways in which different writers and artists dealt
with the same concept. Such analysis reveals the changing nature of the classical world.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest, aptitude and maturity in the Humanities
courses in Years 9 and 10 may consider taking Classical Studies 3/4 in Year 11. It is recommended that
students have undertaken Classical Studies or other Humanities Units 1 and 2 prior to Unit 3.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. explain the nature and characteristics and function of myth in Ancient Greece
2. explain the relationship between myth and archaeology
3. develop an understanding of Bronze Age society through the study of archaeological evidence
4. recognise and discuss representations of Greek and Roman myth
Unit 2
1. analyse the ways in which classical works present aspects of their time
2. discuss the relationship between classical works and work from a later period
37
Classical Studies Units 1, 2, 3 and 4 continued
Unit 3 & 4
1. analyse the ideas and techniques in classical works and discuss the relationship of the works to their
socio-historical contexts
2. compare ideas and techniques in classical works and discuss the relationships of these works to their
socio-historical contexts
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Students will complete a variety of the following assessment tasks, which must be completed mainly in
class and within a limited timeframe.






Debates
Project work
Oral reports on work covered
Short written reports
Short essays
Short analyses of artefacts, artistic and literary works.
Units 3 and 4
Unit 3 School-Assessed Coursework: 25%
 Written analysis of works
 Comparative essay
Unit 4 School-Assessed Coursework: 25%
 Written analysis of works
 Comparative essay
Units 3 and 4 end-of-year examination: 50%
Information and Communication Technologies
Students may possibly access databases such as ‘The Internet Classics Archive’ in their search for information about
the society.
Head of Humanities Faculty: Dr M Adcock
Acting Head of Classics Department: Ms S Mulready
38
Drama 1, 2, 3 and 4
Rationale
Drama focuses on the creation and performance of characters, narratives and stories. Students draw on a
range of content and use role and expressive skills to create, embody and present dramatic works. They
analyse the development of their performance styles from a range of cultural contexts and view and analyse
performances by professional and other drama practitioners. Students develop an appreciation of drama as
an art form through participation, criticism and aesthetic understanding.
Structure
This study is made up of four units:
Unit 1: Dramatic storytelling
This unit focuses on creating, presenting and analysing a devised performance that includes real or
imagined characters, based on personal, cultural and/or community experiences and stories. This unit also
involves analysis of a student’s own performance work and analysis of a performance by a professional and
other drama practitioners.
Unit 2: Creating Australian drama
This unit focuses on the use and documentation of the processes involved in constructing a devised solo or
ensemble performance. Students create, present and analyse a performance based on a person, an event,
an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.
Unit 3: Ensemble Performance
This unit focuses on non-naturalistic drama from a diverse range of contemporary and/or cultural
performance traditions. Non-naturalistic performance styles and associated theatrical conventions are
explored in the creation, development and presentation of an ensemble performance.
Unit 4: Solo Performance
This unit focuses on the use of stimulus material and resources from a variety of sources to create and
develop character/s within a solo performance. Students complete two solo performances. The processes
involved in the creation and presentation of character/s in solo performance are analysed and evaluated.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Drama course in Years
9 and 10 may consider taking Drama 3/4 in Year 11. It is possible to enter the study at Units 2 and 3 levels,
however the Head of Creative and Performing Arts must be consulted before this can be arranged.
Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional reading,
preparation exercises and testing as prescribed by the Head of Drama. It is highly recommended that
students have undertaken Drama Units 1 and 2 prior to Unit 3.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. use play-making techniques to devise solo and/or ensemble drama work/s based on experiences and/or
stories, as well as describe the dramatic processes used to shape and develop this performance work,
2. use expressive skills, theatrical conventions and stagecraft to perform stories and characters to an
audience.
3. analyse the development and performance of work created and presented in Outcomes 1 and 2.
4. identify and evaluate use of performance styles, and describe theatrical conventions, stagecraft and
dramatic elements, as well as analyse the portrayal of stories and characters in a drama performance.
39
Drama 1, 2, 3 and 4 continued
Unit 2
1. use a range of stimulus material to create a solo or ensemble performance work as well as document
and record the play-making techniques used to shape and develop this performance work.
2. demonstrate the effective use and manipulation of dramatic elements, theatrical conventions and
stagecraft in the presentation of a performance work to an audience.
3. analyse and evaluate the creation, development and performance of characters, as well as the use and
manipulation of theatrical conventions, stagecraft and dramatic elements as applied to the
performance style/s of the student’s own performance work.
4. identify use of theatrical conventions, describe performance style/s and analyse and evaluate how
dramatic elements have been used in a drama performance.
Unit 3
1. develop and present character/s within a non-naturalistic ensemble performance
2. analyse play-making techniques used to construct and present ensemble works including the work
created for Outcome 1.
3. analyse and evaluate a non-naturalistic performance selected from the prescribed playlist.
Unit 4
1. create and present a short solo performance based on stimulus material, and evaluate the processes
used.
2. create, develop and perform a character or characters within a solo performance in response to a
prescribed structure
3. describe, analyse and evaluate the creation, development and presentation of a solo performance
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
 Demonstrate use of play-making techniques
 Document use of processes to create and develop stories and characters
 Performance of solo/ensemble drama work
 Analysis of created and performed drama work
 Written analysis
Units 3 and 4
Unit 3 School Assessed Coursework: 30%
 Presentation of character/s within an ensemble performance
 Analysis of the development and performance of character/s from the ensemble work
 Analysis and evaluation of a play selected from the Unit 3 playlist
40
Drama 1, 2, 3 and 4 continued
Unit 4 School Assessed Coursework: 10%
 Presentation of a short solo performance based on stimulus material
 Short written report that describes and analyses processes used at different stages to create the
performance
 A written report that uses the language of drama to analyse and evaluate the solo performance
developed in Outcome 2
End-of-year performance examination: 35%
End-of-year written examination: 25%
Information and Communication Technologies
This course encourages students to make use of the applications of information technology and new
learning technologies, such as computer-based learning, multimedia and the World Wide Web.
Head of Creative Arts Faculty: Ms C Poljski
Head of Drama Department: Mr M Brady
41
Economics Units 1, 2, 3 and 4
Rationale Economics focuses on decisions about how production occurs, how resources are allocated and
how proceeds of production are distributed. These economic decisions not only affect the wellbeing of
particular nations and their people but also increasingly influence living standards regionally and globally.
Structure
The study is made up of four units:
Unit 1: Economics: Choices and Consequences
The focus of this unit is the study of economic decision making and economic issues of importance to the
Australian economy in the twenty-first century.
Unit 2: Economic Change: Issues and Challenges
The focus of this unit is the study of Australia’s external relationships and economic issues of importance in
the global economy in the twenty-first century.
Unit 3: Economic Activity
The focus of this unit is the study of economic activity in Australia and the factors that affect achievement
of the stated goals of the Australian economy.
Unit 4: Economic Management
The study of this unit is the study of the management of the Australian economy, which concentrates on
demand (budgetary and monetary) and supply (microeconomic policy) used by the Australian Government.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. It is possible to enter the study at Units 2 and 3 levels, however the Head of Social
Sciences must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or 2
may be required to undertake additional reading, preparation exercises and testing as prescribed by the
Head of Economics. In view of the sequenced nature of the study, it is advisable that students undertake
Units 1 to 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. explain the role of markets in the Australian economy, how markets operate to meet the needs and
wants of its citizens, and apply economic decision making to current economic problems.
2. describe the nature of economic growth and sustainable development and one other contemporary
economic issue, explain how these issues are affected by the actions of economic decision makers, and
evaluate the impact of these issues on living standards.
Unit 2
1. describe the factors that influence Australia’s population and labour markets, and analyse how changes
in these areas may impact upon living standards.
2. describe the nature of two contemporary global economic issues, explain how each issue is affected by
the actions of economic decision makers, and evaluate the impact of the issue on living standards.
Unit 3
1. explain how markets operate to allocate scarce resources, and discuss the extent to which markets
operate freely in Australia
2. explain the nature and importance of key economic goals in Australia, describe the factors that may
have influenced the achievement of these goals over the past four years, and analyse the impact each
of these goals may have on living standards.
42
Economics Units 1, 2, 3 and 4 continued
Unit 4
1. explain the nature and operation of government macroeconomic demand management policies,
explain the relationship between budgetary and monetary policy, and analyse how the policies may be
used to achieve key economic goals and improve living standards in Australia.
2. explain the nature and operation of government aggregate supply policies, analyse how they may be
used to achieve key economic goals and improve living standards in Australia, and analyse the current
government policy mix.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1
 Folio of applied economic exercises
 Tests
Unit 2
 Analysis of written, visual and statistical evidence
 Tests
 Report of an investigation
Units 3 and 4
Unit 3 School-Assessed Coursework: 25 %
 An essay on the factors that affect the nature and level of economic activity in Australia
 A test using multiple choice and structured questions
Unit 4 School-Assessed Coursework: 25 %
 Research and reporting that explains the nature and operation of a government policy in managing the
economy
 A test using multiple choice and structured questions
Units 3 and 4 end-of-year examination: 50 %
Information and Communication Technologies
This course encourages students to make use of the applications of information technology and new learning
technologies, such as computer-based learning, multimedia and the World Wide Web.
Head of Social Sciences Faculty: Ms L Forbes
Head of Economics Department: Mr R Shields
43
English/English as an Additional Language Units 1, 2, 3 and 4
The English group requirement
Among the minimum requirements for a student’s program for the award of the VCE is satisfactory
completion of three units from the English group. Students at Melbourne Grammar School may select these
three units from:
 English Units 1 and 2 and/or Literature Units 1 and 2
 English/EAL Units 3 and 4
 Literature Units 3 and 4
It is compulsory for Year 11 students at Melbourne Grammar School to select either English (Units 1 and 2) or
Literature (Units 1 and 2). A student may choose to study both English and Literature.
In Year 12, all Melbourne Grammar School students must take either English (Units 3 and 4) or Literature
(Units 3 and 4). A student may choose to study both English and Literature
English as an Additional Language
Those students of a non-English speaking background who meet the Victorian Curriculum and Assessment
Authority’s criteria for EAL status may enrol in EAL at Units 3 and 4 levels. The course is the same as for
English 3 and 4 but the assessment differs. Students wishing to apply for EAL status and/or to enrol in EAL
should consult the Head of EAL in the first instance.
Rationale
The study of English contributes to the development of literate individuals capable of critical and creative
thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse
texts, moving from interpretation to reflection and critical analysis.
Through engagement with texts from the contemporary world and from the past, and using texts from Australia
and from other cultures, students studying English become confident, articulate and critically aware
communicators and further develop a sense of themselves, their world and their place within it. English helps
equip students for participation in a democratic society and the global community.
This study will build on the learning established through AusVELS English in the key discipline concepts of
language, literature and literacy, and the language modes of listening, speaking, reading, viewing and
writing.
Structure
The study is made up of four units:
Unit 1
In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use
of persuasive language in texts and create their own texts intended to position audiences.
Students develop their skills in creating written, spoken and multimodal texts.
Unit 2
In this unit students compare the presentation of ideas, issues and themes in texts. They analyse
arguments presented and the use of persuasive language in texts and create their own texts intended to
position audiences.
Students develop their skills in creating written, spoken and multimodal texts.
Unit 3
The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students
analyse how the authors of texts create meaning and the different ways in which texts can be interpreted.
They develop competence in creating written texts by exploring ideas suggested by their reading within the
chosen Context, and the ability to explain choices they have made as authors.
44
English/English as an Additional Language Units 1, 2, 3 and 4 continued
Unit 4
The focus of this unit is on reading and responding in writing to a range of texts in order to analyse
their construction and provide an interpretation. Students create written or multimodal texts
suggested by their reading within the chosen Context and explain creative choices they have made
as authors in relation to form, purpose, language, audience and context.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and
Assessment Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated
achievement of outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1.
2.
3.
4.
read and respond to texts analytically and creatively
analyse arguments and the use of persuasive language in texts
create their own texts intended to position audiences
develop their skills in creating written, spoken and multimodal texts
Unit 2
1.
2.
3.
4.
compare the presentation of ideas, issues and themes in texts
analyse arguments presented and the use of persuasive language in texts
create their own texts intended to position audiences
develop their skills in creating written, spoken and multimodal texts
For English as a Second Language students, one text must be in spoken form or have a spoken
component
Unit 3
1.
2.
Unit 4
1.
2.
analyse orally how a selected text constructs meaning, conveys ideas and values, and is
open to a range of interpretations, draw on ideas and/or arguments suggested by a
chosen context to create written texts for a specified audience and purpose; and to
discuss and analyse in writing their decisions about form, purpose, language, audience
and context
analyse the use of language in texts that present a point of view on an issue currently
debated in the Australian media, and to construct a sustained and reasoned point of view
on the selected issue
develop and justify a detailed interpretation of a selected text
communicate complex ideas and arguments suggested by a chosen context to create
written texts for a specified audience and purpose
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in
a selection of assessment tasks. The School will grade the work and will report the student’s levels
of achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the
achievement of an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the
student’s levels of achievement in the VCE.
45
English/English as an Additional Language Units 1, 2, 3 and 4 continued
Levels of achievement in this study are based on the following assessment tasks:
Unit 1
 Text-based responses
 Oral presentations
 Planning and creating writing folio
 Using language to persuade
Unit 2

Comparative analytical response to texts

Text based responses

Oral presentations

Planning and creating a writing folio

Using language to persuade
Units 3 and 4
Unit 3 School-Assessed Coursework: 25%

Oral presentations

Context writing

Using language to persuade
Unit 4 School-Assessed Coursework: 25 %

Text-based responses

Context writing
Units 3 and 4 end-of-year examination: 50%
Duration: 3 hours. Students will complete two pieces of writing on two different set texts and a writing
task in relation to unseen texts.
Information and Communication Technologies
We encourage the use of notebook computers to facilitate the drafting of written responses to texts and
folio topics. Furthermore, PowerPoint may be used to facilitate oral presentations.
Head of English Faculty: Mr S Dessants
46
Environmental Science Units 1, 2, 3 and 4
Rationale
Environmental Science is an interdisciplinary science that explores the interactions and interconnectedness
between humans and their environments and analyses the function of both living and non-living elements
that sustain Earth systems.
Structure
The study is made up of four units.
Unit 1: How are Earth’s systems connected?
In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere,
hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical
requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced
changes in ecosystems.
Unit 2: How can pollution be managed?
In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through
global, national and local perspectives.
Units 3 and 4: Ecological Sustainability
In Unit 3 two major ecological issues, energy and biodiversity, are examined. In Unit 4 the effect of pollution
on the health of humans and environmental management projects are investigated.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Science and
Geography courses in Years 9 and 10 may consider taking Environmental Science 3/4 in Year 11. It is
possible to enter the study at Units 2 and 3 levels, however the Head of Science and Technology must be
consulted before this can be arranged. Students entering Unit 3 without completing Units 1 and/or 2 may
be required to undertake additional reading and preparation exercises based on Unit 1 and Unit 2, as
prescribed by the Head of Environmental Science. It is recommended that students have undertaken a VCE
Science subject at Units 1 and 2 prior to Unit 3 Environmental Science.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the unit.
Outcomes
On completion of each unit, the student should be able to:
Unit 1
1. compare the processes and timeframes, key inputs and outputs to explain how Earth’s four systems
interact to sustain life
2. describe the flow of matter and energy, nutrient exchange and environmental changes over different
time scales
3. design and undertake an investigation related to ecosystem monitoring
Unit 2
1. compare a pollutant that bioaccumulates with an air or water-borne pollutant and describe treatment
options
2. compare characteristics of three selected pollutants
3. investigate and communicate a substantiated response to a pollution issue of local interest
47
Environmental Science Units 1, 2, 3 and 4 continued
Unit 3
1. describe the principles of energy and relate them to the contribution of one fossil and one non-fossil
energy source to the enhanced greenhouse effect
2. describe the characteristics of biodiversity and evaluate strategies to reduce the effects of threatening
processes on biodiversity, and apply this knowledge to one selected threatened animal
3. explain how scientific data is used in the evaluation of biodiversity and is applied to the development
of management strategies to ensure biodiversity
Unit 4
1. describe the characteristics of pollutants and evaluate management options for reducing the risk of a
pollutant affecting the health of the environment and humans, including a focus on one selected
pollutant
2. use the principles of ecologically sustainable development and environmental management to evaluate
environmental science projects, including a focus on one selected environmental science project
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes onto the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2

Fieldwork and reports

Reports in multimedia and/or poster format

Practical reports

Tests
Units 3 and 4
Unit 3 School-Assessed Coursework: 25%




A short practical activity and report investigating the principles of energy
A poster or multimedia report on the enhanced greenhouse effect
A written response to a set question to describe the characteristics of biodiversity and evaluate
strategies to reduce the effects of threatening processes
A report that analyses the application of scientific data to environmental risk assessment in ensuring
biodiversity
Unit 4 School-Assessed Coursework: 25%

A summary report on the findings of selected fieldwork/practical activities relating to pollutants and
an evaluation of management strategies for reducing the risk of the pollutant affecting the health of
the environment and humans

A test on the principles of ecologically sustainable development and environmental management

A short report that evaluates a plan for a selected environmental science project
End-of-year examination: 50%
Information and Communication Technologies
The use of information and communication technologies will be encouraged because of the enhanced opportunities
which are offered in providing access to information and in the production and presentation of scientific reports.
Students are expected to take advantage of the Melbourne Grammar School Environmental Science resource CD
provided.
Head of Science and Technology Faculty: Mr S Jamieson
Head of Environmental Science Department: Mr D McCoppin
48
Extended Investigation Units 3 and 4
Rationale
VCE Extended Investigation develops students’ understanding of what constitutes both a good research
question and an ethical, robust, disciplined and rational approach to gathering, interpreting and evaluating
evidence in order to answer such questions.
In this study, the student considers how research questions are developed and refined to enable the
researcher to address the key issues proposed by the research within the limits that time and resources
impose. Students conduct a review of relevant literature and develop research project management
knowledge and skills and ways of effectively presenting and communicating research findings. Students are
introduced to a broad range of research methods and explore their comparative suitability for the
investigation of particular questions. The skills that students develop in this study are transferable to any
higher education course.
Structure
The course is made up of two units. There are no Units 1 and 2 in this study.


Unit 3: Designing an Extended Investigation
Unit 4: Presenting an Extended Investigation
The VCE Extended Investigation enables students to develop, refine and extend knowledge and skills in
independent research and carry out an investigation that focuses on a rigorous research question. The
investigation may be an extension of an area of curriculum already undertaken by the student or it may be
completely independent of any other study in the student’s VCE program. Through this study, students
develop their capacity to explore, justify and defend their research findings to a general audience in both
oral and written forms.
Entry
There are no prerequisites for this subject. This course is suitable only for students who have
demonstrated high academic achievement and the ability to be self-motivated and highly organised.
Students must undertake Unit 3 prior to undertaking Unit 4. Students are encouraged to discuss their
intentions to enrol in this course with the VCE Coordinator.
Assessment
Unit 3
SAC 1: Design and justify a research question through a written rationale (800 words)
SAC 2: Write a research plan (1000 words)
SAC 3: Present an oral report to a non-specialist audience that explains the investigation and justifies the
selected research method/s. (12-16 minutes)
Externally Assessed Task 1: Develop and apply the skills of critical thinking. (70 minutes online examination)
Unit 4
Externally Assessed Task 1: Complete a written report for a non-specialist audience that presents and
evaluates the results of the extended investigation. (4000 words)
Externally Assessed Task 2: Explain the investigation and defend research findings in a presentation to a
non-specialist audience. (15-20 minutes)
Satisfactory Completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the unit.
49
French Units 1, 2, 3 and 4
Rationale
This study develops students’ ability to understand and use a language which is widely learned
internationally and also provides students with a direct means of access to the rich and varied culture of
Francophone communities around the world. A knowledge of French can provide students with enhanced
vocational opportunities in many fields, such as banking, commerce, diplomacy, translating and
interpreting. Learning a foreign language also strongly assists in developing thinking skills and intercultural
awareness.
Structure
The study is made up of four units.
Unit 1
The areas of study comprise themes and topics, grammar, text types, vocabulary and various kinds of
writing. This unit allows students to establish and maintain a spoken or written exchange, listen to, read
and obtain information from written and spoken texts, as well as produce a personal response to a text
focusing on real or imaginary experience.
Unit 2
The areas of study comprise themes and topics, grammar, text types, vocabulary and styles of writing. This
unit allows the student to participate in a spoken or written exchange, listen to, read and extract and use
information and ideas from spoken and written text, and give expression to real or imaginary experience in
written or spoken form.
Units 3 and 4
The areas of study comprise themes and topics, grammar, text types, vocabulary and various kinds of writing.
In these units, students undertake a detailed study of Language and Culture through texts. Students learn to
express ideas through the production of original texts. They analyse and use information from spoken or
written texts and may exchange information, opinions and experiences. Students learn to respond critically
to spoken and written texts which reflect aspects of the language and culture of French-speaking
communities.
Entry
French is designed for students who will typically, have studied French for at least 200 hours prior to the
commencement of Unit 1. Under certain circumstances it is possible, however, that some students with less
formal experience will also be able to meet the requirements successfully. Students must undertake Unit 3
prior to undertaking Unit 4. It is possible to enter the study at Units 2 and 3 levels, however the Head of
Languages must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or
2 may be required to undertake additional reading, preparation and testing as prescribed by the Head of
French. In view of the sequenced nature of the study, it is advisable that students undertake Units 1 to 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory), based on the demonstrated achievement of
outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. establish and maintain a spoken or written exchange related to personal areas of experience
2. listen to, read and obtain information from written and spoken texts
3. produce a personal response to a text focusing on real or imaginary experience
Unit 2
1. participate in a spoken or written exchange related to making arrangements and completing transactions
2. listen to, read and extract and use information and ideas from spoken and written texts
3. give expression to real or imaginary experience in written or spoken form
50
French Units 1, 2, 3 and 4 continued
Unit 3
1. express ideas through the production of original texts
2. analyse and use information from spoken texts
3. exchange information, opinions and experiences
Unit 4
1. analyse and use information from written texts
2. respond critically to spoken and written texts which reflect aspects of the language and culture of Frenchspeaking communities
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will assess the work and will report the student’s levels of
achievement in the School Reports.
In addition, the School conveys to the Victorian Curriculum and Assessment Authority the achievement of an
S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4, the VCAA uses the results of
school-based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks.
Unit 1
 Oral presentations
 Text-based responses
 Folio writing
Unit 2
 Oral presentations
 Text-based responses
 Folio writing
Unit 3
Unit 3 school assessed coursework: 25%
 250-300 word written piece
 Response to spoken texts
 Three-to-four minute role-play, focusing on the resolution of an issue
Unit 4
Unit 4 school assessed coursework: 25%
 Response to written texts
 250-300 word written response
 Three-to-four minute interview on an issue related to texts studied
Units 3 and 4 end-of-year examinations: 50%
Oral examination – duration approximately 15 minutes
 Conversation (7 minutes)
 Introduction to Detailed Study (1 minute)
 Discussion (7 minutes)
Written examination – duration 2 hours 15 minutes
 Listening and responding in English and French
 Reading and responding in English and French
 Writing a 200-300 word piece in French
Information and Communication Technologies
Notebook computers will be used to facilitate the word processing of written tasks, reinforcement of work studied in
class, use of extra resources and research. Students will be encouraged to make use of online facilities, such as VCE
discussion sites, on-line interactive materials and authentic French websites. Students are encouraged to use
technology to an advanced level in order to meet their needs and beyond.
Head of Languages Faculty &
Head of French Department: Ms L Jonas
51
Geography Units 1, 2, 3 and 4
Rationale
Geography is a dynamic and relevant subject for all young people. It inspires people to become global
citizens by exploring their own place in the world, their values and responsibilities to other people, to the
environment and to the sustainability of the planet. Geography is the world subject. It helps us to make
sense of the world and gives us the powerful knowledge of the world
The purpose of this study is to develop in students an ability to see meaning in the arrangement of natural
and human phenomena in space; to see and understand the interrelationships between people, places and
environments; and to use geographical skills and apply spatial perspectives to describe and interpret
patterns on the surface of the Earth and the processes that created them.
Structure
The study is made up of four units:
Unit 1: Hazards and Disasters
In this unit students will investigate two contrasting types of hazards and the responses to them by people.
Hazards include a wide range of situations at different scales from local examples such as the likelihood of
coastal erosion, to global examples such as drought and infectious disease. Students will examine the
processes involved with hazards, including their causes and impacts, human responses to hazard events and
interconnections between human activities and natural phenomena. This unit investigates how people
have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact
of hazard events. The two hazards we focus on are: a. Geophysical – volcanic activity, erosion and
earthquakes, tsunamis, landslides and avalanches and b. Biological – infectious diseases such as HIV/AIDS
and malaria, animal transmitted diseases and water borne diseases.
Unit 2: Tourism
In this unit students will investigate the characteristics of tourism, with particular emphasis on where it has
developed, its various forms, how it has changed and continues to change and its impacts on people, places
and environments. Students will be able to select contrasting examples of tourism from within Australia
and elsewhere in the world to support your investigations. The study of tourism at local, regional and
global scales emphasises the interconnection within and between places. The growth of tourism at all
scales requires careful management to ensure environmentally sustainable and economically viable
tourism.
Unit 3: Changing the Land
This unit focuses on two investigations of geographical change: Change to Land Cover and Change to Land
Use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by
ice and water. Natural land cover has been altered by many natural and human induced processes and
students will investigate these, with an emphasis on deforestation, desertification, melting glaciers and ice
sheets.
Unit 4: Human population – Trends and Issues
In this unit students will investigate the geography of human populations. They will explore the patterns of
population change, movement (migration) and distribution, and how governments, organisations and
individuals have responded to those changes in different parts of the world.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Geography courses in
Years 9 and 10 may consider taking Geography 3/4 in Year 11. It is possible to enter the study at Units 2 and
3 levels, however the Head of Department and Head of Social Sciences must be consulted before this can
be arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional
reading, preparation exercises and testing as prescribed by the Head of Geography.
52
Geography Units 1, 2, 3 and 4 continued
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1:
1. analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales
2. analyse and explain the nature, purpose and effectiveness of a range of responses to selected hazards
and disasters
Unit 2:
1. analyse, describe and explain the nature of tourism at a range of scales
2. analyse, and explain the impacts of tourism on people, places and environments and evaluate the
effectiveness of strategies for managing tourism
Unit 3:
1. analyse, describe and explain land use change and assess its impacts
2. analyse, describe and explain processes that result in changes to land cover and discuss the impacts
and responses resulting from these changes
Unit 4:
1. analyse, describe and explain population dynamics on a global scale
2. analyse, describe and explain the nature of significant population issues and challenges in selected
locations and evaluate responses
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on a selection of the following assessment tasks:
Units 1 and 2
 Recording and reporting on data collected in the field
 Data processing, analysis and presentation
 Multimedia presentations
 Oral presentations
 Short answer questions
 Structured questions
 Research reports
 Written responses
At least one of the assessment tasks involves fieldwork
53
Geography Units 1, 2, 3 and 4 continued
Units 3 and 4
Unit 3 School-Assessed Coursework: 25 %
 Any one or a combination of the following formats:
A data analysis
A case study
A multi-media presentation
A structured essay
A report
Structured questions
Short-answer questions
 A written fieldwork report
-
Unit 4 school assessed coursework: 25%

For each outcome, any one or combination of the following formats:
A data analysis
A case study
A multimedia presentation
A structured essay
A report
Structured questions
Short-answer questions
Units 3 and 4 end-of-year examination: 50 %
-
Information and Communication Technologies
The use of information and communication technologies will be encouraged because of the enhanced opportunities
which are offered in providing access to information and in the production and presentation of reports.
Head of Social Science Faculty: Ms L Forbes
Head of Geography Department: Miss E Mathias-Williams
54
History
Rationale
History is the practice of understanding and making meaning of the past. Students learn about their
historical past, their shared history and the people, ideas and events that have created present societies. It
builds a conceptual and historical framework within which students can develop an understanding of the
issues of their own time and place. It develops the skills necessary to analyse visual, oral and written
records. The study of history draws links between the social/political institutions and language of
contemporary society and its history. It sets accounts of the past within the framework of the values and
interests of that time.
Structure
Melbourne Grammar School offers six units of the History study. These are:
Twentieth-Century History (1945 – Present): Unit 1
Twentieth-Century History (1900 - 1945): Unit 2
Australian History: Units 3 and 4
Revolutions: Units 3 and 4
Each pair of Units 3 and 4 is designed to be taken as a sequence.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. It is possible to enter the study at Units 2 and 3 levels, however the Head of Humanities
must be consulted before this can be arranged.
Each History is treated as a separate study with its own structure, key knowledge and skills and assessment.
Students who have demonstrated an interest and aptitude in the History course in Years 9 and 10 may
consider taking a History 3/4 study in Year 11. Students may undertake Units 3 and 4 History without having
completed the Unit 1 and 2 Twentieth-Century History course, however they must be confident that they
have developed the organisational and academic foundation skills to manage this humanities subject at this
level. Experience suggests that Year 11s have found the Unit 3 and 4 History Units in the following
increasing levels of difficulty: Australian History then Revolutions.
Careful consideration should be given by Year 10 students as to which Unit 3 and 4 History they select if
they are considering accelerating in this subject in Year 11. Students entering Unit 3 without Units 1 and/or
2 may be required to undertake additional reading, preparation exercises and testing as prescribed by the
Head of History.
A more detailed description of the areas of study within each of the units and details of assessment are
provided in the separate entries which follow for each History study.
55
History – Twentieth Century Units 1 and 2
Rationale
See Page 55
Structure
See Page 55
Entry
See Page 55
Area of Study
Unit 1: Twentieth Century History, 1945-2000
1.
2.
Competing Ideologies: The Cold War, 1945-1990
This area of study will examine how ideologies, such as Communism and capitalism, and strategic
considerations contributed to the protracted conflict of the Cold War after 1945. Students will examine
a range of primary and secondary documents to evaluate the causes of the Cold War, and to analyse the
impacts of the conflict on both the superpower protagonists and on lesser states who became involved
in proxy war, such as Korea and Vietnam.
Challenge and change, 1945-2000
This area of study will examine how individuals, groups and ideologies challenged existing political and
social orders in the post-war world, such as Al-Qaeda’s attacks of 9/11, and the Civil Rights Movement in
the USA.
Unit 2: Twentieth Century History, 1918-1939
1.
Ideology and Conflict in Europe and the USA, 1918-1939
This area of study will examine the impact of the First World War and the treaties that terminated this
conflict, as well as their role in the development of potent ideologies which, together with economic
crisis, created the political extremism and military aggression that would drive Europe into a second
major word conflict.
2.
Social and cultural change in America, 1918-1939
This area of study will examine and analyse how the powerful ideological, political and social forces of
the interwar years were registered in social change and in cultural production. Students will examine
these themes primarily in the context of American life and culture.
Assessment
Satisfactory completion
Satisfactory completion of Units 1 and 2 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) and N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
in the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. identify and evaluate the nature of the ideologies that shaped Europe and the USA in the 20 th Century,
and analyse their impacts upon people
2. describe, analyse and evaluate the nature of specific challenges to the existing political, social and
economic order in Europe or in the USA in the period between 1945 and present
56
History – Twentieth Century Units 1 and 2 continued
Unit 2
1. read and analyse a range of primary and secondary source material to explore socio-cultural life in
modern USA in the 1920s and 1930s
2. evaluate the ways in which cultural forms, such as novels, plays, poems, films register and reflect,
represent and misrepresent momentous social changes
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Students will, at the teacher’s discretion and choice, complete a number of school based, internally marked
assessments chosen from the following;
 Essays written under examination conditions
 Document studies written under examination conditions
 Unit tests
 Student presentations to class
 End of Semester examination
 Review of a significant form of European or American culture, such as film, novel, artist
Information and Communication Technologies
Students use their computers for essay writing, note taking, construction of presentations and accessing
online materials.
Head of Humanities &
Head of History Department: Dr M Adcock
57
History - Australian Units 3 and 4
Rationale
See Page 55
Structure
See Page 55
Entry
See Page 55
Area of Study
Unit 3: Transformations: Colonial Society to Nation
1. The Reshaping of Port Phillip District/Victoria 1834 - 1860
This area of study will examine differences in the understanding of land ownership and management
between indigenous people and the British settlers. It will also evaluate the political, social, economic
and demographic impacts of the gold rushes upon Victoria. These studies will proceed be evaluating the
impact of both pastoralism and the gold rushes upon indigenous people.
2.
Making a People and a Nation, 1890-1920
This area of study will examine what forces drove Australians to create a federated nation, and how they
implemented this vision between 1901 and 1914. Furthermore, students will evaluate the impact of
participation in World War One upon Australians’ view of their own nation.
Unit 4: Transformations: Old Certainties and New Visions
1. Crises that Tested the Nation, 1929 – 1945
This area of study will examine how Australia became involved in external crises between 1929 and 1945,
and will evaluate the political, social and economic consequences of these engagements on the cohesion
of the nation. Students will conduct one case study from either the Great Depression or World War Two.
2.
Area of Study 2. Voices for change, 1965-2000
This area of study will examine and analyse what sorts of changes were advocated in Australia between
1965 and 2000, and will evaluate both the nature of the debates that ensued and the degree of change
actually achieved. Students will complete two case studies drawn from the Vietnam War, Aboriginal Land
Rights, Equality for Women, New Patterns of Immigration and the Global Economy.
Assessment
Satisfactory completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 3
1. Identify and evaluate the nature of the changes brought to the Port Phillip District (Victoria) in the period
1834-1860 by the powerful dual forces of pastoral settlement and the gold rushes. Students will also
analyse how indigenous people responded to the challenge of white settlement and the disruption of
traditional ways of life.
2.
Describe, analyse and evaluate the range of visions, actions and initiatives that contributed to the
creation of a new nation between 1890 and 1920, with particular emphasis upon the transforming
experience of participation in World War One.
Unit 4
1.
Read and analyse a range of primary and secondary source material to explain the nature of an external
crisis, military or economic, on modern Australia, and evaluate the range and severity of its impact on
Australian life.
58
History - Australian Units 3 and 4 continued
2.
Describe the process by which Australian society and citizens have conducted debates about change, and
evaluate the extent to which genuine change was achieved in two instances.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 25 %
An analysis of a document illustrating the history of Port Phillip District
Research report on the move to nationhood


Unit 4 School-Assessed Coursework: 25 %
 Essay on World War 1
 Historiography exercise on Australian responses to military involvement in Vietnam.
Units 3 and 4 end-of-year examination: 50 %
Information and Communications Technologies




Word processing
Data acquisition and manipulation
Graphing of demographic and economic data
Web searches
Head of Humanities &
Head of History Department: Dr M Adcock
59
History – Revolutions Units 3 and 4
Rationale
See Page 55
Structure
See Page 55
Entry
See Page 55
Area of Study
Units 3 and 4
1. Causes of Revolution
This area of study will examine the relative importance of individuals and popular movements, as well as
social tensions and ideological conflicts in causing the outbreak of revolution in France and Russia
respectively.
The date span of this study for France is from 1774 to October 1789.
The date span of this study for Russia is from 1896 to October 1917.
2. Consequences of Revolution
This area of study will examine how the new regime consolidated its power, the nature of the revolutionary
changes it created, and their impact upon the lives and experiences of a range of people, such as urban
workers, peasants, slaves, women and others in France and Russia respectively.
The date span of this study for France is from October 1789 to 1795.
The date span of this study for Russia is from October 1917 to 1927.
Assessment
Satisfactory completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for
the units.
Outcomes
On completion of each unit the student should be able to:
Unit 3: The French Revolution, 1789-1795
1. Identify and evaluate the relative importance of social and material grievances and of ideas and
ideological movements and of significant individuals and popular movements in the outbreak of the
French Revolution
2. Analyse how the experience of revolution shaped the completion of the revolutionary project, and
evaluate the way the new regime consolidated its power and proceeded to create a new political and
social order. This analysis will be conducted by reference to the impact of the revolution upon specific
social groups, such as bourgeois, workers, peasants, slaves and women.
Unit 4: The Russian Revolution, 1796-1927
1. Identify and evaluate the relative importance of social and material grievances and of ideas and
ideological movements and of significant individuals and popular movements in the outbreak of the
Russian Revolution
2. Analyse how the experience of revolution shaped the completion of the revolutionary project, and
evaluate the way the new regime consolidated its power and proceeded to create a new political and
social order. This analysis will be conducted by reference to the impact of the revolution upon specific
social groups, such as bourgeois, workers, peasants, slaves and women.
60
History – Revolutions Units 3 and 4 continued
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 25 %
A research report
Analysis of visual or written documents


Unit 4 School-Assessed Coursework: 25 %
 Analysis of visual or written documents
 An essay evaluating the nature of the new society created in Russia
Units 3 and 4 end-of-year examination: 50 %
Information and Communications Technologies




Word processing
Data acquisition and manipulation
Graphing of demographic and economic data
Web searches
Head of Humanities Faculty &
Head of History Department: Dr M Adcock
61
Information Technology – Informatics Units 3 and 4
Rationale
VCE Information Technology focuses on the processing of data and the management of information and
information systems.
The rapid pace of development in information and communications technology (ICT) is having a major
influence on many aspects of society. Not only does ICT provide the capacity to change how tasks and
activities are undertaken, but it also creates new opportunities in work, education, entertainment and
society.
Structure
The study is made up of two units:
Unit 3
In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a
range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive
online solutions, such as websites and applications (apps), and consider how users interact with these
solutions when conducting online transactions. They examine how Relational Database Management
Systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user
flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and
skills in the use of an RDBMS to create a solution.
Students develop an understanding of the power and risks of using complex data as a basis for decision
making. In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then
select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is
manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students
can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving
by preparing project plans and monitoring the progress of the project. The second part of the project is
completed in Unit 4.
Unit 4
In this unit students focus on strategies and techniques for manipulating, managing and securing data and
information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of
their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal,
online solution that effectively communicates the conclusion and findings. The evaluation focuses on the
effectiveness of the solution in communicating the conclusion and the reasonableness of the findings.
Students use their project plan to monitor their progress and assess the effectiveness of their plan and
adjustments in managing the project.
In Area of Study 2, students explore how different organisations manage the storage and disposal of data and
information to minimise threats to the integrity and security of data and information and to optimise the
handling of information.
Entry
Students must undertake Unit 3 prior to undertaking Unit 4. Students who have demonstrated an interest
and aptitude in the Information Technology Units in Years 9 and 10 may consider taking this subject, however
the heads of Science and Technology and Information Technology must be consulted before this can be
arranged.
Assessment
Satisfactory Completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as
a S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for
the units.
62
Information Technology – Informatics Units 3 and 4 continued
Outcomes
On completion of each unit the student should be able to:
Unit 3
1. design a solution, develop it using a relational database management system, and diagrammatically
represent how users interact with an online solution when supplying data for a transaction.
2. use a range of appropriate techniques and processes to acquire, prepare, manipulate and interpret
complex data to confirm or refute a hypothesis, and formulate a project plan to manage progress.
Unit 4
1. Design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and
assess the effectiveness of the project plan in managing progress.
2. Compare and contrast the effectiveness of information management strategies used by two
organisations to manage the storage and disposal of data and information, and recommend
improvements to their current practices.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 10 %
 In response to a design brief that includes an analysis of a need or an opportunity and a data set:
The design and development of a relational database management system solution
AND
 In response to a design brief that includes a description of the online transaction requirements of
an organisation and its data protection techniques:
An annotated, diagrammatic representation of a user’s interactions with an online solution when
conducting a transaction and the user interface for the page that initiates the transaction.
Unit 4 School-Assessed Coursework: 10%
 A written report
OR
 An annotated visual report
School Assessed Task (SAT): 30%
Unit 3 School Assessed Task:
 A short report that sets out a statement of a student-generated hypothesis, the conclusion that has
been drawn and an outline of the findings supporting the conclusion.
AND
 A collection of data sets, and information derived from them, that allows a conclusion to be drawn
about the hypothesis and evidence of:
o the specifications for creating the information
o acknowledgment of intellectual property
o the validation and manipulation processes and techniques used
o the methods used to secure stored and communicated data and information
AND
A project plan (Gantt charts) indicating times, resources and tasks
63
Information Technology – Informatics Units 3 and 4 continued
Unit 4 School Assessed Task:
 A folio of two or three alternative design ideas and the detailed design specifications of the
preferred design
AND
 A multimodal online solution that communicates the confirmation or refutation of a hypothesis as
detailed in Unit 3.
AND
 An evaluation of the effectiveness of the solution
 An assessment of the effectiveness of the project plan (Gantt chart) in monitoring project progress
in one of the following:
o A written report
o An annotated visual plan
Units 3 and 4 Examination: 50%
Information and Communication Technologies
Throughout this unit, students will use their notebook computers to prepare their work and School Assessed
Coursework tasks. Software used will include Word, Excel, Project Management Tools, JavaScript and HTML
editors and HTML generators.
Head of Science and Technology Faculty: Mr S Jamieson
Head of Information Technology Department: Mr D Aitken
64
Japanese/Japanese as a Second Language Units 1, 2, 3 and 4
First and Second Language studies
The VCE offers both First and Second Language studies at Unit 3 and 4 levels in Chinese, Indonesian, Japanese and
Korean. At Melbourne Grammar School First and Second Language studies are offered in Chinese and Japanese.
Second Language studies are designed to cater for students who have learned all they know of the language in an
Australian school or similar environment.
Those students with a native background of the language enrol in First Language studies.
The Victorian Curriculum and Assessment Authority must approve all enrolments in VCE Second Language studies
Units 3 and 4. Details of the VCAA’s criteria and application forms for enrolment are available from the Head of
Japanese.
The Unit 3 and 4 courses in First Language and Second Language studies are similar in most respects but have
different assessment requirements. Students wishing to undertake Japanese First Language 3 and 4 should consult
the Head of Japanese to determine these differences.
The language to be studied and assessed in Japanese Second Language is modern standard Japanese in both written
and spoken forms. Some dialect variation in pronunciation and accent are acceptable. Students should be familiar
with informal and formal levels of language. Hiragana and Katakana syllabaries and a prescribed number of Kanji
(Chinese characters) will be studied.
Rationale
Japanese has been identified as one of the priority languages from the Asia-Pacific region to be taught in
Australian schools. This recognises the close economic and cultural ties between the two countries. The study
of a language other than English contributes to the overall education of students, most particularly in the
area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy
and general knowledge.
Structure
The study is made up of four units:
Unit 1
The areas of study comprise themes and topics, grammar, text types, vocabulary and kinds of writing. This
unit allows the student to establish and maintain a spoken or written exchange, listen to, read and obtain
information from written and spoken texts and produce a personal response to a text focusing on real or
imaginary experience.
Unit 2
The areas of study comprise themes and topics, grammar, text types, vocabulary and kinds of writing. This
unit allows the student to participate in a spoken or written exchange, listen to, read and extract and use
information and ideas from spoken and written texts and give expression to real or imaginary experience in
written or spoken form.
Units 3 and 4
The areas of study comprise themes and topics, grammar, text types, vocabulary and kinds of writing. In these
units students undertake a detailed study of Language and Culture through texts. Students learn to express
ideas through the production of original texts, analyse and use information from spoken or written texts and
exchange information, opinions and experiences. They also learn to respond critically to spoken and written
texts which reflect aspects of the language and culture of Japanese-speaking communities.
Entry
Japanese First Language is designed for students who typically, will have spent some time as a resident
and/or have had some experience of studying Japanese. Japanese Second Language is designed for
students who do not have a Japanese background.
65
Japanese/Japanese as a Second Language Units 1, 2, 3 and 4 continued
These students will, typically, have studied Japanese for at least 400 hours at completion of Year 12. It is possible,
however, that some students with less formal experience will also be able to meet the requirements successfully.
Students must complete Victorian Curriculum and Assessment Authority’ application forms giving details of their
background in Japanese if they wish to enroll in this study. The application forms will be available from the Head of
Japanese in Term 3, 2014 and must be submitted to the Victorian Curriculum and Assessment Authority by the due
closing date. Students must undertake Unit 3 prior to undertaking Unit 4. It is possible to enter the study at Units 2
and 3 levels, however the Head of Languages must be consulted before this can be arranged. Students entering Unit
3 without Units 1 and/or 2 may be required to undertake additional reading, preparation and testing as prescribed
by the Head of Japanese. In view of the sequenced nature of the study, it is advisable that students undertake Units
1 to 4.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes specified for the unit. Satisfactory completion of Units 1, 2, 3 and
4 is notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not Satisfactory)
based on the demonstrated achievement of outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. establish and maintain a spoken or written exchange related to personal areas of experience
2. listen to, read and obtain information from written and spoken texts
3. produce a personal response to a text focusing on real or imaginary experience
Unit 2
1. participate in a spoken or written exchange related to making arrangements and completing transactions
2. listen to, read and extract and use information and ideas from spoken and written texts
3. give expression to real or imaginary experience in written or spoken form
Unit 3
1. express ideas through the production of original texts
2. analyse and use information from spoken texts
3. exchange information, opinions and experiences
Unit 4
1. analyse and use information from written texts
2. respond critically to spoken and written texts which reflect aspects of the language and culture of
Japanese-speaking communities
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1
 Oral presentations
 Text-based responses
 Folio writing
66
Japanese/Japanese as a Second Language Units 1, 2, 3 and 4 continued
Unit 2
 Oral presentations
 Text-based responses
 Folio writing
Unit 3
Unit 3 School Assessed Coursework: 25%
 A 1400 – 1600 character personal or imaginative written piece (First Language)
A 500 character personal or imaginative written piece (Second Language)
 A response to a spoken text
 A 4-5 minute evaluative oral presentation focusing on points for and against an aspect related to texts
studies (First Language)
3-4 minute role play, focusing on the resolution of an issue (Second Language)
Unit 4
Unit 4 School Assessed Coursework: 25%
 A response to a written text
 A 1400 – 1600 character informative, persuasive or evaluative written response, for example, report,
comparison or review (First Language)
A 600 character informative, persuasive or evaluative written response, for example, report, comparison
or review (Second Language)
 A 4-5 minute interview on an issue related to texts studied (First Language)
A 3-4 minute interview on an issue related to texts studied (Second Language)
Units 3 and 4 end-of-year examinations:
50%
 An oral examination (10 minutes for First Language, 15 minutes for Second Language)
 A 2 hour written examination
Information and Communication Technologies
As well as being used to facilitate the word processing of written tasks, notebook computers will be
essential to access the Intranet site for revision material for each topic. Students will be encouraged to
make use of online facilities, such as VCE discussion sites, on-line interactive materials and authentic
Japanese websites. Movie Maker and PowerPoint will be used to facilitate oral presentations.
Head of Languages Faculty: Ms L Jonas
Head of Japanese Department: Ms M McLaughlin
67
Latin Units 1, 2, 3 and 4
Rationale
The study of Latin is a key to the literature, history and culture of the Greco-Roman world. Students learn
to discuss and interpret passages from surviving literature, working from the original texts and engaging in
historical, cultural and social enquiry in order to acquire a knowledge and appreciation of ancient life and
culture.
Students study the works of numerous Classical Latin writers in various genres such as epic and lyrical
poetry, drama and prose, including both historical and philosophical writing.
The study of Latin improves English communication skills, both oral and written, as well as developing a
keener sense of logical and rational thinking inherent in much Classical Latin writing.
Structure
The study is made up of four units. Each unit is designed to enable students to achieve a set of outcomes.
Each outcome is described in terms of the key knowledge and skills students are required to demonstrate.
Units 1 – 4 Common areas of study
The areas of study for Latin comprise grammar, vocabulary and seen texts. They are common to all four
units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the
linguistic needs of the student, and the outcomes for the unit.
The grammar, vocabulary and seen texts, as common areas of study, add a further layer of definition to the
knowledge and skills required for successful achievement of the outcomes.
The common areas of study have been selected to provide the opportunity for the student to build upon
what is familiar, as well as develop knowledge and skills in new and more challenging areas.
Entry
Latin is designed for students who will, typically, have studied for at least 200 hours prior to the
commencement of Unit 1. It is possible, however, that some students with less formal experience will also
be able to meet the requirements successfully. Students must undertake Unit 3 prior to undertaking Unit 4.
It is possible to enter the study at Units 2 and 3 levels, however the Head of Languages must be consulted
before this can be arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to
undertake additional reading, preparation and testing as prescribed by the Head of Latin. In view of the
sequenced nature of the study, it is advisable that students undertake Units 1 to 4.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes specified for the unit. Satisfactory completion of Units 1, 2, 3 and
4 is notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not
Satisfactory) based on the demonstrated achievement of outcomes specified for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. manipulate basic accidence and syntax in Latin sentences.
2. understand the content of a seen passage of Latin accurately
3. read a passage of Latin aloud with attention to appropriate rules of pronunciation
4. translate passages of Latin
Unit 2
1. identify syntax and accidence of words from a seen passage presented in context
2. identify main ideas and specific details of content in an unseen passage of Latin
3. demonstrate understanding of the use and purpose of scansion in Latin poetry
4. translate a seen passage with attention to fluency as well as accuracy
Unit 3
1. demonstrate knowledge of accidence and syntax
2. demonstrate understanding of a seen passage
3. translate seen and unseen passages of Latin with attention to style and shades of meaning
68
Latin Units 1, 2, 3 and 4 continued
Unit 4
1. analyse and explain literary techniques used in Latin texts
2. identify and discuss themes and relevant aspects of cultural/historical context in a seen text
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1
Four tasks selected from those listed below:
 Making changes to syntax and accidence of Latin sentences
 Translation of sentences from English to Latin
 Translation of a passage of Latin with a focus on accuracy
 Response to content questions on a seen Latin passage
 Reading aloud of a passage of Latin
Unit 2
Four tasks selected from those listed below:
 Identification and explanation of words which exemplify forms of accidence and syntax in a seen passage
 Composition of original sentences based on models from a seen passage
 Writing of an English summary of a passage from an unseen text
 Response to questions on a passage from an unseen text
 Write scansion of a passage of Latin poetry
 Reading aloud Latin poetry with attention to metre
 Translation of a seen passage with attention to fluency and accuracy
Unit 3
Unit 3 School Assessed Coursework: 25%
 Identification of accidence and syntax of words from a seen passage of about 200 words
 Response to questions on context and content
 Translate a seen passage of approximately 90-100 words and an unseen passage of approximately 70
words
Unit 4
Unit 4 School Assessed Coursework: 25%
 Writing a 500-word essay focussing on themes and issues
 Response to questions on a passage of approximately 50 lines related to theme library techniques and
cultural/historical aspects of a seen text
Units 3 and 4 end-of-year examination (2 hours): 50%
 Translation of approximately 85 words of an unseen text
 Comprehension, analysis and interpretative questions based on 300 lines of Vergil, the prescribed author
Information and Communication Technologies
Students will have access to grammar and syntax notes on their notebook computers.
Head of Languages Faculty: Ms L Jonas
Head of Latin Department: Mr L Zoch
69
Legal Studies Units 1, 2, 3 and 4
Rationale
This study is about the way the law relates to and serves both individuals and the community. This
knowledge is central to understanding the workings of contemporary Australian society. Legal Studies
examines the process of law-making, dispute resolution and the administration of justice in Australia.
Students develop an understanding of the impact of the legal system on the lives of citizens and the
implications of legal decisions and outcomes on Australian society. The study provides students with an
appreciation of how individuals can be involved in decision -making within the legal system, encouraging
civic engagement and helping them to become informed and active citizens.
Students develop an understanding of the complexity of the law and the legal system and the challenges
faced by our law- makers and dispute resolution bodies. They investigate the workings of our legal system
and undertake comparisons with international structures and procedures.
Legal Studies focuses on the development of skills, such as the identification, collection and processing of
information from a range of sources and its interpretation, analysis and application.
Students are required to apply independent inquiry, critical thinking and legal reasoning to solve legal
problems and contemporary cases and issues.
Structure
The study is made up of four units:
Unit 1: Criminal Law in action.
There are three (3) areas of study and three (3) outcomes for the unit.
Area of Study 1 - Law in Society: This study focuses on the role of and need for laws and the corresponding
rights and responsibilities of individuals. Students learn the difference between legal and non-legal rules
and consider who makes them. The role of parliament as primary lawmaker, as well as the role of
subordinate authorities in this area is covered.
Area of Study 2 - Criminal Law: This study focuses on the way in which this area of law regulates behaviour
and protects the community. The basic principles of criminal law, types of crime and sanctions are covered
in a range of illustrative cases. Students compare Victorian sentencing practices with that of an
international jurisdiction.
Area of Study 3 - The Criminal Courtroom: This study focuses on the Victorian court hierarchy, its personnel,
procedures and the nature of the adversary system of trial. The role and operation of juries and the concept
of a fair trial or hearing are integral to this. The Victorian Charter of Rights and Responsibilities is considered
and the way the criminal justice system contributes to the achievement of justice generally.
Unit 2: Issues in Civil Law.
There are four areas of study and four outcomes for this unit:
Area of Study 1 - Civil Law: This study focuses on the way this area of law protects the rights of individuals,
groups and organisations in society and contrasts it with criminal law. Torts and related defences and also
the process of lawmaking by judges, is examined through the operation of the doctrine of precedent and
statutory interpretation. There is again an emphasis on using cases to explore these principles.
Area of Study 2 – Civil Law in Action: This study focuses on procedures for the resolution of civil disputes
generally and the nature of civil procedures, both informal and court based. Civil pre-trial and trial
procedures and the nature of civil remedies are examined.
Area of Study 3 - The Law in Focus: This study involves an examination of a specific area/s of law. Students
may choose to examine one or more of these areas of law-contract, family, consumer protection,
workplace, wills and inheritance, sports, tenancy, environmental or any other relevant area of civil law.
Area of Study 4 - A Question of Rights: This study investigates an instance of an abuse of rights against an
individual and the process of redress through the courts. A specific case will be examined, together with its
impact on the individual and the legal system at large.
70
Legal Studies Units 1, 2, 3 and 4 continued
Unit 3: Law-making
There are three areas of study and three outcomes:
Area of Study 1 - Parliament and the Citizen: This study focuses on the principles of the Australian
parliamentary system and the investigation of the role of parliament as lawmaker. Students evaluate the
overall effectiveness of Parliament in this role.
Area of Study 2 – The Constitution and the Protection of Rights: This study focuses on an investigation of the
role of the Commonwealth Constitution in establishing and restricting the jurisdiction of the law-making
powers of Parliament. Students will also explore the importance of the Constitution and the role of the High
Court in protecting democratic and human rights, in order to develop an awareness of the rights and
responsibilities of Australian citizens. Students compare the Australian Constitutional approach to the
protection of rights with the approach in one other country.
Area of Study 3 - Role of the Courts in Lawmaking: This study focuses on developing an appreciation of the
role played by the courts in law-making and exploring, using cases, the relationship between courts and
parliament as lawmakers.
Unit 4: Resolution and Justice.
This Unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of civil and
criminal dispute resolution, with a view to comparing and evaluating the operation of the various dispute
resolution methods.
There are two areas of study and two outcomes for this unit:
Area of Study 1 - Dispute Resolution Methods: This study examines the jurisdictions and functions of selected
Victorian courts and VCAT and evaluates their operation.
Area of Study 2 - Court Processes and Procedures and Engaging in Justice: This study examines and evaluates
the nature of the adversarial system of trial as compared to the inquisitorial system. Civil and criminal pretrial, trial and post-trial procedures and the jury system are explored. The extent to which all these processes
contribute to an effective legal system is an important focus area for this unit.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking
Unit 4. It is possible to enter the study at Units 2 and 3 levels, however the Head of Social Sciences must be
consulted before this can be arranged. Students who have demonstrated an interest, aptitude and academic
maturity in the Business Studies units in Years 9 and 10 may consider taking Legal Studies 3/4 in Year 11.
Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional reading,
preparation exercises and testing as prescribed by the Head of Legal Studies.
Assessment
Satisfactory completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. explain the need for effective laws and describe the main sources and types of law in society.
2. explain the key principles underpinning and the types of criminal law, apply the key principles to relevant
cases and discuss the impact of criminal activity on the individual and society.
3. describe the processes for the resolution of criminal cases and discuss the capacity of these processes to
achieve justice.
71
Legal Studies Units 1, 2, 3 and 4 continued
Unit 2
1. explain the principles of civil law, law-making by courts and the elements of torts and apply these to
relevant cases.
2. explain and evaluate the processes for the resolution of civil disputes
3. explain one or more area/s of civil law and discuss the legal system’s capacity to respond to issues and
disputes related to the selected area/s of law.
Unit 3
1. explain the structure and role of parliament, including its processes and effectiveness as a law-making
body, describe why legal change is needed and the means by which such change can be influenced.
2. explain the role of the Commonwealth Constitution in defining law- making powers within a federal
structure, analyse the means by which law-making powers may change and evaluate the effectiveness
of the Commonwealth Constitution in protecting human rights.
3. describe the role and operation of courts in law-making, evaluate their effectiveness as law-making
bodies and discuss their relationship with parliament.
Unit 4
1. describe and evaluate the effectiveness of institutions and methods for the determination of criminal
cases and the resolution of civil disputes.
2. Explain the processes and procedures for the resolution of criminal cases and civil disputes, and evaluate
their operation and application, and evaluate the effectiveness of the legal system as a whole.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of an S
(Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of school
based assessments and external examinations to determine the student’s levels of achievement in the VCE.
Levels of achievement in this study are based on a combination of the following assessment tasks:
Unit 1
 Short answer tests
 Extended response tasks
 Essays
 Structured assignment / folio and report
 Case studies
 Analytical evaluations and assessments
 Mock court/ role play
Unit 2
 Short answer tests
 Extended response tasks
 Essays
 Structured assignment/ folio and report
 Case studies
 Analytical evaluations and assessments
 Mock court/ role play
Units 3 and 4
Unit 3 School-Assessed Coursework: 25 %
 Structured questions
 Case studies
 Test
72
Legal Studies Units 1, 2, 3 and 4 continued
Unit 4 School-Assessed Coursework: 25 %
 Structured questions
 Case studies
Units 3 and 4 end-of-year examination: 50 %
Information and Communication Technologies
The texts for all units may be provided to students on CD-ROM. Various software packages and the Internet
are used.
Head of Social Science Faculty &
Head of Legal Studies Department: Mrs L Forbes
73
Literature Units 1, 2, 3 and 4
Literature Units 1, 2, 3 and 4 may be taken as an alternative to English Units 1, 2, 3 or 4 in addition to English Units 1,
2, 3 and 4.
Rationale
VCE Literature provides opportunities for students to develop their awareness of other people, places and
cultures and explore the way texts represent the complexity of human experience. Students examine the
evolving and dialogic nature of texts, the changing contexts in which they were produced and notions of
value. They develop an understanding and appreciation of literature, and an ability to reflect critically on
the aesthetic and intellectual aspects of texts.
The study of Literature enables students to consider the power and complexity of language, the ways
literary features and techniques contribute to meaning and the significance of form and structure. They
develop their capacity to read and interpret texts and reflect on their interpretations and those of others,
and in turn reflect on their personal experience and the experiences of others, cultivating an awareness that
there are multiple readings of texts and that the nature of language and text is dynamic. They are
encouraged to be independent, innovative and creative, developing the ability to read deeply and widely
and to establish and articulate their views through creative and analytical responses.
Structure
The study is made up of 4 units.
Unit 1: Approaches to literature
In this unit students focus on the ways in which the interaction between text and reader creates meaning.
Students’ analyses of the features and conventions of texts helps them develop increasingly discriminating
responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the
ideas and concerns of texts and gain insights into how texts function as representations of human experience.
They develop familiarity with key terms, concepts and practices that equip them for further studies in literature.
They develop an awareness of how the views and values that readers hold may influence the reading of a text.
Unit 2: Context and connections
In this unit students explore the ways literary texts connect with each other and with the world. They deepen
their examination of the ways their own culture and the cultures represented in texts can influence their
interpretations and shape different meanings. Drawing on a range of literary texts, students consider the
relationships between authors, audiences and contexts. Ideas, language and structures of different texts
from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities
and differences across texts and establish connections between them. They engage in close reading of texts
and create analytical responses that are evidence-based. By experimenting with textual structures and
language features, students understand how imaginative texts are informed by close analysis.
Units 3 and 4
The study of literature is a means of exploring human experience. It involves asking questions such as:
whose experiences and what experiences are given voice in the text? How are they created through the
text’s language? What does the text’s representation of characters and events suggest about the views and
values of the text? Unit 3 focuses on the ways writers construct their work and how meaning is created for
and by the reader. Unit 4 focuses on students’ creative and critical responses to texts.
Entry
The English Department recommends that Year 11 students take Literature Units 1 and 2 before taking Units
3 and 4. Students must undertake Unit 3 prior to undertaking Unit 4.
Assessment
Satisfactory completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the units.
74
Literature Units 1, 2, 3 and 4 continued
Outcomes
On completion of each unit the student should be able to:
Unit 1
1.
2.
respond to a range of texts and reflect on influences shaping these responses
analyse the ways in which texts reflect or comment on the ideas and concerns of individuals and
particular groups in society
Unit 2
1.
2.
analyse and respond critically and creatively to the ways a text from a past era and/or a different culture
reflect or comment on the ideas and concerns of individuals and groups in that context
compare texts considering the dialogic nature of texts and how they influence each other.
Unit 3
1. analyse how meaning changes when the form of a text changes
2. analyse, interpret and evaluate the views and values of a text in terms of the ideas, social conventions
and beliefs that the text appears to endorse, challenge or leave unquestioned
3. evaluate views of a text and make comparisons with their own interpretation
Unit 4
1. respond imaginatively to a text, and comment on the connections between the text and the response
2. analyse critically features of a text, relating them to an interpretation of the text as a whole.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based following assessment tasks:
Unit 1
 Text based responses
 Oral presentations
 Planning and creating a writing folio
 Close analysis of select passages
Unit 2
 Comparative essay
 Analytical essay
 Oral presentations
 Planning and creating a writing folio
 Using language to persuade
 Close analysis of select passages
75
Literature Units 1, 2, 3 and 4 continued
Units 3 and 4
Unit 3 School-Assessed Coursework: 25 %
 Adaptations and transformations
 Views, values and contexts
 Considering alternative viewpoints
Unit 4 School-Assessed Coursework: 25 %
 Creative response
 Close analysis
Unit 3 and 4 end-of-year examination: 50 %
Information and Communication Technologies
The use of notebook computers in the drafting and editing of written responses is very much encouraged. There are
opportunities for students to make use of the Internet as they examine interpretations of set texts and to study
multi-media texts as part of the course.
Head of English Faculty: Mr S Dessants
Head of Literature Department: Ms S Mulready
76
Mathematics Units 1, 2, 3 and 4
Rationale
Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a
framework for thinking and a means of symbolic communication that is powerful, logical, concise and unambiguous
and a means by which people can understand and manage their environment. Essential mathematical activities
including abstracting, providing, applying, investigating, modelling and problem solving. This study is designed to
provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs
and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of
mathematics in everyday life in an increasingly technological society, and confidence in making effective use of
mathematical ideas, techniques and processes. All students in all the mathematical units offered will apply
knowledge and skills, model, investigate and solve problems, and use technology to support learning mathematics
and its application in different contexts. In Mathematical Methods (CAS) extensive use is made of Computer
Algebra Systems.
Structure
The study is made up of the following units:
General Mathematics Units 1 and 2: a course for any student
Mathematical Methods (CAS) Units 1 and 2: a course suitable for students of above average ability
Specialist Mathematics Units 1 and 2: a course suitable for students of above average ability
Further Mathematics Units 3 and 4: a course suitable for any student.
Mathematical Methods (CAS) Units 3 and 4: a course suitable for students of above average ability in Year
12 and very high ability in Year 11
Specialist Mathematics Units 3 and 4: a course suitable for students of high ability
Five of these studies will be available to students in Year 11. The studies may be combined in a variety of
ways to suit students’ requirements in terms of interest, mathematical ability and tertiary course
aspirations. The students will be guided by their Year 10 Mathematics teacher as to which VCE
Mathematics studies are most suitable for them.
At Melbourne Grammar School students are not permitted to study all three of Further Mathematics,
Mathematical Methods (CAS) Units 3 and 4 and Specialist Mathematics Units 3 and 4.
The various courses which may be taken at Year 11 and Year 12 level are outlined below. The solid arrows
show the route that most students taking these courses would follow, while the broken arrows show
possible alternatives.
YEAR 11 - 2016
YEAR 12 - 2017
COURSE 1
Specialist Maths 1 and 2
and Math Methods (CAS) 3 and 4
Specialist Maths 3 and 4
(+ a possible tertiary course)
COURSE 2
Specialist Maths 1 and 2 and
Mathematical Methods (CAS) 1 and 2
Mathematical Methods (CAS) 3 and 4
Specialist Maths 3 and 4
COURSE 3
Specialist Maths 1 and 2
Mathematical Methods (CAS) 1 and 2
Mathematical Methods (CAS) 3 and 4
COURSE 4
Further Mathematics 3 and 4
Mathematical Methods(CAS) 1 and 2
Mathematical Methods (CAS) 3 and 4
COURSE 5
Mathematical Methods (CAS) 1 and 2
Further Maths 3 and 4
COURSE 6
General Maths 1 and 2
Further Maths 3 and 4
No Mathematics
A more detailed description of the areas of study within each of the units and details of assessment are
provided in the separate entries which follow for each Mathematics study.
77
Specialist Mathematics Units 1 and 2
Rationale
See page 77
Areas of Study
Units 1 and 2
Specialist Mathematics provides a course for students of above average ability in mathematics and is
designed as a preparation for either Maths Methods (CAS) 3/4 or Specialist Maths 3/4.
The areas of study are:
 Arithmetic and number
 Statistics
 Algebra
 Graphs of linear and non-linear relations
 Geometry and trigonometry
 Discrete Mathematics
Entry
There are no prerequisites for entry to Specialist Mathematics Units 1 and 2, however students attempting
Mathematical Methods (CAS) are expected to have a strong background in Algebra, Functions and Probability.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1 and 2 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) of N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for
the unit.
Outcomes
For each unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all selected areas of study for each Unit. On completion of each unit the student
should be able to:
1.
2.
3.
define and explain key concepts, in relation to the topics from the selected areas of study, and
apply a range of related mathematical routines and procedures.
apply mathematical processes in non-routine contexts and analyse and discuss these applications of
Mathematics in at least three of the areas of study.
use technology to produce results and carry out analysis in situations requiring problem solving,
modelling or investigative techniques or approached in at least three of the areas of study.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit.
Levels of achievement in this study are based on the following assessment tasks:
 Assignments
 Tests
 Analysis/problem solving tasks
Information and Communication Technologies
In all courses, there will be appropriate use of technology to produce results which support learning
mathematics and its application in different contexts. It is expected that students will make use of some of
scientific calculators, graphics calculators, spread sheets, statistics packages, geometry and algebra
packages, and graphics packages. All Mathematics students will use a TI-Nspire (CAS) calculator.
Head of Mathematics Faculty: Mr B Ruthven
78
General Mathematics Units 1 and 2
Rationale
See page 77
Areas of Study
Units 1 and 2
General Mathematics provides a course for any student in Mathematics and is designed as a preparation for
either Further Maths 3/4 or no Mathematics study Year 12.
The areas of study are:
 Arithmetic and number
 Statistics
 Algebra
 Graphs of linear and non-linear relations
 Geometry and trigonometry
 Discrete Mathematics
Entry
There are no prerequisites for entry to General Mathematics Units 1 and 2.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1 and 2 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) of N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for
the unit.
Outcomes
For each unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all selected areas of study for each Unit. On completion of each unit the student
should be able to:
1.
2.
3.
define and explain key concepts, in relation to the topics from the selected areas of study, and
apply a range of related mathematical routines and procedures.
apply mathematical processes in non-routine contexts and analyse and discuss these applications of
Mathematics in at least three of the areas of study.
use technology to produce results and carry out analysis in situations requiring problem solving,
modelling or investigative techniques or approached in at least three of the areas of study.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit.
Levels of achievement in this study are based on the following assessment tasks:
 Assignments
 Tests
 Project/problem solving tasks
Information and Communication Technologies
In all courses, there will be appropriate use of technology to produce results which support learning mathematics
and its application in different contexts. It is expected that students will make use of some of scientific calculators,
graphics calculators, spread sheets, statistics packages, geometry and algebra packages, and graphics packages. All
Mathematics students will use a TI-Nspire (CAS) calculator.
Head of Mathematics Faculty: Mr B Ruthven
79
Mathematical Methods (CAS) Units 1, 2, 3 and 4
Rationale
See page 77
Areas of Study
Units 1 and 2
These units are designed in particular as preparation for Mathematical Methods (CAS) Units 3 and 4. The
areas of study for Units 1 and 2 are:
 Functions and graphs
 Algebra
 Rates of change and calculus
 Probability
Units 3 and 4
Mathematical Methods (CAS) Unit 3 and 4 consists of the following areas of study:
 Functions and graphs
 Algebra
 Calculus
 Probability
These are covered in a progression from Unit 3 to Unit 4 with an appropriate selection of content for each
of Unit 3 and Unit 4. In this course extensive use is made of Computer Algebra Systems (CAS).
Entry
There are no prerequisites for entry to Mathematical Methods (CAS) Units 1 and 2. However students
attempting Mathematical Methods (CAS) are expected to have a sound background in algebra, functions,
and probability. Students must undertake Unit 3 of the study before entering Unit 4 of that study.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) of N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
For each Units of 1, 2, 3 and 4 there are three outcomes. At completion of each unit the student should be
able to:
1.
2.
3.
define and explain key concepts, as specified in the content from the areas of study, and to apply a
range of related mathematical routines and procedures
apply mathematical processes in non-routine contexts and to analyse and discuss these
applications of Mathematics
use technology to develop mathematical ideas, produce results and carry out analysis in situations
requiring problem-solving, modelling or investigative techniques or approaches
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the student’s
level of achievement in the VCE.
80
Mathematical Methods (CAS) Units 1, 2, 3 and 4 continued
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Assignments
Tests
Analysis/problem solving tasks



Units 3 and 4
Unit 3 School-Assessed Coursework: 20%
 Application task: A function and calculus application task with several components of
increasing complexity
 Tests: two tests
Unit 4 School-Assessed Coursework: 14%
 Analysis task 1: A task of 2 – 4 hours duration over 1 – 2 days
 Analysis task 2: A task related to statistics and probability. It is of 2 – 4
hours duration over 1 – 2 days
Units 3 and 4 end-of-year examinations:
 Examination 1 (Short answer and extended answer questions – 1 hour): 22%
NB: Calculators are not permitted in examination 1
 Examination 2 (Multiple choice and extended answer questions – 2 hours): 44%
Information and Communication Technologies
In all courses, there will be appropriate use of technology to produce results which support learning
Mathematics and its application in different contexts. It is expected that students will make use of some of
scientific calculators, graphics calculators, spread sheets, statistics packages, geometry and algebra
packages, and graphics packages. All Mathematical Methods (CAS) students will use a TI-Nspire (CAS)
calculator.
Head of Mathematics Faculty: Mr B Ruthven
81
Further Mathematics Units 3 and 4
Rationale
See page 77
Areas of Study
Units 3 and 4
Further Mathematics consists of a compulsory area of study ‘Data analysis’ and then a selection of three from
six modules in the ‘applications’ area of study.
 Number patterns
 Geometry and trigonometry
 Graphs and relations
 Business related mathematics
 Networks and Decision Mathematics
 Matrices
Entry
It is recommended that students undertaking Further Mathematics Units 3 and 4 have satisfactorily
completed Units 1 and 2 of a Mathematics subject, or, if in Year 11, have satisfactorily completed Year 10
mathematics to a high standard.
Assessment
Satisfactory Completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as an
S (Satisfactory) of N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for the
unit.
Outcomes
In each of Units 3 and 4 there are three outcomes. At completion of each unit the student should be able
to:
1.
2.
3.
apply knowledge and skills: The study of aspects of the existing body of mathematical knowledge
through learning and practising mathematical algorithms, routines and techniques, and using them to
find solutions to standard problems
model, investigate and solve problems: The creative application of mathematical knowledge and skills
in unfamiliar situations, including real-life situations, which require investigative, modelling or problem
solving approaches
use technology: The effective and appropriate use of technology to produce results which support
learning Mathematics and its application in different contexts
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the student’s
level of achievement in the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 3 and 4 Further Mathematics
Unit 3 School-Assessed Coursework: 20%
 An application task: A data analysis application task with several components of increasing
complexity
 An analysis task: A task of 2 – 4 hours duration over 1 – 2 days
82
Further Mathematics Units 3 and 4 continued
Unit 4 School-Assessed Coursework: 14%
 Analysis task 1: The task relates to one of the modules in Unit 4. It is of task of 2 – 4 hour’s
duration over 1 – 2 days
 Analysis task 2: The task relates to the second selected module in Unit 4. It is of 2 – 4 hours
duration over 1 – 2 days
Units 3 and 4 end-of-year examinations:
 Examination 1 (Facts, skills and applications task - 1½ hours): 33%
 Examination 2 (Analysis task - 1½ hours): 33%
Information and Communication Technologies
In all courses, there will be appropriate use of technology to produce results which support learning
Mathematics and its application in different contexts. It is expected that students will make use of some of
scientific calculators, graphics calculators, spread sheets, statistics packages, geometry and algebra
packages, and graphics packages. All Mathematics students will use a TI-Nspire (CAS) calculator.
Head of Mathematics Faculty: Mr B Ruthven
83
Specialist Mathematics Units 3 and 4
Rationale
See page 77
Areas of Study
Units 3 and 4
Specialist Mathematics consists of the following areas of study:
 Functions, relations and graphs
 Algebra
 Calculus
 Vectors
 Mechanics
The development of course content highlights mathematical structure and proof.
Entry
Units 3 and 4 of a study are designed to be taken as a sequence. Students must undertake Unit 3 before
entering Unit 4 of that study. Enrolment in Specialist Mathematics Units 3 and 4 assumes satisfactory
completion of, or enrolment in, Mathematical Methods (CAS) Units 3 and 4.
Assessment
Satisfactory Completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) of N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for
the unit.
Outcomes
For each Unit of 3 and 4 there are three outcomes. At completion of each unit the student should be able
to:
1.
2.
3.
apply knowledge and skills: The study of aspects of the existing body of mathematical knowledge
through learning and practising mathematical algorithms, routines and techniques, and using them to
find solutions to standard problems
model, investigate and solve problems: The creative application of mathematical knowledge and skills
in unfamiliar situations, including real-life situations, which require investigative, modelling or problem
solving approaches
use technology: The effective and appropriate use of technology to produce results which support
learning Mathematics and its application in different contexts
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the student’s
level of achievement in the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 3 and 4
Unit 3 School-Assessed Coursework: 14%
 Analysis task 1: A task of 2 – 4 hours duration over 1 – 2 days
 Analysis task 2: A task of 2 – 4 hours duration over 1 – 2 days (These tasks will not be the
same type)
 Tests: Two tests
84
Specialist Mathematics Units 3 and 4 continued
Unit 4 School-Assessed Coursework: 20%
 An application task: A problem-solving or modelling application task with several components
of increasing complexity
Units 3 and 4 end-of-year examinations:
 Examination 1 (Short answer and extended answer questions – 1 hour): 22%
NB: Calculators are not permitted in Examination 1.

Examination 2 (Multiple choice and extended answer questions – 2 hours): 44%
Information and Communication Technologies
In all courses, there will be appropriate use of technology to produce results which support learning
Mathematics and its application in different contexts. It is expected that students will make use of some of
scientific calculators, graphics calculators, spread sheets, statistics packages, geometry and algebra
packages, and graphics packages. All Mathematics students will use a TI-Nspire (CAS) calculator.
Head of Mathematics Faculty: Mr B Ruthven
85
Media Units 1, 2, 3 and 4
Rationale
Media provides the opportunity for students to develop critical and creative knowledge and skills. Media
texts, technologies and processes are considered from various perspectives including their structure and
features, their industry production and distribution context, audience reception and the impact of media in
society. This aspect of the study is integrated with individual and collaborative design and production of
media representations and products. The study will focus principally on film and video in both critical and
practical terms.
Structure
Unit 1: Representation and technologies of representation
In this unit students develop an understanding of the relationship between the media, technology and the
representations present in media forms. They study the relationships between media technologies,
audiences and society. Students develop practical and analytical skills, including an understanding of the
contribution of codes and conventions to the creation of meaning in media products, the role and
significance of selection processes in their construction, the role audiences play in constructing meaning
from media representations, and the creative and cultural impact of new media technologies.
Unit 2: Media production and the media industry
In this unit students develop their understanding of the specialist production stages and roles within the
collaborative organisation of media production. Students participate in specific stages of a media
production, developing practical skills in their designated role. Students also develop an understanding of
media industry issues and developments relating to production stages and roles and the broader
framework within which Australian media organisations operate.
Unit 3: Narrative and media production design
The purpose of this unit is to enable students to develop an understanding of production and story
elements and to recognise the role and significance of narrative organisation in fictional film, radio or
television programs. Students also develop practical skills through undertaking exercises related to aspects
of the design and production process. They design a media production for a specific media form with the
relevant specifications presented as a written planning document with visual representations.
Unit 4: Media process , influence and society’s values
The purpose of this unit is to enable students to further develop practical skills in the production of media
products and to realise a production design. Organisational and creative skills are refined and applied
throughout this process. In this unit students also analyse the relationship between society’s values and
media texts. The role and influence of the media is also critically analysed in this unit as students apply
communication theories and theories of audience.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
It is possible to enter the study at Units 2 and 3 levels, however the Head of Creative and Performing Arts
must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or 2 may be
required to undertake additional reading, preparation exercises and testing as prescribed by the Head of
the Media Department.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1 and 2 is notified to the Victorian Curriculum and Assessment Authority as
an S (satisfactory) or N (not satisfactory) based on the demonstrated achievements of outcomes specified
for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. describe the construction of specific media representations and explain how the process of
representation reproduces the world differently from direct experience of it.
86
Media Units 1, 2, 3 and 4 continued
2. construct media representations in two or more media forms and compare these representations that
are produced by the application of different media technologies.
3. discuss creative and cultural implications of new media technologies for the production and
consumption of media products.
Unit 2
1. demonstrate specialist productions skills within collaborative media productions, and explain and reflect
on the media production process.
2. discuss media industry issues and developments relating to the production stage of a media product,
and describe specialist roles within the media industry.
3. describe characteristics of Australian media organisations and discuss the social, cultural and industrial
framework within which such organisations operate.
Unit 3:
1. analyse the nature and function of production and story elements in fictional media texts and
discuss how combinations of these elements structure the narrative to engage an audience.
2. use a range of technical equipment, applications and media processes to present ideas, achieve effects
and explore aesthetic qualities in production design plan specification areas appropriate to a media
form.
3. prepare a media production design plan incorporating the specifications appropriate for the chosen
media product.
Unit 4:
2. produce a media product for an identified audience from the media production design plan prepared
by the student in Unit 3.
3. discuss the ways in which social values shape the content of media texts and analyse how social values
are reflected in a text.
4. discuss theories of media influence and analyse debates about the nature and extent of media
influence.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The school will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s level of achievement in
the VCE. To receive a study score, students must achieve two or more graded assessments and receive S for
both Units 3 and 4.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2



Analysis of media
Ability to articulate ideas
Practical ability with media production
Units 3 and 4
Unit 3 School-Assessed Coursework: 6%
Unit 4 School-Assessed Coursework: 12%
The student's performance on each outcome will be assessed using one or more of the following tasks:






A written report
An essay
Short responses
Structured questions
An annotated visual report
An oral report
87
Unit 3 and 4 School Assessed Task: 37%
88
Media Units 1, 2, 3 and 4 continued
A Media Product in any one of the following forms, to be determined by teacher and student:







An audio-visual film sequence
An animation
A radio or audio sequence
A photographic presentation
A print production
A multimedia production
A convergent media production
Units 3 and 4 end-of-year examination: 45%
Information and Communication Technologies
In Media the following Software is provided and used in conjunction with the desktop computers in the Media
classrooms:


iMovie
Adobe Creative Suite: Photoshop, Illustrator, In-Design, After Effects, Flash
Head of Creative and Performing Arts Faculty: Ms C Poljski
Head of Media Department: Ms J Rottura
89
Music Performance Units 1 and 2
These Units are designed so that students may develop their performance skills, technical skills and musicianship,
before progressing eventually to Music Performance (Units 3 and 4) and/or Music Investigation (Units 3 and
4). Students must have private tuition during the period of the course.
Rationale
The study of music develops students’ understanding of artistic processes and contributes to the
development of the aesthetic, cognitive, psychomotor and affective domains.
VCE Music offers students opportunities to engage in the practice of performing, creating and studying
music that is representative of diverse genres, styles and cultures.
Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and
develop their ability to communicate their understanding through music making: performing, composing,
arranging and/or improvising; and musicianship: aural perception, analysis and music language.
Structure
The study is made up of two units.
Unit 1
This unit focuses on building performance and musicianship skills. Students present performances of
selected group and solo music works using one or more instruments. They study the work of other
performers and explore strategies to optimise their own approach to performance. They identify technical,
expressive and stylistic challenges relevant to works they are preparing for performance and practise
technical work to address these challenges. They also develop skills in performing previously unseen music.
Students study aural, theory and analysis concepts to develop their musicianship skills and apply this
knowledge when preparing and presenting performances.
Unit 2
In this unit students build their performance and musicianship skills. They present performances of selected
group and solo music works using one or more instruments. Students study the work of other performers
through listening and analysis and use specific strategies to optimise their own approach to performance.
They also study strategies for developing technical and expressive performance skills. They identify
technical, expressive and stylistic challenges relevant to works they are preparing for performance and
practise related technical work. They develop skills in performing previously unseen music and study
specific concepts to build their musicianship knowledge and skills. Students also devise an original
composition or improvisation.
Entry
There are no official prerequisites for entry to Units 1 and 2 but it is assumed that the student will have had
at least 3 years tuition on a musical instrument or voice. Consultation should be made with the Director of
Music.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes specified for the Unit. Satisfactory completion of Units 1 and 2 is
notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not Satisfactory)
based on the demonstrated achievement of outcomes specified for the Unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. prepare and perform a practised program of group and solo works.
2. demonstrate instrumental techniques used in performance of selected works, demonstrate
unprepared performance skills and describe influences on their approach to performance.
3. identify, re-create, notate and transcribe elements of music, and describe ways in which expressive
elements of music may be interpreted.
90
Music Performance Units 1 and 2 continued
Unit 2
1. prepare and perform a musically engaging program of group and solo works.
2. demonstrate instrumental techniques used in performance of selected works, demonstrate
unprepared performance skills and describe influences on their approach to performance.
3. identify, re-create, notate and transcribe elements of music, and describe how selected elements
of music have been interpreted in performance.
4. devise a composition or an improvisation that uses music language evident in work/s being
prepared for performance.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in
a selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the
achievement of an S (Satisfactory) or N (Not Satisfactory) result for each unit.
Levels of achievement in this study are based on the following assessment tasks:
Unit 1

Performances of three works including at least one group work and one solo work with
accompaniment as appropriate.

A demonstration of technical work and exercises.

An explanation of how selected technical work and exercises support the student’s
development as an instrumentalist and their preparation of works performed for Outcome 1.

A performance of unprepared material in a test or other performance context.

Aural, written and practical tasks.
Unit 2

Performances of three works including at least one group work and one solo work with
accompaniment as appropriate.

A demonstration of technical work and exercises.

An explanation of how selected technical work and exercises support the student’s
development as an instrumentalist and their preparation of works performed for Outcome 1.

A performance of unprepared material.

Aural, written and practical tasks, for example

Composition and/or improvisation exercises and accompanying documentation that describes
use of music language in the exercise/s.
Information and Communication Technologies
The use of computers will be encouraged where appropriate.
Head of Creative and Performing Arts Faculty: Ms C Poljski
Director of Music: Mr P Carmody
91
Music Performance Units 3 and 4
These Units are designed so that students may continue to develop their performance skills, technical skills and
musicianship before progressing eventually to Music Performance (Units 3 and 4) and/or Music Investigation (Units 3
and 4) . Students must have private instrumental/vocal tuition during the period of the course.
Rationale
The study of music develops students’ understanding of artistic processes and contributes to the
development of the aesthetic, cognitive, psychomotor and affective domains.
VCE Music offers students opportunities to engage in the practice of performing, creating and studying
music that is representative of diverse genres, styles and cultures.
Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and
develop their ability to communicate their understanding through music making: performing, composing,
arranging and/or improvising; and musicianship: aural perception, analysis and music language.
Structure
The study is made up of two units.
Unit 3
This unit prepares students to present convincing performances of group and solo works. In this unit
students select a program of group and solo works representing a range of styles and diversity of character
for performance. They develop instrumental techniques that enable them to interpret the works and
expressively shape their performances. They also develop an understanding of performance conventions
they can use to enhance their performances. Students develop skills in unprepared performance, aural
perception and comprehension, transcription, music theory and analysis.
The focus for analysis in Area of Study 3 is works and performances by Australian musicians.
Unit 4
In this unit students refine their ability to present convincing performances of group and solo works.
Students select group and solo works that complement works selected in Unit 3. They further develop and
refine instrumental and performance techniques that enable them to expressively shape their performance
and communicate their understanding of the music style of each work. Students continue to develop skills
in aural perception and comprehension, transcription, theory, analysis and unprepared performance.
Students continue to study ways in which Australian performers interpret works that have been created
since 1910 by Australian composers/songwriters.
Entry
There are no official prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to
undertaking Unit 4 in this study. It is assumed that the student will have had at least 4 years tuition on a
musical instrument or voice. Consultation should be made with the Director of Music.
Assessment
In the study of VCE Music Performance students’ level of achievement will be determined by Schoolassessed Coursework, an end-of-year performance examination and an end-of-year aural and written
examination.
Satisfactory Completion
Demonstrated achievement of outcomes specified for the Unit. Satisfactory completion of Units 3 and 4 is
notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not Satisfactory)
based on the demonstrated achievement of outcomes specified for the Unit. In the study of VCE Music
Performance students’ level of achievement will be determined by Schoolassessed Coursework, an end-ofyear performance examination and an end-of-year aural and written examination.
Outcomes
On completion of each unit the student should be able to:
Unit 3
1. present an informed, accurate and expressive performance of a program of group and solo works.
2. demonstrate performance techniques, technical work and exercises, and describe their relevance
to the performance of selected group and/or solo works, and present an unprepared performance.
3. identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of
expressive elements of music in pre-recorded works.
92
Music Performance Units 3 and 4 continued
Unit 4
1. prepare and present accurate and expressive performances of informed interpretations of a
program/s of group and solo works.
2. demonstrate performance techniques, and technical work and exercises, and discuss their
relevance to the performance of selected group and/or solo works, and present an
unprepared performance.
3. identify, re-create, notate and transcribe short excerpts of music, and analyse the
interpretation of expressive elements of music in pre-recorded works.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance
in a selection of assessment tasks. The School will grade the work and will report the student’s
levels of achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the
achievement of an S (Satisfactory) or N (Not Satisfactory) result for each Unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the
student’s levels of achievement.
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 20%
Outcome 2
 A demonstration of performance techniques, technical work and exercises.
 A description of how selected performance techniques, technical work and exercises support
the student’s development as an instrumentalist and their preparation of works for Outcome
1.
 A performance of unprepared material – sight reading or improvisation.

Outcome 3
 A test that includes aural, written and practical components
Unit 4 School-Assessed Coursework: 10%
Outcome 2

A demonstration of performance techniques, technical work and exercises.

A discussion of how selected performance techniques, technical work and exercises support
the student’s development as an instrumentalist and their preparation of works for Outcome
1.

A performance of unprepared material – sight reading or improvisation.
Units 3 and 4: End-of-year aural and written examination: 20%
Units 3 and 4: End-of-year performance examination: 50%
Information and Communication Technologies
The use of computers will be encouraged where appropriate.
Head of Creative and Performing Arts Faculty: Ms C Poljski
Director of Music: Mr P Carmody
93
Music Investigation Units 3 and 4
These units build on knowledge and skills developed over Music Performance Units 1 to 4. Students must have private
instrumental/vocal tuition during the period of the course. This study is intended for advanced/specialist students.
Rationale
The study of music develops students’ understanding of artistic processes and contributes to the
development of the aesthetic, cognitive, psychomotor and affective domains.
VCE Music offers students opportunities to engage in the practice of performing, creating and studying
music that is representative of diverse genres, styles and cultures.
Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and
develop their ability to communicate their understanding through music making: performing, composing,
arranging and/or improvising; and musicianship: aural perception, analysis and music language.
Structure
The study is made up of two units.
Units 3 and 4 Music Investigation
In these units students select a work from a prescribed list as the basis for an investigation of a Focus Area.
They explore the Focus Area through three complementary areas of study: Investigation,
Composition/arrangement/improvisation and Performance.
Entry
There are no official prerequisites for entry to Unit 3 of Music Investigation. Students must undertake Unit
3 prior to undertaking Unit 4 in these studies. Students are strongly recommended to undertake Units 3 and
4 Music Performance before or in the same year that they undertake Units 3 and 4 Music Investigation.
Music Investigation Units 3 and 4 are designed for specialist students with considerable music experience
and skill.
Consultation should be made with the Director of Music.
Assessment
In the study of VCE Music Investigation students’ level of achievement will be determined by Schoolassessed Coursework, an end-of-year performance examination.
Satisfactory Completion
Demonstrated achievement of outcomes specified for the Unit. Satisfactory completion of Units 3 and 4 is
notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not Satisfactory)
based on the demonstrated achievement of outcomes specified for the Unit. In the study of VCE Music
Performance students’ level of achievement will be determined by Schoolassessed
Coursework, an end-of-year performance examination and an end-of-year aural and written
examination.
Outcomes
On completion of each unit the student should be able to:
Unit 3
1. demonstrate understanding of performance practices, context/s and influences on music works.
2. compose, improvise and/or arrange and discuss music characteristics and performance practices.
3. present a performance of music works that communicates understanding of the Focus Area.
Unit 4
1. evaluate and present their interpretive approach to a program of music works.
2. compose/improvise/arrange and perform a music work and discuss the use of music characteristics,
instrumental techniques, performance techniques and conventions in the work.
3. demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging
performance of music works.
94
Music Investigation Units 3 and 4 continued
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance
in a selection of assessment tasks. The School will grade the work and will report the student’s
levels of achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the
achievement of an S (Satisfactory) or N (Not Satisfactory) result for each Unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the
student’s levels of achievement.
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 25%
Outcome 1
 Present a report that discusses characteristics, techniques and performance
practices of works representative of a Focus Area.
Outcome 3
 Performance of technical work and exercises relevant to the Focus Area and
description of how this technical work is informing development of the performance program.
Unit 4 School-Assessed Coursework: 25%
Outcome 2
 Present a composition, improvisation or arrangement of a music work that uses
characteristics, performance techniques and other conventions relevant to the Focus Area.
 An explanation of how the work is representative of the Focus Area.
Outcome 3
 Demonstration of performance techniques, technical work and exercises relevant to preparing
for performance of a program of works that relate to the Focus Area, and discussion of how
this technical work relates to the Focus Area.
Units 3 and 4: End-of-year performance examination: 50%
Information and Communication Technologies
The use of computers will be encouraged where appropriate.
Head of Creative and Performing Arts Faculty: Ms C Poljski
Director of Music: Mr P Carmody
95
Philosophy Units 1, 2, 3 & 4
Rationale
VCE Philosophy explores some of the most enduring and influential ideas that underpin some of
society’s greatest achievements in ethics, science and the arts. This, together with learning to think
critically and with an open mind, fosters the reflection necessary for deep insights and ethical
decision-making at all levels of society. VCE Philosophy is a challenging and stimulating study,
which nurtures curiosity, problem-solving skills, open-mindedness and intellectual rigour. Doing
philosophy involves explicitly developing the habits of clarifying concepts, analysing problems, and
constructing reasoned and coherent arguments. It encourages students to reflect critically on their
own thinking and helps them to develop a sophisticated and coherent world view.
Structure
The study is made up of 4 units.
Unit 1: Existence, knowledge and reasoning
What is the nature of reality? How can we acquire certain knowledge? These are some of the
questions that have challenged humans for millennia and underpin ongoing endeavours in areas as
diverse as science, justice and the arts. This unit engages students with fundamental philosophical
questions through active, guided investigation and critical discussion of two key areas of
philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing
philosophy’ – and hence the study and practice of techniques of logic are central to this unit.
Unit 2: Questions of Value
What are the foundations of our judgments about value? What is the relationship between
different
types of value? How, if at all, can particular value judgments be defended or criticised?
This unit invites students to explore these questions in relation to different categories of value
judgment within the realms of morality, political and social philosophy and aesthetics. Students
also explore ways in which viewpoints and arguments in value theory can inform and be informed
by contemporary debates.
Unit 3: Minds, bodies and persons
This unit considers basic questions regarding the mind and the self through two key questions: Are
human beings more than their bodies? Is there a basis for the belief that an individual remains the
same person over time? Students critically compare the viewpoints and arguments put forward in
set texts from the history of philosophy to their own views on these questions and to
contemporary debates. Philosophical debates encompass philosophical questions and associated
viewpoints and
arguments within other spheres of discourse such as religion, psychology, sociology and politics.
Unit 4: The Good Life
This unit considers the crucial question of what it is for a human to live well. What does an
understanding of human nature tell us about what it is to live well? What is the role of happiness
in a well lived life? Is morality central to a good life? How does our social context impact on our
conception of a good life? In this unit, students explore texts by both ancient and modern
philosophers that have had a significant impact on contemporary western ideas about the good
life.
Entry
There are no prerequisites for entry to Units 1, 2, and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest, aptitude and maturity in the
Humanities, Philosophy and Religious Courses in years 9 and 10 may consider taking Philosophy
3/4 in Year 11. It is possible to enter the study at Units 2 and 3, however the Head of Humanities
must be consulted before this can be arranged. Students entering Unit 3 without Units 1 and/or 2
may be required to undertake additional reading, preparation exercises and testing as prescribed
by the Head of Philosophy and Religious Studies.
96
Philosophy Units 1, 2, 3 & 4 continued
Assessment
Satisfactory completion of Units 1 ,2 ,3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of
outcomes specified for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. analyse metaphysical problems, evaluate viewpoints and arguments arising from these, and
identify philosophical problems in relevant contemporary debates
2. analyse epistemological problems, evaluate viewpoints and arguments arising from these, and
analyse philosophical problems in relevant contemporary debates
3. apply methods of philosophical inquiry to the analysis of philosophical viewpoints and
arguments, including those in metaphysics and epistemology
Unit 2
1. analyse problems in ethics and moral theory and related contemporary debates, evaluate
viewpoints and arguments in response to these problems, and discuss the interplay between
philosophical thinking and contemporary ethical and moral debates.
2. analyse selected problems in value theory, evaluate viewpoints and arguments in response to
these problems, and discuss philosophical issues in the context of relevant contemporary
debates.
3. apply methods of philosophical inquiry to the analysis of philosophical viewpoints and
arguments, including those in value theory.
Unit 3
1. discuss concepts relating to the mind, psyche and body, and analyse and evaluate viewpoints
and arguments concerning the relationship between the mind and body, and psyche and
body, found within and across the set texts and in contemporary debates.
2. analyse, compare and evaluate theories of personal identity in the set texts and discuss
related contemporary debates
Unit 4
1. analyse, compare and evaluate the philosophical viewpoints and arguments in the set texts in
relation to the good life
2. discuss contemporary debates related to the good life and the interplay between social and
technological developments and conceptions of the good life
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance
in a selection of assessment tasks. The School will grade the work and will report the student’s
levels of achievement in the School Reports.
In addition, the School passes on to the Victorian Curriculum and Assessment Authority the
achievement of an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the
VCAA uses the results of school based assessments and external examinations to determine the
student’s levels of achievement in the VCE.
Levels of achievement in this study are based on a selection from the following assessment tasks:







short answer responses
presentation (oral, multimedia)
written analysis
written reflection
dialogue (oral, written)
essay
test
97
Philosophy Units 1, 2, 3 & 4 continued
Unit 3 School-Assessed Coursework: 25%
Unit 4 School-Assessed Coursework: 25%
Unit 3 and 4 end-of-year examination: 50%
Information and Communication Technologies
Computers are used for essay preparation, course notes and access to internet research on
selected topics.
Head of Humanities Faculty: Dr M Adcock
Head of Philosophy and Religious Studies Department: Dr F McCutcheon
98
Physical Education Units 1, 2, 3 and 4
Rationale
VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on
performance and participation in physical activity. It focuses on the interrelationship between motor learning
and psychological, biomechanical, physiological and sociological factors that influence physical performances
and participation in physical activity. The study of physical activity and sedentary behaviour is significant for
the understanding of health, wellbeing and performance of people.
Structure
Unit 1: Bodies in motion
In this unit students explore how the body systems work together to produce movement and analyse this
motion using biomechanical principles. Students apply biomechanical principles to improve and refine
movement. In Area of Study 3, there are two detailed studies: Technological advancements from a
biomechanical perspective and Injury prevention and rehabilitation.
Unit 2: Sports coaching and physically active lifestyles
This unit explores a range of coaching practices and their contribution to effective coaching and improved
performance of an athlete. Students are introduced to physical activity and the role it plays in the health
and wellbeing of the population. In Area of Study 3, there are two detailed studies: Decision Making In
Sport and Promoting Active Living,
Unit 3: Physical activity participation and physiological performance
This unit introduces students to an understanding of physical activity and sedentary behaviour from a
participatory and physiological perspective. Students assess physical activity and sedentary levels and
analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and
apply the social-ecological model to identify a range of Australian strategies that are effective in promoting
participation in some form of regular activity.
Students investigate the contribution of energy systems to performance in physical activity. In particular,
they investigate the characteristics of each system and the interplay of the systems during physical activity.
Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and
manage fatigue and to promote recovery.
Unit 4: Enhancing performance
Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain,
apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using
the results of the analysis, they then investigate the required fitness components and participate in a
training program designed to improve or maintain selected components. Athletes and coaches aim to
continually improve and use nutritional, physiological and psychological strategies to gain advantage over
the competition. Students learn to critically evaluate different techniques and practices that can be used to
enhance performance, and look at the rationale for the banning or inclusion of various practices from
sporting competition.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
Students who have demonstrated an interest and aptitude in the Health and Physical Education course in
Years 9 and 10 may consider taking Physical Education 3/4 in Year 11. It is possible to enter the study at
Units 2 and 3 levels, however the Head of Health and Physical Education must be consulted before this can
be arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional
reading, preparation exercises and testing as prescribed by the Head of Health and Physical Education.
Assessment
Satisfactory Completion
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s performance on assessment tasks designated for the unit. Schools will report a
result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not
Satisfactory).
99
Physical Education Units 1, 2, 3 and 4 continued
Outcomes
On completion of each unit the student should be able to:
Unit 1:
1. Collect and analyse information from, and participate in, a variety of practical activities to explain how
the musculoskeletal, cardiovascular and respiratory systems function, and how the aerobic and
anaerobic pathways interact with the systems to enable human movement.
2. Collect and analyse information from, and participate in, a variety of practical activities to explain how
to develop and refine movement in a variety of sporting actions through the application of
biomechanical principles.
3. Analyse data collected through research and practical activities, to explain the technological
advancements that have led to biomechanical changes in sporting technique or equipment in one
selected sport, and explain the implications of the change.
or
4. Observe, demonstrate and explain strategies used to prevent sports injuries, and evaluate a range of
techniques used in the rehabilitation of sports injuries.
Unit 2:
1. Demonstrate their knowledge of, and evaluate, the skills and behaviours of an exemplary coach, and
explain the application of a range of skill learning principles used by a coach.
2. Collect and analyse data related to individual and population levels of participation in physical activity,
and sedentary behaviour, and create and implement strategies that promote adherence to the
National Physical Activity Guidelines.
3. Explain the importance of interpreting game play and selecting appropriate tactics and strategies in
Sports or
4. Use a subjective method to assess physical activity levels within a given population, and implement and
promote a settings-based program designed to increase physical activity levels for the selected group.
Unit 3:
1. Analyse individual and population levels of sedentary behaviour and participation in physical activity,
and evaluate initiatives and strategies that promote adherence to the National Physical Activity
Guidelines.
2. Use data collected in practical activities to analyse how the major body and energy systems work
together to enable movements to occur, and explain the fatigue mechanisms and recovery strategies.
Unit 4:
1. Plan, implement and evaluate training programs to enhance specific fitness components.
2. Analyse and evaluate strategies designed to enhance performance or promote recovery.
Levels of Achievement
Unit 1 and 2
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and
Assessment Authority. Demonstration of achievement of Outcomes 1, 2 and 3.1 or 3.2 must be based on the
student’s performance on a selection of assessment tasks. Assessment tasks for units 1 and 2 are selected
from the following:
 a practical laboratory report linking key knowledge and key skills to practical activity
 a case study analysis
 a data analysis
 a critically reflective folio/diary of participation in practical activities
 a visual presentation such as graphic organiser, concept/mind map, annotated poster
 a multimedia presentation, including two or more data types (for example, text, still and moving
 images, sound) and involving some form of interaction
 a physical simulation or model
 an oral presentation such as podcast, debate
 a written report
 a test
100
Physical Education Units 1, 2, 3 and 4 continued
Unit 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students
undertaking Units 3 and 4.
In VCE Physical Education students’ level of achievement will be determined by School-assessed
Coursework and an end-of-year examination. The Victorian Curriculum and Assessment Authority will
report students’ level of performance on each assessment component as a grade from A+ to E or UG
(ungraded). To receive a study score, students must achieve two or more graded assessments and receive S
for both Units 3 and 4.
Unit 3 school-assessed coursework: 25%

A response in one or more of the following forms, which focuses on strategies aimed at increasing
physical activity levels:
- a practical laboratory report
- a case study analysis
- a data analysis
- a critically reflective folio/diary of participation in practical activities
- a visual presentation
- a multimedia presentation.

A response in one or more of the following forms, which focuses on the acute effects that physical
activity has on the cardiovascular, respiratory and muscular systems of the body:
- a practical laboratory report
- a case study analysis
- a data analysis
- a critically reflective folio/diary of participation in practical activities
- a visual presentation
- a test

A practical laboratory report analysing the relative contribution of the energy systems and associated
fatigue mechanisms and recovery strategies used in various activities.
Unit 4 school assessed coursework: 25%

A written report that includes a plan and evaluation of a six-week training program with reference to
an activity analysis, fitness testing and a training diary, designed to enhance specific fitness
components.
AND

A response in one or more of the following formats, which links chronic adaptations of the
cardiovascular, respiratory and muscular systems to training methods and improved performance:
a case study analysis
a data analysis
a critically reflective folio/diary of participation in practical activities
a practical laboratory report
a visual presentation
a test.

A response in one or more of the following formats, which identifies and evaluates various strategies
and practices that are used to enhance performance:
- a practical laboratory report
- a case study analysis
- a data analysis
- a media analysis
- a test.
Units 3 and 4 end-of-year examination: 50%
101
Physical Education Units 1, 2, 3 and 4 continued
Information and Communication Technologies
Primary data collection is imperative to student understanding across many areas of Physical Education.
The use of technology in gathering and analysing data should allow students to demonstrate an understanding of
the relationship being investigated or to demonstrate a theoretical connection.
Capturing of moving images for analysis of motion in biomechanics or for an activity analysis can be done using
digital cameras, mobile phones, Flip cameras and similar technology. Analysis can be done using computer software
or manually, viewing the footage frame by frame. The image can be projected using a data projector or,
alternatively, projected onto an interactive whiteboard so that annotations can be made directly onto the image.
Students will use various forms of ICT such as web-based databases, digital and video cameras, light gates and so on
to collect data, and programs such as Excel, Swinger and Dartfish to analyse and interpret data.
ICT applications such as web authoring, flash animation, computer slide narration, podcasts or video casts, are
diverse and engaging learning methods used to access information and record and present information. Students
may engage in collaborative research through the posting of information onto a wiki such as Wikispace, Wetpaint or
PB Wiki. Students will also use their own Polar Heart Rate Monitor and related software to analyse the contribution
of energy systems to exercise. The portal and email will be used extensively to share experiences and to generate
discussion within and outside the classroom.
Head of Health & Physical Education Faculty: Mr N Coull
102
Physics Units 1, 2, 3 and 4
Rationale
Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the
purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the
planets, stellar systems and galaxies in the Universe. While much scientific understanding in Physics has stood the test
of time, many other areas continue to evolve. In undertaking this study, students develop their understanding of the
roles of careful and systematic experimentation and modelling in the development of theories and laws. They
undertake practical activities and apply Physics principles to explain and quantify both natural and constructed
phenomena.
In VCE Physics students develop a range of inquiry skills involving practical experimentation and research, analytical
skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and
understanding to analyse contemporary Physics-related issues and to communicate their views from an informed
position.
VCE Physics provides for continuing study pathways within the discipline and leads to a range of careers. Physicists
may undertake research and development in specialist areas including acoustics, astrophysics and cosmology,
atmospheric physics, computational physics, education, energy research, engineering, instrumentation, lasers and
photonics, medical Physics, nuclear science, optics, pyrotechnics and radiography. Physicists also work in crossdisciplinary areas such as bushfire research, climate science, forensic science, geology, materials science,
neuroscience and sports science.
Structure
The study is made up of four units and these are designed to be taken sequentially. In Year 11 each unit is made up
of two prescribed areas of study and a third detailed study. Year 12 has four prescribed areas of study and one
detailed study.
Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome
is described in terms of key knowledge and skills.
The course is ultimately designed and controlled within the constraints of the VCAA study design.
Unit 1
This unit covers electricity, thermodynamics and the forming of matter.
Unit 2
This unit covers movement, and a series of teacher and student led investigations.
Unit 3
This unit covers motion in one and two dimensions, electronics and photonics and investigating materials and their
use in structures.
Unit 4
This unit covers interactions of light and matter and electric power
Entry
While there are no prerequisites for entry to Units 1, 2 or 3 it is recommended that students undertake the VCE
program as a complete two-year course. Students wishing to enter at the Unit 3 level will be required to undertake
some preliminary study as specified by the Head of Physics. Students must undertake Unit 3 prior to undertaking
Unit 4. In view of the sequenced nature of the study, it is highly recommended that students undertake Units 1 to 4.
Assessment
Satisfactory completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as an
S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1.
apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in selected
contexts, and describe the environmental impact of human activities with reference to thermal effects and
climate science concepts.
103
Physics Units 1, 2, 3 and 4 continued
2.
investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical
systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by
individuals and the community.
3.
explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.
Unit 2
1. investigate, analyse and demonstrate understanding mathematically model the motion of particles and bodies.
2.
design and undertake an investigation of a physics question related to the scientific inquiry processes of data
collection and analysis, and draw conclusions based on evidence from collected data.
Unit 3
1. demonstrate understanding of the Newtonian model in one and two dimensions to describe and explain
transport motion and the related aspects of safety, and motion in space.
2.
demonstrate understanding of the operation of electronic and photonic devices and analyse their use in
domestic and industrial systems.
3.
demonstrate understanding of the comparable properties of construction materials and model effects on
structures and materials of forces and loads.
Unit 4
1. demonstrate understanding of the wave and photon models by using these models to explain interactions of
light and matter and the quantised energy levels of atoms.
2.
demonstrate understanding of the operation of electric motors, generators and alternators along with the
generation, transmission, distribution and use of electric power.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a selection of
assessment tasks. The School will grade the work and will report the student’s levels of achievement in the School
Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of an S
(Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of school based
assessments and an external examination to determine the student’s levels of achievement in the VCE.
Levels of achievement in the study are based on the following assessment tasks:
Units 1 and 2

Practical work, including written reports and posters

Tests and assignments

Short reports or multimedia presentations

Mid-Year and End of Year Examinations
Units 3 and 4
Unit 3 School-Assessed Coursework: 16%



Student designed practical investigation
Data analysis
Tests
Unit 4 School-Assessed Coursework: 24%




Practical activities
Tests
Data analysis
Media response
Unit 3 and 4: End-of-year examination: 60%
104
Physics Units 1, 2, 3 and 4 continued
Information and Communication Technologies
Information technology resources are used to enable students to:



collect, store, interpret and report on experimental investigations
simulate physical phenomena using virtual laboratories
construct mathematical models of physical systems
Students will make use of the following:

Crocodile Clips

WINTEC V 4

PASCO data collection software
Head of Science and Technology Faculty: Mr S Jamieson
Head of Physics Department: Mr T Anastasiou
105
Product Design and Technology Units 1, 2, 3 and 4
Rationale
This study engages students in technological tasks that call on their knowledge and understanding of
materials and production processes to design and make products suitable for their intended purpose.
Throughout each unit, students’ learning experiences involve exposure to the application of new
technologies, including information and communication technologies for design purposes, along with a
wide range of materials and graphic media.
Technological decisions have an impact on all aspects of peoples’ lives. Evaluation of the purpose,
processes and products of technological activity and the wider role of technology in societies is integral to
this study.
Structure
This study is made up of four units:
Unit 1: Design Modification and Production
This unit focuses on redesigning an existing product. It provides a structured approach to define a design
problem and then generate, analyse and evaluate ideas. Students examine the processes and techniques
used by a current designer to produce and evaluate a redesigned product. Consideration is given to
protection of intellectual property implications related to design.
Unit 2: Collaborative Design
In this unit, the student works both individually and as a member of a small design team to address a
problem, need or opportunity that requires a product, within a product range based on a theme, or
component of a group product. This provides the student with the opportunity to work with others while
taking responsibility for particular aspects of the design and production processes.
Unit 3: Design, technological innovation and manufacture
In this unit, students investigate a client or end-user’s needs, prepare a design brief, devise evaluation
criteria, carry out research and propose a series of design options. They justify the choice of a preferred
design option and develop a work plan, and commence production of the product, which will be completed
and evaluated in Unit 4. This unit also examines how a range of factors influence the design and
development of products within industrial/commercial settings.
Unit 4: Product development, evaluation and promotion
Students continue to develop and manufacture the product designed in Unit 3, Outcome 3 and record the
production processes and modifications to the work plan and product. They evaluate the effectiveness and
efficiency of techniques they used and the quality of their product with reference to evaluation criteria.
Students make judgements about possible improvements. They promote their work by highlighting the
product’s features to the client and/or end-user.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
Students who have demonstrated an interest and aptitude in the Design and Technology course in Years 9
and 10 may consider taking Product Design and Technology 3/4 in Year 11. It is possible to enter the study
at Units 2 and 3 levels, however the Head of Science and Technology must be consulted before this can be
arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional
reading, preparation exercises and testing as prescribed by the Head of Design and Technology.
Assessment
Satisfactory Completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment Authority
as an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the unit.
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. describe the methods used by a designer to design a product and apply similar processes to document
the redesigning of an existing product
2. use and evaluate materials, tools and equipment to make the product redesigned in Outcome 1
106
Product Design and Technology Units 1, 2, 3 and 4 continued
Unit 2
1. individually and as a member of a team, identify a need and collaboratively develop design options and
production planning in response to design brief for product range based on a common theme or a
group product with component parts
2.
justify, manage and use appropriate production processes to make a product and evaluate, individually
and as a team
Unit 3
1. explain and demonstrate the role of a designer
2. explain the factors that influence the design, development and manufacture of products within
industrial/commercial settings
3. present a folio that documents the procedure and decision making process used while working as a
designer
Unit 4
1. analyse similar product types through a comparison of innovative features, function, aesthetics and
visual appeal, and any social and environmental benefits and costs
2. competently and safely apply a range of production skills and processes
3. evaluate the outcomes of the design and production activities and promote the product
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in the
VCE.
Levels of achievement in this study are based on the student’s performance in the following assessment
tasks:
Units 1 and 2
A selection of tasks from the following:
 Design folio
 Production plans
 Production tasks
 Tests (short answer)
 Short written reports (materials testing activities, industry visits, product evaluation report)
 Practical demonstrations
 3D product
Units 3 and 4
Unit 3 School-Assessed Coursework: 12%
One of the following:
 Development of a design brief
 A report in multimedia format
 A test (short answer)
 A short written report
Unit 4 School-Assessed Coursework: 8%
One of the following:
 A report in multimedia format
 A test (short answer)
 A short written report
107
Product Design and Technology Units 1, 2, 3 and 4 continued
Units 3 and 4 School-assessed task (subject to external review): 50%
 a design folio for each of Units 3 and 4, Outcome 3
AND
 production work (product developed to meet client requirements) for each of Units 3 and 4, Outcome
3
AND
 an evaluation report for Unit 4, Outcome 3
Units 3 and 4 end-of-year examination: 30 %
Information and Communication Technologies
Computer Aided Design (CAD) software will be used in conjunction with other methods of drawing, designing and
communication ideas in the developmental stages. 2D and 3D drawings will be developed using SOLIDWORKS in
association with CAM hardware (laser cutter, 3D printer, CNC router and 2D plotter).
Head of Science and Technology Faculty: Mr S Jamieson
Head of Design and Technology Department: Mr J Bourne
108
Psychology Units 1, 2, 3 and 4
Rationale
Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural,
cognitive and socio-cultural perspectives inform the way psychologists approach their research into the
human condition.
In the VCE study of Psychology, students explore complex human behaviours and thought processes. They
develop empathetic understandings and an understanding of mental health issues in society. Students are
given the opportunity to apply psychological principles to everyday situations such as workplace and social
relations. Psychology provides students with a sophisticated framework for understanding the complex
interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought,
emotions and behaviour. The study assists students to further develop effective language skills for
communication, and numeracy skills for research, data analysis and other applications. In addition, students
develop a range of broader skills including those of problem solving, critical evaluation and the application
of processes of scientific inquiry.
The study of Psychology leads to opportunities in a range of careers that involve working with children,
adults, families and communities in a variety of settings. These include academic and research institutions,
management and human resources, and government, corporate and private enterprises. Fields of applied
psychology include educational, environmental, forensic, health, sport and organisational psychology.
Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social
psychology and developmental psychology.
Structure
The study is made up of four units:
Unit 1
How are behaviour and mental processes shaped?
Human development involves changes in thoughts, feelings and behaviours. In this unit students
investigate the structure and functioning of the human brain and the role it plays in the overall functioning
of the human nervous system. Students explore brain plasticity and the influence that brain damage may
have on a person’s psychological functioning. They consider the complex nature of psychological
development, including situations where psychological development may not occur as expected. Students
examine the contribution that classical and contemporary studies have made to an understanding of the
human brain and its functions, and to the development of different psychological models and theories used
to predict and explain the development of thoughts, feelings and behaviours.
A student directed research investigation related to brain function and/or development is undertaken in
this unit. The research investigation draws on content from Area of Study 1 and/or Area of Study 2.
Unit 2
How do external factors influence behaviour and mental processes?
A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and
social factors. In this unit students investigate how perception of stimuli enables a person to interact with
the world around them and how their perception of stimuli can be distorted. They evaluate the role social
cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students
explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They
examine the contribution that classical and contemporary research has made to the understanding of
human perception and why individuals and groups behave in specific ways.
A student practical investigation related to internal and external influences on behaviour is undertaken in
this unit. The investigation draws on content from Area of Study 1 and/or Area of Study 2.
109
Psychology Units 1, 2, 3 and 4 continued
Unit 3
The Conscious Self
This unit focuses on the study of the relationship between the brain and the mind through examining the
basis of consciousness, behaviour, cognition and memory. Students study the structure and functioning of
the human brain and nervous system, and explore the nature of consciousness and altered states of
consciousness including sleep. The brain continually receives and processes vast amounts of information
from its internal and external environment. Memory involves the selective retention and retrieval of this
information and it plays an important role in determining behaviour. Students consider the function of the
nervous system in memory and investigate the ways in which information is processed, stored and utilised.
They apply different theories of memory and forgetting to their everyday learning experiences.
Unit 4
Brain, Behaviour and Experience
This unit focuses on the interrelationship between learning, the brain and its response to experiences, and
behaviour. The overall quality of functioning of the brain depends on experience, and its plasticity means
that different kinds of experience change and configure the brain in different ways. Students investigate
learning as a mental process that leads to the acquisition of knowledge, development of new capacities and
changed behaviours. Understanding the mechanisms of learning, the cognitive processes that affect
readiness for learning, and how people learn informs both personal and social issues.
Students build on their conceptual understanding of learning to consider it as one of several important
facets involved in a biopsychosocial approach to the analysis of mental health and illness. They consider
different concepts of normality, and learn to differentiate between normal responses such as stress to
external stimuli, and mental disorders. Students use a biopsychosocial framework – a conceptual model
which includes psychological and social factors in addition to biological factors in understanding a person’s
mental state – to explore the nature of stress and a selected mental disorder. The intent of the study is not
that of diagnosis and treatment but to explore causes of mental illness, avenues of assistance and factors
that promote mental wellbeing.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
Students who have demonstrated an interest and aptitude in the Science and Personal Development
courses in Years 9 and 10 may consider taking Psychology 3/4 in Year 11. It is possible to enter the study at
Units 2 and 3 levels, however the Head of Science and Technology must be consulted before this can be
arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional
reading, preparation exercises and testing as prescribed by the Head of Psychology.
Assessment
Satisfactory completion
The school will report a result for each unit to the Victorian Curriculum and Assessment Authority as S
(Satisfactory) or N (Not Satisfactory).
Outcomes
On completion of each unit the student should be able to:
Unit 1
1. describe how understanding of brain structure and function has changed over time, explain how
different areas of the brain coordinate different functions, and explain how brain plasticity and brain
damage can change psychological functioning
2. identify the varying influences of nature and nurture on a person’s psychological development, and
explain different factors that may lead to typical or atypical psychological development
3. investigate and communicate a substantiated response to a question related to brain function and/or
development, including reference to at least two contemporary psychological studies and/or research
techniques
110
Psychology Units 1, 2, 3 and 4 continued
Unit 2
1. compare the sensations and perceptions of vision and taste, and analyse factors that may lead to the
occurrence of perceptual distortions
2. identify factors that influence individuals to behave in specific ways, and analyse ways in which others
can influence individuals to behave differently
3. design and undertake a practical investigation related to external influences on behaviour, and draw
conclusions based on evidence from collected data
Unit 3
1. explain the relationship between the brain, states of consciousness including sleep, and behaviour, and
describe the contribution of selected studies and brain research methods to the investigation of brain
function
2. compare theories that explain the neural basis of memory and factors that affect its retention, and
evaluate the effectiveness of techniques for improving and manipulating memory
Unit 4
1. explain the neural basis of learning, and compare and contrast different theories of learning and
their applications
2. differentiate between mental health and mental illness, and use a biopsychosocial framework to
explain the causes and management of stress and a selected mental disorder
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in School Reports.
In addition the School passes onto the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in this study are based on the following assessment tasks:
Units 1 and 2
Coursework tasks may include:
 a report of a practical activity involving the collection of primary data
 a research investigation involving the collection of secondary data
 a brain structure modelling activity
 a logbook of practical activities
 analysis of data/results including generalisations/conclusions
 media analysis/response
 problem solving involving psychological concepts, skills and/or issues
 a test comprising multiple choice and/or short answer and/or extended response
 a reflective learning journal/blog related to selected activities or in response to an issue
 a report of an investigation into internal and/or external influences on behaviour that can be presented
in various formats, for example digital presentation, oral presentation, scientific poster or written
report
111
Psychology Units 1, 2, 3 and 4 continued
Units 3 and 4
School-assessed Coursework for Unit 3 will contribute 20%.
School-assessed Coursework for Unit 4 will contribute 20%.
Coursework tasks may include:
 Report of a research investigation conducted by the student
 Data analysis
 Media response
 Test
 Evaluation of research
 Essay
 Annotated folio of practical activities
 Oral presentation using two or more data types
 Visual presentation
Examination for Units 3 & 4 will contribute 60%
Information and Communication Technologies
The use of computers will be encouraged where appropriate.
Head of Science and Technology Faculty: Mr S Jamieson
Head of Psychology Department: Ms P Angus
112
Religion and Society Units 3 and 4
Rationale
Religious beliefs provide a frame of reference for understanding the world. This study is designed for all
students interested in the great questions of life. It also seeks to develop understanding and respect for the
perceptions of the participants in religious traditions, and thus values and promotes open inquiry without
bias towards any one tradition in particular.
Structure
The study is made up of two units.
Unit 3: The search for meaning
This unit focuses on core religious beliefs and the ways in which they create meaning for religious
communities and individuals. These beliefs refer to views about ultimate reality held by individuals, groups,
organisations and whole societies.
Unit 4: Challenge and response
This unit will focus on internal and external developments which challenge significant beliefs of the selected
tradition/s. Students explore historical profiles of religious traditions, and analyse decisive occasions of
religious challenge and response. They will also consider the implications of religious belief for action on
behalf of social justice and for assessment of new problems arising from social and technological change.
Entry
There are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.
Students who have demonstrated an interest, aptitude and maturity in the Humanities, Philosophy and
Religious Studies courses in Years 9 and 10 may consider taking Philosophy 3/4 in Year 11. Students
considering undertaking Religion and Society Units 3 & 4 should consult the Head of Philosophy and
Religious Studies.
Assessment
Satisfactory Completion
Demonstrated achievement of outcomes specified for the Unit. Satisfactory completion of Units 3 and 4 is
notified to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or N (Not Satisfactory)
based on the demonstrated achievement of outcomes specified for the Unit.
Outcomes
On completion of each unit the student should be able to:
Unit 3
1.
explain and evaluate the significance of a range of core beliefs within one or more religious traditions.
2.
explain continuity and maintenance of a core religious belief or beliefs within one or more tradition/s.
3.
draw conclusions about the interplay between religious beliefs and significant life experiences.
Unit 4
1.
analyse how one or more religious traditions responded to a significant internal or external challenge,
and evaluate the outcome for the tradition/s.
2.
analyse the interplay between religious beliefs and the vision of each tradition for society and the way
one or more specific issues are confronted implementing the vision.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks (school assessed coursework and end-of-year examination). The School will
grade the work and will report the student’s levels of achievement in the School Reports.
In addition the School passes on the Victorian Curriculum and Assessment Authority the achievement of an
S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
113
Religion and Society Units 3 and 4 continued
Levels of achievement in this study are based on the following assessment tasks:
Unit 3 School-Assessed Coursework: 25 %
Essay on the idea of God, transcendence, ultimate reality
Case study of a film
Essay on the development of a particular belief



Unit 4 School-Assessed Coursework: 25 %
 Essay on a challenge of a religious tradition
 Project assignment on an individual/institution who put beliefs into actions
Units 3 and 4 end-of-year Examination: 50%
Information and Communication Technologies
Computers are used for essay presentation, course notes and access to Internet research on selected
topics.
Head of Humanities Faculty: Dr M Adcock
Head of Philosophy and Religious Studies Department: Dr F McCutcheon
114
Studio Arts Units 3 and 4
Rationale
The creative nature of visual art provides individuals with the opportunity for personal growth, the
expression of ideas and a process for examining individual potential as art makers. Studio Arts provides a
framework for the establishment of effective art practices through an understanding and application of the
process of design. It enables students to make their own choice of medium/studio form and to specialise in
that area. Students generate, explore and communicate ideas through specific studio forms and develop
and use specialised skills in a range of media and techniques. The theoretical component of the study
informs students’ practice through an investigation of selected artworks, an examination of artists’ from
different times and cultures, a review of their working methods and a contextual study of practices within
the arts industry.
Structure
Melbourne Grammar School offers two units of Studio Arts:
Unit 3: Studio Production and Professional Art Practices
Unit 4: Studio Production and Art Industry Contexts
Unit 3 – Studio Production and Professional Art Practices
This unit focuses on the implementation of an individual design process leading to the production of a
range of potential directions. Students develop and use an exploration proposal to define an area of
creative exploration. They plan and apply a design process to explore and develop their individual ideas.
Analysis of these explorations and the development of the potential directions is an intrinsic part of the
design process to support the making of finished artworks in Unit 4.
For this study, the exploration proposal supports the student to identify a direction for their design process.
The design process is individually determined by the student. It records trialling, experimenting, analysing
and evaluating the extent to which their art practices successfully communicate their aims and ideas. From
this process students can develop directions for the development of finished artworks in Unit 4.
The study of artists and their work practices and processes may provide inspiration for students’ own
approaches to art-making. Students investigate and analyse the response of artists to a wide range of
stimuli, and examine their use of materials and techniques. They explore professional art practices of
artists in relation to particular artworks and art form/s and identify the development of styles in artworks.
Throughout their study of art processes, students also consider the issues that may arise from the use of
other artists’ work in the making of new artworks. Students are expected to visit at least two different
exhibition spaces in their current year of study.
Unit 4 – Studio Production and Art Industry Context
This unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the
folio, students present visual and written documentation explaining how selected potential directions
generated in Unit 3 were used to produce the cohesive folio of finished artworks. These artworks should
reflect the skilful application of materials and techniques, and the resolution of ideas and aesthetic
qualities.
This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of
exhibition spaces and the methods and considerations involved in the preparation, presentation and
conservation of artworks.
Students examine a range of environments for the presentation of artworks exhibited in contemporary
settings. Students are expected to visit at least two different exhibition spaces in their current year of
study.
Entry
While there are no formal requirements for students wishing to take Studio Arts 3/4, many students take
Art Units 1 and 2 as a preparatory program. Students must undertake Studio Arts Unit 3 prior to
undertaking Unit 4. Students who have demonstrated an interest and aptitude in the Creative Arts course in
Years 9 and 10 may consider taking Studio Arts 3/4 study in Year 11. Students may undertake Units 3 and 4
Studio Arts without having completed Units 1 and 2 Art, however they must be confident that they have
developed the organisational and academic foundation skills to manage this folio based subject at this level
and should consult with the Head of Creative and Performing Arts.
115
Studio Arts Units 3 and 4 continued
Assessment
Satisfactory Completion
Satisfactory completion of Units 3 and 4 is notified to the Victorian Curriculum and Assessment Authority as
an S (Satisfactory) or N (Not Satisfactory) based on the demonstrated achievement of outcomes specified
for the units.
Outcomes
On completion of each unit the student should be able to:
Unit 3
1. prepare an exploration proposal that formulates the content and parameters of an individual design
process.
2. present an individual design process that produces a range of potential directions, which reflects the
concepts and ideas documented in the exploration proposal
3. discuss art practices in relation to particular artworks of at least two artists and analyse ways in which
artists develop their styles. Throughout their study of art processes students also consider the issues
that may arise from the use of other artist’s work in the making of new work.
Unit 4
1. present a cohesive folio of finished artworks, based on selected potential directions developed through
the design process, that demonstrates skilful application of materials and techniques and that realises
and communicates the student’s ideas
2. provide visual and written documentation that identifies the folio focus and evaluates the extent to
which the finished artworks reflect the selected potential directions, and effectively demonstrate a
cohesive relationship between the works
3. examine and explain the preparation of artworks in at least two different exhibition spaces, and discuss
the various roles, processes and methods involved in the exhibition of artworks
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The School will grade the work and will report the student’s levels of
achievement in the School Reports.
In addition the School passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’s levels of achievement in
the VCE.
Levels of achievement in the study are based on the following assessment tasks:
Units 3 and 4
Unit 3 School-Assessed Task (subject to external review): 33 %

A developmental folio that presents a design process which defines an area of exploration in a written
proposal, explores and develops the aims and intentions of the exploration proposal and produces a
range of potential directions
Unit 4 School-Assessed Task (subject to external review): 33 %

A folio of finished art works that have been developed from a design process and resolves the aims
and intentions set out in the exploration proposal
Units 3 and 4 end-of-year examination: 34 %
116
Studio Arts Units 3 and 4 continued
Information and Communication Technologies
In Studio Arts the following software is provided and used in conjunction with PCs in the classrooms.
 Adobe Illustrator, Photoshop
 Video editing with iMovie and Final Cut Pro
The Adobe Creative Suite is part of the Melbourne Grammar School image which is available to students
who are a part of the Melbourne Grammar School Notebook Program.
Head of Creative and Performing Arts Faculty: Ms C Poljski
117
Visual Communication and Design Units 1, 2, 3 and 4
Rationale
The Visual Communication Design Study examines the way visual language can be used to convey ideas,
information and messages in the fields of communication, environmental and industrial design. It is
intended to assist students to develop the capacity to think and communicate visually in order to solve a
communication need and effectively deliver a direct message to a targeted audience. It relies on drawing
as the primary component of visual language to support the conception and visualisation of ideas.
Consequently the study emphasises the importance of developing a variety of drawing skills to visualise
thinking. Students employ a design process which includes the application of design elements and
principles and building a working knowledge of production processes such as drawing, computers, printing,
3D model making and photography. The study also provides the opportunity to critically examine and
interpret existing examples of visual communications and gain an understanding of how a range of
practicing designers work in the professional realm. The extensive range of practical disciplines and
analytical theory is combined with the intention to introduce students to the unlimited potential of design
as a powerful communication tool.
Structure
The study is made up of four units:
Unit 1 Introduction to Visual Communication Design
The primary focus of this unit is on students developing drawing skills as a means of communication and an
understanding of how visual communications are shaped by past and contemporary factors.
Unit 2 Application of Visual Communication Design
This unit offers a practical context for learning and applying drawing methods and an understanding and
application of basic typographic2 components. Area of Study 3 introduces students to the design process
that underpins visual communication design practice.
Unit 3 Design Thinking and Practice
The primary focus of this unit is to provide students with the knowledge and skills to undertake a successful
design process. Through the analysis of communication, environmental and industrial visual communication
designs, students gain information and inspiration to create their own designs. An investigation of design
industry practices informs knowledge of how visual communication is produced within a professional
industry context.
Unit 4 Design Development and Presentation
The focus of this unit is the final stage of the design process where final presentations are produced and
presented. The pitch provides students with the opportunity to reflect on their own work and articulate
how the visual communication addresses the client needs. The pitch aims to promote the features of each
final presentation.
Entry
There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.
Students who have demonstrated an interest and aptitude in the Creative Arts course in Years 9 and 10
may consider taking Visual Communication and Design 3/4 in Year 11. It is possible to enter the study at
Units 2 and 3 levels, however the Head of Creative and Performing Arts must be consulted before this can
be arranged. Students entering Unit 3 without Units 1 and/or 2 may be required to demonstrate that they
have developed the academic maturity and organisation to manage this folio-based study and undertake
additional reading, preparation exercises and testing as prescribed by the Head of Creative and Performing
Arts.
Assessment
Satisfactory completion
Satisfactory completion of Units 1, 2, 3 and 4 is notified to the Victorian Curriculum and Assessment
Authority as an S (Satisfactory) or N (Non Satisfactory) based on the demonstrated achievement of
outcomes specified for the units.
118
Visual Communication and Design Units 1, 2, 3 and 4 continued
Outcomes
On the completion of each unit students should be able to:
Unit 1
1. create drawings for different purposes using a range of drawing methods, media and materials.
2. select and apply design elements and design principles to create visual communications that satisfy
stated purposes.
3. describe how a visual communication has been influenced by past and contemporary practices, and by
social and cultural factors.
Unit 2
1. create presentation drawings that incorporate relevant technical drawing conventions and effectively
communicate information and ideas for a selected design field.
2. manipulate type and images to create visual communications suitable for print and screen-based
presentations, taking into account copyright.
3. engage in stages of the design process to create a visual communication appropriate to a given brief.
Unit 3
1. create visual communications for specific contexts, purposes and audiences that are informed by their
analysis of existing visual communications.
2. describe how visual communications are designed and produced in the design industry and explain
factors that influence these practices.
3. apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas
relevant to the brief.
Unit 4
1. develop distinctly different design concepts for each need, and select and refine for each need a
concept that satisfy the requirements of the brief.
2. produce final visual communication presentations that satisfy the requirements of the brief.
3. devise a pitch to present and explain their visual communications to an audience and evaluate the
visual communications against the brief.
Levels of Achievement
The achievement of the outcomes in each unit will be demonstrated by the student’s performance in a
selection of assessment tasks. The school will grade the work and report the student’s levels of
achievement in the School Reports.
In addition the school passes on to the Victorian Curriculum and Assessment Authority the achievement of
an S (Satisfactory) or N (Not Satisfactory) result for each unit. In Units 3 and 4 the VCAA uses the results of
school based assessments and external examinations to determine the student’ levels of achievements in
the VCE.
Levels of achievement in the study are based on the following assessment tasks:
Unit 1
 A folio of observational, visualisation and presentation drawings created using manual and/or digital
methods
 Final presentations created using manual and/or digital methods
 Written and/or oral and/or visual report of a case study
Unit 2
 Folio of typography and image ideas and concepts created using manual and digital methods
 Folio of Technical drawings created using manual and digital methods
 Written and/or oral descriptions and analysis of historical and contemporary design examples
 Folio demonstrating the design process created using manual and/or digital methods
 Final presentations of visual communications
119
Visual Communication and Design Units 1, 2, 3 and 4 continued
Unit 3
School- Assessed Coursework: 20%



In response to given stimulus material, create three visual communications designed for different
contexts, purposes and audiences
An explanation of the connections between each of these visual communications and existing visual
communications. This will be presented in the form of the following tasks: annotated visual
communications or written or oral report supported by visual evidence.
A description of how visual communications are designed and produced in the design industry and
explain those factors that influence these practices. This will be presented in the form of one or a
combination of the following tasks: A written report, short and extended responses, structures
questions and/or an annotated visual report.
Unit 4
School-Assessed Coursework: 5%

A pitch that presents and explains the students own visual communication to an audience and
evaluates the visual communications against the brief. This will be presented in the form of one or
a combination of the following tasks: A written report, an annotated visual report and/or an oral
presentation
Units 3 and 4 School Assessed Task: 40 %
Unit 3
 A brief that identifies the contexts, constraints, client’s needs and target audience, and a folio
generating ideas relevant to the brief.
Unit 4
 A folio of conceptual developments for each need.
 Two distinct final presentations in two separate presentation formats that fulfil the communication
needs of the client as detailed in the brief developed in Unit 3.
Units 3 and 4 end of year examination: 35%
Information and Communication Technologies
In developing practical skills, students will become familiar with digital design programs that enable
concepts to be developed, refined and placed into presentation formats. Students will be introduced to
methods of manipulating imagery and type for communication purposes and the opportunity to construct
visual communications for final presentations. Students will be made aware of copyright issues and the
need to acknowledge sources. Students will have the opportunity to use and apply the following ICT
applications: digital photography, scanning, photocopying, and various computer programs such as
Photoshop, Illustrator, CAD and Google sketch up.
In all Visual Communication Design Units the following software is provided and used in conjunction with
PC’s in the classrooms.
 Adobe CS5, Illustrator and Photoshop.
The Adobe Creative Suite is part of the Melbourne Grammar School image which is available to students
who are a part of the Melbourne Grammar School Notebook program.
Head of Creative and Performing Arts Faculty: Ms C Poljski
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